Building Confidence and Self Esteem — NOCN Vocationally-Related Qualification Employability & Work Skills Revision

    This element introduces learners to the core concepts of confidence and self-esteem, clarifying the distinction between them and their relevance to persona

    Topic Synopsis

    This element introduces learners to the core concepts of confidence and self-esteem, clarifying the distinction between them and their relevance to personal growth and employability. It examines how external influences and internal thought patterns can damage self-belief, and guides learners to recognize associated emotions. Crucially, it equips them with a practical, actionable strategy for building confidence and self-esteem, fostering resilience and a positive mindset for further learning or employment.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Building Confidence and Self Esteem

    NOCN
    vocational

    This element introduces learners to the concept of self-esteem and confidence, exploring how these personal attributes influence life outcomes and emotional well-being. It covers the factors that can damage or enhance self-perception, and the practical techniques for building a positive self-image. Learners develop self-awareness and strategies to boost their own employability through improved personal presentation and resilience.

    21
    Learning Outcomes
    45
    Assessment Guidance
    46
    Key Skills
    24
    Key Terms
    49
    Assessment Criteria

    Assessment criteria

    NOCN Entry Level Award in Using Employability Skills (Entry 3)
    NOCN Entry Level Diploma in Using Employability Skills (Entry 2)
    NOCN Entry Level Diploma in Using Employability Skills (Entry 1)
    NOCN Entry Level Certificate in Using Employability Skills (Entry 3)
    NOCN Entry Level Award in Using Employability Skills (Entry 2)
    NOCN Entry Level Certificate in Using Employability Skills (Entry 1)
    NOCN Entry Level Certificate in Using Employability Skills (Entry 2)
    NOCN Entry Level Award in Using Employability Skills (Entry 1)
    NOCN Entry Level Extended Certificate in Preparing for Further Learning or Employment (Entry 3)
    NOCN Entry Level Certificate in Preparing for Further Learning or Employment (Entry 3)
    NOCN Entry Level Diploma in Preparing for Further Learning or Employment (Entry 3)
    NOCN Entry Level Award in Preparing for Further Learning or Employment (Entry 3)

    Topic Overview

    The NOCN Entry Level Award in Preparing for Further Learning or Employment (Entry 3) is a foundational qualification designed to equip students with the essential skills needed to progress into further education or the workplace. This award focuses on developing employability skills such as communication, teamwork, problem-solving, and self-management, which are critical for success in any career path. By completing this qualification, students will gain confidence in their abilities and a clear understanding of what employers and educators expect from them.

    This qualification is part of the Employability & Work Skills suite and is ideal for students who are preparing to transition from school to college, apprenticeships, or entry-level jobs. It covers practical topics like creating a personal development plan, understanding workplace expectations, and building effective study habits. The award is structured to be accessible and engaging, with a strong emphasis on real-world application, making it a valuable stepping stone for lifelong learning and career readiness.

    In the wider context of vocational qualifications, this award provides a solid foundation for further study in employability or specific vocational areas. It aligns with the UK government's focus on skills development and helps students meet the requirements of employers and training providers. By mastering these skills, students will be better prepared to navigate the challenges of further learning or employment, ultimately enhancing their prospects and personal growth.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal Development Planning: Setting SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) to track progress in skills and career aspirations.
    • →Workplace Expectations: Understanding punctuality, dress code, health and safety, and professional communication in a work environment.
    • →Teamwork and Collaboration: Working effectively with others, respecting diverse opinions, and contributing to group tasks to achieve common goals.
    • →Problem-Solving: Identifying issues, brainstorming solutions, and making decisions using a step-by-step approach.
    • →Self-Management: Organising time, prioritising tasks, and taking responsibility for own learning and actions.

