Self-esteem and coping in adolescence

282 Pages·2011·4.53 MB·English

by  Bagby, Sheila Mary

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SELF-ESTEEMA ND COPING
IN
ADOLESCENCE
A thespirse senitnpe adr tfiuallfi lmoefnt th er equiremfeonrt s
thed egroefeD octoorfP hilosoipnPh syy cholaotg y,
MasseUyn iversPiatlym,e rsNtoornt Nhe,w Z ealand.
SheiMlaar yB agby
1998
111
ABSTRACT
A nine-cwoegetnkii ve-beahla nvtiirnpoagrui orgrawmamdse e veltooep nehda snec­lef
esteaenmtd e accohp isnikglt loes a raldyo lescSeinxttsy.-s steuvde(en3n mt7as l es)
particiintp hwaeet eekd9l 0y- mipnrurotagem m.Se tudents were taught rational thinking,
socsikailal nlpdsr ,o bsloelmv Siinxgot.uy sr-t fud(e3nm0ta sel sa)c,t aescd o ntrAotl s.
pre-ntirnpagoi,sr tan-iitnagn5,dm - onftlohl ows-tuupd,ce onmtpsl tehtSeee dl f-Perception
ProfiflroCe h irled(nS PPC; 1H89a5r)att,eh sreh, o orrtmo- fft hCeh ildDreepnr'ess sion
Inven(tCoD;rKI yo va1c9s92,) a,n adP rograSmkmieml elass udreev,e lboyp edt he
researcTheearc.ha enrdps a regnutasr/dcioamnpsl ectheedc klistsfo rma dapted
PrograSmkimlel Tsw.o -wAaNyO VA sc nofirmtehdat th ere nwose irgen ificant
difrfenecebse tweeexnp erimaenndct oanlt grroolu aptsp re-ntirnagHi.o wever,
signifgiecnadenefetrfc twse re obftoatrih nSeeh rdot -FCoDrmIa ,n d the Athletic
CompeteGnlcoebS,ae l-l Wforatnhd,P hysiAcpalp earsaunbcsec oaflt ehSseP PC.
Repeated-AmNeOaVsAuwsre ercseo ndufcoterea dcv ha rbilcaeo,m patrhisenc go arte s
postn-itnargna adit f loloww-iutph, thproesi-ent iranaWtgi .tg hr oaunpgd e ndaesr
fatcortsh,e ren ows eirgienac indftif efrenbceetsw gereonu wphsea nn a lplheav oefl
p <. 10w asad optTehde.wr ae sh,o wevaes rin,gi figceanndetef erfc fto Grl obSae­ll f
Wortahtp osrtia-ntiAn sgu.b grsocuoprt ihnrgea er-tqoeufar s stadnedvaridab teiloonw
thmee afnro G lobSae-llW forwtehrs ee lectfeudre trafh noarl uyssiinMsga nan h-iWtney
U-teTshti.as n alryesviesaa sl eidg niefixcpaenrtti amle/ncgornotduripoef lrf enfcoer
PrograSmkmieal tpl oss rtan-iitnSgo.m eev ideonfcc oenr sutcvta lifdoiPrtr yo gramme
Skiwlalss obtaaiC nreodn bwaicthho' fs. 7aA3nl,dp hsaii cgamnnoitdf ercaotrer elations
ofP rograSmkimlewl istt hhC eD IS hort-F(otrromam rnesdfa)n,td h Gel obSae-llW forth
subsocfat lhSeeP P.CP osseixbpllea noaftt hireoe nssuw letrdsei scuwsistrehed s pect
top rogracmomnet einnts,t rutcteicohnnaitlqh uee sd,e asniddg unr atoifto hne
programmea,s pearcnetdls a ttoes dma plceh raacitsetrisctsa,t ipsotwiecaran,ld
measureImnpe anrtt.i tchupelr aerv,e nntaatetou irftv heie n tervweancst osiniodne red.
