Relevant bibliographies by topics / Collective self-esteem

Academic literature on the topic 'Collective self-esteem'

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Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Collective self-esteem"

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Sharma, Shraddha, and Surila Agarwala. "Self-Esteem and Collective Self-Esteem Among Adolescents: An Interventional Approach." Psychological Thought 8, no. 1 (April 30, 2015): 105–13. http://dx.doi.org/10.5964/psyct.v8i1.121.

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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 17-23 years. Rosenberg Self-esteem Scale (RSE; Rosenberg, 1965) and Collective self-esteem scale developed by Luhtanen and Crocker (1992) were used to measure self-esteem and collective self-esteem respectively. A self-structured behavioural intervention program was administered for three months to enhance low level of self-esteem and low level of collective self-esteem among subjects. In the interventional program, teachers and parents were requested to cooperate. Pre- and post-test design was used. Wilcoxon Signed Rank Test was applied to test the significance of difference between pre-intervention scores and post-intervention scores of self-esteem and collective self-esteem. The results showed that the mean self-esteem score in pre-measure was 11.31, which increased to 17.42 in post measure andZvalue was -7.51 that was significant at .01 level. It suggests that there is significant difference between pre-intervention self-esteem score and post-intervention self-esteem score. Further, the results showed that the mean collective self-esteem score was 34.73 in pre-intervention measure which increased to 53.47 in post-intervention measure. The obtainedZvalue for collective self-esteem was -7.57 that was also significant at .01 level. It suggests that there is significant difference between pre-intervention collective self-esteem scores and post-intervention collective self-esteem scores. Thus, the results proved the effectiveness of interventional program in enhancing self-esteem and collective self-esteem.
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Clemens, Norman A. "Our Shaken Collective Self-Esteem." Journal of Psychiatric Practice 15, no. 4 (July 2009): 311–13. http://dx.doi.org/10.1097/01.pra.0000358317.73684.3b.

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De Cremer, David, and Annerieke Oosterwegel. "Collective self-esteem, personal self-esteem, and collective efficacy in in-group and outgroup evaluations." Current Psychology 18, no. 4 (December 1999): 326–39. http://dx.doi.org/10.1007/s12144-999-1007-1.

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Sharma, Shraddha, and Surila Agarwala. "Contribution of Self-Esteem and Collective Self-Esteem in Predicting Depression." Psychological Thought 6, no. 1 (April 30, 2013): 117–23. http://dx.doi.org/10.5964/psyct.v6i1.50.

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Crocker, Jennifer, and Riia Luhtanen. "Collective self-esteem and ingroup bias." Journal of Personality and Social Psychology 58, no. 1 (1990): 60–67. http://dx.doi.org/10.1037/0022-3514.58.1.60.

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Aberson, Christopher L., Michael Healy, and Victoria Romero. "Ingroup Bias and Self-Esteem: A Meta-Analysis." Personality and Social Psychology Review 4, no. 2 (May 2000): 157–73. http://dx.doi.org/10.1207/s15327957pspr0402_04.

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A meta-analysis examined the relation between self-esteem and ingroup bias. The project focused on effects of ingroup bias strategy and measurement of self-esteem. Results indicated that high-self-esteem individuals exhibited more ingroup bias than did low-self-esteem individuals. Bias strategy and self-esteem measurement moderated this relation. When using “direct” ingroup bias strategies, high-self-esteem individuals showed more bias than did low-self-esteem individuals. When using “indirect” strategies, groups exhibited comparable amounts of bias. Results were comparable for collective and personal self-esteem measures. Examination of specific collective measures indicated that self-esteem defined by the Collective Self-Esteem Scale (Luhtanen & Crocker, 1992) did not predict differences in ingroup bias, whereas group identification measures did predict differences in ingroup bias. Results are interpreted as indicating that both high and low-self-esteem individuals exhibit ingroup bias; however, expression of ingroup bias by individuals with low self-esteem is constrained by situational factors. Furthermore, individual-level factors such as personal self-esteem may be useful in predicting collective enhancement.
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Yamaguchi, Ayano, Satoshi Akutsu, Atsushi Oshio, and Min-Sun Kim. "Effects of Cultural Orientation, Self-Esteem, and Collective Self-Esteem on Well-Being." Psychological Studies 62, no. 3 (August 30, 2017): 241–49. http://dx.doi.org/10.1007/s12646-017-0413-y.

