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

134 SELF-ESTEEM RESEARCH, THEORY, AND PRACTICEclinician should assess and understand the individual’s cognitive and selfevaluativestyles. In other words, the therapist should develop a sense ofthe subject’s “private speech” or habitual thinking patterns, especiallythose that concern the standards by which the person judges his or herbehavior. In short, the assessment process is a crucial one for this enhancementapproach. Not only does it let the therapist know with whom he orshe is dealing so that the program can be individualized for the client, butaccurate assessment also gives ideas about what is realistically possible.This enhancement program aims to increase self-esteem by teachingthe individual new, age-appropriate skills designed to help him or herhandle the demands and problems of life more effectively. Pope and colleaguesrecommend that the clinician share this intent with the client inlanguage that he or she will understand so the individual can be a partnerin this process. The clinician and client contract to meet together on a regularbasis to do this kind of learning. One or two 30-minute sessions perweek are recommended for younger children, and one or two 60-minutesessions per week for older clients. Pope and colleagues also point out thatthe program may be offered in group or individual settings. In either case,the therapeutic activity is structured in two ways. First, the process isbroken up into eight segments, each of which focuses on a certain kind ofbehavioral, cognitive, or social skill related to self-esteem. These skill areasare learning to solve social problems, developing positive self-statements,using a realistic attributional style, increasing self-control, setting appropriatestandards, developing social understanding and social skills,increasing communication skills, and improving body image. The authorsmake it clear that the eight skill areas are arranged in a particular orderand that following this sequence is a crucial part of the program (Pope etal., 1988, p. 41). So important is this point that it is stressed in the introductionto the program and then again as the major point of the book’safterword.Second, the format for all the activities associated with any of theareas is structured in a consistent way. In other words, each area becomesa program module. These modules always begin with an assessment of theindividual’s skills, abilities, and potential in each particular area so thatthe therapist knows what is needed and what is possible. Once the particularskills that are needed are identified, they are taught by following specificexercises. Then, the “homework” is assigned to the client, a techniquethat reinforces the new material and helps transfer it to the real world.Although all the modules are structured in the same way, an individualmay need less time in one area and more in another until a satisfactorydegree of progress occurs, so help is individualized. Note that thisprogram relies heavily on what behavioral therapists call “homework,”which means that problems are identified, clients are given new alternatives