Session+3+-+Self+Esteem

= ​ Aims:=


 * To understand the importance of self esteem
 * Links with Maslow’s hierarchy of needs
 * A consideration of our own behaviours
 * Raising self esteem of pupils 

= Activity =


 * 1) How well do I support and relate to the pupils I work with?
 * 2) How do my professional relationships make me feel about myself and my role?
 * 3) What are the indicators that let me know I am valued?
 * 4) Who are the people important to me within my role?
 * 5) What does the term ‘self esteem’ mean to you?
 * 6) How would you define it?


 * Read the following statements – how do they compare with your own thoughts and experiences? **

// Self esteem is the respect and value of the self. It is the concept that there is real importance in what we do, think, feel and believe. // (White, in Bovair et al., 1993, p.100) 

//Self esteem is the ability to see oneself as capable and competent, loving, unique and valuable.// (Berne and Savary, 1981, p.xiv) 

//Self esteem arises from the discrepancy between the perceived self, or self concept (an objective view of the self) and the ideal self (what the person values, or wants to be like). A large discrepancy results in low self esteem, while a small discrepancy is usually indicative of high self esteem.// (Pope et al., 1988, p.4) 

//Self esteem is the individual’s evaluation of the discrepancy between self-image and ideal self. It is an affective process and is a measure of the extent to which the individual cares about this discrepancy.// (Lawrence, 1966, p.5) 

//the essence of self esteem is defined as a sense of://  (Tyrer et al, 2004, p.76) 
 * //competence //
 * // being valued //
 * // being loved //


 * Is there a definitive ‘low’ or ‘high’ to self esteem? **


 * Self esteem can be seen as a continuum**

= Activity =

Consider how a child assessed as having low self esteem may present in your class or school.

How would they:


 * Behave?
 * Respond to a task or instruction?
 * Relate to others?
 * Respond to change or new situations?

=Self Concept=

//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What the person thinks of himself / herself //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Self image: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What the person would like to be – their ‘ideal’ //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Ideal self: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Our perception of who we are, our own identity //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Combine to form: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> **Self concept:**

Three elements: How we think and connect thoughts How we feel and respond What we do and how we behave

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

= Activity =

Why do you think it is difficult to intervene/change self concept? Characteristics of self concept - Use the model in the handout to suggest strategies you might use for each case study child: Harry and Amber



=Links to Maslow's Heirarchy of Needs=

Maslow (1942), developed his theory that there is a heirarchy of needs which all humans need to meet or have met as we pass through a series of stages from basic physiological needs (food, shelter) to self actualisation:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

= Activity =

Do you support these stages in school? How? Give an example for each stage.

The handout below gives an example of a child who we might consider to have "low" self esteem and gives suggestions for TA strategies to support that child.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

= Activity =

Ask a colleague to observe you as you interact with pupils. Consider:

What body language do you adopt? What words do you choose to use? Do your words and gestures match? How do you communicate with colleagues in the situation? How do you use space and move around the classroom? Did you escalate any situation?


 * Reflect on the answers to the above: are there areas which you need to address in order to promote the self esteem of the pupils you work with? **