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Cariton-Ford, Steven L. "Charisma, Ritual, Collective Effervescence, and Self-Esteem." Sociological Quarterly 33, no. 3 (September 1, 1992): 365–87. http://dx.doi.org/10.1111/j.1533-8525.1992.tb00380.x.

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Rahimi, Sadeq, and Ronald J. Fisher. "Collective Self-Esteem and Construal of Racism." Transcultural Psychiatry 39, no. 4 (December 2002): 501–15. http://dx.doi.org/10.1177/136346150203900407.

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Lyu, Hongyun, Ningjian Liang, Zhen Guo, and Rogelio Alejo Rodriguez. "Implicit collective self-esteem: A comparative analysis of Gelao and Han teenagers." Social Behavior and Personality: an international journal 47, no. 12 (December 5, 2019): 1–10. http://dx.doi.org/10.2224/sbp.8590.

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In this study we examined the differences in implicit collective self- esteem between Gelao and Han teenagers, using the Implicit Association Test. We also explored the relationship between participants' implicit and explicit collective self-esteem with the Implicit Association Test and the Explicit Collective Self-Esteem Scale. Participants were 169 teenagers residing in Gelao regions in China. The results showed that both Gelao and Han participants had an implicit collective self-esteem effect (i.e., tended to associate their own ethnic group with positive words and the other ethnic group with negative words), and this effect was significantly higher among Gelao than among Han participants. Further, scores on the importance-to-identity subscale of the Explicit Collective Self-Esteem scale were significantly higher in the Gelao versus the Han group. The correlation coefficients between implicit and explicit collective self-esteem for both groups were very low. The significance of the study findings is discussed.
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Dissertations / Theses on the topic "Collective self-esteem"

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Rossouw, Annelle. "Confirmatory factor analysis of the collective self esteem scale." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/30540.

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Self-esteem and measurement thereof is a very prominent phenomenon in psychology and related fields of study. In contrast to traditional measures of selfesteem which focus on individual self-esteem, Luhtanen and Crocker (1992) developed a measure of Collective self-esteem (CSE) with the following subscales: membership self-esteem, private collective self-esteem, public collective self-esteem and importance to identity. The aim of this study was to determine if the instrument is a valid measurement of collective self-esteem in the South African context. The CSE was evaluated using item analysis and confirmatory factor analysis. According to the findings of this study the Collective Self Esteem Scale is a reliable instrument for South African use, but confirmatory factor analysis determined that it is not factorially valid. The fit indexes indicate that the theorized four-factor model is not a good fit to the data in the South African context and should pave the way for further research on the construct validity of the Collective Self esteem Scale. Copyright 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Rossouw, A 2010, Confirmatory factor analysis of the collective self esteem scale, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02212012-122435 / > C12/4/134/gm
Dissertation (MCom)--University of Pretoria, 2010.
Human Resource Management
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Rahimi, Sadeq. "Psychosocial correlates of collective self-esteem : a comparative study." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31529.

