Self-esteem, grades and relationships

Variations

Level and quality of self-esteem, though correlated, remain distinct. One can exhibit low levels of high-quality self esteem and/or high levels of low-quality self esteem, resulting in 'fragile' self-esteem (as in narcissism) or low but stable self-esteem (as in humility). However, investigators can indirectly assess the quality of self-esteem in several ways:

ü in terms of its constancy over time (stability)

ü in terms of its independence of meeting particular conditions (non-contingency)

ü in terms of its ingrained nature at a basic psychological level (implicitness or automatized)

Positive indicators

People with a healthy level of self-esteem

§ firmly believe in certain values and principles, and are ready to defend them even when finding opposition, feeling secure enough to modify them in light of experience.

§ are able to act according to what they think to be the best choice, trusting their own judgement, and not feeling guilty when others don't like their choice.

§ do not lose time worrying excessively about what happened in the past, nor about what could happen in the future. They learn from the past and plan for the future, but live in the present intensely.

§ fully trusts in their capacity to solve problems, not hesitating after failures and difficulties. They ask others for help when they need it.

§ consider themselves equal in dignity to others, rather than inferior or superior, while accepting differences in certain talents, personal prestige or financial standing.

§ take for granted that he is an interesting and valuable person for others, at least for those with whom he has a friendship.

§ resist manipulation, collaborate with others only if it seems appropriate and convenient.

§ admits and accepts different internal feelings and drives, either positive or negative, revealing those drives to others only when they choose.

§ are able to enjoy a great variety of activities.

§ are sensitive to feelings and needs of others; respect generally accepted social rules, and claim no right or desire to prosper at others' expense.

Negative indicators

A person with low self-esteem may show some of the following symptoms:

v Heavy self-criticism, tending to create a habitual state of dissatisfaction with oneself.

v Hypersensitivity to criticism, which makes oneself feel easily attacked and experience obstinate resentment against critics.

v Chronic indecision, not so much because of lack of information, but from an exaggerated fear of making a mistake.

v Excessive will to please: being unwilling to say "no", out of fear of displeasing the petitioner.

v Perfectionism, or self-demand to do everything attempted "perfectly" without a single mistake, which can lead to frustration when perfection is not achieved.

v Neurotic guilt: one is condemned for behaviors which not always are objectively bad, exaggerates the magnitude of mistakes or offenses and complains about them indefinitely, never reaching full forgiveness.

v Floating hostility, irritability out in the open, always on the verge of exploding even for unimportant things; an attitude characteristic of somebody who feels bad about everything, who is disappointed or unsatisfied with everything.

v Defensive tendencies, a general negative (one is pessimistic about everything: life, future, and, above all, oneself) and a general lack of will to enjoy life.

Interventions

A number of interventions that attempt to improve self-esteem have been developed, implemented, and studied. These interventions have been tailored to address the unique characteristics of specific groups including adolescents, adults, and special populations. Some examples of these interventions include:

· FRIENDS Emotional Health Program - This intervention consists of 10 sessions that focus on teaching 9-10 year old children to replace unhelpful and anxiety producing thoughts with helpful thoughts. The intervention was developed to teach children to face and overcome challenges and problems. In order to do this children are introduced to a 7-step process: F-feeling worried? R- relax and feel good, I- inner thoughts, E- explore thoughts, N- nice work so reward yourself, D- don't forget to practice, S- stay calm, you know how to cope. Studies of the intervention performed in the US, UK, and Hong Kong have all shown significant increase in measures of self-esteem in children who participated in the program.

· Self-Esteem Enhancement Program (SEEP) Dalgas-Pelish reported that many decreases in self-esteem have been observed during the transition from elementary to middle school and therefore found that it is very important to provide preventative self-esteem interventions at a young age. The intervention included 4 lessons consisting of definitions of self-esteem, awareness of how the media and peers influence self-esteem, and activities related to the improvement of self-esteem. Factors affecting self-esteem that were taken into account include: gender, ethnicity, age, socioeconomic status, genetic size, health, home environment, relationships with parents, parenting style, and relationships with friends. Increases in measures of self-esteem were displayed among the children who participated. Increase was related to gender of the child, socioeconomic status, and the presence of friends. The largest increases were seen in girls, individuals with low socio-economic status, and children with friends.[20]

· Social Cognitive Training Intervention Barrett, Webster, Wallis developed an intervention that consisted of self talk and modification of negative thinking, use of positive thinking, communication, problem solving and perception, processes of instruction, coaching, modeling, rehearsal, self observation, group trainer and peer feedback, and praise. These techniques were intended to shape and reinforce new and improved skills. Participants also completed weekly homework assignments. Fifty-one students ages 13–16 participated in the intervention and showed significant increase in measures of self-esteem.

