CONCEPTUALIZATIONS OF DEPRESSION IN OLDER PEOPLE: THE INTERACTION OF POSITIVE AND NEGATIVE BELIEFS

1999 ◽  
Vol 27 (3) ◽  
pp. 285-290 ◽  
Author(s):  
Ian A. James ◽  
Katherine Kendell ◽  
F. Katharina Reichelt
Keyword(s):  
Older People ◽  
Functional Role ◽  
Late Onset ◽  
Self Esteem ◽  
The Self ◽  
First Episode ◽  
New Approach ◽  
Negative Beliefs ◽  
Alternative Conceptualization

Empirical evidence for the efficacy of Cognitive Therapy (CT) treatments for older adults, when compared with other psychotherapies, is inconclusive (Davies & Collerton, 1997). The current authors suggest that one reason for the equivocal findings lies in the failure to adapt the cognitive rationale sufficiently to cater for the different presentation of depression in older people; particularly for those experiencing first-episode late onset-depression. It is argued that existing models tend to focus on the negative aspects of self-appraisal, and fail to fully conceptualize the functional role of positive beliefs (i.e. functional beliefs that have maintained the self-esteem over many years). The work presents an alternative conceptualization of depression for older people, along with implications for therapy. This framework does not represent a brand new approach, but emphasizes specific aspects of existing psychological conceptualizations.

The influence of concealing academic achievement on the self-esteem of adolescents with low achievement

2009 ◽  
Vol 37 (6) ◽  
pp. 805-810
Author(s):  
Baoshan Zhang ◽  
Jun-Yan Zhao ◽  
Guoliang Yu
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Social Interactions ◽  
Self Esteem ◽  
Low Achievers ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Positive Performance

An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

Self, Career, and Gender Issues

2013 ◽  
pp. 79-111
Keyword(s):  
Psychological Contract ◽  
Self Efficacy ◽  
Gender Role Conflict ◽  
Gender Issues ◽  
Self Esteem ◽  
The Self ◽  
Discrepancy Theory ◽  
And Gender ◽  
Self Discrepancy

This chapter aims to: demonstrate the role of individual differences; identify how issues of the self, such as self-efficacy and self-esteem, can influence women’s career choice and career outcomes; discuss self-discrepancy theory in relation to gender role conflict in the workplace; evaluate if high self-esteem and self-efficacy can be advantageous to women working in male dominated occupations and industries; describe how internalised self-view, may contribute to gendered occupational segregation; and discuss the concept of the psychological contract and job satisfaction.

scholarly journals The functional role of resignation orientation on goal engagement, self-esteem, life satisfaction, and depression

2014 ◽  
Vol 2 (3) ◽  
Author(s):  
Kenichi Asano ◽  
Ikuo Ishimura ◽  
Masahiro Kodama
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
North America ◽  
Functional Role ◽  
Goal Attainment ◽  
Well Being ◽  
Self Esteem ◽  
Goal Disengagement ◽  
Mental Well Being

Several studies in Europe and North America have highlighted the importance of resignation or giving up. Research has shown that resignation is as important as goal attainment. Hence, this study examines, using path analysis, the effect of resignation orientation on goal disengagement and reengagement. Furthermore, this study attempts to clarify the implication of resignation orientation for elements of mental well-being. Questionnaires were completed by 261 Japanese college students. Results showed that proactive resignation orientation promotes reestablishment of alternative goals while negative resignation orientation encourages disengagement of the unattainable goals. The findings help explain the functional role of resignation orientation and can inform the development of treatment for resignation-related depression.