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Following earlier research on social and psychological effects and significance of collective self-esteem (CSE) in intergroup relations, a comparative cross cultural study was conducted to examine and compare the correlates of CSE, personal self-esteem (PSE) and personal experience of racism (PER) in Quebecois and Cambodian groups of adolescents and their parents. It was hypothesised that the effects and distribution of CSE, PSE and PER would be different across cultures and, within cultural groups, across generations, due to the differential meanings and social implications of these constructs in each group. Owngroup interviewers interviewed 208 subjects in French and Khmer languages. The study sample consisted of 114 Cambodian and 94 Quebecois participants. Each of these two groups was composed of two equal sub-groups of adolescents and their parents. Global results replicated earlier findings. Closer observation, however, revealed asymmetric patterns across the two ethnic groups. Results are discussed as evidence for the following hypotheses: (1) The magnitude of scores achieved on collective self-esteem varies across cultures; (2) The relationship between CSE and PSE is stronger for the Cambodian population; (3) The relationship between CSE and PER varies as a function of group membership (across cultures/generations); and (4) CSE has a positive correlation with mental health. Theoretical implications of the findings are further discussed in terms of the applicability of the construct CSE, a possible distinction between 'true' and 'defensive' high collective self-esteem scores on self-report scales, and the importance of collective self-esteem in intergroup interactions.
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Stout, M. Lisa. "The influence of sexual orientation, and gender on body dissatisfaction, self-esteem, collective self-esteem, and eating disorders symptons /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998518.

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Oakes, Cynthia. "Group affiliation and self-esteem." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1469.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology
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Foster, Susan. "The Relationship between Professional Identity and Collective Self- esteem in School Counselors." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1269.

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All bona fide professions have affiliated professional organizations, ethical standards or a code of ethics, and an accrediting and sanctioning body that deals with preparation, credentialing, and licensure, and pride in one's profession (Gale & Austin, 2003; Remley & Herlihy, 2010). As school counseling continues to evolve, school counselors have struggled to define and maintain their role. This may be due, in part, to the social desirability an individual has to belong to dominant group in the school setting (Tajfel, 1986). School counselors may draw esteem from their professional membership. This concept, called collective self-esteem, denotes those aspects of identity that are related to membership in social groups and the respective value that one places on one's membership (Luhtanen & Crocker, 1992). The purpose of this study was to examine the relationship between collective self-esteem and professional identity. The findings of this study indicated that collective self-esteem was relatively stable and remained moderately high across several demographic variables related to professional identity. Collective self-esteem remained relatively consistent across level of practice, professional background, years of total experience and years of experience at the current school, and area of practice. Further, collective self-esteem remained moderately high for those who were affiliated with a counseling organization and those who were not. Results also suggested that collective self-esteem is constant regardless of variations in credentialing, chosen code of ethics, role definition (educator first or counselor first), and professional pride. Results indicated that collective self-esteem remained moderately high across several demographic areas and variables related to professional identity. Further, a significant positive correlation was found between pride in the profession and collective self-esteem was shown. Additionally, a small, significant negative correlation was garnered between those participants who viewed themselves as a counselor first and held an LPC or equivalent. Further, a significant relationship was found between those participants who defined their role as a counselor first and chose the NBCC Code of Ethics as their primary code of ethics and those participants who held the counselor first position and chose the ASCA Ethical Code as their primary code of ethics.
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Gordon, Fawn Claireese. "Perceived Social Support and Collective Self-Esteem in Women: Implications for Counselors." University of Akron / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1626173983737712.

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Daly, Anthony Leslie, and aldaly@tiscali co uk. "Bullying, Victimisation, Self-Esteem, and Narcissism in Adolescents." Flinders University. Education, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061130.193920.

