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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Learn anytime, anywhere!

Whether you're looking to boost your professional development and career prospects or simply want to learn a skill in your spare time, an online course is a great way to gain a nationally recognised qualification.

Distance Learning courses give you the flexibility to study in a way that suits your personal and professional commitments. You can work at your own pace within the course timeframe and study in the comfort of your own home!

How it works:

You can sign up to our courses throughout the year.

Step 1: Register or login to fill out our online enrolment form by clicking the Apply Now button.

Step 2: You will receive email confirmation and asked to send a copy of your ID, where relevant, within 48 hours.

Step 3: You will be sent your login details to start your online learning.

Step 4: Depending on your course, you'll either be automatically marked or have on-hand support and marking from a dedicated tutor.

Step 5: Depending on your course, you will either have access to a certificate download to print off, receive an e-certificate of achievement from the awarding body or receive a certificate through the post.

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Autism is a condition that is as highly complex as it is common within our society. People who live with Autism Spectrum Conditions (ASCs) can be affected in many different ways with subtle differences present from case to case. There is no one particular type of autism, as cases range from very mild to very severe.

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Understanding Distressed Behaviour in Children | Level 2 | P54323 | Burton and South Derbyshire College

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The course is ideal for those who wish to develop their knowledge and understanding of distressed behaviour in children. It’s also valuable for anyone who is planning a career that requires an understanding of distressed behaviour and is looking to gain a qualification in this. The programme is suitable for those who desire to form a foundation due to little or no previous experience of the topic.

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Understanding Specific Learning Difficulties | Level 2 | P15903 | Burton and South Derbyshire College

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Approximately 15% of people are affected by Specific Learning Difficulties (SpLDs) including dyslexia, dyscalculia, Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Coordination Disorder (DCD). As these SpLDs are so prevalent throughout society, developing our understanding is increasingly important.
This course is ideal for those looking to develop their knowledge and understanding of Specific Learning Difficulties. It is ideal for those who are looking to support individuals with SpLDs in any environment, be it at home, in the workplace or in schools. 
This is an online course. You will receive your welcome email with further details within 48 hours of enrolment. Once you have enrolled, you will be asked to provide a copy of an official form of ID, such as passport, before receiving your login details.

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This Padlet was updated on 25/06/2025. It has sources from the course learning materials and additional sources to enhance your professional development. 

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This Padlet was updated on 25/06/2025. It has sources from the course learning materials and additional sources to enhance your professional development. 

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The Social Model vs The Medical Model of Disability
Social model of disability
The social model of disability says that disability is caused by the way society is organised, rather than by a person's impairment or difference. It looks at ways of removing barriers that restrict life choices for disabled people. When barriers are removed, disabled people can be independent and equal in society, with choice and control over their own lives.

Disabled people developed the social model of disability because the traditional medical model did not explain their personal experience of disability or help to develop more inclusive ways of living.

(An impairment is defined as the limitation of a person's physical, mental or sensory function on a long-term basis.)
Changing attitudes to disabled people
Barriers are not just physical. Attitudes found in society, based on prejudice or stereotype (also called disablism), also disable people from having equal opportunities to be part of society.
Medical model of disability
The social model of disability says that disability is caused by the way society is organised. The medical model of disability says people are disabled by their impairments or differences.

Under the medical model, these impairments or differences should be 'fixed' or changed by medical and other treatments, even when the impairment or difference does not cause pain or illness.

The medical model looks at what is 'wrong' with the person and not what the person needs. It creates low expectations and leads to people losing independence, choice and control in their own lives.
Social model of disability: some examples

A wheelchair user wants to get into a building with a step at the entrance. Under a social model solution, a ramp would be added to the entrance so that the wheelchair user is free to go into the building immediately. Using the medical model, there are very few solutions to help wheelchair users to climb stairs, which excludes them from many essential and leisure activities.

A teenager with a learning difficulty wants to work towards living independently in their own home but is unsure how to pay the rent. Under the social model, the person would be supported so that they are enabled to pay rent and live in their own home. Under a medical model, the young person might be expected to live in a communal home.

A child with a visual impairment wants to read the latest best-selling book to chat about with their sighted friends. Under the medical model, there are very few solutions but a social model solution ensures full text audio-recordings are available when the book is first published. This means children with visual impairments can join in with cultural activities on an equal basis with everyone else.

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Social Model vs Medical Model of disability - disabilitynottinghamshire.org.uk

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The Social Model vs The Medical Model of Disability Social model of disability The social model of disability says that disability is caused by the way society is organised, rather than by a person's impairment or difference. It looks at ways of removing barriers that restrict life choices for disabled [...]

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The importance of identifying and supporting speech, language, and communication needs (SLCN) in learners

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Speech, language, and communication skills are fundamental to a child’s development, impacting not only academic success but also social skills, self-esteem, and emotional well-being.

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Education is a fundamental human right. As much as any other child, disabled children and children with special educational needs (SEN) are entitled to an education that pushes them to reach their full potential.

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Education is a fundamental human right. As much as any other child, disabled children and children with special educational needs (SEN) are entitled to an education that pushes them to reach their full potential.

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Anthony Knight fulfilled a childhood dream when he became an arboretum horticulturalist at Kew Gardens. But it took him nine attempts over five years before finally landing the job in November, despite having done work experience and an apprenticeship at the world-renowned botanical gardens in south-west London.

While in theory Knight, 38, was a strong contender for the job - having previously worked at Kew, at a local nursery and in garden maintenance - he has a moderate learning disability that affects how he communicates, so job interviews were a barrier. "I was not able to portray myself in the best possible light," he says.

Knight was only successful once Kew adjusted the application process, giving him more information about the general subjects to be covered so he could better prepare for the interview.

Ray Townsend, who manages the 25-strong arboretum team, says: "We couldn't give the exact questions, that wouldn't have been fair to other candidates, but Anthony had a bit of time to think, and that made a difference to how he answered. You have to give someone the opportunity to prove themselves ... You've got to be patient and flexible."

Knight took longer to familiarise himself with the 300-acre site. But this summer he is responsible for the rosacea area, and his boss describes him as a "reliable and dedicated" employee.

As someone who has a learning disability and is in paid employment, Knight is rare. In the UK, just 5.8% of people with a learning disability who are known to social care services are in paid work, compared with 74% of non-disabled people. But the most up-to-date figures from a 2009 government report show that 65% of learning disabled people want paid work but have been unable to get a job.

Although legislation is in place obliging employers to make reasonable workplace adjustments, this obviously is not happening. Knight's case demonstrates how just a tiny adjustment plus an open-minded employer can get people with learning disabilities into jobs they want and can do. It also provides them with a wage. An arboretum horticulturalist salary begins at around £19,000 in London.

At Kew, 35 staff (4%) have a long-term disability or physical or mental health problem; six of the 35 have a learning disability. Sarah Donnelly, Kew's head of human resources, says its approach also helps to change attitudes both in the workplace and with the public.

"If someone's not working, they're on benefits ... earning money gives independence, helps to raise self-esteem and gives purpose in life."

The government aims to get 1 million more disabled people into work. But it has capped "access to work" funding that disabled employees may rely on to hold down a job, as it covers the costs of buying special software or other equipment. And the Work Programme, designed to help unemployed people back to work, fails to target disabled people with significant needs.

Diane Lightfoot, chief executive of national network the Business Disability Forum (BDF), says Brexit could offer employment opportunities to disabled people seeking work. According to the British Hospitality Association, it could take 10 years to replace the sector's EU workers. But Lightfoot is calling for there to be more focus on using this "huge pool of talent" to fill some vacancies left by departing EU workers.

"Many of the jobs and industries which are highly reliant on a migrant workforce are entry-level jobs in the hospitality, retail and care industries which - perhaps with some adjustment - could be highly suited to a person with a learning disability," she says.

Most recruitment processes are online, which is a challenge, many are filled with jargon and acronyms and long words'

Mark Capper, Mencap

Adjustments, as Kew's approach shows, can be simple. Mark Capper, business development manager at the charity Mencap (through which Knight got work experience at Kew 10 years ago), describes the general barriers: "Most recruitment processes are online, which is a challenge, many are filled with jargon and acronyms and long words ... most people with learning disabilities will have limited or no experience of the world of employment, so won't be able to contextualise the questions." His solutions include "verbal CVs", and using diagrams to explain jobs or replacing interviews with week-long work trials.

Another problem, says Rob Greig, chief executive of the social inclusion charity NDTi (National Development Team for Inclusion) is the incorrect assumption that work experience or low-paid work will lead to a proper job: "Volunteering is a conscious decision to contribute to society, not a substitute for employment," he says.

Campaigner Gary Bourlet, co-founder and self-advocacy lead at the charity Learning Disability England, believes employers and government could do a lot more to boost employment. "Offer flexible hours and get a better understanding of disabled people ... there should be disability awareness training for everyone in a company and more professional development [for learning disabled people]," he suggests. Bourlet argues that learning disability organisations should employ more people with disabilities. "Especially in managerial roles," he says, "so it's not just someone sitting on reception."

According to Mencap's 2016 annual report, just 91 of its 8,260 staff (about 1%) have a learning disability. A spokeswoman said Mencap is doing a staff diversity survey to get updated figures, but as the majority work in personal support to people with a learning disability (the annual report states 7,837 employees are in "supporting people roles"), this might not be the right environment for an employee with a learning disability she says. The annual report states that the charity is "focusing on expanding opportunities for employees to inform and influence the successful evolution of the organisation".

There are some learning disability organisations set up with a specific purpose to employ learning disabled people. My Life My Choice in Oxfordshire (MLMC) is a self-advocacy charity that pays people with learning disabilities on a freelance basis. It says it is "part of how we are fighting injustice". People work as a "travel buddy" and as "experts by experience", inspecting support services, or delivering training about having a learning disability to organisations such as the NHS.

MLMC pays Pam Bebbington, who has a mild learning disability, up to £120 a week, with her hours limited because she is receiving employment support allowance (ESA). She also gets disability living allowance.

Bebbington gets help with note taking, and her documents are in large, simple text. She says she likes everything about working: "I like to keep busy, because otherwise I get bored. Before, I used to get depressed." She wants more face-to-face help for job hunters: "Give them support ... you have to go on computers now to get jobs."

MLMC has 31 freelance workers with learning disabilities. This equates to 74% of its workforce, although benefit rules restrict how many hours they can work. MLMC is creating new consultant roles, so more people on ESA will have what is known as permitted work status and will be able to earn up to £120 a week without their benefits being affected.

Choice Support, which employs experts by experience across the UK, and Dimensions, a Reading-based countrywide support service that has a learning disabled campaigns adviser and quality auditor, are other examples of learning disability organisations employing the people they are set up to help.

Back at Kew, Knight is taking stock of his working life. "I find working at Kew very satisfying - providing work variety, opportunities, work stability, prestige and interest and, of course, a living," he says. "I enjoy talking to the public, telling people the best way to get to different parts of Kew." And of his future here? "I want to progress and expand and fulfil my potential," he replies. His advice for other job seekers? "When you are convinced you can do the job, pursue your dream no matter how many knockbacks - and when you get it, prove how valuable you are."

* This article was amended on 25 August 2017. An earlier version said that the government has cut "access to work" funding. This funding has been capped. And the figure for the number of staff at Mencap in 'supporting people roles' has been amended. An earlier version quoted a figure of 5,193 employees.
Topics

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'You have to give learning disabled people the opportunity to prove themselves'

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Anthony Knight fulfilled a childhood dream when he became an arboretum horticulturalist at Kew Gardens. But it took him nine attempts over five years before finally landing the job in November, despite having done work experience and an apprenticeship at the world-renowned botanical gardens in south-west London.

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In this issue, Douglas Silas looks at the impact on children and young people mental health issues.
During the past few years (and especially during the past 18 months with the Covid-19 pandemic) we have seen an increase in the number of children and young people with mental health issues. Unfortunately, children and young people with SEN and Disability (SEND) have again been disproportionately affected (although those without SEND have also suffered greatly).

What are mental health issues for children and young people?
Although mental health issues have been recognised for many decades (and some would say for more than a century), it is only during the past few decades (particularly the last ten years or so) that children and young people's mental health and wellbeing has been identified as a specific issue that needs to be addressed by society.

Unfortunately, older generations often say that mental health issues are really a result of children and young people having it too easy and therefore not being resilient or 'tough enough' as they were in their day. This is not a helpful approach and does not take into account the fact that society has inevitably changed over many years and there are now a lot more things around that can have a negative impact on children's and young people's mental health (such as social media or online bullying etc.) which have aggravated situations that may have been seen to be more 'normal' previously.

