IDENTITY AND SELF ESTEEM - SPHE
IDENTITY ANDSELF ESTEEM
This book is one of seven constituting“On My Own Two Feet”Educational Resource Materialsfor use in Substance Abuse EducationWorksheets may be copied for educational purposesfree and without special permission.Permission for additional use may be obtained fromDept. of Education and Science, Marlborough St.,Dublin 1, IrelandAn Roinn Oideachais agus Eolaíochta, Department of Education and ScienceAn Roinn Sláinte agus Leanaí, Department of Health and ChildrenMater Dei Counselling CentreISBN No. 086387 044 9 2nd Edition 19972
IDENTITY ANDSELF ESTEEM3
CONTENTSINTRODUCTION 5GRID OUTLINING MATERIALS 10LESSON 1 GETTING TO KNOW YOU 14LESSON 2 LEARNING TO LISTEN 16LESSON 3 GROUP BUILDING 19LESSON 4 I.D. CARDS 22LESSON 5 THIS IS ME 27LESSON 6 LIFELINE 30LESSON 7 CHANGES 35LESSON 8 MY HOPES 40LESSON 9 FAMILY CREST 43LESSON 10 THAT’S LIFE! 47LESSON 11 SUNSHINE 51LESSON 12 OPTION A FEEDBACK CIRCLE 55LESSON 12 OPTION B POSITIVE POSTERS 58LESSON 13 THINK POSITIVE 61LESSON 14 SEX ROLES 64LESSON 15 NOBODY’S PERFECT 68LESSON 16 ACCEPTING POSITIVES 754
INTRODUCTIONSELF ESTEEM is a concept used to convey the positive regard you have for yourself. It isbased on your judgement of your own worth and importance. One’s self-picture or selfimage is influenced by one’s interaction with others. It reflects the messages received andtaken in about oneself from ‘significant others’ whether these messages are explicit or implicit,verbal or non-verbal, valid or invalid. It is important to realise that small children tend to acceptwithout question most of what they’re told about themselves. At that stage of development, childrenare unable to discriminate between valid and invalid criticism and believe many of the negativemessages they receive.If people can gain an understanding of how they can build and support their own self worth it willhelp considerably in the primary prevention of substance abuse.This understanding will alsosupport preventive work in relation to many personal and interpersonal problems. Teachers whopiloted these materials emphasised the need for repeated attention to this area of self esteem,especially for students with a poor self image.One stage in developing self esteem is receiving validation for just being yourself. In order todevelop a sense of well being in oneself and to go out into the world with confidence, to try out whatone has learned, it is important that the child or young person receives certain messages from others.Parents are the ideal source of these messages, but any significant adult can give the child thesemessages – grandparents, other relations, child-minders, youth leaders and teachers.Children need to know that they are loved and wanted. They need to experience consistency andtrust and they need to have clear limits set for them.It is natural to want to be accepted, but if your view of yourself depends excessively on how othersrate you, it will be very hard to act autonomously, to make a stand against peer pressure, to takerisks, to defend a position and especially to handle criticism and rejection. A goal of identityeducation must be to help people understand how they have come to have their current self imageand to appreciate their own uniqueness and value even when other don’t. This work on identity istherefore at the heart of healthy growth and development and will contribute to many areas of thechild’s life.5
LOW SELF ESTEEMWhile low self esteem my not have a major part to play in the early stages of drug use, especially inrelation to legal drugs, it is an important factor in the progression to abuse of drugs. Any effectivework done in building self esteem in school can contribute in a very important way to the preventionof drug abuse in later life. It is crucial for responsible behaviour. Students with low self esteem arevery vulnerable in interpersonal relationships; they assume that others do not like them and they feelrelatively isolated and lonely. Rosenberg (1965) found adolescents with low self esteem to beawkward in social relationships; they maintained a defensive front; they indulged in boasting with aconsequent fear of exposure; they were unable to maintain relationships in a consistent way; and theyfelt misunderstood and suspicious of others.Low self esteem is manifested in Extreme concern with what other people think. A lack of autonomy and individuality. Boasting or wanting to impress in order to disguise low self esteem.Low self esteem comes from such growing up experiences as: Absence of affection, encouragement, challenge. Conditional love and acceptance. Criticism, ridicule, sarcasm, cynicism. Physical beatings and abuse. Absence of recognition and praise for achievements. Uniqueness not being reinforced.It is reinforced within certain kinds of family and school systems.Troubled systems which foster low self esteem are characterised by: Criticism for being different. Punishment for mistakes. Distorted communication. Inflexible rules.6
