PROJECT

CONSISTENCY/REQUIREMENTS
oGROUP OF ADOLESCENT FEMALES
o8TH GRADERS
oREFERRALS OF DISRUPTIVE BEHAVIOR:
oFIGHTING
oATTITUDES/DISRESPECT TOWARDS ADULTS
oNEGATIVE RELATIONSHIP TOWARDS PEERS

BACKGROUND OF HOW IT STARTED

THIS PROGRAM WAS SUGGESTED BY ME BECAUSE ISSUES OF STUDENTS BEHAVIORS
WERE COMING TO THE GUIDANCE COUNSELOR AND SOCIAL WORKER MAINLY
CONCERNING EIGHTH GRADE FEMALE AND MALE STUDENTS. THEY EITHER HAD
BEHAVIORAL REFERRALS BECAUSE OF FIGHTING, BULLYING OTHER STUDENTS,
DISRESPECT TOWARDS TEACHERS, INAPPROPRIATE SEXUAL CONTENT, AND ISSUES
AMONGST THEIR PEERS. THE MAIN FOCUS WAS EIGHTH GRADERS BECAUSE NEXT
YEAR THEY WILL ENTER HIGH SCHOOL, AND FOCUS ON POSITIVE BEHAVIORS. THE
GOAL IS TO PREPARE THEM FOR A MATURE LEVEL. ALSO GIVE THEM INSIGHT ON
GOALS THEY SHOULD MEET FOR THE SAKE OF THEIR FUTURES.

RESEARCH INQUIRY
A PEER GROUP IS A SMALL SOCIAL UNIT WITH UNIQUE STRUCTURAL FEATURES SUCH AS STATUS, COHESION, AND ETHNIC
COMPOSITION. THESE STATUSES ARE ASSOCIATED WITH INDIVIDUAL MOTIVATIONS AND INTERACTIONAL PATTERNS
(SHI & XIE, 2014)
PEER GROUPS PLAY A CRITICAL ROLE IN ADOLESCENTS ADOPTION AND MAINTENANCE OF ANTISOCIAL BEHAVIOR.
AGGRESSION INCREASES OVER TIME FOR EARLY ADOLESCENTS WHO AFFILIATE WITH AGGRESSIVE PEERS. THE STRENGTH
OF SOCIALIZATION IN A GROUP IS LIKELY TO BENEFIT AN INDIVIDUAL MOTIVATIONS FOR IMITATING PEERS BEHAVIOR
AND SOCIAL INTERACTIONAL PATTERNS. FACTORS SUCH AS HIGH LEVELS OF SOCIAL REWARDS AND STRONG
IDENTIFICATION WITH THE GROUP MAY PROMOTE INDIVIDUALS MOTIVATIONS TO ADHERE TO GROUP NORMS (SHI &
XIE, 2014 .

CONSISTENT INTERACTIONS AMONG MEMBERS ARE LIKELY TO STRENGTHEN PEER INFLUENCE THAT CAUSES
ADOLESCENTS TO BECOME MORE SIMILAR TO GROUP NORMS OVER TIME. IT IS REASONABLE TO EXPECT THAT
SOCIALIZATION OF AGGRESSION IN A GROUP WILL BE AFFECTED BY THE INTERACTIONAL PATTERNS AMONG MEMBERS
AND THEIR MOTIVATIONS FOR CONFORMING TO THE GROUP NORM. THIS MAY BE PARTICULARLY TRUE IN EARLY
ADOLESCENCE GIVEN THAT A PRIMARY DEVELOPMENTAL TASK IN THIS PERIOD IS ESTABLISHING AND MAINTAINING
YOUTHS SOCIAL IDENTITY VIA PEER ACCEPTANCE AND GROUP AFFILIATIONS. FOR INSTANCE, GROUP STATUS IS AN
EXTERNAL GROUP FEATURE IT IMPLIES DIFFERENT LEVELS OF SOCIAL REWARDS, INCLUDING PEER ATTENTION AND ACCESS
TO SOCIAL RESOURCES. GROUP COHESION IS AN INTERNAL GROUP FEATURE. THIS FEATURE REFLECTS THE DEGREE TO
WHICH MEMBERS ARE INTERCONNECTED. THEY ALSO IMPLY DIFFERENT PATTERNS OF SOCIAL INTERACTIONS IN A GROUP
(SHI & XIE, 2014).

References

Shi, B., & Xie, H. (2014). Moderating effects of group status, cohesion, and ethnic composition on socialization

of aggression in childrens peer groups.

RULES & REGULATIONS

RULES WERE ADDRESSED 1ST DAY OF THE GROUP SESSION. THESE RULES ARE FOLLOWED EVERY SESSION. IF A
STUDENT BREAK THESE RULES: 1ST A VERBAL WARNING, 2ND BOUNCED (ISS) OUT THE GROUP, 3RD TERMINATED
FROM THE GROUP.

o RESPECT ONE ANOTHER

o PARTICIPATE
o DONT TALK BACK
o BE SAFE
o NO FIGHTING
o BE RESPONSIBLE
o CONFIDENTIALITY- WHAT IS DISCUSSED IN THE GROUP, STAY AMONGST THE GROUP!

ACTIVITIES !
o AS AN INTRODUCTION, WE ASK THE GIRLS ABOUT ANY EXCITING THINGS HAPPENED OVER THEIR
WEEKEND.

o DO ANYONE HAVE ANY CONCERNS THEY WILL LIKE FOR US AS A GROUP TO HELP THEM
RESOLVE.

o HAVE A CHANCE TO TELL ANY SUCCESS STORIES, AND ACCOMPLISHMENTS.

o EACH WEEK A DIFFERENT LESSON PLAN IS PREPARE.
o LESSONS ARE ON GET ALONG WITH OTHERS SELF-ESTEEM SELF-CONTROL FOLLOWING
SCHOOL RULES HOW TO DISTINGUISH AND PREVENT NEGATIVE BODY GESTURES

o EVERY LESSON DISCUSSED ALSO IMPLEMENTS SCENARIOS THAT ARE BASED ON EXPERIENCES
FACED IN HIGH SCHOOL, PEERS YOUR OWN AGE, AND THE WORK FORCE IN ORDER TO KEEP A
JOB.

HOW HOPEFULLY BENEFICIAL !

oTHEY WILL LEARN HOW TO TREAT OTHERS THE WAY THEY WANT TO BE TREATED.
oPREVENT OFFICE REFERRALS
oRESPECTFUL ATTITUDES TOWARDS STAFF
oGET ALONG WITH PUPILS/PEERS
oHELP TO REACH GOALS SUCH AS JOINING AN EXTRACURRICULA
ACTIVITY/STAYING, DRIVING SCHOOL, IMPROVEMENT IN GRADES, CLASSROOM
OBEDIANCE, AND PREPARE FOR HIGH SCHOOL EXPECTATIONS.

REWARDS !
oEACH SESSION THE GIRLS ARE PROVIDED WITH CANDY.
oA SNACK OF THEIR CHOICE.
oCAN EAT WHILE WE HAVE DISCUSSIONS.
oPBIS TICKETS FOR A GOOD REPORT.
oA PIZZA PARTY AT THE END.

CORE COMPETENCIES USED !

o1.2
o1.3
o1.5
o2.1
o2.3
o3.1
o4.1

o4.3
o4.4
o7.2
o9.2
o10.2
o10.5
o10.10