PRoBE Presentation
Partnerships for Results Based Evaluation
Improving a Child’s
Self-Esteem
2nd and 3rd grade
Missouri State University
In Partial Fulfillment of Requirements for School Counselor Internship
COU 783
Shirley D. Bass
Fall, 2009
Dr. Marci Dowdy, Faculty
Outline of the Problem


There was a need to improve the
behaviors and self-esteem of select
students at LR.
Disruptive behaviors and attentionseeking behaviors were causing teachers
to constantly redirect students to more
appropriate behaviors.
2
SIMS
Students, Interventions, Measurements, Setting
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Students- 2nd and 3rd grade students identified
to make poor choices, few friends, and exhibit a
low self-esteem.
Interventions- Counselor met for six weeks with
each grade group of students.
Measurements- Counselor administered a pretest and a post-test to each student in the
group.
Setting- The group met in the Counselor’s
classroom in a cohesive circle without chairs or
desk.
3
Pre-Group Preparation
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Brainstormed 2nd and 3rd grade population needs.
Referral Request to teachers for them to identify students who may
benefit from group.
Collected referral lists
Formulated permission letters for all students referred w/ identified
group needs.
Talked with permission letter recipients 1:1 or in class group
clusters to explain the letter and to answer their questions before it
was sent home with them.
Collected returned letters
Grouped students together based upon scheduling ability.
Created schedule and verified with involved teachers.
Emailed involved teachers master schedule and student list.
4
Pre-Group and Group Details
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
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Letters were sent home with 16 students
13 Letters returned
3 Never returned letters
Group began (3rd grade) October 7, 2:20-250
(2nd grade) October 8, 1:55-2:25
Met for six weeks. (During last recess and 15
minutes more for a total of 30 minutes).
Attendance was sporadic in each group (see
next page).
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P – PRESENT
A – ABSENT
D – DISMISSED
Attendance
Student
Session
#
M2
W2
C*2
K2
O2
C2
R2
G3
S3
I3
H3
K3
M3
1
P
A
P
P
P
P
P
P
P
P
P
P
P
2
P
A
A
P
P
A
P
P
P
P
P
P
P
3
P
P
P
P
P
P
A
A
P
P
P
P
A
4
P
P
D
P
P
P
P
P
P
P
P
P
P
5
P
P
D
P
A
A
P
P
P
P
P
P
A
6
P
A
D
P
P
P
P
P
P
P
P
P
P
6
Group Identification
Self-esteem and making good choices
 The teachers and counselor identified students
within their classes that appeared to be loners
within the class group. These students exhibit a
low self-esteem, have few or no friends and
often make poor choices with attention seeking
behaviors and/or responses to peers. They
reportedly make negative comments about
themselves and their peers.
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Students Selected
Group #1 (3rd grade) =
4 girls
2 boys
Group #2 (2nd grade) =
2 girls
5 boys
All children in varying degrees exhibited a need for
improved self-esteem and/or behavior choice
skills. (Three boys were warned individually with counselor to follow
directions and participate positively due to inappropriate disruptive
behaviors.) (One Group #2 boy was dismissed for disruptive behaviors)
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Goals of Group
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Provide a safe environment for students
to express their feelings.
Learn new skills to make better behavior
choices.
Improve each participants self-esteem.
To work to improve self-image.
Use skills to make positive relationships
with peers.
9
Outline of the Response
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Students were selected
Students were educated about the purpose of the
group and asked to become a member.
Students attended group to learn productive ways to
have an improved self-esteem, which will assist in
making better choices about behaviors and making
positive relationships with peers.
At the completion, each child was presented with an
“All About
“ book. This book was a compilation
of all their work with them as the author.
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Group Topics
ALL ABOUT

