CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
A PROGRAN DESIGNED TO DEVELOP A HANDBOOK FOR
n
COUNSELORS V.lORKING 'iJITH CHILDREN OF LOH
SELF-ESTEEM IN A HIGH SCHOOL SETTING
A graduate project submitted in cartial satisfaction of
the requirements for the degree of Master of Arts in
Education, Educational Psychology,
Counseling and GL:.idance
by
Natc.lie 'l'zibac}-·.
Th~
~hesis
of Natalie Taback 1s annroved.
TABLE OF CONTENTS
Abstract
lT.J
_Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Descciptio11 of Project . . . . . . . . . . . . . . . .
6
"Program Content
Handbook for Counselor's Use in
School setting . . . . . . . . . . . . . . . . . . , . . .
13
B.i:bliography . . . . . . . . . . . . . . . . . . . . . . . . . .
37
11.~!.~
ABSTRACT
A PROGRAM
DESIGNED TO DEVELOP A HANDBOOK FOR COUNSELORS WORKING
WITH CHILDREN OF LOW SELF ESTEEM
IN A HIGH SCHOOL SETTING
by
Natalie Taback
Naster of Arts in Counseling and Guidance
Thiq report describes a project which has been develoned
1n the Continuation School of Beverly Hills High School
under the auspices of Idelle Natterscn, MSW,
Coordinator of Beverly Hills
H~gn
School.
Home-Sc~ool
Beve~ly
Hills
.Continuation School is a productive alternative To the
regular High School . . It is considered a separate school
.under the direction of the Beverly Hills High School prin-
cip.al.
The s-ruden·t population is comprised of st:udents
~tJhc
weren't able to adjust emotionally scholastically and behaviorally
"!:~)
the control, limits, and structm•e of the regul.ar
Beverly r:ilL.-> High School.
The purpose of the project is two fold.
SEall
gro~p
Primari:y the
projecT is tased on the hypotheses that every
individual has strengths, talents
·; '\1
2
and capacities whi.ch he
.may not be able to identify.
With.the help·of the group
and the two counselorsit is conceivable that many of the
0
•
hidden strengths and resm.n'ces of the participants will be
uncovered.
Iri addition, a series of methods are utilized
;to aid the group members view their strengths and m·ake
:better use of their potential.
~to
The globular objective
IS
raise the self-esteem of the low achieving students In
'Continuation School, and
h~lp
them make a smooth transition
.from Continuation School to their future plans.
In addition, the second purpose of this project is to
develop and provide a handbook for future use by counselors
in this type or similar school setting.
Development of
self-esteem in low achieving students by counselors in the
'school
se~ting
will provide the students with more skills
to face their future endeavors.
tion process for
new found
the~e
discover~es
As a result, tne socializa-
students will
~e
easier with thei.r
of hidden strengths.
INTRODUCTION
The idea for this project evolved out of a se.ries
.conversations between myself and Toby Marantz (Klasser).
,Based on counseling experiences with clients of low selfesteem at San Fernando Valley Counseling Center and
Hills High School, it became appe1.rent that there existed a
• nommon t:hread throughout all clier.ts'
probler~,s.
This
resemblance didn't seem to stem from the presenting problems,
,b~t
from the inability to cope with them due to the lack of
se1 f-es·teem.
addition
o~
~o
fo~
The need
prob~em
prevention of this
in
helping those already afflicted with feelings
low self-esteem emerged.
A self-esteem h'o:ckshop
w,':l.S
then deveJ.oped r,ihich in
·and capacities of \",vhich he
E1ay
D(Yt
be a.ware, which he Trt.-=ty
get be able to iderd:ify fGlly, or which he may not
~Vi ·t}l
strongths,
tale~~s,
pro_f e
and
~;sic)T12:.1.
reso~~~es
gi1id.:1r.r: ~~,
can
b~
1
!Je
puct.l~"lg
'1-licJ.,jer~ 1'
identified and
uncovered, and more productive use can be made of personal
In
coverinl
ST~engths
in itself a
addi~ion,
and hecorning aw2rc
s~rengthening
process.
c~
one's strengths is
This identification and
increasing utilization of strengths or
facili~ates
th2 process of un-
person~1ity
resources
in-schocl functioning and more productive inter-
perscn3l relations.
A
pro~osal
for this self-esteem workshop was submitted
to the principal of Beverly Hills High School, Mr. Sol
Levine, and Mrs. Idelle Na·tterson, Home School Coordin,:..'l.t:r::or'
of Beverly Hills High School.
