7-1 DEV.

7-1Discussion_ImprovingSelf-EsteemandIdentity.pdf

● 7-1 Discussion: Improving Self-Esteem and Identity
Self-esteem and identity provide individuals with a foundation for viewing themselves, how others view them, and even how they define how they will approach the world. Modern, holistic understandings of developmental psychology reiterate that parenting, social interactions, educational and athletic achievement, artistic expressions, and innate ability all play a role in the formation of these concepts. The ability to intervene to improve self-esteem and identity formation can be instrumental in establishing a healthy path in life. You are challenged to research programs and activities that target the improvement of self-esteem:
● Which theory or research does the program/activity align with from the course materials?
● Identify the child or adolescent age group that the program/activity targets. How does the program define and assess self-esteem?
● Critique the activities cultural sensitivity and effectiveness.
To complete this assignment, review the Discussion Rubric.

7-1ReadingandResources6.html.zip

Reading and Resources6.html

Required Resources
Textbook: Lifespan Development in Context: A Topical Approach, Chapter 11 Chapter 11 provides foundational knowledge on how the concept of self develops from infancy through adolescence; the myriad influences on self-esteem; changes in our concept of self and correlates of self-esteem over the lifespan; development of self-identity, including ethnic/racial identity; and the psychosocial correlates of personality development. 
As you read, consider the following:
What qualities do you base your self-esteem on?
What role did parents and peers play in how you feel about yourself?
How do you define who you are (e.g., gender, culture, socioeconomic status)? How would you define your identity?
Library Article: Is High Self-Esteem Beneficial? Revisiting a Classic Question This article examines the consequences of self-esteem on several developmental domains including cognition, physical health, and socio-emotional development. The authors discuss implications for building effective self-esteem interventions that have an impact across these domains of development. 
This article supports the discussion activity. 
Library Article: How to Raise Children’s Self-esteem? Comment on Orth and Robins (2022) This article supports the Orth and Robins (2022) study on the benefits of self-esteem across all ages. It is a commentary on specific interventions that will support raising the self-esteem of children. 
This article supports the discussion activity. 

7-1ModuleLectures6.html.zip

Module Lectures6.html
Development of Self-Concept
The concepts of the self, self-esteem, and identity are utilized throughout the field of mental health. Developmental psychology seeks to explain the formation of these concepts within the individual. The examination of how an individual defines him/herself and his or her relation to others is called social cognition, and it provides further evidence that cognitive development is a broader concept than academic and intellectual abilities. The importance of this area of development cannot be understated as intellectual abilities in isolation do not guarantee success and achievement. Individuals must believe that they are competent, believe they possess the ability to motivate themselves for a purpose, and define who they are in order to make the most of their intellectual capacity. The holistic approach continues to be demonstrated in the symbiotic relationship between the core concepts of the self and the traditional cognitive abilities.
This area of research may be one of the most challenging in developmental psychology due to the fact that it deals with highly individual and internal views of oneself. Therefore, many of the aspects examining the concepts of the self remain difficult to define. An example of this challenge can be seen in the research regarding cultural influences on development. If one lives in an individualistic society like the United States, individual characteristics and achievement may play a larger role in how one defines his or her identity. In contrast, many African and Asian societies place a higher value on the whole of society or more a communal approach. Therefore, concepts of the self may be more strongly influenced by social relationships and the role one plays in the lives of the people around him or her. This underscores the influence of the sociocultural context at the very definition of level of the self.
The multitudes of influences that may be integrated by an individual in the formation of his or her self-concept make this area of developmental psychology one of the most dynamic and diverse. The following broad concepts depend on basic biological capacity shaped by social forces and applied within an environmental context to produce the unique concept of the self:
The ability to define the importance of parental and family relationships for their impact on how one views oneself.
The ability to master physical and cognitive tasks throughout life, and how well one is able to accomplish this mastery in comparison to others.
The tendency to attribute success and failures to oneself, or to forces outside of oneself.
Given the important role that self-concepts play within the lives of each individual, the ability to identify what may impair development in any one area can be of significant importance. In attempting to assess atypical development, neglected or abused children could begin to integrate information at key developmental stages that have a profound impact throughout an entire life. The ability to provide intervention experiences to combat these experiences must evolve from an understanding of the formative processes of the self-concept.
Module Seven provides a unique opportunity to begin to explore the concepts of the self, self-esteem, and identity. The discussion challenges students to research and critique an exercise for the promotion of positive self-esteem or identity development to increase the depth of one’s perspectives on how these concepts are applied in the field. This experience ties into the larger task of Milestone Three, which is due this module. Students may want to consider if these concepts are addressed within their selected program.

7-1GraduateDiscussionRubric.html.zip

Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
Write a post of 1 to 2 paragraphs.
In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
Reply to at least two classmates outside of your own initial post thread.
In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
Criteria
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Comprehension
Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%)
Develops an initial post with a point of view or idea using appropriate detail (90%)
Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%)
Does not develop an initial post with an organized point of view or idea (0%)
20
Timeliness
N/A
Submits initial post on time (100%)
Submits initial post one day late (70%)
Submits initial post two or more days late (0%)
10
Engagement
Provides relevant and meaningful response posts with clarifying explanation and detail (100%)
Provides relevant response posts with some explanation and detail (90%)
Provides somewhat relevant response posts with some explanation and detail (70%)
Provides response posts that are generic with little explanation or detail (0%)
20
Critical Thinking
Draws insightful conclusions that are thoroughly defended with evidence and examples (100%)
Draws informed conclusions that are justified with evidence (90%)
Draws logical conclusions (70%)
Does not draw logical conclusions (0%)
30
Writing (Mechanics)
Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%)
Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%)
Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%)
Initial post and responses are not understandable and do not use proper citation methods where applicable (0%)
20
Total:
100%

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