Much has been written about self-esteem including thousands of professional journal articles and hundreds of books. When we are discussing self-esteem, we are looking at low self-esteem, namely where one does value oneself or feels inadequate in some way, or perhaps many ways. I remember doing a project in graduate school on self-esteem looking at various aspects of it including cultural differences. I remain interested in the cultural and subcultural aspects of self-esteem particularly as it is seen in America’s subcultures. Simplistically stated, there appear to be problems with low self-esteem in the Latino, Native American, and the African-American communities. Interestingly, there does not seem to be such a difficulty in the Asian subculture and communities. Caucasians seem to fall somewhere in between these two poles with some White people liking themselves and many disliking themselves.

My psychotherapy practice is largely limited to men and children. The children I see are usually brought to me, and sometimes mandated to come to see me, because of some sort of “behavioral” problem. Perhaps they are too easily or too often angered; they may tend to throw things or hit people; they may be mean to other people; they may tend to disregard property; they may resist some or all of schoolwork; they may be regularly dishonest. Interestingly, many of these so-called behaviorally challenging children seem to have good self-esteem: they like themselves. They are often happy with themselves, and enjoy life a good bit of the time. They may laugh a lot, joke a lot, and play a lot. So this phenomenon of a very challenging child who seems to like him/herself is a challenge for any therapist and certainly for parents and teachers. The problem as I see it is that many children with high self-esteem do not have good social-esteem.

What is social-esteem? It is akin to self-esteem, in which I value myself. Social esteem is valuing other people. A truly developed person has developed many areas of life, namely development in academic pursuits, vocational pursuits, relationships, and care of property. In other words a developed person cares for him/herself in conjunction with caring for other things, particularly people. Many people, for instance, properly value property so that it can be protected, used, and possibly given away. Other people value their vocations and work as evidence of a valuing of society in general and making life better. Many more people value relationships and focus their attention on what is going on between oneself and other people. We could examine all of these different kinds of “esteem,” but my focus in this article is to focus on the social-esteem aspect, and in particular, the difficulty many kids (and many adults) have valuing other people.

Note that I said valuing other people. Valuing other peole is not the same as liking people, loving peole, seeking their approval, or finding ways to relate to them. Social-esteem is seeing another person as a creation of God and hence valuable in him/herself, something to be treasured and admired in some way. Importantly, valuing other people is good for the person doing the valuing. Ultimately, valuing other people should not be an effort. It might be effortful to like someone or love them, but valuing others should come naturally.

It is not possible to have too high a self-esteem. You can’t like yourself too much because true self-esteem naturally generates social-esteem. What happens is this: as I grow in self-esteem I consequently grow in self-awareness. If I grow in self-awareness, I will simultaneously see what is good about me and what is not so good about me. I will see what I am good at and what I am not good at. So as I grow to admire what I am good at, my self-esteem grows. And at the same time I grow in humility as I see that others are good at something that I am not good at. Humility and self-esteem are natural partners in life. So if self-esteem grows, so does humility, which is based on my awareness that I am not good at some things that other people are good at. For instance, I am not good at music, art, colors, beauty; and I am only marginally good at various physical things like athletics and carpentry. Luckily, my income is not based on my athletic skill or ability in the trades, much less on my artistic (in)ability. My self-esteem, however, is not based on plumbing and basketball, much less on my artistic skill, so I can see others who are skilled in these endeavors when I am not able to perform adequately.

Social-esteem is based on self-esteem, as well as the humility that self-esteem can engender. The Apostle Paul said that one needs to have pride in oneself (Gal. 6, 4) but also watch to avoid feeling conceited (Gal. 5.26). Psychoanalyst Karen Horney said that the true origin of envy is gratitude. In other words, she said that if I truly envy the other person for his/her ability or success, I value that achievement and that other person. And if I value that other person, I will gracefully appreciate that other person with gratitude for that person’s ability or success. I will not envy that other person thinking that I should have what he or she has because what that person has is not the same as what I have.

So how does social-esteem develop, or fail to develop? Social-esteem is based on self-esteem and self-enhancement. In other words, I need to see myself as valuable by being and doing something valuable. Real self-esteem is based on achievement and success. And success in based on trial and error, namely many trials and many errors. What we see in much of society today, and with many of the children I see, is self-esteem that is built on parental approval. Oddly, many of these very challenging kids have been loved…and loved…and loved. But they haven’t been limited; they haven’t been encouraged; they haven’t been challenged. They have been loved to a fault. And love is not enough. Indeed, love is probably the basis for self-esteem: if I am loved, I will naturally feel that I am valuable. That is the start of it, and many people do not get started in this way. But for many others, they get loved and loved and loved, but they don’t get the encouragement, limitation, and challenge to develop further self-esteem based on trials and errors.

I try to help kids build their self-esteem, usually with measures of love, limitation, encouragement, and challenge. This is difficult, if not almost impossible, in a one-hour time period. I often wish I could take the kid outside and help him learn to throw a ball, paint a picture, watch a bird fly, or write a story because it is only in doing these things that kids feel great. I use the term “great” in place of good, or even successful, because greatness is not built on better than. In that same Pauline passage I quoted above, the Apostle says to avoid thinking of yourself as better than others, just great. Too much self-esteem is built on better than someone. Desiderata says it well: “Do not compare yourself with others for always there will be persons greater and lesser persons than you.”

What can be done, especially by parents, for kids without good social-esteem? An important question, but I don’t have much of a good answer because social-esteem is based on truly valuing oneself and then naturally valuing others equally. Social-esteem comes primarily from being social, namely being in the company of others kids, some of whom are better than you, some worse than you at some skill, and all of whom are working together. This is what I think is the best ingredient of group activities, whether athletic, artistic, or communal, where kids have to cooperate with teammates to succeed. Social-esteem can also be developed in any group activity where kids cooperate with one another, challenge one another, and improve in some skill or some activity.

Social-esteem is the cure for narcissism, which simply stated, is the undue care about oneself over other people. It is natural for infants and toddlers to be “narcissistic,” namely concerned about their own welfare and success. Childhood should ideally be a time when kids are given the opportunity for cooperation and competition during which they learn that they are good at some things while other kids are good at other things. Adolescence should be a time when kids (now teenagers) try out their new found skills of self-esteem and social-esteem. Adulthood should be a time when we spend more and more time concerned about others’ development based on the value of our own success and failures.

A final word of suggestion and caution: it is not helpful to tell a kid (or anyone) that he or she “doesn’t care about anybody but him/herself.” This is just a criticism, and while largely true, it is not helpful to say or to hear. Rather, a child who, indeed, seems to care primarily about him/herself needs first to build self-esteem, first by trial and error, and subsequently by developing social-esteem. This is no easy project, but it is a way of seeing the “problem” with seemingly selfish kids find a way to have both self-esteem and social-esteem.