Promoting Self Esteem: Presented by Shilpa Hotakar MSC Nursing Dept of Psychiatric Nursing

PROMOTING SELF ESTEEM
PRESENTED BY
SHILPA HOTAKAR
MSC NURSING
DEPT OF PSYCHIATRIC NURSING
SELF CONCEPT
Self-concept is the cognitive or thinking component of the
self, and generally refers to the totality of a complex,

organized, and dynamic system of learned beliefs,
attitudes and opinions that each person holds to be true
about his or her personal existence (Huitt, 2004).
COMPONENTS OF SELF-CONCEPT
Physical Self or Body Image
Personal Identity
Self-Esteem
Physical Self or Body Image
 An individual’s body image is a subjective perception of one’s
physical appearance based on self-evaluation and on reactions and

feedback from others. Gorman, Raines, and Sultan (2002) state:
Body image is the mental picture a person has of his or her own
body. It significantly influences the way a person thinks and feels
about his or her body as a whole, its functions, and the internal and
external sensations associated with it. It also includes perceptions
of the way others see the person’s body and is central to self-
concept and self-esteem.
An individual’s body image may not necessarily coincide
with his or her actual appearance. For example,

individuals who have been overweight for many years
and then lose weight often have difficulty perceiving of
themselves as thin. They may even continue to choose
clothing in the size they were before they lost weight.
A disturbance in one’s body image may occur with
changes in structure or function. Examples of

changes in bodily structure include amputations,
mastectomy, and facial disfigurements. Functional
alterations are conditions such as colostomy,
paralysis, and impotence. Alterations in body
image are often experienced as losses.
PERSONAL IDENTITY
This component of the self-concept is composed of the
moral–ethical self, the self-consistency, and the self

ideal/self-expectancy. The moral–ethical self is that aspect of
the personal identity that evaluates who the individual says he
or she is.
This component of the personal self observes, compares, sets
standards, and makes judgments that influence an individual’s

self-evaluation.
Self-consistency is the component of the personal identity
that strives to maintain a stable self-image. Even if the self-
image is negative, because of this need for stability and self-
consistency, the individual resists letting go of the image
from which he or she has achieved a measure of constancy.
Self-ideal/self-expectancy relates to an individual’s perception
of what he or she wants to be, to do, or to become. The concept

of the ideal self arises out of the perception one has of the
expectations of others. Disturbances in self-concept can occur
when individuals are unable to achieve their ideals and
expectancies.
SELF-ESTEEM
Self-esteem refers to the degree of regard or respect that individuals
have for themselves and is a measure of worth that they place on

their abilities and judgments.
Warren (1991) states:
Self-esteem breaks down into two components:
(1) The ability to say that “I am important,” “I matter,” and
(2) The ability to say “I am competent,” “I have something to offer to
others and the world.

Maslow (1970) postulates that individuals must achieve a
positive self-esteem before they can achieve self
actualization (see Chapter 2). On a day-to-day basis, one’s
self-value is challenged by changes within the
environment. With a positive self-worth, individuals are
able to adapt successfully to the demands associated with
situational and maturational crises that occur. The ability
to adapt to these environmental changes is impaired when
individuals hold themselves in low esteem.
Self-esteem is very closely related to the other components
of the self-concept. Just as with body image and personal
identity, the development of self-esteem is largely
influenced by the perceptions of how one is viewed by
significant others. It begins in early childhood and
vacillates throughout the life span
DEVELOPMENT OF SELF-ESTEEM
How self-esteem is established has been the topic of

investigation for a number of theorists and clinicians. From
a review of personality theories, Cooper smith (1981)
identified the following antecedent conditions of positive
self-esteem.
POWER
SIGNIFICANCE
VIRTUE
CONSISTENTLY SET LIMITS.
COMPETENCE
 Power.It is important for individuals to have a feeling of control over their own life
situation and an ability to claim some measure of influence over the behaviors of
others.
 Significance. Self-esteem is enhanced when individuals feel loved, respected,

and cared for by significant others.
 Virtue. Individuals feel good about themselves when their actions reflect a set of
personal, moral, and ethical values.
 Competence. Positive self-esteem develops out of one’s ability to perform
successfully or achieve self expectations and the expectations of others.
 Consistently set limits. A structured lifestyle demonstrates acceptance and

caring and provides a feeling of security.
Warren (1991) outlined the following focus areas to be
emphasized by parents and others who work with children when
encouraging the growth and development of positive self-esteem:
1. A Sense of Competence
2. Unconditional Love
3. A Sense of Survival.
4. Realistic Goals
5. A Sense of Responsibility
6. Reality Orientation
A Sense of Competence
Everyone needs to feel skilled at something. Warren
(1991) states, “Children do not necessarily need to be
THE best at a skill in order to have positive self-esteem;
what they need to feel is that they have accomplished
their PERSONAL best effort.”

