scholarly journals The Green Brigade: The Psychological Effects of a Community-based Horticultural Program on the Self-development Characteristics of Juvenile Offenders

2002 ◽  
Vol 12 (1) ◽  
pp. 82-86 ◽  
Author(s):  
Carol Cammack ◽  
Tina M. Waliczek ◽  
Jayne M. Zajicek
Keyword(s):  
Juvenile Offenders ◽  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Self Esteem ◽  
The Self ◽  
Diversion Program ◽  
Community Based ◽  
Plant Materials ◽  
Hands On ◽  
Attitude Toward School

The Green Brigade horticultural program is a community-based treatment and diversion program for juvenile offenders. The objective of this study was to determine if participation in the Green Brigade program improved the self-esteem, locus of control, interpersonal relationships and attitude toward school of participating juvenile offenders. Participants in the Green Brigade program had significantly lower scores than the comparative group on measures of self-esteem, interpersonal relationships and attitude toward school prior to and after completion of the Green Brigade program. Although the Green Brigade participants' scores were significantly lower than the comparative group's scores, the means were still considered `normal' for their age group. However, adolescents participating in coed sessions, where the hands-on activities involved plant materials, displayed more positive interpersonal relationship scores than participants in an all male session where the hands-on activities focused on the installation of hardscape materials and a lack of plant materials. No significant differences were found in rates of repeated crimes of juvenile offenders participating in the Green Brigade program when compared to juvenile offenders participating in traditional probationary programming.

scholarly journals The Effect of School Gardens on Self-Esteem, Interpersonal Relationships, Attitude toward School, and Environmental Attitude in Populations of Children

HortScience ◽  
1996 ◽  
Vol 31 (4) ◽  
pp. 608c-608 ◽  
Author(s):  
Tina M. Waliczek ◽  
J.M. Zajicek
Keyword(s):  
Interpersonal Relationships ◽  
Environmental Attitudes ◽  
Self Esteem ◽  
Major Influence ◽  
Psychological Benefits ◽  
Environmental Attitude ◽  
Hands On ◽  
Attitude Toward School ◽  
The Relationship ◽  
Psychological Inventory

Children develop their personalities and attitudes at an early age. With children spending 25% of each day in the classroom, schools are a major influence on self-esteem, interpersonal relationships, and environmental attitudes. Studies in human issues in horticulture have focused on how gardens affect self-esteem in nontraditional populations but have yet to research children in mainstream school districts. Our main goal was to initiate and integrate an environmental education garden program into the curriculum of several schools in the midwest and Texas. Our objectives included evaluating whether the students participating in the garden program were receiving various emotional, physical, and psychological benefits and whether they were developing positive environmental attitudes as a result of participation in the garden program. The garden program, titled “The Green Classroom,” was designed to provide third-through eighth-grade teachers some basic garden activities that could be infused into their classroom lessons and would serve to reinforce curriculum in various disciplines with hands-on activities. Eight schools, ≈1000 students, took part in the study. Students participating in this study were administered a pretest before participation in the garden program and an identical posttest after its completion. The questionnaire included a psychological inventory, an environmental attitude survey, and a short biographical information section. Comparisons were made between children based on age, ethnic background, gender, and length of garden season. Results examine the relationship between the garden program and self-esteem, interpersonal relationships, attitude toward school, and environmental attitudes of children.

scholarly journals The Impact of Secure Attachment on Interpersonal Relationship: A Review

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Oladiti Olawale
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Self Esteem ◽  
Insecure Attachment ◽  
Psychological Interventions ◽  
Secure Attachment ◽  
Family Crisis ◽  
Post Modernism ◽  
The Impact ◽  
To Receive

Attachment has been defined as the psychological bond between a growing child and a caregiver. It is a relationship that develops over a period of time between a child and the caregiver, or any other significant person in the life of a child. It is characterized by intimacy, warmth, and continuity thus eventually becoming the hallmark of all other relationships in the life of a human being. Research has shown that when children experienced secure attachment during their early stages of development in life, they are likely to develop capabilities in exploring the world of interpersonal relationships. Some of the factors that contribute to the diminishing of attachment between children and their caregivers include modernism and post-modernism, family crisis, disability in the life of the mother, death of the caregiver and the scourge of debilitating sicknesses and diseases which incapacitate caregivers. And so it is not uncommon to find individuals who experienced insecure attachment in their childhood having difficulties in their interpersonal relationship as adults. Some of the manifestations of interpersonal relationship difficulty and insecure attachment include low self-esteem, anxiety, inability to trust others, unwillingness to receive help from others, dependence syndrome, aggression, and feeling unloved, among others. However, with timely and appropriate psychological interventions, some of these challenges can be overcome although more research is encouraged in the area of attachment especially in Asia and Africa.

scholarly journals THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF FACILITATIVE ABILITIES DEVELOPMENT OF THE FUTURE PSYCHOLOGIST IN THE CONTEXT OF HIGHER EDUCATION

2017 ◽  
Author(s):  
Z. Adamska
Keyword(s):  
Higher Education ◽  
Personal Development ◽  
Interpersonal Relationship ◽  
Self Esteem ◽  
The Self ◽  
Full Development ◽  
Self Development ◽  
The Future ◽  
Basic Ideas ◽  
Favorable Conditions

