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Curtin University of Technology
WA Centre for Health Promotion Research

Self Esteem and Resiliency Pilot Project (2002)

Investigators

Project Coordinator

Outline and Rationale

The aim of this project was to determine and conduct a feasibility trial of identified best practice in self-esteem and resiliency building in primary schools. Low self-esteem is recognised as a major problem that can have serious mental, social, physical and emotional health effects as well as academic achievement consequences for children in the short and longer term. There is growing evidence that children’s self-esteem and resilience can be enhanced through the implementation of whole school intervention programs that actively engage parents, especially when delivered in the primary school.

This 12-month study comprised three major stages. Stage 1 comprised consultation with metropolitan and rural schools and health and education professionals with experience in self-esteem and resiliency building and an extensive review of the literature to determine practices and current gaps/problems in efforts to enhance these intrapersonal life skills in primary school children. Once the practices and gaps were identified, Stage 2 focused on determining which of these activities were considered by experts in the field to be best practice. The major outcome of this stage was the development of a whole school resource that incorporates this evidence-based ‘best practice’ activities as well as additional strategies to fill the identified gaps in WA schools. This resource was entitled: ‘Stars: Straight talking about resilience and self-esteem’. Stage 3 stage will culminate the project by seeking qualitative and some quantitative data on the strategies / components described in the resource. A sub-sample of metropolitan independent primary school staff were asked to provide feedback via an interview on the usability and practicality of recommendations and activities described in the resource.

Key Outcomes

While this action research project is limited by the size of the sample, its focus on school staff (and parents) and its mostly qualitative nature, has provided an excellent opportunity to review the current status of self-esteem and resiliency building interventions in WA schools and propose a whole school program of best practice strategies to ultimately enhance the quality of these programs. Feedback from teachers regarding STARS resource was very positive. Findings from this study will be used to inform the development of a longitudinal (three-year) randomised control trial to test the longer-term effectiveness of a whole school self esteem and resiliency building intervention.

Funding