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Group Proposal: Girls Self-Esteem Group Sara McManus Seattle University February 24, 2012

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Group Proposal: Girls Self-Esteem Group Rationale Adolescence is a fragile turning point in the development of a healthy personal identity. Research has found that cultivating self-esteem during adolescence promotes physical and mental health as well as prevents emotional and behavioral issues (Impett, Sorsoli, Schooler, Henson, & Tolman, 2008). For young women, the creation of a healthy self-concept is tied to a number of factors. Research has found that, for girls especially, the ability to establish authentic and valued relationships where expression is encouraged is positively correlated with self-esteem (Impett, et al., 2008). For young women, self-esteem and body image are also interconnected. Body image is also central to adolescents self-definition, particularly for girls as they are socialized to believe that appearance is an important basis for both self-evaluation and evaluation by others (Impett, et al., p. 723). Central to this socialization process is the development of poor self-esteem and the impact of peer discussions and the imitation of others, particularly within the media (Dohnt & Tiggeman, 2006). Therefore, the development of positive regard at this age is tied to the narrative component of adolescent girls interactions with one another. While making meaning of ones story by moving from positive to negative frame of reference, young women construct a lasting self-esteem (McLean & Breen, 2009). Due to the evolving feminist perspective of the 20th century, developmental psychology began to take a closer look at the relational process and its connection to womens development. According to Gilligan, Josselson, Miller, Noam & Fischer (as cited in Impett et al., 2009) the results were a closer emphasis on the importance of the relational process of human development, with a particular focus on women. Several resulting studies measured the effect of

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relationship authenticity on adolescent girls self-esteem. The data suggests that while both boys and girls are engaged in a highly social world during adolescence, girls begin to feel pressure to act in ways that are inconsistent to their thoughts and feelings (Impett et al., 2008). The findings from this study suggest that suppression of these thoughts and feelings can be correlated with a loss of energy and self-esteem, as well as an increase in depressive symptoms. This longitudinal study found that girls who were able to speak and express opinions honestly by the 8th grade were more likely to experience an increase in self-esteem over the next 5 years than their less vocal peers. Additionally, girls in grades 8 through 12 who reported an increase in relationship authenticity also reported a greater increase in self-esteem during this same time period. The data from this research suggests that one core component to the development of self-esteem during adolescence seems to be inextricably linked to developing authentic relationship where girls can express their genuine feelings. For adolescent girls, the development of a healthy self-concept seems to be tied in with body image concerns. One study by Clark and Tiggeman (2008) found a relationship between body image and relational factors, suggesting that appearance conversations with friends and social comparison were significant predictors of change in body satisfaction. This study supported previous research by Smolak and Levine (as cited by Clark and Tiggeman, 2008) which found that sociocultural influences such as comments from family and peers can be a particularly important source towards developing beliefs about appearance. The research suggests at least a correlation between peer relationship and the development of healthy body image. Impett et al. (2008) found a relationship between the drop in body satisfaction and drops in both relationship authenticity and self-esteem. As a facet of development, it seems that adolescent girls are particularly prone toward the influence of their peer group, especially where

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body image is concerned. The research also suggests a relationship between the need to please others, body image, and messages shaped by media ideals. The connection between self-esteem and body image is well documented by research. Included in this research is the tendency for media to shape the ideals about thinness that young women internalize. Research by Clark and Tiggeman (2008) show, a positive relationship between exposure to appearance television, appearance magazines, and appearance conversations and both internalization of appearance ideals and appearance schemas. Dohnt and Tiggeman (2006) found that girls who consumed shows with an emphasis on appearance were less satisfied with their appearance overall. However, it is not just the emphasis that media places on the thin ideal that proves dangerous for young girls self-esteem development. The impact of peer discussions through the schooling years plays a part in the internalization of the thin ideal. As part of their research, Dohnt and Tiggeman (2006) emphasize, peer desire for thinness is temporally antecedent to body satisfaction and self-esteem (p. 934). Internalization of the thin ideal seems to lead to girls desiring to be thinner and more negative feelings about their bodies in general. The importance of peer interaction to mitigate the impact of media on body image should not be undervalued. As emphasized throughout this paper, the ability to form and maintain authentic relationships during adolescents builds self-esteem and contributes to the development of a healthy self-image in adolescent girls. Group therapy with an emphasis on narrative techniques can help young women connect with a community to explore the social and cultural influences on self-image (Patrick, 2011). Research by Fivush (as cited by McLean & Breen, 2009) has shown that parents socialize their daughters in more relational ways, by emphasizing relationships and social events as part of their narrative story. This means that a narrative