What is the current view on children and young people's mental health and wellbeing?
The Government (through Public Health England), together with the Children and Young People's Mental Health Coalition) has recently issued Guidance entitled: 'Promoting Children and Young People's Mental Health and Wellbeing'. This points out that it is widely recognised that a child's emotional health and wellbeing influences their cognitive development and learning, in addition to their basic physical and mental wellbeing in adulthood, as well as their social health. It also says that there is a lot of reference to secondary school-aged children having mental health difficulties, but seems to say that many problems are caused further down the line when children are younger.

The Guidance sets out eight principles that a school or college can take to promote children and young people's mental health and wellbeing. It then considers each principle separately and gives examples, which they say will help the reader reflect on the implications for practice in their own settings. The Guidance also signposts the reader to resources available to help them implement the support and includes references to further government guidance and advice, training for staff, curriculum support and resources for young people, parents and carers.

Finally, the Guidance says that it will be useful to anyone responsible for promoting and supporting the mental health and wellbeing of children and young people in schools and colleges, including:

headteachers

principals and their senior leadership teams

school and college governing bodies

senior mental health leads

special educational needs (SEN) and pastoral leads

school nurses

educational psychologists

local public health teams

So what does the Guidance say?
A good start would be for me to quote directly from the 'Rationale' first, as follows:"Good mental health is important for helping children and young people to develop and thrive.The Mental Health of Children and Young People in England survey (2020) found 16% (1 in 6) of children aged 5 to 16 years to have a probable mental health disorder, an increase from 1 in 9 in 2017.The coronavirus pandemic has resulted in fundamental changes to the lives of children and young people. The Public Health England COVID-19 mental health and wellbeing surveillance report suggests that whilst some evidence shows that children and young people have generally coped well during the pandemic (March to September 2020), other evidence suggests that some children and young people, especially those with certain characteristics, such as those who are disadvantaged economically, females, and those with pre-existing mental health needs, appear to have experienced greater negative impacts on their mental health and wellbeing.

Schools and colleges have an important role to play in supporting the mental health and wellbeing of their pupils and students, by developing approaches tailored to the particular needs of their pupils and students. Taking a coordinated and evidence-informed approach to mental health and wellbeing in schools and colleges can also help foster readiness to learn."

The Guidance is then broken down into eight specific chapters, followed by separate sections entitled 'Resources', 'Appendix' and 'References' and the eight chapters are broken down as follows:

Chapter 1: Leadership and management
Chapter 2: Ethos and environment
Chapter 3: Curriculum, teaching and learning
Chapter 4: Student voice
Chapter 5: Staff development, health and wellbeing
Chapter 6: Identifying needs and monitoring impact
Chapter 7: Working with parents, families and carers
Chapter 8: Targeted support and appropriate referrals

How does this impact on children and young people with SEND?
Although the SEND Code of Practice 2015 brought in under Part 3 of the Children and Families Act 2014 already provides statutory guidance and practical advice to Local Authorities (LAs) and health bodies (such as Clinical Commissioning Groups [CCGs] and education settings on how to carry out their duties, the 2014 SEND Reforms also included a change from the characterisation of 'Behaviour, Emotional and Social Development' to 'Social, Emotional and Mental Health Needs'.

The Guidance poses one question (of many) about whether a school's or college's culture promotes respect, inclusivity and value diversity. Examples are given where children in primary school are taught to embrace and value difference, including having an active anti-bullying policy and promoting cooperative learning and positive social interactions. It also refers to the fact that it is important to note the difficulties which learners may have when they have complex individual needs and face a number of social, emotional and behavioural challenges, which sometimes result in fixed-term exclusions, or even permanent exclusions, that could have been avoided if the school had committed to valuing each individual and their needs. This can sometimes require also quite a big overhaul of standard PSHE (Personal, Social, Health and Economic) education.

