Experimenter:

Subject:
AIM:

MATERIALS REQUIRED
 Battle’s Self Esteem Inventory for Children (SEIC) by Anand Kumar
 Manual
 Scoring key
 Writing Materials

DESCRIPTION OF THE INVENTORY:

Battle’s self-esteem inventory for children (SEIC) was developed in the course of
several year’s work of Battle (1972, 76, 77, 79) with students and clients. This
inventory was standardized on boys and girls in grades three through nine, but
has been sued successfully to assess high school pupils as well. The inventory,
which can be administered in a group or individually to students over a wide age
range, can be administered and score in 15-20 minutes.
SEIC may be used by psychologists, psychiatrists, counselors and teachers as a
screening device to identify children who may be in the need of psychological
assistance. This inventory as immediate relevance in understanding a child’s self-
esteem. The shortness and simplicity of the inventory makes it very practical. This
inventory could be administered and scored by teachers and most responsible
adults, but should be interpreted only with the aid of some one knowledgeable in
psychology of adjustment, self-theory and perceptual psychology. Although this
inventory has been used extensively for the research purposes it is a valuable
clinical tool as well. It has been used routinely in counselling practice, and has
been found effective measure of affective mood states.
SEI for children contains 50 items and the following 4 subscales:
1. General self-esteem
2. Social self-esteem
 3. Academic self-esteem
4. Parental self-esteem

The items in the instrument are divided into two groups: those which idnidcate
high self-esteem, and those which indicate low self-esteem. The individual checks
each items either “yes” or “No”. The self-esteem score is the total number of
items checked which indicates high self-esteem. There are 20 items on general
self-esteem, 10 items on social self-esteem, 10 items on academic self-esteem,
and 10 items on parental self-esteem.

PROCEDURE:

Administration:
The subject’s (child’s) parents/teachers or guardians concern is obtained. The
subject is seated comfortably in a well-lit room. Rapport is established, and
subjects demographic profile is obtained by the experimenter. The subject is
provided with the inventory and instructed to respond to the inventory which
reflects thoughts and experience of the subject. The experimenter reads it for the
subject in case he/she has trouble reading.

INSTRUCTIONS:
Instruct that “In the questionnaire, questions related to social and behavioral
issues are given. These statements do not measure IQ but a few facts about you.
Read each question carefully. In front of each question you are provided two
options “Yes” or “No”. You have to decide which of these options express your
feelings/emotions on the question asked. Tick on the correct answer. Please
answer all the questions patiently. Your answers would be kept confidential.”
PRECAUTIONS:
 The experimenter ensures that the subject has clearly understood the
instructions.
 The experimenter ensures that the subject responded to all items.
SCORING:

RESULTS:
Table 1 shows the subject’s overall score and its Interpretation for Battle’s Self
Esteem Inventory
Table 2 shows the subject’s overall score and its Interpretation for Score in
Subscales of Battle’s Self Esteem Inventory
GENERAL DISCUSSION (GUIDELINES)

 Meaning and definition of Self – Esteem

 Measuring Self- Esteem
 Models of Self-Esteem
 Self-Esteem and responses to Evaluative Feedback
 Implications and Reflections

INDIVIDUAL DISCUSSION (GUIDELINES)

 Aim of the experiment
 Discuss the subject’s overall score on self esteem
 Mention the score, interpretation and describe the attributes
related to interpretation
 Discuss the subject’s score on each subscale in separate paragraphs
 Mention the score, interpretation and describe the attributes
related to interpretation
The table below shows Subject’s Overall score in Battle’s Self Esteem Inventory
Subject’s Initial/Name
Subject’s Age
Overall Self-Esteem Score
Interpretation

The table below shows Subject’s Score in Subscales of Battle’s Self Esteem
Inventory
Subscale Score Interpretation
General

Social
Academic

Parental

GROUP DISCUSSION (GUIDELINES)

 Aim of the experiment

 Discuss the group’s overall score on self esteem
 Mention the score, interpretation and describe the attributes
related to interpretation
 Discuss the group’s score on each subscale in separate paragraphs
 Mention the score, interpretation and describe the attributes
related to interpretation
 Discuss the introspective report and score
 Give suggestions and ideas to improve self-esteem according to the
subject’s score
CONCLUSIONS:
Individual conclusion:
 Mention the level of self-esteem of your subject.

Group conclusion:

 Mention the initials of the subjects who are very high in overall self-esteem
 Mention the initials of the subject who are high in overall self-esteem
 Mention the initials of the subject who are intermediate in overall self-
esteem
 Mention the initials of the subject who are low in overall self-esteem
 Mention the initials of the subject who are very low in overall self-esteem
 Mention the initials who are very high on General Self- esteem
 Mention the initials who are very high on Social Self-Esteem
 Mention the initials who are very high on Academic Self- esteem
 Mention the initials who are very high on Parental Self- esteem