The article is devoted to the illustration of the theoretical and methodological foundations of development facilitative abilities of the future psychologists. It is founded the topicality of the future psychologists’ training, oriented on the basic ideas of humanistic paradigm, the necessity to organize favorable conditions for the development of his abilities. On the base of the realized theoretical analysis was made an attempt to define the concept facilitative abilities of the future psychologist as integrated combination of emotional, cognitive, behavioral and volitional formations which is revealed in the ability to provide its own efficient functioning, formation and development, and promote the full development of another person. It is generalized that most researchers refer to facilitative abilities the ability to be yourself (genuineness, sincerity and congruence); ability of self-esteem and self-understanding, respect and understanding of others; the ability to help and support the approval, adoption; trust, sympathetic understanding; the ability to organize conditions for personal development; the ability to organize a special microclimate in the group. It is determined that the development of the facilitative abilities of the future psychologists is impossible outside of the facilitative environment, in which the self-designing, professional and personal student’s formation directly related to self-development and self-improvement of the teacher-facilitator. One of the most important conditions that provide the facilitation of the environment is subject-subjective (dialogic) interpersonal relationship between teacher-facilitator and student. Prospects for further research we see in foundation theoretical model of future psychologist’s facilitative activity and developing procedural and methodological apparatus psychological monitoring its development.

scholarly journals Are the Self-esteem, Self-efficacy, and Interpersonal Interaction of Junior College Students Related to the Solitude Capacity?

2020 ◽  
Vol 17 (21) ◽  
pp. 8274 ◽  
Author(s):  
Shang-Yu Yang ◽  
Shih-Hau Fu ◽  
Po-Yu Wang ◽  
Ying-Lien Lin ◽  
Pin-Hsuan Lin
Keyword(s):  
College Students ◽  
Interpersonal Relationships ◽  
Family Relationships ◽  
Self Efficacy ◽  
Demographic Data ◽  
Interpersonal Relationship ◽  
Junior College ◽  
Self Esteem ◽  
Cross Sectional ◽  
Positive Correlation

Background: Studies on the solitude capacity of university students have been extremely limited and failed to clearly illustrate the correlation of solitude capacity with internal psychological variables and the favorability of interpersonal relationships. The aim of this study was to explore the correlation of college students’ solitude capacity with scores for self-esteem, self-efficacy, and interpersonal relationships. Method: A cross-sectional study was adopted for this study. Data were collected from a university in southern Taiwan using a structured questionnaire, the content of which included demographic data and scores from the Rosenberg Self-Esteem Scale (RSE), the General Self-Efficacy Scale (GSE), the Interpersonal Relationship Scale (IRS), and the Solitude Capacity Scale (SCS). Results: The final sample comprised 562 participants (mean age = 17.51 ± 1.27 years). Adjustment of the demographic variables yielded a significantly positive correlation in the total RSE and SCS (p < 0.01) scores and that in the total GSE and SCS (p < 0.01) scores. Moreover, the relationship with family (IRS subscale) and total SCS score (p < 0.05) exhibited a significant positive correlation. Conclusion: The findings of this study reveal that solitude capacity is significantly correlated with self-esteem, self-efficacy, and the favorability of family relationships.

Further Evidence for Construct Validity of the Interpersonal Relationship Inventory: Japanese Version

2008 ◽  
Vol 102 (2) ◽  
pp. 595-596 ◽  
Author(s):  
Katsunori Sumi
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Construct Validity ◽  
Satisfaction With Life ◽  
Interpersonal Relationship ◽  
Japanese Version ◽  
Self Esteem ◽  
The Self ◽  
Satisfaction With Life Scale ◽  
Life Scale

The Japanese versions of the Interpersonal Relationship Inventory, the Satisfaction with Life Scale, and the Self-esteem Scale were administered to 153 Japanese college students. Weak to modest significant correlations between scores on the inventory and measure of life satisfaction and self-esteem provided further incremental support for construct validity of the inventory.

scholarly journals Can self-defeating humor make you happy? Cognitive interviews reveal the adaptive side of the self-defeating humor style

2018 ◽  
Vol 31 (3) ◽  
pp. 451-472 ◽  
Author(s):  
Sonja Heintz ◽  
Willibald Ruch
Keyword(s):  
Interpersonal Relationships ◽  
Positive Emotions ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Future Research ◽  
Thinking Aloud ◽  
Typical Sample ◽  
Humor Style ◽  
Item Responses

Abstract The present set of studies employs two cognitive interviewing techniques (thinking aloud and online cognitive probing) of the scale assessing the self-defeating humor style, aiming at delineating the role that self-defeating humor plays in self-esteem and emotions. The self-defeating humor style comprises humor to enhance one’s relationships with others at the expense of oneself, and has often been related to lower well-being. The analyses are based on 392 item responses of a typical sample (Study 1) and 104 item responses of high scorers on the self-defeating scale (Study 2). Content analyses revealed that higher scores on the self-defeating scale went along with humor (Study 1), with higher state self-esteem, with an improvement of one’s interpersonal relationships, and with more facial displays of positive emotions (Study 2). Additionally, the more humor was entailed in the item responses, the higher the state self-esteem and the improvement of relationships was and the more positive emotion words were employed. Thus, the humor entailed in the self-defeating humor style seemed rather beneficial both for oneself and others. These findings call for a reevaluation of past findings with this humor style and provide opportunities for future research and applications of humor interventions to improve well-being.

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