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experience in a group counseling situation can be particularly powerful for adolescent girls. A study conducted by McLean and Breen (2009) found that girls become more focused on evaluating the psychological and emotional aspects of their narrative during adolescence. This same study highlighted the importance of constructing positive narratives about the self in order to maintain self-esteem across adolescence. Self-esteem is built through narrative therapy by constructing an experience that moves from negative to positive, rather than just learning about the self (McLean & Breen, 2009). Focusing young women on the spheres of their narrative that hold stories of power and achievement can increase self-worth and decrease the focus on appearance and image. Group Participants This group is geared toward 9th grade girls who are struggling with issues of self-esteem that impact academic performance and social engagement during their first year of high school. Research points to the transition into ninth grade as a pivotal year for disengagement from school (Iver, 2011). Academic success during the 9th grade year is a predictor of success in high school (Bowers, 2010). At the end of the first quarter of the ninth grade year, counselors will use quarter grades to identify a list of 9th grade girls who are struggling in multiple classes. The counselor will administer a needs assessment to teachers of the 9th grade girls on the list to find out about self-esteem and personal relationships in the classroom (see Appendix A). Once the data on these 9th graders is compiled, the counselor will meet one-on-one with students who match the profile of a 9th grade girl who is struggling with self-esteem and create a group of 8-10 freshmen girls for the group. Counselors will need to take care that they are not selecting girls who have oppositional behavior issues or dont want to be part of the group. Permission to participate will be obtained through a disclosure form (see Appendix B).

GIRLS SELF-ESTEEM GROUP Group Goals and Objectives

The goal of this self-esteem group for 9th grade girls is to promote growth of a positive self-image through the exploration of personal narratives and the creation of a community of concern. Students will explore the formation of a positive self-concept through the use of narrative techniques that will include bibliotherapy, artwork, and dialogue. Bibliotherapy is a means of connecting clients with their story through a collaborative process. This process involves accessing and processing the narrative that reflects core beliefs about the self (Halstead, Pehrsson, & Mullen, 2011). Several activities, as identified in the Group Session Plan, will be used to access the core narratives of the 9th grade girls. An even greater amount of time will be spent processing the activities and following up through journaling. Additionally, one major goal will focus on the relational dynamic of the group. Just as self-esteem plays a role in academic success at school, a sense of belonging can have a big influence on self-esteem. The relationship between self-esteem and sense of belonging may be circular, with each enhancing the other (Ma, 2003, p. 247). In order to develop self-esteem in the 9th grade girls, linking and focusing on universality of experiences will be used to create a sense of belonging to the group, promote self-worth, and decrease the focus on body image and appearance. Type of Membership As mentioned above, girls will be selected for this group through an initial prescreening process that involves disaggregating data about academic achievement. Counselors will survey teachers of selected 9th grade girls to find out more about each student in the context of selfesteem and peer relationship development (see Appendix A). An interview will be conducted to make sure that each student understands the purpose of the group and is a willing participant.

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The group will be a closed group to allow for close and consistent relationships to form between the girls. When working with groups of adolescents, the research suggests that 5-7 members for 60-90 minutes a week is ideal (Gladding, 2012). This group will consist of 7 adolescent members who meet for 60 minutes. Because of the semester schedule, the group will meet for 15 weeks in order to allow the group to transition together into 2nd semester classes. Role of the Leader A leader working with adolescent girls needs to find a style of leadership that is caring, genuine, and transparent in order to help students access their personal narratives and explore sensitive subjects as a group. In order to do this, the group leader will need to be particularly aware of how experiences during her own adolescence encouraged or discouraged the growth of self-esteem (Gladding, 2012). Since this group will be exploring sensitive subject matter that will include body image and the pressure to conform to societal ideals, the group leader should be female in order to provide a safe space for girls to speak openly on these topics. Additionally, because this group will be individuals in early adolescence, it is important for the group leader to provide structured exploration and feedback to keep the group progressing toward its goals. Format This group of 9th grade girls will meet once a week for 15 weeks. The group will start meeting after the end of the first quarter (Fall) and end during third quarter (Spring) in order to allow for a transition into new semester classes. The group will meet for 60 minutes. Group Rules Group leadership of adolescents should be democratic in order to inspire the most buy-in from participants. Therefore, the process of creating group norms should follow this same model. The group leader will post three sheets of poster paper on a board in the room with the

