Reading Handwriting

Hell Traits
1. Lying (Prevarication)

Honesty is one of the most sought-after personality traits. Unfortunately, honesty or dishonesty is a result of many variables, least of which are the person's integrity and the specific situation. However, some people have so much internal confusion that they lie when the truth is better. The worst case scenario is the letter o shown here. This is the pathological liar. He will make up stories and is basically not trustworthy. He probably does not know what the real truth is. Luckily, I do not see this trait very often. I hope you don't either. However, if you ever see this trait consistently in someone's handwriting take my advice, "Run, don't walk, to the nearest exit!"

2. Low Self-Esteem

This is the one trait that is perhaps the most common problem in the United States. In relationships, it sticks up its ugly head and will cause you problems. In handwriting a low self-image is shown by a low t-bar. The cross of the letter t is on or below the top of the middle zone. A low self-image is also revealed by a very small personal pronoun I. Since capital letters indicate the strength of one's ego, a small letter I reveals the writer doesn't have a great amount of ego strength about himself. Look for the personal pronoun capital I. To confirm any indication of self-esteem, look to the height of the cross on the letter t. The person with a low self-image fears failure and fears change that could bring failure. Consequently, she doesn't set high goals or plan very far ahead in the future.

3. Dual Personality

Dual personality is shown in handwriting by an obvious slant variation, leftward to rightward, in the same sentence. This person has trouble making emotional decisions because of the varied emotional influences. When a stressful situation arises, she withdraws into herself, into her introverted personality. There is a fundamental duality within the psyche that creates unpredictable emotional responses. Some people call this person just moody, but, it goes deeper than just mood swings. The actual biological synaptic responses in the brain function in two different distinct patterns, depending on the circumstance. As you can imagine, having two separate biological responses to the same situation can create quite an unpredictable relationship.

4. Paranoia (Okay... Extremely sensitive to criticism. Paranoid only if you're dating.)

This is one of the most significant of the Hell Traits that it is worth reviewing. As you recall, Sensitive to Criticism is an over-awareness of other's perceptions about oneself. It is the fear of disapproval. It is the overbearing need for approval. It is a fear that is shown by a loop in the lower case d and t stems. The amount of sensitivity as it relates to the personal self is shown in the stem of the lower case d. The amount of sensitivity as it relates to ideas and philosophies are shown in the stem of the lower case t. The bigger the loop, the bigger the amount of sensitivity. The Hell Trait of paranoia is present when the loop in the d is inflated like a balloon and/or flat on top.

5. Needs a Challenge

This trait is very common in both men and women. It has been described as the trait of manipulation, anger at the opposite sex, or the need for a challenge. It probably fits slightly into each of those categories. I should warn you that although it is one of my hell traits, it is so common it is difficult to avoid.

It is shown in the letters c, a, and d. It is a hook-like shape that forms the top circle of those letters. It has been called a Stinger because of its resemblance to a bee's hook-like stinger which hurts very badly if you get stung. People who have stingers in their handwriting usually get a thrill out of stinging others. It is usually directed at the opposite sex. Depending on the other traits in the handwriting, it could just be a game or malicious behavior.
Sexuality

1. Sexually Frustrated

Some people are not totally satisfied on that physical level right now. If you see a lower loop in the g and y that is incomplete, know that the sex life is also incomplete. Look for the letters y or g shaped like this:

Sometimes, the person is having a physical challenge, like illness or some physical pain. However, most of the time, it reveals a lack of sexual or emotional satisfaction with regards to relationships.