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OBJECTIVES: The general aim of this research was to analyse the relationships between bullying (as a distinct form of aggression), victimisation, personal and collective self-esteem, and narcissism in adolescents. Baumeister et al. (1996) refuted the conventionally accepted view that low self-esteem is a cause of violence whereby, for example, those who lack self-esteem may use aggression as a means of dominating others and thereby gaining self-esteem. Instead, it may be that aggression is related to high self-esteem such that individuals with a combination of high levels of both self-esteem and narcissism are more likely to react aggressively to a perceived threat. Design: After a conducting a small pilot study (n = 112), the main study employed a large-scale cross-sectional survey with self-report questionnaires administered to school students during class. METHODS: Participants were drawn from six metropolitan high schools in Adelaide (South Australia), resulting in 1,628 adolescents (665 females & 963 males, aged 12-17 years) completing the survey. The questionnaire battery comprised modified self-report bully and victim versions of the Direct and Indirect Aggression Scales (Bjorkqvist et al., 1992), personal (Rosenberg, 1979) and collective self-esteem (Luhtanen & Crocker, 1992) scales, the Narcissistic Personality Inventory (Raskin & Hall, 1981), and a measure of socially desirable responding (i.e., Impression Management; Paulhus, 1991). RESULTS: A variety of multivariate analyses controlling for socially desirable responses was employed to test and explore hypothesised relationships. Results showed no relationship between age and any form of bullying or victimisation. Boys reported significantly higher mean levels of direct and total bullying and victimisation, whereas girls reported higher levels of indirect bullying and victimisation. Victimisation was negatively correlated with personal self-esteem, and positively correlated with collective self-esteem. In contrast, bullying was positively correlated with personal self-esteem, with no significant relationship found with collective self-esteem. Collective and personal self-esteem did not differentially predict different types of bullying or victimisation. Narcissism was positively correlated with bullying. The predicted interaction between personal self-esteem, narcissism and bullying was evident, although the predicted collective self-esteem interaction was not found. Impression Management (social desirability) was significantly negatively correlated with bullying and, to a lesser extent, with victimisation. CONCLUSION: Research such as this into the possible causes and correlates of aggression and bullying will assist in the design, implementation, and maintenance of effective interventions. For example, as results corresponded with Baumeister et al.'s (1996) assertion in that bullying was related to high self-esteem, interventions that are designed to increase self-esteem might in reality be counterproductive and possibly contribute to an increase in bullying behaviour. Additionally, victims reported higher collective self-esteem than their non-victimised peers, clearly a novel finding worthy of further research. Findings suggested that, rather than running the risk of underreporting of socially undesirable behaviours, self-report methods provide a useful and valid means of measuring prevalence rates and internal states. Rather than underreporting aggressive behaviours, it is likely that respondents were being honest as they did not feel that these behaviours were, in fact, socially undesirable. The present sample reported bullying and victimisation prevalence rates that were comparatively high, despite using relatively conservative criteria, possibly due to an increased awareness of what constitutes bullying as a result of government and school anti-bullying policies and initiatives. The findings generally correspond with and build upon previous research. In addition, a number of the results are novel, providing numerous opportunities for future researchers to further explore and test the relationships between self-esteem, bullying, and victimisation.
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Porter, Gayle. "Collective efficacy and esteem : measurement and study of "self" attributes at a group level." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216929929.

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Adedipe, Adebimpe O. "Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543.

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Thomas, Tsholofelo Angela. "The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25383.

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Previous research has shown relationships between ethnic identity and other aspects of the self-concept such as efficacy and self-esteem, particularly among minority groups. This study examined the relationships between ethnic identity, collective self-esteem and academic self-efficacy. These relationships were examined among an overall sample of 144 respondents, and among two distinct samples consisting of Black and White respondents, respectively. Results showed positive correlations between ethnic identity and academic self-efficacy, collective self-esteem and academic self-efficacy, and between ethnic identity and collective self-esteem for the overall sample. Similar results were found for the sample consisting of Black respondents only. For the White sample, a positive correlation was found between collective self-esteem and ethnic identity only. The study further examined the relationships between academic self-efficacy and the ethnic identity and collective self-esteem subscales. For the overall sample, positive correlations were found between academic self-efficacy and the ethnic identity search and commitment subscales. Correlations for this sample were also found between academic self-efficacy and the membership self-esteem and private collective self-esteem subscales. For the Black sample, correlations were found between academic self-efficacy and the ethnic identity search and commitment subscales. Furthermore, there were correlations between academic self-efficacy and the membership self-esteem subscale, as well as the private collective self-esteem subscale for Black respondents. For the White sample, no relationships were found between academic self-efficacy and any of the collective self-esteem and ethnic identity subscales. Furthermore, limitations of the current study were identified and, subsequently, recommendations for future research were made. It was recommended that future research include other aspects of the self-concept such as personal self-esteem and actual academic achievement, so as to determine the relationships between these and the variables examined in the current study.
Dissertation (Master of Arts)--University of Pretoria, 2011.
Psychology
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Books on the topic "Collective self-esteem"

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Susag, Chris. Finnish American ethnicity as measured by collective self esteem. Joensuu: Joensuun yliopisto, 1999.

