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

138 SELF-ESTEEM RESEARCH, THEORY, AND PRACTICElevels of self-esteem, which, in turn, should generate healthier, morerewarding functioning. Instead of a vicious cycle, the same dynamics offeedback, circularity, and self-regulation set up a virtuous one.System and TechniquesThe central task in enhancing self-esteem is to reduce the degree to whicha person engages in behavior (including thoughts and feelings) that promotesavoiding problems and to simultaneously strengthen the individual’scapacity to cope with them. Because Bednar and colleaguesrecognize that there are affective, behavioral, and cognitive factors thatmake up experience, they structure clinical activities so that interventionoccurs on all three levels: “The easiest way to do this is to deal with psychologicalevents as they occur in the ‘here-and-now,’ which allowsimmediate access to the thoughts and feelings that accompany behavior asit occurs” (Bednar, Wells & Peterson, 1989, p. 173). This present-centeredfocus is characteristic of existential encounters.In short, the therapeutic methods used to enhance self-esteem in thisapproach emphasize “experiential” learning, which means that the therapyfocuses on how the client actually avoids conflicts and problems,especially as they arise in the actual therapy session,Experiential learning, then, is the crucial consideration in helpingclients come to a fuller realization of their self-defeating patterns ofavoidance. We are continually looking for opportunities during thetherapy hour to “catch” the client fully engaged in a “Catch-22,” orparadox. Our assumption is that when personal learning takes placesimultaneously at a cognitive, behavioral, and affective level, it hasmore psychological impact than when these domains are insulatedfrom each other. (Bednar, Wells & Peterson, 1989, p. 174)The process of change this program offers involves mastering fourreasonably specific, indispensable steps. First, it is necessary to identifythe client’s dominant avoidance patterns of dealing with conflict, anxiety,or psychological threat. The therapist attempts to do so by observinghow the client engages in avoidance here-and-now in the sessions. Theaim is to have the client come to see these patterns for what they are,which involves pointing out the avoidant pattern of behavior. The therapistasks the client to name or label the way he or she closes off dealingwith conflict honestly. Each such pattern is identified in this way so thatthe client develops a sense of ownership for his or her own ways of avoidingdealing with conflict. Second, the therapist moves the client towardidentifying and labeling all the thoughts and feelings that accompanythese avoidance patterns. This is done by having the client describe in as