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MODULE THREESelf-esteem andresilienceContents

Maslows hierarchy of needs

Self-esteem

Defining resilience

Risk and protective factors

Building resilience

Overview The module will give participants an understanding of resilience, the elements that

uild and maintain resilience, and the personal, family, school and community riskand protective factors for young people!

Duration This module will take appro"imately ## to $# minutes to complete!

Learning outcomesBy the end of this session participants will have an understanding of how toencourage good self-esteem! They will also understand more a out the importantrole mentoring plays in uilding resilience in young people!

Resources %andout &!' - Maslows hierarchy of needs

%andout &!( - Self-esteem

%andout &!& - Resilience

%andout &!) - Building resilience

Module Three: Self-esteem and resilience'

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Ris* androtective

factors

'# mins

(uildingresilience

1resent /uotes from resilience researchers2

"* Most of all, self-esteem and self-efficacy were promoted through supportive relationships. Theresilient youngsters in our study all had at leastone person in their lives who accepted them.&Prof. %mmy +erner)

" ne factor helping at-risk children beat theheavy odds against them was the presence intheir lives of a charismatic adult a person withwhom they identify and from whom they gathersupport. & r /ulius Segal)

#esearch tells us that having a positive adult role-model in their lives greatly increases theresilience of young people.

'# mins

Module Three: Self-esteem and resilience&

Activity: Identifying protective factors(Handout 3.3)

This activity gives participants anopportunity to reflect on how mentoring canprovide protective factors to young people!

3sk participants to reak into pairs andidentify which protective factors they elievementoring could contri ute to!

3sk pairs to feed ack their findings! Thefollowing areas are protective factors thatmentoring can influence2

cultures of co-operation sta ility and connection a good relationship with an adult outside

the family opportunities for meaningful contri ution having someone outside your family who

elieves in you feeling loved and respected warm relationship with at least one

person developing a talent and 4est for life!

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(rainstorm session) %ow can you help uildthe resilience of the young person you arementoring0

Discuss responses with reference to handouton uilding resilience %andout &!)

5(6 mins7

Module Three: Self-esteem and resilience)

[ Optional] Activity: How mentors canhelp uild resilience

This activity aims to provide participantswith an opportunity to e"plore ways tosupport resilience in young people!

Scenario) /ames is 01 years old and feelingoverwhelmed by school and his chaotichome life.

2e has always wanted to be a vet, but sayshe doesn t really like studying and doesn tget good marks. 2e often says he feels"dumb and "useless and isn t very positiveabout his schoolmates or school.

2e s thinking of leaving school to get a $obto earn some cash, but doesn t really knowwhat do ne!t.

2ow would you help build /ames resilience3

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%38D9:T &!'Maslows hierarchy of needs

Maslows %ierarchy of 8eeds ' is generally accepted as a fundamental part of the field ofhuman-resource development! *t also helps e"plain the idea of self-esteem!

Maslow elieved that people meet their needs in ascending order from the most asic needfor survival! ;or e"ample, a person usually meets their physiological needs food, sleep

efore their needs for elonging and self-esteem!

The hierarchy helps e"plain why some young people are not ready to engage in a mentoringrelationship! They may remain at the two lowest levels ecause survival is their num er-onepriority, or ecause their safety and security needs are not eing met!

Mentors and program staff need to e aware that if a young person is homeless or involved inan a usive relationship, they may not e a le to engage as easily in a mentoring relationship!

Mentoring offers support to young people as they move into the top sections of the hierarchy,

particularly when considering a sense of elonging and self-esteem!

1 Maslow, 3!%!, '

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%38D9:T &!(Self-esteem

1eoples thoughts and feelings a out themselves fluctuate depending on daily e"periences,like how others treat them and what happens at school or work! These factors all temporarilyaffect our well- eing and may result in a range of feelings from anger to >oy and fromfrustration to elation!

Self-esteem goes eyond situational +ups and downs! ?ood self-esteem mitigates the dailyfluctuations in our well- eing! ;or people with poor or low self-esteem these ups and downscan make all the difference in the world!

+here does self-esteem come from,

Self-esteem develops and evolves throughout life as we uild an image of ourselves throughour e"periences and relationships!

@hildhood e"periences play a crucial role in shaping self-esteem! Successes and failures, and how young peopleare treated y family, teachers, peers and others allcontri ute to peoples evolving self-esteem!

Conse uences of low self-esteem

Aow self-esteem can have devastating conse/uences,such as2

an"iety, stress, loneliness and increasedlikelihood of depression

pro lems with friends and relationships

impaired academic and >o performance

under-achievement and increased vulnera ility to drug and alcohol misuse

a downward spiral of lower self-esteem, and non-productive or self-destructiveehaviour!

Module Three: Self-esteem and resilience=

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Strategies for .uilding self-esteem

!voiding /shoulds'% @oncentrate on doing what is possi le and what feels rightinstead of paying attention to the +shoulds of others!

Res ecting ersonal needs% Self-care is a out identifying longer-term fulfilment,not >ust immediate gratification! By respecting personal needs, individuals canincrease self-worth and well- eing!

