Google defines self-esteem as confidence in one's own worth or abilities; self-respect. Webster's dictionary defines self-esteem as confidence and satisfaction in oneself: self-respect. In psychology, the term self-esteem is used to describe a person's general feeling of self-worth or personal worth. In other words, how much you appreciate and love yourself. Self-esteem is often considered a personality trait, meaning that it tends to be stable and long-lasting. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay American philosopher and psychologist William James first summarized the concept of self-esteem with “the principles of psychology.” He suggested that self-assessment should be measured objectively in order to achieve a goal. Following James, American psychologist Abraham Maslow included self-esteem in his hierarchy of human needs, which is a theory in psychology proposed by Maslow in his 1943 article "A Theory of Human Motivation" in Psychological Review. His theory is represented in the form of a pyramid with the most important human needs at the bottom and self-actualization near the top. He believed that all needs had to be met to progress up the pyramid. He described two different forms of “esteem”: essentially an internal form and an external form. Respect from others in the form of recognition, achievement, and admiration are all external esteem needs, while things like self-love, self-confidence, skills or abilities are internal esteem needs. self-respect. According to Maslow, without the satisfaction of the need for self-esteem, individuals will be driven to seek it and unable to grow and flourish. Modern theories of self-esteem explore why humans are motivated to maintain high self-esteem. . The sociometer theory holds that self-esteem evolved to check one's level of status and acceptance in one's social group. Carl Rogers, a proponent of humanistic psychology, theorized that the root of many people's problems was that they hated themselves and considered themselves worthless and incapable of being loved. This is why Rogers believed in the importance of giving unconditional acceptance to a client, and when this was done, it could improve the client's self-esteem. During his therapy sessions with his clients, he offered positive feedback in every situation. the concept of self-esteem has since been approached in humanist psychology as an inalienable right of each person, summarized in the following: Every human being, without exception, by the simple fact that he is human, is worthy of unconditional respect of all the others; he or she deserves to esteem himself and to be esteemed. Thus, over the last 30 years, countless studies have been carried out on self-esteem; Additionally, many studies have been done in schools where self-esteem programs were aimed at students with low self-esteem. But do they work? Many people will say yes, I opt for the opposite. With each new generation that passes, society continues to make things softer and more delicate, so that no one is offended. Just take a look around you. Participation trophies, everyone is told they are special. This one really kills me. Is everyone special and unique? Well, if everyone was special or unique, that defeats its own purpose, doesn't it? The children's classrooms arefilled with teachers and parents telling young boys and girls that they are special and have something to contribute. Public schools have moved from the role of educating and instilling knowledge in our children to ensuring that everyone feels good about their journey to graduation. This is one of the reasons why Millennials face so much difficulty in the real world. This is also why the United States ranks so low compared to the rest of the world in education. Here's what my opposition says about school self-esteem programs. First study, a program designed to foster self-esteem in school-age children was developed in 1967 in cooperation with Dr. Stanley Coopersmith, one of the pioneers of the self-esteem movement. In 1975, a grant was received to conduct a research study in three experimental and three control elementary schools, using materials developed by Coopersmith and Reasoner. The study was conducted over a period of three years. MethodStaff members from the three experimental schools were oriented to the Building Self-Esteem program materials for use in each classroom. Three main instruments were used to measure changes in self-esteem and behavior: Behavioral and Academic Self-Esteem Assessment (BASE) Staff Self-Esteem Assessment (ASSE) Staff Observations Questionnaire . Results Results indicated that significantly greater gains were made in the three experimental schools. compared to control schools in students' academic self-esteem, as measured by the Coopersmith BASE at school. Level 001. The areas where the greatest gains have been made are: alertness to the learning environment, willingness to accept new risks, autonomy and independence in activities, demonstrating Initiative, initiating new ideas relating to classroom activities, social attention and attention to tasks in the company of the classroom is sought by peers. Results from the staff observation questionnaire indicated that the following changes in student behavior were noticed by staff. Improvement of the general climate of the school. More cooperative action in class. More cooperative play observed on the playing field. Significant decrease in the number of disciplinary problems. More involvement in school activities. Greater student leadership and experimental schools also reported that the program had a significant impact on professional staff as well. The following items from the staff self-esteem survey showed significant improvement in school climate for teachers: Teachers felt safer. Greater confidence in the administrator was expressed. Service sessions were viewed more positively. There was greater sharing of ideas and materials. There was more of a sense of cohesion among the staff. The skills were expressed. The pleasure of teaching was greater. As a result of this study, the Building Self-Esteem program was published in California by Consulting Psychologists Press at Stanford University and used in some California schools. Note that a better academic result was mentioned. Again, higher self-esteem does not equal or correlate with better academic performance. Another study was conducted by Borba (2005) using the same five self-esteem items in the Esteem Builders program over a two-year period in three public schools. representing a diversity of populations.