Thes kitlalusgt oht ty picclaalso sfee asra ldyo leswceernet psof toern utsiiena t li mes
ofd ififcultthyus,so moeft hbee nemfiatyls i deo rmant.
v
ACKNOWLEDGEMENTS
Ia me specgiraalutlltey ofD rsl.e nenrSi tfillamndaP nh ilViopsf so,tr h eoivre rall
assstiantcher ougthhoeu ttlh aryseetea arnstd,h eir inbte hplerij oeefcI tnp. a rticular,
thangkots o l enenrim,fy c hiseufrp veisfoohrre, er x pseerht,ei cro mmittmoet nhte
editainndg quoaftl hrieet sye ha,ar nchde sru ppoMrutc.ahp epcriaatlistoooPn h ilip,
mys ecosnudp ervfroih sioesrn ,uc roagemeenntth,u shiealwspit ttihhcs e t udweonrtk
booakn,d ehxipsea rdtv ipcaierc,t urlliyant haer eaesv aolfu aantsdit oants i.s tic
Gratefult omty ht ahndik rss uspoeDrrr,vK. ie vRionn afnroh, i ssu ppaonrpdtr eosfsional
adviocnce l inciocgainlvi,et -behaavnido usrtaailts,is suSteiismc.ia llma arnltyyh ,a nks
to mmeyn tDorrH.,i lrlyB aennferot th,he erla pn edn couragement.
Mucahp piraetciisod nu teo D r. DMeenyneyfro h re srp ecialistw itathsh sei stance
stsattiipcraolc edruerqeufsio rdrea dta aan lysAilsst.ooM assceoym puctoenrsa untlst
MikEel lainsDd r T.e dDr awnefeokr gtehneeirrho eulsp .
Partitchualntakotrs h s et udesntfta,asf n,d epnatorsft hsec hoionlvso livnte hsdet udy
fotrh ecioro peraantpdia iorcnti pation.
Schroslhaipprso vibdyeM da ssUenyi verasnidtt hyNe e wZ ealaFnedde raotfi on
UnievrsWiotmye anr aec knowlweidtgghre adt itude.
Finaals lpye,ct ihaalyn oktu o fmayml iyS,ut arAtn,n iLea,rl ao,l eanneAd,d amf,o r
theoinrg osiunpgp loorvtae,n, ed n caogueremnt.
TABLEO F CONTENTS
Abstract iii
. . . . . .. .. . . . . . . . . . . . . .. .. . . . . . . . . . . . . . . . . . . . . .. .....
Acknowledg.e.me..n..ts.. . . ................................v. . .
LiostfT abl.es. ........ . . . . ...............................i.x . .
Chap1t.eI rn troduction
ChapteSrel f2-.E stDeeiefnmi:t Cihoanrsai,cs ttaeinrcRdse ,l ation.sh..ip. s 5
. . . .
Thes elf . . . . 6
. . . . . . . . . .. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .. . .
Se-lcfoenpcatn sde -lefste.em . . . 7
. . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Definisneglf -e.steem . . 9
. . . .. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .
Se-leffficcyaa nsde lf-e.s te.e m. . . . . . . ...1 3 . . . . . . . . . . . . . . . . . . . .
.
Satbiloifst e-yle fste.e m. . . . . . . . . . . . . ... .1 5 . . . . . . . . . . . . . . . . . .
.
Se-lefstleeevme ls . . . . 16
. . . .. .. . . . . . . . . . . . . . . . .. . . .. . . . . . . . .
Intteiroaocfnl evaenlsd t aboifsl eiltfy- e.s.t.e e.m . . .. ..1 8 . . . . . . . . .
.
Se-lefstaeneadmn xi.et.y. . . 19
. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
Se-lefstaeneidmt l si nwkistd he epsrsi.on . . .. 20
. . . . . . . . . . . . . . . . . . .
Summary. . . ...2 5
. . . . . . .. . . . . . . .. .. . .. . . . . . . . . . . . . . .. . . . .
Chap3t.eS re- lEfsteeCmo painindnAg d olesc.e.nce .. . .2 7
. . . . . . . . . .. . . . .