HIGH SELF ESTEEMWhat does high self esteem do for you?Having a strong rooted sense of self worth enables one to cope with both failure and success, tosurvive mistakes, disappointments and even rejection by others. It is built through the experience ofbeing accepted by others but does not depend excessively on it.A person with high self esteem feels good about all aspects of him/herself and accepts his/herlimitations. People with high self esteem show less anxiety and less stress under failure. They aremore socially effective, confident and ambitious. They look and feel good, they are effective andproductive and they respond to other people and themselves in healthy, positive ways. They makebetter relationships, are less defensive, are able to handle criticism and don’t brag and boast so much.People with self confidence and high self esteem are less likely to abuse drugs.HOW IS HIGH SELF ESTEEM DEVELOPED?Coopersmith (1967) related it to:1.Almost TOTAL acceptance of the child by his/her parents i.e. unconditional love.2.Clearly defined and enforced limits of behaviour.3.Respect for and latitude for individual action within defined limits.4.High parental self esteem.SCHOOL SUPPORT FOR THE DEVELOPMENT OF SELF ESTEEMHigh self esteem is very important in all areas of school performance. If the school wishes tocompensate as far as possible for some of the effects of society’s shortcomings in its treatment ofchildren, then we must ask how the school enhances or erodes the self esteem of students.This means that we must evaluate the signals sent to students about themselves. A sense ofbelonging is very unlikely to occur in a system which defines one as useless or as a troublemaker.Such policy areas as whether to opt for streaming, banding or mixed ability, and whether to withdraw7
students for extra help or commit resources to team-teaching for weaker classes can have seriousimplications for how students define themselves.We must also find ways of building up self respect in those we teach and of raising awareness amongall members of the school about how supportive, sensitive and positive behaviour towards each othercan nurture self esteem.In nurturing systems: individual differences are appreciated; mistakes are not only tolerated but are seen as an opportunity for learning; communication is open; rules are flexible.These features of nurturing systems apply, of course, just as much to the staff room as to theclassroom.Indeed, staff development work which includes attention to developing positiveinterpersonal relationships, building up teacher’s own self esteem and which offers opportunities toteachers for support and renewal, will all contribute to the development of a climate supportive ofeach individual in the school.ISSUES TO CONSIDER IN USING IDENTITY AND SELF ESTEEM MATERIALSIn this section, attention is paid to defining who we are as individuals. An important part of this isour sense of family identity. With changing patterns in the ‘traditional’ family constellation ofmother, father and children, it is inevitable that there will be children in differing situations. It isimportant to be sensitive to the particular background of students and to recognise and acknowledgea number of possible family scenarios.In addition the issue of adoption can be a difficult one for adolescents. The teacher needs to be alertto other situations, which differ from the ‘norm’, and to help students feel that they are part of aworld in which there is a variety of personal situations.OVERVIEW OF THE MATERIALThe materials in this section focus on building a strong sense of one’s identity or sense of self and onexploring how self esteem can be nurtured and developed.8
