Workshop design:

PURPOSE: 
• to better understand what self-esteem is
• to realize that Creators take responsibility for the level of their self-esteem
• to identify specific ways to raise self-esteem
• to create community safe space

materials required paper for students, pens, facilitator uses blackboard, chalk, duster

Activity 1 : (15 min)

(Facilitator gives example): Describes a situation where a student has been asked to do something
for homework. Write an essay/ do a speech, etc
He tries for a while, then tears up his work.

(What is his self esteem like in this situation? - Facilitator elicits questions from students)
(Facilitator continues with imaginary situation) The next day in class, the students are all asked to
narrage their speech, and this particular student tells the teacher that he hasn’t done it.

(Facilitator describes situation for imaginary student further) Teacher in class then calls out the
student and questions him, on finding out that the student had tried to work on it at home and not
being successful, teacher asks him to bounce off ideas with him in class. And teacher proceeds to
provide a scaffold for the students ideas and helps him compose a speech spontaneously.

Facilitator divides students into groups of 4 and ask them to discuss the situation and to describe
this boy’s feelings of himself
• How would you rate the boy’s self-esteem now?  (1 – 10)
• If you think it is higher now, why?
• Is it possible for a person’s self-esteem to go up in a matter of only a few minutes? 
How?

Have students write their personal definition of self-esteem in their journal.  Let them know they will
have an opportunity to revise their definition later if they wish.  Also, ask them to identify someone
they know who has high self-esteem according to their definition. 

Activity 2: (10 min)

In their groups, have students share their definition of self-esteem and tell a little about the person
they chose as having high self-esteem and why.  What is it about this person that shows he/she
has high self-esteem? What enables them to retain these qualities? Try to identify some of their
inner best practices

The group spokesmen share their findings with the class.

Activity 3: (15 min)

Identifying inner self talk - Facilitator asks each student to write down all their doubts and dislikes
about themselves in and around the figure on the worksheet.
Negative Nirupam Worksheet: identifying negative self talk

Facilitator uses her own worksheet to demonstrate reframing. Hands out Reframing negative self
talk worksheet with one example of reframing printed on it for student reference. Has students
write down and reframe one negative thought they have within session.
Activity 4: Teach students to write Affirmations (10 min)
• Affirmations start with the words “I am…”
• Affirmations are positive. Never use the word not in an affirmation.
• For example, instead of writing “I am not afraid of public speaking” you could write “I
am confidently delivering a presentation.”
• Affirmations are short.
• Affirmations are specific.
• For example, instead of writing “I am driving a new car” you would write “I am
driving a new black Range Rover.”
• Affirmations are in the present tense including a word that ends in “ing.”
• Affirmations have a “feeling” word in them.
• Examples include “confidently,” “successfully,” or “gracefully.”
• Affirmations are about yourself.
• Affirmations should be about your own behavior, never someone else’s.

Some examples of affirmations:

• “My life is fun and rewarding.”
• “I am smart and capable of accomplishing anything.”
• “I am grateful for everything I have.”
• “It’s easy for me to meet people. I attract positive, kind-hearted people.”
• “I am confident and able to handle any obstacle thrown in front of me.”
• “I have integrity. I tell the truth.”
• “I am diligent. I am hard working.”
• “I am energetic and full of enthusiasm.”
• “I am calm” 

Facilitator asks group to brainstorm more ideas a person could give to raise his or her self-esteem. 
Have a group reporter share the ideas with the class and write them on the board.

Lead a discussion about the best ways to raise self-esteem.  Ask the students to take notes
because in their journals they will be writing about ways they can raise their own self-esteem. 
Handout: Self esteem journal worksheet

If they fail to raise ideas: Some ideas for raising self-esteem that you may want to identify include:
(10 min)
• Accepting myself
• Keeping commitments to myself and others
• Setting realistic expectations
• Forgiving myself
• Taking risks
• Appreciating my creativity, my mind, my body
• Taking responsibility for my own decisions and actions 
• Expressing my feelings
• Disputing my Inner Critic
• Being a person of integrity
• Understanding and affirming my values
• Attending to my physical health
• Developing basic skills
• Treating myself with love