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Chris, Shea, ed. God thinks you're wonderful: A collection of encouraging thoughts from the published works of Max Lucado. New York: MJF Books, 2003.

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Dare to be different: A desktop collection of affirmations for young people. Wheaton, Ill: Tyndale House Publishers, 1998.

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Shi, Qian. The weaver. Minneapolis: Andersen Press USA, 2018.

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The Clique Summer Collection: Massie. New York: Little, Brown and Co., 2008.

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Taught Not Caught - Self Esteem in Sex Education (The Clarity Collective). Spiral Educational Resources, 1988.

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Self-Intelligence (The Resource Collection) (The Resource Collection). Network Educational Pr Ltd, 2000.

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Mesnick, Hildy, and Barbara Slate. Let's Play Impossible (The Land Before Time Collection). Inchworm Press, 1998.

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Churchill, Robert Paul. The Social Realities of Honor. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190468569.003.0003.

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This chapter examines the cultural and social contexts in which honor killings occur. Honor killing is a social practice in which complex psychological, interpersonal, and social dynamics are unified and replicated over time. The chapter first illuminates the general features of social practices, then analyzes features critical for honor killing as a social practice, beginning with the salience of norms of honor and shame in what are called honor–shame communities. The chapter analyzes sharaf, an important general honor concept, and ‘ird or ‘ard, the conception of honor relating to sex and gender behaviors, and most important when concerns about honor offenses arise. The latter pertain to the chastity and obedience of females and male responsibilities as guardians of females and as enforcers of communal honor norms. The constitutive features of honor–shame communities are identified, and the interrelationship between collective social elements and individual identity and self-esteem are discussed.
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Anderson, Ray Sherman. Self-Care: A Theology of Personal Empowerment & Spiritual Healing (Ray S. Anderson Collection). Wipf and Stock, 2010.

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Book chapters on the topic "Collective self-esteem"

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Kitayama, Shinobu, Hazel Rose Markus, and Cary Lieberman. "The Collective Construction of Self Esteem." In Everyday Conceptions of Emotion, 523–50. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-015-8484-5_30.

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Anand, Simran. "Case Study 2: How Working in a Collective Boosts Self-Esteem and Choice-Making Propensity in Women." In Indian Women as Entrepreneurs, 163–79. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-60259-6_10.

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Rosenberg, Morris, and Timothy J. Owens. "Low Self-Esteem People: A Collective Portrait." In Extending Self-Esteem Theory and Research, 400–436. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511527739.018.

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"Personal and Collective Self-Esteem from a Feminist Perspective." In Encyclopedia of Gerontology and Population Aging, 3761. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_301806.

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Moningka, Clara. "Self-Comparison in the Digital World." In Recent Advances in Digital Media Impacts on Identity, Sexuality, and Relationships, 231–40. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1063-6.ch012.

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In this chapter, the author is interested in studying self-comparison in social media and its effect to the self-esteem in emerging adults. In Indonesia, social media are widely used by various groups. Jakarta is even referred as the capital of a text-based social media. Data in 2016 indicated that social media users in Indonesia have reached high ranking. Indonesia ranked fourth in the world for social media users and ranked first with Facebook with 111 million users, followed by Twitter. Indonesian Internet Service Provider Association explained that the biggest users were dominated by adolescents, amounting to 75.50% of the total users. The use of social media can be influenced by collective culture. This culture can influence how individuals evaluate themselves, including their self-esteem. The topic of the psychological effects of social media has been much discussed. A lot of research conducted on the effect of social on development of self-esteem. Social media becoming a place for comparing oneself to others and it turn out it has a great effect.
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Moningka, Clara. "Self-Comparison." In Identity, Sexuality, and Relationships among Emerging Adults in the Digital Age, 18–26. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1856-3.ch002.

