Facilitating children's self-concept: A rationale and evaluative study

Hay, Ian (2005) Facilitating children's self-concept: A rationale and evaluative study. Australian Journal of Guidance and Counselling, 15 1: 60-67.

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Author Hay, Ian
Title Facilitating children's self-concept: A rationale and evaluative study
Journal name Australian Journal of Guidance and Counselling   Check publisher's open access policy
ISSN 1037-2911
Publication date 2005-01-01
Sub-type Article (original research)
Open Access Status File (Author Post-print)
Volume 15
Issue 1
Start page 60
End page 67
Total pages 8
Editor Gillies, Robyn
Place of publication Bowen Hills, QLD, Australia
Publisher Australian Academic Press
Language eng
Subject 330105 Educational Counselling
330101 Educational Psychology
Abstract This study reports on the design and effectiveness of the Exploring Self-Concept program for primary school children using self-concept as the outcome measure. The program aims to provide a procedure that incorporates organisation, elaboration, thinking, and problem-solving strategies and links these to children's multidimensional self-concept. The results of this research support the notion that teachers and guidance counsellors need to establish a nonthreatening framework that allows them to discuss with children a range of relevant issues related to peer pressure, parent relations, self-image, body image, gender bias, media pressure, values and life goals, in a systematic, objective and cooperative manner. Within the paper, notions associated with self-concept maturation, 'crystallisation' of self-concept beliefs, cognitive differentiation and self-concept segmentation are reviewed.
Keyword Self-concept
Counselling programs
At risk students
Guidance officers
School counsellors
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2006 Higher Education Research Data Collection
ERA 2012 Admin Only
School of Education Publications
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Created: Mon, 14 Nov 2005, 10:00:00 EST by Ian Hay on behalf of School of Education