D e v e lo p i n g
self-esteem
Developing
self-esteem
table
of contents
1 | Introduction ............................................................................................................................................................................... 3
1 | What is self-esteem? ........................................................................................................................................... 3
2 | Learning objectives ............................................................................................................................................. 4
3 | Learning outcomes .............................................................................................................................................. 4
4 | The ‘added value’ for these training modules .................................................................... 4
5 | The framework of the module ............................................................................................................... 4
2 | Training process .................................................................................................................................................................. 6
1 | Session 1 ........................................................................................................................................................................... 6
1 | Session 2 ........................................................................................................................................................................... 7
1 | Session 3 ........................................................................................................................................................................... 8
1 | Session 4 ........................................................................................................................................................................... 9
1 | Session 5 ........................................................................................................................................................................... 9
1 | Session 6 ....................................................................................................................................................................... 10
1 | Session 7 ....................................................................................................................................................................... 11
1 | Session 8 ....................................................................................................................................................................... 12
14 | Journal writing ............................................................................................................................................................ 13
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Developing self-esteem
Module 1:
Developing self-esteem
1. Introduction
This module follows on from the module‘Developing
self-awareness. Both modules aim to engender
enthusiasm and commitment in adult learners
either as part of a vocational training course or inservice training.
The Advalue project team carried out research
across Europe into what skills employers felt
were most important in the work place. Emphasis
was placed on ‘transferable skills’ : those skills
that the employee might have learnt at home
or in another context and which could then be
transferred to a work context. In the UK employer
focus groups, employers agreed that enthusiasm
and commitment were more important than
vocational specific skills. Employers felt that a
new recruit with motivation would be able to
learn more and work harder and that this was
the strongest quality in a new employee. It was
also considered that enthusiasm and motivation
were vital for the employee to be able to obtain
satisfaction from their job.
This training has been developed following
consultation from experts in the field of psychology
and behaviour, from quality experts in education,
careers guidance experts and with employers and
adult learners.
The outcomes of these meetings led to the
following conclusion: enthusiasm, commitment and
motivation can be encouraged in learners if they
are self-aware and have confidence in themselves
(self-esteem).
It is for this reason that we have broken down the
‘Enthusiasm and Commitment’ module in to two
sections:
1. Developing self-awareness and
2. Improving self-esteem.
This is an innovative approach for a training module
as we realise that it is important that the learners
discover for themselves what motivates them and
that they themselves are in charge of their own
learning and self-development.
“Telling someone they should be motivated is as
unhelpful as telling someone they need to be happy
and is unlikely to work. The role of the teacher is to
help their learners find out what motivates them
and to pursue this whether it be through developing
a sense of purpose or self-confidence or competence
or a sense of belonging or control over their own
destiny”.
Education Psychologist (Advalue Strategic Partner,
UK).
1. What is self-esteem?
Self-esteem is about the value we place on
ourselves: What am I worth as a human being? Am I
living a life that fits my hopes and values? Do other
people value me properly?
Feeling good about ourselves not only means
greater enjoyment from life, it can have a great
effect everything we do.
But of many of us, our view of self-worth is not as
high as we would wish. We experience feelings of
inferiority, self-doubt and anxiety. Such limitations
on our self-esteem may mean that we:
•
Avoid new experiences (stay’safe’)
•
Torture ourselves with doubt about what we
can and can’t do
•
Fail to stand up for ourselves
•
Don’t get much satisfaction when we are
successful
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Developing self-esteem
•
Feel out of control
•
Punish ourselves or blame others for our
misfortunes
•
Waste energy comparing ourselves with others
and resenting their success.
This introduction to the Developing Self-esteem
module offers some guidelines for the use of
the material, which should be consulted before
individual activities are selected for training
sessions.
2. Learning objectives
By the end of the module, the learner will be able
to :
The approach, method and resources of these
modules is different from other vocational or inservice ‘soft skill’ training in that it does not tell
the learner what they should behave like in order
to succeed. Rather, it encourages the learner
themselves to think how they might be happier
and more satisfied in their role.