    Learning Objectives

    What you need to know and understand

    • Describe how increased confidence can lead to positive changes in personal and professional life.
    • Identify at least one factor that can damage an individual's confidence or self-esteem.
    • Explain at least two methods for increasing confidence and self-esteem.
    • Reflect on personal feelings associated with having low confidence in a given scenario.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Understand what confidence and self esteem are., Understand how confidence and self esteem can be damaged., Understand a way of building confidence and self esteem., Understand feelings surrounding confidence and self esteem.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Identify personal strengths and areas for development that affect confidence.
    • Describe situations that may cause a temporary or lasting drop in self-esteem.
    • Explain a step-by-step plan to increase self-esteem in a real-life context.
    • Express personal feelings associated with low and high self-confidence using appropriate vocabulary.
    • Understand what confidence and self esteem are., Understand how confidence and self esteem can be damaged., Understand a way of building confidence and self esteem., Understand feelings surrounding confidence and self esteem.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Understand what confidence and self esteem are., Understand how confidence and self esteem can be damaged., Understand a way of building confidence and self esteem., Understand feelings surrounding confidence and self esteem.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Explain how increased confidence and self-esteem can positively influence employment and learning outcomes.
    • Identify at least two common ways that confidence and self-esteem can be damaged in daily life.
    • Describe practical techniques for boosting self-esteem and maintaining confidence in challenging situations.
    • Reflect on personal feelings related to confidence and self-esteem, linking them to future goals.
    • Understand what confidence and self esteem are., Understand how confidence and self esteem can be damaged., Understand a way of building confidence and self esteem., Understand feelings surrounding confidence and self esteem.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Credit should be given for a clear explanation of how increased confidence could improve job prospects or personal relationships.
    • Look for evidence of understanding that criticism or negative experiences can lower self-esteem.
    • Award marks for suggesting at least one practical strategy for boosting confidence, such as positive self-talk or setting small goals.
    • Accept descriptions of feelings like anxiety, fear, or sadness when discussing low self-esteem.
    • Award credit for any clear identification of at least one way confidence and self-esteem can be damaged (e.g., through criticism, failure, or negative comparisons).
    • Allow marks for demonstrating understanding of how increased confidence can lead to practical life changes, such as trying new activities or speaking up in groups.
    • Accept evidence showing awareness of a minimum of one technique for raising self-esteem, such as setting achievable goals or receiving positive feedback.
    • Credit should be given for accurate recognition of feelings associated with low or high self-esteem, using basic emotion vocabulary (e.g., nervous, proud, ashamed).
    • Reward realistic, simple examples that connect confidence levels to everyday or workplace scenarios (e.g., attending an interview, meeting new people).
    • Award credit for demonstrating a basic understanding that confidence means believing in yourself and self-esteem means feeling good about yourself.
    • Award credit for giving an example of a situation that could damage confidence, such as being criticised or failing at a task.
    • Award credit for suggesting at least one simple way to build confidence, like trying a new activity, setting a small achievable goal, or receiving praise.
    • Award credit for expressing a personal feeling related to confidence or self-esteem, e.g., 'I feel nervous when speaking in a group' or 'I feel proud when I finish a job'.
    • Award credit for explaining at least one way increased confidence could lead to positive life changes, such as gaining employment or forming relationships.
    • Credit when the learner identifies a specific situation or action that can damage self-esteem, like criticism or failure, with a brief explanation.
    • Evidence of understanding how confidence can be increased, e.g., through setting achievable goals or positive self-talk, with a clear example.
    • Recognition of feelings linked to low or high confidence/self-esteem, using appropriate emotional vocabulary (e.g., anxious, proud, worthless).
    • Award credit when the learner provides at least two specific examples of life changes linked to improved confidence (e.g., social interactions, job applications).
    • Look for a clear description of a damaging incident and its emotional impact, not just a generic statement.
    • Credit identification of a realistic, actionable strategy for increasing self-esteem, such as setting small achievable goals or seeking support.
    • Accept any reasonable description of feelings (e.g., nervousness, pride) as long as it is linked to the context of confidence.
    • Award credit for clearly defining confidence and self-esteem in their own words, such as ‘confidence is feeling sure about doing something’ and ‘self-esteem is how much you value yourself’.
    • Expect evidence of identifying at least one situation that can damage confidence or self-esteem, e.g., ‘being criticised’ or ‘failing a task’.
