Abstract Present research was conducted with the purpose to study the effectiveness of behavioural intervention program in enhancing the self-esteem and collective self-esteem among adolescents. The research was conducted on 74 subjects in the age range of years. Rosenberg Self-esteem Scale RSE; Rosenberg, and Collective self-esteem scale developed by Luhtanen and Crocker were used to measure self-esteem and collective self-esteem respectively.
Photo by Kalman Zabarsky A year-old boy looks into a video camera and reflects on the need for friendship. But it was made by an adolescent with an autism spectrum disorder ASDwhich gives the words a powerful resonance.
Most people with an ASD, regardless of their age, have difficulty developing and maintaining friendships. They want friends, as that year-old attests and research confirms, but generally lack the social skills to create those bonds.
Now, two occupational therapy professors are examining whether video might be a tool in helping effect change in high-functioning adolescents with an ASD. The boy quoted above was among the first five participants in the ongoing intervention project.
How are they relating to their friends? What do they think about friends?
Those photos were then used as prompts in the interviews that followed, and they proved effective at eliciting responses. A second BU-funded study used video cameras. We also became aware that the camera seemed to be a facilitator of friendship.
With support from the Deborah Munroe Noonan Memorial Research Fundin September they began an month study, collecting data from 20 teenagers, ages 12 to Adolescents taking part in the study already had to have a friend, which made recruitment challenging.
The first group consisted of five toyear-old boys. Autism is nearly five times more prevalent in males. Pre- and postintervention measures were taken, both quantitative and qualitative; Orsmond specializes in quantitative research, Cohn in qualitative.
Each boy was given a video camera for three weeks and asked to turn it on when he was doing something with a friend. Three boys in separate videos share memories with friends by talking about something they experienced together. A research assistant meets with the adolescent at home, watches the clips with him, and discusses and reinforces his display of positive behavior.
The boy keeps the video clip collection during the week, and is asked to watch it at least three times. But first they have to determine whether the intervention is even viable on a larger scale.
Is it feasible to send research assistants to their houses? Is this something families and adolescents can do in their daily lives? Are our measures sensitive enough to capture change?
And is there change in their self-perception of their social competence? We want to identify characteristics of high-functioning adolescents who will most benefit from the intervention. We were concerned that it would be burdensome, but the parents said that their kids were just getting into it, and it was done.
We had asked them to give us six hours of video in those three weeks, and we learned we were expecting too much. We received anywhere from half an hour total to five hours. If it works, and we can capture it and measure it, that could be really powerful.The role of school leaders is to ensure that this cycle of engagement and instruction is provided by all teachers to all students.
For Carly, as for many students, motivation and engagement led to increased literacy skills and higher self-esteem as a reader, writer, and learner, which led, in turn, to improved academic achievement. “Social Issues: Education” boxes emphasize the role of education at home, at school, and in the community in children's physical, cognitive, emotional, and social development.
“Social Issues: Health” boxes underscore the need for social policies around the world that support the physical and psychological health of children and families. With the biological, social, and behavioral changes that occur in adolescence, the most important role for parents is to support adolescents as they attempt to develop individual identities and gain emotional, behavioral, and value autonomy.
A Qualitative Study of Self-Esteem, Peer Affiliation, and Academic Outcome among Low Achieving Students in Hong Kong Chi-hung LEUNG The Hong Kong Institute of Education a very significant role in adolescents’ self-esteem; the individual who has higher self-esteem is characterized as having positive peer affiliations (Berndt, ).
Teaching individuals to live with a chronic disease implies assessing psychosocial aspects (beliefs, self-efficacy, locus of control, self-esteem, readiness to change, among others) in the search of social support, in addition to teaching coping strategies necessary for .
People all have different requirements for self-care, but in general, the goals of self-care are to find a state of good mental and physical health, reduce stress, meet emotional needs, maintain.