Introduction This is a contextual analysis about a young lady who is acclimating to another setting

Introduction
This is a contextual analysis about a young lady who is acclimating to another setting. This contextual analysis demonstrates to us the significance of relational connections and the variables that can add to one’s self-idea. As per Johnson (1984: 14), relational connections depend on the necessities that can be fulfilled through interfacing with other individuals, needs that expect us to look for associations with others – to have a place or with relate decidedly. We unload how one’s condition or new settings can impact a man’s self-idea and social connections. Social connections, for example, associations with the family, educators, and the companion gathering.

What is Self-idea and the impact that it has on different ideas?
Research demonstrates that self-idea is solid and versatile (Lipka;Brinthaupt, 1992). It is the arrangement of observations that the individual has about himself or herself, the arrangement of highlights, traits, characteristics, inadequacies, limits, and points of confinement, qualities and connections. It might switch as we interface with other individuals and gain involvement in new positions. Our self-ideas change in view of new information we gain about ourselves. This information can originate from the manner in which we understand our own conduct and from the valuations of different masses. They might be resolved not simply by utilizing regarding one’s close to home self and conduct impartially, yet also by utilizing gazing at the responses that distinctive individuals bring forth you and your direct, or think about what diverse individuals may consider you, or what you will see yourself as in the event that you discovered yourself from individuals
Self-idea impacts confidence. As indicated by (Adler and Stewart, 2004). Confidence alludes to a man’s general feeling of his or her esteem or worth herself”. Self-idea and confidence additionally have a great deal in like manner, however, for the most part that they are intelligent procedures They can be impacted not just by watching one’s own self and conduct unbiasedly, yet additionally by watching the responses that other individuals need to you and your conduct, or envisioning what other individuals may consider you, or what you would consider yourself on the off chance that you saw yourself from outside.

As per Redd, Brooks, and McGarvey (2001) Defined scholastic self-idea as “a person’s impression of his or her purpose of fitness or capacity inside the scholarly domain. Scholarly self-viability centres on the understudy’s conviction or conviction that they can prevail at a given scholastic errand. Constructive scholastic self-idea is concerned, that the individual has sure and beyond any doubt of himself and herself and he/she can do well in a given scholarly assignment. This individual may have reactions and even have the capacity to keep a positive scholastic self-idea and perform well at a given employment.

As indicated by (Nevid, 2013) According to (Nevid, 2013). The term inspiration alludes to factors that enact, coordinate, and maintain objective coordinated conduct. Themes are the ‘whys’ of conduct the requirements or needs that drive conduct and clarify what we oversee. Self-idea can impact inspiration in a way that it can either be certain or negative.

As per King, 2002; Cohen, 1994). Companion connections it is when peers, figure out how to trade contemplations, data, points of view, states of mind and emotions. Self-idea can impact a person’s social connection with peers in the event that you don’t have strong associates. This will lead the person to have a pessimistic self-idea with socialization.

Cassie decrease in scholastic accomplishment and social association

The explanations behind Cassie’s decrease in scholarly accomplishment and social association can be caused by her low self-idea. Her perception of herself has changed since she was placed in a new school. The new school made Cassie to have fears and doubts about herself that whether she will still achieve academically. She now feels like she is not good enough like she was in the previous school. Her self-concept has now been lowered, as there is high level of expected standard academically in the new school which made Cassie to perceive herself as unable to achieve academically. As indicated by (Bums 1982:6.) 1982:6.) Success in school, work, or life seems to depend similarly on how individuals search the characteristics and properties they have each piece on those characteristics themselves

Cassie’s perception about herself and other people as well.

Cassie feels like she is not good enough anymore. She feels as if she can’t achieve academically anymore as the standard of the new school makes her to have doubts and fears in her academics. Her self-concept is low and she feels like she is no longer the bright girl she used to be at the previous school. Her new teachers think that the report they received from the previous school contradicts who really Cassie is. They have doubts about her academics and they think that she is not the person they describe she is in the report. The teacher perception about Cassie makes her to have low self-esteem and about herself. Byrne (1988) noticed that social examination assumes an essential part in the improvement of self-idea. Understudies are slanted to frame their view of themselves utilizing their cohorts or classmates as a kind of perspective gathering. Her peers perceive Cassie as a person who likes being alone, who doesn’t like to socialize with other learners especially on the playground. This is contradictory with her reports from the other school which described her as having authority characteristics and being an energetic student who had been well known among the understudies. Cassie parents also think that she must be in this school because of the way she performed in the previous school, they think she will be one of the brightest student in the class. That alone puts more pressure on her and as she no longer thinks she can achieve academically.

The implication of Cassie’s case
The implication of Cassie’s situation will escalate to a point that she will start to withdraw from her peers, she will not see the importance of making friends, and will have hatred and dislike for her peers. She will start hating school as she will feel that there is no use going to that school. She might start by bucking classes and it can escalate to the point of not going to school at all. Her relationship with her teachers will deteriorate to the point where she will not listen or engage with them. She will not participate in class activities and extra curriculum activities as she will feel like she is not good enough anymore. She might start to blame her parents for putting her through hell by changing schools for her. She may start to hate or even disrespect her parents as they are the ones who placed her in that prestigious school without her consent.

How can I assist Cassie?
I can assist Cassie by giving her roles in the classroom or outside the class. Roles that will make give her a sense of belonging and that will make her to engage more with fellow students. I would engage with her everyday so I can make her to be comfortable and able to adjust more quickly to the new environment. I would show her how things are done and in the new school and try to get her input and what she thinks about the way we do things in the school. By doing that it will uplift her self-concept, she will start to have different perspective about herself. I will introduce the rules of the school to her and make her to be familiar with those rules.

I will change my mood and be more positive and encouraging so that she can adjust and be more comfortable. I will give activities in the class that will start connecting her to make new friends. I will get input from parents about what kind of a student she is and what kind of friends she likes, so that I can be able to assist her in every possible way. I would also give positive feedback in class when they are doing activities or class tests, so that I can be able to uplift their self-concept so that they can believe that know they are capable to achieve academically. I would use positive interaction with her so I can win her over and make her to settle in the new school and change her perspective about herself. I would give extra curriculum activities that will make other students to give Cassie a chance to interact with them and get to know her more.

Conclusion
According to the case study we have now seen that the way we see ourselves and the way people see us is very important as it can contribute to our self-concept. Having low self-concept can affect the way we respond and do things and most importantly it can affect the relationships we have with other people. We have now seen in the case study that relationships are the key to self-development and they are necessity. In conclusion, it is important or students to have positive interpersonal relationships and for teacher to assist student in uplifting their self-concept about themselves.