Self Esteem Paper - In Process...

Abstract

It was hypothesized that self esteem levels could be surveyed from adults with developmental disabilities to assist their developmental training needs. Individuals from St. Rose Center were given a self-rated Self-Esteem survey of 40 questions during two separate one hour meetings of the "Thinking Group." 41 Individuals participated in the survey; 29 surveys (71%) were useable for inclusion in the study. The individuals were developmentally disabled at the primary level of moderate. All individuals were aged 21 through 45. Self Esteem was divided into five areas including: Fostering Good Relationships, Striving for a Sense of Security, Looking After Yourself, Creating a Positive Self-Image, and Developing Social/Work Confidence. The six indicators utilized included DSP Group, QMRP Caseload, Length of participation in the program, gender, age, and nationality. The indicators showing the most varied levels of self esteem were QMRP Caseload, DSP Group, and nationality. The indicators showing the least varied levels of self esteem were gender, age, and length of participation. The most favorable scenario for high self esteem is the individual composite of coming from DSP Group 1A, QMRP Caseload 1, black, male, 30's age range, and having participated in the program for over a year. The most favorable scenario for low self esteem is the individual composite of coming from DSP Group 2, QMRP Caseload 2, Spanish, female, 40's age range, and having participated for less than a year.

Demographics

The Center is a small provider of day training services to adults with mental retardation over the age of 21. The Center is located on the south side of Chicago in the neighborhood residential area called, "Back of the Yards." The 49 individuals who attend the Center fall in the range of mild, moderate, severe, or profound mental retardation. Primarily, the individuals who were of the functioning level to complete the test were moderately retarded. Two individuals were mildly retarded. The individuals all live at home with their families and are of multi-denominations. The families are of low economical and educational backgrounds. The families make small contributions to the Center to support their family member, but primary cost of the center is paid by the State of Illinois, grants and donations. A moderate number of the individuals participating had either secondary physical or psychiatric diagnosis’. The Center has one Administrator and eleven staff.

Therewere 41 individuals who were given the test. 29 of these individuals were able to complete the pencil and paper self scoring feat. Only these 29 survey papers were utilized for scoring purposes. The individuals were from one of four groups (1A, 1B, 2, & 3). The individuals are generally placed in groups according to functioning levels. Group 1A is considered the highest functioning and Group 3 is considered the lowest functioning. Group 1A had eight people (28%), Group 1B had eleven people (38%), Group 2 had eight people (28%), and Group 3 had two people (7%).

Each group had one Developmental Support Person (DSP) who was not present during the survey. Each of the 29 individuals were under the responsibility and Caseload of one of two Qualified Mental Retardation Professionals (QMRP). QMRPs hold related BA degrees and serve as counselors to the individuals and general supervisors to DSPs. DSPs do not hold degrees, but are responsible for the daily care and training of the individuals. All DSPs and QMRPs are generally familiar with all the individuals and the individuals are familiar with each of the DSPs and QMRPs.

Due to an arrival of individuals new to the program (intakes) within a month or two of the survey, one of the indicators used was length of participation in the program. "Old participants" were the 22 individuals (76%) participating in the program over one year. "New participants" were the 7 individuals (24%) participating in the program less than one year. There were ten individuals (34%) who were male and 19 individuals (66%) who were female. Eleven individuals (38%) were in the age range of their lower 20's, twelve individuals (41%) were in the age range of their upper 20's, three individuals (10%) were in the age range of their 30's, and three individuals (10%) were in the age range of their 40's. Twelve individuals (41%) were Spanish, eight individuals (28%) were black, six individuals (21%) were white, and three individuals (10%) were other (Chinese or Native Pacific).

Method

The instructor of the Thinking Group found a self esteem survey from the Internet and applied. The survey was written by Ibex Management Limited (http://www.selfesteem4women.com). The instructor of the Thinking Group/QMRP was present as the tester.The Thinking Group consists of all individuals trained at the center dis-including those who are severely or profoundly retarded. The group meets once a week in the large multi-purpose room at the center and were comfortably seated around a set of six large tables in a U-shaped configuration. The group had been initiated to the group four years previously to talk about their thoughts and feelings over a variety of issues. One of the aspects of the group was to utilize critical thinking abilities to produce a sense of independence amongst the individuals. The survey was reported to be highly used by the general populous and found easily transferable to the group with certain alterations.

Questions on the survey (see appendix one) were rephrased to capture the essence of the questions asked, but would be more understandable to individuals at the moderate level, such that a question originally phrased, "How do you feel about the state of your health?" Would be rephrased, "Do you feel your health is very good, very bad or something in between?"

