1. Self-Esteem Natalie Godoy February 17, 2011 Dr. Coleman

2. Self-Esteem Self-esteem is defined as “appreciating one’s own worth and importance and having the character to be accountable for oneself and to act responsibly toward others” (California State Department of Education, 1990) Self-esteem is defined as “appreciating one’s own worth and importance and having the character to be accountable for oneself and to act responsibly toward others” (California State Department of Education, 1990) Self-esteem is generally considered to be a person’s measure of his or her own worth and competence (McDonnall, and Crudden, 2009). Self-esteem is generally considered to be a person’s measure of his or her own worth and competence (McDonnall, and Crudden, 2009). Student’s belief in themselves and their abilities is a tremendous protective factor against the different components that put them at risk. Student’s belief in themselves and their abilities is a tremendous protective factor against the different components that put them at risk.

3. School and Self-Esteem When children enter school, their self-concept is already substantially formed, primarily through the influence of family. When children enter school, their self-concept is already substantially formed, primarily through the influence of family. Although nothing impacts the development of a child’s self-esteem as significantly as the family, the impact of the school and of the school environment cannot be overlooked. Although nothing impacts the development of a child’s self-esteem as significantly as the family, the impact of the school and of the school environment cannot be overlooked. Schools can offer alternative support so that the child is equipped to develop a safeguard to cope with life stresses Schools can offer alternative support so that the child is equipped to develop a safeguard to cope with life stresses

4. The Educator’s Affect on Students Albert Bandura’s social learning theory supports the impact of factors such as the attitudes and relationships between the child and school personnel, especially teachers (Scott, 1999, p. 2). Albert Bandura’s social learning theory supports the impact of factors such as the attitudes and relationships between the child and school personnel, especially teachers (Scott, 1999, p. 2). According to Bandura, children learn by observing many models (Hergenhahn & Olson, 1999). In turn, these models have a powerful influence on beliefs, attitudes and behaviors (Scott, 1999, p. 2). According to Bandura, children learn by observing many models (Hergenhahn & Olson, 1999). In turn, these models have a powerful influence on beliefs, attitudes and behaviors (Scott, 1999, p. 2).

5. The Educator’s Affect on Students All youth are capable of growing up properly and avoiding trouble if they can be attached to a variety of social resources that facilitate healthy development and discourage harmful behavior (Butts, Mayer, and Ruth, 2005). All youth are capable of growing up properly and avoiding trouble if they can be attached to a variety of social resources that facilitate healthy development and discourage harmful behavior (Butts, Mayer, and Ruth, 2005). Teachers and other school personnel are tremendous factors that can encourage a child to engage in meaningful activities, influence students to strive for goals, excite and enthuse children to learn, and develop and maintain students’ self –esteem. Teachers and other school personnel are tremendous factors that can encourage a child to engage in meaningful activities, influence students to strive for goals, excite and enthuse children to learn, and develop and maintain students’ self –esteem. As a school psychologist, what are some of the things you can do to increase students’ self- esteem?

6. The Impact of School Administrators, Counselors, and Teachers As a school-related variable, the impact of school personnel and the behaviors and values they model cannot be ignored. As a school-related variable, the impact of school personnel and the behaviors and values they model cannot be ignored. The impact that most school administrators have on student self-esteem is indirect and attitudinal. This kind of impact can be especially powerful because of its potent trickle-down effect. The impact that most school administrators have on student self-esteem is indirect and attitudinal. This kind of impact can be especially powerful because of its potent trickle-down effect.

7. School Personnel and Student Self-Esteem School personnel (including school psychologists) have the capabilities to help students harness and develop their self-esteem School personnel (including school psychologists) have the capabilities to help students harness and develop their self-esteem Early interventions lead to gains for children, particularly those at risk of low achievement (Evangelou, 2006). Early interventions lead to gains for children, particularly those at risk of low achievement (Evangelou, 2006). recognizing low self-esteem at an early onset or the factors that may contribute, teachers and schools can help an at-risk child further succeed recognizing low self-esteem at an early onset or the factors that may contribute, teachers and schools can help an at-risk child further succeed It is critical to recognize when a student is suffering from low self-esteem and as a teacher one should know different warning signs. It is critical to recognize when a student is suffering from low self-esteem and as a teacher one should know different warning signs. A student’s attitude toward school can have a significant effect on their self- esteem. A student’s attitude toward school can have a significant effect on their self- esteem. Relationships and interactions between youth and trusted adults are one of the key mechanisms through which healthy development occurs (Butts, Mayer, and Ruth 2005) Relationships and interactions between youth and trusted adults are one of the key mechanisms through which healthy development occurs (Butts, Mayer, and Ruth 2005)

8. An Educator’s Role in Student’s Self-Esteem It is essential that teachers are conscious of their students’ emotional intelligence but also their own personal emotional intelligence It is essential that teachers are conscious of their students’ emotional intelligence but also their own personal emotional intelligence The motivation, excitement, enthusiasm, and care of a teacher will really rub off on a class The motivation, excitement, enthusiasm, and care of a teacher will really rub off on a class When a teacher is aware of sensitive times in the brain’s development that affect emotional development in students it may help guide the teachers to set high self-esteem levels in children at a young age When a teacher is aware of sensitive times in the brain’s development that affect emotional development in students it may help guide the teachers to set high self-esteem levels in children at a young age A teacher’s ability to connect with students individually, excite them, and show empathy towards them can really help develop a student’s interest in school and self-esteem. A teacher’s ability to connect with students individually, excite them, and show empathy towards them can really help develop a student’s interest in school and self-esteem. (Helm, 2007) (Helm, 2007)

