Low Self-esteem Research Articles

Social Exclusion Effect on Self-Efficacy.

Research and theory indicate that self-efficacy can be influenced by factors related to persuasion, experiences of success, and emotional states. These factors can include situations that challenge people's beliefs about their abilities. Social exclusion is associated with deprivation of the need for control, low self-control, and low self-esteem. This study examined whether social exclusion might affect general self-efficacy beliefs. It was predicted that self-efficacy would be lower in the exclusion condition than in the inclusion condition and that satisfaction of the need for control and belonging would mediate the exclusion effect on self-efficacy. Feelings of control and belonging were manipulated using a Cyberball game in which participants were excluded or included in the online ball-tossing game. The results confirmed the hypotheses. Self-efficacy, belonging, and control were lower in ostracism than in the inclusion condition. Control and belonging were positively related to self-efficacy and mediated the effect of ostracism on self-efficacy. Research suggests that creating an environment that satisfies control and relatedness needs may foster self-efficacy and that each need is important.

A Sequential Explanatory: The Academic Risk-taking among Tenth Graders in Public Senior High School

ABSTRACT This sequential explanatory research aims to determine the academic risk-taking of tenth graders. The result of the study was the basis of the proposed intervention plan to improve their confidence, support, and motivation to take risks in their academics. A mixed-method sequential explanatory design was used, involving 103 tenth graders in one of the public schools in Cluster I Schools Division of Pampanga. The study revealed that fear of failure, lack of support and motivation, discouragement, judgment, and low self-esteem are why they are not taking risks in their academics. Moreover, the study discovered that this is why the participants struggle with their academic curriculum and have less interest in academics. It affects the participant's behaviour and the school's performance. Even though it is difficult to feel supported because of the environment that they have and how their relationships with the people around them actually work, the findings eventually shed light on the factors that contribute to the student's level of academic risk-taking. They need the support and motivation of their families and friends, encouragement to have high self-esteem and to be motivated to take risks without worrying about failure, and the willingness to take risks despite the difficulties that they may encounter so that they will achieve their goals of having good grades and boost their confidence to try new things beyond their capabilities. Therefore, the researchers made an intervention plan to address and improve the student's academic risk-taking behavior. Recommendations included providing better equipment, comprehensive trainings on crisis communication, news writing and cybersecurity, fostering organizational collaboration, and recruiting specialists. Finally, a Course Instructional Guide for Public Affairs Officers was developed and proposed for adoption and implementation to hone their effectiveness in promoting the PCG’s mission and functions.

Empowering Adolescents: Exploring the Relationship between Self-Esteem and Test Anxiety

Background: Test anxiety is a major cause of student non-performance, despite adequate preparation. This paper is part of a multi-centric youth behavior study project done in 2022 by the Association of Adolescent and Child Care in India (AACCI). Aims: to study self-esteem and test anxiety in school children. Methods: The tools used were RSES- Rosenburg Self-esteem Score (scores >25 are considered high self-esteem and FTAS- Freidben Test Anxiety Scale (scores > 7 are considered significant). Sample: 242 students (10-18 years) studying in a coaching class in Aurangabad (males 53.31%, females 46.69%). Validity & reliability: The RSES - Guttman scale coefficient of reproducibility is 0.92, indicating excellent internal consistency. Test-retest reliability over 2 weeks reveals correlations of 0.85 and 0.88. FTAS- the internal consistency (Cronbach’s alpha) of the total and the three sub-scales of the FTA (range: .81-.91validity, 0.82 (girls) and 0.84 (boys). It has also been shown to be significantly correlated with peer evaluations of the degree to which test-related stress is experienced (Total: 0.54; Fear of Social Derogation: 0.52; Cognitive Obstruction: 0.64; and Tenseness: 0.78. Ethical issues: This project has been cleared by the AACCI IEC. Parental permission and assent of students were taken. Statistical analysis was done using t-test/ANOVA by GNU PSPP. Results: Analysis of our data showed that this sample had significant mean test anxiety scores: total FTAS (9.19±5.37). SD-Social Derogation (3.84±2.61), CO-Cognitive Obstruction (2.46±2.17), and T-Tenseness (2.88±1.95). Females showed higher scores - total FTAS (10.23±5.10) and SD (4.40±2.54). A strong correlation was found between FTAS score and SD factor across all ages with the strongest positive correlation coefficient for early adolescent female students r (24) =.92, p<.001. Conclusion: Females had higher test anxiety scores, and lower self-esteem scores and will need specific intervention. Being judged by marks affects the self-esteem of adolescents. SD factor was significant across ages in this sample. AACCI conducts awareness programs for parents and teachers to reduce social pressure on children given high SD scores. We also conduct intervention programs for improving CO scores by instilling good study skills and habits and relaxation and stress relief methods to reduce T scores in the context of test anxiety.

INTERACTION BETWEEN NARCISSISM PERSONALITY TYPE AND SELF-REGULATION IN STUDENTS PSYCHOLOGICAL ISSUES

The article is devoted to the study of the relationship between narcissism personality type and self-regulation. 150 students participated in our research. The main part of the selection is students studying at a higher education institution. The study showed that when evaluating the differences between groups with different severity of the indicator of self-regulation and self-attitude, significant differences were obtained only on two scales: lack of empathy and envy of the achievements of others. A lack of empathy and envy of others’ achievements appeared to be more common among respondents with low self-esteem, i.e., those with predominantly negative self-images. The effects of personality type and narcissistic personality traits on self-attitude factors are negative, except for grandiose self-worth and belief in one’s own uniqueness. It was found that there is a contradiction in the structure of self-attitude of a narcissistic personality: a positive self-attitude maintains an acceptable level due to greatness and belief in one’s own uniqueness and specialness, but precisely these characteristics emerge. being the basis for envy and manipulation in interpersonal relationships. Realizing that such strategies are unacceptable leads to shame and experiencing one’s own flaws. In response, the personality either focuses on the painful side of such experiences, which increases feelings of envy, leading to narcissistic outbursts of anger and submissive behavior, or strives for self-affirmation and social achievement, which helps maintain a sense of superiority.

Exploring the Deteriorating Effect of Social Media Affordances on Employees’ Altruistic Behavior: A Theoretical Lens of Social Comparison

Existing literature has widely studied the impact of individual differences on ability-based social comparison in the workplace while the role of social media as a technical factor has not been fully understood. Drawing on social comparison theory, this study explored how social media affordances influence ability-based social comparison and the downstream impact on employees’ emotions and behaviors. We adopted the method of questionnaire survey and analyzed data from 239 participants. The results indicated that social media affordances have a positive impact on ability-based social comparison and the relationship is stronger for employees with low self-esteem. Ability-based social comparison facilitates envy and schadenfreude. Employees’ envy further exerts a negative impact by reducing altruistic behavior. This study contributes to the research on human-computer interaction and social comparison in the workplace, and provides guidance on how to maximize the value of social media in organizations.

The impact of the presence of hirsutism and hypertrichosis on the psychological state of women suffering from polycystic ovary syndrome and hyperandrogenism

This review article focuses on analyzing the impact of excessive hairiness, in the form of hirsutism and hypertrichosis, on the psychological state of women affected by polycystic ovary syndrome (PCOS) and hyperandrogenism. PCOS is one of the most common endocrine disorders in women, characterized by hyperandrogenism, insulin resistance and menstrual disorders, among others. Studies suggest that excessive body hair can have a significant impact on the quality of life and psychological state of PCOS patients, leading to lowered self-esteem, depression, anxiety and body dysmorphophobia. Despite numerous clinical observations, however, a complete understanding of the mechanisms underlying this association is lacking. The article underscores the need for further research to identify the biological and psychological mechanisms affecting the psychological state of women with excessive body hair in the context of PCOS and hyperandrogenism. As progress is made in this area, it will be possible to develop more effective management strategies and therapeutic interventions that can help improve the quality of life for these patients.

School Bullying and Violence: Challenges and Perspectives for Building an Inclusive School

This article discusses the relationship between bullying, school violence, and the construction of an inclusive school. Initially, bullying and school violence are defined, exploring their multifactorial causes, such as family problems, low self-esteem, and exposure to media violence. The negative consequences for victims, aggressors, and witnesses are highlighted, emphasizing the need for a safe and welcoming school environment. Next, the concept of school inclusion, its principles, and challenges, such as lack of resources and inadequate teacher training, are discussed. The relationship between bullying/violence and exclusion is analyzed, highlighting how these phenomena perpetuate discrimination and compromise the integral development of students. Finally, the article presents strategies to prevent and combat bullying and school violence, such as the implementation of clear policies, teacher training, the creation of dialogue spaces, and the promotion of a culture of peace. The involvement of family and community is highlighted as fundamental to the success of these actions.

Influence of Principals’ Counselling Strategies on the Psychological Well-Being of Orphaned Students in Public Secondary Schools in Makueni County, Kenya

Adopting counselling strategies such as peer, group, life skills and mentorship programmes has enabled secondary schools to reduce effects of low self-esteem, low self-confidence and low self-efficacy among orphaned and vulnerable. However, most orphaned children typically do not have access to counselling services and mentoring programs which might help them cope with their circumstances and keep their focus on their studies. This lack of support systems may make it more difficult for them to overcome the obstacles they face. This study sought to establish the influence of principals’ counselling strategies on the psychological well-being of orphaned students in public secondary schools in Makueni County. Founded on the theory of psychological well-being, the study employed a descriptive correlational research design. The study targeted 1,979 respondents, including principals, teacher-counselors, and orphaned students from 393 public secondary schools. The sample size was 333 respondents selected through stratified and purposive sampling techniques. Data collection involved questionnaires for teacher-counselors and structured interviews for principals and students. Quantitative data was analyzed using descriptive and inferential statistics, particularly Pearson’s Product Moment Correlation, facilitated by SPSS. Qualitative data underwent thematic analysis, providing narrative insights. Ethical considerations, including informed consent and data confidentiality, were rigorously followed. The findings show that there is a significant relationship between counselling strategies and the psychological well-being of orphaned students. The study found that the presence of counselling sessions in schools, dedicated counselling centres, and competent peer counsellors plays a pivotal role in positively influencing the psychological well-being of orphaned students. The study recommends that principals should prioritize the availability of counselling services within schools and ensure that teacher-counsellors are well-equipped through capacity building to provide guidance and support to students, especially orphaned ones. Furthermore, the government, through the Ministry of Education, should develop and implement policies that specifically address the psychological well-being of orphaned students within the education system by ensuring the availability of counselling services and mentorship programs.

The role of actual-ideal weight discrepancy in the relationships between perfectionism, self-esteem, self-compassion and eating pathology in adolescents with eating disorders

Understanding factors associated with adolescent eating disorders is important for improving treatment outcomes. Actual-ideal weight discrepancy refers to the discrepancy between actual weight and the ideal weight an individual wants to achieve. Actual-ideal weight discrepancy is associated with poorer treatment outcome in eating disorders. It is important to understand factors associated with weight discrepancy to identify targets for treatment to improve outcomes. The aim of this study was to examine self-related constructs associated with actual-ideal weight discrepancy. The specific aim was to determine if perfectionism, self-esteem, and self-compassion contribute to eating disorder symptoms in adolescents, both independently, and through the mediating pathway of actual-ideal weight discrepancy. Participants comprised 114 female adolescents, aged 12–17 years with an eating disorder (40% anorexia nervosa, 33% atypical anorexia nervosa, 16% bulimia nervosa, 5% other specified and 5% unspecified feeding and eating disorders). Higher actual-ideal weight discrepancy, higher perfectionism, lower self-esteem, and lower self-compassion were associated with greater eating disorder symptoms. When the predictors of perfectionism, self-esteem, and self-compassion were included together in a path model predicting eating disorder symptoms, the model explained 59% of variance, and self-esteem and actual-ideal weight discrepancy were the only significant predictors of eating disorder symptoms. Lower self-esteem predicted greater eating disorder symptoms directly and through the mediator of actual-ideal weight discrepancy.

The effect of self-esteem on depressive symptoms among adolescents: the mediating roles of hope and anxiety

Previous studies have reported low self-esteem contributes to depressive symptoms among adolescents, but the underlying mechanism remains unclear. The present study aimed to examine the mediating roles of hope and anxiety in the relationship between self-esteem and depressive symptoms. 431 adolescents between 13 and 18 years volunteered to complete a battery of questionnaires that included measures on the variables mentioned above. Results found that hope or anxiety mediated the association between self-esteem and female adolescents’ depression, while only anxiety mediated the association between self-esteem and male adolescents’ depression. Our findings highlight different underlying mechanisms between female and male adolescents. In the prevention and intervention of depressive symptoms, sound programs should be selected according to the gender characteristics of adolescents.

Stigma and related influencing factors in brain cancer patients: a cross-sectional study and parallel mediation analysis.

