Deleterious effects of unchosen solitude on adolescents' mental and social health: The moderating role of self-esteem

Can self-esteem reduce the deleterious effects of solitude on adolescents' mental and social health? Solitude is twofold because it can be chosen (self-determined) or forced (not self-determined). When it is not a chosen behavior (e.g., social ignorance, exclusion, or fear of others' judgment), individuals experience higher levels of anxiety and depression and feel the deleterious effects of loneliness more. On the other hand, the level of self-esteem relates positively to lower levels of anxiety and depression as well as to good social relationships. We hypothesized that self-esteem moderates the effects of unchosen solitude. Eighty high school students participated in this study by filling out a self-report booklet of questionnaires. We first examine the links between unchosen solitude and anxiety, depression, loneliness, hopelessness, and quality of the connection to family and peers; next, we examine the moderating role of self-esteem in these links. Regression analyses confirm the classic negative effect of not-self-determined solitude on the health outcomes considered, and moderation analyses show that a good level of self-esteem decreases this effect, at least on depression, hopelessness, and connection to peers. We suggest further studies to complete and refine these results and propose to assess more systematically the adolescents' self-esteem and to reinforce it to prevent negative mental and social health outcomes.

The Importance of Perceived School Climate and Personal Strengths Use for Psychological Functioning among High School Students

The aim of this study was to determine the importance of high school students’ personal strengths use and the perceived school climate on their psychological functioning. The sample of 258 students from a gymnasium filled in measures for adolescent psychological functioning, strengths use and perceived school climate. Contrary to what was expected, the results revealed that personal strengths use did not moderate the relationship between students’ perceived school climate and their psychological functioning. However, both factors – perceived school climate and strengths use – independently of each other, significantly predicted students’ psychological functioning. Therefore, in order to achieve more positive developmental outcomes, it is not enough to create a good climate at school, it is also important to create opportunities for students to use their personal strengths. 

Relationship between self-esteem and perceived social support in burn patients in Sina Hospital of Tabriz

AIM

Visible scars and damage to self-esteem make it difficult to endure difficult conditions and have some detrimental psychological and physical consequences for patients with burns. Social support plays an important role in enhancing the mental image and self-esteem of burn patients in the rehabilitation stages of burn patients. The aim of this study was to determine the relationship between perceived social support and self-esteem in burn patients referred to Sina Hospital in Tabriz in 2019-2018.

DESIGN

Descriptive correlational study.

METHODS

In this descriptive correlational study, 120 patients with different degrees of burn were selected using the convenience sampling method. After obtaining validity and reliability, the data were collected using demographic questionnaires, Rosenberg self-esteem and Zimet Multi-dimensional Perceived Social Support. Then, they were analysed using descriptive and analytical tests and SPSS software.

RESULTS

There was a positive and significant correlation between the main variables of the research (p < .001, r = 0.288). Duration of hospitalization, percentage of burns and education were effective factors in self-esteem (p < .005). Based on the findings, more support for burn patients will increase patients' self-esteem and greater adaptation, as well as a better return to their lives in the rehabilitation phase.

Post-traumatic growth as positive personality change: Challenges, opportunities, and recommendations

OBJECTIVE

Post-traumatic growth typically refers to enduring positive psychological change experienced as a result of adversity, trauma, or highly challenging life circumstances. Critics have challenged insights from much of the prior research on this topic, pinpointing its significant methodological limitations. In response to these critiques, we propose that post-traumatic growth can be more accurately captured in terms of personality change-an approach that affords a more rigorous examination of the phenomenon.

METHOD

We outline a set of conceptual and methodological questions and considerations for future work on the topic of post-traumatic growth.

RESULTS

We provide a series of recommendations for researchers from across the disciplines of clinical/counseling, developmental, health, personality, and social psychology and beyond, who are interested in improving the quality of research examining resilience and growth in the context of adversity.

CONCLUSION

We are hopeful that these recommendations will pave the way for a more accurate understanding of the ubiquity, durability, and causal processes underlying post-traumatic growth.