Development of self esteem

Self-esteem is “the attitudinal, evaluative component of the self; the affective judgments placed on the self-concept consisting of feelings of worth and acceptance which are developed and maintained as a consequence of awareness of competence and feedback from the external world

1. DEVELOPMENT OF SELF ESTEEM CHAIRPERSON: DR. PRASANTHI NATTALA PRESENTED BY: Mrs. AMRITA ROY M.SC PSYCHIATRIC NURSING NIMHANS,BANGALORE

2. “Probably the most important requirement for effective behavior, central to the whole problem, is self esteem.” ~Stanley Coopersmith

3. SELF ESTEEM

4. introduction

5. introduction

6. DEFINITION “The evaluation which the individual makes and customarily maintains with regard to himself; it expresses an attitude of approval and indicates the extent to which an individual believes himself to be capable, significant, successful and worthy.” (Coopersmith, 1967)

7. DEFINITION Self-esteem is “the attitudinal, evaluative component of the self; the affective judgments placed on the self-concept consisting of feelings of worth and acceptance which are developed and maintained as a consequence of awareness of competence and feedback from the external world.”   (Guindon, 2002)

8. SELF-ESTEEM CONTINUUM HEALTHY SELF ESTEEM HIGH SELF ESTEEM LOW SELF ESTEEM

9. DEVELOPMENT OF SELF ESTEEM

10. INTERACTING FORCES

11. FACTORS INFLUENCING SELF ESTEEM

12. FACTORS INFLUENCING SELF ESTEEM

13. PROCESSES INVOLVED

14. DEVELOPMENT OF SELF ESTTEEM ACROSS THE LIFE SPAN

15. Infancy Infants start building self-esteem as soon as they are born. They gradually learn that they are loved, as the people who care for them, consistently treats them gently, kindly, comfort them when they cry, and show them attention. How their parents or primary caregivers treat them sets the stage for later development of self-esteem.

16. Toddlerhood No clear understanding of self-esteem. Each time they learn a new skill they add to their sense of ability and comprehension of who they are. Toddlers learn about themselves by learning what they look like, what they can do, and where they belong. Toddlers see themselves through the eyes of their parents, family or primary caregivers.

17. Preschool Preschoolers have a clearer understanding of who they are and how they fit into the world they know. They develop their self-esteem in mostly physical ways, by comparing their appearance to that of other children, such as height, size, agility, and abilities. Preschoolers learn self-esteem in stages through developing their senses of trust, independence, and initiative.

18. School age A critical point in a child's development of self-esteem occurs when they start school. In the early school-age years, self-esteem depends on their physical appearance and characteristics and their ability to make friends with other children their own age. Stresses at home, such as parents arguing a lot, and problems at school, such as difficult lessons, being bullied, or not having friends, can have a negative impact on a child's self-esteem.

19. Adolescence Teenagers' self-esteem is often affected by the physical and hormonal changes they experience, especially during puberty. Body image is a major component in teenagers' self-esteem. Peer acceptance and relationships are important to children's social and emotional development and to their development of self-esteem.

20. Adulthood By adulthood self-esteem has changed from a mostly reactive phenomenon to one that can be consciously acted upon to either increase or decrease feelings of self worth. Adults are confronted by many situations that affect levels of self-esteem. success-failure experiences acceptance-rejection situations Romantic relationships, peer relationships, and relationships with family members can affect self-esteem.

21. Old Age Self-esteem declines in old age (around age 70). May also reflect a shift toward a more modest, humble, and balanced view of the self in old age. Alternate hypothesis: Older individuals may maintain their self-esteem and well-being because they are buffered against the adverse effects of various life transitions by a host of coping processes.

22. DEVELOPING A POSITIVE SELF ESTEEM

23. ANTECEDANT CONDITIONS Coopersmith (1981) identified the following antecedent conditions of positive self esteem:

24. ROLE OF PARENTS

25. BABIES Parents can lay the groundwork for healthy self-esteem by caring for baby gently, responding when baby cries and giving lots of cuddles and smiles. All of this tells baby that she is loved and lovable.

26. TODDLERS Let child know that you see her as clever, special and valued. Let toddler make reasonable decisions.  Give child the chance to say ‘no’. 

27. PRESCHOOLERS Balanced feedback is a good way to respond. This lets children feel pride in them, but sends the message that other people are important and can do things well too.

28. SCHOOL AGE CHILDREN Give extra love and cuddles at the end of the school day. Get involved in school life. Teach child about fair play. Give child the chance to try new activities and learn new things.

29. ROLE OF TEACHERS Patient when explaining expectations of homework, class work, etc Will not embarrass children when they make mistakes or when a child is having trouble grasping what is being taught Make themselves approachable Gain trust and show trust

30. ROLE OF TEACHERS Make school a positive environment and experience Maintain a positive attitude towards children and school Show understanding of the challenges school may bring to the child Respectful of a child’s differences and encourage respect from all children towards each other’s differences

31. ROLE OF TEACHERS Avoid making comments to a child that will make the child feel like they aren’t smart and talented Continuously provide opportunities for children to learn and succeed Listen to children when they express concerns or ideas Stay calm during challenging circumstances and avoid shouting in anger or frustration

32. FOCUS AREAS OF EMPHASIS

33. FOCUS AREAS OF EMPHASIS A SENSE OF SECURITY

34. FOCUS AREAS OF EMPHASIS

35. conclusion

36. APPENDICES

37. DISCUSSION

38. components According to Warren (1991): The ability to say that “I am important”, “I matter” and The ability to say “I am competent”, I have something to offer to others and the world.

39. components According to Braden (1969): Self-esteem is an essential human need that is vital for survival and normal, healthy development. Self-esteem arises automatically from within based upon a person's beliefs and consciousness. Self-esteem occurs in conjunction with a person's thoughts, behaviors, feelings, and actions.

40. MANIFESTATIONS OF SELF ESTEEM LOW SELF ESTEEM HIGH SELF ESTEEM Passive Assertive Excessively dependent Self directed Difficulty making decisions Makes decisions Hesitant to express views Expresses views well Critical to self Praises self Lack of self confidence Self confidence Blames others for shortcomings Assumes responsibilities Afraid of competitions and challenges Willing to take risks Lacks initiative Takes initiatives

41. GENDER DIFFERENCES IN SELF ESTEEM ACROSS THE LIFE SPAN

42. GENDER DIFFERENCES IN SELF ESTEEM A number of studies suggest that boys and girls diverge in their primary source of self-esteem girls being more influenced by relationships boys being more influenced by objective success. In terms of feelings about the self across the lifespan, women tend to have lower body image satisfaction than men.

43. THE TRAJECTORY OF SELF-ESTEEM ACROSS THE LIFESPAN

44. Childhood Young children have relatively high self-esteem, which gradually declines over the course of childhood. As children develop cognitively, they begin to base their self-evaluations on external feedback and social comparisons.

45. Adolescence Self-esteem continues to decline during adolescence. Researchers have attributed the decline to body image and other problems associated with the more academically challenging and socially complex context.

46. Adulthood Self-esteem increases gradually throughout adulthood, peaking sometime around the late 60s. Over the course of adulthood, individuals increasingly occupy positions of power and status, which might promote feelings of self-worth.