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subheadings confidentiality, respect, and participation written at the top. Each girl will be given a pen and a stack of post-it paper and encouraged to write down at least three examples for each subheading. Before beginning, girls will be asked to think of how they would like to see each of the subheadings exemplified in the group. The girls will then stick their post-its on the posters for each subheading. The group leader and members will process the norms and the group leader will make suggestions about what might need to be added. Under confidentiality the group leader will add the explicit rule that confidentiality will be broken by the group leader if any members expresses the desire to harm themselves or others. These norms will remain posted in the room throughout the groups sessions together and referred at the beginning of each meeting. Group Session Plans Session 1: Getting to Know You Theme or Focus: Identify personal strengths and assets (PS:A1.10); Recognize personal boundaries rights, and privacy needs (PS:A1.7) (ASCA National Standards for Students, 2005) Goal or Objective: Students will introduce themselves to the group and create expectations around group participation. Description of the Activities: 1. Introductions: Object Game a. Everyone chooses an object from the provided materials of colorful rocks and seashells. b. Group members use the object to introduce themselves, leader demonstrates i. Say your name ii. Why you picked your object

GIRLS SELF-ESTEEM GROUP iii. How the object represents some part of you 2. Activity: Group Norms: Post-it Activity

a. Group leader posts three sticky pieces of butcher paper in front of the room with the subheadings of confidentiality, respect, and participation b. Each girl brainstorms three expectations for each subheading i. Group members discuss expectations with group leader ii. Group leader should clarify and consolidate norms when needed iii. Group leader discloses confidentiality rule about self-harm 3. Closing: Journaling a. Group leader will explain the journaling process to the group. i. Girls will have a journal prompt at the end of each session ii. Group leader will respond to their writing before the next group session 1. If a girl fold her journal page in half, hotdog style, group leader will know that she wants that entry to remain private b. For the final activity, the group leader has the girls write and answer the following prompt in their journal: i. How did it feel to share something about yourself today? Is there anything more you wish you would have shared? c. Girls leave their journals with group leader Leaders Roles and Responsibilities: 1. Provide objects for the introduction 2. Model the introduction exercise 3. Debrief and link introduction themes within the group

GIRLS SELF-ESTEEM GROUP 4. Explain and scaffold the group norms exercise, fill in holes with regard to

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expectations (i.e. make sure major expectations get explicitly addressed/agreed upon) 5. Collect and respond to journal prompts Session 3: Yakima Time Ball (Giblin, 2011) Theme or Focus: Identify and discuss changing personal and social roles (PS:A1.11); Understand change is part of growth (PS.A1.4) (ASCA National Standards for Students, 2005) Goal or Objective: Students will build self-esteem by exploring identity, linking, and processing major life events that have shaped their life story through the use of a visual timeline. Description of the Activities: 2. Introductions: Party Mix (Appendix C) a. Before beginning introduction activity, group leader revisits the norms with group members, asks girls about anything they feel needs to be added to group norms b. Instructor breaks girls into pairs and gives each pair one silly question to answer: i. What was your best Halloween costume and why? ii. Do you think there is other intelligent life in the universe? Why? iii. Would you rather ride an elephant or a camel? Why? iv. Would you rather spend a week stranded in the jungle or at sea on a boat? Why? c. After pair share, girls share answers out to the larger group 3. Activity: Yakima Time Ball (bibliotherapy, narrative technique) a. Leader will give a brief introduction of the history behind the Yakima Time Ball i. Long ago, women in the Yakima tribe would keep track of major life

