BACKGROUND: The Mayer-Rokitansky-Küster-Hauser (MRKH) syndrome is a rare condition with significant psychological implications. However, our understanding of its impact on postoperative sexual function and mental health is still limited.
OBJECTIVE: Evaluate the mental health status and sexual functioning of women with MRKH syndrome after vaginoplasty surgery.
METHODS: We enrolled 53 cases with MRKH syndrome who underwent artificial vaginoplasty. The participants were asked to participate in a two-round survey conducted between February 2021 during the covid-19 period and March 2023. The survey included questionnaires to measure depression, anxiety, self-esteem, and sexual functioning. Differences between scores over time were analysed using a paired sample t-test, and we assessed the correlation between mental health and sexual functioning.
RESULTS: In the first round, patients\' mean ± SD age at surgery was 23.6 ± 4.5 years old, and the mean ± SD time that had elapsed since surgery at the time of the survey was 34.2 ± 20.8 months. None of the patients reported low self-esteem, 45.3 % reported mild-to-moderate depression, and 34.0 % reported mild anxiety. Thirty patients have had vaginal intercourse during the last six months. The mean ± SD Female Sexual Functioning Index score was 24.6 ± 4.4, and 60.0 % had a score of 23.5 or higher, indicating high sexual functioning. The sexual functioning scores were positively correlated with self-esteem scores and negatively correlated with depression or anxiety scores (p < 0.05). There was no significant improvement in patient\'s mental health status and sexual function between the second round survey (71.3 ± 17.8 months after surgery) and the first round survey (p > 0.05). In contrast, the sexual arousal of FSFI were significantly higher in the second survey round (p < 0.05).
CONCLUSIONS: Most patients undergoing vaginoplasty reported persisting mental health challenges. However, the majority reported good sexual functioning.

UNASSIGNED: Although there are many case reports and qualitative studies on the likely positive effects of drama on mental health there have been few quantitative studies with mentally ill patients.
UNASSIGNED: To assess the effect of drama training in patients receiving nidotherapy with a range of mental and personality disorders on changes in self-esteem and personality strengths over a 1-month period compared with two control groups, one with similar mental disorders and another without, who had similar assessments but no acting involvement.
UNASSIGNED: A total of 19 patients were recruited from a mental health charity with current significant mental illness (active group: n = 6) (b) a control group of patients with current mental illness who were not involved in acting (n = 5), and an additional control group with no current mental illness (n = 8) The patients involved in drama were taking part in nidotherapy, an environmental intervention. Two self-rating scales, the Rosenberg Self-Esteem Scale (RSES) and Abbreviated Personality Strengths Scale (APSS) recorded changes in self-esteem and personality strengths at base-line and after 1 month in the participants. Random effects modelling was used to analyse the data.
UNASSIGNED: The intervention group showed positive improvement in personality strengths (p = .009) compared to the control group that had no mental illness, and also improved more than the control group with mental illness but not to a significant degree (p = .16). Self-esteem recorded with the Rosenberg scale was lower in those in the acting group at baseline compared with the other two groups (p = .088) but after acting training improved by 29% to be equivalent to the control groups.
UNASSIGNED: Despite the limited numbers in this study, and the consequent inability to make firm conclusions about the efficacy of drama therapy as part of nidotherapy, the findings suggest that larger trials of this approach are feasible and worth exploring. .

Parental nurturing attitudes influence children and are linked to the establishment of self-esteem. Females who have experienced poor maternal care during their childhood may have low self-esteem, and this factor may significantly augment the likelihood of depression. Particularly, childhood maltreatment among individuals with bipolar disorder is associated with unfavorable clinical features, such as a heightened risk of severe manic, depressive, or psychotic symptoms, as well as suicide attempts. Here, we report a case of a woman with bipolar disorder who had self-reported low self-esteem due to poor maternal care, which subsequently improved via an existential approach. This existential approach confers meaning to the lives of every individual, even in the face of adversity. Our findings suggest that the existential approach may enable the discovery of more positive life values during times of hardship and could improve self-reported low self-esteem due to poor maternal and change the way of life in patients with bipolar disorder.

This study aims to explore the influence of national music lessons on university students\' subjective well-being, self-esteem, and national identity. A Chinese university provided four national music courses spanning 8 weeks. The students\' subjective well-being, self-esteem, and national identity were measured before the commencement of the courses (T1), the fourth week of the courses (T2), and post the completion of the courses (T3). A total of 362 participants completed the Positive and Negative Affect Scales, the Satisfaction with Life Scale, the Rosenberg Self-Esteem Scale, and the National Identity Scale at T1, T2, and T3. Results indicated that national music lessons could improve university students\' subjective well-being, yet there was no effect on their national identity or self-esteem. Although high national identity and high self-esteem predicted a greater level of subjective well-being, self-esteem and national identity did not affect the influence of national music lessons on subjective well-being. National music lessons were particularly beneficial to students with low and middle levels of subjective well-being, in comparison to those with higher levels of subjective well-being. This paper verifies an efficient method to bolster students\' subjective well-being that can be conducted in educational practices.

This study conducted to identify the influence of support for career development intelligence building for college graduates, who are early career employees, and to prove the mediating effect of learning transfer and self-esteem. An analysis was conducted using the Graduate Occupational Mobility Survey panel data from the Korea Employment Information Service. The data analysis was conducted using the SPSS21.0, AMOS22.0, and PROCESS macro programs. The findings are as follows. The influence of support for career development intelligence building on learning transfer is significantly positive, as is the influence of learning transfer on self-esteem. In addition, self-esteem had a significantly positive influence on job performance. However, the relationship between learning transfer and job performance was negative, and the relationship between support for career development intelligence building and self-esteem was insignificant. Lastly, the PROCESS macro analysis showed a mediating effect of learning transfer and self-esteem between support for career development intelligence building and job performance. Thus, it is suggested that support for career development intelligence building for early career employees should precede the development of specific programs to increase their self-esteem and enhance their job performance.