    • Look for a tangible example of a method used to build confidence, like ‘practising a skill step by step’ or ‘receiving praise from a tutor’, with an explanation of why it helped.
    • Assess understanding of feelings by requiring learners to describe an emotion linked to low confidence (e.g., ‘nervous’ or ‘unsure’) and how it affected them.
    • Award credit for explaining, with a simple personal example, how increased confidence could lead to trying a new activity or applying for a job.
    • Award credit for identifying at least one external factor (e.g., criticism from others) that can damage self-esteem.
    • Award credit for suggesting a realistic, practical method to boost confidence, such as setting small achievable goals.
    • Award credit for describing feelings (e.g., nervous, proud) associated with low and high confidence using appropriate vocabulary.
    • Award credit for the learner clearly defining what confidence and self-esteem mean in their own words (e.g., 'feeling good about yourself', 'believing you can do things').
    • Award credit for identifying at least one factor that can damage confidence or self-esteem, such as criticism or failure, with a simple example.
    • Award credit for describing a practical way to build confidence, e.g., listing personal strengths or practising a skill, and attempting to apply it.
    • Award credit for expressing feelings about confidence and self-esteem using appropriate vocabulary like 'proud', 'nervous', or 'worried', even if supported by images or verbal prompts.
    • Award credit for clearly describing at least one positive life change resulting from increased confidence or self-esteem, such as improved communication in job interviews.
    • Award credit for identifying a plausible scenario where confidence or self-esteem could be damaged, e.g., receiving constant criticism or failing at a task.
    • Award credit for suggesting a realistic method to boost confidence, such as setting small, achievable goals and celebrating successes.
    • Award credit for accurately expressing emotions linked to high or low self-esteem, like pride, anxiety, or motivation.
    • Award credit for demonstrating a clear, personal example of how improved confidence and self-esteem can positively change one's life (e.g., trying new activities, speaking up).
    • Assessor to look for identification of at least one realistic way confidence and self-esteem can be damaged (e.g., criticism, failure) with a simple explanation.
    • Evidence must include a specific, actionable method to increase confidence and self-esteem (e.g., setting small goals, positive self-talk) and a reason why it works.
    • Learner should accurately describe associated feelings (e.g., anxiety, pride, fear) in a scenario, showing empathy and self-reflection.
    • Award credit for demonstrating a clear cause-and-effect relationship between self-esteem and life choices.
    • Accept any valid identification of damaging factors (e.g., criticism, failure) provided appropriate context is given.
    • Look for application of at least one evidence-based strategy to increase confidence, such as positive self-talk or goal setting.
    • Credit evidence of emotional intelligence when the learner articulates feelings with clarity and honesty.
    • Award credit for demonstrating a clear understanding of the difference between confidence (situation-specific belief in ability) and self-esteem (overall sense of self-worth).
    • Award credit for identifying at least two specific factors that can negatively impact confidence and self-esteem, with relevant examples drawn from personal experience or work-related scenarios.
    • Award credit for describing a personal, realistic method for building confidence and self-esteem, including a step-by-step plan or reflection on how it could be implemented.
    • Award credit for articulating a range of feelings associated with both low and high confidence/self-esteem, demonstrating insight into how these emotions affect behaviour and motivation.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When providing examples, use personal experiences where possible to demonstrate genuine understanding.
    • 💡Link feelings directly to a cause or situation, showing the connection between events and emotions.
    • 💡Structure answers clearly, addressing each part of the question separately.
    • 💡When completing assignments, always link your answers to personal experience or realistic work-related examples – this strengthens your evidence.
    • 💡Use simple but clear language to describe feelings and situations; assessors are looking for understanding, not complex vocabulary.
    • 💡Check that you have addressed each part of the learning outcome: causes of damaged confidence, methods to increase it, and associated emotions.
    • 💡If using a worksheet or verbal discussion, structure your responses by stating the point, giving an example, and explaining why it matters to employability.
    • 💡Use simple, personal examples from your own life to illustrate your understanding of confidence and self-esteem.
    • 💡Remember that there are no right or wrong feelings - assessors are looking for honest self-reflection.
    • 💡Practice talking about a time you felt good about yourself and what helped you feel that way, to prepare for discussion-based tasks.
    • 💡When describing ways to build confidence, choose practical steps you have tried or would like to try, not just abstract ideas.
    • 💡Use real-life examples or scenarios from your own experience to make your responses more authentic and meet evidence requirements.
    • 💡For each learning outcome, ensure you cover both the 'what' and the 'why'—describe the factor and explain the effect on confidence/self-esteem.