The training should be delivered in a positive way
and assume that the learners have many skills in
different areas.
It is important that the trainer knows that there is
no ‘right or wrong’ for the learner. It is of the utmost
importance that the learner should have ‘ownership’
of their self-development.
5. have some knowledge of techniques to build
his/her levels of self esteem
The resources are not grouped in terms of learner
level, and are intended to be used flexibly and
adapted as required. We have consulted experts in
the fields of education psychology, careers guidance,
quality in vocational training and with adult
learners and employers and we have developed
resources which are based on several therapeutic
theories (including person centred counselling,
personal construct theory and cognitive behaviour
therapy.)
3. Learning outcomes:
5. The framework of the module:
1. define what is meant by self esteem
2. be aware of the factors which build self esteem
3. be aware of the factors which damage self
esteem
4. identify the consequences of low self esteem
This module follows on from the ‘Developing Selfawareness’ module so learners should have a good
understanding of what it is that motivates them
and what their own strengths and qualities are.
They will have identified areas for change at work
and outside work but it might be that confidence
is holding them back in making these changes. At
the end of this module the learner should identified
areas in which are lacking in self-esteem and what
the reasons are for this. They should also have
put into practice some tools for improving their
confidence in themselves.
4. The ‘added value’ for these training modules
Target group:
Most learners could benefit from this module, but it
is particularly useful for learners who:
•
are enrolled on a vocational course and are
deciding what career pathway to choose
•
are seeking employment
•
are already in work and recognise that they
would like to improve their motivation and their
enjoyment of their job
Number of participants
Groups should be between 9-15
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Developing self-esteem
Environment
Equipment/materials needed
The classroom environment should be ‘adult’ rather
than school-like (in rows). At discussion points the
group should be able to sit in a circle and have
enough room to move to different points in the
room for more personal discussion.
Duration of the whole training module
This module should last approximately 8-10 hours.
Each learner will need a portfolio/journal to reflect
on their learning and to record evidence of ‘distance
travelled’ or observation of good important points
for themselves.
There are worksheets available for use with this
module. These should be adapted by the tutor
depending on the needs of the specific group.
Module breakdown
Subtopic
Approaches, methods, tools
Approximate
Duration
Introduction to the module by the tutor – use ‘what
is self-esteem’ and group discussion asking the same
question.
1. Introduction to the module
Introduction to/reminder of reflective journal and scaling
and exploring what is meant
1 hour
tools/assessment
by ‘self-esteem’.
Individual work – use the self-esteem checklist to begin
to reflect on own self-esteem.
Journal reflection
2. Recognise lack of selfesteem and its causes
Intro by tutor and use the ‘recognise self-esteem and its
causes’, ‘How do you feel about yourself?’, ‘Recognising
lack of self-esteem in others’ and ‘identifying causes
of low self-esteem’. Individually, in pairs and in group
discussion.
Journal reflection
1 hour
3. Identifying good qualities
Group work; Meeting each other and giving ‘positive
strokes’
Identifying good qualities
journal reflection
1 hour
4. Recognising positives
Individual and pair work –and together to discuss as a
group.
Using worksheets: ‘Acknowledging the positive’ and
‘Focus on the positive’
Journal reflection/scaling/assessment
1 hour
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Developing self-esteem
5. Understanding
perfectionism
Individual and group work
Self-analysis – using questionnaires on perfectionism (‘am
I a perfectionist?’ and ’are you a perfectionist?’)
1 hour
Discussion of practical ways to overcome perfectionism
using the support sheet ‘What is perfectionism?’
Journal reflection
6. Using cognitive
behavioural approaches
Trainer introduction to CBT
Using the ABC/ABCD tools – individually, in pairs and as a
1 hour
group.
Journal reflection
7. Expanding self-esteem :
accepting yourself
Introduction by trainer.
‘External conditions checklist’, ‘Healthy alternatives to
1 hour
negative self-esteem’, ‘Negative labels and exercises’.
