Young clients experience emotional highs and lows that can impact their self-esteem. They may find it challenging to understand and handle these emotions alone, which makes coping skills important. This shows how vital teaching and tracking coping skills are to maintaining healthy self-esteem.
The Self-Esteem Coping Skills Tracker for Kids works well for clients who often have trouble understanding how their actions affect their confidence. Here, they can list their coping skills and mark each one they use daily by coloring or placing a star in the boxes provided.
By completing this worksheet, they can gain a clearer picture of their efforts and see how these habits support their self-esteem. For instance, a child can note down daily self-care activities, like taking a shower or reading a book. Over time, this practice helps them recognize and strengthen these habits. It includes two pages - one that has a list of coping skills, and a second blank template for kids to add their own list of coping skills.
Parents, educators, and health professionals can use the completed sheet to review a child’s progress and suggest additional coping skills that might be helpful. Providing praise and support whenever needed will reinforce these positive habits!
*This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed.
Want more resources like this? Check out our full catalog of self-esteem worksheets and handouts.
References:
- Brummelman, E. (2022). How to raise children’s self-esteem? Comment on Orth and robins (2022). American Psychologist, 77(1), 20-22. https://doi.org/10.1037/amp0000943
- Hosogi, M., Okada, A., Fujii, C., Noguchi, K., & Watanabe, K. (2012). Importance and usefulness of evaluating self-esteem in children. BioPsychoSocial Medicine, 6(1), 9. https://doi.org/10.1186/1751-0759-6-9
- Keshky, M., & Samak, Y. (2017). The development of self esteem in children: Systematic review and meta-analysis. International Journal of Psychology & Behavior Analysis, 3(1). https://doi.org/10.15344/2455-3867/2017/128
