Self-Esteem Research, Theory, and Practice Toward a Positive ...

Major Self-Esteem Theories and Programs 129exercises into play in their approach to enhancing self-esteem, all of theseideas and activities are organized into a clear four-stage process or framework.Moreover, the authors stress that although each phase is a distinctstep on the path to enhancing self-esteem, they actually constitute asystem in which the whole process is greater than the sum of its parts.Hence, following it sequentially provides the maximum benefit.This process of enhancing self-esteem begins with the “identityphase.” This part of the process is the least well defined of the steps,probably because it involves the question of identity, which, as we saw inChapter 2, is a much larger one than self-esteem. However, the authorsdo offer a clear rationale for beginning here: “Initially in intervention, anindividual with low self-esteem needs to discover his/her own identity.Because of distorted perceptions, such persons rarely have a clear understandingof who they really are” (Frey & Carlock, 1989, p. 181). In additionto learning about oneself in some basic ways, this step allows for thefact that there are often obstacles that block awareness or self-experiencethat must be worked through to know about ourselves and our selfesteem.Accordingly, Frey and Carlock offer several standard exercises tohelp individuals engage in self-discovery such as values clarification activitiesand the like.Although the search for identity can probably be expanded indefinitely,at some point it is necessary to shift into the second stage, whichfocuses on developing an “awareness of strengths and weaknesses.” Thisstage concerns helping clients to develop an appreciation of their assetsand liabilities as persons. These activities generally focus on identifyingstrengths in a way that makes them meaningful to participants, althoughweaknesses are looked at too. This part of the work is necessary becauseindividuals with low self-esteem are usually practiced at ignoring theirassets and are good at focusing on their liabilities. Indeed, such resistanceis a constant problem in moving to higher levels of self-esteem, especiallyin the beginning. Two kinds of work characterize this stage. First, thefacilitator consistently offers positive feedback each time such an opportunitypresents itself. Of course, this feedback must be done on the basisof sincerity (it must be true) and concreteness (it should be clear and specific).The second kind of intervention involves altering how people filterinformation to help them take in information more accurately. This techniquerequires people to acknowledge the positive, as well as the negative,and to not exaggerate the significance of the latter or minimize theimportance of the former. Several activities are offered to assist in thisprocess, especially providing a supportive group environment and offeringpositive feedback experiences.The third stage, called the “nurturance phase,” is the most complex.The preceding step has the effect of developing a more positive sense of