Confidence development: Self-Esteem & Identity Development
Self-Esteem & Identity Development is a powerful and essential topic for high schoolers because
adolescence is a key stage for forming one’s sense of self and building confidence. Adolescents are
exploring who they are and how they fit into the world. Low self-esteem can lead to anxiety, depression,
peer pressure vulnerability, and unhealthy relationships. Positive identity development helps them feel
confident, make better choices, and cope with challenges by reinforcing what is important to them and
their value system.
Key Objectives of the Session
● Help students understand what self-esteem is and how it develops.
● Explore the difference between healthy self-esteem, overconfidence, and low self-worth.
● Discuss internal and external influences (family, peers, social media).
● Encourage exploration of personal strengths, interests, and values.
● Promote self-compassion and realistic self-appraisal.
Core Topics to Cover
● Identity: what are the things that are important to them, and explore values that make them
important.
● Self-esteem: Perception of self and others, understanding of how we learn to value ourselves
through the lens of others, and how this impacts our thoughts, feelings, and behaviors.
● Resilience: understanding how self-esteem helps us when we are challenged
Interactive Activities
● Self Mapping: Students list their talents, qualities, and things they are proud of; peers add feedback.
● Values Exploration: A guided reflection where students identify their core values and what makes
them feel fulfilled.
● Affirmation Exercise: Practice creating realistic, positive affirmations to replace negative self-talk.
Session Plan
Target Group: High school students (ages 14–18)
Group size: 10 - 15 boys
Duration: 2 hr
Format: Group session (classroom or counselling setting)
Ground rules
Confidentiality: whatever is said in the room stays in the room and will not be discussed outside
Listen: When someone is talking everyone will listen, if you want to share you will do so after the other
person is done talking. No talking amongst yourselves when in session.
Respect: everyone has the right to a personal opinion, even if we disagree, we will do it using respectful
language.
Introduction & Icebreaker (15 mins)
Activity 1: round of applause
Ask the participants to come forward one by one and ask the rest of the participants to say one positive
quality about the “one” that stepped forward. Refrain from engaging in negative narratives as there will
be time for that later.
Debrief: “How did it feel to hear positive qualities?”
Identity exploration (10 mins)
Activity 2: Self-mapping
creating a modified version of the community genogram, this includes the qualities they identified about
themselves in the previous exercise. This can include negative self-associations that might arise.
Instructions
Write your name or draw yourself on the sheet
Chits: I will hand out small rectangular chits of colour paper on which they can write the things and
qualities they identified about themselves.
Feedback chits: ask group members to give you chits to describe your qualities/strengths
Map: stick the chit close to yourself if it is very important to you, or far away if its not very important to
you.
Mini-Psychoeducation Segment (10 mins)
What is identity and Self-Esteem?
Using the blackboard (alternate tools depending on availability) explain why I was asking them “tell me
something about yourself?” during individual sessions.
First, self-esteem has been investigated as an outcome. Scholars taking that approach have focused on processes that produce
or inhibit self-esteem (e.g., Coopersmith 1967; Harter 1993; Peterson & Rollins 1987; Rosenberg 1979). Second, self-esteem has
been investigated as a self-motive, noting the tendency for people to behave in ways that maintain or increase positive
evaluations of the self (Kaplan 1975; Tesser 1988). Finally, self-esteem has been investigated as a buffer for the self, providing
protection from experiences that are harmful (Longmore & DeMaris 1997; Pearlin & Schooler 1978; Spencer, Josephs & Steele
1993; Thoits 1994).
● How does self-esteem work as a motivator
● How does it develop?
● How does it buffer to build resilience?
Healthy vs. low vs. inflated self-esteem.
Common Challenges:
● Peer comparison/competition/pressures
● body image
● academic pressure
Why it Matters:
● Impact on relationships
● Decisions
● Mental well-being (resilience)
Sharing (10 mins)
Option: Invite volunteers to share what they learnt and how they personally impact them (only if
comfortable).
Break (10mins)
Give the students a break from the session to take a walk stretch, have a snack etc
Value system (20 mins)
fundamental, deeply held beliefs about yourself, others, and the world, which significantly influence your
thoughts, feelings, and behaviours
Activity 4: using the community genogram try to get the students to understand the value system that
dictates their feelings, thoughts and behaviours. Encourage the boys to share in case they are struggling
to figure out their value system.
Skills & Strategies (15 mins)
Key Strategies to Build Healthy Self-Esteem:
● Practice self-compassion (talk to yourself like you would to a friend).
● Celebrate effort, not just outcomes.
● Surround yourself with supportive people.
● Challenge negative self-talk.
● Explore your values and live by them.
affirmations (10 mins)
Activity 3: Students write down I statements as affirmations (e.g., “I am capable of learning and
improving” vs. “I must always be the best”).
Closing reflection (10 minutes)
Prompt: “What is one thing you learned today that you can use in your daily life?”
Encourage students to keep their self-map as a reminder. Anything that was not discussed during the
session can be discussed in your individual therapy.
References
Cast, A. D., & Burke, P. J. (2002). A theory of self-esteem. Social forces, 80(3), 1041-1068.
Materials Needed
Paper/worksheets, colour chits & pens