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In this chapter, the author is interested in studying more about self-comparison through social media; especially in Jakarta, Indonesia. In Indonesia, social media are commonly used and widely used by various groups. As many as 93% of Internet users in Indonesia are accessing Facebook. Jakarta is even referred as the capital of a text-based social media. The use of social media can be influenced by the collective culture in Indonesia. In this case social media is not just a tool but also the social environment, in which social interaction occurs. This is also influences how individuals view themselves. The topic of the psychological effects of social media has been much discussed. A lot of research conducted on the effect of social on development of self-concept and including self-esteem. Social media becoming a place for comparing oneself to others and it turn out it has a great effect.
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Sharafutdinova, Gulnaz. "Shared Mental Models of the Late Soviet Period." In The Red Mirror, 53–77. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197502938.003.0003.

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This chapter advances a conceptualization of collective identity as a set of shared cognitive structures (or mental models) about the collective self. Below I argue that the Soviet Union was successful in instilling a Soviet collective identity and that the two main mental models that constituted this identity were a sense of Soviet exceptionalism and a sense of the Soviet state being surrounded by the enemy. These shared mental models represented important pillars supporting individual-level dignity and self-esteem for many Soviet citizens as well as a source of their perceptions of in-group and out-group members. Empirical findings from Yuri Levada’s “simple Soviet person” project and a variety of secondary data are used to support the central claims of this chapter.
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Zell, Ethan, and Mark D. Alicke. "Effects of Local and General Comparisons on Self-Assessment." In Social Comparison, Judgment, and Behavior, 143–77. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190629113.003.0006.

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Local comparisons involve thinking about the self in relation to one or a few people, such as friends, family, neighbors, or coworkers. Conversely, general comparisons involve thinking about the self in relation to larger samples, such as the average person in one’s profession or country. This chapter first describes a program of research that examined the simultaneous effects of local and general comparisons on self-evaluations. Results show that local comparisons often dominate and displace the effects of general comparisons. Next, it discusses potential moderators of this “local dominance effect” including self-enhancement motives, the physical salience of local group members, and collective self-esteem. Finally, the chapter calls for future research that explores the implications of local dominance for motivational and behavioral outcomes as well as mental and physical health.
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Latcheva, Rossalina, and Barbara Herzog-Punzenberger. "Perceived discrimination, modes of collective belonging and self-esteem among descendants of immigrants in Austria and Germany." In Dynamics of National Identity, 141–69. Routledge, 2016. http://dx.doi.org/10.4324/9781315746111-8.

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Ghosh, Sanjukta. "Appreciative Inquiry as a Potential Tool to Nurture Creativity." In Advances in Human Resources Management and Organizational Development, 37–50. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9675-2.ch003.

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Appreciative inquiry is an act of nurturing a group of people in a system to move into positive futures through relationship development and generative learning. The culture of a healthy institution is formed through shared values and beliefs. Appreciative inquiry gives people the experience of personal and collective power, a sense of liberation, and freedom. It enhances self-esteem and self-expression which leads to self-organization. Freedom comes with responsibilities and self-organization. Self-organizing systems take care of power inequality, balance resources, and optimize when required. Appreciative learning is the art of valuing and inquiring those possibilities that can create something profoundly new. Any innovative organization goes beyond the perceived constraints and focuses on opportunities around and evaluates internal strengths and strategises their moves. Appreciative inquiry nurtures creative and innovative thinking by fostering a positive focus.
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Conference papers on the topic "Collective self-esteem"

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Lopez, Antonio M., Kun Zhang, and Frederick G. Lopez. "Gender and race: Stereotyping, coping selfefficacy and collective self-esteem in the CSET undergraduate pipeline." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720372.