Developlcm heanntiganae dso lesc.e n.c e. . . . . .2 8. . . . . . . . . . . . . . . . .
.
Developcmheanntigansel es l f-concept . . .. 28
. . . . . . . . . . . . . . .. . . . . .
Selfo-nccevpotl atility . . .. .28
. . . . . . . . . . . . . . . .. . . . .. . . . . . . . . . .
Se-lefstaeneidms soufee sq uilibrium . 30
. . . . . . . . . . . .. . . . . . . . . . . . .
Se-lefstaeneddmo maoifnt sr ansit.ion . .. 32
. . . . .. . . . . . . . .... . . . . .
Copi.ng . . ... 42
. . . . . . . . . . .... . . . . . . . . . . . . . . . . . . .. .. .. . . . .
Summar.y . . . . . 46
. . . . . . . . . . . . . . . . . . . . . .... . . . . . . .. . . . . . . .
ChapteTrh eC4 o.g niteihvaev-iABopuprrcaohlaT :h eo,Tr hyeraIpnyte,en rtvi4o9n s
Thec oginviteth eoorfAy a roBne ck . . 50
. . . . . . . . . . . . . . .... . . . . . . .
Thera tionalt-heemooorfAty li bveEerl tl i.s . . . . . ...5 6 . . . . . . . . . . . . .
.
Thec ognitivviueor-aabppler hoaa.ch. . . . .59
. . . . . . . . . . . . . . . . . . . . . .
Sel-festienetme rvientn htceil oanosossm r . .6 2
. . . . . . . . . . . . . . . . . .. . .
Cognitivvieo-uibrneathlea rvgeunitditiohnncegsu rrreenastre ch. . .6 3. . . .
.
Summary . . 71
. . . . . .. .. . . . . . . . . . . . . . .. . . . . . .. . . .. . . . . . . . . .
Chpat5e.rT heMe asureomfSe enltf -Esteem. .. .. 73
. . . . . . . . . . . .. . . . . . . . .
Methodolld oigviecrasity . . .. 73
. . . . . . . .. . . . . . .. . . . . . . . . . .. . . . .
Measurewmiettnhet so trss u rveys. . . .. . 76
. . . . . . . . . . . . .. . .. . . . . .
TheS e-lPfercePprtoiffoioCnlr he i ld.r e.n . . . . .. .8.6 . . . . . . . . . . . . . .
.
Summary . 92
. . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .
Chpaetr6 .R ation.a l.e . . . . . . . . . .. .. ..9 3 . . .. .. .. . . . . . . . . . . . . . . . . .
.
Lows elfe-eema sswt ohryto fi netrvention . . . .94
. . . . . . . . . .... . . . . . .
Copianngid t rse levatnhcceeu rtroe nt .re.s.e.ar.c.h. . . 9.5. . . . . . . . .
Thea doletsrcsaeinnttai nosdne ltfe-eeimsne trvent.i.o.n . . 96
. . . . . . . . . .
Adolesacnehdne tasel dtuhc atNieowZn eailn.a . n d. . .. .. .. 9 .7. .. .. . .
Educataicohniaelv aenmsdee n-ltwfr oth. . . ... . . .. .. ... .. .... 9 ..9.
.
Thed eveloopfmt ehcneut r rreensrtec pahr ogra.m m.e. .. .. .. .1. 00 . . . .
Progmreac mompon.ents. . .. . . . . . .. ... ..1. 3 0 . . . . . . . . . .
. . . . . . .
Progmreas mynops.i.s. . . . ... . . 150
. . . . . .. . . . . . . . . . . . . . . . . . . .
Summary. . . . .. .. . . 160
. . . . .. . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
Chap7t.eP ri lSottu .d y. . . . . . . . . . . . . .. ..1 .7 0 . . . . . . . . . . . . . . . . . . . . . .
Method 170
. .. . . . . . .. .. . . . . . . .. . . . . . . . . . . . . . . .. .. . . .. .. . .
Piloouctto mes . .. .. . . .. 1 1 1
. . . . . . . . .. . . . .. . . . . . . . . . . . . . . . . .
