scholarly journals 502 Adapting to COVID19: Can Virtual Burn Camp be as Impactful as Last Year’s In-person Camp?

2021 ◽  
Vol 42 (Supplement_1) ◽  
pp. S98-S98
Author(s):  
Jessica Banks ◽  
Matt Ferdock ◽  
Jennifer Nagle
Keyword(s):  
Burn Injury ◽  
Summer Camp ◽  
Sense Of Self ◽  
Age Groups ◽  
Self Esteem ◽  
Summer Program ◽  
Critical Question ◽  
Camp Counselors ◽  
Positive Effects ◽  
Burn Survivors

Abstract Introduction Skin is not the only casualty following a burn accident. Many children suffer long term, debilitating emotional effects from their burn injury (Abdullah et al. 1994; Kornhaber et al. 2018). Armstrong-James et al. (2018) and Maslow and Lobato (2010) found that summer camps explicitly designed for burn survivor children can positively impact children’s adaptability to stares and comments and improve their sense of self-esteem. Camp Susquehanna has been a summer camp for burn survivors for the past 25+ years. When the COVID19 pandemic closed many businesses, we decided to transition our in-person camp to 100% online. Researchers demonstrated the positive effects of summer camp for burn survivors (Maslow & Lobato, 2010; Bakker et al. 2011). However, the effects of a 100% online camp are not known. Our concern was, are we able to transition and be as impactful as it is face to face at camp? What will the schedule and activities look like in this new format? How will we ensure all children participating will have access to online and the supplies necessary? Methods We opted to select a three-week format with two sessions a day divided into two age groups. We ensured every child had internet access then mailed out a “camp in the box.” It contained all the things needed for each planned activity. The critical question remained, however, will we be as impactful? The current research looks at quantitative and qualitative measures of self-esteem, happiness, and satisfaction following participation in a three-week summer program held in July 2020. We make comparisons to previous years’ results. The authors expected that self-esteem, happiness, and satisfaction levels matched or exceeded last years’ levels. Results We collected data from 42 campers and 22 volunteer camp counselors. Results show that campers were able to receive the support they needed, not only from the staff but also from their peers. Conclusions The delivery method was indeed different this year, but the positive effect on our campers remained the same.

scholarly journals The Efficient Assessment of Self-Esteem: Proposing the Brief Rosenberg Self-Esteem Scale

2021 ◽  
Author(s):  
Renan P. Monteiro ◽  
Gabriel Lins de Holanda Coelho ◽  
Paul H. P. Hanel ◽  
Emerson Diógenes de Medeiros ◽  
Phillip Dyamond Gomes da Silva
Keyword(s):  
Sense Of Self ◽  
Age Groups ◽  
Well Being ◽  
Self Esteem ◽  
Personality Factors ◽  
Big Five Personality ◽  
Strongly Correlated ◽  
Self Worth ◽  
Multiple Variables ◽  
And Gender

AbstractSelf-esteem is defined as sense of self-worth and self-respect, being crucial for understanding people’s well-being and success. It is one of the most studied constructs in the social sciences, with the Rosenberg Self-Esteem Scale (RSES) being the most used measure. Across four studies (N = 1450), we tested the psychometric parameters of an abbreviated version of the RSES. Through Item Response Theory, the five best items were selected to form the unidimensional Brief Rosenberg Self-Esteem Scale (B-RSES), a reliable and valid measure of self-esteem, which is invariant across age groups and gender. In addition, both RSES and B-RSES correlated very similarly with the Big Five Personality Factors. Also, the B-RSES was strongly correlated with three other short measures of self-esteem, besides being more strongly associated with a range of variables such as conscientiousness and self-competence in comparison to the other three short scales. Together, the B-RSES is especially useful in research that requires rapid evaluation and the use of multiple variables.

The positive effects of Cuento therapy on Mexican-American children's self-esteem

2011 ◽  
Author(s):  
Sylvia Z. Ramirez ◽  
Sachin Jain ◽  
Leila L. Flores-Torres ◽  
Roxanna Perez ◽  
Ralph Carlson ◽  
...  
Keyword(s):  
Mexican American ◽  
Self Esteem ◽  
Positive Effects

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

Effects of Compassion on Employees' Self-regulation

2016 ◽  
Vol 44 (7) ◽  
pp. 1173-1190 ◽  
Author(s):  
Hyung Jin Choi ◽  
Sangmin Lee ◽  
Se-Ri No ◽  
Eung Il Kim
Keyword(s):  
Theoretical Model ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Self Regulation ◽  
Self Esteem ◽  
Workplace Deviance ◽  
Intention To Quit ◽  
Mediating Effects ◽  
Positive Effects ◽  
Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

scholarly journals Validation of a French Version of the Career Decision-Making Difficulties Questionnaire: Relationships With Self-Esteem and Self-Efficacy

2021 ◽  
pp. 089484532110099
Author(s):  
Jérôme Rossier ◽  
Shékina Rochat ◽  
Laurent Sovet ◽  
Jean-Luc Bernaud
Keyword(s):  
Decision Making ◽  
Career Counseling ◽  
Self Efficacy ◽  
Age Groups ◽  
Career Decision ◽  
Self Esteem ◽  
Career Decision Making ◽  
Student Sample ◽  
French Version ◽  
The Relationship