    • 💡Review the unit specification to check you have addressed all assessment criteria; include a range of feelings and examples.
    • 💡Use personal examples where possible to demonstrate understanding—real-life stories make evidence stronger.
    • 💡Practice using a feelings vocabulary list to articulate emotions accurately during assessments.
    • 💡When describing how self-esteem can be damaged, refer to both internal (self-criticism) and external (criticism from others) factors.
    • 💡For strategies to increase confidence, break them down into simple, practical steps rather than broad ideas.
    • 💡Use a personal diary or log to record small achievements and reflect on feelings, as this directly supports portfolio evidence.
    • 💡When answering about feelings, stick to simple, clear emotion words like ‘worried’, ‘proud’, or ‘calm’ to demonstrate understanding accurately.
    • 💡In assessments, always connect your example of a building method to a real situation you have tried, even if it was a small step.
    • 💡If you are unsure, ask the assessor to rephrase the question; showing you can seek clarification is itself a sign of confidence.
    • 💡When completing worksheets or written tasks, use 'I' statements to show personal reflection, e.g., 'I feel confident when...'
    • 💡In role-play or discussion assessments, actively listen to peers and give specific examples from your own experience to demonstrate understanding.
    • 💡Use simple mind maps or drawings to visually represent feelings around confidence—assessors value alternative evidence.
    • 💡For 'understand how confidence can change life,' link it to real contexts like making friends, speaking in groups, or trying new things.
    • 💡Ensure examples are personal and specific to the learner’s own experiences to clearly meet the evidence criteria for individual understanding.
    • 💡Use simple language and avoid complex vocabulary to demonstrate comprehension at Entry 1 level; bullet points or short sentences are effective.
    • 💡If completing a written task, supplement explanations with drawings or simple diagrams to convey feelings about confidence (e.g., smiley faces).
    • 💡Use relatable, real-life examples from a work or learning context to demonstrate understanding of confidence and self-esteem, as this shows application of knowledge.
    • 💡When discussing ways to increase confidence, always link the method to a practical, step-by-step action that someone at Entry Level could realistically take.
    • 💡Show awareness of both the benefits and potential drawbacks of high or low self-esteem, as balanced answers are more likely to meet assessment criteria.
    • 💡Ensure that any descriptions of feelings are clear and match the scenario you have given, showing empathy and self-awareness.
    • 💡Use first-person statements and real-life examples from your own background to fully meet the 'understand' criteria.
    • 💡Keep language simple and direct—explain terms like 'confidence' and 'self-esteem' in your own words to show genuine comprehension.
    • 💡When describing feelings, be honest and specific; avoid general words like 'bad' or 'good'—use 'nervous', 'proud', 'ashamed', etc.
    • 💡For the 'increased' objective, give a step-by-step method you have tried or would try, and reflect on why it might help.
    • 💡Use personal examples to illustrate your understanding of confidence changes; this demonstrates deeper reflection.
    • 💡When discussing damage to self-esteem, reference both internal and external factors to show breadth of understanding.
    • 💡Structure responses around the cycle of damage and recovery to clearly meet assessment criteria.
    • 💡Practice linking theory to your own employability goals to enhance the relevance of your answers.
    • 💡Use a personal journal or log over a period of time to record instances that affected your confidence and self-esteem, as this provides authentic evidence for assessment.
    • 💡When describing a method for building confidence, ensure it is SMART (Specific, Measurable, Achievable, Relevant, Time-bound) and justify why it is likely to work for you.
    • 💡Link your understanding of damaging factors to real-life situations you have encountered, demonstrating self-awareness and the ability to apply theoretical knowledge practically.
    • 💡In written or oral evidence, explicitly address each learning outcome: define terms, explore damage factors, describe a building strategy, and reflect on feelings, to ensure full coverage.
    • 💡Tip 1: Use real-life examples in your assessments. When describing teamwork or problem-solving, refer to actual experiences from school, hobbies, or part-time work. This shows genuine understanding and application.
    • 💡Tip 2: Pay close attention to the wording of questions. If a task asks you to 'explain' or 'evaluate', provide detailed reasoning, not just a list. For 'describe', include specific details and context.
    • 💡Tip 3: Keep a portfolio of evidence throughout the course. Collect certificates, feedback, or photos of your work to support your assessments and demonstrate your skills in action.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming that self-esteem is the same as being overconfident or boastful.
    • Providing only external factors (e.g., other people's opinions) without considering internal self-talk.
    • Failing to recognize that self-esteem fluctuates and can be improved over time.
    • Confusing confidence with arrogance or overestimating the need for constant high self-esteem without acknowledging normal fluctuations.
    • Overlooking internal factors like self-talk and only citing external validation as a source of confidence.
