RAJIV GANDHI UNIVERSITY OF HEALTH SCINCES
KARNATAKA , BANGALORE
ANNEXURE 1
SYNOPSIS PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERATION
1. / NAME OF CANDIDATE / REBWAR HASSAN KHDHIR2. / ADDRESS / K.N.N. COLLEGE OF NURSING
YELAHANKA , BANGALORE , KARNATAKA .
3. / NAME OF THE INSTITUTION / K.N.N. COLLEGE OF NURSING
CA 23/B , A SECTOR , SATALITE TOWN
YALAHANKA , BANGALORE-64
4. / COURSE OF STUDY
AND SUBJECT / MASTER IN MENTAL HEALTH AND
PSYCHIATRY NURSING
5. / DATE OF ADMISSION
OF THE STUDY / 28-06-2012
6. / TITLE OF THE STUDY / ASSESSMENT OF SELF-ESTEEM AMONG PRE UNIVERSITY STUDENTS
7. INTRODUCTION
The first place where self-esteem begins its journey is within us.”
Stephen Richards
Self-esteem is a person‘s personal judgment of self-worth based on who well behavior matches up with self-idea. How frequently a person attains goal directly influences feelings of competency ( high self-esteem ) or inferiority ( low self-esteem ), High self-esteem is a feeling based , on unconditional acceptance of self despite mistakes , defeats , and failure , as an innately worth and important being. It involves accepting complete responsibility for one’s own life. Self-esteem comes from two sources: the self and others .it is first a function of being loved and gaining the respect of others.
Self-esteem is lowered when love is lost and when one fails to receive approval from others, it is raised when love is regained and when one is applauded and poised. Self-esteem increases with age and is most threatened during adolescence, when concepts of self are being changed and many self decisions are made. Adolescence must choose career paths and decide whether they are good enough to succeed at them .adolescents also must decide whether they are able to participate or are accepted in various social activities. With adulthood the self-concepts stabilizes , and maturity provides a clearer picture of self . The adult tends to be more self accepting and less idealistic than the adolescent. Adult have learned to cope with many self – deficiencies and to maximize self –strengths.
Not all adult attain maturity, some continue to function as adolescents for many of their adult years .in later life, self-esteem problems again arise because of the new challenges posed retirement loss of spouse, and physical disability. 1 Self-esteem is generally regarded as the evaluation that persons make, about them that expresses a self-judgment of approval, disapproval, and personal worth. 2
Self-Esteem is one of those elusive attributes that we associate with children growing into well-adjusted adults. There are many opinions and schools of thought around the subject. One of the challenges of working with this group of students is the fact that when it comes to self-esteem, they have less than most. Their limitations and the view of society on their abilities has a severe impact on how they view themselves, trying to convince kids that they can do anything they want, that anything is possible if they just try hard enough. There’s one problem with this kind of thinking Students who grow up thinking they can do anything wind up with lower self-esteem because they don't understand their limitations. 3
In recent years a voluminous literature has grown around the concept of self-esteem, implicating it as a prime factor in a wide variety of mental health and adjustment outcomes. One outcome that is commonly thought to be related to self-esteem is interpersonal violence. A common theme in this research is the argument that low self-esteem is a significant and powerful risk factor for committing violent acts. 4
7.2 NEED OF THE STUDY
Socially adolescence is a period of intensified preparation for assumption of adult role and is associated with cultural norms.in many cultures the onset of adolescents is slowly signaled by puberty rites, usually in the form of test of strength and courage, completion of which entitles the individual to be recognized as a young adult. 5
Self-esteem has been generally defined as the evaluation of the self; it is an affective response to one’s self-description. The evaluation refers to a judgment of one’s worth and what is being judged is one’s perception of who one is, or one’s self-concept. In this sense, related words such as self-confidence, self-worth, self-image, and positive self-regard can be used interchangeably; even self-concept has been used in some studies to suggest positive beliefs about the self. Research on self-esteem has consistently found a relationship between depression and low self-esteem. 6