2. Big Sex Drive

This is the trait that everyone loves to talk about! The bigger the loop in someone's lower zone letters, the bigger the sexual imagination. That imagination includes energy, trust, experimentation, and even new positions. Face it, someone that imagines very well will get bored with the same old thing. So, if your lover has a big y-loop, be experimental. Remember, this loop is also exaggeration. Therefore, that person will also tend to embellish and exaggerate everything in all areas of life. They make great story tellers and are definitely the best lovers! For a big sex drive look for a long and wide lower loop in the y or g like this:

3. Loner

The loner needs his or her space. A part of her may enjoy people and actually need to be with others. However, when you see the lower stroke of a y or g drawn straight down, realize this person has a need to make it on her own emotionally. In relationships, this person will need space and not be co-dependent. In fact, independent is the key word. This can be a very healthy trait. Remember that at times, this person will need to be alone and give them this freedom. Don't smother the writer with this type of y or g:

Acquisitive...thru...Cautious


Acquisitive

In the middle zone, it is a need to acquire material things. If shown in the upper zone, it is a need to acquire knowledge, ideas, or education.

- Aggressiveness

Shown by hard right upstrokes that replace a lower loop. The aggressive person pushes forward into the future asserting himself physically. Often this person needs physically aggressive outlets such as competitive sports or even violence.

- Ambivert

This person relates to both introverts and extroverts while keeping a level head even amidst the existence of emotional feelings such as empathy, sympathy, and even passion. Falls into the middle-of-the-road catogory on many issues.

- Analytical Thinker

The analytical person analyzes everything. This person has a strong reasoning ability to sift and weigh the facts.

- Anti-Social

Shown when the lower loops of y's , g's, and sometimes j's are retraced completely. The anti-social person does not trust anyone and rarely lets people get close enough to really know him. He fears getting hurt emotionally. This is a roadblock to intimacy.

Argumentative

Shown by the break-away p with a high beginning stroke. This person likes to argue. The trait will be increased if the writer is also analytical, irritated, sarcastic, stubborn, and/or impulsive.

- Attentive to Details

The writer pays attention to details. This trait contributes to a good memory. Notices everything.

- Cautious

This writer is inclined to be careful in order to minimize risk. This cautious tendency reduces any impulsive behavior and causes one to look before leaping.

Comprehensive Thinker...thru... Desire for More Physical Activity


- Comprehensive Thinker

Revealed by needle point strokes on the top of the n and m, also in the h or i. These people have lightning fast minds that are able to size up situations instantly. They are curious, impatient, intelligent and usually in a hurry.

- Concentration

People with this trait have the ability to shut everything out of their mind and fully concentrate on one thing at a time. Often, on a first impression, these people seem reserved.

- Cumulative Thinker
These people need all the facts before making a decision. They may take longer to learn, but they will remember. They can be very creative and good with their hands.


- Curious and Investigative

A quick, investigative, and exploratory thinker sizes up people and situations instantly. Gets irritated by slow talkers.

- Defiance

A large lower case letter, especially k anywhere in the writing. This high buckle k is often referred to as the "go to hell K". The defiant person resists other's authority. Seen as resentment at being told what to do and as rebellion in young people.

- Desire for Attention

High ending strokes that go up in the air much like a child raising his hand in class for attention. This person needs to be the center of attention and is always looking for ways to get noticed. This person needs lots of recognition.

Desire for Responsibility...thru... Ego Strength


- Desire for Responsibility

Shown by a large round loop at the beginning of a word, usually in capital letters like W or M, but also found in the S. This person has a desire to be needed by a large number of people and will need to be in a leadership role.

- Diplomacy

Downslanted humps toward the right on m's and n's. This person has the ability to say things in a way that other people want to hear. He can also phrase touchy subjects in a nice, inoffensive way.

- Directness

This person wants people to stop beating around the bush and get to the point. Direct people don't like to be slowed down.

- Dominant

The dominant person tends to be in control and likes it. He takes charge making people follow directions without angering them.

- Domineering

Down-slanted t-bar, to the right, with a sharp ending. The domineering person tends to fight for control. He takes charge, insisting people follow him. The sharp t-bar signifies sarcasm, whining, griping, and possible cruelness when he doesn't get his way. An unpleasant trait.

- Dual Personality

This person has trouble making decisions because the head and heart are in conflict. He withdraws into the introverted personality when he feels insecure. Unpredictable mood swings.

