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

Major Self-Esteem Theories and Programs 133developmental context of self-esteem. Their program recognizes thatthere are relatively specific, age-related, developmental factors in the fiveareas mentioned earlier that affect self-esteem. This realization meansthat it is necessary to tailor intervention strategies toward the cognitiveand behavioral skill level of the client. At the same time, it is recognizedthat each individual is unique. Children and adolescents (as well asadults) have personal preferences, different environments, and individualtalents or deficits that must be considered in creating an effective selfesteemenhancement program. In other words, the program dependsheavily on rigorous psychological assessment.System and TechniquesThe program begins with a detailed assessment process aimed at identifyingan individual’s particular self-esteem problems, needs, and potentials.Interviews with the child and significant others, actual observationsof the client in his or her natural environments while engaged in everydayactivities, and psychological tests are all methods of gathering informationthat are recommended by the authors. The assessment processaims at identifying which basic type of self-esteem problem appears tobe present and determining how serious it is, both of which involve aperson’s global self-esteem. The other four areas (social esteem, academicesteem, how one is esteemed as a family member, and one’s feelingsabout body image) are evaluated as well, making the assessmentcomprehensive.Pope and colleagues recommend using standard tests, such as thePiers–Harris (1969), to assess general self-esteem problems and issues.They also recognize that assessing specific areas like those mentioned earlierare more difficult, mainly because that involves creating specific agebasednorms for each domain, and because human development can varyconsiderably in any one of them. The authors are also sensitive to suchfactors as gender and self-esteem, as well as cultural diversity (althoughthat term is not used) and self-esteem. Hence, they strongly recommendtalking to others involved in the child’s life: Such sources of information,especially that which is obtained from family and schoolteachers,can reveal important things about how a child lives out academic,social, familial, and physical issues that may not be apparent in thetherapy hour.In addition to identifying self-esteem problems, a good assessmentincludes understanding the individual’s particular strengths (Fischer,1986). This part of the process is important because it is easier to designactivities or experiences that are more likely to be successful and rewardingif we work with existing skills. Finally, the authors suggest that the