Fichier de travail :
- ../DUMP-TEXT/Anglais/4_Mental_Sense/76.txt
Forme voulue :
- senses?(\b)
Définition :
- [Dans le domaine intellectuel] Conscience intellectuelle générale, faculté de comprendre les choses et d'apprécier les situations avec discernement.
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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.