- Ego Strength
Indicates the writer's ego strength, which can be anywhere from weak to an inflated importance of himself, thus affecting self-esteem.

Emotionally Withdrawn...thru... Fluidity of Thought

- Emotionally Withdrawn

An introvert. This person keeps his own counsel, rarely expresses feelings, and makes logical unemotional decisions.

- Emotionally Responsive

The writing reveals the heart-ruled, moody, impulsive person. This person is subject to emotional stimuli. This writer naturally relates to people's emotions and has a constant need for affection. He can be very expressive with his emotions and relates to others easily.

- Enthusiasm

An unusually long stroke that makes the cross bar of the t. This writer bubbles over with enthusiasm and excitement. Enthusiasm is a key ingredient to success in leadership because it motivates others toward action.

- Extravagant

Revealed by wide letter/word spaces and long final endings or ostentatious strokes. This person tends to overdo things. One may first notice this trait in the style of clothes she wears. It is a combination of desire for attention and generosity to one's self.

- Fear of Success

The person will come close to success, then turn away. Often a feeling of dejection occurs near success, thus this person gets very close to success, then fails.

- Fluidity of Thought

Signifies the ability to follow and change thoughts smoothly. Often a good conversationalist, speaker, or writer.

Frankness...thru...Individualistic


- Frankness

Shown in the letter o that has no inner loops and is relatively wide. This person will be honest and blunt when asked her opinion. If the o is open, then she will volunteer her frank opinion without being asked.

- Generosity

This person will be eager to share. This writer derives attention and personal reward from being generous to others.

- Goals

Indicates what type of goals a person will set for himself. These goals vary starting with a low level of self-worth, fear of failing, and low or no goals. Next is the person who sets practical goals. Third is ambition and high goals. The fourth reveals the dreamer and goals too high to be practical.

- High Self-Esteem

This reveals confidence, ambition, the ability to plan ahead, high goals, high personal expectations, and an overall good self image. This is the key to personal success and happiness.

- Humor
This person has a sense of humor which can become witty or sarcastic.


- Imagination

Reveals strong physical imagination, gullibility, and a tendency to exaggerate the tangible aspects of life. Has great ability to visualize and see things clearly. Can also reveal the philosophical imagination.

- Independent Thinker

Shown by a short d or t-stem with a restricted or no loop. This person has his own ideas about the way life is. He thinks independently of what others believe. His dress and choices in life tend to be made without regard to the norm.

- Individualistic
Shown by a circle i-dot. Most common in adolescent writing when a youth is trying to stand out from the crowd. In adulthood, she has a fear of being ordinary and must call attention to herself by being different. Also, it can indicate artistic creative expression.


Intuition...thru...Lying


- Intuition

These people have developed a sixth sense or psychic ability to feel situations very accurately, often before they occur.

- Irritability

The writer is irritated at the time of the writing. He is be irritated at the present situation, at himself, or at other people. Anger is usually present.

- Jealousy

A tight beginning loop that is small and almost square. It must make a completely closed circle. This person fears the loss of someone he loves. Can be very possessive.

- Likes Variety

This person will get bored easily and needs variety in life. The physical drives are strong and deep, providing lots of energy.

- Lives for the Moment

Immature. These people get into trouble because they live for today and fail to foresee the consequences of their actions. This person's philosophies and ethics change frequently.


- Low Self-Esteem

This person fears failure and fears change, thus sets goals with low risk. He remains in bad situations much too long and finds imperfections with himself. He is rarely successful in his own eyes.

- Loyalty

Shown by a picture-perfect i-dot with no tail in any direction. Loyalty is a commitment to stand by those people or ideas that they consider worthy.

- Lying

Shown by a combination of loops in the right and left side of lower case a's and o's. Huge inner loops that cross signify a person that lies pathologically. These people are not trustworthy.