Setting achieva.le goals and working step y step to getthere!

Engaging in ositive self-tal*% Try to stay positive and dontallow the +inner critic to take over! Telling yourself that you areok and you can succeed can e very powerful!

E$ eriencing success y doing things that stretch ut dontoverwhelm your a ilities!

Ta*ing chances% 8ew e"periences are learning e"periencesmistakes are part of the process! ;eel good a out tryingsomething new!

Solving ro.lems% ;ace rather than avoid pro lems! *dentifyways to solve or cope with challenges!

Ma*ing decisions% 1ractise making decisions and trustyourself to deal with the conse/uences!

Develo ing s*ills% Cnow what you can and cant do! 3ssessthe skills you need learn and practise those!

Em hasising "our strengths% ;ocus on what you can do rather than what youcannot! Aive comforta ly with limitations, and consider what strengths to developne"t!

Rel"ing on "our own o inion of "ourself% Aisten to feed ack from others, ut dontrely on it! 3pply your own values to making decisions a out what is right for you! (

0ind o ortunities to hel others% This can help put your own life and struggles inperspective! %elping others can make you feel you are have a positive impact on theworld around you!

2 3dapted from the 4ippsland Mentoring 'lliance Training Package , Trafalgar, ictoria2 ?ippsland

Mentoring 3lliance!

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%38D9:T &!&Resilience

"#esilience is the happy knack of being able to bungy $ump through the pitfalls of life. %venwhen hardships and adversity arise it is as if the person has an elastic rope around them thathelps them to rebound when things get low and to maintain their sense of who they are as a

person. 3ndrew ;uller, (rom Surviving to Thriving

Ris* and rotective factors for "oung eo le

Risk factors are elements of a young persons life that can prevent them from eing a le toounce ack! They e"ist in all areas of young peoples lives E community, school, family, and

within the individual themselves!

The more risk factors present in a young persons life, thegreater the risk of developing pro lems like su stancemisuse, delin/uent ehaviour, dropping out of education,unwanted pregnancy and violence!

1rotective or resilience factors are key to young peopleeing a le to navigate through lifes challenges! 3ccess to

protective factors can lessen the impact of risk factors in apersons life! 1rotective factors are like a safety net that

prevents young people from falling hard!

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Level Ris* factors 1rotective factors 2

Communit" 3vaila ility of drugs @ultures of co-operation

Media portrayals of violence Sta ility and connection

Transitions and mo ility ?ood relationship with an adult

outside the familyAow neigh ourhood attachment andcommunity disorganisation

9pportunities for meaningfulcontri ution

1overty

School Detachment from school 3 sense of elonging and fitting in

3cademic failure, especially in themiddle years

1ositive achievements andevaluations at school

Garly and persistent antisocialehaviour

%aving someone outside your familywho elieves in you

Aow parental interest in education 3ttendance at preschool0amil" %istory of pro lem alcohol or drug use 3 sense of connectedness to family

*nappropriate family management ;eeling loved and respected

;amily conflict 1roactive pro lem solving andminimal conflict during infancy

3lcoholHdrugs interfere with familyrituals

Maintenance of family rituals

%arsh or inconsistent parenting .arm relationship with at least oneperson

Marital insta ility or conflict 3 sence of divorce in adolescence;avoura le parental attitudes towardsrisk-taking ehaviours

3 +good fit etween parents andchild

3ndividualand eer

@onstitutional factors, alienation,re elliousness, novelty seeking

Temperament and activity level,social responsively autonomous

Seeing peers taking drugs

;riends with pro lem ehaviour Developed a talent and 4est for life

1ositive attitude to pro lem ehaviour .ork success during adolescence

Garly initiation of the pro lemehaviour

%igh intelligence when not pairedwith sensitive temperament

3 %awkins, I!D!, @atalano, R!;! and Miller, I!, '

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%38D9:T &!)

Building resilience

"*Most of all, self-esteem and self-efficacy were promoted through supportive relationships.The resilient youngsters in our study all had at least one person in their lives who accepted

them.

&Prof. %mmy +erner) 6

" ne factor helping at-risk children 7young people with many risk factors in their lives8 beatthe heavy odds against them was the presence in their lives of a charismatic adult a person

with whom they identify and from whom they gather support.

& r /ulius Segal) 9

Research tells us that having a positive adult role-model in their lives greatly increases theresilience of young people!

Strategies that .uild resilience %elp the young person set realistic goals and take small steps to achieve them!

Be a positive person and compliment the young personwithout overdoing it !

Gncourage them to identify and spend more time withoptimistic people i!e! people who do positive things, playsport, environment groups!

%elp them recognise the good things around them!

3dmit that sometimes there are things you cant do yet, utshow that you still try!

Gncourage and >oin them in e"ercising, learning new skills andeing active!

Role model how you accept your mistakes and apologisewhen it is appropriate!

Take time to reflect on and cele rate even smallachievements!

Try new things together and keep an open mind!

4 .erner, Gmmy G!, and Smith, Ruth G!, '