Chapter 2 : Growth Mindset

Part 1: The Power of Growth Mindset

Students need a growth mindset because it can help them improve their academic
performance, resilience, and personal development. Here are some reasons why students need
to grow with a growth mindset: Academic success: Students with a growth mindset are more
likely to achieve academic success because they believe that their intelligence and abilities
can be developed through hard work and dedication. This can motivate them to take on
challenges and persist in the face of difficulties, leading to better learning outcomes and
higher grades. Resilience: University students face many challenges, such as heavy
workloads, tough assignments, and high expectations. A growth mindset can help students
build resilience by teaching them to view these challenges as opportunities to learn and grow,
rather than as threats to their self-esteem. This can help students cope with stress and
overcome setbacks. Personal development: University is a time for personal growth and
development, and a growth mindset can help students make the most of this experience. By
adopting a growth mindset, students are more likely to seek out new experiences, take risks,
and push themselves beyond their comfort zones. This can help them develop new skills,
broaden their horizons, and become more confident and independent. Overall, a growth
mindset can help university students succeed academically, build resilience, and make the
most of their personal and academic experiences.

The learning outcomes of the chapter on growth mindset include:

1. Understanding the difference between a growth mindset and a fixed mindset.
2. Recognizing the power of a growth mindset in fostering resilience, learning, and
creativity.
3. Developing the ability to embrace challenges, persist in the face of obstacles, and
view failure as a learning opportunity.
4. Overcoming the fear of failure that often holds us back from pursuing our goals.
5. Becoming more open to feedback and seeing it as an opportunity to learn and
improve.
6. Recognizing the positive impact of a growth mindset on personal development,
education, and work.
 7. Understanding how a growth mindset can enhance motivation, engagement, academic
achievement, performance, creativity, and collaboration.
8. Developing the ability to generate innovative solutions and achieve better outcomes
through a growth mindset.
9. Fostering a culture of continuous learning, where individuals are motivated to develop
new skills and advance their careers.
10. Using a growth mindset to positively impact those around us, creating a collaborative
and supportive environment where knowledge and resources are shared.

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Case Insight
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Abir is a university student who has always been a high achiever in his studies. He takes great
pride in his academic achievements and feels that his intelligence is one of his most important
attributes. His family and teachers have always praised him for his intelligence, which has
reinforced his belief that his abilities are fixed and unchangeable.

One day, Abir is given a challenging assignment that he is unable to complete at first attempt.
Instead of persisting and trying to work through the assignment, he becomes frustrated and
gives up quickly. He tells himself that the subject is just not his strong suit, and that he will
never be good at it. He avoids similar challenges in the future and instead focuses on subjects
that he finds easy and comfortable.

Over time, Abir's fixed mindset begins to limit his opportunities for growth and development.
He misses out on the chance to learn from his mistakes and to push himself beyond his
comfort zone. He becomes increasingly reluctant to try new things, and his confidence in his
abilities begins to wane. In the long term, his fixed mindset may prevent him from achieving
his full potential and reaching his goals.

This case study illustrates how a fixed mindset can limit an individual's potential for growth
and development, even in the context of a university student in Bangladesh. By believing that
his abilities are fixed and unchangeable, Abir is unable to approach challenges and setbacks
with a growth mindset, and is ultimately held back by his own limiting beliefs.
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Mindset
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Mindset refers to an individual's set of beliefs, attitudes, and assumptions that shape how they
perceive and respond to the world around them. It influences how individuals approach
challenges, interact with others, and view their own abilities and potential for growth.

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Types of Mindset
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Mindset can be divided into two main categories: fixed mindset and growth mindset.

A fixed mindset is the belief that an individual's abilities, talents, and intelligence are
predetermined and cannot be changed. In this mindset, people often avoid challenges and
give up easily when faced with obstacles, as they believe their abilities are limited.

In contrast, a growth mindset is the belief that an individual's abilities and intelligence can be
developed and improved through dedication, hard work, and perseverance. Individuals with a
growth mindset embrace challenges, persist in the face of obstacles, and view failure as an
opportunity for learning and growth.