Manual Dexterity...thru...Perversion

- Manual Dexterity

Square formations on top of the "r's" and/or "h's". This person has the ability to take things apart and put them back together. This writer has good manual dexterity and often good coordination. They are very mechanically minded.

- Needs A Challenge

This person has an anger at strong members of the opposite sex, while only being attracted to those who are a challenge. Once this person feels totally in control of the relationship, he/she will become bored.

- Optimism

The writer is sure tomorrow will be better and always looks on the bright side of life.

- Organizational Ability

This writer will have the ability to create order out of chaos. Even if her desk appears messy, she will know what is in each pile. She is organized.

- Perfectionist

This handwriting is that of a person who spends time putting everything in its place and reviews work trying to make it precise.

- Persistence

Strokes that double back over the letter and end toward the right. Usually located in the t and f. This person has the quality of not giving up when confronted with temporary setbacks. He will persist until he completes the task.

- Perversion

Lower zone loops that are not shaped normally. These bizarre lower zone loops signify the sex/relationship aspect of the writer's life is unusual. If the loops are large, as shown, the sexual appetite crosses the line into sexual behavior outside the norm.

Physical Frustration...thru...Secretive





- Physical Frustration

Lower loops that are incomplete. This signifies the presence of frustration in areas such as relationships, exercise, or sexual activity. Something is incomplete in this person's life.

- Physically Experimental

They will demand variety in their physical activities which must satisfy their insatiable physical desires. Sexually, they can be very demanding and often creative.

- Positiveness

This writer makes statements with confidence and conviction. He will act like he knows the right answer even if he is not sure.

- Procrastination

A t-bar that is crossed predominately on the left side of the stem. Procrastinators will put off until tomorrow what could have been done today. This trait is one factor of laziness.

- Pride and Dignity

These writers will demand respect and expect you to treat them with dignity.


- Resentment

Inflexible beginning strokes at the beginning of a word. The stroke must start at the baseline or below and remain rigidly straight. This person is harboring anger, resentment, or hate toward something or someone.

- Sarcasm

Sarcasm is like a verbal dagger defending the ego. Sarcasm is forming a dual meaning to whatever is said and is often mixed with humor. Sarcastic people have a sharp tongue that can hurt others' feelings. The sarcasm can be directed toward self, instead of toward others, creating a tendency to be self-critical.

- Secretive

This person will withhold secrets from others. If highly secretive, this person will try to avoid giving you a complete answer.

Selective Listener...thru...Socially Selective


- Selective Listener

This person can tune other people out. He has his own ideas and will only agree with you if you agree with him. In other words, this person can be closed-minded.

- Self-Castigation

This signifies the need to punish oneself. The writer may tend to be critical and sarcastic of himself.

- Self-Conscious

Shown by the increasing height of the humps on the m's and n's. When the second hump is higher than the first, this person has a fear of being ridiculed and tends to worry what others might think when around strangers.

- Self-Control

The person is under stress and self-control is being implemented. Signifies the person is obsessively controlling an action.

- Self-Deceit

Inner loops on the left side of the circle letters. This person is deceiving himself about something that is happening to him at the moment. This person may not be consciously aware of the things in his life that he is refusing to face.

- Self-Reliance and Leadership

This person possesses strong leadership qualities, relies on himself, and has a great amount of inner strength.

- Sensitive To Criticism

Shown by the looped stem in the lower case d or t. The bigger the loop, the more painful criticism is felt. If the loop is really inflated, this person will imagine criticism. The d-loop relates to personal self and the t-loop relates to sensitiveness to ideas or philosophies.

- Socially Selective

Indicates the amount of trust and imagination as it relates to people. The writing reveals some trust, but they are very selective of whom they allow in their inner circle of friends.

Stubborn...thru...Will Power

- Stubborn

Revealed by t and d- stems shaped like a tepee or upside down "V". The more this letter is braced, the more this person is braced to his own ideas. Stubborn people rarely admit they are wrong, and don't want to be confused with the facts after they have made up their minds.

