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Megan MacCutcheon: The Ultimate Self-Esteem Workbook for Teens

Article  in  Journal of Youth and Adolescence · November 2019

DOI: 10.1007/s10964-019-01163-3

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 Journal of Youth and Adolescence (2019) 48:2323–2325
https://doi.org/10.1007/s10964-019-01163-3
BOOK REVIEW
Megan MacCutcheon: The Ultimate Self-Esteem Workbook for Teens
Rockridge Press, Emeryville, CA, 2019, 156 pp, ISBN: 978-1-64152-610-4
1,2
Chris Fradkin
Received: 23 October 2019 / Accepted: 26 October 2019 / Published online: 7 November 2019
© Springer Science+Business Media, LLC, part of Springer Nature 2019
In The Ultimate Self-Esteem Workbook for Teens, author
Megan MacCutcheon delivers a self-help workbook for
teens struggling with their self-esteem. This developmental
stage is a critical time for intervention, as teens with lower
self-esteem have “poorer mental and physical health, worse
economic prospects, and higher levels of criminal behavior
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in adulthood” than their peers with healthy self-esteem
(Trzesniewski et al. 2006, p. 381). The author includes
activities, tutorials, and anecdotes from former patients, to
help the reader on the road to their recovery. The author
encourages the teen to work the book at their own pace; she
posits that progress is a process (MacCutcheon 2019). Thus,
the workbook is a guidebook, to assist the troubled teen on
their path from childhood to adulthood.
The workbook is divided into three parts, with 23 mini-
chapters. Part 1 explains what self-esteem is and how teens
try to cope with uncomfortable emotions. Part 2 provides
exercises to bolster self-esteem and explore concepts core to
self-identity. Part 3 presents teens’ questions on self-esteem
issues and healthy ways they can respond. Throughout Part
1, the author also interjects case studies of teens struggling
with these issues.
Part 1, First Things First: The Facts About Self-Esteem,
provides foundational material for the reader. The author
presents self-esteem as a spectrum or continuum of how
much or little one values who they are. In Chapter 1, What
Is Healthy Self-Esteem? the author presents healthy self-
esteem—on one end of the spectrum—as occurring when
someone consistently values who they are. This idea is
embodied in such treatments as: Acceptance and Commit-
ment Therapy (Hayes et al. 1999), Mindfulness-Based
Cognitive Therapy (Segal et al. 2002), Rational Emotive
* Chris Fradkin
chrisfradkin@gmail.com
1
University of California, Merced, CA, USA
2
Universidade Salgado de Oliveira, Niterói, RJ, Brasil
Behavior Therapy (Ellis 1977, 2005), and Superhero
Therapy (Fradkin et al. 2016, 2017). In Chapter 2, What
You Stand to Gain from Healthy Self-Esteem, the author
mentions several benefits of healthy self-esteem, such as
using your mistakes as opportunities for growth, and having
friendships that are fun and fulfilling. In Chapter 3, What
Self-Esteem Is Not, the author tackles several myths sur-
rounding healthy self-esteem. The author holds that healthy
self-esteem: (1) is self-acceptance versus running with the
crowd; (2) thrives on internal versus external validation; and
(3) is about learning to like and love oneself. The author
emphasizes that improving self-esteem comes from the
inside—independent of peer groups for approval. She adds
that individuals with bullying behaviors are often masking
insecurity and unhealthy self-esteem, underneath their
arrogant demeanors. The author then presents the reader
with a self-esteem checklist, which they fill out and revisit
later on.
In Chapter 4, Coping: What Not to Do, the author dis-
cusses several unhealthy coping mechanisms teens often
use to compensate for low self-esteem. The author discusses
self-harm (e.g., cutting, punching objects or oneself);
indulging in sex, drugs, and alcohol; and disordered eating.
While the author acknowledges that these behaviors provide
relief from self-loathing and depression, she reminds the
reader that this relief is temporary. Over time, the author
says, these behaviors are addictive, and actually reinforce
low self-esteem. The author touches on avoidance—an
overarching coping mechanism, which forestalls acknowl-
edging one’s issues (Fradkin 2017; Scarlet 2016). The
reader then compiles a list of their unhealthy coping
methods, as a reminder of the areas they should work on.
In Chapter 5, Facing Fear, Doubt, and the Uncertainties
of Change, the author preps the reader for the work that lies
ahead; for the adopting of new habits and the discarding of
those ones that do not work. In Chapter 6, You Are Enough,
the author tells the reader that the changes that await may
cause discomfort, as changes often do. In Chapter 7, You
Can Feel Better, the author reassures the reader that the
2324
bounty they will reap—from the work they are undertaking
—will benefit them throughout their life.
Part 2, Exercises to Build Self-Esteem, Boost Confidence,
and Stay Positive, includes exercises to help the reader work
towards a more positive outlook and a greater acceptance of
themselves. The author tells the reader to proceed at their own
pace, and that progress is a process. In Chapter 8, Baseline
Self-Esteem Survey, the author asks the reader to plot their
self-esteem, on a continuum that runs from low to high. The
author asks the reader to retrieve the checklist from Part 1, and
jot down items from the list that need improvement. In
Chapter 9, Finding Faith in Yourself, the author has the reader
take a self-assessment quiz, in which they report their
agreement with such statements as: “I trust myself to make
good decisions.” “I trust myself to speak up for myself.” “I
trust myself to ask for help when needed.” The author has the
reader build a timeline of their life, based on events that
influenced their self-esteem. In Chapter 10, Noticing Negative
Self-Talk, the author explains how negative cognitions (black-
and-white thinking, minimization, catastrophizing, personali-
zation) can negatively impact self-esteem. The author gives
examples on reframing these cognitions (e.g., “I’m a loser”
would be “Everybody makes mistakes”). Regarding “should”
type thoughts, which leave little room for error, the author
tells the reader to reframe these into statements less imposing