Group discussion and individual work + journal reflection.
8. Review and assessment
Summary of module by tutor and learners
Review of journals and final assessment/scaling
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II. Training process
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1-2 hours
1.3 Training materials
Handout: What is self-esteem?
1. Session 1
1.1 Subject: Introduction to the module ‘What is
self-esteem’
1.2 Learning Objectives
By the end of this session, the learner will:
1. be aware of the purpose of this module and how
it relates to his/her work or work preparation
programme
2. identify what self-esteem is
3. identify the areas of self-esteem that he/she
needs to develop
4. have undertaken the first scaling/assessment
activity
Worksheet: Writing a Journal (if this is the first time
the learners have written a journal)
1.4. Training methods
Note to trainers: In the 1980’s it was thought that
low self-esteem could be successfully treated by
a showering the person in ‘positive messages’.
However, research has shown that these extremely
positive statements can actually worsen the low
feelings of someone suffering from low self-esteem.
Healthy self-esteem needs to grow gradually over
time and through real proof. Just being told by
someone (particularly by someone who doesn’t
know you very well) that ‘you’re brilliant’ has never
been found to work. It might be helpful to share
this with the learners – many of them might be
relieved!
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Developing self-esteem
The methods used in this session as throughout the
module are based upon the principles of person
centred learning and on cognitive behaviour
learning theories. This session sets the ground plan
of the module for giving the learner ‘ownership’
of his/her self-development. The trainer’s role is
to allow the learner to explore the subject of selfesteem and to apply the insights gained from
group work in order to aid personal reflection and
self-development.
i. Trainer briefly explains the purpose of the module
to the group and then divides the class into small
groups (4-6) Each group explores the question:
What is self-esteem and how do we recognise it
in ourselves and in others? Use flip chart paper or
post-its to record ideas. (10 mins)
ii. Trainer asks groups to share their ideas with the
group. Each group reports back to class. Use the
worksheet on self-esteem to support this discussion
if needed. (10 mins)
2. Session 2
2.1. Subject: Recognising lack of self-esteem and
the causes of this lack
2.2. Learning objectives
By the end of this session, the learner will:
1. be aware of his/her own level of self esteem
2. recognise the symptoms of lack of self esteem
in others
3. identify some causes of lack of self esteem
2.3 Training materials
Worksheet:
Self-esteem – Recognising it
and causes, How do you feel about yourself?
Recognising lack of self-esteem in others,
identifying causes of low self-esteem
Journal
iii. Extend the discussion by asking is there a
difference between being big headed and having
high self-esteem? (these are, of course, very
different!) Can you have too much self-esteem?
(yes!). Self-esteem is holding quite a positive
accurate picture of yourself. (5 mins)
iv. The trainer explains the assessment to the group.
The rest of the session should be used to carry out
the initial assessment of the skill descriptors for this
module. The trainer needs to allow time to scale
each individual in the group and the learner will
need to scale themselves (and give reasons for X3).
The learner will also need to decide who will be their
3rd assessor (their line manager, mentor or a peer
from the class) and make sure that they complete
this before the next session. ( 20-25 mins)
v. Learners write their journals. (introduce journal
writing if this has not yet been done)
(5-10 mins)
2.4. Training methods
Note to trainer: Low self-esteem is a false perception
of oneself. If you have low self-esteem then it
automatically follows that you are better than you
think you are. When your self-esteem improves it is
because your self-knowledge has improved. Healthy
self-esteem doesn’t mean loving yourself no matter
what you do. Shame, guilt and self-reproach do
have a place if we behave badly. People with low
self-esteem tend to feel these things even when
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Developing self-esteem
they don’t behave badly.
Session 3
Underpinning theory: As for Session 1. All the 3.1. Subject: Identifying good qualities
material for this session is contained in the worksheet
3.2. Learning Objectives
which has the following sections;
By the end of this session, the learner will:
• how do you feel about yourself
•
how do you recognise lack of self-esteem in • have identified his/her own good qualities
others
3.3. Training materials
•
identifying causes of low self esteem
Worksheet: Identifying good qualities.
