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

188 SELF-ESTEEM RESEARCH, THEORY, AND PRACTICEwhat to expect as a therapist, when to expect it, and sometimes even asense of from whom it may come. Such information can be useful inmaking groups run that much more smoothly in the future. Occasionally,for example, there is a certain type of person, interpersonal responsestyle, learning style, or personality characteristic that can interfere withthe group process (Burns, 1993b; Vinogradov & Yalom, 1989). In suchcases it is advantageous to anticipate when that interference is likely tohappen or to plan for what might work best in a particular kind of situationbased on past experience with the program. Similarly, running areasonably well-structured program has teaching value. A structuredapproach allows us to identify common stumbling blocks to learning inadvance of when they are likely to occur, allowing us to offer suggestionsto practitioners for dealing with them from the outset. In addition,the consistency of a well-structured program has research value: Itallows others to use, test, and evaluate the program in a relatively reliable,consistent fashion, which we talk more about at the end of thechapter.Finally, if structured activities are a clear path for the facilitator, providinga look at them in advance is like also having a map for the participants.Thus, I give people an outline for the program at its beginning.This “cognitive map,” which takes the form of a handout, lets them knowwhere they are going and what self-esteem challenges they will face alongthe way. This simple courtesy seems to help the therapist or facilitatorand participant begin to see each other as partners interested in the samequest, even though they play different roles in it. In the following pages,then, we walk through each part of the program as it is sequenced frombeginning to end. The corresponding handouts for the steps that facilitatethis way of searching for self-esteem are found in the appendix. It mightbe a good idea to turn to that section now and become familiar with thematerials before moving any further.ENHANCING SELF-ESTEEM IN THE GROUP SETTINGAlthough I discuss enhancing self-esteem in an individual setting later, thegroup version of the program is the major format for this enhancementsystem. This form of the program can be offered as a psychoeducationalgroup for non-clinical populations or as a therapeutic group for clinicalones. I point out distinctions between the two when necessary and suggestguidelines to help structure them appropriately for each population.Both forms of the group are designed for about 6–12 people, plus a leaderor two co-therapists. It is a good idea to keep a group designed to enhanceself-esteem for clinical populations near the middle of this range, as other