The section begins in Lessons 1, 2 and 3 with some basic group building and listening exercises. Anability to listen is a sound basis for all healthy and supportive relationships and merits more attentionthan given here, but excellent materials are available in some of the programmes referenced in theresource section of the School Handbook.Exercises 4, 5, 6, 7, 8 and 9 help students explore who they are – their likes, dislikes and opinions,how they see themselves, the changes they are experiencing, their hopes for the future and theimportance of family identity as part of their individual identity.Lessons 10 and 11 involve looking at how we build this picture of ourselves through the messageswe’ve received from others.We then go on in Lessons 12, 13 and 16 to provide experiences of positive feedback and techniquesfor self support.There are two exercises on body image and sex roles, as body image is crucial to one’s overall imageand self esteem and because during the pilot phase it emerged as a major preoccupation for somestudents. Society’s expectation of how we ‘should’ be is examined in both Lessons 14 and 15.LAYOUT OF THE MATERIALSThe GridA grid outlining the materials in this book is provided overleaf. The lessons identified, as corematerial should be given priority in planning a programme. Lessons identified as optional orreinforcer may be used to meet the needs of particular groups for a different approach or to revisit atopic.The lesson plans are a guide. Individual teachers are encouraged to adapt them to take account of theparticular needs of their class and their own teaching style.In most lesson plans additional material is provided. Pages labelled ‘Handout’ are to be copied fordistribution to students. Other material is for teacher reference. References for additional materialson the area addressed in this book can be found in the School Handbook.9
IDENTITY AND SELF ESTEEM – AT A GLANCESTAGETITLETOPICMETHODOLOGYLINKS WITHCORE ORREINFORCERSUITABLEFOREstablishingsafety andbelonging ina group1 Getting toKnow YouIntroductions.Ground rules.Game.Work in pairs.Large group.ID 2 ‘Learning to Listen’.CoreAG2 Learning toListenListening skills.Pairs.Class discussion.ID 1 ‘Getting to Know You’.ID 3 ‘Group Building’.CoreAG3 GroupBuildingDrawing up a groupcontract.Teacher input.Brainstorming.CoreJAG4 I.D. CardsBuilding a sense ofpersonal identity.Games.Small groups.Class discussionCoreJLV5 This is MeBuilding a sense ofpersonal identity.Collage, small groups.Class discussion.ID 4 ‘I.D. Cards’.ReinforcerJAG6 LifelineBuilding of personalidentity and grouptrust.Drawing a lifeline.Small groups.Class discussion.ID 4 ‘I.D. Cards’.ID 5 ‘This is Me’.ID 10 ‘That’s Life!’CoreAG7 ChangesGrowth anddevelopment inadolescenceGuided fantasy.Drawing.Pairs/fours.Class discussion.ID 6 ‘Lifeline’.CoreJAG8 My HopesHopes and dreamsfor the future.Collage.Pairs.Display.Class discussion.ID 5 ‘This Is Me’.ReinforcerJLV9 Family CrestDeveloping personalidentity throughfamily identity.Drawing/worksheet.Small groups.Class ��Who Am I?’J Junior Cycle, S Senior Cycle, V Verbal, LV Less Verbal, AG All GroupsIn General exercises for JLV will work with older, brighter groups, but those marked S or V will not work with younger or less verbal groups10DRUGCONTENT
IDENTITY AND SELF ESTEEM – AT A GLANCESTAGETITLETOPICMETHODOLOGYLINKS WITHCORE ORREINFORCERSUITABLEFORTheinfluence ofpositive andnegativemessageson one’s selfpicture10 That’s Life!Effects of positiveand negativemessages.Picture story.Colouring.Small groups.Brainstorming.AC 15 ‘Criticism’.CoreJAG11 SunshineEffects of positiveand negativemessages.Guided fantasy/music.Worksheets.Small groups.CoreSelect one ofthe following:11, 12A or 12BAG12 Option A:FeedbackCircleBuilding self esteemthrough experienceof positive feedback.Receiving positivemessages frommembers of thegroup.Things you can dowhen feeling down.CoreSelect one ofthe following:11, 12A or 12BCoreSelect one ofthe following:11, 12A or 12BOptionalAG12 Option B:PositivepostersDrawing.Feedback circle.Large group discussion.Pairs.Small groups.Drawing/poster work.Class discussion.ID 10 ‘That’s Life!’FE 9 ‘Feeling Thermometer’.FE 10 ‘Expressing yourFeelings’.AC 14 ‘Positive Self-Talk’.ID 10 ‘That’s Life!’ID 11 ‘Sunshine’AGCoreAGSelf SupportStrategies13 ThinkPositiveStereotypingand BodyImage14 Sex RolesExploringstereotypes.15 Nobody’sPerfect (2parts)Body Image.16 AcceptingPositivesAccepting positivethings aboutourselvesSelf SupportID 10 ‘That’s Life!’ID 11 ‘Sunshine’AC 14 ‘Positive Self Talk’.AGList positive actions.Write/draw strengths.Thought stopping.Collage.Display.Class discussion orquestionnaire.1) Case study/questionnaire.Small group.Class discussion.2) Worksheet.Small groups.Design an ad.Positive feedback.ID 12A ‘Feedback Circle’.ID 12B ‘Positive Posters’.AC 14 ‘Positive Self Talk’ID 7 ‘Changes’.ID 15 ‘Nobody’s perfect’.ID 12B ‘Positive Posters’.ID 16 ‘Accepting Positives’AC 14 ‘Positive Self Talk’CoreAGGuided fantasy.Small groups.Class discussion.ID 10 ‘That’s Life!’ID 11 ‘Sunshine’ID 12B ‘Positive Posters’.ID 13 ‘Think Positive’.ReinforcerAGJ Junior Cycle, S Senior Cycle, V Verbal, LV Less Verbal, AG All GroupsIn General exercises for JLV will work with older, brighter groups, but those marked S or V will not work with younger or less verbal groups11DRUGCONTENT
