Running head: GIRL’S EMPOWERMENT 1

Girls Empowerment Group at the High School Level

Rachel Raff

Seattle Pacific University

GIRLS EMPOWERMENT 2

Table of Contents

1. Description and Rationale of Small Group 3

1.01 Description 3

1.02 Rationale 3

2. Logistics 4

2.01 Sample Parent Letter 4

3. Procedures 5

3.01 Procedure for Selection of Group Members 5

3.02 Sample Parent Permission Form 6

3.03 Pre-group Interview Questionnaire 6

3.04 Discussion of Ethical Issues 7

4. Objectives 8

4.01 Overall Group Objectives 8

4.02 Weekly Session Topics 8

4.03 Week One Outline 10

4.04 Week Two Outline 10

4.05 Week Three Outline 11

4.06 Week Four Outline 14

4.07 Week Five Outline 16

4.08 Week Six Outline 18

5. Evaluation Procedures 19

5.01 Pretest/Posttest 19

5.02 Overall Evaluation 20

GIRLS EMPOWERMENT 3

Girls Empowerment Group at the High School Level

1. Description and Rationale of Small Group

1.01 Group Description

The girl empowerment group is created for the use of ninth grade girls attending Chief

Sealth International High School. The collection of materials and activities is designed to

provide students with a greater sense of confidence and self-esteem. In addition, this group is

designed to bring awareness to students of potential issues that may create conflict with

maintenance and improvement of confidence and self-esteem. The curriculum focuses on five

major categories, analysis of the female strengths, the diversity of women, fostering healthy

relationships, stress management, and identifying supports.

1.02 Rationale

This group was created based on the feedback from the freshman school counselor,

classroom observations, and recommendations from students and faculty. The freshman

counselor indicated that while there is considerable support available for students severely

struggling academically or social/emotionally, support for both high achieving and typically

achieving students is less available. Additionally, teachers, students, and staff have suggested

that particular students would benefit from receiving additional social and emotional support.

Based on this information, it was determined a girls group would be an effective method to

address the needs of the population. It has been determined that a girls empowerment group

focusing on strengths, diversity, relationships, and stress management would be a best fit for the

students selected as potential participants in this group.

In conjunction with this, research suggests that this demographic can benefit from group

counseling. Greenberg (2003) suggests that group work can be beneficial by providing students a

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social environment to normalize feeling and emotions, receive peer feedback, and have the

opportunity to perform as both a role model and observer. Additionally, research related to high

achieving female students suggests that group can be beneficial. A small group provides a place

for girls to discuss demands placed on them because of their academic achievement and their

female status. This allows the students to normalize and share their experience, providing a safe

outlet for feelings and emotions related to these demands (Shaunessy & Suldo, 2010). Finally,

group can be preventive for high achieving students who do not feel challenged or feel alienated

in the school system. By providing gifted students with tailored curriculum and resources

designed to meet their specific needs, group work can address social/emotional and academic

stresses before they reach a point where intervention is needed (Wood, 2010).

2. Logistics

This group will meet each Monday, beginning April 11th, for a total of six weeks in the

conference room located in the counseling center. The time group will meet will rotate, so

students will only miss each period once. The group will run from April 11th through May 23rd

with spring break occurring the week of April 18th.

2.01 Sample Parent Letter:

Dear Parent/Guardian,

I am currently completing my school counselor practicum at Chief Sealth International

High School, under the guidance of Krista Rillo, the freshman counselor. Your student was

nominated to participate in a girls empowerment group that I am planning. As an advanced

graduate student enrolled in the School Counseling Program at Seattle Pacific University, I will

be under the close supervision from Dr. Edwards and Dr. Sink, Seattle Pacific University

professors.

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The group will meet six times, beginning April 11, 2011, for 50-minute group sessions

that will take place in the counseling office conference room. We will be discussing topics

related to empowering young women including examining strengths, diversity, relationships, and

stress management. So that your student will not miss the same class six times, we will meet for

a different period each Monday.

In order to receive credit for my classes, videotaping is required by my professors. The

videotapes will be kept confidential and will be used solely to evaluate my counseling skills.

The tapes will be erased after they have been evaluated. Should you have any questions for Ms.