    • Failing to differentiate between short-term feelings (e.g., nervousness about a task) and deeper, ongoing self-esteem.
    • Assuming confidence is fixed and not recognising that it can be developed gradually through practice and support.
    • Providing vague or unrealistic strategies for increasing self-esteem, such as 'just think positive' without practical steps.
    • Confusing confidence with being loud or arrogant, rather than a quiet belief in one's abilities.
    • Believing that self-esteem is only about physical appearance, overlooking inner qualities and strengths.
    • Thinking that confidence is fixed and cannot be changed; learners may not realise it can be developed over time.
    • Assuming that everyone else is always confident, failing to recognise that most people experience self-doubt.
    • Confusing confidence with arrogance, failing to recognise that confidence involves self-assurance without belittling others.
    • Providing vague or generic answers without personal reflection, e.g., stating 'exercise boosts confidence' without explaining why or how.
    • Neglecting to address both positive and negative impacts, focusing only on benefits or drawbacks.
    • Confusing confidence with arrogance or assuming high self-esteem means never feeling unsure.
    • Providing vague or one-word answers when asked to describe feelings or changes (e.g., just saying 'happy' without context).
    • Overlooking the role of feedback and support from others in building self-esteem.
    • Believing that self-esteem is fixed and cannot be changed.
    • Confusing confidence with arrogance or mistaking self-esteem for simply feeling happy.
    • Believing that confidence and self-esteem are fixed traits that cannot be changed.
    • Providing overly complex or vague examples from outside personal experience, rather than using simple, relatable situations.
    • Focusing only on negative feelings without linking them to the possibility of improvement through building strategies.
    • Believing that confidence is an innate trait that cannot be changed.
    • Confusing self-esteem with showing off or being loud, rather than an internal sense of worth.
    • Struggling to differentiate between temporary emotions (like feeling happy one day) and overall self-esteem.
    • Providing vague or generic ways to increase confidence (e.g., 'just think positive') without concrete steps.
    • Confusing confidence with arrogance, thinking that confident people are boastful rather than self-assured.
    • Believing that self-esteem is fixed and cannot be improved, overlooking the impact of small, positive actions.
    • Failing to distinguish between internal self-worth and external praise, thus misunderstanding where self-esteem comes from.
    • Confusing confidence with arrogance, assuming that being confident means being overly assertive or rude.
    • Believing that self-esteem is fixed and cannot be changed over time or with effort.
    • Overlooking external factors (like supportive relationships) and only focusing on internal thoughts when discussing how self-esteem can be damaged or improved.
    • Providing vague or generic examples rather than specific, personal situations when explaining feelings or strategies.
    • Confusing self-esteem with arrogance or overconfidence; learners may not see that healthy self-esteem involves realistic self-appraisal.
    • Providing vague or generic answers without linking to personal experience or concrete situations.
    • Overlooking the emotional component; some learners list actions but fail to describe the feelings connected to confidence and self-esteem.
    • Assuming damage to confidence is only caused by major events, missing everyday micro-aggressions or constant self-criticism.
    • Confusing confidence with arrogance; failing to distinguish healthy self-esteem from overconfidence.
    • Focusing solely on external validation as the only means to boost self-esteem.
    • Providing vague or generic answers without personal reflection or real-world application.
    • Misunderstanding that self-esteem is fixed and cannot be changed.
    • Confusing confidence with self-esteem, often using the terms interchangeably without recognising that confidence is task-specific while self-esteem is global.
    • Believing that confidence is an innate, fixed trait rather than a skill that can be developed through practice and reflection.
    • Focusing solely on negative experiences without identifying positive coping strategies or failing to propose practical steps for improvement.
    • Overlooking the emotional aspect by providing superficial descriptions of feelings, such as 'sad' or 'happy', instead of exploring nuanced emotions like anxiety, self-doubt, pride, or empowerment.
    • Misconception: 'Employability skills are just common sense, so I don't need to study them.' Correction: While some skills may seem intuitive, this qualification teaches structured approaches and formal expectations that employers and educators look for, which are not always obvious.
    • Misconception: 'Teamwork means everyone must agree all the time.' Correction: Effective teamwork involves respectful disagreement, compromise, and leveraging different strengths to reach the best outcome, not just harmony.
    • Misconception: 'Setting goals is easy; I can just write down what I want.' Correction: Goals must be SMART to be effective. Vague goals like 'get better at maths' lack the specificity and measurability needed for real progress.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 2 level or equivalent.
    • •Familiarity with using a computer for simple tasks like typing and internet searches.
    • •An interest in developing personal and work-related skills.