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ID Lesson 1CoreAGCORE CONCEPT:Familiarity with each other is essential togroup bonding.GETTING TO KNOW YOUPURPOSETo initiate bonding within the group by helping the members to get to know each other.PRACTICAL CONSIDERATIONSThis exercise is suitable for a group of any size where members don’t all know each other. It willwork with all age and ability levels. Sensitivity is required for students who may be living in singleparent families, who are adopted or who are in care.Links with: ID 2 ‘Learning to Listen’MaterialsA bean bag or sponge ball if using alternative gamesPROCEDUREOutline1.Name game2.Introduction to pairs14
3.Feedback to large groupDetailed Procedure1.Name gameStudents are seated in a circle facing the centre. The teacher says his/her name, the nextperson repeats the teacher’s name, and her/his own name – “I am X and this is Y”. The nextperson says, “I am X and this is Y and this is Z ” and so on until the last person has tointroduce the whole class.An alternative is to have the class stand in a circle; one person has a beanbag or sponge ball.S/he throws it to another person who must say his/her own name when catching it. This cango on for a while, and then the rule changes and you now must say the name of the personyou’re throwing to.2.Introduction to pairsThe students introduce themselves to each other in pairs, A and B: e.g., where they wereborn, number of brothers and sisters in the family, where they live now, hobbies, hopes forthe future, any special achievements.Take about 3 minutes each.3.Feedback to large groupA then introduces B to the whole class and vice-versa until everybody has been introduced.Give partners a chance to clarify any misinformation/ omissions.15
ID Lesson 2CoreAGCORE CONCEPT:The ability to listen and the experience ofbeing really listened to are at the heart ofgood relationships.LEARNING TO LISTENPURPOSETo provide practice in better listening.To help participants get to know each other.PRACTICAL CONSIDERATIONSThis exercise is included to pinpoint the value of listening before going on to Lesson 3 where acontract or guidelines for helpful behaviour is drawn up. Listening is a skill which can take a lot oftime to develop and could merit several sessions. Good material is available from many sources.Links with: ID 1 ‘Getting to Know You’, ID 3 ‘Group Building’, and all exercises involvinginterpersonal communication.MaterialsCopies of Handout 1 – ‘Learning to Listen’PROCEDUREOutline1.Pairs – brainstorm blocks and channels2.Pairs practise listening3.Discussion4.Homework16
Detailed Procedure1.Pairs – brainstorm blocks and channelsAsk the group to move around and choose a partner whom they do not know very well. Itshould not be the same person they met in Exercise 1 – ‘Getting to Know You’.Each pair sits together.Tell the class that the purpose of today’s lesson is to help us appreciate the value of listeningin relationships.Ask pairs to make a list of some of the things people do that tell you they are not reallylistening (blocks to listening).Take feedback and list on the blackboard.Now ask pairs to make a list of some of the things people do that make it easier to talk tothem (channels).Take feedback and list.2.Pairs practise listeningNow get pairs to do another ‘getting to know you’ exercise concentrating on putting intopractice some of the things that help communication/listening.Distribute Handout 1‘Learning to Listen’ to the pairs and explain the procedure.3.4.Discussion How did it feel to be listened to? How did it feel to listen? What can we learn from this exercise?HomeworkTeacher suggests to group: the next time you get into an argument with family or friends trystopping the discussion and agreeing on this rule: each person can speak only after s/he hasfirst re-stated the ideas the other person has expressed.17
ID Lesson 2Handout 1LEARNING TO LISTENPick someone you do not know well.Steps:1.One person listens to the other for five minutes.2.The speaker uses the time to describe the kind of person s/he is,their likes and dislikes, interest, interesting things which they’vedone.3.The listener summarises what the speaker has said at the end ofthe five minutes.4.The speaker corrects any misunderstandings in what the listenersays and gives the listener some feedback on what s/he did wellas a listener.5.The first listener then takes her/his turn to be listened to for fiveminutes.6.The new listener summarises what this speaker has said at theend of five minutes and gets feedback on any misunderstandingsand on how well s/he listened.18
