1. Grace Haglund Ball State University CPSY 600 Monday, November 26, 2012

2.  I believe there are many things that determine student achievement, and that each one is equally valuable.  I believe students having positive self-awareness and self-esteem helps them achieve personal and academic goals that they have set for themselves, and goals schools have set for them.

3.  Students’ sense of worth is connected with effective learning  Ability to read largely affects how a student feels about their abilities in school  Low academic achievement is correlated to low levels of self-esteem, low social interactions with peers  Many high school dropouts and at-risk students lack self-esteem

4.  The correlation between intelligence and achievement is minimal  Students who have positive self-esteem are more persistent, are happier and tend to perform better  Students with high self-esteem take on more challenges and can rise to the occasion more so than students with low self-esteem  Students with low self-esteem tend to develop a “failure identity”, or learned helplessness

5.  Students who have low self-esteem may have perfectionist tendencies, and cannot meet their own standards, which only furthers their low self-esteem  “Strivings for perfection are generally motivated by a sense of inferiority and low self-esteem”  Low self-esteem can cause over self-criticism and over-evaluation of shape and weight  Low self-esteem can cause severe problems in relationships both personal and professional

6. SCHOOL MISSION PERSONAL MISSION  “Longfellow Elementary will provide students opportunities designed to meet individual needs and to ensure every child experiences growth. Through mutual respect, our students will grow and learn in a positive environment where faculty, staff, parents, and students partner in the teaching/learning process.”  I will strive to improve the quality of life for every student I come into contact with, while working collaboratively with faculty, parents, and the school corporation.

7.  Academic Development  Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.  A:A1 Improve Academic Self-concept A:A 1.4- Accept mistakes as essential to the learning process

8.  Personal/Social Development  Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.  PS: A1 Acquire Self-knowledge PS: A1.1- Develop positive attitudes toward self as a unique and worthy person PS: A1.10- Identify personal strengths and assets

9.  Fourth grade classrooms  Multiple small groups of 5-10 students  One session per week per group  Thirty minutes per session  Four weeks of sessions

10.  There is a possibility of sensitive topics/feelings being brought up as a result of self-esteem discussions; individual counseling is available to students who are having difficulties coping with the subject matter  The last session will be reserved for small group discussion  If there are more serious concerns that arise from the topic, on-going counseling to individual students will be available  Referral to therapy

11. TEACHERS! PARENTS! OUTSIDE SERVICES!

12.  Pre/post tests for students  Administered at beginning of first session and beginning of the last session  1. What are three things you like about yourself?  2. What are three things you are good at doing?  3. What are three things you think others like about you?  4. When you make a mistake, how do you deal with it?  5. Who can you talk to when you feel sad about yourself?

13.  Pre/post test for parents, teachers  Sent out before and after the completion of self- esteem sessions  1. Does your student have high self-esteem? Not at allSomewhatDefinitely  2. Does your student interact well with others? Not at allSomewhatDefinitely  3. Does your student accept when they make a mistake? Not at allSomewhatDefinitely  4. Does your student cope well with failure? Not at allSomewhatDefinitely  5. Can your student list positives qualities they have? Not at alSomewhatDefinitely

14.  The data from both student and parent/teacher tests will be used to see what kinds of subjects need to be covered during the sessions, what self-esteem areas can be improved, which students may need more interaction after sessions terminate, and possible topics to be covered in other lessons  The data will also help the professional school counselor be able to improve future interactions and lessons with students

15.  If there are students who still greatly struggle with their self-esteem and self- worth after the four sessions, there will be group activities held focused around building self-esteem. These activities will take place after school once a week for thirty minutes for three weeks. Group discussion about progress will be held each week. At the end of the third week, there will be individual discussions with students to track progress, see if additional intervention is needed.

16.  Blankstein, K. R., Dunkley, D. M., & Wilson, J. (2008). Evaluative concerns and personal standards perfectionism: Self-esteem as a mediator and moderator of relations with personal and academic needs and estimated GPA. Current Psychology: A Journal For Diverse Perspectives On Diverse Psychological Issues, 27(1), 29-61.  Kaniuka, T. S. (2010). Reading achievement, attitude toward reading, and reading self-esteem of historically low achieving students. Journal Of Instructional Psychology, 37(2), 184-188.  Seabi, J. (2011). Relating learning strategies, self- esteem, intellectual functioning with academic achievement among first-year engineering students. South African Journal Of Psychology, 41(2), 239- 249.