Rillo or me, we can be reached at 206.252.8569 or by email at klrillo@seattleschools.org or my

school email kitchr@spu.edu. Any questions for my professors please contact Dr. Christopher

Sink (206.281.2453), csink@spu.edu or Dr. Cher Edwards (206.281.2286), edwards@spu.edu).

Sincerely,

Rachel Raff

School Counselor-In-Training

Seattle Pacific University

3. Procedures

3.01 Procedure for Selection of Group Members:

Students were chosen to participate in this group based on one of four factors. One they

were recommended by a teacher or staff member who contacted the counseling office after an

email was sent out requesting nominations for students who may benefit from being in such a

group. Two, students who had been recommended by friends for needing additional support

were invited to participate in this group. Three, the freshman school counselor nominated

students whom she felt may benefit from this group. Four, the counselor in training, who had

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participated in classroom guidance lessons, nominated students whom she felt could benefit from

this group.

3.02 Sample Parent Permission Form:

By signing this form I give my consent and understand that my child will be able to participate in the

videotaped Girls Empowerment groups that will be starting at Chief Sealth International High School on

April 11, 2011.

Student’s Name ________________________________

Parent/Guardian signature: ____________________________ Date:______________

Student signature: ___________________________________ Date:______________

Please return to Ms. Rillo, the Freshman School Counselor by April 8, 2011

Each student will meet with me to go over the pre-group questionnaire. I will read to the

student each point and she will be asked to circle “yes” or “no” indicating whether or not she

agrees with each statement. For the purposes of this course a specific section will ask the student

to indicate her willingness to be taped during the sessions in order for me to receive evaluation.

3.03 Pre-group Interview Questionnaire (adapted from Taylor &Trice-Black, 2003):

1. In a group, all members are expected to talk and share their experiences. Is this something you are willing to do? Y / N

2. Everything that you hear in group is private and you must promise not to share what you hear from a group member with anyone. You could tell your parents what you said, but you should not tell them what another group member said. Would you have a problem with this? Y / N

3. A member of the group is expected to try to help other members of the group. Would you be willing to help others who are in the group? Y / N

4. The group will meet six times and you will be expected to be present and on time to all group meetings. Is this something that you will be willing to do? Y / N

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5. In a group everyone in expected to talk and not interrupt someone who is talking. Can you agree to this? Y / N

6. There are rules in group that everyone is expected to follow. I will recommend some of these rules and other rules will be developed by the group. Do you think you will be able to follow the rules of the group? Y / N

7. If you are a member of the group, you will have to miss class. Of course you will be excused from class by your teacher, but you will be expected to make up any work you miss and turn in all of your assignments. Would you agree to do all of your homework and make up any work that you miss? Y / N

8. These sessions will be videotaped so my professors can evaluate my performance. Is this something you are okay with? Y / N

Your Signature _____________________________ Date _________________

3.04 Discussion of Ethical Issues

Confidentiality is a primary ethical concern that must be addressed in all forms of

counseling, but can be difficult to manage in a group setting due to the nature of the environment

(Greenberg, 2003; Taylor & Trice-Black, 2007). Additionally, informed consent and potential

harm are necessary ethical concerns that must be discussed in the group counseling environment.

In order to maintain confidentiality within the group counseling setting a number of measures

will be taken. One, in the pre-interview students’ sign that they understand in group “Everything

that you hear in group is private and you must promise not to share what you hear from a group

member with anyone. You could tell your parents what you said, but you should not tell them

what another group member said” (Taylor & Trice-Black). In addition, this will be reiterated

during the first group session when students are presented with a list of group rules, one of which

is “What is said in this room stays in the room”. Also, it is recommended that a reminder about

confidentiality be repeated at the start of each additional session (Greenberg). As for informed

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consent and potential harm, these issues will be discussed in depth during the first session and

then they will be restated with confidentiality in subsequent sessions.

