To help adolescents discover their own self-worth apart from what others think of them.

OVERVIEW

LEADER PREPARATION

Spend time reflecting on your own self-image and compare your self-esteem in high school to what it is now. Investigate your own coping mechanisms when you experienced bad feelings about yourself. Be ready to share openly and honestly.

Obtain short, appropriate clips from the movies "Ordinary People" and "The Breakfast Club."

GROUP BUILDING

The building of community is essential when working with a group of kids. Using games that create a sense of competitiveness may establish negative feelings.

Games that demand team work and challenge the individual to do the best he or she can—with no scores involved—are best for creating positive self-images.

Consider this example: an afternoon utilizing a ropes course. Participation in ropes course events requires each individual to agree to the "full value contract" that teaches kids the importance of building each other up and recognizing that each individual plays a significant role in the life of the group..

GROUP PRESENTATION

Ask different individuals in the group to role play (impromptu) situations that depict feelings of the self. (Similar to a game of "charades.")

Start the session by sharing the article, "Nobody’s a nobody," in the September 1992 issue of Campus Life. No introduction is necessary—just read the article and await reactions.

The leader or guest speaker can share life experiences in regard to one’s own level of self-esteem.

GROUP DISCUSSION

• What do the words "self-esteem," "personal self-worth," and "value" mean to you?
• Where do "self-esteem," "personal self-worth," and "value" come from?
• Do you think that you have any control over your own sense of worth—regardless of circumstances or people? Explain.
• What are some possible outcomes or results of either a positive or negative self-esteem? How do either of these affect your daily outlook on life?
• What can you do to create a good, healthy, positive feeling about yourself?

EVALUATION AND FOLLOW-UP

Challenge youth to keep a daily journal for one or two weeks in which they write their feelings about themselves at any given moment. During the next discussion, encourage anyone to share from their journals and discuss their feelings openly and honestly.

Meet with kids individually as much as possible. Give them time to share personally with you as you build your relationship through listening, accepting, and caring.

IMPLICATIONS

• How teens feel about themselves is a huge determining factor in their ability to cope with life’s daily struggles and events. It is extremely important for a youth leader to be a good listener and to care.
• Having a positive self-image should not be the result of what others think.
• Teens are very aware of their strengths and weaknesses—especially weaknesses. It should be the desire of the youth leader—when possible—to lend insight into possible changes in areas that need it and acceptance of those areas that cannot be changed.

Valerie Kinnaman cCYS