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Session 1 – Introduction and ice breaker
activities, rules/ expectations and pre-test.
Session 2 – Self-Esteem story: Don’t Feed the
Monsters on Tuesday, by Adolph Moser.
Session 3 – House-Tree Drawings,
Complimenting One Another Exercise/Activity.
Session 4 – Person Drawing and sharing, All
About Me Questions.
Session 5 – Unique Story and sharing.
Session 6 – ILLAC activity and Conclusion
11
Self-Rating Scale
ALL ABOUT
The self-rating scale was given to each student
on the first meeting and the last meeting. If
a child was absent, this child was asked to
complete the scale with the counselor in a
one-on-one setting.
The questions had an answer choice of yes, no,
or not always with the last two statements
being open-ended subjective questions.
The questionnaire is on the next slide #11.
The identified answers of concern for each
question is on the following slide #12.
12
Self-Rating Scale
ALL ABOUT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
I BLAME OTHERS OFTEN?
I TAKE RESPONSIBILITY FOR MY CHOICES?
I LIKE MYSELF?
I FEEL LONELY MOST OF THE TIME?
I LIKE THE WAY I LOOK?
I WISH I COULD BE SOMEONE ELSE?
I WORRY ABOUT WHAT OTHERS THINK ABOUT ME?
I AM GOOD?
I AM BAD?
I THINK I CAN SUCEED?
I LIKE BEING ALONE?
I HAVE FRIENDS?
I AM PROUD OF MYSELF?
I STICK UP FOR MYSELF TO OTHERS?
I LIKE TRYING NEW THINGS?
SOMEONE TELLS ME I A SPECIAL?
I THINK I AM WORTHY TO BE LOVED?
ONE SPECIAL THING ABOUT ME IS. . . . .
I LOVE ME BECAUSE. . . . . . . . . . .
13
Self-Rating Scale Identified Answers
(of concern)
ALL ABOUT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Yes
I BLAME OTHERS OFTEN?
No
I TAKE RESPONSIBILITY FOR MY CHOICES?
No
I LIKE MYSELF?
Yes
I FEEL LONELY MOST OF THE TIME?
No
I LIKE THE WAY I LOOK?
Yes
I WISH I COULD BE SOMEONE ELSE?
Open
I WORRY ABOUT WHAT OTHERS THINK ABOUT ME?
No
I AM GOOD?
Yes
I AM BAD?
No
I THINK I CAN SUCEED?
Open
I LIKE BEING ALONE?
No
I HAVE FRIENDS?
No
I AM PROUD OF MYSELF?
No
I STICK UP FOR MYSELF TO OTHERS?
Open
I LIKE TRYING NEW THINGS?
No
SOMEONE TELLS ME I A SPECIAL?
No
I THINK I AM WORTHY TO BE LOVED?
Open Evaluation
ONE SPECIAL THING ABOUT ME IS. . . . .
Open Evaluation
I LOVE ME BECAUSE. . . . . . . . . . .
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Comparison Details
ALL ABOUT
Each grade is represented separately.
The chart is labeled on the horizontal axis
with the students’ names.
Each child is represented by two bars.
The first bar represents the pre-test.
The second bar represents the posttest.
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Pre-Test and Post-Test
rd
Comparisons (3 grade)
7
6
5
4
Pre-Test
Post-Test
3
2
1
0
S3
M3
I3
G3
H3
K3
16
Pre-Test and Post-Test
nd
Comparisons (2 grade)
7
6
5
4
Pre-Test
Post-Test
3
2
1
0
C2
O2
K2
M2
R2
W2
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Outline of the Response
 The results indicate that
Four students identified no areas of concern
Three students identified improved selfesteem.
Three students identified decreased selfesteem.
M3 responded as not always on his pretest, which may indicate he just
circled his response with no thought.
Two students identified a consistent selfesteem.
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Challenges
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Time constrains of school schedule
Gathering all members of the group in a
timely fashion.
Arriving to group location in a timely
manner.
Taking turns when sharing.
Staying on task.
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Positives
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Liked enough they wanted friends to join.
Wanted to have group every week all
year.
In observation, participants appeared to
be more positive about themselves and
the way they use positive self-talk.
Observation indicated they felt special and
like they belonged.
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Summary
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The group was productive for some of the
members.
Four of the members would benefit from
individual therapy, in addition to the group
therapy.
It was encouraging to watch a few of the
members transform their self-talk from
negative to encouraging and positive.
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Recommendations
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I would make the pre-test and post-test
easier to evaluate and summarize. The tool I
used was difficult to use as a reliable
reflection of success. I would use something
with fewer questions and the Likert Scale.
Try to find a time that the children can meet
and not miss recess. They enjoyed coming,
but getting them all together at recess time
was difficult. After being reminded, they
would become distracted by recess and forget
to meet with me in the hallway.
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Bibliography

Moser, Adolph J., PhD. Don’t Feed the
Monsters on Tuesday! : Children’s SelfEsteem Book (1991). KC, Missouri Landmark

Editions.
Sweeney, D. & Homeyer, L. (1999) The
Handbook of Group Play Therapy. JosseyBass Wiley Imprint. San Francisco, CA. IALAC
( I am Loveable and Capable)
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