Google defines self-esteem as confidence in one's worth or abilities; self respect. Webster's dictionary defines self-esteem as self-confidence and self-satisfaction: self-respect. In psychology, the term self-esteem is used to describe a person's overall sense of self-worth or personal worth. In other words, how much you value and like yourself. Self-esteem is often seen as a personality trait, meaning it tends to be stable and long-lasting. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay American philosopher and psychologist William James summarized the concept of self-esteem with "the principles of psychology." He suggested that self-assessment should be measured objectively to achieve a goal. Following James, an American psychologist Abraham Maslow included self-esteem in his hierarchy of human needs, which is a theory in psychology proposed by Maslow in his 1943 article "A Theory of Human Motivation" in Psychological Review. His theory is famously represented in the form of a pyramid with the most important human needs at the bottom and self-realization at the top. He believed that all needs must be met to advance up the pyramid. He described two different forms of "esteem": basically an internal form and an external form. Respect from others in the form of recognition, success and admiration are all external esteem needs, while things like self-love, self-confidence, ability or aptitude are internal self-respect needs. . According to Maslow, without satisfying the need for self-esteem, individuals will be pushed to seek it and will not be able to grow and achieve self-realization. Modern theories of self-esteem explore the reasons why humans are motivated to maintain high self-esteem. Sociometer theory argues that self-esteem evolved to test one's level of status and acceptance in one's social group. Carl Rogers, a proponent of humanistic psychology, theorized that the source of many people's problems was that they hated themselves, saw themselves as useless, and incapable of being loved. This is why Rogers believed in the importance of giving unconditional acceptance to a client and when this was done it could improve the client's self-esteem. In his therapeutic sessions with clients, he offered positive feedback in all situations. the concept of self-esteem has since been addressed in humanistic psychology as an inalienable right for every person, which can be summarized as follows: Every human being, without exception, by the mere fact of being human, is worthy of the unconditional respect of all others; he or she deserves to esteem himself and be esteemed. So over the last 30 odd years there have been countless studies examining self-esteem; Furthermore, many studies have been conducted in schools where self-esteem programs have been targeted at students who had low self-esteem. But do they work? Many will say yes, I opt for the opposite. With each new generation that comes along, society continues to make things softer and touchier, so no one gets offended. Just take a look around you. Participation trophies, everyone is told they are special. That really kills me. Is everyone special and unique? Well, if everyone was special or unique then that would defeat its own purpose, wouldn't it? Children's classrooms are filled with teachers and parents telling boys and girls that they are special, that you have something to contribute. Public schools have moved from educating and instilling knowledge in our children to ensuring that everyone feels good on their journey todegree. This is one reason why Millennials face things so difficult in the real world. This is also why the United States ranks so low compared to the rest of the world in education. Here's what my opposition says about self-esteem programs in school. First study, aThe program designed to promote self-esteem in school-age children was developed in 1967 in collaboration with Dr. Stanley Coopersmith, one of the pioneers of the self-esteem movement. In 1975, a grant was received to conduct a research study using three experimental elementary schools and three control schools, using materials developed by Coopersmith and Reasoner. The study was conducted over three years. Method Staff members from the three experimental schools were oriented on the Building Self-Esteem program materials to be used in each classroom. Three main tools were used to measure changes in self-esteem and behavior: Academic Behavioral Self-Esteem (BASE) Staff Self-Esteem Assessment (ASSE) Staff Observations Questionnaire. Results Results indicated that significantly greater gains were made in all three experimental schools over control schools in students' academic self-esteem as measured by Coopersmith's BASE al. Level 001. The areas in which the greatest improvements were achieved include the following: attentiveness to the learning environment, willingness to take new risks, self-direction and independence in activities, showing initiative, initiating new ideas related to classroom activities, social attentiveness and pay attention to the class assignment. the company of the class is sought after by classmates. Results from the staff observation questionnaire indicated that staff noted the following changes in student behavior. Improvement of the general climate of the school. More cooperative action in the classroom. More cooperative play observed on the playground. Significant decrease in the number of disciplinary problems. Greater involvement in school activities. More student leadership and experimental schools also reported that the program had a significant impact on professional staff as well. The following items from the staff self-esteem survey showed significant improvement in teachers' school climate: Teachers felt more confident Greater trust in administrator was expressed Service sessions were perceived more positively there was a greater sharing of ideas and materials. There were more feelings of cohesion among the staff, feelings of skills were expressed. Greater enjoyment in teaching was expressed. As a result of this study, the Building Self-Esteem program was published in California by the Consulting Psychologists Press of Stanford University and used in select California schools. Note that better academic achievement was mentioned. Once again, higher self-esteem does not equal or correlate with better academic achievement. Another study was conducted by Borba (2005) using the same five self-esteem items in the Esteem Builders program over a two-year period in three public schools. representing a diversity in student populations including rural, central and urban areas with diverse populations in terms of needs, abilities and cultures. At the conclusion of the program all three schools showed significant growth in academic self-concept at the 0.0001 level. Students identified as “at risk” before the study were divided into two groups. The group that used the program showed a.