Patients with brain cancer and painful symptoms of the disease experience heavy pressure and negative inner experiences, leading to a sense of stigma. Therefore, this study assessed the level of stigma in patients with brain cancer and analyzed the risk factors for stigma to analyze the underlying relationships among depression, social support, low self-esteem, and stigma. Patients completed the Social Impact Scale, Self-rating Depression Scale, Rosenberg Self-Esteem Scale, Herth Hope Index, Social Support Rating Scale, and Self-Perceived Burden Scale. Multiple linear regression analysis was used to identify factors independently associated with stigma. Parallel mediation analysis was used to evaluate the mediating role of the relationship between psychoemotional factors and stigma. A multivariate linear regression analysis demonstrated significant associations between age (β = - 0.189, P = 0.002), treatment (β = 0.184, P = 0.003), self-esteem (β = - 0.128, P = 0.046), depression (β = 0.273, P < 0.001), hope (β = - 0.217, P = 0.003), and self-perceived burden (β = 0.260, P < 0.001) with brain cancer. It was observed that the social support received by brain cancer patients directly impacted their stigma (total effect, - 0.851, P = 0.001). Additionally, this relationship was influenced by depression and self-esteem through two distinct pathways. Increased stigma among brain cancer patients was found to be associated with severe depression, feelings of inferiority, diminished hope, and a heavy perceived burden. The structural equation modeling (SEM) revealed that social support negatively influenced stigma through depression and self-esteem. It is imperative to grasp patients' inner needs, implement psychological interventions, and cultivate a cancer-friendly social environment to prevent stigmatization and discrimination based on their patient status.

Suicidal ideation in adolescence: an explanation from three of its associated variables in Bogotá, 2009

Objective: To determine the relationship between hopelessness, loneliness and the level of family health in school-age adolescents with and without suicidal ideation to deepen in the knowledge of this phenomenon from a nursing point of view and to pose promotion and prevention options in Bogotá, Colombia. Method: This was a cross-sectional, comparative, correlational, descriptive and quantitative study. The sample was selected in the period between February and April 2009, through mixed sampling and 482 school-attending 14-17 year-old adolescents were included. Widely recognized and highly qualified psychometric tools were used to measure the variables concerned. Univariate, bivariate and multivariate statistic analysis were used to describe the behavior of each variable, to explore the relationships and contrasts between these variables and to estimate the effect of the independent variables on the presence of suicidal thoughts. This study has followed the ethical considerations necessary for research involving human beings.Results: 20% of the sample used reported the presence of suicidal thoughts or desires. All variables studied influence the presence of suicidal thoughts except age, socioeconomic strata, borough and type of school. However, with the use of logistic regression methods, the variables that best express the presence of suicidal thoughts are: previous suicide attempt, low self-esteem, depression and belonging to an unhealthy family.Conclusions: Data on suicidal ideation and attempts made in this study support the idea of implementing greater preventive efforts within families and schools. Identifying adolescents at risk of suicide or mental health disorders, and build effective prevention and treatment programs is a priority.

The Impact of Non-Physical Bullying on Adolescents' Self-Concept: An Observational Study in the Adolescent Community in Sausapor, Tambrauw Regency, West Papua, Indonesia

Introduction: Non-physical bullying, often subtle and insidious, poses a significant threat to adolescents' self-concept during a critical developmental period. This study investigates the prevalence and impact of non-physical bullying on adolescents' self-concept within the unique cultural context of Sausapor, Tambrauw Regency, West Papua, Indonesia. Methods: A cross-sectional observational study was conducted among adolescents aged 12-17 years in Sausapor. Data were collected using validated questionnaires assessing non-physical bullying experiences and self-concept dimensions (self-esteem, self-efficacy, and body image). Descriptive statistics, chi-square tests, and regression analyses were employed to examine the relationship between non-physical bullying and self-concept. Results: The study revealed a significant prevalence of non-physical bullying in the Sausapor adolescent community, with verbal abuse and social exclusion being the most common forms. Non-physical bullying was significantly associated with lower self-esteem, reduced self-efficacy, and negative body image among adolescents. Regression analyses confirmed the detrimental impact of non-physical bullying on self-concept, even after controlling for sociodemographic factors. Conclusion: Non-physical bullying is a pervasive issue in Sausapor, with profound negative consequences for adolescents’ self-concept. Culturally sensitive interventions are urgently needed to prevent and address non-physical bullying, promote positive self-concept development, and foster a supportive environment for adolescents in this community.

