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1979

Creating a Humanized Environment to Enhance Self Esteem Creating a Humanized Environment to Enhance Self Esteem

James J. Thompson Old Dominion University

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Recommended Citation Recommended Citation Thompson, James J., "Creating a Humanized Environment to Enhance Self Esteem" (1979). OTS Master's Level Projects & Papers. 536. https://digitalcommons.odu.edu/ots_masters_projects/536

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Dr. David I. Joyner Industrial Arts Department Old Dominion University

CREATING A HUMANIZED E?TvrWNI'.n;rp TC·

ENHANCE SELF ESTE~:r<

IN FART:!:AI FT:•·'~'.

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This research proposal was prepared by James J. Thompson under

directlon of the instructor in Education 535, Research Methods in Education

and the Industrial Arts Department graduate advisor.

Date ------------

Approved by:

Mr. David I. Joyner Industrial Arts Department Graduate Advisor

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CHAPTER I

INTRODUCTIO'T

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III. ASSUMPTIOIS AND LIMITATIONS

It is assui11ed that the resulting.data will demonstrate that

today's e~ucation system has e need for a humanized environment to

create Rn a tmoshpere which will enhance self estemn.

'!'1,e :f'irst lirni tation is the teacher. The success of the study

will depend upon the teacher's t,wn self esteem. Only if _I.t the

teacher arri my own being, value myself , feel at ease_ and comfortable ~

with myself, and give the students in the study their right to

be themselves.,can I hope to enhance their self esteem.

The second limitation is the number of subjects who will be

involved in the study. Because only 30 students could be inclu­

ded in this study, I will not be able to prove conclusively that

r humani~ed environment will create an atmoshpere to enhance

self esteem.

The third limitation is the wide range of ability levels

among ·the students in the study, because I had to use students

who had signed up for my classes.. friis factor could not be

controlled in the-selection of the experimental arid control

groups.

A forth limitation is prior to the beginning of the study

in January, I will have interacted with the students for one se­

mester. Thus, the classroom environment would have been in­

fluenced by my presence.

IV. SIGNIFICANCE

Research literature indicates that cognitive learning is

enhanced when sj,f esteem~·- enhanced. This study should dem­

onstrate to educators that there is a relation~hip between

humanized environment end enheneed self esteem. 1 • . J 1 ; l 1

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The data from this study will provide eduoators with a

methodlolgy of how to enhance self esteem within the classroom.

I will be able to help other teachers who want to enhance self

esteem in thiir classroom by explaining methodology used in the

study.

V. DEFINITION OF TERMS

For the purposes of the study the terms listed below have

the following meanings:

SELF ESTEEM

SELF ESTEEM includes all the beliefs and attjtudes one

has about oneself. Self esteem will be measured by the self

observation scale form c.

HUMANIZED ENVIRONMENT

A humanized envirorunent is relaxed, friendly end cooper-

ative. A sense of community exists between members of the class

and teacher. The students and teacher are supportive of each

other, offering and accepting each other's help and encouragement.

Trust and lack of competition is felt within the classroom. The

teacher acts more as a friend and resource person th~ as a dispenser --of knowledge. The teacher must let students know that he oares

about them. He, also, must be willing to listen to them attentively

without passing jud~ent.,

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4

CHAPTER II

REVIEW OF THE LITERATURE

The most important issue adolescents must define is the clari­

fication of what their lives mean~to them, (Freidenburg,1959). How ~,v~ we see our~ and what we will do to maintain and enhance self is the

~-- - ,.,, ·,I,

rnoti ve behind all behavior. ( Combs and Snygg, 195'9) ~ Each of us is

constantly striving to maintain, enhance ann protect the self

that \·rn knnw.

W:ithort, fl hurr,eniz~d environment of trust, caring, and open­

ness, the teacher's efforts to enhance pu~tls' sense of self

esteem will be seriously limited. Roger's summary of research

on facilitive relationships in the classroom has indicated that

supportive invironment (humanized environment) will optimise

growth of self esteem. One can enhance the impact of a positive

strengthening experience by relating it to other people in a ;,-,

trusting, open, accepting atmosphere. {Roger's 1969)_ Contri-

buting factors to a positive classroom environment are:

1. Accepting pupil contributions without judgement.

2. Maintaining a "you can do it" attitude. I I

3. Listening, Listening, Listening.

4. Being, in all ways, a friend.

{Wells and Canfield 1971,76)

s-r: The major task in education today is to define self esteem,

and develop ways to nurture self esteem in education. California

has added self esteem in its list of primary goals for education.