9. The Impact of School Administrators, Counselors, and Teachers According to Bandura, children learn by observing many models (Hergenhahn & Olson, 1999). In turn, these models have a powerful influence on beliefs, attitudes and behaviors (Scott, 1999, p. 2). According to Bandura, children learn by observing many models (Hergenhahn & Olson, 1999). In turn, these models have a powerful influence on beliefs, attitudes and behaviors (Scott, 1999, p. 2). Albert Bandura’s social learning theory supports the impact of factors such as the attitudes and relationships between the child and school personnel, especially teachers (Scott, 1999, p. 2). Albert Bandura’s social learning theory supports the impact of factors such as the attitudes and relationships between the child and school personnel, especially teachers (Scott, 1999, p. 2). This suggests that school personnel serve as a role model for students. This suggests that school personnel serve as a role model for students.

10. English Language Learners For students who do not speak English as their first language, there is a connection to low self-esteem. For students who do not speak English as their first language, there is a connection to low self-esteem. Struggles to stay on track or be typical of their peers are escalated through their attempt to adapt to another language Struggles to stay on track or be typical of their peers are escalated through their attempt to adapt to another language People that view their own ethnic group as favorable and maintain a union within that group can also be expected to have positive feelings about themselves and have high self-esteem People that view their own ethnic group as favorable and maintain a union within that group can also be expected to have positive feelings about themselves and have high self-esteem How might your own self-esteem influence students?

11. Students With Disabilities Children with disabilities may have a higher risk for low self-esteem because there is a lot of emphasis placed on trying to ‘fix’ what they cannot do, like walking speaking, reading (Mulholland, 2008) Children with disabilities may have a higher risk for low self-esteem because there is a lot of emphasis placed on trying to ‘fix’ what they cannot do, like walking speaking, reading (Mulholland, 2008) Children naturally compare themselves to other children in situations of academics and athletics Children naturally compare themselves to other children in situations of academics and athletics Since children of disabilities may have deficiencies in these areas, their comparisons can create a negative self-esteem Since children of disabilities may have deficiencies in these areas, their comparisons can create a negative self-esteem Self-esteem has been associated with positive outcomes for people with disabilities who were served by the vocational rehabilitation system (McDonnall and Crudden, 2009). Self-esteem has been associated with positive outcomes for people with disabilities who were served by the vocational rehabilitation system (McDonnall and Crudden, 2009).

12. The Role of the School Psychologist School Psychologist should be aware that low self-esteem is quite common in students and know how to recognize it in order to help reach out to students. School Psychologist should be aware that low self-esteem is quite common in students and know how to recognize it in order to help reach out to students. Children are in a school setting more waking hours during their day than outside of school or any other setting. Therefore, it is crucial to establish a connection for students to school. Children are in a school setting more waking hours during their day than outside of school or any other setting. Therefore, it is crucial to establish a connection for students to school. If teachers, coaches, guidance counselors, or administrators show an interest in a student and develop a relationship with them the student may feel more self-worth and motivation to strive further If teachers, coaches, guidance counselors, or administrators show an interest in a student and develop a relationship with them the student may feel more self-worth and motivation to strive further

13. The Role of the School Psychologist Teachers can use classroom management routines that establish consistency in expectations in regards to student attendance and behavior (Cox and Williams, 2008) Teachers can use classroom management routines that establish consistency in expectations in regards to student attendance and behavior (Cox and Williams, 2008) Teachers may be trained to increase opportunities for students and their involvement within the classroom and school Teachers may be trained to increase opportunities for students and their involvement within the classroom and school They should reward students for their involvement, and encourage cooperative learning and interactions among students They should reward students for their involvement, and encourage cooperative learning and interactions among students School psychologists should be aware that their own self- esteem is model for students and embrace their own culture. School psychologists should be aware that their own self- esteem is model for students and embrace their own culture.

14. Works Cited Evangelou, M. (2006). Self-esteem of children at risk of educational underachievement: findings from the longitudinal evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick Evangelou, M. (2006). Self-esteem of children at risk of educational underachievement: findings from the longitudinal evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick Helm, C. (2007). Whats new in...teacher dispositions affecting self-esteem and studentperformance. Clearing House, 109-110. Helm, C. (2007). Whats new in...teacher dispositions affecting self-esteem and studentperformance. Clearing House, 109-110. Hergenhahn, B. R. & Olson, M. H. (1999). An introduction to theories of personality. (5th ed.). Upper Saddle River, NJ: Prentice Hall, Inc. Hergenhahn, B. R. & Olson, M. H. (1999). An introduction to theories of personality. (5th ed.). Upper Saddle River, NJ: Prentice Hall, Inc. Scott, C. G. (1999). Modeling self-esteem: The potential impact of school personnel on students. Professional School Counseling. 2(5), 367-373, Retrieved May 14, 2003, from Ebscohost Database. Scott, C. G. (1999). Modeling self-esteem: The potential impact of school personnel on students. Professional School Counseling. 2(5), 367-373, Retrieved May 14, 2003, from Ebscohost Database. Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation. Journal of Sport and Exercise Psychology, 30, 222-239. Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation. Journal of Sport and Exercise Psychology, 30, 222-239.