4. Objectives (Streich & Keeler, 1974; Taylor, 2005; Taylor & Trice-Black, 2007)

4.01 Overall Group Objectives:

Increase girls self-awareness

Improve ability to self-aculeate

Provide girls with a list of positive attributes and abilities that are unique to women

Students will be able to identify positive personality traits both in herself and those

that help foster positive relationships

Normalize stressors

Identify coping skills that can be utilized for different types of stress situations

Demonstrate that incorporating others in the problem solving process can help with

accomplishing goals

Identify supports at different system levels

4.02 Sample Weekly Session Topics

Week 1: Introduction to Girls Empowerment Group

Students will to listen to information pertaining to mandatory group rules, informed

consent and potential harm to self. Students will participate in creating additional rules they see

as being important to the success of the group. Students will complete a written pretest.

Students will participate in an ice breaker activity.

Week 2: Defining Role as Women

Girls will define empowerment, discuss ways to become more empowered, and possible

roadblocks to empowerment. Students will work in partners and then come together as a group

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to discuss the positives and negatives of being a woman. Girls will work as a group to create a

poster that emphasizes the positives of being a girl.

Week 3: Identifying Strengths

Students will complete the “What’s My Style?” quiz to identify personal strengths and

then discuss their results. Students will identify two additional personal strengths not listed on

the activity handout. Time permitting students will participate in an activity that identifies what

characteristics others must have in order to foster a healthy relationship.

Week 4: Stress

Students will identify sources of stress in “Stress” activity. Student will label the various

types of stress as self-created, uncontrollable, or changeable. Students will then describe ways in

which to successfully deal with the three varieties of stress based on the “Deal with It” activity.

Week 5: Failure and Support

Students will participate in an activity in which they are set up to fail and be taught that it

can be okay to fail. Students will identify support systems in their lives. Each student will create

a “wall of protection” and identify individuals or things at each systemic level that can provide

her with support.

Week 6: Closure

Students will reflect on what they have learned over the past five sessions. Girls will

create a mural designed to share with those who were not participants in the group, sharing

important lessons learned in group. Student will complete a posttest and a group participant

evaluation.

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4.03 Week One Outline

Objectives Students will know and understand how to comply will all group rules, as they pertain

to confidentiality, informed consent, potential harm to student Students will identify additional rules that they deem important to making group a

safe place to share feelings Students will get to know one another’s names and fun facts by creating name tents

and playing “Two Truths and a Lie”Materials

Copy of confidentiality, informed consent, and potential harm to student rules Poster board with Rules written at the top and mandatory group rules already written

on board 10 sheets of cardstock to create name tents Markers to decorate name tents 10 copies of the pretest Affirmation Notes

Procedure Introduce myself and discuss what this group is about with all group members present Go over rules, confidentiality, informed consent, potential harm to student Discuss rules and purpose for having them with an open dialogue Invite students to suggest additional group rules Hand out card stock Have students decorate front of name tent with name Have students write two truths and a lie side of name tent facing her End session by handing out affirmation notes

Sample Ice BreakerGirls are asked to write three statements about themselves on the back of their tented

name cards, one of which is a fib. Students then take turn sharing their three “facts” and the rest of the group members attempt to identify which fact is really a fib.

4.04 Week Two Outline

Sisterhood Rocksfrom Salvaging Sisterhood

Objective:Girls will explore their feelingsGirls will understand that they have similar issues as other girls

Materials:TGIF worksheetDeclaration to myself

Procedure1. Ask:

What does it mean to be a girl? Encourage girls to be creative

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What is hard about being a girl? Do boys have it easier?

2. Handout TGIF worksheet3. Read the directions out loud and see how many additional reasons the girls can come up with4. Explore their comments and reactions to each other’s statementsDiscussion 10 min

Do you agree or disagree with the examples that were already on this list? What does empowerment mean?

To give somebody power or authority To give somebody a greater sense of confidence or self-esteem

How is being a girl empowering? How can girls stick to together? How will you embrace your girlhood in the future?

5. Have each girl pick up a declaration to myself card6. Thanks girls for sharing

TGIF Thank Goodness I am Femalefrom Salvaging Sisterhood

There are many great things about being a girl below are ten reasons being a girl is awesome. What does being a girl mean to you and your friends? Why is being a girl cool? See how many reasons you can come up with.

1. Girls can wear whatever clothes they want2. Girls are more emotional3. Girls can have babies4. Girls can wear makeup5. Girls can do their hair differently everyday6. Girls can where cool smelling lotions7. Girls can play any sport they want8. Girls can paint their nails different colors9. Girls can curl their eyelashes10. Girls can cry in from of their friends and not get made fun of

4.05 Week 3 OutlineActivity 1 of 2

What’s My Style?from Girls in Real Life Situations

ObjectiveGirls will self-discloseGirls will reflect and discuss their personalityGirls will listen to each otherGirls will discuss their friendship strengths

Material

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What’s My Style QuizDeclaration to Myself cards

ProcedureActivity 35 minHave girls sit around table

1. Ask the following questions:What makes you unique?What makes other people unique?What would the world be like if everyone was the same?Why is being different important?

2. After questions have been discussed hand out What’s My Style Quiz3. Have girls complete worksheet and then discuss results4. Discussion :

Why you agree or disagree with the results?Did the results surprise you? Do you think others would agree with the results? Friends? Family? Teachers?What did you learn today about your personality?In what ways does your style enhance your friendship?

5. Have the girls pick up the declaration to myself cards6. Thank the girls for sharing

Style Quiz

Every girl has a unique style. Our styles are what bond us together and help build terrific friendships. Below you will find six different personality types different. Check all of the qualities you believe you have and when you are done see where you checked the most. This is one way to define your personality type.

The believero I am full of energyo I always have a purposeo I stand up for what I believe ino I don’t slow down unless somebody tells me too I always reflect on my actionso I trust people

The adventurero I am braveo I can pick up on how others are feelingo I am unique and do not follow the crowdo I learn from my mistakeso I can be defensive when I know I am righto I know how to push peoples buttons to get what I want

The initiatoro I am generally happy and see the good in everyoneo I am really smart

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o I think outside of the boxo I am always planning our social activitieso I am a dreamero I am a leader

The energizero I am full of energyo I do things I love o I talk with my handso I have lots of friends in different groupso I can get along with everyoneo I love attention

The chatterboxo I am always talking to someoneo I hate to be aloneo I can talk my friends into anythingo I love to teach people thingso I get told to be quiet a loto I make friends easily

The competitoro I inspire people to be bettero I try to make people change their mindso I love to argueo I am a leadero I usually get what I wanto I don’t admit to mistakes too often

If you have completed this sheet be thinking of reasons why you agree or disagree with the results. Did the results surprise you? Do you think others would agree with the results? Friends? Family? Teachers?

Activity 2 of 2Relationships

from Girls in Real Life Situations

Time 10 minutes

ObjectiveTo help girls explore positive characteristics of healthy relationships

MaterialsA tennis ball

ActivityInstruct girls to stand and take turns tossing the ball to one another. After catching the ball each girl must shout out a positive characteristic of a healthy relationship, such as “fun” or “loyal.” These characteristics can be ones found on

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the What’s My Style Quiz. If a girl takes more than five seconds to answer she is “out” and must be seated until the next round.

Discussion QuestionsWhat is your favorite characteristic that you heard?What characteristics do you think are difficult to find in relationships today?

4.06 Week Four OutlineActivity 1 of 2

Stressfrom Girls in Real Life Situations

Time10 minutes

ObjectiveFor girls to identify sources of stress and help each other deal with their stressors

MaterialsDeck of playing CardsA box (or other container)PaperPencils or PansPost-it poster board for each group labeled “Stressors”Marker to write on poster boardDaily Affirmation Cards

ProcedurePreparation

Select a pair of cars of the same denomination for each pair of girls (two queens, two tens, etc.) Put cards in the box.

ActivityHave the girls draw cards from the box. Instruct girls to find the other person in the group who has the same card. After finding their card partner, have the girls work together in pairs and make a list of the top five stressors in their lives on poster. After completion, ask the partners to hang up posters in room and share their lists with the group.

Discussion Questions What similar stressors did the pairs share? What are some things you can do to help you feel better when you are faced with

these stressors? How do you deal with stress that you are aware of?

Activity 2 of 2Deal with It

from Girls in Real Life Situations

RationaleStress in an inevitable part of life. How we deal with stress determines the number of physical and mental symptoms we incur because of it. Girls often

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believe that they have no control over the stress in their lives and frequently have a difficult time accepting responsibility for what they bring on themselves. This activity teaches girls about different situations that bring on stress. By discussing stressors, the girls should be able to help one another come up with coping mechanisms for dealing with stress.

ObjectiveDefine three types of stressorsDevelop useful coping mechanisms to combat stress

MaterialsPost-it Posters (from Stress activity)Index cards (preferably three different colors and pre-labeled Avoid, Accept, AdjustPencilsDaily affirmation Cards

Procedure1. Utilizing posters ask girls how they deal with these stresses2. When girls are done explain to them the triple AAA’s of stress management

You can avoid the stress that you bring on yourself, accept the stress you have no control over, and adjust the stress you have control over by changing the way you think about it

AvoidAsk the girls to talk about a problem (from their poster) they are responsible for causingExamples:

hang around with friends who they get in trouble with take part in too many after school activities, and thus do not have much or

any free time Do not do homework on time, which forces them to study for tests last

minute, or affects their grade3. Have each girl take an index card and two stressors she is responsible for

causing. On the other side she is to write down two ways she can manage the two stressors

AcceptAsk the girls to talk about some factors that cause stress that they find they cannot controlExamples:

Parents are getting a divorce They moved and have not made new friends they cannot hang out with friends on the weekend because they have to go

out of town with their parents on the weekends

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4. This time have each girl write down on one side two stressors she cannot control. On other side have her write down two ways shed she can think differently so she will be able to accept both situations

AdjustAsk girls to talk about some of the stressors they feel they can change. Examples

If they turn home work in late, they can make a plan to start it early if they do not have enough time to get ready for school they can go to bed

earlier so they can wake up earlier if they repeatedly get into fights with parents, they can try to see others

point of view5. In a roundtable format discuss each girls stressors and some alternative coping

mechanisms to the ones not jotted down on the index cardDiscussion:What have you learned about stress managements today?What are you willing to do in order to reduce the amount of stress in your daily life?How will you use what you learned today in the future?

4.07 Week 5 OutlineActivity 1 of 2

I’m Okay You’re Okayfrom Girls in Real Life Situations

RationaleGirls often struggle with asking for help from friends, family, and other adults when they think they have failed. Their fear of asking for help comes from embarrassment and unwillingness to admit fault. This activity demonstrates that sometimes, even though we have tried really hard, we still fail.

ObjectiveDemonstrate that it is okay to fail sometimesStudents will recognize that failing to accomplish this task does not make them a failure.

Materials10 balloons that have not been blown upA permanent markerA boxSmall incentives that the group will enjoy

Procedure1. Begin group by asking girls to share a time they tried really hard to succeed but failed. It

could be sports, art, really anything that the girl attempted to do her best but was unsuccessful2. Ask them if someone encouraged them to try again or try harder, or said, “You did not try

their best.” Ask “ How did that make you feel, especially since you knew you had tried your hardest”

3. Ask girls if they attempted to let the person know that they did try and if yes what that was like. Ask if anyone tried to attempt success again and failed; Ask “What was that like?”

4. Give each girl a balloon and instruct her to write her name on it but not blow it up.

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5. Take the container out and set it across the room – at least seven feet away from the group6. Take out the incentive you choose to use and place it by the container7. Tell the girls that if someone can blow up the balloon- and not tie it – thus letting it deflate,

and have it land in the container, she can have the incentive.8. Have girls blow up balloons and let them deflate a few ties9. Reassemble the group and ask the girls how badly they wanted the incentive. Ask if they tried

to get their balloon to fail into the container. Ask if they had control over the balloon and its decent and discuss

10. Explain that sometime no matter what the incentive, we simply cannot do something that we really want to do and that is okay! With the girls various ways to talk about this fact of life with parents, teachers, friends, and anyone else who might be faulting them for their inability to do something.

11. Closing Questions:Who puts pressure on you to keep trying at something you cannot do?How has this activity helped you realize that it can be okay to fail sometimes?How will you use what you have learned in the future?

Wall of Supportfrom Girls in Real Life Situations

ObjectiveStudent will be able to identify individuals and activities that serve as supports to them in their daily lives

MaterialsConstruction paper precut into rectangles in four colorsMarkersGlue10 large pieces of construction paper uncut

Procedure1. Ask girls about various reasons for building walls (protection, provide support, separate

things)2. Explain that we are going to create a wall that symbolizes a wall of support which can

provide protection and assistance3. Give girls at least four post-its4. On the first block have the girl write think of the name of an adult she trusts and loves

As the foundation, this layer often includes family, although not necessarily parents. Sometimes, extended family members or other adults close to the family are a greater source of support for girls that their parents

5. Next have girls build the second layer. This second layer of support should include adults who provide assistance and help – perhaps coaches, teachers, or administrators. each girl should say the name of the person in this category

6. The walls third layer of support should include friends. each girl should place a block on this layer after providing the name of a friend she trusts

7. The fourth layer of support should include things that help promote positive thoughts, such as sports, art, movies, games, being outside, and other activities that provide relief from stresses

8. After the students have finished provide them with all with the remaining construction paper to fill up the walls of protectionLayer one – foundation – family and other close adults who provide love and trust

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Second layer – other adults who provide assistanceLayer three – friends who provide trustLayer Four – Items and activities that provide relief from stress and promote positive thoughts

9. After the girls have finished have them share what they came up with10. Concluding Questions

When is it important for you to remember you wall?What are some reasons that girls sometimes feel that they have no one to depend on How will you use what you have learned in the future?

4.08 Week 6 OutlineObjective

Students will review the past five weeks of material. Students will identify what components they found to be most important. Students will take the posttest and reflect on the overall group process.

MaterialsPensMarkersPoster BoardPosttest (copy for each student)Group Participant Evaluations form (copy for each student)

Procedure1. Girls will be asked to reflect over the past five weeks given silence2. Girls will be invited to share thoughts with the group3. Girls will collaborate to create a mural that demonstrates what lessons they found

most valuable during the group process4. Girls will be asked to complete a posttest and a group participation evaluation form

before exiting

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5. Evaluation Procedures

5.01Pretest/Posttest

Pretests/Posttestsadapted from Girls in Real Life Situations

Circle one response that describes you best. One indicates that you strongly agree with the statement all the way to five which states that you strongly disagree. If you have any questions please raise your hand and I will assist you

Strongly Agree

Agree Disagree Strongly Disagree

1. I know what empowerment means 1 2 3 42. I feel empowered 1 2 3 43. I can list 3 things that are positive about being

female1 2 3 4

4. I can list 3 positive things about my personality

1 2 3 4

5. I can list 3 positive characteristics of a healthy relationship

1 2 3 4

6. I can express my feelings appropriately 1 2 3 47. I know how to deal with different types of

stress1 2 3 4

8. I am okay with failing sometimes 1 2 3 49. I can name 3 people I can depend on 1 2 3 410. I feel no pressure to look or act a certain way 1 2 3 411. I am good at planning ahead 1 2 3 412. I am good at communicating how I feel 1 2 3 4

5.02 Overall Evaluation

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Group Evaluationadapted from Girls in Real Life Situations

1. Did you learn anything from this group

___Yes ____No

If yes, what did you learn?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. What was the most helpful part of group?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. What could have been better?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Did you feel heard during group?

___Yes ____No

Why or why not?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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5. Did you feel comfortable sharing with the group?

___Yes ____No

Why or why not?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

6. Would you recommend this group to a friend?

___Yes ____No

Why or why not?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

7. What advice/suggestions do you have or me for running future groups?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

References/Resources

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Greenberg, K. R. (2003). Group counseling in K-12 schools: A handbook for school counselors.

Boston: Allyn and Bacon.

Shaunessy, E., & Suldo, S. M. (2010). Strategies used by intellectually gifted students to cope

with stress during their participation in a high school international baccalaureate program.

Gifted Child Quarterly, 54(2), 127-137.

Streich, W. H., & Keeler, D. J. (1974). Group Counseling for Self-Actualization.

Taylor, J. V. (2005). Salvaging sisterhood. Chapin, SC: YouthLight.

Taylor, J. V., & Trice-Black, S. (2007). Girls in real life situations: Group counseling activities

for enhancing social and emotional development. Champaign, Ill: Research Press.

Wood, S. (2010). Best practices in counseling the gifted in schools: What’s really happening? The Gifted

Child Quarterly, 93, 1, 42.