(Vasconcellos 1976,11) j

5

Ip 1970, a study by ,Urkey revealed students• subjective and -,- 'C,G,~ ,./

personal evaluations of themselves as en ove~owering influence

on their success in school. ·(Pur~ey, 1970) A considerable number

of st,1dies support the positive correlation be~lf esteem end

achievement. Watterberg and Clifford studied kindergarden young­

sters in an attempt to see if self esteem could predict reeding

success. After a 25 year study, they found that children with low

self esteem did not le&rn to reed es well as children with high

self esteem. (Watternberg and Clifford, 1962, 377)

DevelopMent of positive esteem is the most neglected facet

of our education. If one's self esteem is a measure of §ucceaa

or failure in life and of relationship with others, we should

realize that most of us received at best and inadequate education

in the area of self esteem. There is e gap between the basic phil­

osophy of public education which professes to develop the "whole"

person and actual classroom inst&tion, which makes no attempt to

teach knowledge of oneself. I hope this study ann others like it

may show a need to revise curriculums to include the development of

self.

CHAPTER III

THE RESEARCH METHOD AND PROCEDURES

I. THE DESIGN

A control group and an experimental group of fifteen male and

fem~le students, (Appendix A)Jwill receive the self observation ~

scale as a pre-and post~test which measures the following dimensions .... '

I of a students self esteem: 1) self acceptance, 2) self security,

3) social ~onfidence, 4) self assertion, 5) peer a~filiation, ~

6) teacher affiliation,~) school affiliation. The experimental

class will paricipate in ten activities onFweek apart. The activities

will be designed to develop self-knowledge (Appendix B). -ttst

The pr!,:Bnd post-test was reviewed and approved by David

I. Joyner Phd., Industrial Arts Department, Graduate Ad1·isor.

II. INSTRUMENTATION

The Self Observation Sca~e, Form C)is the research instru­

ment/which a,ill be used to c,ollect data for this study. A copy

of the Instructor's Manuel and Scoring Sheet is included in

Appendix C.

III. SAMPLING

This study will include students who registered Por Mech,micoJ

Drawing I at Phoebus High School in the sprinz of 1977. These

students were then placed in the two Mechanical Drawing classes

by computer scheduling.

IV. DATA COLLECTION

rt' -1'1:.sf e~ Trie student,3 in the study wer.e p.Pet,e!teG on October 3, -

1977. The stude:,ts will receive the post-test the second -week in March, after they have ~articipated in the ten activities

aimed at hum::mizinc the classroom environment.

V. DATA ANALYSIS

Scoring of the Self Observation Scale is based on national

norms. For eact. ·cale, a child receives a standard score (T

score), representing a distribution with a mean 0~·50 and a stan- ~ cl1:vM+,o,.1 "~ . .'IO

~erd &<ge_per else aPo pPevideQ. Responces to individual i terns are

not given. The test result are returned in the following format:

Rosters which present T scores, percentiles and stanines

for each pupil on each scale;

Summary Tables which present the number of pupils, the average

T score, the standard deviation of the T scores and the percentile

equivalent of the average T score for each scale;

Profiles which present graphically the percentile equivalent

of the average T score - for each scale as well as the complete

range of individual percentile score and the interquartile band41

c.. '(Containing the second and third quartiles of the distribution)~

BIBLIOGRAPHY

Combs, A.W., and Snygg, D. Individual Behavior, second ed., New York: HArper&Row, 1959.

Friedenberg, E.Z. The Vanishing Adolescent, New York: Bell Publishing CQ., 1959.

Purkey, Williarr Watson: Se f Conce t and School Achievement, En~lewood Cliffs, N. • Prentice-Hall, Inc., 1970.

Stanford, Gene&Roark, Albert E. Rumen Interaction In Education, Rog:ers page 8, Boston: Allyn and Bacon, Inc., 197h.

Wattenberg, w.w., and Clifford, c.c. Relationship of self ' Concept to Beginning Achievement in Reeding., u.s.

office of education, cooperative research project no. 377, Detroit: Wayne State University, 19A2.

