Research Update: Increasing a Kid's Self-Esteem: What Works, What Doesn't?

I. Topic:

Development--Social Development and the Self

II. Article Reference:

Haney, P., & Durlak, J. A. (1998). Changing self-esteem in children and adolescents: A meta-analytic review. Journal of Child Clinical Psychology, 27, 423-433.

III. Overview:

Questions have arisen lately surrounding what best influences the development of high levels of self-esteem and positive self-concepts in children and adolescents. In the attempt to answer this question, Haney and Durlak undertook a meta-analysis of intervention programs aimed at improving these two aspects of social development. The outcome of such research has important implications for behavioral and academic outcomes to which self-esteem and self-concept have been shown to be related.

IV. General Method:

The meta-analysis examined 102 studies published before 1992 that included children and adolescents with an average age of 18 years or less and that involved at least one intervention aimed at improving self-esteem or self-concept. The authors classified interventions as being aimed either only at enhancing self-esteem or self concept (49 studies) or aimed at changing specific behaviors, such as academic skills) but also measured self-esteem or self-concept (71 studies).

V. Conclusions and Implications:

Interestingly, those intervention programs aimed exclusively at enhancing self-esteem or self-concept were found to be more effective than intervention programs aimed at improving specific behaviors. Furthermore, treatment programs were found to be more effective than primary prevention programs in improving levels of self-esteem and self concept. The authors also suggested that interventions aimed at only enhancing self-esteem and self-concept improve child and adolescent functioning in other areas, such as in academic functioning, as well.