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본 연구는 보건계열 대학생의 자아존중감과 정신건강 간의 관계에서 스트레스의 매개효과를 규명하기 위해 시도되었다. 이를 위해 경상북도 소재 전문대학의 보건계열 대학생 133명을 대상으로 자아존중감, 스트레스, 정신건강 척도로 구조화된 설문지 조사를 하였다. 자료수집기간은 2018년 5월5일에서 5월20일까지이고 자료분석은 SPSS 21.0 통계프로그램을 이용하여 기술통계, 상관분석, 회귀분석을 하였다. 연구결과 자아존중감은 스트레스와 정신건강에, 스트레스는 정신건강에 유의미한 영향을 주었다. 매개효과 검증결과에서는 긍정자아존중감과 정신건강 간의 경우 스트레스가 완전매개하고 부정자아존중감과 정신건강 간의 경우 부분매개하는 것으로 나타났다. 이는 자아존중감이 정신건강에 영향을 미치는 과정에서 스트레스의 매개효과가 있음을 의미한다. 따라서 본 연구결과는 보건계열 대학생의 정신건강을 증진시키기 위한 자아존중감별 다양한 스트레스조절능력을 향상하는 프로그램 전략을 마련하는데 있어 좋은 기초자료가 될 것으로 판단된다.

В данной статье рассмотрено формирование позитивной самооценки посредством волейбола. Даны определения основных понятий таких как самооценка, командный вид спорта Охарактеризованы роли каждого игрока в команде и их влияние на формирование позитивной самооценки. Разработаны и представлены примерные упражнения с целью проявления своего амплуа в команде и их дозировка. Проведено анкетирование студентов, а также анализ результатов научных исследований по данной тематике, что позволило выявить положительное воздействие командных видов спорта на самооценку обучающихся.This article discusses the formation of a positive self-esteem through volleyball. The definitions of basic concepts such as self-esteem, team sport are given. The roles of each player in the team and their influence on the formation of a positive self-esteem are described. Exemplary exercises have been developed and presented in order to manifest their roles in the team and their dosage. A survey of students was conducted, as well as an analysis of the results of scientific research on this topic, which made it possible to identify the positive impact of team sports on students' self-esteem.

V diplomskem delu smo želeli prikazati, da lahko tudi prek telesnih lutk vplivamo na pozitivno samopodobo pri otrocih. V teoretičnem delu smo se posvetili obrazložitvi igre, njenemu pomenu in oblikam. Podrobneje smo razčlenili simbolno igro, ali z drugimi besedami, igro vlog. Obrazložili smo pomen lutk za razvoj otrok ter našteli lutkovne tehnike in metode dela z lutkami. Pozornost smo namenili tudi samopodobi, znakom pozitivne in negativne samopodobe ter vzgojiteljevi vlogi pri spodbujanju pozitivne samopodobe. V praktičnem delu smo teoretična izhodišča preizkusili v praksi. S pomočjo šestih priprav smo otroke spodbudili k razmišljanju o lutkah in o sebi. Z otroki smo izdelovali telesne lutke, z njimi plesali, se pogovarjali ter opazovali in primerjali. Spodbudili smo jih k ustvarjanju zgodbice in izpolnitvi svoje osebne izkaznice. In this diploma thesis we want to present, how to influence positive self-esteem at children with the help of body puppets. The theoretical part is dedicated to the explanation of games, their meaning and types. We discuss symbolical game in detail. This game is also called a role play. We explain the meaning of puppets for the development of children. We mention puppet techniques and methods. We describe positive and negative aspects of self–esteem. We give emphasis to positive self-esteem, as well as the educator’s role at boosting it. In the empirical part we tried out theoretical statements. We made six lesson preparations and we influenced children to think about themselves and the puppets. We made together with the children the body puppets, we danced with them, had a discussion and comparison. We influenced children to make stories and to complete their personal identification card.