Where can I find out more?
You can find the Guidance here: https://bit.ly/2YD5CIw

There are specific sections at the back of the Guidance that refer to 'Resources' including government guidance and advice, such as:

'Mental health and behaviour in schools (2018)' (mainly for school staff)

'Counselling in schools: a blueprint for the future (2015)' (mainly for school staff and counsellors)

'Preventing and tackling bullying (2017)' (mainly for head teachers, staff and governing bodies)

'Promoting the health and wellbeing of looked-after children (2015)' (statutory guidance for LAs, CCGs and NHS England)

'Keeping children safe in education (2014)' (statutory guidance for schools and colleges)

'Supporting pupils at school with medical conditions (2014)' (statutory guidance for governing bodies of maintained schools and proprietors of academies in England).

There are also sections that refer to 'Training' and 'Curriculum resources' and specific sections entitled: 'Resources and support for children and young people with learning disabilities, physical disabilities in chronic illness' and: 'Resources for specific issues'.

There are also sections on 'Helplines and resources for young people' and 'Parenting programmes and support for parents and carers'.

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Mental health issues for children and young people with SEN * SEN Magazine

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In this issue, Douglas Silas looks at the impact on children and young people mental health issues. During the past few years (and especially during the past 18 months with the Covid-19 pandemic) we have seen an increase in the number of children and young people with mental health issues.

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Learn more about cerebral palsy and learning disability A learning disability is to do with the way someone’s brain works. It makes it harder for someone to learn, understand or do things. , and how to find the right support.

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The benefits of physical activity for children with Special Educational Needs and Disabilities - Ideal Complex Care

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What are the benefits? For all children, the benefits of engaging in regular physical activity are well-established. Focus is often cast on physical benefits such as improved cardio-vascular fitness, reduced risk of becoming overweight or obese, and increased bone and muscle strength. These are especially important for children with Special Educational Needs and Disabilities (SEND) ...

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All teachers, including early years practitioners are responsible and accountable for the progress and development of the children in their care. The Equality Act 2010 prohibits educators from discriminating against a child with additional needs and settings must ensure that they are fully inclusive. This also means that every educator, in early years, primary and secondary education is a teacher of children with special education needs and disabilities (SEND). In the early years we are best placed to identify these needs early on and to ensure that appropriate support is put into place as soon as possible, helping to ensure that most children with SEND achieve well and gain the foundations for a successful transition into school and their future life.
But how do we best support children with SEND?
The Departments of Education's guide, SEND Code of Practice: 0 to 25 years, sets out the process that should be used for identifying and meeting the needs of children with SEND - the graduated approach. This is an ongoing four-part cycle of actions: Assess; Plan; Do; Review.

Although you may not have heard of this term as part of everyday good practice, early years practitioners will already be familiar with this process as it is how you plan for all children to learn, though observing a child, thinking about what they need, trying out ideas, deciding how well it has worked and what the child needs next.

The graduated approach is a more formalised, documented approach to support children who are not developing and progressing as expected. It is important to begin this approach as soon as there are concerns about a child's development and you should not wait for a formal diagnosis. Afterall, a diagnosis is a label or name given to a condition or set of symptoms and everyone with a given diagnosis may present slightly differently. Much more helpful, when considering how to support a child's learning is understanding their learning needs.

The graduated approach is intended is support the understanding of a child's learning need. It also helps to bring together helpful information for the child and their family and identify appropriate support and interventions that will help the child to develop, progress well and make a successful transition in the next stage on their learning journey. The four steps are as follows:

ASSESS - Analysis and identification of the needs for the child. This is done by gathering information from parents, teachers, other professionals, through observation and specialist assessment if required. Things to consider could include:

Tracking and monitoring the child's engagement

Observing how the child interacts with others

Identifying barriers to engagement

Reviewing their current progress against age-related expectations

PLAN - Develop a plan, with parents/carers and other external professional that are involved in supporting the child. This should:

outline and document the support that will be provided to the child

include what the child is expected to achieve, what outcomes are being sought

specify the interventions and support that will be put in place and how they will be tailored to help the child meet these specific targets and goals

consider staff development needs to deliver the strategies and interventions

agree a date for review.

DO - Implement the plan by providing the support outline within it. This may include:

Working with the child one-on one or in small groups

Providing additional resources or equipment

Making adjustment and adaption to the learning environment or learning activities and experiences

REVIEW - Regularly review the effectiveness of the support provided and adjust as necessary. This will involve:

Gathering feedback from parents, teachers, and other professionals

Reviewing child's progress against the goals and targets set up in the Plan phase

This takes you back to the beginning of the process - PLAN. Where a specific goal or target has been met and is learning is NICE (natural, independent, consistent, and embedded), then either more challenging targets or new targets can be set. Where a specific goal or target has not been met, the plan can either be continued or simplified.

