Design: Pre-test/Post-test with a 4 lesson intervention.

Population, Sample, Setting, Years: Fifth and sixth grade children (N=143) in rural community schools in the United States from 2001-2003.

Variables: Dependent variables: subscores from the Coopersmith Self-esteem Inventory; Independent variables: gender, race, household makeup, friends, best friend, physical size, chores, activities and socio-economic status.

Methods: A convenience sample of children completed pre-tests and a demographic tool. They attended four self-esteem enhancement lessons. Post-test self-esteem scores were collected.

Findings: Three self-esteem subscores covering general, school and total areas increased significantly over time (p<.05). Female children had more significant changes than males on the general, school and total subscores. Mean scores showed that children who had friends were significantly different than those without friends on both testings. Those with friends had a significant change in the general, school and total subscores over time. Children with lower socioeconomic status had lower scores at pre and post testing with significance on school and total subscores at the post-test. Significant differences were found on all subscores between the children in traditional two parent homes versus those in single parent, divorced or step-family homes. There was no significant relationship among racial group, body size, or number of household chores or activities.

Conclusion: A self-esteem enhancement program offered to school age children may be effective in enhancing self-esteem and contributing to optimum health. Findings support the effectiveness of SEEP for females, children with friends, those in lower socioeconomic groups and those in traditional homes.

Implications: Nurses can facilitate the delivery of self-esteem enhancement programs within school and community groups. Future research can identify other factors contributing to the differences between the variables.

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Sigma Theta Tau International
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