(e.g., “I should…” could be “I could…”).
In Chapter 11, Paying Attention to Perfectionism, the
author begins with a perfectionism quiz. The reader rates
their agreement with such statements as: “I focus on my
failures more than my accomplishments.” “I am very
bothered by mistakes.” The author says that improving self-
esteem requires “letting go of the need to be perfect and
accepting that perfectionism is an unrealistic goal” (Mac-
Cutcheon 2019, p. 42). In Chapter 12, Creating Affirma-
tions, the author introduces positive self-talk as a tool to
neutralize our negative cognitions. The author inculcates the
reader with several basic affirmations (e.g., “I believe in
myself.” “I know I am worthy.”), and encourages the reader
to compose some of their own. In Chapter 13, Know Who
You Are, the author has the reader make a list of their values
and beliefs, their attributes, their proclivities and pre-
ferences. The reader reflects on what their needs are, if those
needs are being met, and what changes they could make to
rectify this. In Chapter 14, People-Pleasing Problems, the
author has the reader complete a people-pleasing ques-
tionnaire to gauge to what degree they set their needs aside
for others—and what changes in their life could rectify this.
In Chapter 15, Attention to Appearance, the author asks the
reader how they feel about their personal appearance, what
aspects make them insecure, and how their appearance
affects their self-esteem. In Chapter 16, Family Factors, the
author asks the reader to reflect on how their family treats
them, and its influence upon their self-esteem.
Journal of Youth and Adolescence (2019) 48:2323–2325
In Chapter 17, Other Influences, the author asks the
reader to consider how more distal relationships—teachers,
peers, community groups—influence their self-esteem. The
author asks how media advertising (with its idealized
portrayals) affects the reader’s self-esteem. And how social
media affects their self-esteem as well. In Chapter 18,
Identifying Your Stressors, the author asks the reader to
consider the stressors in their life and to create affirmations
to reduce their impact. In Chapter 19, Acting Assertively, the
author presents the reader with three communication styles
—passive, aggressive, and assertive. The author illustrates
the benefits of an assertive communication style, using
scenarios that contrast the three styles. In Chapter 20,
Healthy Coping, the author stresses the importance of
having healthy coping styles. They ask the reader to list the
positive activities (e.g., sports, music, meditation) they use
for stress release. They encourage them to install a “mind-
fulness application” on their cell phone (e.g., The Mind-
fulness App, Headspace, Calm, Buddhify) to develop
further skills to counter stress. In Chapter 21, Illustrate Your
Emotions, the author asks the reader to make drawings
representing their emotions (e.g., happiness, jealousy,
grief), and reflect on the feelings that this drew. Visual
expression of this sort is like the self-help therapy espoused
by author/illustrator Mari Andrew (see Andrew 2018, 2019;
Fradkin 2019a, 2019b). In Chapter 22, Free Yourself from
Guilt and Shame, the author has the reader write affirma-
tions they will use to reinforce their self-love and accep-
tance. In Chapter 23, Forgiveness and Lessons Learned, the
author has the reader write a letter to themselves. Through
the writing, they release the guilt and shame inside, as in
Pennebaker’s (1997a, 1997b) written self-disclosure.
Part 3, Overcoming Low Self-Esteem in Real Life, has the
author responding to teens’ questions about struggles in
their lives. For a teen beset by school disconnectedness, the
author suggests they join a club or extracurricular activity.
She suggests they “try to make at least one friend so [they]
don’t feel so alone” (MacCutcheon 2019, p. 108). For a teen
at odds in social situations, the author suggests they monitor
their negative self-talk, and replace it with thoughts like “I
can be myself and have a good time” (MacCutcheon 2019,
p. 109). For a teen trying to disconnect from a failed rela-
tionship, the author’s remedy is time and distance. “You
need time,” the author says, “to learn to be your own sup-
port person” (MacCutcheon 2019, p. 111). For a teen
struggling with anxiety, there is a visualization exercise, in
which they place their stressors in an imaginary box, put the
lid on, and place it out of sight. Exercises such as these are
included in such treatments as: Acceptance and Commit-
ment Therapy (Hayes et al. 1999; Zhang et al. 2018),
Mindfulness-Based Stress-Reduction (Grossman et al.
2004), and Superhero Therapy (Fradkin 2016, 2018; Scarlet
2016). The author also answers questions about: sexual
Journal of Youth and Adolescence (2019) 48:2323–2325
identity, personal appearance, and college applications. For
the last, there is an application checklist.
In wrapping up the book, the author tells the teen: “Once
your self-esteem is in an optimal place, maintaining it will
be a lifelong journey” (MacCutcheon 2019, p. 133). She
encourages the teen to hone the tools and techniques in the
book, and to use them as needed in their life. These closing
words are followed by a directory of helplines, support
groups, and treatment programs.
In The Ultimate Self-Esteem Workbook for Teens, the
author delivers a workbook for teens struggling with
self-esteem issues. It has skillsets for the reader, to foster self-
acceptance. It has checklists and self-assessment tools. It has
case studies, from the author’s work with teens; and exercises
that make self-improvement fun. It has questions from teens
in troubling situations, and advice to help them on their way.
The material is grounded in longstanding treatment programs
(Acceptance and Commitment Therapy, Mindfulness-Based
Cognitive Therapy, Rational Emotive Behavior Therapy).
The writing is precise and age-appropriate. As such, the book
can be an asset to teens struggling on their journey through
the thralls of adolescence to adulthood.
Compliance with Ethical Standards
Conflict of Interest The author declares that he has no conflict of
interest.
Publisher’s note Springer Nature remains neutral with regard to
jurisdictional claims in published maps and institutional affiliations.
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