Competent to cope, worthy of happiness? How the duality of self-esteem can inform a resilience-based classroom environment

Citation

Miller D & Daniel B (2007) Competent to cope, worthy of happiness? How the duality of self-esteem can inform a resilience-based classroom environment. School Psychology International, 28 (5), pp. 605-622. https://doi.org/10.1177/0143034307085661

Abstract
This article considers links between self-esteem and resilience, and suggests implications for teachers and schools. A two-dimensional model of self-esteem is employed as a theoretical framework to revisit a range of factors frequently associated with internal resilience. It is argued that because of the way in which self-referent characteristics have been conceptualized in the past, the links between self-esteem and resilience may have been underestimated. Following discussion of the theoretical issues, suggestions are made about to how this model of self-esteem can provide schools with a conceptual framework to help inform resilience-based approaches to support vulnerable children.

Keywords
childhood resilience; efficacy; self-competence; self-esteem; self-worth

Journal
School Psychology International: Volume 28, Issue 5