A report on the major challenges facing the world's 1.2 billion adolescents - which is defined as those "between ages 10 and 19" - as they make the transition into adulthood. Adolescents make up 18% of the world's population, and more than half live in Asia. India is home to the highest number of adolescents, at 243 million, followed by China, with around 200 million adolescents. In sub-Saharan Africa, adolescents make up the biggest slice of the population, with 23% of those aged 10 and 19. The same is true of many of the least-developed countries, where adolescents make up 23% of the population, compared with 19% in developing countries and 12% in industrialized countries, according to the report. 7
About 1.2 billion adolescents stand at the crossroads between childhood and the adult world. Around 243 million of them live in India. As they stand at these crossroads, so do societies at large – the crossroads between losing out on the potential of a generation or nurturing them to transform society. As adolescents flourish, so do their communities, and all of us have a collective responsibility in ensuring that adolescence does in fact become an age of opportunity.8
A longitudinal study was conducted on implications of self esteem on adolescent development in south eastern Michigan. All youth from six schools were selected as samples (1160). Data was collected using cooper smith self- esteem scale. The final sample included 13.8% African Americans, 82.5% whites and 3.7% self identified their group as “others”. Cluster analysis was done. Results revealed that youth’s self esteem decreased from sixth (mean- 13.26) to ten grades (11.87). Males have more self esteem when compared to females it also indicated that the pattern of self esteem change over time and differed across groups also. 9
A cross sectional study was conducted on a school based intervention of adolescent self esteem and cognitive skills training in Australia. 51 students (15 males and 36 females) of age 13 – 18 were selected and randomly allocated to one of three groups; Social Cognitive Training Group (SCT), Attention Placebo Comparison Group (APC) and Waitlist Control group (WL). Pretest and post test measures were administered one week before and one week after the study. Self esteem was assessed using Rosenberg Self esteem scale. The result reveals a significant improvement on measures of target skills for the SCT group, which shows highly acceptable and useful skills by adolescents and the quality of peer relationships showed changes across the study period. 10
A study was conducted on co- occurrence of social anxiety and depression symptoms in adolescence and its differential links with implicit and explicit self esteem in Netherlands. Study samples were adolescents of first stage of secondary education (n = 1806) completed the Revised Child Anxiety and Depression Scale (RCADS) to measure symptoms of social anxiety and depression, the Rosenberg Self – Esteem Scale(RSES) to index explicit self esteem and the Implicit Association Test (IAT) to measure the implicit self esteem. The results show that there was a strong association between symptoms of depression and social anxiety with participant’s explicit self esteem. Implicit self esteem was done only for girls and the interaction between implicit and explicit self esteem shows small predictive validity with social anxiety. Implicit self esteem showed no significant predictive validity for depressive symptoms. 11
A study was conducted adolescent self-esteem predict later life outcomes a test of the causal role of self-esteem, in new zealand, the data reported in this investigation were gathred from selected birth cohort of 1,265 children. they have has been studied at birth, 4 months, 1 year, at annual intervals to age 16 years, and at ages 18, 21, and 25 years. This paper examines the relationship between self-esteem in adolescence and later mental health, substance use, and life and relationship outcomes in adulthood. Lower levels of self-esteem at age 15 were associated with greater risks of mental health problems, substance dependence, and lower levels of life and relationship satisfaction at ages 18, 21, and 25. It was concluded that the effects of self-esteem during adolescence on later developmental outcomes the largely explained by the psychosocial context within which self-esteem develops.
On considering the above research finding and investigators personal experience that adolescent period is the beautiful period of life that builds our future, the investigator felt the need to conduct the study n assessment of self esteem and distributing a booklet on promotion of self esteem. 12
7.3 REVIEW OF LITERATURE
The review of literature for this study can be explained in this following section
SECTION A: literature related to incidence and prevalence of low self-esteem among pre university student.
SECTION B: literature related to factors affecting self-esteem among pre university student.
