Self-esteem, research and young people - links from SHEU

Measurements of self-esteem are often included in research about young people. 

SHEUs latest list of Internet links (mostly to full articles) that is not definitive - please let us know about other links that you think are helpful (links to pdf/full text if available).

 

2013

A cluster randomized controlled trial of the be the best you can be intervention: effects on the psychological and physical well-being of school children

A Repeated Measures Experiment of Green Exercise to Improve Self-Esteem in UK School Children

A social work study on the effects of self-esteem games on elementary female self-esteem

Attitudes of University Students towards Family Responsibility and Its Relationship to Self-Esteem

Correlates of Self-esteem among Adolescents of Divorced Families

Effect of physical training on anxiety and self-esteem of obese adolescents

Effectiveness of happiness training program on self-esteem and depression of elementary (10-11 year old) school children

Evaluations of Girls on the Run/Girls on Track to Enhance Self-Esteem and Well-Being

Gender difference in pre-adolescents' self-esteem

Handbook of Child Well-Being: Adolescence and Well-Being

In their own words: what bothers children online? with the EU Kids Online Network

Introduction to cyberbullying (Module 2) : New media and cyberbullying: An online course for parents

On feeding those hungry for praise: Person praise backfires in children with low self-esteem

Parenting Styles and its Effects on Adolescents' Self-Esteem

Perception of parental attitudes and the level of female adolescents’ self-esteem affected with anorexia nervosa

Relationship between the parenting styles of overstressed mothers with their children's self-esteem

Schoolchild's self-esteem as a factor influencing motivation to learn

Students’ Use and Perceptions of Social Networking Technologies: Connections to Reading, Reading Ability, and Self-Perception

The effect of the horse on adolescents’ self-efficacy, self esteem and social skills

The effects of basketball training on children’s self-esteem

The Influence of Parent-Child Attachment Relationships and Self-Esteem on Adolescents’ Engagement in Risky Behaviors

The Role of Motor Activity in the Self-Esteem of Primary School Pupils

Using novels for children to combat bullying

2012

Association of Established Smoking Among Adolescents With Timing of Exposure to Smoking Depicted in Movies

Body dissatisfaction and body mass in girls and boys transitioning from early to mid-adolescence: additional role of self-esteem and eating habits

Body esteem in Chinese adolescents: Effect of gender, age, and weight

Cyberbullying: An overrated phenomenon?

Demarketing Teen Tobacco and Alcohol Use: Negative Peer Influence and Longitudinal Roles of Parenting and Self-Esteem

Factors Associated with Low Self-Esteem in Children with Overweight

Importance and usefulness of evaluating self-esteem in children

In schools, self-esteem boosting is losing favor to rigor, finer-tuned praise

Racial and Gender Differences in the Relationship Between Children's Television Use and Self-Esteem

Relation between childhood abuse and self esteem in adolescence

Self-esteem and trait anxiety in girls practicing competitive and recreational gymnastics

Self-esteem, Defensive Strategies and Social Intelligence in the Adolescence

Self-esteem in Iranian university students and its relationship with academic achievement

The family influence on obesity and self-esteem and how obesity and self-esteem influences the family interactions later in life

The relation between peer social status and self-esteem in middle childhood

2011
An analysis of bullying among students within schools: Estimating the effects of individual normative beliefs, self-esteem, and school climate

Implicit Self-Esteem: Nature, Measurement, and a New Way Forward.

Mirror, Mirror on my Facebook Wall: Effects of Exposure to Facebook on Self-Esteem

Perceived Emotional Intelligence, Self-Esteem and Life Satisfaction in Adolescents.

Physical self-concept and self-esteem in adolescents and young adults with and without physical disability: The role of sports participation.

Self-Esteem and Use of the Internet among Young School-Age Children.

Self-Esteem Development From Age 14 to 30 Years.

The End of Self-Esteem?

The relationship between stress and self-esteem in student athletes versus non-athletes.

Turkish adolescent health risk behaviors and self-esteem.

2010
The link between body dissatisfaction and self-esteem in adolescents: Similarities across gender, age, weight status, race/ethnicity, and socioeconomic status.

The association between stress and emotional states in adolescents: The role of gender and self-esteem.

Perception of overweight and self-esteem during adolescence.

Socioeconomic status and physical activity among adolescents: the mediating role of self-esteem.

Do Depression and Low Self-Esteem Follow Abortion Among Adolescents? Evidence from a National Study.

