Tutorial: Sense Of Self / Personal Identity WHAT IS SENSE OF SELF? Everybody has a sense of self or sense of personal identity. In fact most people have a number of important ways of thinking about themselves that are significant enough to be considered multiple senses of self. Our sense of self includes those roles, attributes, behaviors, and associations that we consider most important about ourselves. These sense-of-self associations can be based on any combination of the following -- Self-identities, especially those of young people, are dynamic or in flux. Children as young as four years old have a sense of self that is based on some salient attributes that the child considers -- are really smart" the likelihood is increased that intelligence will figure prominently in the child's sense of identity. In contrast, when a child routinely hears, "You can't do anything right", then incompetence is likely to be central to his sense of self. Children acquire their sense of self and self-esteem slowly as they mature into adolescents. Furthermore, children do not always feel -- student might think of himself as a tough guy, a "Take-no-prisoners Hulk Hogan kind of guy". Furthermore, our sense of self is not judged to be true or false, but rather comfortable or -- well!" Even hard work can be easy and satisfying if it flows from a person's sense of "who I am." "Construction of identity" is rarely a deliberate, self-conscious process. Students do not set about to create a sense of self as a good student or good athlete or good friend. Rather they simply find themselves over time thinking and feeling about themselves in certain ways. Early in life, sense of self is associated with the security, protection, and acceptance that infants, toddlers, and -- feel an attachment. By the late preschool years and early school years, sense of self comes to be additionally associated - positively or negatively - with attributes that parents value and -- Sense-of-self identification is often associated with physical attributes (e.g., physical attractiveness), physical prowess (e.g., -- WHY IS SENSE OF SELF IMPORTANT FOR MANY STUDENTS AFTER TBI? One of the most devastating consequences of acquired brain injury is the challenge it poses to the student's sense of personal identity. Students who previously staked their sense of self on academic success, athletic abilities, helpfulness, popularity, or physical ability and attractiveness may find the basis for their sense of self to be gone. Academic pursuits may be difficult; sports may be ruled out by physical disability; the student who was -- Changes to sense-of-self as a consequence of the brain injury typically take several different forms and may evolve during the early months and years post injury. The duration of time a student struggles with altered sense of identity will depend on the severity of the injury, the age of the student at the time of -- children injured during middle to late adolescence when they have already acquired a preliminary sense of self. Children injured early in life often do not present the same challenges to self-identity since they were too young at the time of initial injury to have developed a settled sense of self. -- irritability, agitation, and aggressiveness. Depression is importantly connected with sense of self because depressed people typically feel out of control, unable to positively influence -- WHAT ARE THE MAIN THEMES IN INTERVENTION AND SUPPORT FOR STUDENTS WITH ALTERED OR PROBLEMATIC SENSE OF SELF AFTER TBI? Altered sense of self is viewed as a typical process in adjustment to brain injury, rather than a psychiatric problem or maladjustment. At times, disorders associated with an altered sense of self can result in the student becoming significantly depressed -- An important theme in sense-of-self intervention is that it is impossible to avoid contributing to the student's evolving sense of self. Whether educators are critical of the student, appropriately -- or negative - contributes in one way or another to that student's sense of self. With this as background, it is logical that staff and family should combine forces to organize their approach to the student's evolving sense of self. The following concepts and procedures are germane to helping a student develop a "new" and positive sense of self. The list can be used as a checklist to ensure that staff and family are doing what they can and should do -- Procedures for Contributing to the Construction of a Positive and Productive Sense of Self: -- emotional attachment, and ongoing nurturing are the primary basis for a positive sense of self. However, acceptance and respect from relevant adults remain strong contributors to a student's sense of personal identity at all ages. Acceptance and respect are equally -- 2. Success With Meaningful Tasks: For school-age children and adults, a positive sense of self and self-esteem are derived ultimately from meaningful achievements. It is sometimes said that -- therefore be creative in identifying activities and tasks in which the student can experience meaningful success and ideally a sense of contribution. With some students with more severe injuries, it is possible to capitalize on their disability and injury history in achieving this goal. That is, the student can build a sense of self by helping others understand TBI, by providing information based on -- project-oriented work at school or at home can create a basis for a sense of accomplishment and associated elevation of sense of self. 3. Association of Positive Role Models and Sense-of-Self Metaphors With Successful Task Completion: Many studies have shown that when -- who are confused, disorganized, or otherwise uncertain about their altered sense of self. Somebody who knows the student well can, collaboratively with the student, identify a heroic person or other -- calm and composed way." When this association becomes strong, the student will associate power - and an attractive sense of self - with reserved, thoughtful responses rather than out-of-control -- in the potty chair; you're such a big boy." Thus there are few cognitive building blocks for generating improved sense of self and elevated performance by creating positive associations of this -- 4. Honest Feedback Associated with Sense of Self: Most students are able to distinguish between empty praise, on the one hand, and -- that are honest and respectful - and therefore more likely to contribute to a positive sense of self. Here is an example: "You really worked hard on this; that's terrific. I think this part -- 5. Feedback Focused on Appreciation, Interest, and Respect, Not Just Praise: Students tend to develop a mature sense of self when adults express genuine interest in the student's interests and -- thoughts, and behaviors are taken seriously by people they respect, they develop a sense that they are real people, not just students who follow instructions and produce required work. -- immature level. Thus even though a student succeeds with these academic tasks, there may be no inherent sense of satisfaction - no affirmation of self - because the student does not believe that the -- appropriate for the student's current level of ability while also appearing to be relevant to her age and sense of self. At home, the student can be given meaningful responsibilities, like caring for pets, that create a sense of meaningful contribution while also adding organization and responsibilities to the daily routine. -- contributes to the student's downward emotional spiral and threatens an already vulnerable sense of self. -- Experiences of academic or social failure threaten the child's already weakened sense of self.