Several meetings were held 1n
order to discuss the goals, format, and implementation of
:the project.
.idea emerged
It was as a result of these meetings that the
~co
11se continuation school students as parti-
cip::tnts in the group.
In addition, the need to devise a
handbook on developing self-esteem to be used by counselors
:in similar high school settings was created.
Beverly Hills continuation school is considered a separate school under the direction of the Beverly Hills H1gh
.School principal.
~any
Beverly Hills continuation school 1s to
students a pleasant and productive alternative to the
regular High School.
Students, ;,vho for· a variety of reasc•rt:3
get poor grarles or who are
fre~1ently
truant at the high
2chocl, are asked to terminate schooling at the Beverly
Hi.lls
Hig~
School and commence attendance at the continuati;:-:.n
schcJol.
This measure is usually taken in extreme cases and after
many attempts by counselors, home-school coordinator, in
addition to aid in the Opportunity Room ·to rectify the
truancy or poor grades.
Counselors at the high school are
plentiful and most helpful in dealing with the students in
regards to problem areas that the teachers have reported to
them.
The counselors refer the students who are having
difficulty in class due to truancv or
~
distractin~
behavior~~
L
.
.
problems to either the home-school coordinator or to the
Opportunity Room.
The home-school coordinator proceeds ·to meet with the
students who have been recorr®ended by the counselors or
.vice-principals in regards to behavior problems;
She
iCOunsels them, tests them psychologically, meets with their
famtly, ahd then decides if the student is a candidate for
continuation school.
Mostoften she will recommend the
opportunity room first.
The Opportunity Room is composed of a teacher and several
1
high school aides who give help each week to the students
·,in the subjects they are having difficulty with.
The aides
·are students who are high academic achievers who wish to
have the experience of teaching slow learners.
Often the
special individualized attention given the students from
the aides ln addition to the counseling appointments with
the home-school coordinator provide the student with the
tools to· rehabilitate himself and return to his classes mucn
better equipped to continue learning.
Sometimes this approach does not prove to be
successful~
and the only alternative appears to be continuation scho0l.
The school has been in operation for seven years and graduated
nearly 200 students, most of whom are successfully engaged
in college studies or business.
There are approximately 30
students enrolled per semester in continuation school.
Beverly Hills High School has an enrollment of 2400 students
presen-tly; thus continua.tion sc.hoo.l population
lS
a small
percentage of its entire enrollment.
Continuation school is held in one classroom daily with
attendance being from 9:00a.m to 12:00 noon.
The class-
room is in one of the buildings of the Beverly Hills High
,School campus.
f~om
The atmosphere is very different and removed
the rest of the school.
Continuation students are not
,permitted on the Beverly Hills High School campus, before,
during or after school hours.
tion diploma is issued.
A continuation school
gradua~
Graduating students need to be
'recommended to take part in the ceremonies at the high
school.
The program at continuation school consists of
(l) individually prescribed basic remedial training and
(2) a variety of required and elective studies carried on
by each student at his or her ov-m pace.
.of l
teache~-counselor,
assistant secretary.
on a one to one basis.
are assigned at
The staff consists
l teaching assistant, 1 teaching
All tea6hing and counseling are done
Self-instructional programmed tezts
s~udent's
level of competence.
Two hundred
twenty credits are needed for graduation; the same as for
BHHS.
Parental involvement is appreciated.
held every 5
Meetings are
to 6 weeks with the parents in order to
·explain the developments in the program and to hear' parents:
concerns.
Continuation school students most often continue
meeti11g with the home-school coordinator or her aides.
A
student may return to Beverly Hills High School after the
sa:tisfact<)ry completion of o.1s semester with the appro'lal of
,the continuation and high school personnel.
s
The population in continuation .school consists of many
confused and troubled students.
Some of them have learning
handicaps due to emotional factors.
self-direction, lack
n~tivation,
They seem to have no
do not respond to control
•or limits, and provide much disruption in the regular
;classroom.
They have had trouble getting along with students,
·teachers, other authority figures;, and ·their immediate
families.
They often have become involved in selling or
·taking dope.
Truancy, suspension, or expulsion do not seem
uncommon vJi th this norm group.
:in all of the students.
Low self-esteem is prevalent
Choosing to work with this norm
group provides much challenge, frustration, hard work, and
chance of great reward.
-
---~
' .
DESCRIPTION OF SELF-EgTEEM
Self-Esteem, on a subtle and often unconscious level,
lS
how one actually feels about himself, based on his
• individual sense of personal worth and importance.
usually a subtle or non-conscious feeling that has been
formed and fixed ln our awareness for many years, generally
from childhood.