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events with beads strung onto a long piece of hemp. They would keep track of special dates like marriage and the birth of children. They would keep their time ball with them and during gatherings of women, roll out their hemp string and trade their stories. b. Girls will choose a long string of hemp and 5-8 beads, one for each major event in their life story i. Girls will be instructed beforehand that they will be given the opportunity to share, or not share, about different beads that they choose to include. c. Each girl will share out about one important event on their time ball and how it shapes who they are today. 4. Closing: Journaling a. Girls receive their journal back from the group leader with a new prompt written in each girls journal: i. If someone else had created your time ball for you, what event would they include that you did not? Why? b. Girls leave their journals for group leader response Leaders Roles and Responsibilities: 1. Revisit group norms with entire group, check-in to see if additions are needed 2. Provide written questions on paper for the introduction activity 3. Introduce the story behind Yakima Time Ball 4. Model Yakima Time Ball activity 5. Encourage processing of Yakima Time Ball activity with group 6. Collect and respond to journal prompts

GIRLS SELF-ESTEEM GROUP Session 5: MadMac Squares Communication Maze (AVID, 2009)

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Theme or Focus: Know that communication involved speaking listening and nonverbal behavior (PS.A2.7); Demonstrate when, where, and how to seek help for solving problems and making decisions (PS:B1.5) (ASCA National Standards for Students, 2005) Goal or Objective: Students will build self-esteem and explore teamwork, relationships, communication, and the learning process by finding a pathway through a maze of squares. Description of the Activities: 1. Introductions: Norms a. Group leader revisits group norms on the board, asks girls how they are feeling about norms, if anything needs to be added 2. Activity: MadMac Squares (Appendix D) a. Group leader divides the group into two smaller groups b. Group leader gives overview of the activity i. There is a maze on the floor with one set pathway of 10 steps ii. Each group takes turns finding the 10 steps 1. There is no talking during the activity 2. Groups and group members alternate finding steps iii. Once the pathway is discovered, the entire group has to make their way through the maze, following the 10 steps c. Group members take turns discovering the pathway through the maze d. Group leader helps group members process the themes that emerge, relate them to themes of daily life: i. Leaders help / dont help other group members find pathway

GIRLS SELF-ESTEEM GROUP ii. Competing teams sometime sabotage each other iii. The pathway is much easier to find when everyone helps each other iv. Some team members feel much more anxious about making mistakes v. We learn a lot from making mistakes vi. We can communicate a lot without saying anything 3. Closing: Journaling

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a. Girls receive their journal back from the group leader with a new prompt written in each girls journal: i. How does this maze relate to the maze that we sometimes face in daily life? How does your reaction to the maze activity compare to your reaction when faced with other challenges in life? b. Girls leave their journals for group leader response

Leaders Roles and Responsibilities: 1. Revisit group norms with entire group, check-in to see if additions are needed 2. Explain the rules for MadMac Squares 3. Help group members process the themes from the MadMac Squares 4. Collect and respond to journal prompts Session 10: Dialogue Poem Theme or Focus: Develop positive attitudes toward self as a unique and worthy person (PS:A1.1); Identify personal strengths and assets (PS:A1.10) (ASCA National Standards for Students, 2005) Goal or Objective: Girls will build self-esteem by exploring personal themes around body image and self-acceptance using the poem, Phenomenal Woman by Maya Angelou.

GIRLS SELF-ESTEEM GROUP Description of the Activities: 1. Introduction: Check-in

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a. Group leader will check-in about last weeks session where girls brought in and shared meaningful lyrics from their current favorite song b. Group leader will hand copies of CD of songs for each student 2. Activity Phenomenal Woman (bibliotherapy, narrative technique) a. Girls will be given a copy of the poem, Phenomenal Woman (Appendix E), they will listen to the poem one time as it is read aloud by the group leader b. Girls will then read the poem as a group: i. Girls will each take a stanza, popcorn style ii. Girls will read the chorus together as a group: 1. Im a woman, phenomenally. Phenomenal woman, that me. c. At the end of the reading various personal themes will be processed i. What kinds of things is the author saying about herself? ii. How does her confidence about her body make you feel? iii. What does she say to people who try to squash her confidence? iv. Can you relate to any of the themes of this poem? v. How did it feel to say some of these things aloud? 3. Closing: Journaling a. Girls receive their journal back from the group leader with a new prompt written in each girls journal: i. What are the parts or you that deserve praise, but dont get it? b. Girls leave their journals for group leader response

