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

A Two-Factor Self-Esteem Enhancement Program 205Cognitive Restructuring. Most mental health professionals are familiarwith this practice and we have already found that it is used in self-esteemwork. Because the concept is discussed earlier, it is not to be detailedagain here. However, it is important to remember that this information isoften new to clients. Therefore, it is best to present the informationclearly and walk them through it step-by-step. First, it is helpful toexplain the basic idea behind this cognitive intervention, which is part A ofthe handout. This procedure usually involves a discussion about self-talk,the self-fulfilling prophecy, and self-defeating behavior. I tend to use thoseterms instead of meaning, directionality, or co-constitution becausepeople are more familiar with them, and because the terms are often usedin the cognitive literature with which more therapists (and clients) arefamiliar. The important things to emphasize are (1) the idea that distorted,irrational, illogical, or unwarranted thinking (whichever term oneprefers) leads to unwarranted perceptions, negative feelings, and dysfunctionalbehavior; and (2) if we correct such cognitive mistakes, thenour perceptions, feelings, and behaviors are likely to change as well.Next, we turn to parts B and C and combine them by giving peoplean example of making such errors from one’s own life and what it meansto do so. For instance, I might begin by telling them about a time when arelationship I was involved in was ended by the other person and how my“self-talk” (meaning making) at the time helped create (co-constitute) ahigher degree of pain for me than was actually necessary. “There I sat inmy lonely apartment,” I might say, “convinced that no one would everlove me again because I was such a loser.” Then, I ask participants toidentify which “traps” I had fallen into as they look over the list ofcommon mistakes presented in the handout. Usually, there are severalpossibilities to consider.In this example, labeling often comes to mind fairly quickly, whichsuggests that the group is learning to use the terms in an appropriate way.I take some time to point out that it is usually necessary and appropriatefor a person to be sad over a loss; otherwise, participants may developexaggerated expectations about the value or effectiveness of this technique.Then, I emphasize that the point is that one does not have to sufferunduly over a negative event, such as by becoming depressed. This activitymay be done with good humor, as well as instruction. Indeed, sometimesthe session becomes quite lively as we all learn to laugh at ourselvesa bit more easily. Be careful about what is disclosed, however, because itmay be similar to what someone in the group is currently working on,which means that you may fall prey to a transference situation. One time,for instance, I used this example and a person in the group who had justleft someone reacted poorly to the anecdote, and it was necessary to workthrough that before moving on in the session.