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Unconditional self-acceptance group

Unconditional self-acceptance group. Xiaochun Zhu ( V ickey ). Have you ever seen such a student…. Verbalization of many personal weakness and few strengths. An expressed desire to become someone else. Feels disliked by peers. Feeling fearful of disappointing the parents, peers or teachers.

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Unconditional self-acceptance group

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  1. Unconditional self-acceptance group Xiaochun Zhu (Vickey)

  2. Have you ever seen such a student… • Verbalization of many personal weakness and few strengths. • An expressed desire to become someone else. • Feels disliked by peers. • Feeling fearful of disappointing the parents, peers or teachers. • Feels neglected or ignored by others. • Feels unable to meet own performance expectations. • ……

  3. Low self-esteem!

  4. What happens when self-esteem is low? • Depression. Lack sufficient coping resources (Deborah,2011). • Distress, hopelessness, and pathology (Orth, Robins, and Roberts, 2008). • Suicidal ideation was significantly related to level of self-esteem (Man, & Gutierrez, 2002). • A child has low self-esteem, a hundred people can tell him that he has done well but he will believe the one who says he needs to do better.

  5. What happens when self-esteem is high? • Reduce anxiety and anxiety-related defensive behavior (Pyszczynski, Greenberg, Solomon, Amdt, & Schimel, 2004). • An indicator of good mental health. • Increased Self-Esteem Reduces Mortality Salience Effects (Schmeichel, Gailliot, Filardo, McGregor, Gitter, & Baumeister, 2009).

  6. What is self-esteem? • Self-esteem is a primary factor in the building and maintenance of social and emotional well-being. • Self-esteem is about feeling lovable and feeling competent.

  7. Research facts: • The connection between Wellness and self-esteem has been established in the education, counseling, and adolescent development literature (Myers, Willse, & Villalba, 2009) . • A research reported that: women with physical disabilities in the intervention group showed significantly greater improvement on self-esteem (Hughes, Robinson, Taylor, Swedlund, & Nosek, 2004). • Compared with boys with nonmarried parents, boys with married parents had higher overall self-esteem, Parental marital status had no effect on girls' self-esteem. Family functioning was a very strong predictor of self-esteem for both sexes. However, family relational factors were more important to girls' self-esteem (Mandara, & Murray, 2000). • Men scored significantly higher than women on physical appearance, athletic, personal self and self-satisfaction self-esteem. Women scored higher than men on behavioral conduct and moral– ethical self-esteem (Gentile, Grabe, Dolan-Pascoe, Twenge, & Wells, 2009).

  8. Intervention program: Unconditional self-acceptance group It’s a brief, educational, group approach

  9. How does it work? Group member selection: 6 sessions: Session 1: introduction Session 2: goals Session 3: assessment Session 4: questioning Session 5: REI Session 6: ending • Administer a self-concept inventory to the student. • or the Piers-Harris Self Concept Scale • or the Coopersmith Self-Esteem Inventory. • 5-10 people

  10. Session 1: Introduction • Warm up introduce themselves to the group. Introduce group to them. • Group games: e.g. Me too.

  11. Session 2: Goals • Set goals with group members.

  12. Session 3: Assessment • Analyze a specific example of self-depreciation for each group member using the ABC framework, in turn to talk about the experience briefly to the rest of the group. • ABC framework: A stands for the activation events. B for the beliefs that the person holds about the event. C for the emotional and behavioral consequences of holding the belief. For example:   • A=thinking that I have played poorly in front of my basketball colleagues and they look down on me. • B= 1 I must not play poorly. 2 if they look down on me, it means that I am an insignificant person. • C=ashamed

  13. Session 4: Questioning • The believes at B are the heart of self-acceptance problems. • Teach the skills of questioning beliefs. What would be the healthy alternative belief? For example: B= 1, I don’t have to play well in front of my colleagues, but I’d prefer to do so. 2, If they look down on me, it wouldn’t prove that I am a insignificant person, but a fallible human being who could be think an insignificant person B= 1, I must not play poorly. 2, If they look down on me, it means that I am an insignificant person