The graduated approach is a continuous cycle of assessing needs, planning to meet those needs, implementing those plans, reviewing their effectiveness, and adjusting as required.

It is important that these plans are documented. Sometimes these are called Additional Support Plan (ASP) or Individual Education Plan (IEP). It is worth checking with your local authority, as they may provide an example format for you to use, which may align with their Inclusion Funding application process. The plans should be shared with the practitioners who will be implementing the strategies and interventions. As their child's first and most enduring educator, it is important that the plans are shared with parents/carers and that their views and insights are sought. These documents also ensure that the children's successes are captured and celebrated.

It is also important to consider that they are also important for providing the necessary evidence of interventions tired and their impact when applying for Inclusion Funding or an Education health and Care Plan, if necessary. It is also a requirement of the EYFS that settings maintain a record of children under their care, including details of how the setting supports children with SEN and disabilities and must make these records available to parents and other professionals working with the child.

Remember a diagnosis is not necessary to follow the graduated approach, so as soon as there are concerns about a child, this approach should be adopted, and actions documented. When supporting children with additional needs, it can sometimes feel overwhelming and daunting, however truly inclusive settings will actively seek out ways to support children with SEND, adapting and developing as required. The graduated

approach is not only a legal requirement, but also provides a framework and structure that can help settings to feel less daunted and can support children to develop and progress.

'Inclusion is mainly just good teaching' (Sobel: 2021)

#Signposts

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What is the graduated approach and how do I use it? (England only) - PACEY

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All teachers, including early years practitioners are responsible and accountable for the progress and development of the children in their care.

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The Learning Styles Controversy - Arguments For and Against

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There is a lot of hot controversy surrounding the validity of the learning styles theory. Are learning styles a myth? A collection of arguments.

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Inclusivity – A constant journey toward a shared vision

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Despite working in inclusion for years, it’s still easy to assume a shared understanding of the term, thinking that people know what we mean when we talk about it, but surprising how often these assumptions are misjudged.

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I was born alone, I'm gonna die alone. I have my own identity. I'm my own person, and no two people are the same- ASAP Ferg

Hasn't it happened to you, that you prepare for something with a hundred percent effort and someone just shatters it?. We come across such situations daily, one of the experiences could be like when you are on the stage, performing the best piece you ever prepared, "your performance is terrible" someone shouts from the audience, that person starts to mock you, and criticizes your work openly. Many people start laughing, and the moment is ruined for you. Someone disregards the performance you put all your heart in, you worked tirelessly for. Someone makes fun of you while you are still on the stage. Your performance, your day is ruined. Your hands are sweaty, you are feeling dizzy and absolutely clueless as to how to react. You are unable to understand what just happened? And what to do next? How to react?

Two Types of Social Identities: Social Identity and Self-Identity
Two things can happen:

One, you would accept the negative remark and believe that it is true. You will start to believe that your performance was terrible, you are not a good artist, you are incapable and unskilled. You'll question your hard work and dedication. You will conclude that you will never perform in front of people again.

Or you will dismiss it as criticism and not let it affect you. You will let go of that painful moment and will tell yourself to never question your art just because one person failed to appreciate it. You will overcome that one remark quickly so it does not impact you and you will continue to perform.
What is Social Identity?
Negative remarks are difficult to deal with. When you start to believe in a negative remark on you, you act according to your social identity. You must now be wondering what is Social Identity?

Our friends, family, or teachers define us differently. If you ask your friend, mother, or teacher to describe to you, there will be some similarities and dissimilarities in their answers. This is because everyone's perspective of you is different. When we start to believe someone else's perspective of us, it is known as Social Identity. You trust someone else's idea of you.

We often believe in negative remarks because we lack self-identity. We feel that others, even strangers, know us better. We believe in their judgment more than ours.

On the other hand, when you do not let any negative comment affect you and believe in your performance, here you act according to your Self Identity.
What are Self and Identity? Understanding Self-Identity
Self is a sum of interrelated and interdependent parts such as experiences, childhood upbringing, thoughts, profession, likes-dislikes, biology, feelings, and so on.