This somatically based model of therapy utilizes the nonverbal artistic languages of sensing, gesturing, breathing, visualizing and sounding to identify, explore and transform experiences of shame within individuals and groups. The three artistic exercises presented herein are particularly designed to promote healing from shame and include the shame to self-esteem healing sequence, the cutting negative voices sequence and the self-parenting sequence. These artistic exercises create images for new growth and healing of shame and are particularly suitable for children, adolescents and adults who prefer bodily sensate therapeutic experiences rather than verbal interventions alone. These art therapy exercises provide precise directions for diagnosis and interventions and are grounded in the socio-cultural soil of the individual’s life. They are used to direct insight and awareness into the broader contextual factors that shape the individual’s self-esteem and shame. They provide precise interventions for transforming these experiences from negative to positive self esteem enhancing experiences and opportunities. These nonverbal exercises have been effectively used in multicultural contexts to explore and transform shame experiences resulting from trauma and abuse within the family, community and society.

RESUMEN: La valoración que otorga el individuo a sus características y capacidades personales constituye el constructo de autoestima. Es una dimensión valorativa respecto a qué sentimos, cómo somos, en qué medida valoramos nuestras características, hasta qué punto estamos orgullosos de nuestros logros o nos sentimos avergonzados de nuestros fracasos (Espada, 2004). Esta realidad psicológica multidimensional incita a reflexionar sobre la importancia de la autoestima en la etapa de 0 a 6 años, pues se inicia en el nacimiento y va evolucionando durante la vida. Asimismo, la influencia que ejercen la familia, los iguales y los maestros es crucial para que este producto psicológico se desempeñe de manera positiva o negativa en la personalidad de los niños. Gracias a la revisión de tres propuestas educativas, hemos podido examinar varias estrategias fomentadoras de la autoestima. Éstas muestran cómo trabajar el desarrollo de una autoestima positiva en el aula de Educación Infantil, para que los niños puedan afrontar mejor los problemas y dar posibles soluciones, disfrutar de la interacción con los demás, sentirse cómodos en encuentros sociales, y, que aprendan a conocer sus puntos fuertes y sus debilidades. Asimismo, la selección de los materiales se ha efectuado puesto que la metodología, actividades, recursos, tiempo y espacios de estas propuestas se definen desde un marco de reflexión y con una clara orientación hacia la práctica educativa. Gracias a esto, llegamos a la conclusión de que es necesario instruir y perfeccionar este constructo en el aula, de manera cooperativa y colaborativa entre todos los miembros de la comunidad educativa. Además, es esencial trabajarla de forma integrada en nuestras rutinas diarias. Por ello, es imprescindible incluir estas técnicas en nuestras programaciones de aula como contenidos curriculares. ABSTRACT: The assessment given by the individual to their personal characteristics and abilities constitutes the construct of self-esteem. It is an evaluative dimension with respect to what we feel, how we are, to what extent we value our characteristics, to what extent we are proud of our achievements or feel ashamed of our failures (Espada, 2004). This multidimensional psychological reality encourages reflection on the importance of self-esteem in the 0 to 6 year period, since it starts at birth and evolves during life. Also, the influence exerted by the family, peers and teachers is important for this product psychological to perform positively or negatively in the personality of children. Thanks to the review of three educational proposals, we have been able to examine several strategies that promote self-esteem. These show how to work on the development of a positive self-esteem in the classroom of Early Childhood Education, so that children can better face the problems and give possible solutions, enjoy the interaction with others, feel comfortable in social encounters, and, learn to know your strengths and weaknesses. Also, the selection of materials has been made because the methodology, activities, resources, time and spaces of these proposals are defined from a framework of reflection and a clear orientation towards educational practice. Thanks to this, we come to the conclusion that it is necessary to instruct and perfect this construct in the classroom, cooperatively and collaboratively among all the members of the educational community. In addition, it is essential to work it in an integrated way in our daily routines. Therefore, it is essential to include these techniques in our classroom schedules as curricular contents. Grado en Magisterio en Educación Infantil

