Self‐stigma and domains of well‐being in high school youth: Associations with self‐efficacy, self‐esteem, and self‐criticism

Rose, Alison; Atkey, Sarah K.; Flett, Gordon L.; Goldberg, Joel O.

doi:10.1002/pits.22276

Cited by 9 publications

(6 citation statements)

References 35 publications

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“…Low self-esteem triggers anxiety, depression, academic stress, school dropout and suicidal ideation (Nguyen et al , 2019). On the other hand, increasing self-stigma leads to feeling helpless due to excessive self-criticism (Rose et al , 2019). Furthermore, peer stigma will also bring up external responses, like discrimination, social inclusion and bullying.…”

Section: Discussionmentioning

confidence: 99%

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Peer stigma, consequences, and anti-stigma strategies in adolescents with mental disorders: a qualitative investigation

Aiyub

Jannah

Marthoenis

et al. 2023

JPMH

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Purpose This paper aims to investigate the local perspectives, based on culture and beliefs about peer stigma, consequences and strategies to reduce mental health stigma among adolescents in Indonesia. Design/methodology/approach This study included 30 participants, including students, teachers, health professionals and lecturers. Two sessions of focus group discussions and 14 sessions of in-depth interviews were performed to collect the data. A qualitative content analysis was carried out, and some related themes and sub-themes were explored. Findings This study found that peer stigma was prevalent and negatively impacted the psychological, social and intellectual development of adolescents with mental disorders (MD) in Indonesian society. Five strategies to tackle peer stigma were proposed, including increasing mental health literacy (MHL), reducing the harmful effects of stigma, fostering a supportive social environment, expanding access to and improving the quality of mental health care and advocating for public health policies. Research limitations/implications More qualitative research on the experiences and perspectives of victims, perpetrators and society concerning mental health stigma in adolescents is required to fully understand why stigma arises, what causative factors and repercussions it has, as well as how to deal with it. Practical implications Peer stigma still exists among adolescents. It has negative impacts on their mental and psychological well-being. MHL, social environment, the harmful effects of stigma, as well as mental health access and policy were concerns of this study. A school is a place where adolescents spend most of their social time. Schools play a vital part in the stigma-reduction program. Originality/value Mental health stigma among adolescents with MD is an issue that has potentially hindered mental health recovery. Anti-stigma intervention based on local perspectives is valuable in increasing the effectiveness and acceptance of interventions.

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Section: Discussionmentioning

confidence: 99%

“…On the other hand, increasing self-stigma leads to feeling helpless due to excessive selfcriticism (Rose et al, 2019). Furthermore, peer stigma will also bring up external responses, like discrimination, social inclusion and bullying.…”

Section: Discussionmentioning

confidence: 99%

Peer stigma, consequences, and anti-stigma strategies in adolescents with mental disorders: a qualitative investigation

Aiyub

Jannah

Marthoenis

et al. 2023

JPMH

View full text Add to dashboard Cite

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“…That is, some people internalize stigma and harshly use it to judge themselves is important as is the tendency for people to engage in self-stigma. This is especially problematic when young people stigmatize themselves (for discussions, see Rose et al, 2018Rose et al, , 2019. It is important to emphasize the need for selfcompassion and engaging in self-care but most importantly reach out and seek help from support networks and professional sources when it is needed and do so without being hard on oneself.…”

Section: Key Messages For the Publicmentioning

confidence: 99%

Sharing knowledge in psychology: Recommendations for public engagement and making a difference.

Kamkar

2023

Canadian Psychology / Psychologie canadienne

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The full impact of psychology will only be realized if we increase our willingness and commitment to sharing evidence-based information and key messages with the general public. In the current article, as part of being given the Canadian Psychological Association Award for Distinguished Contributions to Public or Community Service, I reflect on various ways to share key information and how to engage with the public and the media in keeping with the theme of “giving psychology away”. Reasons for taking on this role are outlined including the opportunity to draw attention to key themes and to provide advice that is in the best interests of the general public and the profession. The personal and societal benefits of engaging in these activities are considered as part of a discussion of why these activities matter. In addition, guidelines are proposed for members of our field who are dedicated to making a difference and willing to take on the role of sharing information with the general public. It is concluded that the quality and visibility of the field of psychology in Canada and elsewhere stand to benefit through sustained efforts to the dissemination of evidence-based information and knowledge built through varied experiences.

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“…According to related studies, there is a positive relationship between self-efficacy and self-esteem (Al-Darmaki, 2012;D"Amico & Cardaci, 2003;Rose et al, 2019). There is a positive relationship between the students ' academic achievement in a given course and their belief in the ability to do some academic work (Asakereh & Yousofi, 2018;Bahmani Fard, 2013;Baumeister et al, 2003;Brooks & Noy, 2010;Lent et al, 1984).…”

Section: Mete 378mentioning

confidence: 99%

Structural Relationships between Coping Strategies, Self-Efficacy, and Fear of Losing One’s Self-Esteem in Science Class

Mete

2021

IJTES

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This study aimed to investigate the relationship between coping strategies (positive coping, projective coping, non-coping and denial coping), self-efficacy, and fear of losing one’s self-esteem among secondary school students in science course. The study group consisted of 381 students studying in a large city located in the eastern part of Turkey. The data of the study were obtained using Academic Coping, Self-efficacy, Fear of losing one's self-esteem scales. Data were analyzed with the structural equality model using the Amos program, and the proposed relationships between variables were tested. According to the results obtained from the research, it was found that the positive coping and projective coping strategy predicted positively and the non-coping strategy negatively on self-efficacy. Self-efficacy negatively predicted the fear of losing one’s self-esteem. Additionally, positive coping, denial coping, and non-coping strategies were observed to positively predict the fear of losing one's self-esteem. Additionally, positive coping, projective coping, non-coping, and denial coping strategies variables together explained 28% of the variance in self-efficacy. The self-efficacy and all of the coping strategies explained 48% of the variance in fear of losing one’s self-esteem.

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Self‐stigma and domains of well‐being in high school youth: Associations with self‐efficacy, self‐esteem, and self‐criticism

Cited by 9 publications

References 35 publications

Peer stigma, consequences, and anti-stigma strategies in adolescents with mental disorders: a qualitative investigation

Peer stigma, consequences, and anti-stigma strategies in adolescents with mental disorders: a qualitative investigation

Sharing knowledge in psychology: Recommendations for public engagement and making a difference.

Structural Relationships between Coping Strategies, Self-Efficacy, and Fear of Losing One’s Self-Esteem in Science Class

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