We conducted a 3-wave, longitudinal study to examine the role of ethnic collective self-esteem and United States (U.S.) collective self-esteem on anxious-depressed symptoms over time among Asian and Latino immigrant-origin adolescents (n = 171). Growth curve analysis revealed that anxious-depressed symptoms first decreased between 10th and 11th grade and then increased over time for both groups. Additionally higher levels of ethnic collective self-esteem were associated with lower levels of anxious-depressed symptoms only for Asian adolescents. There was a differing pattern for U.S. collective self-esteem such that for Latino adolescents, higher U.S. collective self-esteem was associated with higher anxious-depressed symptoms, whereas for Asian adolescents there was an inverse relationship with anxious-depressed symptoms. The results expand the literature on ethnic and U.S. collective self-esteem and their link to mental health. Implications of the findings for research in general, and for counseling immigrant youth and families in particular, are discussed.
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http://dx.doi.org/10.1037/a0035022 | DOI Listing |
J Intellect Dev Disabil
September 2024
Education and Health Faculty, Camilo Jose Cela University, Madrid, Spain.
Background: One of the main challenges facing individuals with an intellectual disability is the stigma associated with the various obstacles that hinder their process of full integration. Despite the efforts made, more research is called for to explore the reference environments and reveal how public and self-stigma are perceived in higher education. This scientific paper's overriding aim is to analyse how different university stakeholders (students, lecturers, and admin and service staff) perceive the presence of young people with intellectual disability.
View Article and Find Full Text PDFBehav Brain Sci
January 2025
Research Department of Clinical, Educational and Health Psychology, University College London, London,
Drawing on developmental psychopathology and thinking about the we-mode of social cognition, we propose that historical myths - be they on the scale of the family, the nation, or an ethnic group - are an expression and function of our need to join with other minds. As such, historical myths are one cognitive technology used to facilitate social learning, the transmission of culture and the relational mentalizing that underpins social and emotional functioning.
View Article and Find Full Text PDFPsychiatr Danub
December 2024
Liverpool University, Psychology School, Liverpool, England.
There is a growing interest in the German thinker Arthur Schopenhauer (1788-1860), sometimes referred to as "the psychologist of the "will", but scarce empirical research has been conducted on the relevance of his philosophy for psychology and psychiatry. Following his death, philosophers, psychologists, psychiatrists, artists, writers, and natural scientists commended him. However, he was harshly criticized by others, notably by Friedrich Nietzsche and Martin Heidegger.
View Article and Find Full Text PDFFront Educ (Lausanne)
October 2024
Center for the Advancement of Science Leadership and Culture, Howard Hughes Medical Institute, Chevy Chase, MD.
The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs.
View Article and Find Full Text PDFJ Anal Psychol
December 2024
Brighton, UK.
While C. G. Jung largely eschewed the term "narcissism" following his split with Freud, his writings describe in archetypal language conditions that closely resemble narcissistic disorders.
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