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

198 SELF-ESTEEM RESEARCH, THEORY, AND PRACTICEself-esteem journal of the past week. Someone always seems to get theball rolling, but sometimes it is helpful to model (which, it will berecalled, is an established self-esteem enhancement principle) by sharingmy own experience. Reviewing in this way reinforces the importance offocusing on competence and worthiness as components of self-esteem,and it allows the group to see that these themes really are alive for themselvesand others. In fact, all sessions begin with a review of the previoussession because it facilitates the development of a cohesive group andoffers an opportunity to clarify previous material.Step 2: Determining Self-Esteem Problems. Becoming genuinelyaware of the importance of self-esteem in human behavior also meansknowing that there are problems associated with the lack of it. Althoughit is not necessary to go into great detail about the non-clinical and clinicalproblems, it does help the group members to become aware of howthe lack or loss of competence and worthiness can lessen or impair selfesteem.The self-esteem matrix is used to do such work, which is whyit is included in the handout Self-Esteem Types and Problems (Week2—Handout 1, part I). In working with non-clinical or psychoeducationalgroups, it is important to stress authentic self-esteem as well assuccess-based, approval-based, negativistic, and, especially, mediumlevels of self-esteem. Although classically low, narcissistic, and anti-sociallevels of self-esteem are mentioned to complete the diagram; it is usuallynot necessary to dwell on these types. However, in working with someclinical groups, such as those who abuse substances, the more extremeareas should also receive considerable attention.In either case, it is extremely important to emphasize that mediumself-esteem is preferable to all types and levels except authentic high selfesteem.This practice is important for non-clinical or psychoeducationalgroups because it allows them to think about the process of movingtoward the highest goals. For many clinical groups, the information letsthem know that medium self-esteem is a step along the way and a worthygoal, too. Moreover, oftentimes aiming too high is an invitation to failure;for some, reaching the level of medium self-esteem is a significantachievement in itself.The aim is to show how competence and worthiness are related toself-esteem and its problems and to address the learning styles of visuallyoriented participants. Sometimes there is value in asking people if theycan recognize these kinds of self-esteem problems in themselves or othersand to list the more common ones, as indicated in part II of the handout.Although it is necessary to talk about self-esteem problems, I try to keep thegroup focused on enhancing self-esteem, not on the lack of it. Group membersusually are already quite good at focusing on negative phenomena, and