Self-esteem is considered a core component of psychological well-being, and it has long been assumed that disadvantaged ethnic and racial minority children and adolescents suffer from low self-esteem due to discrimination and the internalization of prejudice. Yet research has contradicted this assumption and shown that they are able to maintain relatively positive self-evaluations and general self-esteem despite the threats of discrimination and prejudice. In this chapter we discuss past and future research on school and classroom characteristics that can promote positive self-esteem among ethnic minority students. We start by giving a broad overview of the nature and antecedents of self-esteem more generally, and then discuss the research on self-esteem in minority children and adolescents. Next, we consider research on three critical aspects of the educational environment that might contribute to the promotion of positive self-esteem among disadvantaged minority students: school ethnic composition, cultural diversity education, and students’ relationship with their teachers. We end with a discussion of practical implications and directions for future research.

The purpose of this study was to investigate the relationships of suicidal ideation and self-esteem of nursing students. The subjects of the study were 438 nursing students. The period of data collection was from September 1 to 30, 2012. The data was analyzed by SPSS 19.0 program. The result are as follows; First, the average of suicidal ideation was 1.74 and self esteem was 3.48 points. Second, suicidal ideation was significantly different according to economic status, health status, friendship, personality, adaptation of environment, satisfaction on school, satisfaction on nursing major, score, and bully. Self-esteem was significantly different according to economic status, health status, personality, adaptation of environment, satisfaction on school, satisfaction on nursing major, score, and bully. Third, suicidal ideation was correlated with positive self esteem negatively and negative self esteem positively. Forth, the influencing factor in suicidal ideation of participant were self esteem, friendship and satisfaction on school

Beef, sheep and swine 4-H youth livestock projects have a great deal of hands-on learning opportunities for members. However, what are parents’ perceptions about livestock projects and the development of life skills? The purpose of this research effort was to determine the life skill development gained by 4-H members participating in 4-H beef, sheep or swine projects in West Virginia. A total of 207 caregivers offered insight into the study and answered life skill development questions. These questions were related to decision making, relating to others, developing and maintaining records, accepting responsibility, building positive self esteem, self motivation, knowledge of the livestock industry, developing organizational skills, problem solving, developing oral communication skills, setting goals, developing self-discipline, and working in teams. The findings of this study provide positive insights into the relationship between the development of valuable life skills and 4-H beef, sheep and swine projects.

Obesity is a problem that is quite disturbing among young girls, because of the negative impact can lower self esteem. Based on RIKESDAS 2013, in Indonesia reached 32,9% and 29,05 in Central Java the purpose of this study was to analyze the relationship beetween obesity and self – esteem in young girl at SMA NEGERI 13 SEMARANG. This study uses correlation with cross sectional approach. The number of samples in this study were all young girls who are obese at SMA NEGERI 13 SEMARANG as many as 85 young girls, the way to take sampling using strantified random sampling . The instrument used was a questionare using spearman rank test. Result : The perccentage of 36 girls found obese overall I degree with positive self esteem 43 (79,6%). Obesity I grade with negative self esteem 11 girls (20,4%). Obesity II grade wih positive self esteem 5 girls (16,2%). Obesity II grade with negative self esteem 26 girls (83,9%). The statistical test result obtained using spearman rank test P value = 0.000≤0,05 (5%). The study prove the relationship beetween obesity with self esteem in young girl, the respondent expected to lose weight by improving diet and exercise as well as improving self esteem and have a positive view of what is owned

