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

to try, they receive feedback about their attempts, and clients apply thenew alternatives to real life until the new skills become habitual. Suchtechniques make good theoretical and practical sense in a learning-basedprogram because skill acquisition takes time and practice. Including reallifeexperiences into treatment means that learning may occur even afterthe program ends. In fact, “booster” sessions are recommended to “meetwith the child to reassess his ability to use his new skills in a way whichenhances his self-esteem” (Pope et al., 1988, p. 139).SummaryMajor Self-Esteem Theories and Programs 135There is also much to be said for this self-esteem enhancement system.First and foremost is what computer programmers call its “transparency.”The steps and procedures are extraordinarily systematic in that there is aclear, logical connection between the recommended exercises or activitiesand well-respected cognitive-behavioral therapeutic techniques, such asusing positive reinforcement, teaching problem solving, and modifyingself-talk. In addition, the program is structured in a stepwise fashion. Thisprocess makes it possible to track progress by comparing initial base ratingswith final outcomes. A final strength of this approach is that it isdesigned to intervene in childhood, which could make it more effective inthe long run because of the potential for prevention as well as treatment.Bednar, Wells, and Peterson: Enhancing Self-EsteemCognitivelyBasic IdeasThe self-esteem enhancement system found in Self-Esteem: Paradoxesand Innovations in Clinical Theory and Practice (1989) by Bednar andcolleagues is based on two perspectives. The first consists of conceptsfound in modern information-processing psychology, which makes it acognitive approach. The second set of ideas concerns a theory of psychopathologyand its treatment that is based on a combination of cognitiveand existential thought. After defining self-esteem as a feeling ofself-approval, Bednar and colleagues go on to say that it is a dynamicphenomenon that develops as a result of the cognitive processes of feedback,circularity, and self-regulation.Our model of self-esteem is based on four underlying assumptions,each of which involves feedback about personal and interpersonalacceptability. . . . In brief, feedback is a special type of information thatcan describe, evaluate, or influence performance: in our case, humanbehavior. (1989, p. 91)