Relationship Between Self-esteem and Academic Achievement Amongst Pre-University Students.

Characteristics Associated with Low Self-esteem among U.S. Adolescents.

2009
The relationships among self-esteem, stress, coping, eating behavior, and depressive mood in adolescents.

Self-esteem and resilience: The connection with risky behavior among adolescents

The influence of childhood obesity on the development of self-esteem.

Self-esteem and health-risk behaviors among Turkish late adolescents

2008
Health Behavior and Academic Achievement Among Adolescents: The Relative Contribution of Dietary Habits, Physical Activity, Body Mass Index, and Self-Esteem.

Trumping Shame by Blasts of Noise: Narcissism, Self-Esteem, Shame, and Aggression in Young Adolescents.

Low self-esteem prospectively predicts depression in adolescence and young adulthood.

2007
The Developmental Costs of High Self-Esteem for Antisocial Children.

The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being.

2006
Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood.

The contribution of peer and media influences to the development of body satisfaction and self-esteem in young girls.

2005
Exploding the Self-Esteem Myth.

Actual/Ideal Body Images of High School Girls and how it affects their Self-Esteem: Implications for educational and clinical institutions.

2004
The Costly Pursuit of Self-Esteem.

2003
Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles?

The influence of childhood obesity on the development of self-esteem
http://www.statcan.gc.ca/pub/82-003-x/82-003-x2009002-eng.pdf#page=23
2008
Health Behavior and Academic Achievement Among Adolescents: The Relative Contribution of Dietary Habits, Physical Activity, Body Mass Index, and Self-Esteem
http://www.rannsoknir.is/media/rg/skjol/Health-Behavior-and-Academic-Achievement-among-Adolescents.pdf
Trumping Shame by Blasts of Noise: Narcissism, Self-Esteem, Shame, and Aggression in Young Adolescents
http://digilib.bc.edu/reserves/ps366/rose/ps36604.pdf
Low self-esteem prospectively predicts depression in adolescence and young adulthood.
http://internal.psychology.illinois.edu/~broberts/Orth%20et%20al.,%202008.pdf
2007
The Developmental Costs of High Self-Esteem for Antisocial Children
http://www.psych.umn.edu/courses/spring08/mcguem/psy8935/readings/menon2007.pdf
The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being
http://www.acceptandchange.com/wp-content/uploads/2011/08/Ciarrochi_Heaven_JRP_The_Impact_of_Hope_SE_and_Attributional_Style_on_Grades_2007.pdf
2006
Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economic prospects during adulthood.
http://www.psych.umn.edu/courses/spring08/mcguem/psy8935/readings/Trzesniewski2006.pdf
The contribution of peer and media influences to the development of body satisfaction and self-esteem in young girls
http://www.willettsurvey.org/TMSTN/Gender/PeerAndMediaInfluencesOnYoungGirls.pdf
2005
Exploding the Self-Esteem Myth
http://www.uvm.edu/~wgibson/PDF%20Library/Self-Esteem%20Myth.pdf
Actual/Ideal Body Images of High School Girls and how it affects their Self-Esteem: Implications for educational and clinical institutions
http://www.deakin.edu.au/dro/eserv/DU:30034906/halse-actualidealbody-2005.pdf
2004
The Costly Pursuit of Self-Esteem
http://wings.buffalo.edu/psychology/labs/SMRL/docs/Crocker%20and%20Park%20(2004a,%20Psych%20Bull).pdf
f-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles?'
http://www.csom.umn.edu/Assets/71496.pdf

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Tributes from a Health Education Advisor to John Balding, presented at his retirement lunch, May 2005

Health Education Advisor

I would be extremely interested to see the results as I know how useful this information has been to the other schools in the
borough

Headteacher

"Within the curriculum, we are part of the Healthy Schools programme - and the local, Director of Public Health Award. We cover many facets of health from emotional intelligence to safety education and our very strong, Anti-Bullying and Child Protection programmes. You can imagine our delight when the Local Authority and our school nurse made the following comments after we took part in the regional Schools Health Education Unit Survey: " Head Teacher.
“This was an amazing set of outcomes and really good evidence that (your school) is doing a wonderful job in prioritizing the health and well-being of its pupils … Well done to staff, governors and parents for all your work on this through the Director of Public Health award and other strategies. It is very clear that pupils feel happy, safe and involved at the school and your caring ethos shines through this data.”
Healthy Schools Coorduinator.

 

Headteacher & Healthy Schools Coordinator

"Many thanks for a major contribution to the health of children in the UK and elsewhere over many years and putting in place the continuation of the Unit." Tribute from a Director of Public Health to John Balding, presented at his retirement lunch, May 2005

Director of Public Health

"The service you provide is of national significance." Health Development Agency

Health Development Agency

"One year (following the SHEU survey) responses from our Year 4 cohort caused us concern, so we put in place a number of team building, motivational projects. We then assessed their effectiveness by requesting the SHEU questionnaires for these pupils as Year 5's."

Learning Mentor

Any comments on specific survey questions that may have caused difficulty?
Pupils at our primary school found the questionnaire very easy to understand and most of them completed the questions in less than 45min.

Teacher

"...the only question to cause a problem was 'has everyone got a pen?" Supervisor's notes following a school survey

Supervisor's Notes

"Thank you from my staff to you and all your staff. The speed of 'turn-around' of the questionnaires is outstanding in anyone's terms." Headteacher

Headteacher

"The Schools Health Education Unit has gained a reputation as one of the most reliable sources of information about young people's health." BBC

BBC

"You have made a truly significant contribution to health education and health promotion of young people in, not only England, but all over the United Kingdom and beyond." Colleague from NHS Scotland paying tribute to John Balding, presented at his retirement lunch, May 2005

NHS Scotland

"We're very happy to commission another survey from you. Our colleagues in School Improvement are dead keen to work with us on this. During our last LA Inspection, we were flagged from our Tellus data as having a bullying problem. We could demonstrate with our SHEU data - which had a much better sample size and coverage of the authority - that we did not have the problem they suggested. The Inspectors went away happy and we are definitely surveying again with SHEU."

Local Authority Senior Adviser

"I would like to say how much we appreciated the work you and your team have put in to this project, a big thank you for the excellent reports that you have completed on our behalf." Assistant Director of Public Health

Assistant Director of Public Health

(Our) Senior team were very enthused with the rich source of data provided within the reports (and thought that the analyses including within the appendices section of the main reports were really interesting).

Health Improvement Specialist (Children, Schools and Families)

"Over the last twenty years you have achieved much. The surveys and subsequent reports have painted the clearest picture we have of what young people are doing and what they think." OFSTED 1998

OFSTED

"...the most comprehensive health education survey."

Daily Telegraph

"I would like to say that this survey was very useful and made me realise things about PE and health that I had never realised before......Food at school is groovy, especially if your school does Jamie Olivers School Dinners. Viva apples and thanks for the survey." Female pupil, 13 yrs old

Female pupil, 13yrs

"The Schools Health Education Unit has been a unique inspiration to all of us. For me, as I have worked in the many different areas of the NHS, the SHEU, its principles and your determination have always been a cornerstone in what a health promoting service should be about."
PCT Performance Manager paying tribute to John Balding, presented at his retirement lunch, May 2005

PCT Performance Manager

"It's good to talk with you again - we used so much of those data and did so much with it in schools - we really got the place buzzing!"

Consultant in Public Health

"Your work in developing the Health Related Behaviour Survey was ground breaking and has continued to evolve." Tribute from a Director of Public Health to John Balding, presented at his retirement lunch, May 2005

"We would like to take part in the next ECM survey. We have found the data produced invaluable for supporting evidence in our SEF etc."

School Vice Principal

"As a result of the survey we reviewed and amended PSHE schemes of work, we are currently working on a "Green Travel Plan", a morning breakfast club was established and we further developed 6th Form mentoring."

Health Education Coordinator

"Just to say a huge thank you for all your efforts in helping us with the Health survey amongst pupils. It has provided us with significant data which will be used across the school to help us improve. It helped us to obtain a healthy schools standard as well. I hope we can make this an annual feature as we can track the changing health of our pupils." Headteacher

Headteacher

"Our use of the Health-Related Behaviour Questionnaire was commended as part of our accreditation for the National Healthy Schools Scheme." Headteacher

"On behalf of all the health promoters in Scotland I would like to say a big thank to you and your colleagues for your excellent work over the years. This includes not only your survey work but your role as a visiting examiner in Scotland and adviser on course development."
Tribute from a Health Commissioner to John Balding, presented at his retirement lunch, May 2005

Health Commissioner

"Many thanks for all of the fantastic information that you have sent to me over the years, it has really helped me to plan relevant courses for my students to follow and to help me to focus on the needs of the students I teach."

PSHE teacher

"Every school involved in the National Healthy School programme should start with an HRBQ survey." Health Education Co-ordinator

Health Education Co-ordinator

"Brilliant - thank you Angela. As always you and your team are so proficient at getting our requests dealt with so promptly - it is a real pleasure to work with such a great organisation."

Health Improvement Adviser

"I have never looked at myself in this way before." Pupil

Pupil

"I very much value the contribution the Health Related Behaviour Survey has made to the public health agenda and feel confident it will continue to do so." Tribute from a Director of Public Health to John Balding, presented at his retirement lunch, May 2005

Director of Public Health

"We use the data to inform whole school practice: Pastoral programmes for target groups of pupils; Items for discussion with School Council; Information to help us achieve the Healthy School gold standard; To develop and dicuss with pupils our Anti-Bullying Policy; Targeted whole class sessions with the Police Community Support Officers; To share pupil perceptions of all aspects of their school life with parents, staff and governers." 

Learning Mentor

"The Unit is to be congratulated in preparing ... material of the highest standard and worthy of wide dissemination." National Association for Environmental Education

National Association for Environmental Education

"We have never consulted our young people like this before. The survey makes a great contribution to our 'best value' planning." Sports Development Officer

Sports Development Officer

"The data from last time were spot-on and we have done lots of work with it. We are very keen to repeat the survey." Headteacher

Headteacher

"The system works and I find quite a lot of it useful in my work. I've also recommended it to others."

Teenage Pregnancy Manager

"We were talking about (the SHEU survey) data at our recent NSCoPSE Conference, for PSHE advisers and consultants. It would be really helpful if some of this powerful data and the trends could be shared in the consultation around the PSHE Review. Colleagues shared their very positive experiences of (the SHEU survey). It provides excellent evidence of behaviour change for children and young people and of the impact of PSHE and wider interventions."

Personal and Social Development Consultant

"Thank you very much, David, for another excellent survey.  We look forward to receiving our reports."

Healthy Schools Co-ordinator

“(The SHEU survey) was very, very useful. It gave us reassurance we weren’t missing a trick. For example not many pupils in the sample year groups were taking illegal drugs, which re-enforced our opinions. But the survey also raised issues and flagged some things up. We discovered that some of our girls weren’t eating enough – the percentage of girls in our school not eating lunch the day before the survey was higher than the county average. There were other concerns too, specifically around cigarettes, alcohol and attendance.
The school used this data and took a number of actions to address it. More female peer mentors were put in place and the school asked NEXUS (the Extended Schools service) for help, so they developed a programme for girls which addressed their eating patterns, healthy eating, sex education and self-esteem issues.
We ran an anti-bullying group for Year 9 as a preventative measure, based upon data provided by our current Year 10 students.
The travel data revealed that a high number of pupils took the car to school so we involved the BIKE-IT scheme who ran assemblies, brought in their bikes (including one with a pedal-powered smoothie maker!), and raised awareness of health and green issues.
The information about how happy the students were with their lives raised some concerns as far fewer girls were as happy as the boys, so work was done around developing aspirations, role-models and self-esteem."        
 

Deputy Head, Secondary School

"Thanks for presenting the survey to local schools this morning, I just wanted to thank you for such interesting and thought-provoking information.  
I’m really glad we were able to take part - the information (particularly headline data and differences) will support us to have some really interesting questions with the Year group as a whole about the sense they’re making of this; what they think it might mean in terms of changes they might make, and what they need to support them in this."

Deputy Headteacher

We were all very impressed with the spreadsheet and can see that an incredible amount of work has gone into creating this!

Health Improvement Specialist

"You have made a fantastic contribution to children’s health education and promotion. I am personally grateful to you for helping to kickstart my research career." Prof. Neil Armstrong tribute to John Balding, presented at his retirement lunch, May 2005

Prof Neil Armstrong

"We are planning next year's programmes around this information." Health Education Adviser

Health Education Adviser

"This is an excellent way of keeping up to date belt and braces style."

School Drugs Advisor

"The Health Related Behaviour Survey is an incredibly useful resource for (us) as it provides schools, with invaluable data which can inform curriculum content, methods of lesson delivery and empower schools to better meet the needs of their pupils."