ID Lesson 3CoreJAGCORE CONCEPT:A safe atmosphere is needed to facilitategroup work.GROUP BUILDINGPURPOSETo establish group identity by introducing the concept of working as a team/group.To explain the practical issues involved in working as a group.PRACTICAL CONSIDERATIONSSuitable for all junior cycle groups of any size.MaterialsBlackboard/chalkCopies of Handout 1 nstorming group rules3.Exploration of rules and drawing up contract19
Detailed Procedure1.IntroductionPresent the concept of how a team works together, plays together, etc. Give examples ofdifferent ‘team’ groups – football teams, pop groups, dance teams, school teams. There arecertain elements necessary to make the team work, i.e., a leader, commitment fromeverybody, rules so that people play the same game and most of all a reason for being there.If the rules are constantly broken the game is spoiled. The purpose of this class is to allowpeople to speak, to be heard, to help them to think about their development as a person.Since activities are different from other classes we need special rules to make this class work.2.Brainstorming group rulesBrainstorm possible rules for the Social, Personal and Health Education classes.Listsuggestions on the blackboard. The following core rules need to come out:3. Honesty Confidentiality Listening closely to each other No put downs Follow instructionsExploration of rules and drawing up of contractDecide on a few simple clear rules which will help people feel good about speaking up in thisclass.Draw up a contract in agreement with the students.Display on the board. Each student copies the contract onto Handout 1 – ‘Contract’ andkeeps their own contract in their folder.VARIATIONSRenaming of group. The teacher introduces the idea of choosing a new name for the classsuch as sports, pop bands, political parties - choose names.Brainstorm possible names, e.g., ‘United we Stand’ and choose one.20
ID Lesson 3Handout 1CONTRACTI (name)agree to play my part in making(name class/group) a great group/team.The rules of this team are:1.2.3.4.5.21
ID Lesson 4CoreJLVCORE CONCEPT:Sharing self-statements and opinions andhaving them accepted by others helps tofoster one’s sense of identity.I.D. CARDSPURPOSETo enhance students’ sense of identity by giving them an opportunity to make statements aboutthemselves, their likes and dislikes.To develop group cohesion through sharing and self-disclosure.To create an opportunity for every member of the group to take time to speak out in the large group(especially important for reticent members).PRACTICAL CONSIDERATIONSThis exercise is suitable for less verbal students. Have students sit in a circle if possible. Giveencouragement to ‘have a go’ but allow participants to ‘pass’ if they really wish to. As the groupprogresses, encourage a little more sharing. Cards are allocated stars according to difficulty – morestars indicate more challenging cards.Photocopy Handout 1 back-to-back.MaterialsA soft ballID cards from packCopies of Handout 1 ‘Me’PROCEDUREOutline1.Warm up game22
2.Sharing opinions and views, using cards3.Small group discussion4.Report back to large group5.Small group discussion on difficulties of sharing6.Large group discussion7.HomeworkDetailed Procedure1.Warm up gameUse a soft ball – students throw it to each other and the person holding it tells somethingabout themselves, e.g., “I like ” “My favourite food is ” S/he then throws it to someoneelse.2.Sharing opinions and views, using cardsSeat students in a circle: give the ‘pack’ of cards to the first person.Tell the students you are going to play a card game in which you will take turns to tell thegroup something about yourself or your opinions about some things. Each person will turnover a card in turn, read it and decide if they want to finish the statement. There must be nopressure on anyone to share if they do not wish to. If a student doesn’t want to share justsay, “If you do not wish to share just put the card on the bottom of the pack and pass it on”.It is then the next person’s turn. If they do share, they must agree to make honest statements.After each person makes a statement, other people can comment, ask questions, or share theirown response to the statement. It is important that time is given for this sharing and that it isnot simply a question of rushing through the cards.3.Small group discussionWhen the cards are finished, ask students to get into groups of three or four and sharereactions to the exercise. How did it feel when you are going to pick up a card? What sorts of things are easy for you to share? What sorts of things are difficult to share?23
