15. Bronfennbrenner’s Ecological Theory
• John’s Family Microsystem: negative direct interactions
with his parents.
• In turn, it affects how he behaves in school, as there are
linkages between Family and School within the Mesosystem.
• As a result, John has a lack of both social skills and sense of
industry.
16. What could be done
• Highlight the importance of acceptance to the class.
• Teacher to build up mutual trust with john then to
have 1-1 informal talks with him outside curriculum
time
• Create a collaborative learning environment for
students in class to foster positive peer
relationship.
17. Problem statement
john has low self-concept and
does not believe that he will do
well due to previous history of
poor academic performance.
18. Development of Self-concept (Low- self-worth)
Self-concept is an individual’s perception of himself
that is formed over time.
Emotional
Social Self
Self
Physical Academic
Self Self
Self
Concept
It is composed of all the beliefs (general characteristics and abilities)
and evaluations the person has about himself.
These beliefs (self-image) and evaluations (self-esteem)
actually determine not only who he is,
but what he think he is, what he think he can do and
what he think he can become
(Burns, 1982)
19. What could be done
• Positive affirmation in every effort and
improvement
• Assign responsibility to give him a sense of
belonging to the class
• Assign achievable bite size assignment and
assessment for him to build up his confidence
20. Problem statement
John has poor rapport with
parents and there is minimal
understanding between them.
21. 1) Parents are restrictive and disciplinary.
2) Child lack of social and communication skills.
22. 1) Parents are uninvolved
2) Child has poor self-control, lack of
independence , low achievement motivation .
23. What can be done
• Build rapport with john
• Teacher to communicate with parents on
regular basis to update and track on john’s
progress
• Seek assistance from counselor when working
with parents
26. 1) Poor Parenting 6) Academic failure and school bonding
2) Lack of supervision 7) Bullying and teasing
3) High exposure rate to media violence 8) Prejudice and Discrimination
4) Drug and alcohol abuse 9) Alienation
5) Depression 10) Instability of environment
27. What can be done
• Assign Buddy
• teacher to role model positive social skills and
attitude
• Teacher to create inclusive learning
environment
28. Limitations of solutions
• Collaborative learning environment for students might
not be feasible as John may not want to cooperate and
vice versa.
• Positive affirmation in every effort and improvement
may not be feasible as John might not put in enough
effort to accomplish a task.
• Assigning of Buddy might not work as his classmates
might not want to work with John at all.
• Teacher to communicate with parents on regular basis to
update and track on john’s progress
• Teacher to communicate with parents on regular basis to
update and track on john’s progress, this would be
difficult to achieve as parents might not be cooperative.
30. DEVELOPMENT OF SELF-
CONCEPT
Learned over time
Through verbal + nonverbal reactions of
significant others, e.gg parents, teachers,
siblings, peers & schoolmates
Personal history of successes and
failures
Attributions of behaviour
Personal expectation
31. SELF-CONCEPT VS SELF-
ESTEEM
Self-concept and self-esteem are often used interchangeably
Self Concept Self Esteem
According to Burns (1982), Self-esteem is the
self-concept is the evaluation part of
self-concept, i.e.,
summation of all the beliefs
(general characteristics it is the emotional reaction
to your perception of
and abilities) and self.
evaluations the person People who have high self-
has about himself. esteem believe that
they are
inherently worthy people.