WP.lls, Harold c. and Canfield, Jack, 100 Ways to Enhance Self-concept in the cl,ssroom, Forword, John Vasconcellos, Englewood Cliffs, New ersey: Rrentice __ Hall, Inc., 1976.

Wells, Har9ld C. and Canfield, Jeck,"About Me" Teacher's Guide, Chicago, Ill.: Encyclopedia BritennicaEducational Corp., 1971.

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READING BIBLIOGRAPHY

!'.c11 l 3rd, .1ini, (_j_r_ci_t~f)_ook A Leader Handbook for Conduct !~Circle time A Ct:rr ic_1: lu112__t_<1 .. A_f_f_~_E!_, Amherst, Massachusetts: Mandala, 197 5.

;;rig)'.s, Jor<,thy Cork.ille, Your Child's Self Esteem, New York: Doubleday & Cnmpany, Inc., 1970 .

.Johnson, 1J2vicl P., Reaching Out-Interperonal Effectivene_SJ,_ and Self­Actualization, Englewood Cliffs: Prentice-Hall, Inc., 1972.

Hall, J;rian P. Value Clarification As A Learning_ Pr-9ce:.:..;;s, New York: P,'lulist Press, 1973.

1:awlev, Robert C. and Hawley, Isabel L., Developing Human _l:'_~t_enUal, Amherst, ~-lassachusetts: Education Research Associates, 1975.

Howe, Leland W. and Howe, Mary Martha, Personalizi~ Education, New York: llart Publishing Company, Inc., 19)5.

Kirschenbaum, Howard, Advanced Value Clarification_, LaJolla: University Associates Publisher, Inc., 1977.

Pfeiffe1 J. William and Jones, John E., The 1977, Annua~llandbook For r;_r_9uu Fac_i_l_itato'£_~, LaJolla: University Associates Publisher, Inc.,

1077.

Pfeiffe~ J. \.Ji1liam and Jones, John E., The 1974 Annual_llandbook For r,ro~ F_a_cilitator~, LaJolla: University Associates Publisher, Inc., 1974.

Pfeiffe~ J. 1-lilliam and Jones, John E., The 1973,Annual Eandbook For r.roup Fae ili_~ators_, LaJolla: University Associates Publisher, Inc. , 197 '3.

Pfeiffe( J. William and Jones, John E., The 1972,_Annual Handbook For ~roup [a_sjlitator~. LaJolla: University Associates Publisher, Inc., 1972.

Pfeiff ell J. William and Jones, John F.., A HandboCJk of:_S!_!"~_ctured Esoeriences For Human Relations Training, Volume I, LaJolla: University Associates Publisher, Inc., 1974.

PfeiffeQ. J. William and Jones, John E. ,A Handbook of Struc1=_1i_red _!_xperiences ~~r Human Relations Training, Volume II, La.Jolla: university Associates Publisher, Inc., 1974.

Pfeiffe\ J. William and Jones, John E., A Handbook of Structured ~eriences !_!?!:_Huma_E___Relations Training, Volume III, LaJolla: Cniversity Associates Publisher, Inc., 1974.

Pfeiff el}, .J. William and Jones, John E. A Handbook o_f __ S_t_r_u!=_t~_r_ed F:xp_eriences T~~ Human Relations Training, Volume IV, LaJolla: University Associates Publisher, Inc., 1974.

Pfe U fe~ J. \,Ii 11 i.am and Jonf'S, John E. A Handbook of Structured Experiences F_or Hurnar: __ R_t•_1_c-i_tions Training, Volume V, LaJolla: University Associates Publisher, [nc., 1974.

Pf eif fe~ .r. Wil Ji am and Jones, John E. A Handbook _d_t Structured Experiences F'or Human Rf· l3t ions Training, Volume VI, LaJolla: University· Associates ~ublisher, Jnr.., 1974.

Samuels, :)on and Samuels, Him!., The Complete Handbook _of Peer Counseling, ~!iami: Fiesta Publishing Corp., 1975.

'., irnon, Sidney B. , Howe, Leland W. and Kirshcenbaum, Howard, Value Clarification ~Handhook of Practical Strategies for Teachers and Students, New York: l!art Publishing Co., Inc., 1972.

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