The importance of self-esteem can
ha~dly
One's judgment of himself has an effect
-'
.on the kinds of friends he chooses, how he relates to others,
~hom
he
for a
c~ooses
~is
dlso affects
~ate,
~t
how productive he will be.
cr2ativity, integrity, stability, and
leadership qualities.
The way he feels
abo~t
himself deter-
·:nines trte ·~r:>e he makes .::>f his aptitudes and a.bilit:-ies.
~:i.e
al: parts of his life.
complete n=spor1sibility for his individuaJ. well being 2.P_d
charge of his own life.
It is grounded in
un~
cor1di tj_or~a.l acceptance of ltiJr..self -.! d.espj_te rnis ta.k.E;s, d2f·e.=t·t:s
and fai lu.:-.->E:S'
self-est~:::em.
lS
as
an inately v.rorthy and ir:rportant being. E.i..gh
a quiet sense of self-·respecr:, a ±'eeling of
Only through sound
aelf-este~m
can one
elimina~e
the
- ---turmoil that keeps one from functioning in a harmonious,
·effective manner.
A healthy self-esteem is therefore
absolutely essential to personal happiness and a rich enJoyment of life.
Genuine lasting inner peace and happiness is
only possible to the point that one accepts and feels good
about himself, in spite of one's human mistakes and failures .
. Only to the. degree that one ackn?wledges his unique importance and serves his own basic needs 1s one able to concern
oneself with the needs and problems of others, to be
genuinely warm and loving, truly understanding and compasc:;ionate.
Self-esteem is not self love, 1n an egotistical
se~se.
In fact, self praise and boasting are classic symptoms of
lotv self-esteem.
If one truly accepts and appreciates his
individual wor-th and importance, he would have no need tc
Jx,ast in a va1n effort to 1mpress others with his a.b:i.::i.i i~";'
or possessions.
Self-esteem
lS
not an intellectual inventory of one's
particular talents and capabilities.
For one can, in the
eyes of the vJOrld, be a famous TV personality, a well
respec~ed
actor, a great writer, a champion sportsman. and
still have a crippling
self~esteem.
cases in which the most intelligent and gifted people have
became alcoholics, drug addicts, or suicides in order to
escape from a self they have come to loathe.
esteem is not simply a matter of misery
of life
o~
death.
o~
One's self-
happiness,
bu~
If one does nothing
to
ccun~eract
or improve his self-esteem, it normally grows
worse as he grows older.
Tr.e importance of sound self--esteem in a chlld 1 s life
can hardly be overemphasized.
As counselors in a high
school setting know, they must help youngsters find a firm
and whole hearted
beli~f
in themselves.
As stated by
Dorothy Corkille Briggs in Your Child's Self-Esteem, th2re
are two basic needs to be met in order to develop a strong
self respect.
The two ma1n conclusion2 are:
( 1)
the
child thinks he is lovable, that he matters and has values
; because he exists, and (2) the child feels he is worthwhile,
· and that he can handle himself and his environment with
confidence since he knows he has something to offer.
tha~
There are certain typical physical characteristics
repeatedly appear in th2 readings en self esteem that
a person with low self-esteem.
~the
follmling:
~ypify
They include one or more of
being grossly pverweight, a slack and weak
handshake, a timid and uncertain voice, a careless
sl~ppy
appearance, humped and sagging posture, a sharply, turned
down mouth, lack of luster in their
eyes~
habitually tense
.and unhappy look about them, or an avoidance of another's
·gaze.
A person who suffers a low sense of self-worth is
frequently timid, withdrawn and self-effacing.
He dlso
may be arrogant and domineering, aggressive and fiercely
He often hides behind masks, is prideful and
Ct~er ~raits
may 'be a dominating personality,
a
corp~lsiue
?Grfectionist, a procrastinator, a person
w~c
is impatient, hc_)"Sh, arid demanding, excessively
self and others. one who is
resentf~l
of
and 'c0mplaining,
_rebellious against authority figures, unable to a.drnit his
rn~ke
mistakes. and inadequacies, and one who tries to
himself
:right or better than others by trying to make others appear
:wrong or less than himself.
The psychological characteristics of a person who has a
low sense of self-esteem are being anxious, vacillating,
un2.ure of himself or his decision making process,
tion in his own problems, sense of
inadeq~acy,
a.Yl
absorp·-
thinking cf
himself as a loser, being jealous, envious, suspicious of
·o +'
.. ners c..nd ·their motives.
