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School Psychology International
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Competent to Cope, Worthy of Happiness?

How the Duality of Self-Esteem Can Inform a Resilience-Based Classroom Environment

David Miller

University of Dundee, Dundee, UK, d.j.miller{at}dundee.ac.uk

Brigid Daniel

University of Dundee, Dundee, UK, b.a.daniel{at}stir.ac.uk

This article considers links between self-esteem and resilience, and suggests implications for teachers and schools. A two-dimensional model of self-esteem is employed as a theoretical framework to revisit a range of factors frequently associated with internal resilience. It is argued that because of the way in which self-referent characteristics have been conceptualized in the past, the links between self-esteem and resilience may have been underestimated. Following discussion of the theoretical issues, suggestions are made about to how this model of self-esteem can provide schools with a conceptual framework to help inform resilience-based approaches to support vulnerable children.

Key Words: childhood resilience • efficacy • self-competence • self-esteem • self-worth

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School Psychology International, Vol. 28, No. 5, 605-622 (2007)
DOI: 10.1177/0143034307085661
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This Article
Right arrow Abstract Freely available
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Citing Articles
Right arrow Citing Articles via Web of Science (1)
Right arrow Citing Articles via Google Scholar
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Right arrow Articles by Miller, D.
Right arrow Articles by Daniel, B.
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What's this?