An honest opinion and correct understanding of oneself can be understood as our identity.

If someone asks you to describe yourself, what will you write? What you think or what people think? We refer to ourselves as 'I' or 'me' or our names. When we describe 'I' in our own words and the way we see ourselves, it is known as self-identity. When you believe in your idea of yourself it is known as self-identity. If you believe in your version of yourself then you will not let any negative remark affect your self-identity. The benefits of understanding Self-Identity is that we get to explore and understand ourselves.
Why is self-identity important?
It answers the why of self. Over and underestimation, positive, negative, good, bad are all attributes that get attached to our narrativeof self. Our take on our identity builds our personality (individuality). Incorrect perception of self leads to delusional identity, that is, we think of ourselves as what we are not. Every person is different and unique. It creates standards for us to achieve. Going by social identity, you work according to societal expectations. But when you understand your self-identity, you understand how it benefits you.
Benefits of Self-Identity
Self-Identity is important because if you do not know yourself then you cannot answer who you are?

If you know and believe in your ideas about yourself then you gain confidence, there are several ways to gain confidence.

You learn to balance emotions like in the earlier situation you will not feel angry or sad when someone passes a negative comment.

When you realize the importance of self-identity you are able to control your actions. Like while driving when the car is in your control and not someone else's. Being in control of your actions means that you are the sole decision-maker and no one else is making your decisions, that is, no one else has control over your car.

When you feel confident, you become emotionally balanced and learn the techniques for emotional management, and know how to act then you realize who you are. You understand your and you feel an internal satisfaction. You do not have to ask anyone else to describe you.
What happens when you rely on social identity?
If people or society tells you that you are not skilled or capable, you will believe in that. If they tell you that you are perfect and flawless, you will believe that too!

When our opinion of self gets influenced by others then this may happen:

Negative opinion leads to the underestimation of one's capabilities like insecurities, doubts, uncertainty, and a lack of confidence in oneself. These could be the reasons for inefficiency which will again hit the spiral.

On the other hand, overestimation by others gives an exaggerated sense of self-value which dilutes the scope of understanding the need for any improvement.

You will always try to gain acceptance from others, also known as validation, from others. You might even take certain decisions in your life just to please people around you.

Life is full of choices, when someone else chooses for us, we fail to recognize our life as ours. Imagine a life where a kid went to a certain class because of family pressure and not because s/he wanted to, as an adolescent subjects that you chose during high school, the choice of college, the person you should marry, when should you get married, run after government job even if you want to start a business, to have kids, to have a son, and so on and on. You make all such decisions due to 'Societal Pressure'. When you live life through Social Identity you constantly use the phrase "I had to" instead of "I wanted to". Lack of self-identity may lead to issues like confusion about what you want or need. Such identity issues even require psychological aid.
How to choose self-identity over social identity?
We cannot remove people or their opinions from our lives, but we can definitely control their impact on us. To keep a check on your choice of identity, you can look out for:

You build your self-identity first which acts as the foundation on which you build your social identity. Your Self-identity is the core and builds social identity.

Try to understand your experiences through self-identity. What that experience meant to you and taught you. Do not let anyone else tell you how to feel after an experience.

Experiences act as learning stones. They shape our identity. Growing up we did not know that we act according to two identities: self-identity and social identity. Without even realizing we mostly acted as per social identity due to a strong and persistent presence of people in your life.

So many people with so many opinions and judgments that it became difficult for us to identify the self. But now we know the benefits of Self-identity and how to believe in our self-identity. This point forward we can make an aware and conscious decision to ensure that our self-identity influences and drives our social identity and not the other way round.

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Importance of Self-Identity and its Benefits

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Hasn't it happened to you, that you prepare for something with a hundred percent effort and someone just shatters it?. We come across such situations daily, one of the experiences could be like when you are on the stage, performing the best piece you ever prepared, "your performance is terrible" someone shouts from the audience, that person starts to mock you, and criticizes your work openly.

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What we do: stigma and discrimination | Inclusive Futures

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We’re working to tackle the negative attitudes that people with disabilities experience in their everyday lives.

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Sibs is the UK charity for people who grow up with a disabled brother or sister.