Abstract:
The research emphasizes self-improvement strategies tailored to enhance the emotional well-being of elementary school children, particularly focusing on aspects like self-esteem and peer relationships. This initiative is particularly targeted at students from low-income backgrounds and those facing learning difficulties. The goal is to cultivate a positive sense of self-worth and facilitate meaningful connections with peers, both of which are foundational for healthy personal development and academic progress. The program recognizes the significance of positive self-esteem and strong peer attachments in fostering resilience and effective stress management among children. It acknowledges that children with a healthy self-esteem tend to navigate personal challenges more adeptly and exhibit better adaptation to school life. Moreover, fostering positive peer relationships contributes significantly to students' overall well-being and academic performance. While various interventions, such as art therapy and bibliotherapy, have shown promise in bolstering self-esteem and peer relationships, previous research has primarily overlooked elementary school children exhibiting behavioral challenges. This study seeks to address this gap by specifically targeting such children and comparing the effectiveness of the program with a control group.By including both experimental and control groups, the research aims to provide a more comprehensive understanding of the program's impact. This approach allows for a rigorous evaluation of the program's effectiveness in fostering positive self-esteem and peer relationships among elementary school children facing behavioral difficulties.