Health Education Advisor

"You and the team have the evidence to show how young people's behaviour has or hasn't changed over time." 
Tribute from a Health Education Co-ordinator to John Balding, presented at his retirement lunch, May 2005

Health Education Co-ordinator

"I have valued greatly the work I have done with the team in Exeter, it has been a highlight of my years here." Health Promotion Specialist

Health Promotion Specialist

"Over the last twenty years you have achieved much. The surveys and subsequent reports have painted the clearest picture we have of what young people are doing and what they think." Tribute from OFSTED to John Balding, presented at his retirement lunch, May 2005

OFSTED

"The data for (us) are very useful ... This is especially important when evaluating the impact of interventions regarding alcohol or other areas, as the survey data are likely to provide an earlier indication than routine data sources."

Specialist Registrar in Public Health

"The Unit has a unique historical and contemporary archive of young people." Prof. Ted Wragg 1938-2005

Prof Ted Wragg, 1938-2005

"I would like to take this opportunity to thank you for your work regarding writing and compiling the sex education survey. The survey was well executed and the schools have found their individual reports very helpful. The results of the survey have enabled the Local Campaign Group to justify the need for young men's campaigns and given us invaluable insight as to the thoughts and experiences of this target group."

Teenage Pregnancy Strategy Manager

"This week I have been working on a major strategy for service design -- it is easy to get solely focussed on hospitals, performance targets, and work force planning -- all very important; but at the same the needs of young people and how we need to work across agencies to address the health needs of today and tomorrow must be recognised. SHEU is founded to do just this."

PCT Performance Manager

"Please send an additional copy of our report - it is the most requested and borrowed item in the whole library." Health Promotion Unit

Health Promotion Unit

"Many thanks to SHEU for your excellent professional support over the years."

PSHE teacher

"The children found the survey very interesting and enjoyed doing it." Class Teacher

Class teacher

"SHEU data proved the best source of the kind of information we were looking for (...) to provide research support to the National Healthy Schools Programme." 

Department of Health

"The Unit produces an invaluable body of knowledge... providing exceptional information across time and throughout the country." Kelloggs

Kelloggs

"As a Deputy Head in a large secondary school I was involved in taking part in a city wide health and wellbeing survey over a period of six years. Completing the survey every two years grew in importance year on year, with the final cycle having a major impact on our SDP, PHSE curriculum, Ofsted outcomes and governor understanding.
Over the six year period we moved from a small sample in two tutor groups filling in a paper survey to two year groups completing an online survey. The reports produced give graphical analysis of a wide range of issues. As a result of the survey we increased the number of PSHE workshop days for students to address issues such as smoking, drug and alcohol awareness, anti-bullying workshops. The surveys helped Governors make a positive informed decision to allow Brook Advisory Clinic nurses on site to support students.
As a result of taking part and using the evidence provided we were able to offer more support for students which had a direct impact on improved attendance and outcomes."

Deputy Head Secondary School

"I really think that the HRBQ is a wonderful piece of work in terms of getting useful information for so many different organisations in one go." Healthy Children's Research and Statistics Officer

Research and Statistics Officer

"The survey reports have been used to inform commissioning at specific commissioning groups. They are also being used within our Extended Schools Clusters and to inform The Annual Public Health and the Joint Strategic Needs Assessment." Programme Manager - Young People

"The Schools Health Education Unit is the jewel in the crown of the Health Education Authority." Major General Sir John Acland 1928 - 2006

Major General Sir John Acland

 “The (SHEU survey) helped us to prioritise where we needed to be in terms of PSHE education. We delivered assemblies based on the evidence as well as curriculum development, and dealt with whole school issues – particularly in regard to pastoral care. The answers received to the question on the survey “Who are you most likely to approach if you needed help” worried staff as “teacher” was not a popular answer. Subsequently the staff asked themselves why this had happened and what needed to be done to address the issue. There was more emphasis on wider aspects of PSHE education delivery, which needed more attention.

To summarise, the (SHEU survey) allows the PSHE department to assess the impact of teaching and learning and modify future lessons accordingly. It allows our school to look at whole school issues such as the extent to which the pastoral care system is meeting the needs of our pupils. It helps us to do need analysis of our pupils. It helps to provide important evidence for SEF / the extent to which we are meeting wellbeing indicators / National Healthy School standards.”  

Secondary School Head

"I really appreciate the professional service which SHEU offers.  We have had a great experience working with Angela on the school surveys." 

Health Improvement Specialist