Promoting a positive sense of self with children and young people

Social care practitioners play an important role in supporting children and young people to develop a positive sense of self. 

Our identities begin to form in early childhood and continue to develop and change throughout our lives. They are shaped by a number of internal and external factors, including culture, social interactions, and life experiences.

Research has found that supporting children and young people’s identities can enhance their sense of wellbeing and confidence. It is then important that social care professionals and carers possess a good understanding of the identities of the children they care for, as well as the most appropriate ways to support them.

What do we mean by ‘identity’?

A person's sense of self is formed by their experiences, values, characteristics and social roles. It informs answers to questions such as: 

• Who am I? 
• What is important to me? 
• What is my place in the world? 

Identity develops and evolves in relation to children’s developmental ages and experiences. Adolescence is a particularly crucial time for many aspects of developing self and identity. Young people may begin to question and re-examine who they are and who they want to be, beyond their place in their family or carer environment.

For children and young people, being supported by professionals who recognise their unique and evolving identities is important. A Research in Practice Practice Tool considers how practitioners can explore and write about identity with children and young people. It introduces useful concepts about identity and provides practical tips and tools to use in direct work. 

Identity and intersectionality 

Young people in care have said that they want their social workers to have a better understanding of different aspects of identity. This includes an awareness of gender and sexual identities, beliefs and religion. Additionally, the Care Leavers’ Charter emphasises the need to respect and honour a young person’s unique identity.

Using an intersectional approach can help us to better understand how different aspects of our identities interplay. This framework considers how different parts of a person’s identity – for example, race, gender, sexuality – can lead to experiences of inequality, disadvantage or privilege. 

It’s important that practitioners are able to advocate for young people and challenge discrimination when it is encountered. A suite of our open access resources aim to support professionals who work with minoritised children and young people in care. They offer practical guidance to help think about and explore identity with children and young people.

Further Research in Practice resources aim to support practitioners who work with children and young people of Muslim heritage and those who identify as LGBTQ+.  

Tools to support identity development

A genogram is a visual representation of family relationships and characteristics. This can be a useful tool to explore the child’s perception of their relationships with others, and their identity and role as part of their family. Genograms can be used in direct practice with children, young people and families, both as a tool for direct work and to inform assessment and decision-making.

For children in care, meaningful connection to people who are important to them will support their sense of identity and belonging. Staying in touch: Contact after adoption resource hub supports practitioners working with individuals to maintain meaningful relationships after adoption.

As well as these continued relationships, shared memories, photos and information can support young people to understand their own stories. For example, focusing on how life story work can be used with care experienced children and young people to better understand their own histories, primarily through planned direct work and writing life story books.

Promoting a positive sense of self in children and young people can help them to feel empowered and take ownership of their narratives.  

To do this, it’s important that practitioners and carers are well-supported to gain the skills and confidence needed to build trusting relationships with children and families. And to understand their individual lived experiences.