Overall, mindset plays an important role in shaping how individuals approach and respond to
the world around them, and can have a significant impact on personal growth, achievement,
and success.

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Growth Mindset
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The manner in which we approach difficulties and setbacks can significantly affect our
capacity to learn, grow, and attain our goals. The concept of "growth mindset" has recently
gained attention as a powerful tool for unlocking our potential and enhancing our success.

Growth mindset is the belief that our abilities and intelligence can be developed through
dedication and hard work, contrary to a fixed mindset, which assumes that our qualities and
talents are predetermined and unchangeable. Psychologist Carol Dweck popularized the idea
of a growth mindset through extensive research, finding that those with a growth mindset
tend to embrace challenges, persist in the face of obstacles, and view failure as a learning
opportunity. In contrast, those with a fixed mindset may shy away from challenges, give up
easily, and view failure as evidence of their limitations.

The power of a growth mindset lies in its ability to foster resilience, learning, and creativity.
By believing that our abilities can be developed through effort, we are more likely to try new
things, take risks, and push ourselves beyond our comfort zones. Additionally, we become
more open to feedback, seeing it as an opportunity to learn and improve rather than a threat to
our self-esteem.

A growth mindset can also help us overcome the fear of failure that often prevents us from
pursuing our goals. Instead of seeing failure as a reflection of our limitations, we can view it
as a natural part of the learning process. We can learn from our mistakes, adapt our approach,
and continue to make progress towards our goals.

The benefits of a growth mindset extend beyond personal development and can positively
impact our relationships, education, and work. In a growth mindset culture, people are more
likely to collaborate, support each other, and share their knowledge and resources. This
mindset can enhance students' motivation, engagement, and academic achievement in
education. Additionally, it can enhance employees' performance, creativity, and collaboration
in the workplace. When employees are encouraged to learn from their mistakes, seek out
feedback, and experiment with new ideas, they are more likely to generate innovative
solutions and achieve better outcomes.

In summary, a growth mindset is a potent tool for unlocking our potential and enhancing our
success. By believing that our abilities can be developed through effort, we can overcome our
fear of failure, embrace challenges, and persist in the face of obstacles. This mindset can have
a positive impact on our personal development, education, and work, leading to better
outcomes for ourselves and those around us.

Science of Growth Mindset

The science of growth mindset is rooted in the research of psychologist Carol Dweck and her
colleagues. Dweck's research has shown that individuals' beliefs about the nature of their
abilities and intelligence can have a significant impact on their motivation, learning, and
achievement.

According to Dweck, individuals can hold one of two types of mindsets: a fixed mindset or a
growth mindset. Those with a fixed mindset believe that their abilities and intelligence are
predetermined and cannot be changed. In contrast, those with a growth mindset believe that
their abilities and intelligence can be developed through dedication and hard work.

Dweck's research has shown that individuals with a growth mindset tend to be more
motivated, more resilient, and more likely to achieve their goals. They are more likely to
embrace challenges, persist in the face of obstacles, and view failure as a learning
opportunity. They also tend to be more open to feedback, as they see it as an opportunity to
learn and improve rather than a threat to their self-esteem.

In contrast, individuals with a fixed mindset may shy away from challenges, give up easily,
and view failure as evidence of their limitations. This can lead to a lack of motivation,
decreased resilience, and limited achievement.

The science of growth mindset also extends to the physiological and neurological processes
that underlie mindset. Studies have shown that individuals with a growth mindset exhibit
greater activity in the brain areas associated with cognitive control, attention, and cognitive
flexibility. They are also more likely to engage in effective learning strategies, such as
seeking out new challenges and persisting in the face of difficulties.

Overall, the science of growth mindset suggests that our beliefs about the nature of our
abilities and intelligence can have a significant impact on our motivation, learning, and
achievement. By cultivating a growth mindset, individuals can increase their resilience,
enhance their learning, and achieve their goals.

Neuroplasticity and Growth Mindset

Neuroplasticity is the brain's ability to change and adapt in response to experiences, and it has
an important relationship with growth mindset. Research has shown that when individuals
develop a growth mindset, they can change their brain's wiring and increase its capacity to
learn and grow.