Beseda stres izhaja iz angleščine in pomeni obremenitev ali pritisk. Ta izraz je v medicino prvi uvedel Hans Selye leta 1949. V stresu sodelujejo tri pomembne komponente: stresogeni dejavnik, posameznik s svojim pogledom na stresogeni dejavnik in posameznikov odziv na stresogeni dejavnik. Poznamo več dejavnikov, zaradi katerih doživljamo stres. To so dejavniki v delovnem okolju in dejavniki zunaj njega. Dejavniki, ki izvirajo iz delovnega okolja, so: vrsta zaposlitve, razmejitev med delom in nedelom, konflikt vlog zaposlenega v delovnem okolju, negotovost vloge, prevelika ali premajhna obremenjenost, odgovornost za druge zaposlene, pomanjkanje motivacije, organizacijski dejavniki, nadlegovanje na delovnem mestu in delovne razmere. Dejavniki zunaj delovnega okolja pa so: stresni življenjski dogodki in vsakdanji življenjski napori. Stres je vsakdanji pojav, ki mu ne moremo ubežati in s seboj prinaša veliko neželenih posledic. Posledice stresa lahko občuti posameznik, pa tudi organizacija, v kateri je ta zaposlen. Posledice stresa se z vidika posameznika najpogosteje odražajo na fizični in psihični ravni, prav tako na vedenjskih odzivih posameznika. Najpogostejše bolezni in zdravstvene težave, ki se zaradi stresa odražajo na fizični ravni, so: bolezni srca in ožilja, zvišan holesterol, sladkorna bolezen, visok krvni tlak, glavoboli, rakava obolenja, težave s hrbtenico, prekomerna telesna teža in kožne bolezni. Najpogostejše bolezni in zdravstvene težave na psihični ravni so naslednje: depresija, anksioznost, fobije, sindrom izgorelosti, nočne more in nespečnost. Kadar posameznik občuti stres, se bodo najverjetneje spremenili tudi njegovi vedenjski odzivi. Ti vedenjski odzivi se kažejo v prekomernem kajenju in pitju alkohola, uživanju prepovedanih drog in v prehranjevalnih motnjah. Z vidika organizacije se posledice stresa kažejo v izgubi delovnih dni, prav tako številne organizacije plačujejo visoko ceno zaradi predčasnih upokojitev in odstopov sposobnih delavcev z vodilnih položajev. Organizacije lahko uvedejo mnogo sprememb, zaradi katerih bodo zaposleni občutili stres v čim manjši meri. Spremembe se lahko kažejo v preoblikovanju dela, fleksibilnosti delovnega časa, natančni opredelitvi vlog, ustvarjanju organizacijske klime in delovnih razmerah. Takšne spremembe bodo zagotovo veliko pripomogle, da bodo zaposleni občutili večje zadovoljstvo na delovnem mestu, kar bo bistveno pripomoglo k zmanjšanju stresa ali celo k njegovi odpravi. Da bo posameznik stres doživljal v čim manjši meri, lahko veliko stori tudi sam. Če želi biti čim bolj uspešen v premagovanju stresa, mora bistveno spremeniti svoj življenjski slog. To lahko stori s telesnimi aktivnostmi, zdravo prehrano, jogo, meditacijo, zdravstveno hipnozo, masažo, aromaterapijo, kognitivnimi metodami in seveda s pozitivnim mišljenjem. Pozitivno mišljenje lahko razumemo kot posameznikovo dojemanje življenjskih okoliščin na pozitiven način. Vse, kar mislimo, se shrani v našo podzavest. Če bomo nenehno mislili pozitivno, bomo nase zagotovo pritegnili pozitivne stvari. In velja tudi obratno, če bomo nenehno mislili le negativno, bomo nase pritegnili pretežno negativne stvari. Rešitve za pozitivno mišljenje se odražajo v dobrih medsebojnih odnosih, čustvenem in telesnem zdravju in v pozitivni samopodobi. Lastnosti pozitivno in negativno naravnanih ljudi se zelo razlikujejo. Optimisti so večinoma odločni, lažje obvladujejo težave, imajo velik nadzor nad seboj in nad svojim življenjem, imajo veliko samozaupanje in vedno vidijo rešitve za nastale probleme. Tudi pri delu so pozitivno naravnani ljudje v večini primerov ustvarjalni, zanesljivi, samoiniciativni, ambiciozni, organizirani in tekmovalni. Pozitivno mišljenje ima velik vpliv na zdravje. Mnoge raziskave so pokazale, da pozitivno naravnani ljudje živijo dlje kot negativno naravnani ljudje, optimističnim ljudem se hitreje celijo rane in okužbe, imajo pa tudi manj čustvenih in telesnih težav. Pozitivna miselna naravnanost krepi imun A word stress originates from English and means burden or pressure. A term was introduced to medicine by Hans Selye in 1949. Stress involves three major components: factor of stressogen, individual with his own view on factor of stressogen and individual’s reaction to this factor. People feel stress because of several factors. The ones that come from the environment, like type of employment, demarcation between work and not to work, employee conflict of roles in working environment, role