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

A Two-Factor Self-Esteem Enhancement Program 221in a pro-self-esteem fashion. In other words, the presence of a knowledgeable,skilled, supportive ally during such periods could tip being atstake in these crucial ways toward a positive outcome. For as we saw inChapters 1 and 5, such an event can be a powerful positive moment inthe development of self-esteem. Even if a client fails, we help the individualto understand how that happened and think about ways to improvehis or her chances the next time such a challenge occurs.However, a word of caution is in order, even if just researching suchindividual work. The relationship between the client and therapist ismore important in this format than in the group setting because there isno one else to bring into the picture. Given the nature of the relationshipbetween self-esteem and authenticity, this work is much more existentialthan pedagogical which, among other things, means that both client andtherapist are more actively engaged with each other here. Therefore, it isimportant to realize that there are two limits to considering thisapproach. First, the therapist should be well acquainted with the programbefore beginning to use it in the individual setting. Second, cliniciansshould pay close attention to the usual possibilities that occur inmore intensive therapeutic relationships such as transference, countertransference,acting out, and so forth, and be prepared to handle themaccording to the standards of practice.One last word about formats and the program in general is in order.It should be clear that group and individual approaches have their respectivestrengths and weaknesses. For instance, the former has rich dynamicsof the group process to rely upon such as multiple perspectives,spontaneous opportunities, group affirmation, and reduced cost, whereasthe latter offers more personal and individualized attention. However,the step-by-step character of either one may seem somewhat rigid to thosewho are more comfortable with a traditional humanistic or psychodynamicapproach. If so, then it is important to realize that, although structured,the program cannot be successfully run in a mechanical fashion.Indeed, much of the program’s effectiveness is predicated on the researchthat identified the interpersonal attitudes of acceptance, care, and respectfor others, or the so-called “common factors” of therapy, as one of theprimary agents for changing self-esteem (Arkowitz, 1997; Seligman,1995a). If the quality of interpersonal contact is poor, then the effectivenessof the program is likely to suffer, perhaps even fail. Thus, the therapistis not just a good technician or a skilled teacher: he or she alsobecomes an important source of worthiness through acceptance, and ofcompetence through modeling. In other words, it is important that thetherapist “connect” with the individuals in the group (Mruk & Hartzell,2003). Although the program’s steps show people where to go, it is thetherapist’s unique and authentic presence that takes them there.