Summary. . . 141
. . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . .. .. . . .
Chap8t.eM ra iSnut dy . . . . . . .151
. . . . . . . . . . . . . . . . . . . .. . . . . . .. . . . . .
Method . . . . .151
. . . . . . . .. . . . . . . . . . . . . . .. . . . .. . . . .. . . . . . . .
Resu.l t.s . . . . . . . . . . .. .. ... .1..4 2 .. .. . . . . . . . . . . . . . . . . . . . . .
ChapteDri s9c.u s.si.o..n . . . . . . .. .. ... .1.. 4 1.. .. . . . . .
. . . . . . . . . . . .
Design. . . . . . . . . . . .. .. .1 . 24 . . .
. . . . . . . . . . . . . . . . . . . .. . . . . . .
Duarti.o .n . . . . . . . . . . . .. ... ..1. 4 4 .. . . . . . . . . . . . . . . . . . . . . . .
.
Smaplcehr aacstteiracinssd t atipsotwiecr.a l . .14 4
. . . . . . . . .. . . . . . .. .
Measureimsesnu.te s. . . . . . . . . .. ... ..1. 64 . . . . . . . . . . . . . . . . . . .
.
Genddeifrrfe nece.s . . . . . . . . . . .. .1. 94 . . . . . . . . . . . . . . . . . . . . . . .
.
Summary. . . . . ... . . . . 151
. . . . .. .. . . . . . . . . . . . . . . . . . . . . . .. . .
Chap1t.0eC ro nclusion. . .. . . 153
. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
Refeenrces 175
Appendices 137
AppenAd.iS xut deWnotr Bko o.k . . . . . . .. ... ...1 4 7. . . . . . . . . . . .
.
AppenBd.iT xrn aeirG'usi de . . . . . . . .. .2.2 4 . . . . . . . . . . . . .
. .. . . . .
AppenCd.iP xa nrt/eGuardainaSdnut deInnotfr matPiaocnk s . 260
. . . . . . .
AppendiTxe aDcI.hn efro rmPaatcikosn . . .. . .267
. . . . . . . . . . . . . . . .
AppenEd.iP xr ograSmkmieMl elass u.re . .. . . . ... 2.7 1 . . . . . .
. . . . . .
AppenFd.iA xN OVA Tabl.e s. . . . . . . . ... 27 .3 . . . . . . . . . . . . . . . . .
.
LISTO F TABLES
Tabl1eN. u mbeorfms a laen fdme alset udaennpdta sr egnutasr/dwihaon s
complseutrevde. y..s.. .... . .............. . . . . . .16.1 . . . . . .
Tabl2e.E thniocfi teixepse raincmdoe nnttgarrloo lsu tpu de.n.t.s . . . 1.71. . . . .
Tabl3e.T eacahceard ermaitcif nogrs maanlfdeme sa liens expearnidm ental
contgrroolu. p.s ........ . . . . .. ... .. ........... . .1.71 . . .
. .
Tabl4e.N umbeorfmis s siintge fmoser a cmhe asautr e epahcahs. e. . . .1.62 . . .
Tabl5e.S atndadredv iaotfvi aornisa abtel aecpshh a.s e. .. . . . .. .1.7 2 . . . . . . .
Tabl6e.V aluoefss k ewnfeoesras c mhe asu..r e. . . . . . . .. ..1 8 2. . . . . . . . . . .
Tabl7e.V aluoefss k ewnferos se ach trmaenassfu.or re.m e. d . . ...1 9 2. . . . . . .
Tabl8e.S tanddaredv iaftroim oanlsae nsfd me alaetps r e-training 103
Tabl9e.V aluoefss k ewnfeomsras l aensfd me alaetps r e-training 103
Tab1l.0eM eanasn d srtdda envdiaabtyig ornoaustep a cphh as.e.. .... .1.3.1
.
Tab1l.e1M eavna lufroev sa riarbelveesas liiginncgia gfnetn deeferfc atts
per-trai..n.i.n.g. ....... . ....... . ....... ......... 1.23
. .
Tab1l.2eM eavna luecsh aannbgdee t wpereean-n pdo st-tfroaArit nhilnegt ic
Compet.e.n.c e. . . . . . . . . . . ... 14 3. . . . . . . . . . . . . . . . . . . . . . . .
Tab1l3eT. r aonrsmfePdr ograSmkmieml elasn .s . . . . . . ...1 5 3. . . . . . . . . . . . .
Tab1l.4eT raonrsmfePdr ograSmkmieml elasnb syg end.er. . . . .....1.5.3 . .
.
Tab1l5eM. e acnh anignte r aonrsmfePdr ograSmkmiesl closar cesr otswso
timpee ri.o d.s . . . . . . . . . . . ... 1.3 5 . . . . . . . . . . . . . . . . . . . . . . . .
Tab1l6eC. o rlraetiaomnosnP gr ograSmkmiel ls,C hTeecakcalhniePsdrat rse,n t
Checkliesatcpshh, a s.a.e.t . . . . . . . . .. .1.8 3 . . . . . . . . . . . . . . . . .
Tab1l7eC. o erlrataimoonnsg ProSgkriaGlmllmoseb,S a e-llW foratnhCd,D I,
ate acphh as.e. . . ...... ............ . . . . . ... 183. . . . . . . .
. .
Tab1l.8eM eanasn sdt arnddd eaviabtyis ounbsg raoteu apcp hh as. e . .. ..1 0 4 . . .
Tab1l9.eA NOVAr esualtpt rse i-ntir.nag. ......................2..74. .
Tab2l0eR. e peated-AmNeOaVAs ruerseusl ts 275
1
CHAPTER 1
INTRODUCTION
Inw estesrno cieitnpy a,r ticular,c osmcpheotleianscsc uteli tcu vraallulaeyn dds eetno
bel inked withp ronsapteiErodinutacyla. t iaocnhaile veimste hnuotsf primary concern
fomra ny yopuenogpb luetb ,yd efinitlioowan c,h ieavrecerr se aitnen do rmatsiyvset ems
whicrha tisounc ceTshsi.ms e antsh asto mes tudeanrtceso nstantly wciotnhf ronted
persoancaald emsihco rtcombiycn ogmsp ariwsiottnhh epiere r(sS tenho1u9s9e4,) .
Arguitnhgas tc hosoulc ciesso sn eo ft hmea jocro mponeonfst esl f-eisntc eheiml dhood,
Stenhosuusgeg esttheaidtfa s m ucehm phawsaisps u otn n on-acadseumbijcea cntdls i fe­
skilalsos n,t hteh rResem, a ncyh ildwroeunlb de nefiRte.c enwtiltyth,h aed veonftt h e
newd racfutr ricfuolhrue ma latnhdp hysical e(dMuicnaitosiftEo rdnyu cat1i9o9n7,) ,
moreem phahsaibsse eanc cortdole idf e-isnkN ielwZl esa laenddu catFiooernx .a mple,
thder aafctk nowletdhgaaetcs a deamcihci eveimsae fnfte cbtyhe eda latnhdw ell-being,
andt hastt udaetntti taundbde esh aviouro nio mtphaeIcrtrts e .c ommetnhdaesc quisition
ofs kiwlhlisc sht rengptehresno nal ainddee nnhtainstceyel f-worth.