uncertainty, overload or lack of work, organizational factors, mobbing and working conditions. Non-environmental factors are stressful life events and daily life efforts. Stress is everyday occurrence that cannot be escaped and brings many adverse effects. Not only individual can experience stress effects, but also organization where an individual is employed. Stress from the individual perspective mostly reflects in physical and psychological level, as well as behavioral reaction of the individual. The most common diseases and medical problems on physical level caused by stress are heart diseases, high cholesterol, diabetes, high blood pressure, headaches, cancer, spine problems, obesity and skin diseases. The most common illnesses and medical problems on psychological level are depression, anxiety, phobias, burnout syndrome, nightmares and insomnia. Behavioral reactions are probably going to change when an individual experiences stress, which normally reflects in too much smoking or alcohol drinking, drug misuse and eating disorders. Stress consequences from the organization perspective reflect in the loss of attendance, many organizations pay high costs for early retirements and resignations of competent employees. Several changes can be introduced by organizations to avoid stress. Changes can be either job restructuring, working time flexibility, task specifications, integration of organizational climate and working conditions. Such intervention would make a significant contribution to greater satisfaction at work, which would help to reduce stress or even remedy it. An individual himself can have a great impact on stress. The one should change a lifestyle in order to overcome stress effectively. This can be done with physical activity, healthy eating, yoga, meditation, medical hypnosis, massage, aromatherapy, cognitive methods and positive attitude. Positive attitude can be understood as positive perception of living circumstances of an individual. All our thoughts reinforce into our subconscious. If we continue to think positive, we will definitely attract positive things and events and vice a versa. Solutions for positive thinking reflect in good relationships, emotional and physical health and positive self-esteem. Characteristics of people with positive and negative attitude differ a lot. Optimistic people are mostly more determined, can handle easier with the problems and have better control over themselves and their lives. Those people have great self-confidence and always see solutions for existing problems. Employees with positive attitude are normally more creative, reliable, self-initiative, ambitious, organized and competitive. Positive attitude has great impact on people’s health. Research has shown that people with positive attitude live longer than those with negative attitude wounds and infections heel faster with optimistic people, they also have less emotional and physical problems. Positive thinking attitude strengthens immune system, which greatly increase ability to overcome illnesses. Positive thinking will not solve all our problems and will not eliminate stress from our lives, but will ease to overcome stress and cope with everyday problems at home and at work.

This study examined whether after 20 sessions over 10 weeks of Jacobson's muscle relaxation accompanied by encouragement of positive self-esteem academic examination scores of 22 undergraduate college students would improve by comparison with those of a control group of 30 students. The relaxation group had significantly higher examination grades than the control group, but there was no significant mean difference between the groups on the Cattell and Scheier Anxiety Scale or a two-item measure of self-esteem.

This study compared results from gifted and talented and non-labeled early adolescents on measures of self esteem, victimization, anonymity, and preferred teacher characteristics. A total of 260 non-labeled and 115 gifted and talented fifth through eighth grade students were included in the sample. Significant differences were found between the groups on perceived anonymity and preferred teacher characteristics with gifted and talented students preferring person oriented teachers and feeling less anonymous than non-labeled students. More similarities than differences were found. Both groups had positive self esteem, did not feel highly victimized nor anonymous, and preferred teachers who are person rather than academic oriented.