He is one who dislikes and
hates hirnself, is ridden >.vith shame, blame, guilt, and
;rer:t-JI'se, has a burning need fol' money, power, and prestig.:::,
has
ar~
unt i.cing need to win, to be liked and a_ccep-ted by
everyone,, one who must be right all of the ·time.
He has
an unsatiable need for recognition and approval, admiration,
praise, love, and respect for his perfect character.
He
may also live vicariously through sports heroes,TV and mcvie
stars, through his children and their successes.
Typical sources of low
self~esteem
are: parent's own low
se1f -esteem as the role model :For t:he child, child isn' i:
valued as an important individual, parent's comparison of
child with siblings, peers, or relatives, in addition the
child
lS
not encouraged to be independent:, and harsh standset by parents, child'.s unflattering physical
appearance, possibly physical, mental) sr emotional
·~
.
.,
<
1li"ill.O l. ,...
caps, child is raised on reward and punishment rather than
being motivated through understanding and allov-.ring him the
space needed to make his own mistakes, adverse economic,
social, cultural, or ethnic situation of parents, parents'
exercise of over-possessiveness, over-permissiveness, and
over-control, high values placed on money by parents rather
than ~he· individual, repeated defeats and failures, pr0crastination and lack of self-discipline, lack of sense of
mean1.ng and purpose in life, having no clearly cJ.efined
goals.
In order to establish good self-esteem children need
·the. freedom to make their own decisions and to recel ve
rswa~ds
or suffer from the results.
They must learn to
.:- -~
'·· ....
L c:t .:'·'- r._:
responsibi1ity for' th,::::ir own lives to the extent of thei:c
current ability.
One
p~rpetuates
low self-esteem by having lack of faith
1n self, by having no purpose in life, by depending on
others instead of self, and by not accepting responsibility
for
or,eself.
The following also contribute:
se~]_l:~-
ir1d:.rl-
gence, values, and dssumptions that produce blame and guilt,
continuously comparing self to others, not taking action for
oneself within one's capabilities, being fearful, harsh,
impatient, and demanding" 1.vith one v s self.
As stated, self-esteem is a feeling rather than an
intellectual inventory of one's assets.
In order to build
self-esteem in a person it 1s necessary to do the following:
_l_ ]_
( l) help person e:x:pa.nd his awareness,
,
( 2)
r~
.
..1...s
It is to this objective that people must address
themsel 'It:~ s.
I.a order• to clarify the goals for raising
s~clf--
esteem one is referred to Abraham Maslow 1 s 13 components yf
the self-actualized person.
They are as follows:
1.
Superior perception of reality
2.
Increased acceptance of aelf, others, and of nature
3.
Increased spontaneity
4.
Increase in problem centering
5.
Increased detachment and desire for pr1vacy
6.
Increased autonomy, and resistance to enculturation
7.
Greater freshness of appreciation and richness of
emotional reaction
8.
Higher frequency of peak experiences
9.
ln2reased
id~ntification
with the human spec1es
10.
Changed interpersonal relations
11.
More democratic character structure
12.
Greatly ihcreased creativeness
13.
Certain changes in the value system
Maslow feels that self-actualized people have sufficient.ly gratified their basic needs, i.e. safety, belong1ngness,
'love, respect, and self-esteem.
They can, therefore, be
motivated ·towards self-actualization.
Carl Rogers' goals for the self-realized person lS to
h::t ve:
(1) Congruence.
(2) Harmony with others
12
(3)
Absence of defensiveness
(4)
Being one's expererience
(5)
Expe~iencirg
(6)
Trust in one's organism
(7)
Internal locus of evaluation
(8)
Willingness to be a process
one's
feeling~
In realizing these goals, the self-realized person
~oves
away from facades~ pleasing others, meeting others
· expectai:ions.
He lives by his own values, which have been
discovered internally and are expressed 1n his own unique
way.
Both scientists feel the absolute necessity for sound
self-esteem before one is able to be self-actualized or
self-rea.lized.
Literature on group process was not reviewed as beth
leaders of this workshop are experienced 1n group -pr'ocess
.
and used standard methods.
+.
' . 4.•
, ...
l<.:t:e<
•
-t1.1il.S
There was no research that
• ,
• th e sc h oo 1 sett1ng.
.
part1cU.1..ar
group 1n
.,..._....-
-
-
HANDBOOK FOR COUNSELORS
of
vvORKSHOP FOR RAISING SELF ESTEEM OF STUDENTS IN THE
HIGH SCHOOL SETTING
13
INTRODUCTION
This handbook represents a small group approach to disicqvering and utilizing the human potential.