The aim of this study was to validate the French version of the Career Decision-Making Difficulties Questionnaire (CDDQ) and to assess its measurement invariance across gender, age groups, countries, and student versus career counseling samples. We also examined the sensitivity of this instrument to discriminate a career counseling population from a general student sample. Third, we studied the relationship between career decision-making difficulties, career decision-making self-efficacy, and self-esteem in a sample of 1,748 French and French-speaking Swiss participants. A confirmatory factor analysis confirmed the overall hierarchical structure of the CDDQ. Multigroup analysis indicated that the level of invariance across groups almost always reached configural, metric, and scalar invariance. Differences between countries were very small, whereas differences between the general population and career counseling subsamples were much larger. Both self-esteem and self-efficacy significantly predicted career decision-making difficulties. Moreover, as expected, self-efficacy partially mediated the relationship between self-esteem and career decision-making difficulties.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

scholarly journals Modifying Self-Blame, Self-Esteem, and Disclosure Through a Cooperative Cross-Age Teaching Intervention for Bullying Among Adolescents

2017 ◽  
Vol 32 (4) ◽  
pp. 609-626 ◽  
Author(s):  
Michael J. Boulton ◽  
Louise Boulton
Keyword(s):  
Help Seeking ◽  
Social Issues ◽  
Self Esteem ◽  
Random Allocation ◽  
Cooperative Groups ◽  
School Students ◽  
Self Blame ◽  
Positive Effects ◽  
Post Test ◽  
Seeking Help

Bullying is common among school students, and some victims hold self-blaming attributions, exhibit low self-esteem, and do not seek social support. A wait-list control pre-/post-test experimental design, with random allocation, was used to assess the effects of a novel cross-age teaching of social issues (CATS) intervention on the latter 3 variables among peer-identified victims of bullying (N = 41, mean age = 14.5 years). In small cooperative groups of classmates, participants designed and delivered a lesson to younger students that informed them that bullies not victims are in the wrong, victims have no reason to feel bad about themselves, and that seeking help can be beneficial. CATS led to a significant improvement on all 3 dependent variables with mostly large effect sizes; these positive effects were even stronger with a bigger dose of intervention (6 hr vs. 4 hr), and changes in self-blame, and separately changes in self-esteem, mediated the positive effect of the intervention on help-seeking. The theoretical and practical implications of these results were discussed, especially in terms of supporting a highly vulnerable subgroup of adolescents.

scholarly journals Effects of Vitamin A Supplementation on Immune Responses and Correlation with Clinical Outcomes

2005 ◽  
Vol 18 (3) ◽  
pp. 446-464 ◽  
Author(s):  
Eduardo Villamor ◽  
Wafaie W. Fawzi
Keyword(s):  
Vitamin A ◽  
Clinical Outcomes ◽  
Age Groups ◽  
Lymphocyte Activation ◽  
The Elderly ◽  
Conclusive Evidence ◽  
Vitamin A Supplementation ◽  
Mortality And Morbidity ◽  
Severe Diarrhea ◽  
Positive Effects

SUMMARY Vitamin A supplementation to preschool children is known to decrease the risks of mortality and morbidity from some forms of diarrhea, measles, human immunodeficiency virus (HIV) infection, and malaria. These effects are likely to be the result of the actions of vitamin A on immunity. Some of the immunomodulatory mechanisms of vitamin A have been described in clinical trials and can be correlated with clinical outcomes of supplementation. The effects on morbidity from measles are related to enhanced antibody production and lymphocyte proliferation. Benefits for severe diarrhea could be attributable to the functions of vitamin A in sustaining the integrity of mucosal epithelia in the gut, whereas positive effects among HIV-infected children could also be related to increased T-cell lymphopoiesis. There is no conclusive evidence for a direct effect of vitamin A supplementation on cytokine production or lymphocyte activation. Under certain circumstances, vitamin A supplementation to infants has the potential to improve the antibody response to some vaccines, including tetanus and diphtheria toxoids and measles. There is limited research on the effects of vitamin A supplementation to adults and the elderly on their immune function; currently available data provide no consistent evidence for beneficial effects. Additional studies with these age groups are needed.

Greater Right Hemisphericity is Associated with Lower Self-Esteem in Adults

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1244-1246 ◽  
Author(s):  
M. A. Persinger ◽  
Katherine Makarec
Keyword(s):  
Negative Affect ◽  
Sense Of Self ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Developmental History ◽  
Men And Women ◽  
History Of

28 men and 32 women were given Vingiano's Hemisphericity Questionnaire and the Coopersmith Self-esteem Inventory. People who reported the greatest numbers of right hemispheric indicators displayed the lowest self-esteem; the correlations were moderately strong ( r>.50) for both men and women. These results support the hypothesis that the sense of self is primarily a linguistic, left-hemispheric phenomenon and that a developmental history of frequent intrusion from right-hemispheric processes can infuse the self-concept with negative affect.

Imaging Journeys of Recovery and Learning: A Participatory Arts-Based Inquiry

2018 ◽  
Vol 29 (6) ◽  
pp. 833-845
Author(s):  
Briege Casey ◽  
Margaret Webb
Keyword(s):  
Mental Health ◽  
Personal Development ◽  
Visual Analysis ◽  
Self Esteem ◽  
Mental Health Recovery ◽  
Positive Effects ◽  
Mental Health Support ◽  
Health Support ◽  
Participatory Arts ◽  
The Relationship

The relationship between processes of mental health recovery and lifelong learning is an area of increasing international interest. Experiences of transformation, positive effects on self-esteem, self-insight, and empowerment have been identified regarding both endeavors. Recognition of these benefits has stimulated collaborative development of educational programs in personal development, self-efficacy, and recovery principles. The importance of evaluating this educational provision has been emphasized; however, there has been little detailed exploration of students’ experiences and perceptions of recovery and learning in the context of recovery education programs. In this article, we present a participatory arts-based inquiry with 14 women, including mental health service users, who undertook a recovery training program to support their roles as mental health support workers in Ireland. Participatory visual analysis revealed three recurring themes; the interrelatedness of learning and recovery journeys, knowledge as a source of stability and rescue and the need for resilience in learning and recovery.

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