| Subject: Low Self-esteem |
Author:
Johanne
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Date Posted: 03:32:00 03/11/09 Wed
Hello, my tutor read this and thought that the forum would find this interesting. Happy reading.......
Practical Exercise – Low self-confidence
Case Study: ‘L’is 17 and has been detached from mainstream education since he was 15.
‘Detachment from education, training and employment is a significant risk factor in relation to offending behaviour’
(Stephenson et al. 2007)
‘L’ was diagnosed with dyslexia and mild ADHD in 2001 and was given a Special Education Needs Statement to enable him to have extra support from a Learning Support Assistant. However, in 2006 he was expelled from mainstream education, aged 15.
In June 2006 ‘L’ was sent to a Secure Training Centre and sentenced to a two-year Detention and Training Order. His education statement was revoked due to his sentence. ‘L’ was released in 2007 on licence for the remainder of his sentence. He re-offended in spring 2008.
I first started working with ‘L’ in spring 2008. I noticed the following signs of low self-confidence:
• “I can’t do it”, before the task is explained to him;
• “This is rubbish” (or words to that effect!);
• “Is it time to go yet?” or “I’m bored”;
• The experience of failure when in custody;
• Calling his self “Stupid” or “thick” and eventually giving up on education.
‘L's’ signs of low self-confidence were mostly defence mechanisms. We had to constantly break down barriers when it came to doing work. When asked to complete a piece of work he would reply by saying ‘You’re having a laugh if you think I’m doing all that!’ or ‘I’ve got to be home early today, I promised my mum I’d help her in the house’.
‘L’ told me that ‘I’d look at the work I was given and panic because it was too much for me to do in one session’. ‘L’ overcame his barriers slowly by completing his work in sections and at his own pace.
Having noticed the above signs I was then able to complete the next task with him to help improve his self-confidence.
Practical Exercise – Confidence-building exercise
I explained the practical exercise to ‘L’ and at first he was not too keen on participating. After he had a cigarette break and a cup of tea, he asked for A3 paper and highlighters to complete the work. ‘L’ worked hard on this task and spent twenty/thirty minutes to complete it in a ‘thought shower’ style rather than a list. He then copied it into a table on the computer. Below is ‘L’s’ actual pieces of work.
Things that I am good at: Walking the dog Playing board games Football (playing & watching) Drama Playing cards
Swimming and diving Saving money Dancing to rave/dance music
Working with others Art (drawing, painting, model making)
Keeping my room tidy Telling jokes and stories Making people laugh
DJing and mixing tunes Cooking
Playing on the X-Box
Talking in large groups Helping my mum with DIY at home IT (Media & Art packages)
Knowing the names of dance/rave clubs in Wales
Back-flips
Knowing all the players’ names for Cardiff FC
Things that I have had difficulty doing up till now:
Reading (especially paragraphs)
Spelling
Being patient with myself
Saying ‘No’ to drink (It gets me in trouble - big time!)
Belief in myself
Accepting praise and good comments from others
After completing both tasks, ‘L’ said that he was genuinely surprised on the number of things he is good at. Since leaving custody he has seen himself as a failure; it is only now at 17 that he is beginning to slowly believe in himself and accept positive comments from others.
Practical Exercise – Increasing motivation
Looking back through ‘L’s’ lists, I noticed that a lot of his strengths were sport or art related.
We focused on ‘L’s’ interests as a tool for increasing motivation, such as,
Art/Media: Changes: ‘L’ and five young people were invited to make a film based on Young Offenders. The film involved the group writing scenes, acting, choosing background music and staff to help them and then to help edit the film. The group chose to do a silent film.
‘L’ was rewarded with a copy of ‘Changes’, a certificate of achievement and vouchers to spend in his favourite sports shop. At home his reward was a small family party for doing so well within the first three months of ISSP.
Art/Sport: During ‘L’s’ art sessions, he completed a collage of Welsh football players using photo’s from magazines and newspapers.
‘L’s’ reward from ISSP was a tour of the Millennium Stadium in Cardiff, where Wales play their international matches. His reward from home was a new Wales football shirt to wear on the day.
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