The responses were also simplified from the original survey. The original survey contained four responses for each question asking of specific details. The original test was also scored electronically. For example, an original survey set of responses might have been, "consistently ok, usually ok, often fed up, or constantly fed up." The new test contained only three responses (1, 2, and 3). And, it was hand written by the individuals utilizing pencil and paper and later scored by the tester who was familiar with the individual’s strengths and weakness’. The individuals were asked, "When you exercise, do you do it a real lot? Just a little bit, or so-so in the middle. Mark a 3 if you’ve exercised a real lot, mark a 1 if you exercised just a little bit, or if somewhere in between, mark a 2 for so-so or sometimes." In general it was found that questions regarding time and numbers such as amount and degree along with unfamiliar vocabulary were difficult for this population. All respondents were comfortable with the English language.

Questions and responses were often repeated, time was given for the individuals to talk over their responses orally with tester and peers, and responses were checked loosely by monitoring visually for a physical written answer to each question. For each of the two weeks, an hour was given to ask 20 questions at a rate of approximately 3 minutes apiece. The individuals knew they would receivefeedback from the tester regarding the survey after it was scored. The survey broke the 40 questions asked into eight question for each of the five areas. The five areas were 1) looking after yourself, 2) striving for a sense of security, 3) creating a positive self-image, 4) fostering good relationships, and 5) developing social/work confidence.

The survey appeared to be age and culture appropriate. The individuals were structured and observant during the initializing of each new question. Otherwise, the group was less formal with teasing, animation, and laughter. The group maintained steady interest and excitement in answering the survey, pondering their thoughts, and sharing similarities and differences. They were told there were no right or wrong answers. In this manner, each of the individuals could enjoy themselves whether or not his results would be utilized for testing purposes.

Discussion:

The self esteem of the individuals served at St. Rose Center was surveyed. It was hoped that the results of studying this survey could assist the Administrator and her staff in discerning the individuals developmental training needs. In addition, consciously or unconsciously the individuals at St. Rose Center had an experience of better defining themselves by owning their self concepts. Self esteem is being loosely defined as the level that the individual is aware and can appreciate self and the corresponding feelings of worth. The maturation of self is a goal of a healthy personality.

Self esteem allows the individual to sense who he is and his connectedness to others in a healthy manner. As the individual matures there is a shift from concrete physical attributes such as "my hair is black, I am tall" to attributes that are more abstract and self-controllable through mind or ego such as, "I am strong, I can solve problems." Competencies and skills are learned which allows us to feel unique and inspired.

Self concept determines behavior and relation to life. Concepts of self esteem, self image, and ego development are useful to the consciousness processes. This can occur by various self-rating methods. Concepts develop as the individual reacts to others in his environment including the comparison of self with peers. Identity crisis is not understanding independent and social roles. The state of feeling separate can lead to feelings of alienation. The alienated state can include feelingsof powerlessness, meaninglessness, normlessness, cultural estrangement, social isolation, and self estrangement.

Personality problems are due to unhealthy development and are characterized by anxiety, withdrawal, fearfulness, and aggressiveness. These states can be either internalized or externalized and lead to low levels of self esteem. This becomes very dysfunctional particularly in cases of self abuse or abuse by another in relationship.

Often it seems that people with mental retardation have barriers and limitations. They are tested more often than testing of applicable behavioral standards. This has a stunting affect. As boundaries are blurred, they loose potential to self-direct their lives. Self awareness and empathy are very important aspects of emotional development. They allow self interpretation of both self and others. Empathy follows awareness. Empathy is necessary to develop social relationships.

One of the first identities learned is sex-role identity. This is followed by social, ethnic, or religious identity. In the case of developmental disability an identity is also formed to compensate lower intellectual ability. The center works with young adults toward the knowledge that the individuals are all whole, but may be in need of supports, such as people to read, drive, pay bills, and cook. It is important that the individual comprehend his worth and not become crippled in a poor concept of self as a person less able. This is especially true in the larger community where judgments of skills and ability of people with mental retardation may be low. This can be overcome and healthy expectations formed by developing goals and relationships with people who are emotionally warm and caring and intellectually attuned.

The development of healthy self esteem is challenging. In order to function the individual must gather a coherent sense of self with boundaries, who can love and be loved. The individual ought ask the question, "Who am I?" This happens about the time the individual enters St. Rose Center and is asked as a young adult, "Which roles will you accept that will best support your sense of adult identity?" Expectations of self and other must be met. Formation questions include beliefs, attitudes and ideals. These are fed by a commitment to self worth and a commitment to the individual by others.

Naptime

Results:

Self Esteem information learned

Self Esteem information utilized

Summary:

Appendices: