Melissa mcconnellSchool counselingUniversity of San DiegoEmpowering the Minds of Young Girls: A Preventative and Educational Approach to Improving the Self-Concept, Aspirations, and Peer Relations of 5th Grade Girls

SCHOOL INFORMATIONK-5 public elementary schoolTitle 1 school536 total student population43 % free/reduced lunchTraditional & Academy schools.

REASON & PURPOSEWhat was my concern?Lack of existing groups to meet personal/social needs.Lack of existing gender-specific groups.Lack of existing groups for middle-tier students.Response to Intervention Model

LITERATUREResults from 2 studies in 2005 & 2007 from the Girls Circle intervention program showed major improvements for girls in 6 long-term outcomes:An increase in self-efficacy.A decrease in self-harming behavior.A decrease in rates of alcohol use.An increase in attachment to school.An increase in positive body image.An increase in social support. (Roa et al., 2007)

RESEARCH QUESTIONHow can my implementation of a girls’ empowerment program help to raise awareness of skills 5th grade girls already possess and how can it help them develop new skills to navigate their way through pre-adolescence and through the transition into middle school?

RESEARCH METHOD:2-CYCLE ACTION RESEARCHImage taken from http://cadres.pepperdine.edu/ccar/define.html“The aims and purposes of action research are about improving learning for improving practice.” (McNiff & Whitehead, 2010)

RESOURCESGirls Only ToolkitSan Diego District Attorney’s office, in partnership with San Diego City Commission on Gang Prevention and Intervention-2011Designed for ages 8-12Miss Representation2011 documentary Curriculummedia literacy, stereotypes & gender, leadership & democracy, and diversity & perspective.

RESEARCH PROCEDUREFormat: group counseling # of sessions: 6Length: 1 hourFrequency: 1 session/week

PARTICIPANTSWho? 19 fifth grade female students. Age: 10-11 years old.# of ELL = 3 All completed needs assessment.

PARTICIPANTSWhy?Transition to middle school.Needs assessment results:64% of participants responded negatively to questions pertaining to bullying and/or body image.37% have purposely been excluded by their friends before.26 % feel pressured to be skinnier than they are.

DATA COLLECTIONMixed-Methods: Quantitative & QualitativeInstruments:Pre/post assessment Journal promptsLikert-scale item questionsDemographic informationQuestionnairePre/post assessment, journal prompts & questionnaire adapted from Girls OnlySession # 5: BullyingJournal Prompt: Have you ever been bullied? How did it feel? Have you ever been a bully? Why were you a bully? Have you ever stood up to someone being bullied? How did it feel?

GROUP SESSION TOPICSIntroduction to groupSelf-conceptBullying & relational aggressionBeauty & body image (cycle 2)Gender roles, stereotypes, & media literacy (cycle 2)Goal setting

CYCLE 1: FINDINGS88% believe they have many positive qualities.75% like or love who they are.

Awareness & Development of Positive Self-Concept“When I described myself it made me feel happy that I have special qualities…I wouldn’t change anything about myself because I think I am perfect the way I am.” (Journal entry)“Girls Only has changed me because I used to be so negative about myself, but now I feel better and positive about myself.” (Questionnaire)THEME OF FINDING # 1

CYCLE 1: FINDINGS 100% can think of at least 1 long-term & 1 short-term goal they want to achieve.75% have a plan for how to achieve their long-term & short-term goal.

Ability to have goals and define what long-term & short-term goals are. “My short-term goal was to get a good grade on my next science test. One long-term goal I have is to get into college (USD or UCSD), to get a nice house, have a family, and to be a doctor or nurse that helps with small children and/or babies.”(Journal entry)“A short-term goal I’m working on is getting better at gymnastics. A long-term goal I’m working on is becoming a singer or/and an actor in high school if not I want to go to a performing arts school in England or New York.”(Journal entry)THEME OF FINDING # 2

REFLECTION OF CYCLE 1MODIFICATIONS FOR CYCLE 2Changed pre/post assessment tool.Simplified session plans.Miss Representation documentary & curriculum (media literacy).

FINDINGS: CYCLE 2100% believe they have many positive qualities.90% like or love who they are.

Awareness & Development of Positive Self-Concept“Being in Girls Only has changed me by making me more confident.”(Questionnaire)“I learned that I am perfect just the way I am and that I should never change who I am .”(Questionnaire)“I am smartI am beautifulI am confidentI am jollyI am wonderfulI am sweetI am braveI am colorfulI am sillyI am a one directioner”(Student artifact)THEME OF FINDING # 1

FINDINGS: CYCLE 2 70% can think of at least 1 long-term & 1 short-term goal they want to achieve.60% have a plan for how to achieve their long-term & short-term goal.

Ability to have goals and define what long-term & short-term goals are“My short-term goal is to improve my MAPS scores. My long-term goal is to get into Stanford University.”(Journal entry)“My short-term goal I am working towards is focusing on my [school] work. My long-term goal is becoming a president.”(Journal entry)THEME OF FINDING # 2

CYCLE 2: FINDING100% could NOT define gender role.6 circled no.4 said:

UNINTENDED & SIGNIFICANT: CYCLE 227 % of group participants had concerns about their weight.“It feels great to describe myself. I love who I am! I would not change my personality. I want to be thinner.”(Journal entry)“I am putting all my effort to lose weight.”(Student artifact)

What do you see when you look at yourself in the mirror?

UNINTENDED & SIGNIFICANT: CYCLE 1 & 217 out of 19 said they had been bullied.5 out of 19 said they had been a bully.10 out of 19 said they had been an ally to someone being bullied.

PROJECT LEGITIMACY (Lincoln & Guba, 1985) (McNiff & Whitehead, 2010)

SIGNIFICANCE & IMPLICATIONS

NEW KNOWLEDGEBody image & bullying are significant concerns affecting girls at this age.It is effective for all girls, not just girls identified as being at-risk.A girls’ empowerment group is needed at this developmental level.

CONTRIBUTION TO KNOWLEDGE BASESmall group counseling is an effective approach in working with girls on these issues.Knowledge to school faculty that some girls at this age level are concerned with body image and bullying.

LIMITATIONS

REFLECTIONUnderstanding importance of utilizing evidence-based practices.Concern heightened.Personal challenges of group facilitation.Data collection.Collaboration with participants.Growth & improvement in personal counseling practice.

REFERENCESAdams, S., Kuhn, J., & Rhodes, J. (2006). Self-esteem changes in the middle school years: A study of ethnic and gender groups. Research in Middle Level Education, 29(6), 1-9Irvine, A., & Roa, J. (2010, October 12). Title II evaluation: Gender specific programs in Sonoma and Santa Cruz counties 2007-2010. Retrieved from http://onecirclefoundation.org/docs/Final_Report_CAS.pdfKutob, R.M., Senf, J.H., Crago, M., & Shisslak, C.M. (2010). Concurrent and longitudinal predictions of self-esteem in elementary and middle school girls. Journal of School Health, 80(5), 240-248Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.LeCroy, C.W. (2004). Evaluation of an empowerment program for early adolescent girls. Adolescence, 39(155) 427-441McNiff, J., & Whitehead, J. (2010) You and your action research project. (3rd Ed.) London: Routledge.Roa, J., Irvine, A., & Cervantez, K. (2007, August 21). Girls circle national research project. Retrieved from http://onecirclefoundation.org/docs/Final_Report_2007.pdf

REFERENCES Rowell, L. L. (2006). Action research and school counseling: Closing the gap between research and practice. Professional School Counseling, 9, 376 -384.Rowell, L. L. (2005). Collaborative action research and school counselors. Professional School Counseling, 9, 28 -36.Schooley, T., San Diego County District Attorney’s Office & the City of San Diego Commission on Gang Prevention and Intervention. (2011, December). Girls only toolkit. Retrieved from http://girlsonlytoolkit.com