/"'hypothesis cif this research is
t~at
An underlying
the average healthy
human being is functioning at a fraction of his potential.
A number of
contemp~rary
behavioral scientists in the United
. Stat:es, Gardner Murphy, .Abraham Haslow, Eric Fromm, Carl
Rog-=rs, Hargaret Mead, among others, subscribe to this hypo·thr:;sis.
On the basis of the success of the workshop and the
evaluation by Toby Klasser of this workshop, it was felt
that a
ha~dbook
should be developed.
It is my interrtion and
hope that this handbook will be helpful to counse.Lors
~
"
~-vno
are interested in running similar programs in the fu·ture.
Several obstacles were encountered
lish the workshop.
~-Jhile
Some of them were l)
trying to estab--
getting consent of
principal to allow the program in the school setting,
2)
obtaining a room tha·t was appropriate for the group expe:r"ience.
3) getting parenta: consent for student involvement, 4)
getting students interested by giving them course credit 1n
psych0logy for taking the group experience, 5) ethics in
regards to keeping information that is disclosed regarding
use of drugs confidential, 6) having present at all times
a member of the school faculty, the home-school coordinator,
·7) experiencing
anxie~y
in interviewing students for the
14
----
-
15
group by students and counselor.
To facilitate obtaining parental consent it is suggested
·that a telephone call' as vJel1 as
initiated.
.credit; it
a. take
home sheet' be
In· this case it was possible to get course
lS
highly recommended that this be done as an
~incentive for participation.
When a school faculty member
,is part of the group, he or she
·group as a regular group member.
must participate in the
---~a~~,~~
(€fffl~ BEVERLY HilLS CONTiNUATiON HiGH SCHOOl
11fTJlln 241 Moreno Drive
'Ill 11' jBeverly Hills. California 90212
JUuJU
I (213) 2T1-59oo. Ext. 294
1
October, 1978
Please permit my son/daughter to participate in group
counseling at Continuation school.
I understand that
elective credits will be received for the four
sessions.
parent's name--------------------
date
16
----
-
INFORVillTION FOR STUDENT PERSONNEL RECORD
Date Seen
Student's Name
Counselor's Name
- - - - -Grade Leve1 ----
Person Making Report
Course of Eeferral.:
Teacher (
)
Self (
)
Counselor (
Assistant Principal (
)
)
Parent (
Other
Statement of the PT'obl.em:
Action Taken:
Contacted Parents
(
)
Counseled with Student
Arranged Parent/Teacher Conference (
(
)
Referred to
Other Action
Recommendation:
Signature
Date
.,
~"'"J
··'-I
--·--··---·--··-----
')
)
-""!'W'"- . . .
WORKSHOP FOR
R!~.ISING
SELf~:SSTEI:!'l
.
.
!N
STUDENTS IN TEE HIGH SCHOOL SET'l'IN·3
Session I
:self-Estee~ Inventory by Coopersmi~h
:
-----------~--------·-----------
In o:-:•der to obtain an i.ndic::rti<:m of the continuation
school students 1 self-esteem,inventories on self-esteem
They were as follows:
estee~
the SEE or sel£'·-
exam developed by graduate students at California
S·tate University, Northridge, the Evaluating Your SelfEsteem Inventory by the
B~rk3dale
Esteem Inventory by Coopersmith.
Foundation, and the 3elfThe latter was the one
select:ed because of its simp lie}. ty in test design, \·Jhich
see!il!~d
·".:o meet t}J.e needs of the n(irm group.
Ha.ny of the
students have difficulty in reading and understanding
abstract ·terminology.
The inventory of self-esteem 1.s administered to the
studen~s
on the first session and the final meeting of the
~or~shop.
The purpose of these two inventories is to
identify the 9revailing salf-est22m of the norm group and
to assess the success or failure of this workshop, thereby
indica-t::_ng
~7het:heP
future workshops should be instituted
and a handbook be developed to facilitate them.
To foster
interper~onal
involvement of barouu
~
membe·cs and to create an atmosphere of closeness.
Procedure:
Each person, in turn, will be given the
opportunity to share with the group meaningful experiences
1
that have occurred in his life and have left a strong
impression on his personality.
This sh-:1ring will start
with incidences that occured in early childhood and ending
currently.
Each group member will be asked to finalize his
sharing with what he considers to be the happiest moment
he has experienced thus far in his life.
One of the leaders
should begin the exercise, as the person who shares
et:otablishes the emotional tone of the group.
initial~y,
COOPERSMITH SELF-ESTEEM INVENTORY
1.
