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Enhancing
Self-Esteem
in the classroom
3rd Edition
Denis Lawrence
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Enhancing Self-Esteem
in the Classroom
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Dr Denis Lawrence is a chartered educational psychologist and qualified
teacher with experience in primary and secondary schools as well as uni-
versity departments and colleges of education. He is now in private prac-
tice as a counsellor and educational consultant. This book is based on
research he has carried out over the last three decades both in Australia and
in the United Kingdom.
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Enhancing Self-Esteem
in the Classroom
Third edition
DENIS LAWRENCE
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(cid:1)Denis Lawrence 2006
First edition published 1988
Second edition published 1996
This third edition published 2006
Apart from any fair dealing for the purposes of research or
private study, or criticism or review, as permitted under the
Copyright, Designs and Patents Act, 1988, this publication
may be reproduced, stored or transmitted, in any form or by
any means, only with the prior permission in writing of the
publishers, or in the case of reprographic reproduction, in
accordance with the terms of licences issued by the Copyright
Licensing Agency. Enquiries concerning reproduction outside
those terms should be sent to the publishers.
Paul Chapman Publishing
A SAGE Publications Company
1 Oliver’s Yard
55 City Road
London EC1Y 1SP
SAGE Publications Inc
2455 Teller Road
Thousand Oaks, California 91320
SAGE Publications India Pvt Ltd
B-42, Panchsheel Enclave
Post Box 4109
New Delhi 110 017
Library of Congress Control Number: 2005934897
A catalogue record for this book is available from the British
Library
ISBN 10 1-4129-2110-4 ISBN 13 978-1-4129-2110-7
ISBN 10 1-4129-2111-2 ISBN 13 978-1-4129-2111-4 (pbk)
Typeset by Dorwyn Ltd, Wells, Somerset
Printed in Great Britain by T.J. International, Padstow,
Cornwall
Printed on paper from sustainable resources
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For my grandchildren, Sophie, Eve, Patrick, Lula and Lochie
whose joyful enthusiasm continually serves to enhance my own
self-esteem
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Learning begins in pleasure and thrives on curiosity.
(Baughman, 1919)
Through the enhancement of self-esteem we can achieve this goal
and also ensure effective learning.
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Contents
Acknowledgements xi
Foreword xii
Introduction xiv
l WHAT IS SELF-ESTEEM? 1
Clarifying the terminology 1
How self-esteem operates 8
The self-esteem hierarchy 11
The evidence for self-esteem enhancement 13
2 THE ROLE OF THE SELF-CONCEPT INSELF-ESTEEM
ENHANCEMENT 19
Misapprehension over the nature of self-esteem 20
Can children have too much self-esteem? 22
The child with the undeveloped self-image 23
The child with unrealistic self-image 25
The child with the weak ideal self 26
3 SELF-ESTEEM AND INDIVIDUAL DIFFERENCES 31
Origins of differences 32
Children’s reactions to individual differences 32
Physical differences 33
Specific learning difficulties 34
vii
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ENHANCING SELF-ESTEEM IN THE CLASSROOM
Hearing difficulties 35
Visual difficulties 36
General learning difficulty 36
Gender differences 37
Different ethnic groups 38
4 SIGNIFICANT INFLUENCES ON THE SELF-CONCEPT 41
Parental influences 41
Changes in family structure 43
Peer and sibling influences 43
Failure experiences 45
Media influences 46
Adolescence 46
Cultural identity 49
Other crises 50
5 ASSESSING SELF-ESTEEM 53
Measuring self-esteem 53
Behavioural checklist 56
The Lawrence self-esteem questionnaire (the Lawseq) 57
Other methods of assessment 62
6 ENHANCING SELF-ESTEEM WHILST TEACHING 67
Desirable personal qualities 68
Teacher self-esteem 74
Communication 74
Teacher’s preferred teaching style 79
Expectancy effects 80
Everyday contacts 80
7 SMALL GROUP ACTIVITIES TOENHANCESELF-ESTEEM 83
Aims and rationale 84
Introducing the activities 85
Trust activities 87
Recognizing and describing emotions 88
viii
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CONTENTS
Expression of emotions 89
Positive feedback 91
Taking risks 92
8 WHOLE-SCHOOL AND WHOLE-CLASS APPROACHES TO
ENHANCING SELF-ESTEEM 95
Whole-school approaches 95
Curriculum activities 97
Developing internal locus of control 97
Active tutorial work 98
Developing critical thinking skills 100
Developing a self-image 101
Respect for individual differences 101
Bullying 102
Cooperative behaviour 103
Assertive behaviour 104
Conflict resolution 107
Teaching relaxation 107
Setting goals 108
9 INDIVIDUAL PROGRAMME FOR ENHANCING SELF-ESTEEM 111
Rationale 112
Who should conduct the programme? 112
Using non-professionals 113
Selecting the child 114
Seeking parental permission 115
The status of the programme provider and the setting 115
Introducing the sessions to the child 115
Principles of the programme 116
Terminating the programme 121
A ten-week programme 122
Peer support and befriending programmes 124
ix
