Psychological – Self-Esteem – KidneyPal

Self-Esteem

Psychological Domain

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Psychological

In the Psychological Domain, the sociodemographics that were moderately correlated were educational attainment and occupational status. These two factors had a stronger relationship to psychological quality of life (QoL) compared to the other variables, which showed only weak correlations.

Individuals with higher education or stable, fulfilling work are better equipped to handle the emotional challenges of long-term treatment. Education can improve health literacy and self-confidence, while meaningful work provides structure, social connection, and a sense of purpose. Together, these factors play a powerful role in helping patients maintain a positive mindset and emotional resilience throughout their treatment journey.

Self-Esteem

Confidence in one’s own worth, linked to emotional and mental well-being. (WHO, 2021)

General Interventions

(For age, sex, marital status, household income, comorbidities)

1. You should acknowledge and celebrate your strengths

Reflect on your accomplishments and positive attributes to build self-worth (Chérif et al., 2020).

2. You should avoid negative comparisons with others

Focus on your own journey and progress instead of comparing yourself to others (Singha & Singha, 2024, p. 14-15).

3. You should practice self-compassion

Treat yourself with kindness and patience, just as you would a close friend going through similar struggles (Lander, 2019, p. 657).

Educational Attainment-Based: Lower Formal Education

1. You should focus on small, manageable successes to build your confidence and self-esteem.

Every small achievement counts towards improving how you view yourself (Azhari Putri et al., 2024)

2. You are encouraged to ask for help when needed

Asking for assistance can help you feel empowered and more confident (Winarsunu et al., 2023).

3. You should surround yourself with positive influences

Being around supportive people helps you feel better about yourself (Azhari Putri et al., 2024).

Educational Attainment-Based: Higher Formal Education

1. You should engage in activities that make you feel accomplished and proud.

Take on tasks that bring out your strengths, whether in your personal or professional life, to enhance self-esteem (Anderson et al., 2024)

2. You should reflect on past successes to remind yourself of your abilities and the challenges you’ve overcome.

Acknowledging your progress fosters a healthy sense of self-worth (Baker, 2022).

3. You should seek feedback from trusted individuals to help you recognize your strengths and areas for improvement.

Constructive feedback helps you grow and feel more confident in your abilities (O'Neill, P., et al. 2023).

Occupational Status-Based: Unemployed

1. You should volunteer or participate in community activities

Helping others can remind you of your abilities and boost self-esteem. (Padial-Ruz et al., 2020)

2. You are encouraged to create a daily routine to give your day structure and boost your confidence.

Having a plan and accomplishing daily tasks reinforces a positive sense of self. (Chatterjee & Jethwani, 2020) .

3. You should take care of your mental and physical health by eating well, staying active, and practicing mindfulness.

Taking care of yourself helps you feel more capable and boosts self-esteem. (Padial-Ruz et al., 2020)

Occupational Status-Based: Employed

1. You should recognize and acknowledge your professional contributions

Reflect on the value you bring to your workplace to reinforce your self-worth. (Youssef-Morgan et al., 2022).

2. You should set personal and professional goals

Reaching these goals will help you feel more confident in your abilities. (Chen et al., 2020]).

3. You should ask for support from colleagues or supervisors

Support from others can reinforce your confidence and self-esteem. (Riley et al., 2021).

References

● Chérif, L., Wood, V. M., & Watier, C. (2020). Testing the effectiveness of a strengths-based intervention targeting all 24 strengths: Results from a randomized controlled trial. Psychological Reports, 124(3), 1174-1183. https://doi.org/10.1177/0033294120937441
● Lander, A. (2019). Developing self compassion as a resource for coping with hardship: Exploring the potential of compassion focused therapy. Child and Adolescent Social Work Journal, 36(6), 655-668. https://doi.org/10.1007/s10560-019-00611-0
● NANDA International. (2021). NANDA Nursing Diagnoses: Definitions and Classification, 16th Edition.+
● Singha, R., & Singha, S. (2024). The dual impact of emotions: Envy and gratitude in social and personal contexts. https://doi.org/10.2139/ssrn.4866871
● Azhari Putri, G., et al. (2024). Social support and educational resilience: A systematic review of students facing academic challenges. Vifada Journal of Education, 2(2), 24–44.
https://www.researchgate.net/publication/388887485_Social_Support_and_Educational_Resilience_A_Systematic_Review_of_Students_Facing_Academic_Challenges
● Winarsunu, T., Azizaha, B. S. I., Fasikha, S. S., & Anwar, Z. (2023). Life skills training: Can it increases self esteem and reduces student anxiety? Heliyon, 9(4), e15232. https://doi.org/10.1016/j.heliyon.2023.e15232
● Anderson, A. M., Or, J., & Maguire, K. R. (2024). The relationships between strengths‑based teaching practices and students’ general, strengths, and academic self‑efficacy. Discover Psychology, 4, Article 63. https://doi.org/10.1007/s44202-024-00171-0
● Baker, A. (2022, March). Don’t underestimate the power of self-reflection. Harvard Business Review. Retrieved from https://hbr.org/2022/03/dont-underestimate-the-power-of-self-reflection
● Chen, X., Latham, G. P., Piccolo, R. F., & Itzchakov, G. (2020). An enumerative review and a meta‐analysis of primed goal effects on organizational behavior. Applied Psychology, 70(1), 216-253. https://doi.org/10.1111/apps.12239
● O'Neill, P., et al. (2023). Students' feedback-seeking behaviour in undergraduate education: a scoping review. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2023.101237
● Padial-Ruz, R., González-Campos, G., Zurita-Ortega, F., & Puga-González, M. E. (2020). Associations between Feelings of Loneliness and Attitudes towards Physical Education in Contemporary Adolescents According to Sex, and Physical Activity Engagement. International Journal of Environmental Research and Public Health, 17(15), 5525. https://doi.org/10.3390/ijerph17155525
● Chatterjee, S., & Jethwani, J. (2020). Mindful self‑care and well‑being among professionals: A self‑reported evaluation. International Journal of Innovative Research in Technology, 7(2), 417–423.https://catherinecookcottone.com/wp-content/uploads/2022/11/Midnful-Self-Care-and-Subjective-Wellbeing-2020-Chatterjee-Jethwani.pdf?utm_source=chatgpt.com
● Riley, R., Kokab, F., Buszewicz, M., Gopfert, A., Van Hove, M., Taylor, A. K., Teoh, K., Martin, J., Appleby, L., & Chew-Graham, C. (2021). Protective factors and sources of support in the workplace as experienced by UK Foundation and junior doctors: A qualitative study. BMJ Open, 11(6), e045588. https://doi.org/10.1136/bmjopen-2020-045588
● Youssef-Morgan, C. M., Van Zyl, L. E., & Ahrens, B. L. (2022). The work gratitude scale: Development and evaluation of a multidimensional measure. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.795328