- Surface Thinker

This person is a quick thinker. He tends to depend on other people's views rather than on personal investigation. He often makes decisions based on others' opinions.

- Talkative

These people must move their mouth. Sometimes they will talk just to hear their own voice.

- Temper

Shown by a t-bar that is crossed predominantly on the right side of the stem. The more it occurs, the easier irritation will cause them to lose control of their emotions. If combined with a heavy rightward (DE,E+) slant, they will blow up quickly.

- Tenacity

Shown by ending hooks on the right side of letters. This person tends to hold on to what is hers. If the hook is in the upper zone she will cling to her ideas and beliefs. If in the middle zone, she will be tenacious about material items.

How do children develop self-esteem?

Infants and toddlers are lucky they don't judge themselves by the standards of adults. Would adults keep trying to learn a new language if, after months of work, they couldn't say a single word? How many of us would simply smile and pick ourselves up after waddling headfirst into the leg of a chair?

A child's first three years are laced with more failure than he would emotionally tolerate by the time he is five. That change is marked by the child's development of a self-concept—labels and feelings that quickly become as much a part of the child's identity as his name. It is an image of himself that the child will carry into adulthood.

One of the first tasks in forming that self-concept is differentiating between doing something badly and being someone bad. It is a learned skill that is hindered or helped by how parents talk to their children. Some studies indicate that it is more difficult for young girls to make this distinction than it is for young boys.

This sex difference appears to continue into adulthood. Interviewed about their activities and emotions, women report feeling more shame (a judgment of themselves) and men report feeling more guilt (a judgment of their behavior) when describing things they've done wrong.

There's some evidence that part of that difference between the sexes may be traced back to the way their parents talked to them before they were three years old. Developmental psychologists at the Robert Wood Johnson Medical School in New Jersey have noted that parents who are helping their toddlers tend to use different words when talking to boys than when talking to girls.

The comments to their sons were mostly about the task—statements like "good job" or "I like the way you put that piece into the puzzle." Daughters, however, were more often told things like, "You're such a good girl!"—evaluations of them as people rather than comments on what they did. Other studies have shown that teachers often unconsciously fall into the same pattern.

The problem, as far as self-esteem is concerned, is the usefulness of the information. If you tell me (a child) that I have done something well or poorly, I can use that information to adjust my behavior to improve. I can also use that information to reach the conclusion that I should feel proud of what I've done.

The next time I do that task, whether it is stacking blocks, reading aloud, or washing my hands before eating dinner, I can evaluate my own performance and, this time without relying on my parents' judgment, feel good about what I've done. If I show up next week for a meal and have dirt on my hands, not only do I know that this isn't acceptable behavior, but I also know how to correct the situation—and equally important, I know that I can correct it.

On the other hand, if all you tell me is that I'm a good boy or a bad boy, I don't know what to repeat or what to change. I am dependent upon you for evaluations of my work. It's much more difficult for me to reward myself for a job well done. I must look to outsiders for their opinions to know how I am doing. I may know that having dirty hands at the dinner table is wrong, but I don't have the information to know what's right or whether I can make it right.

This is not to say that parents should never tell their children that they are good boys or good girls. Quite the contrary. Every child needs to hear those sweet words. However, it helps to mix such praise with specific comments about the things children are doing well, so that they can practice the more sophisticated task of judging themselves. Keep in mind that it's almost always more useful for children to hear what they're doing right than what they're doing wrong.

Another difficulty faced by some children has less to do with the specific labels they apply to themselves than to the number of those labels. An active preschooler who is repeatedly told he's a troublemaker may get caught in the cycle of making trouble for the teacher to get the attention he needs. It is the only approach he knows will work. His self-image becomes crystallized around this one aspect of his behavior.

Studies of children this age conducted at Yale University show that those who have too limited a range of beliefs about themselves do not adapt well to elementary school and other new situations. They have significantly more difficulty learning to read and write than their classmates do.