Adolescent and young adult (AYA) pediatric cancer survivors’ knowledge, behaviors, beliefs, and adjustment differences across weight ranges

ABSTRACT Obesity presents significant medical and psychosocial risks for adolescent and young adult (AYA) pediatric cancer survivors (AYACS). Using screening data collected for a new healthy lifestyle pilot RCT, this study evaluated differences in AYACS’ physical activity and nutrition-related knowledge, behaviors, beliefs, and adjustments across weight ranges. AYACS with elevated body mass index (BMI; i.e. overweight, obese) reported significantly lower self-esteem, body esteem, and weight-related self-efficacy, as well as greater depressive symptoms and anxiety symptoms compared to AYACS with average weight. AYACS with average weight also reported better interpersonal relationship quality and stress management compared to AYACS with elevated BMI. Our findings provide insight to better tailor our newly developed healthy lifestyle-focused interventions for AYACS.

Qualitative Analysis of Bullying among Adolescents: A Teacher’s View

Bullying is a social problem that usually increases during adolescence and can have serious consequences on the wellbeing of students. One of the members of the educational community that is most present in these situations is the teachers. This qualitative research aims to know the teachers’ perceptions about bullying among adolescents within the school environment. It was possible to deepen the experiences of 20 teachers by conducting semistructured interviews with open-ended questions. The results obtained indicate that education professionals have been bystanders to episodes of bullying among their students and that they opt for mediation between both parties (bully and victim) as an intervention measure. Teachers believe that bullied students tend to be young people with low self-esteem, introverted and sad. On the contrary, bullies are shown to be leaders with social support, egocentric, and with low empathy. The need to know the different perceptions and strategies used by teachers in situations of bullying among their students is discussed, with the intention of promoting resources and programs that can help them in this type of situation.

Effectiveness and Safety of Upadacitinib for Adolescents with Atopic Dermatitis in a Real-World Setting.

The estimated prevalence of atopic dermatitis (AD) among adolescents (12-17years of age) is about 14.8%. AD compromises sleep quality and may be associated with poor scholastic performance, mood disruptions, low self-esteem, and difficulty in building social relationships. Upadacitinib was recently approved by the European Medicines Agency for the treatment of moderate-to-severe AD in patients aged ≥12years who are candidates for systemic treatment. The aim of this real-world study was to determine the effectiveness in disease control and safety of upadacitinib in adolescents aged 12-17yearswithmoderate-to-severe AD. This is a retrospective study in adolescents with moderate-to-severe AD treated with upadacitinib 15mg between July 2022 and February 2024 at six Italian dermatological referral centres. The primary endpoint was to analyse the evolution of the response in terms of absolute Eczema Area and Severity Index (EASI) value, as well as the percentage of patients achieving 75% and 90% improvement in EASI (EASI75 and EASI90) from baseline to weeks (W) 4, 16, 24, and 52. Secondary endpoints included the assessment of treatment efficacy in terms of Numerical Rating Scale (NRS) for pruritus (P-NRS) and sleep (S-NRS), Children's Dermatology Life Quality Index (c-DLQI), and safety. Thirty-six patients [males: 18 (50%)] were evaluated. A statistically significant improvement of EASI was observed at each timepoint, as stated by a mean percentage reduction from baseline of 72.2% at W4, 82.7% at W16, of 86.4% at W24 (n=34) and of 92.7% at W52 (n=18) (p<0.0001). At W4, 21/36 (58.3%) achieved EASI75 and 12/36 (33.3%) EASI90. At W16, 29/36 (80.5%) achieved EASI75 and 19/36 (52.8%) EASI90. At W24, 32/34 (94.1%) reached EASI75 and 24/34 (70.6%) EASI90. Finally, at W52 all the assessed patients (n=18) maintained EASI75 and 14/18 (77.7%) reached EASI90. Likewise, a statistically significant reduction of c-DLQI, P-NRS and S-NRS was observed at each timepoint. Our real-world experience seems to confirm the efficacy and safety of upadacitinib for the long-term treatment of moderate-to-severe AD in adolescents.

