Theories and Concepts

Self-esteem is described by the Oxford Dictionary (2011) as, “confidence in one’s own worth or ability: self-respect.

James & William (1890) made two critical point which have shaped the way we think about self-esteem:

             1.    Global self-esteem is both a state and a trait

             2.    Self-esteem rises and falls with achievement and setbacks

He concluded by stating “our self-feeling in this world depends entirely on what we back ourselves to be and do”.

He raises two fundamental points as self-esteem is unstable. However people who have low self-esteem will be limited in their achievements and will required external resources to boost their self-esteem until they are capable to do it for themselves.

Figure 1 Adapted Dynamic Adventure Environment model. Garratt & Greenaway (1995).

Baratt & Greenaway (1995) created the Dynamic Adventure Environment model. This model provides five fundamental components for facilitators to follow which, when used together create a more power learning environment.  It is used a framework for developing understanding of risk, readership and the needs of a supportive group (Bunyan, 2011). A limiting factor is that the each component is equal the others which demonstrates how this 'environment' can fluctuate depending on activity, group and environment.  This model can be used as a framework for intuitive facilitators in order for their sessions to reach their full potential, by meeting the requirement of the participants needs.

An adventure environment is good for enhancing self-esteem because it offers a non-competitive way of achieving, whilst being physically active. It also offers participants opportunities to put ideas forward without being told that they are wrong which should enhance self-worth and self-esteem.

So therefore in my own opinion to enhance self-esteem in groups, individuals should be given a role and responsibilities within activities so everybody is able to participate and get a sense of achievement at the end of a sessions. Although for the facilitator to hand out these roles and responsibilities he/she needs to understand where there strengths and weaknesses lie in order for the most beneficial responses. This can be done by completing a self-esteem questionnaire or by listing three strengths and three areas of improvement.  Facilitators should aim for all participants to leave the session feeling a sense of achievement.

References

-Barrett, J., & Greenaway, R. (1995). Why adventure. The role and value of outdoor adventure in young people’s personal and social development: Summary of a review of research. Coventry, England: Foundation for Outdoor Adventure.

-  Bunyan, P. (2011). Models and milestones in adventure education. In: Adventure education: an introduction. (edited by C. Hodgson, & M. Berry) pp.5-23. Taylor & Francis.

-James & William, (1890). The Principles of Psychology. Copied, with permission, from The Principles of Psychology.

-Oxford Dictionaries. (2011). Colour Oxford English Dictionary. Oxford University Press.

Further Readings

-Fox, K.R., & Corbin, C.B. (1989). The Physical Self-Perception Profile: Development and preliminary evaluation. Journal of Sport & Exercise Psychology, 11, 408–430.

-Bernet, Christine Z., Rick E. Ingram, and Brenda R. Johnson, (1993). Self-esteem, in (Ed.) Charles G. Costello, Symptoms of Depression. New York: Wiley.