Children who have more multifaceted self-images, which may include believing that they are artistic, inquisitive, funny, and thoughtful as well as troublemakers, are much more adaptive to change. If something they try doesn't work in the new situation, they have other approaches that they feel comfortable using.

Although a four-year-old who keeps telling you that he's a bad boy is sending clear signals about trouble with his self-concept, many children give off much more subtle messages. Sometimes the children who are no problem to their parents should be looked at more closely. This is especially true if those children are extremely obedient and have few friends their own age. A good self-concept allows children to explore the world, risk engaging in conflict and failing. Children who play it safe by never disobeying or risking conflict may be telling you that they feel unqualified to face the world head-on.

Kids and Self-esteem

Relationship to building strong families

Strong families are made up of strong family members. This module is designed to help participants tap into what they already know from their own experience, to help them recognize key concepts, to put these concepts into a framework, and to put words to their efforts to enhance their child’s self-esteem and self-awareness.

By applying the principles in this module, participants will give their children “protective factors.” Protective factors are qualities that safeguard children against becoming involved in activities that can hurt them. Children who have protective factors, sometimes referred to as “resilient children,” tend not to experience underage drinking, teenage pregnancies, drug abuse, and school failure.

A sense of self-worth is critical for developing resiliency, adaptability and an “I can do it!” attitude that helps us learn, grow, and cope with life’s frustrations and inevitable problems. Strong parenting provides “roots” and “wings.” Children need to feel safe, secure, loved, and part of a family. This foundation provides roots from which the child can develop wings to explore the world. The child’s first adventures experiencing the world are safe, small steps. As children get older, their attempts become bolder, and they gain a sense of who they are in relationship to their environment.

Parents are an essential part of their child’s environment. Children see themselves like a branch on a tree. The parents are the trunk that provides stability and security. If the child thinks something is wrong with the trunk, he or she will automatically think something is wrong with the branch. Therefore, in order to foster caring, responsible and strong children, adults need to have a positive view of themselves (self-concept) and serve as role models for their children.

Self-awareness is another key part of a child’s development. Self-awareness is how much we know about ourselves, our beliefs about who we are, and what we think our capabilities are. As a child’s sense of self develops, so does the child’s ability to blossom in school and with peers.

This is why the parent’s ability to provide wings is so important. In order to succeed, children need to gain confidence in their abilities and gain a sense that they can do things on their own. The precious time between birth and maturity gives parents many opportunities to balance roots and wings.

If a family is to remain “strong,” members need adequate time to nurture and support a healthy self-concept (or image) in each other. Parents can lead the way in providing experiences that enhance their children’s view of themselves. This module focuses on ways parents can build self-esteem in their children and themselves in order to improve the quality of their lives and strengthen family relationships.

Brief program description

Fostering healthy self-esteem and a positive self-concept among family members can make a real difference in how members view themselves and their ability to succeed in life. Research shows that parents who guide the development of resiliency factors in their children can help them learn to adapt and protect them from such destructive behaviors as drug abuse, underage drinking, and teen pregnancy.

This module examines factors that encourage development of resilience in children and strategies for enhancing their self-esteem and self-awareness. Hands-on, interactive activities help parents develop an awareness of their child’s need for a positive self-concept and allow exploration of methods for improving their child’s self-esteem and self-awareness. Participants will set personal goals for themselves at the conclusion of the session.

Research findings

Many researchers have been able to identify “risk factors” that hinder healthy self-esteem development in children. Risk factors are things within the child, family, or community that put children in danger of experiencing things that hurt them or damage their ability to feel good about themselves and their abilities. Knowing the risk factors can help parents protect their children.

Competencies that make children less vulnerable to those risk factors are equally important for parents to know. Resilience, “the ability to recover from or adjust easily to misfortune or sustained life stress” (Werner, 1984, p. 68), has enabled children to succeed in school, avoid drug abuse, and develop a healthy self-concept. Werner notes resilient children can adapt more easily to change and have the following characteristics:

Social Competence - responsiveness, flexibility, empathy and caring, communication skills, a sense of humor (including being able to laugh at themselves), and any other behavior that increases their ability to get along with others. This helps the child establish and maintain positive relationships within and outside the family. For example, by having skills that make him likable, your son will learn that he is a likable person.