Studies have shown that individuals who cultivate a growth mindset exhibit greater activity in
the brain areas associated with cognitive control, attention, and cognitive flexibility. This
increased activity is thought to reflect changes in the brain's neural connections that are
associated with learning and growth.

Furthermore, research has shown that individuals with a growth mindset are more likely to
engage in effective learning strategies, such as seeking out new challenges and persisting in
the face of difficulties. These strategies can stimulate the brain to create new neural pathways
and connections, which can enhance cognitive performance and increase the brain's capacity
to learn.

In contrast, individuals with a fixed mindset may be less likely to engage in these effective
learning strategies, which can limit the brain's ability to create new neural connections and
adapt to new experiences.

The relationship between neuroplasticity and growth mindset highlights the importance of
developing a growth mindset in order to promote optimal brain functioning and cognitive
performance. By cultivating a growth mindset and engaging in effective learning strategies,
individuals can enhance their brain's capacity to learn and grow, leading to greater success
and achievement.

Neurons are specialized cells in the nervous system that are responsible for transmitting
information throughout the body. Understanding the concept of growth mindset is crucial for
university students in Bangladesh, as it can help them achieve their full potential by
promoting the growth and strengthening of neural connections in their brain.

Recent neuroscience research has highlighted the concept of neuroplasticity, which is the
brain's ability to adapt and change in response to experiences. The process of neuroplasticity
is made possible by the growth and strengthening of synapses, the connections between
neurons.
Having a growth mindset means believing that abilities and intelligence can be developed
through hard work and dedication. By embracing challenges and viewing failures as
opportunities for learning and improvement, students with a growth mindset are more likely
to create and strengthen new neural connections in their brain.

For example, suppose a student is struggling with a particular course. If the student has a
fixed mindset, they may be more likely to give up and view their struggles as evidence of
their inability to learn the subject. In contrast, a student with a growth mindset would view
the course as a challenge and an opportunity to learn and develop new skills. By persisting
through the course and viewing their mistakes and failures as opportunities to learn, the
student can create new neural connections and improve their understanding of the subject.
In addition, the brain's response to experiences is influenced by emotions and motivation.
Positive emotions and motivation can activate specific areas of the brain that enhance
learning and memory consolidation. Therefore, a growth mindset, which emphasizes positive
emotions and motivation, can promote the growth and strengthening of neural connections in
the brain, enhancing the brain's neuroplasticity and allowing for new learning and skill
development.

In conclusion, understanding the neuroscience of growth mindset is crucial for university

students and professionals as it can help them achieve their full potential by promoting the
growth and strengthening of neural connections in their brain. By embracing challenges and
failures, students can create new neural connections, improve their skills, and enhance their
academic and personal success.

Self-reflection activity that students can do to develop their growth mindset:

Activity 1:
1. Take some time to reflect on a recent experience where you faced a challenge or
setback. Write down what happened, how you felt, and how you responded.
2. Consider how your mindset influenced your response to the challenge or setback. Did
you approach it with a growth mindset or a fixed mindset? Why?
 3. Identify one aspect of your mindset that you would like to work on. For example, you
might want to develop a stronger belief in your ability to learn and grow, or you might
want to become more comfortable with taking risks and making mistakes.
4. Think of some specific actions you can take to develop your growth mindset. For
example, you might set aside time each day to practice a skill you want to improve,
seek out constructive feedback from others, or challenge yourself to try new things.
5. Write down your action plan and commit to following through on it. Track your
progress over time and celebrate your successes along the way.
This activity can help students become more aware of their mindset and develop strategies for
cultivating a growth mindset in their academic and personal lives.

Activity 2: Success and Failure Reflection

Objective: To help students reflect on their reactions to success and failure and develop a
growth mindset.

Instructions:
1. Have the students take a piece of paper and draw a line down the middle to create two
columns.
2. Label one column "Success" and the other "Failure."
3. Ask the students to think of a recent success they have had in their academic or
personal life and write it down in the "Success" column. They should also write down
how they achieved this success, such as their hard work, dedication, or help from
others.
4. Next, ask the students to think of a recent failure they have experienced and write it
down in the "Failure" column. They should also write down how they reacted to the
failure, such as if they gave up easily, blamed themselves or others, or learned from it
and tried again.
5. Encourage the students to reflect on both columns and think about how their mindset
influenced their reactions to success and failure.
6. Ask the students to think about ways they can adopt a growth mindset and use their
successes and failures as opportunities for learning and growth.
 7. Have a class discussion about the benefits of having a growth mindset and how it can
help students achieve their goals and overcome challenges.
This activity can help students develop a growth mindset by encouraging them to reflect on
their reactions to success and failure and empowering them to use these experiences as
opportunities for learning and growth.

Practice Case 1: Fatima is a Bangladeshi university student who has always struggled with
math. She believes that she's just not good at it and doesn't enjoy the subject. Despite this, she
has to take a required statistics course for her major. In the first few weeks of the class, she
finds the material to be confusing and overwhelming. She struggles to keep up with the
lectures and assignments and starts to feel discouraged.

Question: How might adopting a growth mindset help Fatima in her statistics course? What
are some strategies that she could use to shift her mindset from fixed to growth?

Practice Case 2: Ahmed is a Bangladeshi university student who has always been interested
in art. He loves to draw and paint, but he's never pursued it seriously because he's always
believed that he's not naturally talented. Recently, he's been thinking about applying to an art
school, but he's hesitant because he doesn't think he's good enough. He's afraid of rejection
and failure, and he's not sure if he's ready to commit to the time and effort required to
improve his skills.

Question: How might a growth mindset help Ahmed pursue his interest in art? What are
some strategies that he could use to shift his mindset from fixed to growth?

References:

1. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

2. Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When
students believe that personal characteristics can be developed. Educational
Psychologist, 47(4), 302-314.
3. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of
intelligence predict achievement across an adolescent transition: A longitudinal study
and an intervention. Child Development, 78(1), 246-263.
4. Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.
Psychological Bulletin, 139(3), 655-701.
5. Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C.
S. (2015). Mind-set interventions are a scalable treatment for academic
underachievement. Psychological Science, 26(6), 784-793.
6. Kolb, B., & Gibb, R. (2014). Brain plasticity and behaviour in the developing brain.
Journal of the Canadian Academy of Child and Adolescent Psychiatry, 23(1), 9-15.
7. Merzenich, M. M., & deCharms, R. C. (1996). Neural representations, experience,
and change. In J. T. Cacioppo, L. G. Tassinary, & G. G. Berntson (Eds.), Handbook of
psychophysiology (pp. 491-513). Cambridge University Press.
8. Pascual-Leone, A., Amedi, A., Fregni, F., & Merabet, L. B. (2005). The plastic human
brain cortex. Annual Review of Neuroscience, 28, 377-401.
9. Rios, M., & Celnik, P. A. (2013). Learning and recovery of function in the developing
brain: the role of cortical plasticity. Developmental Medicine & Child Neurology,
55(s4), 15-20.
10. Rosenzweig, M. R., Krech, D., & Bennett, E. L. (1962). Cerebral effects of
environmental complexity and training among adult rats. Journal of Comparative and
Physiological Psychology, 55(6), 801-807.
 Part 2: Self-esteem & Confidence

Objective:
1. Understanding the concept of self-esteem and its importance in personal and
academic success.
2. Identifying personal strengths and weaknesses, and developing strategies to improve
self-esteem and confidence.
3. Recognizing negative self-talk and replacing it with positive self-talk and
affirmations.
4. Developing resilience to cope with setbacks, failures, and criticism.
5. Understanding the relationship between self-esteem, self-care, and well-being, and
practicing self-care habits to maintain a healthy and positive self-image.
6. Exploring personal values, beliefs, and goals, and aligning them with actions and
behaviors that support self-esteem and confidence.
7. Practicing mindfulness and self-reflection to enhance self-awareness and
self-acceptance.
8. Creating an action plan to continue working on building self-esteem and confidence
after the program ends.

