Self-Image and Self-Esteem Self -

Self-Image and Self-Esteem Self - image and self - esteem Annotated Bibliography: Self - image and self - esteem Baldwin, S.A., & Hoffmann, J.P. (2002). The Dynamics of Self-Esteem: A Growth-Curve Analysis. Journal of Youth and Adolescence, 31(2), 101+. Drawing from these sources, the authors define self-esteem as a concept of self that consists of "… behavioral, and evaluative components" (Baldwin and Hoffmann, 2002, p. 101). It is further defined as the "….level of global regard one has for the self" (Baldwin and Hoffmann, 2002, p. 101).

Another view of self-esteem is "… how well a person prizes, values, approves, or likes him or herself" (Baldwin and Hoffmann, 2002, p. 101). The article focuses on the hypothesis that gender differences exist in terms of self-esteem and self-image and that these aspects are related to variables, such as age. The research in this study is insightful in that it also compares the results of the research with other studies and findings.

One of the finding referred to in the literature was that there seemed to be little difference between self-esteem scores for males and females. This would to seem to contradict more recent views suggested by experts like Orenstein that adolescent girls suffer more than boys from esteem and image issues. However, the article also refers to recent sources and analysis which has found that "….

women scored higher than men on comprehensive measures and on the cognitive aspect of self-esteem, but men scored higher than women on social and physical aspects" (Baldwin and Hoffmann, 2002, p. 101). The study also focuses on the correlation between body image and satisfactions and self-esteem. The general results of the study indicate that "….male participants scored generally higher on self-esteem than did female participants, and that this occurred not only for university and for high school students but also for elementary school students…" (Baldwin and Hoffmann, 2002, p. 101).

In other words, the study is valuable in that it tends to verify the view that girls had a lower self-esteem than boys in certain areas. 2. Halliday, N. (1999). Developing Self-Esteem through Challenge Education Experiences. JOPERD -- The Journal of Physical Education, Recreation & Dance, 70(6), 51+. This article explores the importance of building up or increasing self-confidence and self-image. The author suggests that the concept of challenge education can result in a significant increase in the individual's sense of self- worth and esteem.

Challenge education activities refer primarily to group oriented activities, such as trust exercises which are designed to build a sense of community and team support; as well as to mutual cooperation and communications activities that are intended increase verbal communication facilities and physical skills in group decision making. The purposes of these exercises and activities are to "….develop self-confidence, extend the limits of their own perceived competence, and learn to be supportive and encouraging toward others" (Halliday, 1999, p.51).

Among the various techniques for building confidence and esteem discussed in the article are briefing and debriefing. This is seen as a critical component that helps to make the individual aware of his or her abilities and strengths, and weaknesses, in an attempt to build a healthy and balanced self-image. The author also emphasizes the importance of realizing one's unique abilities and identity in developing a positive self-image and sense of self-esteem.

Halliday emphasizes the significance of the ability to realize the uniqueness of one's individual self and to not continually compare yourself to others. "In order to have high self-esteem, students need to recognize, respect, and celebrate personal uniqueness." (Halliday, 1999, p. 51) This also refers to visualization and self - awareness techniques in the process of self - acceptance. An impressive aspect of the article is that the author also makes the point that these educational methods should also include the acceptance of weaknesses as well as strengths and personal abilities.

"Students need to feel competent in order to have self-esteem, but they also need to accept their own weaknesses and limitations" (Halliday, 1999, p. 51). 3. Self-Esteem. Retrieved Sept 9, 2006, from http://www.webs.uidaho.edu/ctc/self-help/Self-esteem.html This is a more general online article that provides clear and concise information about the fundamental issues and questions relating to self-esteem. Clarity and succinctness, as well as correct information, are the strengths of this article. The article begins with a simple but informative overview of self-esteem.

This provides a clear idea of the reasons and causative factors in low self-esteem. One criticism however is that while the information is informative, it is at times a bit too concise and inadequate in terms of the complexity and numerous variables related to self-esteem and self-image issues. The article also deals with important aspects such as the way that beliefs and patterns of thought can create low self-esteem. The most positive and enlightening aspect of the article is the attention that is given to various ways of improving self-esteem.

This also refers to an interesting technique known as "Thought Stopping," which is a conscious process of curtailing negative thoughts which tend to increase feelings of low self-esteem. Overall this is an impressive site and provides some topical and interesting information. 4. Nelson, M.H. (1994). The Self in the System: A Revision of the Three R's in Response to Relevant Research. Education, 114(3), 384+. A central issue in the literature on self-esteem and self-image is the way that these factors impact the individual at school.

Nelson, (1994) expands on this aspect and this article focuses on the interaction between the self and the social and educational environment. More significantly, the article explores the interaction between the perception of self or self -- image and the educational institution. The article also relates this self-perception to the issue of the degree of perfection or success that the individual achieves. This refers to the problem of self-efficacy. The article also deals with the importance of self-image in the modern school system.

"Students come to school possessing an image of themselves and the interaction with the institution may stabilize or revise their self-perceptions" (Nelson, 1994, p.384). The author also refers to the fact that self-esteem may be frustrated as a result of indifference, academic failure, or an atmosphere that doesn't convey trust. "The organization of the school often limits sufficient esteem to outstanding performance in academic or athletic areas "(Nelson, 1994, p.384). In particular the study notes the importance of environment and setting in the development of positive self-image.

This study adds to the information on this subject in that is also relates self-esteem to academic achievement and success. This is a well written and cogent article that highlights the important area of interaction between educational advancement and the self-image that is created in a social and institutional context. 5. Orenstein, Peggy. 1995. " Schoolgirls: Young Women, Self-Esteem, and the Confidence Gap." New York .Anchor. This is a book that has been acclaimed for its insight into the way that young girls perceive themselves and their self-image in.