4.Report back to large groupReport to large group and discuss.5.Small group discussion on difficulties of sharingIn small groups again, discuss, Did you think other people were interest in hearing your statement? How could you tell? Is it hard for anyone to speak out in the group? What makes it hard? How well were people listening? What would make it easier for you to speak in the large group? Is there anything therest of the group could do to help?6.Large group discussionReport to large group and discuss.7.HomeworkHomework: Give each student a copy of Handout 1 ‘Me’ and ask them to complete it forhomework. It should then be kept in their folders as part of their work on identity. It mayalso be useful in later work on social skills – especially starting and maintaining aconversation.VARIATIONS Withdraw some cards or add in others to suit your group. Arrange cards in order of difficulty. See Handout 1 ‘Me’ – one asterisk indicates‘easy to share’ cards, three asterisks indicate ‘most difficult’. Get students to “Write ten complete sentences you would use to describe yourself tosomeone who doesn’t know you.” Get students to write their own cards.24
ID Lesson 4Handout 1ME*My birthday is on I am years old*If I could have any name I liked, I would choose*When I get a headache I**My favourite person outside my family is*A funny thing that happened to me was*A silly thing I once did was**The worst thing about school is**People who sniff glue*A kind thing I once did was**My favourite person in the family is*When I grow up I will*I have eyes and hair*My favourite television programme is**I hate**I am good at**People who get drunk***I have a problem with**I have no problems with*The best thing about school is*Cigarette smoking*I think friends should25
***When people are really afraid of something***The scariest thing that ever happened to me was*I really want to**The person who was kindest to my in my whole life was**I love*My favourite food is*My favourite drink is*I like people who**I think a good teacher**A brave thing I did once was**A person who has been a good friend to me***I was upset when*The most interesting thing about school is**The thing which made me most nervous was**I wish***When I’m worried about something I*If I had 5,000 I would*My favourite possession is26
ID Lesson 5ReinforcerJAGCORE CONCEPT:Having a clear self-picture helps to fosterone’s sense of identity and is important insocial interactions.THIS IS MEPURPOSETo help students develop a clear self-picture.PRACTICAL CONSIDERATIONSThis is most suitable for smaller groups but with very good organisation and a double period it canwork with larger classes. A double period is ideal, but it can be done in two separate sessions. It canbe noisy.You need to build up a stock of magazines/papers to ensure a good selection and variety of materialas a limited choice of materials inevitably limits the scope. Ask students to bring a photo ofthemselves to school and to collect magazines as they are going to make a poster that tells aboutthemselves.Links with: ID 4 ‘ID Cards’MaterialsPhotos, magazines, crayons, newsprint, glue, scissors27
PROCEDUREOutline1.Distribute materials2.Collage3.Small groups sharing4.Large group discussion5.Display workDetailed Procedure1.Distribute materialsProvide each student with paper for a poster and have a collection of magazines, crayons andglue available.2.CollageAsk students to put a photo of themselves on the poster (in the centre of the page, perhaps)and to select pictures that describe them. Ask them to illustrate some of the following areason their posters: Likes and dislikes Hobbies People who are important to me Things that concern me (e.g., poverty, hunger, etc.) Special abilities Qualities (e.g., considerate, energetic, etc.) How I want to be (e.g., type of person, what I want to do)Tell the student that they may use colours, shapes, and scenes to represent something. It isnot important that someone else understand it when they look at it. It will make sense to theperson who makes it and that is all that matters. Ask the students to paste the pictures, wordsand symbols onto their poster paper to make a poster.28