    Key Terminology

    Essential terms to know

    • Personal development and self-awareness
    • Factors affecting self-esteem
    • Emotional impact of low confidence
    • Strategies for building confidence
    • Reflection on personal feelings
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Understand what confidence and self esteem are., Understand how confidence and self esteem can be damaged., Understand a way of building confidence and self esteem., Understand feelings surrounding confidence and self esteem.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Self-efficacy and personal agency
    • Emotional resilience and coping
    • External influences on self-perception
    • Growth mindset and self-improvement
    • Identity and self-worth
    • Understand what confidence and self esteem are., Understand how confidence and self esteem can be damaged., Understand a way of building confidence and self esteem., Understand feelings surrounding confidence and self esteem.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Understand what confidence and self esteem are., Understand how confidence and self esteem can be damaged., Understand a way of building confidence and self esteem., Understand feelings surrounding confidence and self esteem.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Understand how confidence and self esteem can change his/her life., Understand a way in which confidence and self esteem can be damaged., Understand how confidence and self esteem can be increased., Understand feelings surrounding confidence and self esteem.
    • Impact of self-belief on life chances
    • Sources of confidence damage
    • Strategies for self-esteem rebuilding
    • Emotional literacy and self-awareness
    • Resilience in learning and employment
    • Understand what confidence and self esteem are., Understand how confidence and self esteem can be damaged., Understand a way of building confidence and self esteem., Understand feelings surrounding confidence and self esteem.

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