Integrating Inner-Healing Into Missions Education

2001 ◽  
Vol 18 (1) ◽  
pp. 126-144
Author(s):  
Maynor Clara Cheng

AbstractIn this article, Meynor Clara Cheng reviews cross-cultural stress and emotional bruises, four common damaged emotions, three models of inner healing, and a checklist of possible issues needing to be addressed in inner-healing ministry. Dr. Cheng explains how new missionaries are vulnerable to low self-esteem. Using David Seamand's writings as her framework, she identifies the common damaged emotions and the causes of emotional bruises. The four major common damaged emotions identified are a sense of unworthiness, a perfectionist complex, supersensitivity, and depression. These damaged emotions can be capsulized in one phrase:"low self-esteem." The five common causes of emotional bruises are parent-child relationship, conditional parental love, cultural overemphasis on being strong, sexual abuse, and faulty Christian concepts. Nevertheless, the parent-child relationship and the response to inflicted hurt are the two main factors in emotional bruises. Those who train missionaries should be knowledgeable of various approaches to inner healing so that they will have their own compatible model(s) of inner healing to use with their students. However, the author contends that intimacy with God, the Word of God, appropriation of the cross, and cooperation with the work of the Holy Spirit represent the essential dynamics and approaches in inner-healing.

2019 ◽  
Vol 4 (32) ◽  
pp. 328-337
Author(s):  
Hilwa Abdullah @ Mohd. Nor ◽  
Diana Johan

Dyslexia is a specific learning disorder due to difficulties in phonological processing that impacts on the fluency and reading comprehension ability. The aim of this research is to identify the role of parents’ attributional style and parent-child relationship in determining the level of self-esteem in children with dyslexia. There are 24 respondents who consist of the parent or the caregiver of children with dyslexia along with the child were invited to participate in this research. The method used in this research is a cross-sectional study design using a quantitative approach. The researcher used three different tests to measure the variables involved. Tests used in this research consist of Causal Dimensional Scale II, Parent-Child Relationship Inventory and Rosenberg’s Self Esteem Scale. Results showed there is a significant relationship between parents’ attributional style and level of self-esteem in children with dyslexia. Attributional style measured in this research consists of four dimensions namely, locus of causality, external control, stability, and personal control. However, only two of the dimensions mentioned above are significantly related to the level of self-esteem in children with dyslexia. The two dimensions are external control (r = 0.408, p > 0.05) and personal control (r = 0.557, p > 0.05). Whereas, results showed there is no significant relationship between the parent-child relationship and the level of self-esteem of children with dyslexia. In a nutshell, the role of parents’ attributional style in determining the level of self-esteem in children with dyslexia is notably significant while the relationship of parent-child does not influence the level of self-esteem in children with dyslexia.


2016 ◽  
Vol 7 ◽  
Author(s):  
Alessandra Babore ◽  
Carmen Trumello ◽  
Carla Candelori ◽  
Marinella Paciello ◽  
Luca Cerniglia

2021 ◽  
pp. 0192513X2110300
Author(s):  
Terese Glatz ◽  
Sevgi Bayram Özdemir ◽  
Katja Boersma

Most parents want their children to succeed well. For some parents, however, children’s successes are strongly related to beliefs about their own self-worth; a concept known as parental child-invested contingent self-esteem, which has shown links to negative parenting practices (e.g., psychological control). Less is known about associations with aspects of the parent–child relationship that are particularly relevant among families with immigrant backgrounds. We examine the associations with acculturation-related conflicts in a sample of 180 Latino parents of children in 6th to 12th grade. Results showed that higher levels of parental child-invested contingent self-esteem was significantly linked to higher levels of acculturation conflicts, but this link was especially strong if the parent reported that their child was unresponsive to their corrections. When parents base their self-worth on their child’s successes and the child acts in ways that are not in line with parents’ expectations, parents report more acculturation-related conflicts.


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