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D. Self-Esteem
In general, positive experiences and fulfilling relationships
help raise self-esteem. Negative experiences and troubled relationships tend to
lower self-esteem. Self-esteem does not remain constant. It changes over time
and fluctuates in varying circumstances.
1. Guided discussion
* Break students into groups and ask them to discuss the
factors, both positive and negative, that affect self-esteem, under the
following headings. Assign one heading per group, then have them report back
after discussion.
 These topics may well
bring up hurtful memories, and your students may want to talk about them either
during or after class.
(See "Responding to Disclosures of
Abuse in Women's Lives," page 15.)
- At home: relationships with your partner, parents,
grandparents, brothers, sisters and other family members; experiences with
family from birth up to present day.
- In school: relationships with classmates, teachers,
administrators and counsellors; experiences with school work, extracurricular
activities, sports, discipline, etc.
- On the job: relationships with supervisors, co-workers,
employees; experiences with hiring, firing, promotions and levels of job
responsibilities, as well as your ability to juggle so many roles.
- Social life: relationships with friends, neighbors, boy
friends, girl friends; experiences with clubs, sports teams and hobbies.
- In society: relationships with members of different
cultures, races and religions; experiences with "standards" and images created
by others, for example in the media.
* After groups have discussed the topics, ask them to record
their responses on a chart and then open discussion to larger group.
*
Follow-up activities could include:
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* * * * * * * * * * * * * * * *
Be creative
with this exercise and feel free to expand the ideas and time allotted.
* * * * * * * * * * * * * * * *
Expect the
following: "accept challenges," "enrich your life," "maintain self-confidence,"
"remain flexible," "be the person you want to be," "enjoy others more fully,"
"offer more of yourself to the world."
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- Making collages from magazines representing each of the
headings and factors.
- Take a particular form of media, such as print or music, and
do a lesson around the messages sent, and how they can affect self-esteem.
- Challenge students to do a report on some aspect of
self-esteem that hits home to them. For example, they can look at themselves
and consider how their self-esteem is affected by the fact that they belong to
a particular group or groups, such as women, seniors, single parents,
stay-at-home mothers, unemployed, people of color, people with disabilities,
homeless or recently separated.
2. Brainstorm
* Brainstorm endings to the sentence "Feeling good about
yourself enables you to . . ."
3. List your strengths
* Ask students to make two lists, "What I Have" and "What I Can
Work With."
* Challenge students to look at each of those areas of their
lives and to set goals for themselves. |