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Konstantinov, V. V., E. A. Klimova, and R. V. Osin. "Socio-psychological adaptation of children of labor migrants in the conditions of preschool educational institutions." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.143.155.

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In the modern world, labour migrants come to developed countries with their children, including children of preschool age, in search of better jobs. It is children who are most vulnerable in the framework of the migration process as they need to adapt to life in a new multicultural environment. Today, in fact, there is absence of fundamental developments aimed at solving difficulties of an adaptation process for children of labour migrants who have insufficient experience in constructive sociopsychological interaction and are involved in building image representation systems of significant others and of their own selves. The paper presents results of an empirical study implemented on the basis of preschool educational institutions of the Penza region in which 120 children of labour migrants participated between the ages of 6–7 years. Authors conclude that children of labour migrants are the most vulnerable social group in need of psychological support. Most pronounced destructive impact on a pre-schooler’s personality is expressed in a child-parent relationship. As main effects of a maladaptive behaviour of children from migrant families we can highlight: expressed anxiety, decreased self-esteem, neurotic reactions in social interaction, identification inconsistency, reduced social activity, intolerance of otherness and constant stress due to expectations of failure. Most children from migrant families express decreased or low self-esteem. The nature of a parent-child relationship is expressed in a collective image of a parent, in particular the image of the mother, and acts as an indicator of well-being / dysfunction of a child’s personal development, his attitude to the world and his own self.
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Herdaetha, Adriesti, Aris Sudiyanto, RB Sumanto, Endang Sutisna Suleman, and Wijaya Kusuma. "Social Capital Phenomenology Study among People Who Treat A Mental Disorder Caregivers." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.40.

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ABSTRACT Background: It’s a stressor to have a family of mental illnesses. Financial, social, psychological, and physical burdens are created by looking after people with mental disorders. For the patient, the family is the informal caregiver. It is important to discuss, with a great burden, how social capital can be developed and how the role of social capital is played in treating people with mental disorders. The research was carried out on Javanese individuals who have a cultural structure that prioritizes the importance of peace in collective life. Not only the nuclear family, but also the extended family and the larger community are active in the life of Javanese society. This study aimed to describe the social capital phenomenology study among people who treat mental disorder caregivers. Subjects and Method: This was a qualitative study using a phenomenological study approach. The study was carried out in Surakarta City, Central Java, in September and October 2019. These study subjects were people who were carers for people with mental disorders. The sample was taken using purposive sampling technique. Data were collected using in-depth interviews and observation. Qualitative data analysis was obtained by means of data reduction, data presentation, and drawing conclusions and verification. Data reliability was carried out using NVivo 12 software. Data validity was done by matching the results of interviews with observations, as well as multiple interviews. Results: Data was collected from four respondents with different demographic backgrounds. Six themes were obtained, namely 1) trust in God, government, family, and neighbors; 2) The role of family and neighbors in seeking help; 3) The role of family and neighbors in caring for patients; 4) building social networks; 5) Participation in society; and 6) Social capital is dynamic. Conclusion: The respondents are found to have the same social cognitive capital, but different social structural capital. The level of education, the economic level, self-esteem, and the behavior of people with mental disorders are influenced by structural social capital. Family and neighbors can have a positive or negative role in looking after people with mental disorders. They also play a role in the decision to seek assistance for individuals with mental disorders. Keywords: mental disorders, carers, social capital Correspondence: Adriesti Herdaetha. Doctoral Program of Community Development / Empowerment, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta, Central Java. Email: aherdaetha@gmail.com. Mobile: +628122582995 DOI: https://doi.org/10.26911/the7thicph.01.40
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Reports on the topic "Collective self-esteem"

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Sadachar, Amrut, and Arpita Khare. Influence of Collective Self-Esteem on Online Shopping Behavior of American Youth. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-524.

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