Impacts of a self-esteem curriculum on the educationally mentally retarded and trainable mentally retarded students in the food service program at Dorchester High School

The purpose of this study was to determine if there is a relationship between positive self-esteem and self-awareness and successful job experience for mentally retarded students in the Occupational Skills And Development Center (OSDC) at Dorchester High School. Over the years, much has been written about programs for mentally retarded students and the programs they should be enrolled in. Little has been written about how the students feel about the programs they are in and what they feel the programs have or have not done for them. This study is an attempt to get responses from the students enrolled in a specific program at Dorchester High School relative to how they feel about the program, themselves, and what the program has done for their self-esteem, self-awareness and success at a job. The methodology was to ask the students a series of questions to determine how they felt about themselves, their personal relationships, and surroundings. Then a six-week self-esteem curriculum was delivered, each week with its own theme and focus. The questionnaires and curriculum were evaluated to suggest how the program might be enhanced, adapted or promoted to better serve this population. No reference is made to individuals by name and every effort has been made to insure that the students are not identified. The results of this study will be used to improve the curriculum of the OSDC at Dorchester High School to better insure the success of the students who complete the program. Students and their parents/guardians will be able to have input into the discussions and decisions that will be made regarding any changes to the current program