How the trainer uses this material will depend upon Journal
the characteristics of individual group members
3.4. Training methods
and the dynamics within the group.
No learner should be expected to share feelings or
experiences that make him/her uncomfortable or
embarrassed.
Sequence
i. Trainer input – briefly to explain the stages of the
activity and purpose of the activity and to make
sure the questions are understood. Share the note
to trainer information with your group if you think
this will be useful for them. (10 mins)
Person-centred learning. Self-reflection. Part of the
session stems from the ‘positive strokes’ theory of
transactional analysis.
i. Brainstorming activity as a whole group. Think of
all the people in the group and, without naming
anyone, write down people’s positive qualities.
Share these with the group by writing them on
post-its and then the trainer can read them out. (10
mins)
ii. Exercise ‘These are the good things I know about
you’. This exercise requires that the learners know
something about each other. The first brainstorming
activity should have given people ideas. The learners
will have an individual meeting with each member
of the group in which they give and receive feedback
about each person’s good qualities. The learners
note down all the good things that are said about
iii. Causes of low self-esteem. Small group work
them. The time will depend upon the number of
– Brainstorm causes and record these on flipchart.
people in the class. (5-10 mins)
(20 mins)
ii. Trainer asks for responses to exercise. Surprised?
iv. Plenary Feedback from small group work. Trainer
Pleased? Embarrassed? Point out how we ‘hear’
to draw together and summarise key learning
criticism’ more than praise and how restricting this
points. (10 mins)
can be (recap previous sessions). (10 mins)
v. Journal reflection. (5-10 mins)
iii. Individual work. Learners add to the qualities
that others have seen in them by going through the
ii. Individual work. Learners may work through both
the first 2 questions ‘How do you feel about yourself?’
and ‘Recognising Lack of Self Esteem in Others’ or
the trainer may prefer to give out the questions one
by one, allowing for pair or group work after each
question. (20 mins)
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Developing self-esteem
worksheet of good qualities. (10 mins)
They write a ‘self-affirmation’ statement in their
journals. E.g. I am a good listener. When my friends/
colleagues have problems, I listen to what they have
to say and ask them questions about the problem
to understand them better. (10 mins)
negatives and to look at their skills in a positive
light. Low self-esteem makes us magnify failures
and personal faults and minimise or completely
discount successes and personal strengths. Don’t
do this! Be fair! If other people tell you that you are
looking good, skilled, kind or funny etc. you should
respect their opinion and at least consider what
they say.
Trainers should use this session for the second
scaling/assessment if it is felt that this is too early
in the module – then exchange this session for
session 5 and complete this session in its place the
following week.
i. Group work. Tutor introduces the subject of
focusing on the positive and talks about how we
all tend to focus on the negative. Use the above
introduction to introduce a short discussion. (5-10
mins)
4. Session 4
4.1 Subject. Recognising positives
4.2 Learning Objectives
By the end of this session, the learner will:
1. Have considered a whole range positive things
that they are glad about
2. Be able to focus on the positive and use positive
language
4.3 Training materials
Worksheet: Acknowledging the positive
Worksheet: Focus on the positive
Journal
4.4 Training methods
This session helps learners to identify the things
that they are glad about in their lives. It also helps
learners to focus on the positives rather than
ii. Individual work. Each learner completes the
‘Acknowledging the Positives’ worksheet. (5 mins)
iii. Group activity. See the first activity on the ‘Focus
on the Positives’ worksheet. Give several scenarios
like the one given and discuss as a group how you
could change this around and focus on the positive.
(5-10 mins)
iv. Individual work. Learners complete the second
exercise on the above sheet for themselves. (5-10
mins)
iii. Pair work. Each learner discusses the results of
the worksheets with a partner. (5-10 mins)
v. Scaling/assessment (20-25 mins). This can
run alongside any of the other activities above,
depending on timings.