Case:
Once a Young Entrepreneur was drowning in debt and had no idea how to get out.His
Suppliers were demanding payment on the other hand His creditors were asking for payment
settlements. Tired and exhausted, He sat on the park bench, head in hands, wondering if
anything could save his company from bankruptcy.

Suddenly an old man appeared before him. “I can see that something is troubling you,” he
said. After listening to the executive’s woes, the old man said, “I believe I can help you.” He
asked the man his name, wrote out a check, and pushed it into his hand saying, “Take this
money. Meet me here exactly one year from today, and you can pay me back at that time.”
Then he turned and disappeared as quickly as he had come. The business executive saw in his
hand a check for $500,000, signed by John D. Rockefeller, then one of the richest men in the
world!
“I can erase my money worries in an instant!” he realized. But instead, the executive decided
to put the uncashed check in his safe. Just knowing it was there might give him the strength
to work out a way to save his business, he thought.

With renewed optimism, he negotiated better deals and extended terms of payment. He closed
several big sales. Within a few months, he was out of debt and making money once again.

Exactly one year later, he returned to the park with the uncashed check. At the agreed-upon
time, the old man appeared. But just as the executive was about to hand back the check and
share his success story, a nurse came running up and grabbed the old man. “I’m so glad I
caught him!” she cried. “I hope he hasn’t been bothering you. He’s always escaping from the
rest home and telling people he’s John D. Rockefeller.” And she led the old man away by the
arm.

The astonished executive just stood there, stunned. All year long he’d been wheeling and
dealing, buying and selling, convinced he had half a million dollars behind him.

Suddenly, he realized that it wasn’t the money, real or imagined, that had turned his life
around. It was his newfound self-confidence that gave him the power to achieve anything he
went after.

Self-esteem and confidence

Self-esteem refers to a person's overall sense of worth and value, and it is often shaped by
experiences and relationships throughout a person's life. It can be influenced by factors such
as achievement, social status, appearance, relationships, and cultural or societal norms. High
self-esteem is characterized by a positive and realistic self-image, self-acceptance, and a
sense of personal competence, while low self-esteem is characterized by self-doubt,
self-criticism, and a negative self-image.

Confidence, on the other hand, refers to a person's belief in their own abilities, skills, and
knowledge. It is a more specific and situational concept that can vary depending on the
context. For example, a person may feel confident in their ability to give a presentation, but
not confident in their ability to dance. Confidence can be influenced by past experiences,
feedback, knowledge, and skills, as well as beliefs and attitudes about oneself.

Both self-esteem and confidence are important for personal and academic success, as they
influence how a person thinks, feels, and behaves. Having healthy self-esteem and confidence
can lead to better decision-making, improved relationships, and greater resilience in the face
of challenges and setbacks.

Self-esteem and confidence are related but distinct concepts.

self-esteem encompasses a person's general view of themselves as a person, while confidence
is more focused on an individual's beliefs and feelings about their ability to perform a specific
task or handle a certain situation.
Another difference between the two is that self-esteem is a more stable trait, whereas
confidence can vary from situation to situation. For example, a person with high self-esteem
may feel confident in most areas of their life, but may still experience moments of self-doubt
or lack of confidence in specific situations. On the other hand, a person with low self-esteem
may consistently have negative views of themselves, regardless of their ability to perform a
task or handle a situation.
It's important to remember that while self-esteem and confidence are related, they can also
impact each other. Having high self-esteem can lead to greater confidence in one's abilities,
while high confidence can contribute to improved self-esteem by providing evidence of
personal capabilities. On the other hand, low self-esteem can lead to decreased confidence,
and low confidence can further decrease self-esteem by reinforcing negative beliefs about
oneself.

Why self-esteem and confidence is important for your life

Self-esteem and confidence are essential for personal and academic success, and they have
many benefits, including:
 1. Improved mental health: High self-esteem and confidence are associated with better
mental health outcomes, including lower levels of anxiety and depression.

2. Better decision-making: When a person has healthy self-esteem and confidence, they
are more likely to make decisions that are in line with their values and goals, and to
feel comfortable taking calculated risks.

