The Role of Low Self-Esteem in Emotional and Behavioral Problems: Why is Low Self-Esteem Dysfunctional?

1995 ◽  
Vol 14 (3) ◽  
pp. 297-314 ◽  
Author(s):  
Mark R. Leary ◽  
Lisa S. Schreindorfer ◽  
Alison L. Haupt
Author(s):  
Jennifer K. Buxton-McClendon

Approximately 8.3 million American children have parents under correctional supervision (including parole or probation). Parental criminality often leads to an increase in emotional and behavioral problems among youth including emotional withdrawal, low self-esteem, failure at school, acting out or anti-social behaviors, delinquency, and an increased risk of intergenerational incarceration4. This chapter will provide teachers and school-based professionals with strategies to help support students with incarcerated parents and build resilience and optimism for a successful future. It will also provide strategies that teachers can utilize to help reach out to the remaining non-incarcerated caregivers.


Author(s):  
Ashwani Arya ◽  
Gulshan Sindhwani

ABSTRACTAnxiety disorders are among the most common mental, emotional, and behavioral problems. These affect one-eighth of the total population worldwide.Anxiety disorders are a group of mental disorders characterized by irritability, fear, insomnia, nervousness, tachycardia, inability to concentrate,poor coping skills, palpitation, sweating, agoraphobia, and social withdrawal. Brain regions and networks involved in anxiety symptomatology isan effort to better understand the mechanism involved and to develop more effective treatments for the anxiety disorders. Thus, neuroanatomicaland neuroimaging research in anxiety disorders has centered on the role of the amygdala, reciprocal connections between the amygdala and theprefrontal cortex, and, most recently, alterations in interoceptive processing by the anterior insula. Anxiety disorders are characterized by alterationsin a diverse range of neurochemical systems, suggesting ample novel targets for drug therapies. The neurotransmitter like corticotropin-releasingfactor, neuropeptides (substance P, neuropeptide Y, oxytocin, orexin, and galanin) are implicated in anxiety pathways. Each of these active areas ofresearch holds promise for expanding and improving evidence-based treatment options for individuals suffering with clinical anxiety. Therefore,this article gives the information on the neurocognitive mechanisms, causes, neurotransmitter involved in anxiety disorders and emphasize on thetherapeutic targets for anxiety disorders.Keywords: Anxiety, Stress, Amygdala, Corticotropin releasing factor, Insula, Thalamus.


2018 ◽  
Vol 28 (suppl_4) ◽  
Author(s):  
Z Dankulincova Veselska ◽  
K Paclikova ◽  
D Filakovska Bobakova ◽  
A Madarasova Geckova

2010 ◽  
Vol 22 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Karen Appleyard ◽  
Chongming Yang ◽  
Desmond K. Runyan

AbstractThe current study investigated concurrent and longitudinal mediated and mediated moderation pathways among maltreatment, self-perception (i.e., loneliness and self-esteem), social support, and internalizing and externalizing behavior problems. For both genders, early childhood maltreatment (i.e., ages 0–6) was related directly to internalizing and externalizing behavior problems at age 6, and later maltreatment (i.e., ages 6–8) was directly related to internalizing and externalizing behavior problems at age 8. Results of concurrent mediation and mediated moderation indicated that early maltreatment was significantly related to internalizing and externalizing behavior problems at age 6 indirectly both through age 6 loneliness and self-esteem for boys and through age 6 loneliness for girls. Significant moderation of the pathway from early maltreatment to self-esteem, and for boys, significant mediated moderation to emotional and behavioral problems were found, such that the mediated effect through self-esteem varied across levels of social support, though in an unexpected direction. No significant longitudinal mediation or mediated moderation was found, however, between the age 6 mediators and moderator and internalizing or externalizing problems at age 8. The roles of the hypothesized mediating and moderating mechanisms are discussed, with implications for designing intervention and prevention programs.


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