Enhancing Self-esteem in the Classroom by Denis Lawrence
By Denis Lawrence
Clear factors of the terminology and concept in the back of vainness are provided, besides asВ many functional examples and important actions to take advantage of with childrens.
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Extra resources for Enhancing Self-esteem in the Classroom
Example text
However, it should be mentioned that research concludes that when a teacher is faced with children showing behavioural difficulties, no matter what sanctions or disciplinary measures the teacher may decide to use, the manner in which they are used is crucial with regard to the child’s selfesteem. Also, research concludes that self-esteem enhancement need not by any means be inconsistent with good discipline in the classroom. Children in any context who know where the boundaries to their behaviour lie, and how far they can go, generally feel more secure and are usually of higher self-esteem.
1999) Self-Esteem, Research, Theory and Practice (1999), 2nd edn, New York, Springer, pp. 141–56. Rosenburg, M. (1995) Global self-esteem and specific self-esteem: different concepts, different outcomes, American Sociological Review, Feb, Vol. 60, pp. 141–56. Stevens, R. ) (1995) Understanding the Self, London, Sage. qxd 22/01/2006 19:47 Page 19 2 The role of the self-concept in self-esteem enhancement Throughout this book a self-concept theory approach to teaching has been advocated. The principles underpinning this approach were outlined and discussed in the previous chapter.
For various reasons they may have developed a totally unrealistic ideal self and also an unrealistic self-image. What has become known as the narcissistic personality would come under this heading. A narcissistic person has a grandiose view of themselves as being superior and unique (Lowen, 2004). qxd 22/01/2006 19:47 Page 23 THE ROLE OF THE SELF-CONCEPT IN SELF-ESTEEM ENHANCEMENT regard that they become preoccupied with being admired by others. Most psychiatrists would probably regard this as a personality disorder but it could also be regarded as being at the end of a continuum of behaviour.