3. Positive relationships: Self-esteem and confidence are important for building and
maintaining positive relationships with others. People with healthy self-esteem and
confidence are more likely to communicate assertively, set healthy boundaries, and
attract positive people into their lives.

4. Increased resilience: People with healthy self-esteem and confidence are better
equipped to handle setbacks, failures, and criticism. They are more likely to persevere
in the face of challenges, and to view mistakes as opportunities for growth.

5. Improved academic performance: Self-esteem and confidence are also important for
academic success. Students with high self-esteem and confidence are more likely to
participate in class, take on leadership roles, and pursue challenging academic
opportunities.

6. Greater career success: People with healthy self-esteem and confidence are more
likely to succeed in their careers. They are better able to advocate for themselves,
negotiate effectively, and take on leadership roles.

In short, having healthy self-esteem and confidence is essential for personal and academic
success, as well as for overall well-being and happiness.

Psychology study of self-fulfilling prophecy and confidence

The term self fulfilling prophecy comes from social psychology. It means that when you
make a prediction about yourself or someone else you can actually cause that prediction to
come true. Eventually, you, or the person you’re making the expectation about, will act or
conform to the expectations you set.
Now, this doesn’t all just happen by magic of course. But, essentially, when you form a bias
or opinion in your head, your actions follow to confirm these suppositions. So, when you
expect something to happen, you can unknowingly match your behavior to help make that
situation unfold the way you predicted it would.
“Pessimism becomes a self fulfilling prophecy; it reproduces itself by crippling our
willingness to act.” ― Howard Zinn

The cycle of self fulfilling prophecy

Self fulfilling prophecies are causal loops: thoughts affect feelings, which affect behaviors,
which affect thoughts, and on and on and on. Here’s how the cycle plays out in more detail:

1. We create a belief(s) about ourselves or others

2. These beliefs shape how we act in the world, affecting our decisions, the way we treat
others and the way we treat ourselves in relation to others
3. How we act influences how other people treat us and create circumstances based on
the thoughts we have
4. The way people treat us and the life circumstances we create then reinforce the initial
beliefs
Now, how do you break this cycle once it starts? That’s where cognitive behavioral therapy
comes in. By interrupting the cycle of thought-behavior-thought, you can start to release
yourself from a causal loop.

For example, people with depression usually have thoughts of low self esteem, which can
trigger isolation, not taking care of themselves and negative behavior which makes
depression worse. Changing the causal loop can be really difficult but once the cycle is
broken, true healing can begin.

Activities To do
1. Make two lists: one of your strengths and one of your achievements. Think positively
about yourself.
2. Try to be at your best appearance with Dress and grooming, eat well sleep well and
think well.
 3. Do some of the things that you have been putting off and Set yourself a challenge that
you can realistically complete.
4. Spend more time with those you hold near and dear and avoid people and places that
treat you badly or make you feel bad about yourself.

Practice Case 1
Moushumi, who is 28 years old, hates the way she looks. Because of her poor self-esteem,
Moushumi is unable to look for employment. Most of the classmates used to call her Fatty
during her childhood. Recently she met her Celebrity Crush, he gave a Autograph and said
"you are a nice fat girl". From that day she has been feeling upset and depressed. Now she
does not want to have the same experience in her future.

Ques: How can she recover from this state? As a friend, how can you help?

Practice Case 2
Monu Mia is a village Boy came to the Capital for IELTS preparation so that he can go
abroad for higher education. Now in his class he feels embarrassed to speak as his accent and
English skills are poor compared to others in the class. He even felt embarrassed to say his
real name.

Ques: Advice him with some activities to grow Self confidence to Solve the issue? How
would you counsel him to recover from this state?

Reference
1. Bachman, J. G., O’Malley, P. M., Freedman-Doan, P., Trzesniewski, K. H., &
Donnellan, M. B. (2011). Adolescent self-esteem: Differences by race/ethnicity,
gender, and age. Self and Identity, 10(4), 445–473.
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http://cogbtherapy.com/build-self-esteem.
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