Robert Reasoner President, International Council for Self-Esteem

What do we know about Self-esteem?

Self-esteem, defined as the disposition to experience oneself as competent to cope with lifeās challenges and being worthy of happiness, serves as a powerful motivational force and significantly affects our behavior. It can motivate us to take on challenges, to try harder or to persevere when faced with a difficult task. Conversely, it can lead us to withdraw or avoid challenging situations altogether. Threats to our level of self-esteem can also lead to lying or cheating to avoid exposing ourselves. In school it is not uncommon for children with low self-esteem to avoid trying for fear of failure and the resulting blow to their level of self-esteem.

Nathaniel Branden states, "I cannot think of a single psychological problem--from anxiety and depression, to fear of intimacy or of success, to alcohol or drug abuse, to spousal battering or child molestation, to suicide and crimes of violence--that is not traceable to the problem of a poor self-concept. Positive self-esteem is a cardinal requirement of a fulfilling life. There is overwhelming evidence, including scientific research findings, that the higher the level of an individualās self-esteem, the more likely that he or she will treat others with respect, kindness and generosity."

Low self-esteem has been identified as a major contributing factor to neurosis, anxiety, defensiveness, drug abuse, alcoholism, depression, teenage pregnancy, adolescent interpersonal problems as well as low academic achievement. Some believe it is the underlying psychological mechanism underlying all deviant behavior.

We know now that it is not possible to "give" others healthy self-esteem. It is possible to make them feel good, but self-esteem is more than just having happy feelings. Personal efficacy, a critical aspect of self-esteem, for example, is not developed through the simple incantation of capability. Saying something as if it is true should not be confused with believing that it is true. Telling young children that they are special or flattering them typically does not result in feelings of efficacy.

There is general agreement that the level of self-esteem of children can be enhanced when significant adults and peers treat them with respect, when there are strong feelings of trust, when their views, preferences, and opinions are considered, and where they have opportunities to make real decisions and choices about events and things that matter to them.

There are a variety of approaches to the enhancement of self-esteem in the school situation, though no research has been done on the comparative benefits of these different approaches. These approaches seem to fall into five categories:

• Cognitive approach
• Behavioral approach
• Experiential approach
• Skill developmental approach
• Environment approach

The cognitive approach focuses on changing the manner in which individuals view their experience, to help them view things positively rather than negatively. Thus, individuals are taught how to look for positive outcomes rather than negative aspects of their situation. They are taught that they have a choice in how they wish to perceive an event or experience, and that can be either positive or negative.

The behavioral approach teaches children to adopt specific behaviors so that they express themselves confidently so that others will relate to them in a positive manner. Activities focus on posture, voice, and the manner in which they deal with others. Through this approach many individuals who see themselves as victims take a more assertive approach and are no longer treated as victims.

The experiential approach designs activities or situations that enable individuals to experience their strengths, to relate to others in positive ways, and to receive positive feedback from others in order to develop a more positive sense of identity. An example of this approach is when a student is selected as "Student of the Day" and given positive feedback by members of the class.

The skill developmental approach focuses on the development of specific skills with the assumption that by functioning at a higher level individuals begin to achieve greater success and thereby enhance their self-esteem. These skills include communication skills, problem solving skills, conflict resolution skills, reading skills, goal setting skills, etc.

The environmental approach addresses all those aspects of a system, such as school climate, that provide a positive environment where individuals can become involved in decisions that directly affect them, set goals for themselves, receive encouragement and specific feedback regarding their progress, and be treated with respect. This approach creates an environment that enables individuals to use their "self powers,"empowering themselves and taking responsibility for their own self-esteem.

The most effective means for nurturing self-esteem is probably a judicious mix of all of these approaches rather than relying solely on one approach. The most important thing is that teachers, parents, and schools need to seek ways in enhance the self-esteem of young people to reduce at-risk behaviors and to increase the level of human functioning.

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