Unconditional Love
Children need to know that they are loved and
accepted by family and friends regardless of success or
failure. This is demonstrated by expressive touch,
realistic praise, and separation of criticism of the
person from criticism of the behavior.

A Sense of Survival
Everyone fails at something from time to time. Self-
esteem is enhanced when individuals learn from failure
and grow in the knowledge that they are stronger for
having experienced it.

Realistic Goals.
Low self-esteem can be the result of not being able to
achieve established goals. Individuals may “set
themselves up” for failure by setting goals that are
unattainable. Goals can be unrealistic when they are
beyond a child’s capability to achieve, require an
inordinate amount of effort to accomplish, and are

A Sense of
Responsibility
Children gain positive self-worth when they are
assigned areas of responsibility or are expected to
complete tasks that they perceive are valued by others.

Reality Orientation. Personal limitations abound
within our world, and it is important for children to
recognize and achieve a healthy balance between what
they can possess and achieve, and what is beyond their
capability or control.
Other factors that have been found to be influential in the
development of self-esteem include:

1. The Responses of Others. The development of self esteem
can be positively or negatively influenced by the responses of

others, particularly significant others, and by how individuals
perceive those responses.
2. Hereditary Factors. Factors that are genetically determined,
such as physical appearance, size, or inherited infirmity, can

have an effect on the development of self-esteem.
3. Environmental Conditions. The development of
self-esteem can be influenced by demands from the
environment. For example, intellectual prowess may
be incorporated into the self-worth of an individual
who is reared in an academic environment.

Promoting Self Esteem: Presented by Shilpa Hotakar MSC Nursing Dept of Psychiatric Nursing

Uploaded by

Copyright:

Available Formats

Promoting Self Esteem: Presented by Shilpa Hotakar MSC Nursing Dept of Psychiatric Nursing

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Promoting Self Esteem: Presented by Shilpa Hotakar MSC Nursing Dept of Psychiatric Nursing

Uploaded by

Copyright:

Available Formats

PROMOTING SELF ESTEEM

self, and generally refers to the totality of a complex,

physical appearance based on self-evaluation and on reactions and

with his or her actual appearance. For example,

changes in structure or function. Examples of

moral–ethical self, the self-consistency, and the self

standards, and makes judgments that influence an individual’s

of what he or she wants to be, to do, or to become. The concept

have for themselves and is a measure of worth that they place on

Self-esteem breaks down into two components:

(1) The ability to say that “I am important,” “I matter,” and

(2) The ability to say “I am competent,” “I have something to offer to

others and the world.

How self-esteem is established has been the topic of

 Significance. Self-esteem is enhanced when individuals feel loved, respected,

personal, moral, and ethical values.

 Competence. Positive self-esteem develops out of one’s ability to perform

successfully or achieve self expectations and the expectations of others.

 Consistently set limits. A structured lifestyle demonstrates acceptance and

Everyone needs to feel skilled at something. Warren

(1991) states, “Children do not necessarily need to be

THE best at a skill in order to have positive self-esteem;

what they need to feel is that they have accomplished

their PERSONAL best effort.”

Children need to know that they are loved and

accepted by family and friends regardless of success or

failure. This is demonstrated by expressive touch,

realistic praise, and separation of criticism of the

person from criticism of the behavior.

Everyone fails at something from time to time. Self-

esteem is enhanced when individuals learn from failure

and grow in the knowledge that they are stronger for

having experienced it.

achieve established goals. Individuals may “set

themselves up” for failure by setting goals that are

unattainable. Goals can be unrealistic when they are

beyond a child’s capability to achieve, require an

inordinate amount of effort to accomplish, and are

assigned areas of responsibility or are expected to

complete tasks that they perceive are valued by others.

development of self-esteem include:

can be positively or negatively influenced by the responses of

such as physical appearance, size, or inherited infirmity, can

self-esteem can be influenced by demands from the

environment. For example, intellectual prowess may

be incorporated into the self-worth of an individual

who is reared in an academic environment.

You might also like