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COLLEGE |
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COLLEGE |
Transition
to Professional Nursing
SELF-CONCEPT/SELF-ESTEEM
To e-mail the instructor phillips@fiu.edu
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ASSIGNMENT
(FOR WEB-BASED ONLY
STUDENTS): 1.
Read Reflections of a Patient. 2.
How did it make YOU feel? E-MAIL YOUR ANSWERS TO THE INSTRUCTOR (AT LEAST 150 WORDS). |
CLASS HANDOUT
SELF-CONCEPT
DEFINITION
OF
SELF CONCEPT
Cognitive
component of the self system.
“How
I see myself.”
Self-perception
becomes a self-fulfilling prophecy.
Individuals
actually behave as they perceive themselves.
POSITIONS
OF SELF-CONCEPT
Cognized
self/ideal self
Most
healthy position.
Value
= “me” centered.
Competes
with own self.
EX:
"I made a poor grade on a test, so I’ll study harder
next time."
Other
self
Value
= “other people” centered.
Has
a high need of approval from others to feel good about self.
EX:
Some actors, comedians who need constant positive feedback from
fans.
TYPES
OF SELF-CONCEPT
Global
self-concept
Total
or aggregate beliefs and images one holds about oneself--some
positive, some negative.
One’s
frame of reference for experiencing and viewing the world (can be
changed, depending on circumstances).
Core
self-concept
Beliefs
and images that are most vital to the person's identity and
self-esteem.
The
core self-concept is laid down from very early years (very difficult
to change and usually related
to moral values and ethics).
COMPONENTS
OF SELF-CONCEPT
Body
image
Image
of physical self.
Stress
occurs with actual or potential threat to self-image (patients
experience this).
Role
performance
Set
of expectations about a position.
Stress
occurs with:
Role
ambiguity—no
role is clear—should I be a nurse, a student, a mother, a spouse?
Role
strain—how
do I juggle all those roles?
Lack
of role mastery—I
can’t perform any of those roles adequately.
Role conflicts—How can I study for this test when I have a PTA meeting?
Personal
identity
Conscious
sense of individuality and uniqueness
Things
or abilities I do well or not so well.
What
I like or don’t like about the way I look.
Encompasses
the tangible (name/occupation) and the intangible (character/beliefs)
Includes identity with a group (can be a positive or a negative).
SELF ESTEEM
DEFINITION OF SELF-ESTEEM
Affective
component of the self system.
“How
I feel about myself.”
The
way one perceives and structures one's self-concept can result in
positive or negative self-esteem.
Large
discrepancies between ideal self and perceived self can result in low
self-esteem.
TYPES
OF SELF-ESTEEM
Global
self-esteem--how
much the person likes his or her perceived self as a whole.
Specific
self-concept--how
much a person approves of a certain part of himself or herself.
COMPONENTS
OF SELF-ESTEEM
Basic
self-esteem--foundation
that is established during early life experiences (difficult to
change).
Functional
self-esteem--results
from ongoing evaluation of interactions between people and objects
(easier to change).
ELEMENTS
PERTINENT TO THE DEVELOPMENT OF SELF-ESTEEM
Significant
others—include
family, peers, teachers.
Social
role expectations—success
in performing social roles, such as mother, spouse.
Crises
of psychosocial development—success
in resolving trust, autonomy, etc.
Communication/coping
styles—success
in problem solving, dealing with stressors, role
relationships, etc.
SELF-EVALUATIVE CRITERIA FOR SELF-ESTEEM
Power--ability to influence others and control events.
Significance--sense
of being valued and cared about is communicated by others.
Competence--success
in meeting goals.
Virtue—ability to adhere to own moral/ethical standards.
THE
NURSING PROCESS RELATED TO SELF-CONCEPT/SELF-ESTEEM
ASSESSMENT
Self-perception—physical
self and personal self.
Role
relationships—family, work and social roles.
Behaviors
associated with low self-esteem:
Avoids
eye contact.
Is
overly critical of self—“I’m no good,” “People don’t like
me,” or is overly critical of others.
Is
unable to accept positive remarks about self.
Apologizes
frequently.
Verbalizes
helplessness, powerlessness, “I really don’t care what happens,”
Whatever will be will be.”
Verbalizes
guilt, “It’s all my fault.”
Is
indecisive, “I can’t make up my mind.”
Displays
over-dependence, asks for assistance unnecessarily, seeks attention by
speaking loudly, seeks approval or praise.
Fails
to follow through with activities or solve problems effectively.
Exhibits
self-destructive behavior, such as excessive alcohol or drugs.
Avoids
looking at or touching a body part, hides body part.
Displays
a lack of energy.
SAMPLE NURSING DIAGNOSES
Body
image disturbance
Personal
identity disturbance
Altered
role performance
Self-esteem
disturbance (chronic, or situational)
Powerlessness
Ineffective
individual coping
Social
isolation
Sexual
dysfunction
Anticipatory
grieving
Dysfunctional
grieving
PLANNING
Overall goals
Increased
awareness of strengths and weaknesses.
Improved
feelings of self-worth.
Perception
and response to stressors in a constructive manner.
Improved
interpersonal relationships.
Example:
The
client (Example:
will demonstrate improved self-esteem) as evidenced by:
Demonstrating
improvement in personal appearance.
Verbalizing
a realistic perception of self.
Identifying
at least five positive personal attributes.
Ability to share feelings about self with significant others, etc.
INTERVENTIONS
Identify
areas of strength
Assists
in more rounded self-concept.
Mobilizes
regenerative processes.
Increases awareness of others' strengths.
Develop
behavior specificity
Assists
to define goals clearly.
Assists
to think clearly.
Change
language patterns
From
passive to active phrasing.
From “I can't” to “I choose not to.”
Encourage
positive self-evaluation
Modeling
by the nurse.
Appropriate
praise.
Encouraging
positive self-feedback.
Visualization—imagining a success.
Change
thinking patterns
Decrease
or eliminate illogical or distorted thinking.
Catastrophsizing—everything,
even little things, are presented as BIG things.
Minimizing
or maximizing–talks
about a huge event, such as a death, as if were nothing.
Black
and white thinking—there
are no “grays.”
Overgeneralizations—“everyone”
does something.
Self-referencing--anything
and everything that happens affects him or her—somehow.
Filtering—only hears what he or she wants to hear.
Enhancing
Self-esteem in Children and Adolescents
The
nurse can assist parents and teachers in the development of:
Sense
of security and trust...Provide child with well-defined, consistent
limits.
Sense
of identity...Provide positive feedback, acceptance of strengths and
shortcomings.
Sense
of belonging...Provide opportunities for social acceptance.
Sense
of purpose...Assist in setting reasonable, attainable goals and
expectations.
Sense of personal competence...Assist child is attaining a sequence of successes.
Enhancing
Self-Esteem in Older Adults
The
nurse can assist older adults through:
Encouraging
clients to participate in planning their own care.
Encouraging
clients to establish their own physical space.
Asking
permission before performing a nursing or ADL function.
Listening
to what the client is saying.
Allowing
the client sufficient time to complete an interaction or activity.
Receiving
contributions of thanks or appreciation graciously and sincerely.