Methodologies for Enhancing the Self-Esteem of Students
Running head: METHODOLOGIES FOR ENHANCING THE SELF-ESTEEM OF STUDENTS
Methodologies for Enhancing the Self-Esteem of Students
Margaret Yu-Ming Wong (1155025389)
The Chinese University of Hong Kong
Guidance and Counseling in Schools (PGDP 5403F)
Instructor: Cheung Shuk Ha, Shandy Date of Submission: 10 December 2012
Methodologies for Enhancing the Self-Esteem of Students Many different things can be barriers of a student’s development as well as learning path and hinder students from developing a “healthy” self-esteem that one should have in order to attain a proper life and learning attitude and have a pleasant school life. Teachers should be well aware of the significance of students having positive self-esteem, which plays a key role in their decision-making and future planning (Branden, 1992). Regardless of the difficult background the student comes from, he or she is still able to develop healthy self-esteem (Lam, 2008) and it is possible for the teachers to nurture it in the students and promote it among the school. According to Professor Lam Man Ping, healthy self-esteem is based on different kinds of self-concepts, and there are three main kinds that we often encounter at school – academic, social and emotional, and physical. They impact upon one another and go hand in hand. Without a positive structure of self-concept, healthy self-esteem of students will not be possible, resulting in a chain of youth problems (Lam, 1994). “A healthy self-concept is the foundation of self-esteem as well as the key element for adolescents to achieve good adjustment in life. Void of a healthy self-concept may initiate the chain of problems which would join with the low self-concept to become a vicious cycle” (Lam, 1994, p. 43). The three main kinds of self-concepts will be discussed throughout the paper. The paper aims to cast an insight on how teachers can enhance the self-esteem of
Methodologies for Enhancing the Self-Esteem of Students
Margaret Yu-Ming Wong (1155025389)
The Chinese University of Hong Kong
Guidance and Counseling in Schools (PGDP 5403F)
Instructor: Cheung Shuk Ha, Shandy Date of Submission: 10 December 2012
Methodologies for Enhancing the Self-Esteem of Students Many different things can be barriers of a student’s development as well as learning path and hinder students from developing a “healthy” self-esteem that one should have in order to attain a proper life and learning attitude and have a pleasant school life. Teachers should be well aware of the significance of students having positive self-esteem, which plays a key role in their decision-making and future planning (Branden, 1992). Regardless of the difficult background the student comes from, he or she is still able to develop healthy self-esteem (Lam, 2008) and it is possible for the teachers to nurture it in the students and promote it among the school. According to Professor Lam Man Ping, healthy self-esteem is based on different kinds of self-concepts, and there are three main kinds that we often encounter at school – academic, social and emotional, and physical. They impact upon one another and go hand in hand. Without a positive structure of self-concept, healthy self-esteem of students will not be possible, resulting in a chain of youth problems (Lam, 1994). “A healthy self-concept is the foundation of self-esteem as well as the key element for adolescents to achieve good adjustment in life. Void of a healthy self-concept may initiate the chain of problems which would join with the low self-concept to become a vicious cycle” (Lam, 1994, p. 43). The three main kinds of self-concepts will be discussed throughout the paper. The paper aims to cast an insight on how teachers can enhance the self-esteem of
References: Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729–735. Branden, N. (1992). The Power of Self-Esteem: An Inspiring Look at Our Most Important Psychological Resource. Health Communications, Inc. Chaika, G. (2012). Ten Activities to Improve Students’ Self-Concepts. Education World. Diane L. G., & Lavon, W. (2008). Psychological Dynamics of Sport and Exercise (Third Edition): Physical self-concept affects achievement. Hitz, R., & Driscoll, A. (1988). Praise or encouragement? New insights into praise: Implications for early childhood teachers. Young Children, 6-13. LAM Man-Ping (1994). Asian Journal of Counselling: Low self-concept – Core of Student Problems. Vol. 3 Nos. 1&2, 43-56. Markus, H., & Wurf, E (1987). The Dynamic Self-Concept: A Social Psychological Perspective. Vol. 38, 299-337. 林孟平 (2008)。 。 香港: 商務印書館。