Self-identity

Question 1

Developing child > sense of self

Answer 1

children have sense of self
children strive to be the best they can be
healthy personality growth can be fostered
unconditional positive regard
factors exist before school
planned interventions work
teachers important influencers
relationships/social activities pivotal
community essential
beliefs/self-talk pivotal
perceptions very important

Question 2

School promoting children forming healthy sense of self

Answer 2

promote student well-being
foster unconditional positive regard for all
support progression from self-awareness to awareness of others
pro-social classroom

Question 3

Resilience, self-worth

Answer 3

positively associated with:
quality/quantity teacher-student interactions
quantity of interactions with adults
time devoted to instruction
classroom climate
goal-setting
self-esteem building techniques

Question 4

self-concept, self-esteem, self-worth, well-being, resilience

Answer 4

resilience and well being impact self worth, self esteem and self concept
influenced by socio-culture

Question 5

Unconditional positive regard

Answer 5

Rogers
pivotal for healthy development
acceptance, value for who you are not for acceptable behaviour

Question 6

Johari window

Answer 6

tool to understand self
OPEN AREA known by self, others
BLIND AREA unknown by self, known by others
HIDDEN AREA known by self, unknown by other
UNKNOWN AREA unknown by self, others

Question 7

Achieving self actualisation

Answer 7

state of congruence
ideal self = behaviors

open to experience
existential living
trust feelings/self
creativity
fulfilled life

Question 8

Personality development

Answer 8

self, self concept, who we really are

influenced by childhood experiences, evaluation by others

Question 9

Self concept

Answer 9

SELF WORTH parents positive regard
SELF IMAGE body image, how we see ourself
IDEAL SELF person we would like to be

Question 10

Conditional positive regard

Answer 10

being, behaving in ways others believe appropriate

valued for doing, not being

Question 11

Congruence

Answer 11

ideal self, actual self, very similar
all people have some level of incongruence
the good life is a process, not a state of being, a direction not a destination; Rogers

Question 12

Emotional resilience training

Answer 12

You can do it
OBJECTIVES achievement, social-emotional, behavioral, well being
EDUCATION curriculum, instruction programs/services
FOUNDATIONS getting along, organization, persistence, confidence
EMOTIONAL RESILIENCE accepting self, taking risks, independence, I can do it, giving effort, working tough, setting goals, planning time, tolerance, thinking first, following rules, social responsibility

Question 13

Building resilience

Answer 13

family involvement
united collaborative approach; teachers, students, parents
taking action (students involved in activities not avoiding)
involvement with others
self understanding
learning ways to compensate for difficulties
reinterpreting self in positive way
accepting support
accentuating areas of accomplishment

Question 14

Emotional resilience needed when

Answer 14

treated unfairly
make mistakes
don't understand
anxious about test, activity
meeting new people
under pressure to do wrong thing

Question 15

Negative beliefs about self

Answer 15

SELF DOWNING, I’m useless
PERFECTIONISM, I have to be successful at everything
APPROVAL SEEKING needing others’ approval
CAN’T I can’t do it; I can’t be bothered
INTOLERANCE if others don’t treat me fairly they are rotten

Question 16

Emotional resilience indicators

Answer 16

stay calm
doesn't fight when treated unfairly
calms down in reasonable time
doesn't worry if parent late
doesn't worry if not understanding new game
doesn't worry when talking to stranger

Question 17

Emotional resilience skills

Answer 17

find something fun to do
find someone to talk to
use positive self talk
change negative habits of mind
keep things in perspective