  14. Session 5: REI • REI is rational-emotional imagery. Steps: • Ask the student to identify a specific negative, activation at A, about which he/she depreciated him/herself. • Ask the student to identify how he felt about this negative activating event. Agree on an emotion which is clearly an unhealthy negative emotion. • Ask the student to close his/her eyes and to vividly imagine the selected negative activation event. • Ask the student to really experience his unhealthy negative emotion at C., while still imagining the same A. • Ask the student to change his unhealthy negative emotional response to a healthy emotion while still imagining the same A. • Practicing REI for 6 minutes twice per day.

  15. Session 6: Ending • Evaluation • Share the experience. • Continue practicing ABC questioning and REI.

  16. reference • Hughes, R. B., Robinson-Whelen, S., Taylor, H. B., Swedlund, N., & Nosek, M. A. (2004). Enhancing Self-Esteem in Women With Physical Disabilities. Rehabilitation Psychology, 49(4), 295-302. doi:10.1037/0090-5550.49.4.295 • Schmeichel, B. J., Gailliot, M. T., Filardo, E., McGregor, I., Gitter, S., & Baumeister, R. F. (2009). Terror management theory and self-esteem revisited: The roles of implicit and explicit self-esteem in mortality salience effects. Journal Of Personality And Social Psychology, 96(5), 1077-1087. doi:10.1037/a0015091 • Gentile, B., Grabe, S., Dolan-Pascoe, B., Twenge, J. M., Wells, B. E., & Maitino, A. (2009). Gender differences in domain-specific self-esteem: A meta-analysis. Review Of General Psychology, 13(1), 34-45. doi:10.1037/a0013689 • De Man, A. F., & Gutiérrez, B. (2002). The relationship between level of self-esteem and suicidal ideation with stability of self-esteem as moderator. Canadian Journal Of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 34(4), 235-238. doi:10.1037/h0087176 • Pyszczynski, T., Greenberg, J., Solomon, S., Arndt, J., & Schimel, J. (2004). Why Do People Need Self-Esteem? A Theoretical and Empirical Review. Psychological Bulletin, 130(3), 435-468. doi:10.1037/0033-2909.130.3.435 • Orth, U., & Robins R. W. (2009). Disentangling the Effects of Low Self-Esteem and Stressful Events on Depression: Findings From Three Longitudinal Studies. Journal of personality and social psychology, 307-321

  17. Harmon-Jones, E., Simon, L., Greenberg, J., Pyszczynski, T., Solomon, S., & McGregor, H. (1997). Terror management theory and self-esteem: Evidence that increased self-esteem reduced mortality salience effects. Journal Of Personality And Social Psychology, 72(1), 24-36. doi:10.1037/0022-3514.72.1.24 • Man, A.F., & Gutierrez, B. I. (2002). The Relationship Between Level of Self-Esteem and SuicidalIdeation With Stability of Self-Esteem as Moderator.Canadian Journal of Behavioural Science, 2002, 34:4, 235-238 • Dryden, W. (2003). Managing low self-esteem .London ; Phiadelphia : Whurr Publishers, c2003. • Dryden, W. (1998). Developing self-acceptance : a brief, educational, small group approach . Chichester, England ; New York, NY, USA : Wiley, c1998. • Plummer, D. (2001). Helping children to build self-esteem : a photocopiable activities book / Deborah Plummer. London ; Philadelphia, PA : J. Kingsley Publishers, 2001. • Knapp, S. K., & Jongsma, A. E. (2002). The school counseling and school social work. Hoboken, New Jersey, 2002 • Mandara, J., & Murray, C. B. (2000). Effects of parental marital status, income, and family functioning on African American adolescent self-esteem. Journal Of Family Psychology, 14(3), 475-490. doi:10.1037/0893-3200.14.3.475

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