Ina ddittioot nh ee ffeocfte sn hancseedl f-woonre tdhu catiaocnhaile vemoetnhte,r
benefiotfps r omotsienlgf -eisntc eheiml darnedan d olescenbtese inhd aevnet ibfyi ed
researcFhoerer xsa.m phlieg,lh e veolfss e lf-emsatyea ecmat s a s trebsusf f(eHra rter,
1990dw)h,e relaosws elf-ehsatseb eemel ni nkteoad p erceilvaecodkf c ompetence,
pessimwiistmrh e spteoct th see lafn de nvironamnednd ti,f ficiunli tniteesr personal
relatio(nBsahti1tp9ls8e 7,L) i.n kbse twebeondi ym agdei sturbealnecvead,te epdr ession,
andl owerseedl f-ehsatvebeee me dno cumented (T1h9o9m0p)s.o n,
Froma nothpeerr specsteilvfe-,e isstn eoemtma gicatlhlkeye yt oa lplr obl(eMmrsu k,
1995)A.l thoubgehh avioouurtaclo mseusc ahs c rimwee,l fadreep endeanncdy ,
scholafsatiilhcua rvebe e elni nkteoad l acokfs elf-esteem (1B9a9u3pmare,ei fsatceer) ,
theev ideinssc pea r(sSem els1e98r9,A) m.o nsgu ggesrteeads aorntesh amte asurement
toomlasy n otta spe lf-eisnta er eeml iaorbv lael wiady o rt habte,c ausseel f-eisst eem
correlwaittmehad n oyu tcomtehcseo, r relwaittaihno synp ecbiefihca vimoauybr ew eak.
2
Notwithstkannodwilnegod,fgm ee ntaanlde motiohneaalls tkhi ilsli sm portfarnoatmn
early asar geec,o gniints henede wd rasftta te(mMeinnti osftE rdyu cat1i9o9n7,M) a.n y
emotiodnyaslf uncbteigoiinnncs h ildhoocdo natnidn uet haleci rfoesssTp hainis.m plies
thaeta rilnyt ervemnatyib oecn rsi ttioct ahrlee ducotfid oins trienys osu tahn,dt ot he
prevenotfid oinf ficuilnta ideusl thood (1K9a9z4d)Ai.r ng,u abtlhyep, e rioofd
adolescdeinscceu,is nsC ehda pt3e,ir sp articiumlpaorrlftyoa irnnt t ervegnitvietonhn e,
younpge rsognr'osw ianwga renoefts hsse e lafn,dt hter ansicthiaonngawelhs i ch occur
att hisst agFeo.er x amptlhee,ir soe f taenni ncrefaosceoudns t he oppsoesxai ntdoe n
physiacpaple arwahnicfleae,m itleyn siaonnds ppereers smuaryee ss calAadtoel.e scents
mayb es od ependoentn htoe p inioofon tsh etrhsaa,tn yp erceaimvbeid guiinrt eys ponse
tot hebierh avicoauner m phassieslef -unc(eRrotsaeinnbt1ey9r 8g6,) .
Althoumgohs tad olescweinletlxs p eriaenndcc eo pe wtihteth y pisctarle sosfe s
adolescseonmcweei ,lf la cper oblwehmisc ahr meo reex tremIem.m atusrteu deonrt s,
thoesxep eriemnacnicynh ga ngaersae,m ontgh ger oufpow rh omt hter ansiistl iiokne ly
tob ed iffic(uSlitm mo&n Bsl yt1h9,8 7T)h.e rmea yb eg enddeirf ferienns ceelsf ­
conceapltt,h otuhgrehe seairsec qhu ivoFcoaerlx .a mpWlyel,i (e9'17s9 r)e vioefsw e lf­
concerpets eaornpc rhe -collaedgoel-easgfceoe unnntdosg enddeirs pafroigrtl yo bsaell f­
imagBey.c ontraav satr,i oeftr ye seahracfsho untdh at adofleemsaclseecnsot lr oew er
thamna leosn m easuroefgs l obsaell f-es(tee.eHgma. r,t e1r9,9 0Mda;s ki1U9,9 1;
Simmo&ns B lyt1h9,8 7P)r.o blmeamyso ccfuors rt udewnhtoas r e cloemspse tfeonrt ,
exampilnae r esausc ahs a cademaicch ieveomrep nhty siacbaill iPtayr.e notrpa ele r
suppmoarytb ec onditoinos nuaclc ienst sh edsoem aiTnhsi.ms a keisdt ifficuflottrh ese
studetnodt iss cotuhnietm portoafan rceew ahse rteh epye rceaid veef iciIennccrye.a sing
proficiises nicmyi larly diafbfiilcoiuretl nytd owwhmeiensnm te dio(cHraer ter, 1993).
