scholarly journals Implementation of Competitive Memory Training (COMET) Module to Improve Self- Esteem in Adolescences Victims of Relational Bullying

2019 ◽  
pp. 47-55
Keyword(s):  
Self Esteem ◽  
Memory Training ◽  
Relational Bullying

Competitive Memory Training (COMET) for Low Self-Esteem in Patients with Personality Disorders: A Randomized Effectiveness Study

2010 ◽  
Vol 39 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Kees Korrelboom ◽  
Marlies Marissen ◽  
Tanja van Assendelft
Keyword(s):  
Personality Disorders ◽  
Self Esteem ◽  
Borderline Personality ◽  
Effect Sizes ◽  
Memory Training ◽  
Therapeutic Effects ◽  
New Approach ◽  
The Moment ◽  
Mental Health Institution ◽  
Intermediate Effect

Background: Self-esteem is a major concern in the treatment of patients with personality disorders in general. In patients with borderline personality disorder, low self-esteem is associated with factors contributing to suicidal and self-injurious behaviour. At the moment there are no well-proven interventions that specifically target low self-esteem. Recently, a new approach, Competitive Memory Training or COMET, aimed at the enhancement of retrieving beneficial information from memory, appeared to be successful in addressing low self-esteem in different patient populations. Aims: To assess whether COMET for low self-esteem is also an effective intervention for patients with personality disorders. Method: 91 patients with personality disorders who were already in therapy in a regular mental health institution were randomly assigned to either 7 group sessions of COMET in addition to their regular therapy or to 7 weeks of ongoing regular therapy. These latter patients received COMET after their “7 weeks waiting period for COMET”. All patients that completed COMET were contacted 3 months later to assess whether the effects of COMET had remained stable. Results: Compared to the patients who received regular therapy only, patients in the COMET + regular therapy condition improved significantly and with large effect sizes on indices of self-esteem and depression. Significant differential improvements on measures of autonomy and social optimism were also in favour of COMET, but had small to intermediate effect sizes. The therapeutic effects of COMET remained stable after 3 months on three out of the four outcome measures. Conclusion: COMET for low self-esteem seems to be an efficacious trans-diagnostic approach that can rather easily be implemented in the treatment of patients with personality disorders.

scholarly journals Rehabilitation for dementia using enjoyable video-sports games

2010 ◽  
Vol 23 (4) ◽  
pp. 674-676 ◽  
Author(s):  
H. Yamaguchi ◽  
Y. Maki ◽  
K. Takahashi
Keyword(s):  
Cognitive Deficits ◽  
Critical Role ◽  
Self Esteem ◽  
Memory Training ◽  
Social Reward ◽  
Self Confidence ◽  
Self Worth ◽  
Positive Feelings ◽  
Anxiety Depression ◽  
The Brain

The aging of society inevitably leads to an increase in the numbers of elderly with dementia who reside in nursing homes, and delaying disease progression of residents with dementia has become a big concern. Rehabilitation that focuses directly on training cognitive function (e.g. memory training) reveals what patients are unable to do. Realization of their cognitive deficits can devastate their self-confidence and lead to anxiety, depression and the lowering of self-esteem (Small et al., 1997). We propose rehabilitation that encourages patients' motivation for self-improvement through social interaction based on five principles as follows: (1) the activities should be enjoyable and comfortable for patients, (2) therapists should praise the patients naturally to motivate them, (3) the activities should be associated with empathetic two-way communication to make patients feel valued and safe, (4) therapists should encourage the patients to play “social roles” to restore self-worth, and (5) error-less learning based on brain-activating rehabilitation (BAR; Yamaguchi et al., in press) should be adopted wherever possible. It is suggested that the positive feelings activate those areas of the brain related to reward, which plays a critical role in motivation (Berridge et al., 2003), and it is a typical social reward to be praised and appreciated in public.

scholarly journals Effectiveness of Competitive Memory Training (COMET) for low self-esteem in youth with Autism Spectrum Disorder: A randomized controlled pilot study

2020 ◽  
Author(s):  
Stella Balci ◽  
Marga Kwakman ◽  
Bianca Boyer
Keyword(s):  
Pilot Study ◽  
Externalizing Problems ◽  
Depressive Symptomatology ◽  
Small Sample Size ◽  
Self Esteem ◽  
Autism Spectrum ◽  
Small Sample ◽  
Memory Training ◽  
Short Period ◽  
Internalizing And Externalizing

Background: Youth with ASD are at risk to develop low self-esteem, which is related to both co-occurring internalizing- and externalizing problems. In this RCT (N=24) we aimed to test the efficacy of Competitive Memory Training (COMET) for low self-esteem in youth with ASD (8-16y). Method: We compared the combination of COMET and Care As Usual (COMET+CAU) with CAU-only, to explore whether COMET had additional effects on low self-esteem and co-occurring symptoms of youth with ASD. Stability of effects was measured seven weeks later. Results: Participants receiving COMET+CAU showed greater improvement on parent-reported self-esteem and externalizing symptoms than participants receiving CAU-only. Similar improvements between groups were found on self-reported self-esteem and depressive symptoms. Improvements remained stable until seven weeks after having received COMET+CAU, with depressive symptomatology improving even further. Conclusions: Given the small sample size and mixed results, this pilot study does not allow us to declare COMET as being necessary in enhancing low self-esteem in ASD. However, this study indicates that when given parallel to CAU, COMET can help to improve self-esteem and co-occurring externalizing problems in youth with ASD in only a short period of time.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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