5. Session 5
5.1. Subject: Understanding perfectionism
5.2. Learning Objectives
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Developing self-esteem
By the end of this session, the learner will:
1. know what is meant by the term ‘perfectionist’
perfectionist is holding them back. If this is not
applicable to some learners then they should
imagine someone they know. (5-10 mins)
2. understand the dangers of perfectionism
3. be able to identify perfectionist traits in him/
herself
5.3. Training materials
Worksheet: Am I a perfectionist?
Journal
5.4. Training methods
For learners who have perhaps been labeled (or
labeled themselves) as lazy or slapdash, it can
be very revealing to look at this topic. Often, it is
‘perfectionism’, the belief that they must produce
something perfect which has led to their so-called
‘laziness’ in the first place.
It is very liberating to realise that work can be faulty
and that mistakes are good because we learn from
them.
i. Trainer introduces subject and asks learners what
they understand by the term ‘perfectionist’. Trainer
notes answers on whiteboard/flipchart. (10-15
mins)
ii. Learners work individually to complete the
questionnaire ‘Am I a perfectionist?’ and then go on
to complete the more detailed questionnaire ‘Are
you a perfectionist?’ (10 mins)
Iii. Group session. The group discusses their findings
and share ideas to overcome perfectionism. (10-15
mins)
iv. Group session. Go over the sheet ‘what is
perfectionism?’ looking in particular at the how to
overcome perfectionism section. (10 mins)
v. Individual work. Learners complete the practice
exercise – thinking of a situation where being a
6. Session 6
6.1. Subject Using cognitive behaviour approaches
6.2. Learning Objectives
By the end of this session, the learner will:
1. identify the elements of a cognitive behavioural
approach to problem solving
2. be able to use the ‘ABCD’ worksheet form to
identify his/her own thinking style and to work
towards alternative responses
6.3. Training materials
Worksheet: ABC worksheet/worksheet example &
ABCD worksheet/worksheet example
Journal
6.4. Training methods
CBT techniques focus on your thoughts (cognitive)
and your actions (behaviour). CBT uses scientifically
verified strategies to help people change their
behaviour to achieve more positive outcomes in
their lives.
Linking thinking and feeling
You may think that if something happens to you,
like your bus is late, that it is the actual event that
makes you feel angry or anxious. But according
to CBT, what determines the quality and intensity
of the emotion you experience are your thoughts
about the event.
Positive events usually lead to positive emotions
and negative events to negative emotions.
However, the personal meaning you give to events
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
10
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Developing self-esteem
in your life sometimes may lead to unhealthy and
problematic emotional reactions. Sometimes your
thoughts can mean that you give extreme meaning
to relatively small events. For example, you may feel
that your partners’ lateness means that they have
had a terrible accident or is an indication that they
don’t love you anymore.
Some of the meanings that people can give to
events are highly improbable and unhelpful.
This session introduces the basic ‘ABCD’ tool of CBT.
It is used to identify unhelpful and self-defeating
thinking and replace it with healthy, realistic
thoughts.
i. The trainer explains CBT (using the introduction
above). (10 mins)
ii. The trainer introduces the ABC sheet with
example and explains how it is used for a situation
that you are very anxious or upset about. Go over
the example. (5 mins)
iii. Individuals write out an example of their own
(one that they won’t mind sharing). (5 mins)
iv. The trainer now introduces the final D column.
The one in which the thoughts are questioned
(or ‘disputed’) and replaced with more realistic
thoughts. Use the example worksheet. (5 mins)
v. In pairs, the learners help each other to complete
the D column for their own example. (10 mins)
vi. The group share their completed ABCD
worksheets. (5 mins)
vii. Individuals now complete the ABCD worksheet
again for a more personal problem and reflect in
their journal. (10-15)
7. Session 7
7.1. Subject: Expanding self-esteem: accepting
yourself
7.2. Learning Objectives
By the end of this session, the learner will:
1. identify any negative labels that he/she might
call themselves
2. understand that self-acceptance is an alternative
to low self-esteem
7.3. Training materials
Worksheet: External conditions checklist, Healthy
alternatives to negative labels, Negative labels and
alternatives
Journal
7.4. Training methods
This session looks at practical ways to increase selfesteem by focussing on accepting yourself (and
others). Learners will explore ways in which they
might judge and label themselves negatively and
think about why this is not helpful and think about
how they might stop doing this.