The Birth Experience of Women in the Czech Prison System

BACKGROUND:Evidence regarding the incarceration of women generally indicates significant mental health challenges, particularly elevated depression and reduced self-esteem. However, in the Czech Republic, little research has been undertaken on the birth experiences of women in this population, and indeed, more generally, there is little research undertaken on this specific group of women.METHODS:A quantitative questionnaire-based cohort study was undertaken in a major women’s prison in the Czech Republic. The Birth Satisfaction Scale-Revised (BSS-R), the Edinburgh Postnatal Depression Scale (EPDS), and the Rosenberg Self-Esteem Scale (RSES) were administered to participants. Comparisons with normative data using the one-samplettest, comparisons between depression screen positive/negative groups using the independentttest, and correlational analysis were conducted. A measure of postpartum posttraumatic stress disorder (PP-PTSD) was also administered.RESULTS:BSS-R subscale scores were observed to be either similar or higher than the noncustodial population. High screen-positive rates of EPDS-assessed depression were observed, and the study cohort was characterized by low RSES-assessed self-esteem. PP-PTSD levels approximated the noncustodial population.CONCLUSIONS:Women in the Czech prison system report levels of birth satisfaction equal to or better than noncustodial women. However, the mental health of this group is comparatively impoverished, thus presenting a complex relationship between birth experience and mental health during the prison sentence. Limitations of the research are discussed, and the direction of future research is indicated.

Frequency and mental health consequences of microaggressions experienced in the day-to-day lives of transgender and gender diverse people

Introduction Increasingly, it is apparent that in order to understand mental health and well-being, it is necessary to examine the ebb and flow of experiences and emotions across people’s day-to-day lives. For transgender and gender diverse (TGD) people, daily life is sometimes punctured by experiences of minority stress (e.g. in the form of microaggressions). Method The current daily diary study investigated the frequency and types of microaggressions experienced by TGD people as well as their concurrent and prospective associations with mental health and well-being. Daily surveys measuring microaggressions, gender dysphoria, depressive and anxious symptoms, and self-esteem over the last 24 h were completed by TGD participants (N = 39) across 10 consecutive days (total of 351 diary entries). Results Seventy-four percent of participants experienced some form of microaggression within the 10-day study period, reporting an average of 1 microaggression approximately every other day. Microaggressions were associated with greater feelings of gender dysphoria, depressive and anxious symptoms, and lower self-esteem at the between-person level, while evidence for within-person effects was mixed (with some evidence for significant associations with gender dysphoria and self-esteem for specific microaggression domains). No evidence for prospective associations between microaggressions and mental health were found in the current study. Discussion Given the frequency of experiences of microaggressions in TGD people’s daily lives, particularly misuse of pronouns, it is critical that healthcare providers are aware of potential effects on mental health and well-being.

Effects of Drug Abuse on the Academic Performance of Students of Selected Tertiary Institutions in Lagos, Nigeria

Drug abuse has become an international phenomenon, a torn in the flesh of nations across the globe. It has been identified as one of the precarious vices; an impediment to the academic excellence of students of tertiary institutions; and a threat to the future of the Nigerian nation. The task of the paper was to interrogate the effects of drug abuse on the academic performance of students of selected tertiary institutions in Lagos, Nigeria. A quantitative method of data collection was employed to get the task of the paper done. The work adopted social learning theory as its theoretical framework. The study found peer group pressure, experimental curiosity, remedy for low self-esteem, poor parenting and influence of role models among others as root causes of drug abuse among students of tertiary institutions in Nigeria. The finding revealed that the rise of drug abuse among the students of higher institutions of learning in Nigeria is at an alarming rate; by implication, absenteeism from school activities, loss of memory, lack of seriousness in academic work, declining grades, increased potential for dropping out of school and suspension from school to mention a few are attributed to drug abuse. The study concluded by recommending a peer education intervention strategy, enactment of laws to discourage drug abuse, inclusion of mandatory drug education in all educational programs, constant monitoring of students by parents, and setting up of guidance and counselling offices across the campuses. Constant awareness programmes about the effects of drug abuse on academic achievement are also appropriate.

PENGUATAN SELF ESTEEM SANTRI MELALUI KOMUNIKASI INTERPERSONAL GURU BIMBINGAN KONSELING

The aim of this paper is to examine how the implementation of interpersonal communication by guidance and counseling teachers in dealing with the problems of students who experience problems of low self-esteem. The research used was descriptive qualitative by digging up information from two MTs Al-Islam Kemuja counseling guidance teachers. Data collection using interviews and observations. The results showed that counseling guidance teachers apply interpersonal communication to as an effort to deal with students' self-esteem problems. The interpersonal communication applied, by covering aspects. Openness, in this case the counseling guidance teacher applies open communication and certain strategies so that students can also open themselves to their problems for the smooth process of counseling guidance. Empathy, by showing verbal and nonverbal communication that shows the counseling guidance teacher understands the problems experienced by students. Support, providing advice and advice to problematic students. Positive feeling, giving positive messages such as motivating to be better. Equality, applying all students equally and sharing experiences if there are the same problem conditions as those experienced by counseling guidance teachers.