Complete Yet Inadequate: The Role of Learned Helplessness and Self-Attribution from the Writings of Paul

1983 ◽  
Vol 11 (4) ◽  
pp. 303-310 ◽  
Author(s):  
Mark R. Mcminn ◽  
Gordon N. Mcminn
Keyword(s):  
New Testament ◽  
Learned Helplessness ◽  
Self Esteem ◽  
The Self ◽  
Self Worth ◽  
Realistic Appraisal

The model of learned helplessness is reviewed and related to New Testament Pauline writings. It is suggested that Paul did experience the perception of helplessness, yet did not experience the deficits which often accompany helplessness. The lack of such deficits can be explained, in terms of a reformulated model of learned helplessness, by considering the self-attributional statements exhibited in Paul's writings. Despite Paul's realistic appraisal of his helplessness, his self-worth was not threatened –- he was complete although inadequate. It is suggested that an overemphasis on the doctrine of inadequacy may lead to self-esteem deficits among evangelicals.

Life Positions and Depression: The Role of Convictions

2020 ◽  
pp. 003329412092827
Author(s):  
Michele Anne ◽  
Fredrick A. Boholst
Keyword(s):  
General Population ◽  
Depression Scale ◽  
Epidemiologic Studies ◽  
The Self ◽  
Transactional Analysis ◽  
Post Hoc Analysis ◽  
Depressive Position ◽  
Alternative Conceptualization ◽  
Post Hoc

Life Position, one of the central concepts in Transactional Analysis, is a person’s convictions about the worth of the self and others—a basic psychological stand, which is deeply ingrained. There are four Life Positions: “I’m OK–You’re OK”, “I’m OK–You’re not OK”, “I’m not OK–You’re OK”, and “I’m not OK–You’re not OK”. Contradicting Berne’s theory of only one depressive position (“I’m not OK–You’re OK”), past findings showed that both “I’m not OK–You’re OK” and “I’m not OK–You’re not OK” positions relate to depression, with the “I’m not OK–You’re not OK” position relating to depression more strongly than the “I’m not OK–You’re OK” position. The disparity between Berne’s original theorizing of depression and the empirical findings may support an alternative conceptualization of the depressive’s Life Position, which was the theoretical gap of this research. This research aimed to investigate the differences in how each Life Position relates to depression, and how the underlying convictions of Life Position predict depression. The Life Position Scale and Center for Epidemiologic Studies Depression Scale were filled in by individuals of the general population. Post hoc analysis revealed that the “I’m not OK–You’re not OK” position related most to depression, followed by the “I’m not OK–You’re OK” position, the “I’m OK–You’re not OK” position, and finally the “I’m OK–You’re OK” position. The results also showed that both negative convictions of the self and others contributed significantly to depression, but the former predicted depression more than the latter. Applications of these findings into theoretical and therapy settings were explored.

The role of “responsiveness” within the self in transitions to university

2017 ◽  
Vol 24 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Ramon Gomes ◽  
Virgínia Dazzani ◽  
Giuseppina Marsico
Keyword(s):  
Academic Achievement ◽  
Cultural Psychology ◽  
Psychosocial Problems ◽  
Self Esteem ◽  
The Self ◽  
Educational Context ◽  
Cultural Elements ◽  
Psychology Perspective ◽  
Stress Responding

Entering university is a complex psychosocial phenomenon that can create several new stressful situations that students need to face. The transition into university may be accompanied by some psychosocial problems such as reduced self-esteem and academic achievement, increased social anxiety, and a critical rise in the probability of dropout. How does a person use cultural elements to cope with stress? Responding to this question requires an understanding of the multivocal and ambivalent self. The paper aims at introducing and discussing the concept of Educational Self and the role of the responsiveness for explaining the complexity of the transition to a new educational context in Cultural Psychology perspective. The notion of responsiveness plays a crucial role in the “reconfiguration” of the multivocal and ambivalent self in transition.

The role of self-esteem for outcome in first-episode psychosis

2010 ◽  
Vol 58 (1) ◽  
pp. 41-46 ◽  
Author(s):  
Nadia Vracotas ◽  
Srividya N. Iyer ◽  
Ridha Joober ◽  
Ashok Malla
Keyword(s):  
Self Esteem ◽  
First Episode Psychosis ◽  
First Episode ◽  
Episode Psychosis
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