Problem Solving Skills - abstract thinking, reflectivity, flexibility, and the ability to try alternative solutions in both cognitive and social problem situations. Children who are able to solve everyday puzzles by trying something new or different generally do better in school. These skills can be seen in young children and older children who avoid drug use. Children who are strong in this skill keep their parents on their toes because “where there’s a will there’s a way.” They like to question and try different ways to do things.

Autonomy - self-awareness, sense of identity, ability to act independently, and ability to exert control over the external environment. If you have ever heard a 3-year-old say, “I can do it myself!” you have experienced a child experimenting with autonomy. This sense of knowing they can make it on their own and knowing what type of person they are will help them be successful in life.

For children in dysfunctional environments, such as families with alcoholism, drug abuse, or mental illness, autonomy also means the ability to distance themselves in an adaptive way from the dysfunction in the family. Resilient children in these types of families are able to adapt and see themselves as a healthy branch even though something may be wrong with the trunk.

Sense of Purpose - sense of purpose in life, “healthy expectancies, goal directedness, success orientation, achievement, motivation, educational aspiration, persistence, hopefulness, hardiness, belief in a bright future, a sense of anticipation, a sense of a compelling future, and a sense of coherence”.

This sense of a goal or target for their future enables children to delay gratification (or put off something that they want today so they can have something better tomorrow), avoid drugs and teen pregnancies in order to ensure a successful and pleasant future. A belief that they are going to do something and be someone in the future is an essential element in self-esteem, identity, and self-awareness.

The good news is that resiliency factors can be taught, modeled, and encouraged by families, schools, and communities. Resiliency in children is nourished if the family environment is caring and supportive, if there is a high parental expectation for a child’s success, and if the child’s participation in family activities is encouraged. School and community environments can foster an atmosphere of adaptablity and resiliency in children:

· when the atmosphere of the school and community is caring and supportive; · when teachers and community members have high expectations for the children’s performance; · when opportunities for children to become involved and participate in a meaningful way are provided; · when children are give responsibilities.

Building resiliency in children and adults is a healthy human developmental process. Families with resilient members are strong families because they weather life’s difficulties and take care of each other’s emotional needs.

Goals and objectives

* To understand causes of low self-esteem and lack of self-awareness;
* To identify and discuss ways to create resilient family members with healthy self images;
* To develop goals for achieving healthy self-esteem and self-awareness in themselves and their children;
* To identify strategies for developing resiliency factors within the family.

Gordon, K.A. (1995). Self-concept and motivational patterns of resilient African American high school students. Journal of Black Psychology, 21, 239-255.

This empirical study assessed 138 African American urban adolescents to examine self-concept and motivational patterns of resilient African American adolescents related to academic competence.

Purpose

To examine self-concept and motivational patterns of resilient African American high school students

Uniqueness of the study

Emphasizing academic competence rather than social competence
Focusing on self-concept and motivational patterns

Procedure

1. Participants:

138 African American urban high school 10th graders
Main analyses are based on 40 students (classified as either resilient or non)

2. Criterion of resilient students

High stress - self report
Low socioeconomic status - Hollingshead Two Factor Index
GPAs of 2.75 or above

3. Measures of dependent variable

Self-concept - High School Assessment of Academic Self-Concept
Assessment of Personal Agency Beliefs

Results

Resilient students:

o Healthier cognitive self-concept on ability, environmental support, control, and importance

o More emphasis on extracurricular goals and material gains
o Minimal difference in social self-concept and motivational patterns

Conclusion

Cognitive self-concept is a protective factor for academic achievements of students under stress and adversity.

Motivational patterns are important compensatory and protective factors influencing interaction and affect of stress on academic achievement.