GIRLS SELF-ESTEEM GROUP Leaders Roles and Responsibilities: 1. Revisit group norms with entire group, check-in to see if additions are needed 2. Explain concept of a dialogue poem a. Dialogue poems help people say something uncomfortable or hard to say 3. Read aloud Phenomenal Woman with feeling and emotion 4. Help the girls process major themes that result from the reading of the poem 5. Collect and respond to journal prompts Appropriate Forms and Materials In addition to the attached appendices, the group leader will need to obtain the following materials: Multicolored post-its Sticky-sided butcher paper Collection of colorful rocks and seashells 10 lined notebooks Roll of hemp string Various colors and shaped beads Roll of tape for creation of MadMac grid on the floor Practical Considerations

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Although group session are outlined in the Group Session Plans section of this paper, the group leader will need to be open and flexible during presentation of some material. Group leaders should be aware of the following practical considerations: Group leaders may face resistant when working with adolescents, especially when it

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comes to members having to share personal information with the group; it is important for group leaders to work with the resistance rather than against it. Group members may share a very personal and negative self-concept; group leaders will need to work towards linking and creating a dynamic of universality rather than allow for band-aiding. Group activities are designed to access feelings and emotions that are hard for adolescents to deal with and process; opening with fun activities and closing with journaling will help group members feel excited to come to group and help group members process themes beyond the walls of the group. Group leaders will need to pay close attention to time and follow-up with students who seem particularly affected by anything that happens as a part of group. Another aspect to consider when planning out a group deals with the logistics of group meetings. Group leaders will need to rotate the schedule of meetings and inform teachers well in advance of group meetings. This will help to mitigate resistance from teachers who dont want this student to miss class on a particular day. Towards the end of the semester, group leaders will need to be aware of the class schedule so that group members are not missing presentations, reviews, and exams. Evaluation of Group Students will evaluate their progress and their leader at the end of the final session together. The evaluation form will contain statements about self-esteem and growth that group members will rank on a Likert scale (see Appendix F). Additionally, space will be provided for group members to provide feedback to the leader about specific activities of the group. The group leader should take into account the feedback about activities when planning further

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groups. The self-evaluation forms should be compared with the pre-test materials in order to examine the data and assess the success of the group goals.

Appendix A

Self-Esteem Survey: Teacher Version

Name of Student: ____________ This survey is intended to provide the counseling team with feedback about your student in the area of self-esteem. Please rank the following statements according to the behavior you have observed in class; an answer of 5 means this statement is a lot like the student, while an answer of 1 means this statement is not like this student at all. This student is aware of personal strengths, both academic and social. 1 Feedback: This student has a sense of confidence in the classroom. 1 Feedback: This student has friends and/or healthy relationships in the classroom. 1 Feedback: This student knows how to problem-solve in social and academic situations. 1 Feedback: Any other comments about this student that you think we should know: 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5

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18 Appendix B

Dear Parent/Guardian, The counseling office at Shorecrest will be offering a group for students who are struggling with academics and personal relationships. Your son/daughter has expressed interest in participating. The group will run for fifteen weeks on an alternating schedule. We will begin December 10. Groups are a safe place for teens to talk about their experiences, gain insight from each other and connect with other students with similar experiences. We will focus on identifying strengths and building relationships with the goal of helping students develop confidence to find success in first semester and start second semester strong. The group will be run by Sara McManus, a counselor at Shorecrest. If you have any questions or concerns about the group, or if you do not want your student to participate in this group please contact Sara at 361-4296 or by email at: sara.mcmanus@shorelineschools.org. Sincerely, Sara McManus

Appendix C Party Mix Questions: 1. 2. 3. 4. 5. 6. 7. What was your best Halloween costume and why? Do you think there is other intelligent life in the universe? Why? Would you rather ride an elephant or a camel? Why? Would you rather spend a week stranded in the jungle or at sea on a boat? Why? What is your most embarrassing moment and why? What was the ugliest thing you were made to wear as a kid? Who has most inspired you in life? Why?

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19 Appendix D

MadMac Squares Instruction: 1. 2. 3. 4. X X X X X X X X X X Find your way through the pathway, there are 10 steps. You can communicate, but no talking! The pathway goes forward and diagonally only. Take turns and alternate teams.