SECTION C: literature related to effects of low self-esteem and measures to improve self-esteem.
SECTION A: literature related to incidence and prevalence self-esteem among pre university student.
A review study was conducted on student self-esteem and the school system perceptions and implications in California. The participants selected for this study were drawn from a stratified , commercially prepared education mailing list of more than (2.8 millions) teachers , counselors , administrators, form this sample (N= 2,799).names were further systematically drawn from each strata distributed as follows :52 administrators , 73 counselors and 48 teachers (N=173).of this combined group 61% were female and 86% were Caucasian. Of all respondents 63% were identified as career personnel (20 + semester hours of post gradated credit).regards of post graduated credit. Most responded worked in either an elementary or senior-grade-level setting (73%).slightly over twin thirds (68%) of the respondents were in the 31-50 age bracket. In an analysis data from the national center for self-esteem that as students get older, their self-esteem diminishes .eighty-nine percent of kindergarten students were reported to have high self-esteem. Whereas only 20% of fifth graders , 5% of high school graduates and 2% of college graduates reported high self-esteem .additionally ,stipe (1984) posited that children enter school expecting to be successful and feeling good about themselves and are not particularly concerned about achievement outcomes .13
A study was conducted on ,self-esteem as a moderator of gender differences in minimum relationship standards, in in the southern region of the United States. Participants were 181 students (57 men and 124 women) enrolled in undergraduate psychology courses at a university in the southern region of the United States who participated in return for partial fulfillment of a research participation requirement. The mean age of participants was 20.27 years (SD=2.30). The racial/ethnic composition was 72% White, 23% Black, 2% Hispanic, and 3% Other. During a laboratory session, participants were asked to complete a measure of self-esteem and report their minimum standards across various levels of relational involvement.. For the present study, however, gender differences did not emerge for self-esteem (MMen=3.94, MWomen=3.99; t[179]=.46, ns). Men with higher levels of self-esteem reported lower minimum standards for these relationships than men with lower levels of self-esteem.For women, self-esteem was positively correlated with minimum standards across all levels of relational involvement except for a single date. In contrast, the self-esteem of men was negatively associated with minimum standards for the relationships involving the least investment.14
SECTION B: literature related to factors affecting self-esteem among pre university student.
A longitudinal study on genetic and environmental factors affecting self-esteem from age 14 to 17 of Finnish twins in Finland , Finnish twins born in 1983–1987 were assessed by questionnaire at ages 14 (n=4132 twin individuals) and 17 years (n=3841 twin individuals). Self-esteem was measured using the Rosenberg global self-esteem scale and analyzed using quantitative genetic methods for twin data in the Mx statistical package,. Data collection was approved by local ethic committees. Baseline data collection took place when the twins were 11–12 years of age, but did not include a self-esteem measure. Follow-up questionnaires were mailed in the month the twins turned 14 for those who had responded at baseline. They were completed at mean age of 14.1 years for both genders [standard deviation (S.D.) in boys and in girls=0.08]. At age 17, the questionnaires were mailed to each birth cohort four times a year, with a mean age at response of 17.6 years for both genders (S.D. in boys=0.24, S.D. in girls=0.27). The participation rates were 87% in boys and 91% in girls at the age-14 modeling (Neale & Cardon, 1992). MZ twins are genetically identical, whereas DZ twins share, on average, 50% of their segregating genes. The heritability of self-esteem was 0.62 [95% confidence interval (CI) 0.56–0.68] in 14- year-old boys and 0.40 (95% CI 0.26–0.54) in 14-year-old girls, while the corresponding estimates at age 17 were 0.48 (95%CI 0.39–0.56) and 0.29 (95%CI 0.11–0.45). Rosenberg self-esteem scores at ages 14 and 17 were modestly correlated (r=0.44 in boys, r=0.46 in girls). In boys, the correlation was mainly (82%) due to genetic factors, with residual co-variation due to unique environment. In girls, genetic (31%) and common environmental (61%) factors largely explained the correlation. 15