0
'-
.
3.
4.
t:.
v.
often v1ish I were someone else.
T
F
find it ver'y hard to talk ln front
of a group.
T
F
TherE.>. c:.re lots of things about myself
I would change if I could.
T
F
I
---
-----
I
I can make up my :nind without too much
·trouble.
T
I
L'
.L
am a lot of fun to be with.
T
F
get upset easily at home.
T
F
6.
I
7.
'
'1
me a long time to get used
It TaKeS
to anything new.
-----~--·
---
T
- - - F -·-·-.,..,
am popular vvith people my own age. T
8.
T
9.
Hy family expects too much of me.
T
F
Hy family usually considers my
feelings.
T
F
T
r --·--
10,
-----
give ln very easily.
r
----·---
------·
11 ..
I
12.
It is pretty tough to be me.
T
----- F ------
13.
Things are all mixed up in my life.
T
----·- .r
11-~
•
15;
16.
1'7.
18.
Other people usually follm-1 my ideas. rr- - - i'
.,
I :tave a loH OpJ.n."'LOn of myse.1.I most
of the time.
There are many -::imes I
leave home.
I
I
~;ould
-~·--·-·
------~
~
IT'
l.
-----
:F
------
like to
T
··-----
often feel tiiJSet about ·tlJ.e v.,rork that
T
do a.t school ·"'Y>
e:t home.
--'•
I am not as ru.ce looking as most
people.
T
----
F
----·-
F
---- F- - -
194
,...
(""',
LIJ.
,....,
L.J..,.
22.
23.
usually .,.,
.1.
---
F
---
Ny family understands me.
T
Most people are better liked than I
am.
T
F
----
I usually feel a.s if my family
pushing me.
T
F
---
'T'
.t.
F
T
F
T
F
- - - F ---·
lS
I often get discouraged at what I
am doing.
24.
Things usually don't .bother me.
25 .
I
'lf"
..:.0.
I am proud of the school work I am
presently doing.
T
I am a pl"etty happy person most of
·the time.
T
27.
!
If I have something to say, I
say it.
cannot be depended on.
2 8.
No one pays attention to me at home.
'T'
2 9.
Kids pick on me very often.
T
----
-----
----
F
~--.,.~----
...,
.[
·---~----
r
.1.
---
F
Workshop on Development of Self-Esteem ln Students
In The High School Setting
Session II
Develop!nen·t of Potential.-Invent:or-y of Personal Resources
Purpose: To help studen·ts get a better idea of their re-sources and strengths.
Research has shown that most
people have difficulty in listing their strengths and
resources even though _ they can list their problems and
weaknesses with ease.
Procedure: The personality strength list is distributed to
the students to help them assess their abilities in the
areas of sports, hobbies, crafts, relationship and
emotional s·trengths, imaginative and creative strengths,
s·trengths of aesthetic, health, and area of expressi\le
arts,
For group members to assess their strengths
Procedure:
After reviewi.rig the personality strength list
the student lists on a sheet the
views in himself.
strengths that
1V'
This sheet is kept by the student.
To help student vlew r.ihat he wants to accomplish
22
~n
life and to assist him 1n defining his basic values.
·Procedure:
Fi~st
the student lists his short term goals.
Then he lists his life goals.
Personality Strength
Li~t
1.
warmth, friendliness
2.
spontaneous
3.
creative and imaginative
(new and different ideas in
·relation ·to friends, fa.mily, job, school, vocation)
4.
sense of humor
5.
honest and direct
6.
organized (developing and planning short and long
range goals)
7.
self-confident
8.
curious.
9.
enthusiasm
(doing things on the spur of the moment)
10.
energy (calm, active)
11.
good looking, good grooming and good choice of clcth2s
12.
mechanical ability (likes
l
flexibility (able to make changes easily)
v~ •
t~
fix things)
perseverance, stick to something
1
r
...L.. •. )
•
talented (singing, dancing, etc.)
16.
ootimism (most·often iees the good side 1n people
·
and situations)
17.
efficient
18.
leadership ability
19.
sports (appreciate or are active in sports)
20.
intellectual (thinking out ideas, accepting new ideas,
ability to learn)
21.
expressive in the arts
WPiting, music)
24
painting, sculpture,
2S
22.
good salesmanship
23.
relationship strengths (gives understanding, is
interested in things others are doing, and
gives support) ability to meet people
24.
hobbies and crafts (weaving, pottery, jewelry making,
cooking)
25.
ability to meet people, being aware of needs and
feelings of others
26.
ability to feel a wide range of emotions
27.
ability to stick your neck out, risk yourself with
people and situations
28.
close relationships with relatives and close friends
as a source of strength
THESE ARE MY STRENGTHS
.-, .,._.