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20 Appendix E

Phenomenal Woman
By: Maya Angelou Pretty women wonder where my secret lies. Im not cute or built to suit a fashion models size But when I start to tell them, They think Im telling lies. I say, Its in the reach of my arms, The span of my hips, The stride of my step, The curl of my lips. Im a woman Phenomenally. Phenomenal woman, Thats me. I walk into a room Just as cool as you please, And to a man, The fellows stand or Fall down on their knees. Then they swarm around me, A hive of honey bees. I say, Its the fire in my eyes, And the flash of my teeth, The swing in my waist, And the joy in my feet. Im a woman Phenomenally. Phenomenal woman, Thats me. Men themselves have wondered What they see in me. They try so much But they cant touch My inner mystery. When I try to show them,

They say they still cant see. I say, Its in the arch of my back, The sun of my smile, The ride of my breasts, The grace of my style. Im a woman Phenomenally. Phenomenal woman, Thats me. Now you understand Just why my heads not bowed. I dont shout or jump about Or have to talk real loud. When you see me passing, It ought to make you proud. I say, Its in the click of my heels, The bend of my hair, the palm of my hand, The need for my care. Cause Im a woman Phenomenally. Phenomenal woman, Thats me.

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21 Appendix F

Self-Esteem Survey: Student Version

Name of Student: ____________ This survey is intended to provide feedback about your growth in the area of self-esteem. Please rank the following statements according to how you now feel about yourself; an answer of 5 means this statement is a lot like you, while an answer of 1 means this statement is not like you at all. I am aware of personal strengths, both academic and social. 1 Feedback: I have a sense of confidence in my academic and social abilities. 1 Feedback: I have friends and/or healthy relationships here at Shorecrest. 1 Feedback: I know how to problem-solve with my friends and in the classroom. 1 Feedback: What was your favorite activity that we did during our group sessions? Why? 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 5

What was your least favorite activity that we did during our group sessions? Why?

GIRLS SELF-ESTEEM GROUP References

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American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: American School Counselor. Advancement Via Individual Determination. (2009). AVID summer institute: Participant handbook. San Diego, CA. Bowers, A. J. (2010). Grades and graduation: A longitudinal risk perspective to identify student dropouts. Journal of Educational Research, 103(3), 191-207. Clark, L. & Tiggeman, M. (2008). Sociocultural and individual psychological predictors of body image in young girls: A prospective study. Developmental Psychology, 4(4), 1124- 1134. Dohnt, H. & Tiggeman, M. (2006). The contribution of peer and media influences to the development of body satisfaction and self-esteem in young girls: A prospective study. Developmental Psychology, 42(5), 928-936. Giblin, N. J., (2011). Yakima Time Ball. In S. Degges-White and N. Davis (Eds.), Integrating the expressive arts into counseling practice: Theory-based interventions. New York, NY: Springer Publishing Company. Gladding, S. T. (2012). Groups: A counseling specialty (6th ed.). Upper Saddle River, New Jersey: Pearson Education. Halstead, R.W., Pehrsson, D.E., & Mullen, J.A. (2011). Counseling children: A core issues approach. Alexandria, VA: American Counseling Association. Hollander, J. A. & Gordon, H. R (2006). The processes of social construction in talk. Symbolic Interaction, 29(2), 183-212.

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Impett, E. A., Sorsoli, L., Schooler, D., Henson, J., & Tolman, D. (2008). Girls relationship authenticity and self-esteem across adolescence. Developmental Psychology, 44(3), 722733.

Iver, M. (2011). Gradual disengagement: A portrait of the 2008-09 dropouts in the Baltimore city schools. Education Digest, 76(5), 52-56. Ma, X. (2003). Sense of belonging to school: Can schools make a difference? The Journal of Educational Research, 96(6), 340-349. McLean, K. C. & Breen, A. V. (2009). Processes and content of narrative identity development in adolescence: gender and well-being. Developmental Psychology, 45(3), 702710. Patrick, S. (2011). Narrative Approaches. In S. Degges-White and N. Davis (Eds.), Integrating the expressive arts into counseling practice: Theory-based interventions. New York, NY: Springer Publishing Company.