Article type
Year
Abstract
Introduction/Objective: To assess all RCTs designed to change the self-concept of children and adolescents.
Methods: Searches of MEDLINE 1966- ; HEALTHSTAR 1990- ; and PsychINFO 1967- using the search terms self-concept, self-esteem, self-confidence, self-perception, self-efficacy; and terms for RCT. To date 17 RCTs have been identified in which each sub-group had an N=> 30. Interventions ranged from 40 minutes to 2 hours, over periods from 4 weeks to 2 years. Post-testing was usually performed after the study concluded, in some within a year, and one was 16 years later. Self-concept was assessed either by the Piers-Harris, Rosenberg, ME Scale, Coopersmith, or Harter inventories. All studies compared % differences on pre-and post-tests of self-esteem.
Results: The only significant improvements in self-esteem were in two stress-prevention skills training programmes; an enuresis prevention programme; and an athletics training programme. Some studies with intensive interventions (nurses working with children with chronic physical disorders and their families for a year) showed no change in self concept. Other intensive interventions (three years of work with disruptive boys and their families) demonstrated less fighting and truancy, but no change in the teachers' and parents' perceptions of disruptiveness and fighting. In those studies that demonstrated an increase in self-concept it was less than 5%, whereas there were larger changes is some intermediate target behaviours (69% decrease in enuresis in the experimental compared to 2% in the control group in one study).
Discussion: Studies endeavouring to improve the self-concept of children and adolescents are heterogeneous, studying a wide variety of contexts and using at least five different scales of self-esteem. Improving self-concept may be the final behaviour to improve in an upward struggle for improvement, and intervention studies should target intermediate behaviours such as reducing enuresis, and fighting and stress.
Methods: Searches of MEDLINE 1966- ; HEALTHSTAR 1990- ; and PsychINFO 1967- using the search terms self-concept, self-esteem, self-confidence, self-perception, self-efficacy; and terms for RCT. To date 17 RCTs have been identified in which each sub-group had an N=> 30. Interventions ranged from 40 minutes to 2 hours, over periods from 4 weeks to 2 years. Post-testing was usually performed after the study concluded, in some within a year, and one was 16 years later. Self-concept was assessed either by the Piers-Harris, Rosenberg, ME Scale, Coopersmith, or Harter inventories. All studies compared % differences on pre-and post-tests of self-esteem.
Results: The only significant improvements in self-esteem were in two stress-prevention skills training programmes; an enuresis prevention programme; and an athletics training programme. Some studies with intensive interventions (nurses working with children with chronic physical disorders and their families for a year) showed no change in self concept. Other intensive interventions (three years of work with disruptive boys and their families) demonstrated less fighting and truancy, but no change in the teachers' and parents' perceptions of disruptiveness and fighting. In those studies that demonstrated an increase in self-concept it was less than 5%, whereas there were larger changes is some intermediate target behaviours (69% decrease in enuresis in the experimental compared to 2% in the control group in one study).
Discussion: Studies endeavouring to improve the self-concept of children and adolescents are heterogeneous, studying a wide variety of contexts and using at least five different scales of self-esteem. Improving self-concept may be the final behaviour to improve in an upward struggle for improvement, and intervention studies should target intermediate behaviours such as reducing enuresis, and fighting and stress.