....-
--
GOAL SETTIN(_;
These are my short term goals
(What I hope to accomplish in the near future)
These are my long term goals
(What I J:lope to accomplish in life)
- ---
28
Session II (continued)
Tnvo~yernent
Pur£'2_~~-:
Program.
A method used outside of group 1.-1hich involves
the student in an activity or interpersonal experience
in order to facilitate development of his
stre~gths
and mobilization of his potential.
Prccedure:
The involvement program is something that the
student does for himself out of the group that is fun
and shows a high probability of success.
Some examples
of involvements outside of the group which may aid the
student in developing his potential are as follows:
attending symphony, playing tennis, making contact with
an old and lost friend.
The involvement programs should
be carried out within one week and brought to a successful conclusion so that it·may be shared with the group.
By sharing involvement programs with the group new ideas
may be picked up by other members of the group.
1
1
1
ACTION
r---Sept. 3
Bought
a
wig
HARY B.
I Sept.
I Sept.
II Sampled
new ·
22
Read
a
book
perfumes
Tried
Greek
Dishes
SUE G.
15
PROGRAM
Invited
Attended
friend
Prom
for dinner I
PROGRESS
~ept.
I
!
CHART
Oct. 5
29
l
Had
Luncheon
party
Played
Tennis
~tart7d ~
LXerc1ses
Etc.
l
I
I
Began new
friendship j
program
DON H.
I
1
vJent to
Visited
Health
Food
A~t
Ga-1.lery
L
JERRY M.
-~
Etc.
t
Etc.
Etc,
E·tc ·
r
:
:ded
hony
Planted
I'
.,
~
I
1
Garuen
t
Firs·t
~e':~ing
Zoo
I
~-
i
"a:.t.._ly
I
1
I Re- 4-T-o-~-k- Joe I ~~~~:i~o;j-___L___
arranged
I to Lunch Ian bet~er·- I ·
I
commun1ca·I den I
Itions 1
-f----t
t--·
t-
1
l
office·--+--~----l
---+-- ;I
I
~--·---------+i--
Took
Family to
I
I
I
i'·-.)
(J:)
Etc.
_ _ _ _ _ _ _ _ __L_ _____.._________
___t_________
I
l
~--.--r--·-1
l ----+---1
1
1
,
-
-~.
Workshop for
D~velopment·of
Self-Esteem ln Students
In the High School Setting
Session III
.Feedback on involvement program by group members.
Group Assessment of Individual's Strengths.
Puroose: This method has been designed to help the student
---·-galn a clearer perception and over view of his strengths,
personal resources, capacities, and potentialities.
Procedure:
A person volunteers to be the core person.
The
core person begins the process by enumerating all his
strengths and potentialities.
Then the group aids the
core person in recognizing other strengths that they
se~
in him that he might have.overlooked or been un-
aware of himself.
The group uses these insights as a
means of helping the core person make fuller use
o:~
his potentialities.
Then the group suggests to the core person a fantasy
on how the core person will be perceived in 5 years if
he utilizes all of the strengths that he and the group
have discovered ln him.
Then the core person shares a fantasy he may have for
himself i£'. he uses the strengths he has, what will. he
see
hi.~self
doiTig in five years?
2.0
31
This process continues until all group members have
been the core person.
Creative Use of Recognition
Purpose:
Everyone is starved for the deserved recognition
and praise which should come with a job well done.
The
emphasis in our society is continually on deficiencies,
shortcomings, mistakes, and the inadequacies of people.
This method teaches one to look for accomplishments,
achievements, completions of tasks, a job well done vJith
family and friends.
As the noted psychologist Erik
Erikson has pointed out, the ego identity of children
"gains real strength only from wholehearted and consisten·t recognition of real accomplishment."
(Briggs,
Your Child's Self Esteem).
·Procedure:
First step is for the student to train himself
to become aware of accompiishments by others.
look for
cap~cities,
He must
abilities, good qualities, and
latent strengths in others.
The second step the
st~udsr,
t
should take is to try to give recognition if possible at
once or as soon as one can when a job has been well done.
In aJdition, he should recogn1ze a task well done by
giving sincere acknowledSment of achievement on the spot.
Let ·the other persc;n feel the sincerity of the compl iment.
The third step is that the student should glve recognltion to himself when he completes a difficult undertaking
or turns in a
superior~performance.