Thesper obleimnts h ea reaosfs elf-esantdec eomp ianrget hef ocuosft hep resent
reseairncw hh,i cah 9 -week tprraoiamgnmiren gf or1 0t o1 3y ear-old wsatsu dents
develoIptewd a.s recotghnasites lefd- eissat seseomc iwaittcehod m mericnde a illiyf e
int hafte elionfsg esl f-wdoonr otothc ciurni solaftriooemnv ery-adfafya( iSresl igman,
ReiviJcahy,c o&x G,i llh1a9m9,5 T)h.u si,tw asn otth geo aolft hper espernotg ramme
toe ncoursatgued etnoft eseg lo oadb outth emseilnva enus n realsiesntsiReca. t hietr ,
3
wast op rovipdreo blseoml vainndgc opisntgr ataehgeiaeodsft hpeo tendtiifafilc ulties
commotnoa dolescence.
Toe ffetchtia si mt,h ceo gnitive-baephparvoiadociuhsr,ca ulis nsde edt aiinCl h apt4e,r
wasu tiliasste hdet rainmiendgi umT.h iasp proachp eursfeosr mancaen-db ased
cogniitnitveer vefnotrimounlsta opt reodd ucchea ngients h inkfienegl,ai nnbdge ,h aviour
(Kend&a lPla nichelli1-9M9i5nA)dl.et lh,o ugh interventuisoean b sr oacdo­mmonly
basepdr ocedtuhreuein,rd erlaysisnugtm ipoinst hacto gnimteidviea teivnegni tnsf luence
behaviour.
Cognitive-beihnatveirovuehrnaatvlibe oe nepsna rticsuulcacrelsyws iftcuhhl i ldarnedn
adoleswcietnvhta sr iporuosb leFmosre. x ampcloem,p arainne gd ucational-supportive
treatmteoan cto gnitive-bephraoamvgmiroeu froarsl o cipahlo brieav eatlheadtt h e
cognitive-beghraouvspit ouudreanlt s tloee narngeadig nea positiinvtee rndaila logue
whicwha sr elattoie mdp rovement 1(9K9e2nC)do.ag lnli,t ive-bephraovgiroaumrmaels
havael sboe evne rsyu ccesisntf ruela atdionlge sdceepnrte s(sei.osgne. We,e xle1r9,19 ).
Particruellaervltayotn htpe r esternati npirnogg ramamsie tw, a sm odeliendp ,a ratft,e r
cognitihavvei-obiuenrtaelr vefnotdrie opnrse s(sei.osgne. te,h aotfC larLkeew,i nsohn,
& Hops1 990a,nd o fW exle1r9,19 )i,st hree latiobnesthwielpeo nws elf-easntde em
depresisnci hoinl darnedan d olescTehnitlssi .nh ka sb eeens tabliinsa h veadr ioeft y
reseafrocchu soinny go ut(he .Cgl.a,r ektae I .1,9 90H;a rt&e Mra rol1d9,9 41a9,9 4b;
Kenda&l Pla nichelli-MinFdoeerlx ,a mp1Kl9ee9n,5d )a&.l P la nichelli(-91M95i)n del
citreeds earrecvhe atlhiandtge prescsheidl dhraevnle o ws elf-easntdel eomwl eveolfs
perceiavceadd eamnidcs ocicaoln fidenTchee.sc eh ilderveanl utahteepi err formance
stringwehnitclihyn, t urni,s r elattoed di stonretgeadt sievlef -perceUpstiinogn s.
cognitive-behaviouirnra eld uicntithneegnrs evege anttpiievorenc se patnidpo rnosv iding
ano ptimbaall anocfep ositainvden egatciovgen itiisor nesl atteotd h erapeutic
improve(mKeenntd a1l9l9,2T )h.e refboortleho ws elf-easntded eemp rescsainbo en
ameliorwaitttehhd re e ducotfin oeng atsievlef -evaluations.
Int hper essetnutdm ya,n oyf t hper ograsmkmiewl elrsbe a seodnB eckc'osg nimtoidveel