· I Am Super Self-Esteem Module - This intervention was developed in Québec, Canada by Tania Lacomte and colleagues in an effort to increase the self esteem of those suffering from psychosis, specifically individuals diagnosed with Schizophrenia. This 24 session, group therapy module is divided into 5 building blocks that assist individuals in developing their senses of: security, identity, belonging, purpose, and competence. One study conducted by Borras, et al. (2009) found that intervention participants displayed increases in self-esteem, self-assertion, and coping strategies as well as decreased negative automatic thoughts, and psychotic symptoms

Self-esteem, grades and relationships

From the late 1970s to the early 1990s many Americans assumed as a matter of course that students' self-esteem acted as a critical factor in the grades that they earn in school, in their relationships with their peers, and in their later success in life. Under this assumption, some American groups created programs which aimed to increase the self-esteem of students. Until the 1990s little peer-reviewed and controlled research took place on this topic.

Peer-reviewed research undertaken since then has not validated previous assumptions. Recent research indicates that inflating students' self-esteem in and of itself has no positive effect on grades. One study has shown that inflating self-esteem by itself can actually decrease grades. The relationship involving self-esteem and academic results does not signify that high self-esteem contributes to high academic results. It simply means that high self-esteem may be accomplished due to high academic performance.

"Attempts by pro-esteem advocates to encourage self-pride in students solely by reason of their uniqueness as human beings will fail if feelings of well-being are not accompanied by well-doing. It is only when students engage in personally meaningful endeavors for which they can be justifiably proud that self-confidence grows, and it is this growing self-assurance that in turn triggers further achievement."

High self-esteem correlates highly with self-reported happiness. However, it is not clear which, if either, necessarily leads to the other. Additionally, self-esteem has been found to be related to forgiveness in close relationships, in that people with high self-esteem will be more forgiving than people with low self-esteem.

Criticism and controversy

The concept of self-esteem has been criticized by different camps but notably by figures like Dalai Lama, Carl Rogers, Paul Tillich, and Alfred Korzybski.

The American psychologist Albert Ellis criticized on numerous occasions the concept of self-esteem as essentially self-defeating and ultimately destructive. Although acknowledging the human propensity and tendency to ego rating as innate, he has critiqued the philosophy of self-esteem as unrealistic, illogical and self- and socially destructive – often doing more harm than good. Questioning the foundations and usefulness of generalized ego strength, he has claimed that self-esteem is based on arbitrary definitional premises, and over-generalized, perfectionistic and grandiose thinking.[32] Acknowledging that rating and valuing behaviours and characteristics is functional and even necessary, he sees rating and valuing human beings' totality and total selves as irrational and unethical. The healthier alternative to self-esteem according to him is unconditional self-acceptance and unconditional other-acceptance. Rational Emotive Behavior Therapy is a psychotherapy based on this approach.

The Self-Respect Movementwas founded in 1925 by Periyar E. V. Ramasamy (also known as Periyar) in Tamil Nadu, India. The movement has the aim of achieving a society where backward castes have equal human rights, and encouraging backward castes to have self-respect in the context of a caste based society that considered them to be a lower end of the hierarchy. The movement was extremely influential not just in Tamil Nadu, but also overseas in countries with large Tamil populations, such as Malaysia and Singapore. Among Singapore Indians, groups like the Tamil Reform Association, and leaders like Thamizhavel G. Sarangapani were prominent in promoting the principals of the Self-Respect Movement among the local Tamil population through schools and publications.

A number of political parties in Tamil Nadu, such as DravidaMunnetraKazhagam (DMK) and All India Anna DravidaMunnetraKazhagam (AIADMK) owe their origins to the Self-respect movement, the latter a 1972 breakaway from the DMK. Both parties are populist with a generally social democratic orientation.