The intangible
32
reward for doing something well can be as simple as a
positive statement such as
nr
did a really good job."
The tangible reward for doing something well should be
through acquiring something which has aesthetic or deep
emotional meaning and can serve as a symbol to remind
one of what he has accomplished when he looks at it.
' .
Workshop for Development of
S?lf-Es~eem
1n Students
In the High School Setting
Session IV
. Feedba_c::.I~n creative use of recognition.
Completion of group assessme_nt of individual's strengths
using core persons.
Assertiveness training
• Purpo~.~:
Assertion training helps people to take charge of
their own lives and to recognize and express their
needs, wants, and goals without abusing the rights of
others.
Taking care of one's own needs as a person
means learning to be able -to say no, to ask for
\Vf1~..:t
one wants, to ?rbtect oneself against depleting demands
and criticism from others.
One can't control other 1 s
behaviour, but one can learn to become more assertive,
thereby changing it.
Procedure:
Leader lists personal rights as stated ln book Hhen I
~~y
No, I Feel Guilty
l)
You hav~ the right to judge your own behavior,
thoughts, and
for their
2)
r~motions,
init~ation
and to -'cake the responsibility
and consequences upon yourself.
You have the right to offer no reasons or excuses
for' justifying your behavior.
3)
You have the right to judge if you are responsible
for finding soluti6ns to other people's problems
4)
You have the right to change your mind
5)
You have the right to make mistakes -- and be
responsible for them.
6)
You have the right to say I don't know.
7)
You have the right to be.independent of the goodwill
of others before coping with them.
8)
You have the right to be illogical in making
decisions.
9)
10)
You have the right to
say~
"I don't unders-tand."
You have the right to say, "I don't care.n
Leader defines assertive person- one who g1ves a direct
· clecn' message .
He gets his needs met by say1ng how he feels
. without violating the needs of other peoplR.
Definition of non-assertive person is one
~vho
is in-
,direct, is not up front; and doesn't get his needs met as
a resul·t.
Definition of an aggress1ve person 1s one who is attac:k'.ing, labels other people negatively and puts others down.
Leaders then role play assertive behavior.
Students then role play exercises from the following
areas demonstrating use of assertiveness training:
1)
asking for things one wants
2)
setting limits
3)
dealing ~.vith criticism and -anger when direc-ted
at self.
.3.S
4)
giving criticism
5)
making contact with people
6)
glvlng and accepting compliments
Post testing of Coopersmith self-esteem inventory.
This is used to compare any imrprovement in self-esteem
Slnce initial testing at the
ons~t
of the workshop.
Closur·e
Feedback on group experlence and evaluation of wor'kshop
:by group mentbers.
,
.J..o
Branden, Nathaniel: T.he Disoli-med Self. Los Angeles,
Bantam Books, January, 1972.
2•
Branden, Nathaniel: The Psychology of Self-Esteem.
Los Angeles, Nash Publishing Corp., September, 1969
3
Briggs, Dorothy Cor*ille.
Your Child's Self-Esteem!
The Key to His Life. U.S.A.,
6 Co., Inc"
'f
1970
1
~
Fromm, Erich: Man For Himself.
& Winston, 1960
5.
Maslow, Abraham H.: Hotivation and
York, Harper & Bros., 1954.
6.
Jviead, Margaret:
"Culture and Personalit:y Development:
Human Capacities, 11 Explorations in HuE'an ?o~:e:c,tialities.
Springfield, IllTnois ~ · Charles c. · 'l'f:oic"as, ___ ..
Publisher, Spring, 1966.
7.
Hurphy, Gardner:
Human Potentialities.
Basic Books, Inc., 1961.
8.
Otto, Herbert A.:
Guide to Developing Your Pctential.
New York, Charles Scribner ,-s Sons-;-19 6-7.--·-----·--·---·
9.
f.obinson, Shaver,
"t.·:easures of Social Psycholog:i.cal
Attitudes of Self Esteem and Self Actualization. 11
Social Science Citation Index.
10.
New York, Holt,
Rin~hart
4- •
Per~~na1it~.·
Rogers, Carl R.:
On Becoming A Person.
"j 'I
,
l'vf • .C-f" • -;-----=;---1-'""--·--·--·--·t_._ ughton Ll. .L ~ l1n co. , .. 9 Ei.L.
New
New York,
Boston,
11. · Rosenberg, J"-forris:
Society and th~ Adolescent: Se1 fmage:
New Jersey, Prir;.cetc:on Unlversity P;_~ess, l9G·s.
35