Rating yourself as ‘good’ or ‘bad’, a ‘success’ or a
‘failure’ based on your current life situation or
achievements is extremely common. This does not
mean that this is a helpful thing to do.
Basing your opinion of yourself on external
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Developing self-esteem
conditions is the cause of self-esteem problems.
Life is unpredictable and prone to change;
therefore your few of yourself can change greatly if
you measure your value by your job, relationships,
financial situation etc.
how they judge themselves and alternatives over
the next week they should try to catch themselves
saying these negative things and replace this with
a more realistic alternative. Make a note of these
occasions in their journals. (5-10 mins)
It is important to accept yourself as an essentially
worthy person and only rate individual aspects of
yourself and your behaviour.
8. Session 8
Acquiring self-acceptance means that you’re able
to recognise that we’re all equal in worth but
unequal in specific aspects. So you may speak a
second language fluently but be a terrible cook
whilst your colleague or friend may be the exact
opposite. You’re still both worthy individuals but
have different strengths and limitations.
i. Open-ended and learner led. How the trainer
runs this session will depend upon how the learners
have responded in the previous sessions. The
emphasis will be on drawing out from them those
areas where they feel they have increased their selfawareness.
i. Trainer introduction using the information above.
(5-10 mins)
ii. Worksheet – ‘External Conditions checklist’
Individuals identify which external conditions they
tend to judge their own overall worth against.
Learners should add their own conditions if they
feel there is something missing from the sheet. (5
mins)
iii. Group discussion about negative labels and how
we all say negative things to ourselves and why this
isn’t helpful. Tutor should use the introduction to the
‘Healthy alternatives to negative labels’ worksheet
to introduce this. Look at the list of negative labels
(write them on a flip chart or on a white board)
and then try to think or realistic alternative healthy
labels before looking at the alternatives given on
the worksheet. (10-15)
8.1. Subject: Review and Assessment
ii. There may be areas that the learners would like
to have covered and the trainer can use part of
the session to do this. It is important that positive
aspects of the module and of what learners have
learnt are emphasised in this last session.
iii. Individual work. Learners should review their
journals in order to understand how far they have
come.
iv. Final scaling/assessment should be carried out
in this session. The trainer needs to spend enough
time with each of the learners to carry out this with
them.
v. Certificates can either be filled in and handed out
during this session or at a later date – depending
on time and capacity.
iv. Individual work. Tutors introduce the ‘negative
labels and alternatives’ worksheet. Learners should
use the information from previous exercises to
help them. This time they should add a little more
personal information. (10-15 mins)
v. Plenary session. Now that learners have identified
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
12
http://advalue-project.eu
Developing self-esteem
Journal Writing
Following each class, you will have time to write
up your journal entry. This is a record of what you
personally have gained from the session and what
you still want to achieve or learn in this area. You
can also write in your journal about things that
have happened at work or with friends that are
connected to the topics covered in the classes.
Assessment
Multicultural communication is a very important
part of this course. Your tutor will want to check
that you are keeping your journal regularly and you
may be asked to talk in general about some of the
things you have written, just to make sure you are
on the right track. But your tutor will not read your
journal. It is personal - a place for you to write down
what’s happening to you and what progress you
feel you are making on the course and in your life
in general.
Each entry should include:
•
The date of the lesson.
•
The topic being covered.
•
Anything you learnt from other people in the
class.
•
What you learnt about yourself in the lesson.
•
Feelings/thoughts about yourself from what
you learnt
•
A re-think of your own strengths and
weaknesses.
•
Goals and action steps for the future.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
13
http://advalue-project.eu