The present study examined the role of self-esteem stabilization processes in response to restrictive developmental conditions in early adulthood. It did so by investigating accommodative adjustments among incarcerated young adults. It was argued that an adjustment of how an individual desires to be to how they actually perceive themselves (i.e., accommodative adjustment) can help to maintain a more stable self-esteem and buffers negative changes.
Within a longitudinal design with three measurements occasions data of N = 728 incarcerated men between the age of 14 and 24 were analyzed. Accommodative adjustments were assessed at two occasions as adaptations of the ideal self-concept (\"I would like to be…\") to the previous actual self-concept (\"I am…\"). In addition, assimilative adjustments were operationalized as adaptations of the actual self-concept to the previous ideal self-concept that means changing what individuals think of themselves in accordance to how they desire to be.
Regression analysis showed that accommodative adjustments predicted self-esteem. Moreover, accommodative processes were particularly important when assimilative processes were less pronounced.
Especially at the beginning of the incarceration period, accommodative adjustments of the self-concept buffer damaging effects of incarceration and support the (re-)stabilization of self-esteem.

In the last decade, Mindfulness-based interventions have been increasingly used in health care settings, particularly in the context of cancer. Research documents the efficacy of these interventions for decreasing the burdens of stress, anxiety, depression, fatigue, sleep disorders, and other symptoms. This article describes the case report of a patient with breast cancer, highlighting her personality, defense mechanisms, and traumatization connected with the disease. General information about the patient\'s personal and medical history is presented in addition to the trajectory of psychoncological support, focusing on objectives, intervention strategies based on Mindfulness, and outcomes. The intervention is a combination of individual and group therapies, with particular reference to the use of Mindfulness in a group setting. The goal is to provide the patient with both a peer sharing experience as well as the tools to manage psychoemotional reactions through the development of awareness and a better relationship with herself. The main hypothesized consequences are an increase in self-esteem and coping strategies, which are necessary for a successful adaptation to cancer. The objective of the Mindfulness intervention is to promote the maintenance of an adequate Quality of Life (QoL) and psychological well-being, during and after treatment, transferring these skills into daily life.

Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students.
UNASSIGNED: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers.
UNASSIGNED: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor\'s Self-Assessment Scale of Anxiety, Beck\'s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI).
UNASSIGNED: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group.
UNASSIGNED: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
Muitos estudos têm pesquisado as ligações entre transtornos emocionais e dificuldades de aprendizagem. No entanto, muito pouco desta pesquisa se concentrou em estudantes disléxicos.
UNASSIGNED: Os objetivos deste estudo foram: 1) avaliar a autoestima, ansiedade e depressão em crianças e adolescentes disléxicos falantes do árabe; 2) descrever comorbidades psiquiátricas nesses estudantes, comparando-os com seus pares não disléxicos.
UNASSIGNED: 205 estudantes (56 disléxicos e 149 bons leitores), alunos de escolas comuns da região de Beni Mellal-Khenifra do Marrocos, responderam à escala de autoavaliação de ansiedade de Taylor, ao questionário de depressão de Beck’s e ao inventário de autoestima de Coopersmith (IES).
UNASSIGNED: Em geral, os disléxicos eram mais ansiosos, mais deprimidos e tiveram distúrbios de autoestima em comparação com seus pares não-disléxicos. O percentual de comorbidade psiquiátrica foi maior no grupo disléxico.
UNASSIGNED: Os resultados deste trabalho evidenciam a necessidade de uma abordagem multidisciplinar que integre a avaliação das necessidades emocionais aos cuidados de reabilitação de crianças e adolescentes disléxicos.

In 2017, the blockade of Qatar Gulf states caused a plethora of effects on the country. This paper sought to examine the resulting threat effects of this blockade in terms of lowered self-esteem and well-being, and the potential buffering effects of an overarching identity. Using self-report questionnaire data from Qatari secondary school students (N = 1,410), multiple moderated mediation models investigated the predictive effects of youngsters\' perceived threat, via self-esteem, on their well-being, and the mitigating roles herein of, respectively, national, Gulf region, and Arab identity. Perceived threat was indeed related to lower well-being via lower self-esteem, and this relationship was equally strong for those low and high in social identity. In terms of the three facets of identity, the overarching Gulf identity seems the most predictive, and it even (marginally significantly) buffers the negative relationship between threat and reduced self-esteem.

OBJECTIVE: The aim of this study is to investigate to what extent childhood trauma affects suicide probability and self-esteem of university students.
METHODS: In this descriptive study, 3602 university students continuing their education in the 2019-2020 academic year were selected into the sample. The data in the study were collected using a personal information form, \"Childhood Trauma Questionnaire (CTQ)\", \"Suicide Probability Scale (SPS)\" and Rosenberg Self-Esteem Scale (RSES). The data were evaluated using appropriate statistical methods, and p < 0.05 value was considered statistically significant.
RESULTS: In the study, students\' mean scale scores of CTQ and SPS were found high (38.1 ± 13.7; 87.7 ± 10.7, respectively), and the RSES total mean scale score was found average (1.7 ± 1.4). CTQ total mean score was found to show a positive correlation between SPS and RSES total mean scores. It has been established that the past traumatic experiences of university students decrease self-esteem and are associated with suicide probability.
CONCLUSIONS: Risk management programs for university students should be organized by determining the risk groups exposed to Childhood Trauma by psychiatric and child nurses.