NOTE: For weaker students, limit the number of areas to be illustrated and keep ideasconcrete.3.Small groups sharingWhen students have made the posters, ask them to join up with three or four other students toshare/talk to each other about some of what they have on their posters and get reactions.Point out that there are times when we want to keep some things to ourselves and do not wantto tell anyone else. They should therefore, share only what they want to. Everyone has thisright and it should be respected.4.Large group discussionPointers for discussion:5. How did you feel doing the exercise? What was it like talking about yourself in the group? What is special/different about you?Display workDisplay posters in the classroom. Note for the class that all the posters are somewhatdifferent – unique - just as each person is unique.If pictures seem stereotyped, raise this as a discussion point.VARIATIONS Share pictures in pairs Do the collage at home29
ID Lesson 6CoreAGCORE CONCEPT:Having a clear picture of one’s own storyhelps to foster a sense of identity.LIFELINEPURPOSETo enhance each student’s sense of identity through looking at him/herself in a new way.To facilitate personal sharing and hence develop a climate of trust in the group.To provide a basis for the introduction of drugs (in the context of growth and development) later inthe work.PRACTICAL CONSIDERATIONSThis exercise is suitable for all groups. There is always a need for sensitivity to students whosehistory or circumstances do not fit the norm. For older/brighter students the instructions do not needto be so concrete. The ‘Lifeline’ questionnaire (Handout 1) can be used as an aid.NOTE: Children who are, or who have been, in care or who are adopted may not know some of theirown story. It is, therefore, important to know the background of your students before doing thisexercise so that you can help them and be sensitive to this. If there are large gaps in their knowledgeit would be useful to see whether they can get some help in answering the questions they may have,since knowing one’s own story is so important to the development of a strong sense of identity.Contact with adoptive parents, foster
LOW SELF ESTEEM While low self esteem my not have a major part to play in the early stages of drug use, especially in relation to legal drugs, it is an important factor in the progression to abuse of drugs. Any effective work done in building self esteem in school can contribute in a very imp
Self Esteem Time 1 & 2 1-3 Very Low Self Esteem 4-5 Low Self Esteem 6-7 Below Average Self Esteem 8-12 Average Self Esteem 13-14 Above Average Self Esteem 15-16 High Self Esteem 17- 20 Very High Self Esteem
self-esteem is mostly taking part in most of human's activities including speaking to others. Three types of self-esteem, namely, global. self-esteem, situational. self-esteem, and . task. self-esteem [1]. These types of self-esteem can be jotted down into a level since they are listed in such leveled-like characteristics. The first type is a .
Self-Esteem - page 4 Heatherton and Polivy's (1991) measure of state self-esteem includes subscales to measure appearance self-esteem, performance self-esteem, and social self-esteem (see also, Harter, 1986; Marsh, 1993a; Shavelson, Hubner, & Stanton, 1976). In our opinion, it confuses matters to say that people who think they are
being. The concept of self-esteem is not able to be seen or measured with the naked eye, so it is necessary for a self-esteem inventory to be used to measure self-esteem. Self-esteem is ones attitude towards oneself which may be positive, neutral, or negative." (Oxford dictionary of Psychology) Self-esteem is static and does not change much.
their self-esteem rose, nor did they find that people's grades dropped after their self-esteem fell. In other words, good grades were the horse and self-esteem was the cart, not the other way around. Many other studies with younger children have reached the same conclusion.9 If self-esteem is a result, not a cause, of good schoolwork,
3.6 Sexual Shame and Self-esteem; Self-esteem expert Rosenberg (1965) defined self-esteem as an attitude towards one's self, a self-worth with levels of positive and/or negative feelings about the self. Coopersmith (1967) described self-esteem as being an appreciation of oneself and showing self-respect,
2.2. Self-Esteem Questionnaire For the self-esteem assessment, we assembled a questionnaire with a set of 19 questions adopted from the self- esteem scale developed by Hiraishi (1990). These 19 items comprised three sub-categories of self-esteem: four items for measuring self-acceptance, seven items for self-actualization, and eight items for .
Advanced Engineering Mathematics Dr. Elisabeth Brown c 2019 1. Mathematics 2of37 Fundamentals of Engineering (FE) Other Disciplines Computer-Based Test (CBT) Exam Specifications. Mathematics 3of37 1. What is the value of x in the equation given by log 3 2x 4 log 3 x2 1? (a) 10 (b) 1(c)3(d)5 E. Brown . Mathematics 4of37 2. Consider the sets X and Y given by X {5, 7,9} and Y { ,} and the .
