# data[].attributes.body
Warm up activity, journal writing, allows the girls to jumpstart, or continue, their positive thinking with regards to creating lasting memories, sharing funny anecdotes, and focusing on the "favorite" parts of their day. (Therapist Aid, 2018)

# data[].attributes.body
As session 5 begins, the girls will be encouraged to write in their journals. Today's focus sparks the events that they find most "interesting", someone they are thankful for, and what allowed them to experience some fun. The girls may struggle with some of these ideas. Allow for 5 - 10 minutes for thorough responses. (Therapist Aid, 2018)

# data[].attributes.headline
Module 1: Mindmap of our Process... Coggle

# data[].attributes.subject
Module 1: Mindmap of our Process... Coggle

# data[].attributes.body
Using Coggle, a mindmap software program, the team was able to create a visual representation of our objective: providing a small group opportunity for young adolescent girls to work on developing stronger self-esteem characteristics.

# data[].attributes.attachment_link.description
Self Esteem ( 73F325CFF69D1475ACD8239B0409A246Never Expect Alot , image , self esteem , Self Esteem and Other Health Issues in Teens [P. Hazzard-Reed] (https://www.youtube.com/watch?v=_AGPNw1DU-c), Consent Form: Canva, Summary The High School Counseling Group consist of Roxie, Paula, and me. Our topic is self-esteem. High school youths experience lots of pressures.

# data[].attributes.body
Students will list or name five positive traits about self .
Each student will be given the opportunity to state how they feel others see them.
This activity is to help open up communication and create a trusting environment.  This will also give the facilatator a foundation as to what needs to happen in the following sessions (The Crafty Counselor, 2017).
To prepare for the next session, girls are asked to bring in a something that represents them or something they value (Sink, Edwards, & Eppler, 2012).

# data[].attributes.body
Module 3 References

# data[].attributes.body
This video shows examples of encouragement and empowering one another.

# data[].attributes.attachment_link.title
Amazingly Simple Graphic Design Software - Canva

# data[].attributes.attachment_link.description
Create beautiful designs with your team. Use Canva's drag-and-drop feature and layouts to design, share and print business cards, logos, presentations and more.

# data[].attributes.headline
Purpose of Self-Esteem Activities with Adolescent Girls

# data[].attributes.subject
Purpose of Self-Esteem Activities with Adolescent Girls

# data[].attributes.body
Students will clarify their definition of self-esteem.

Students will work together to empower and build self-esteem within the group.

Students will develop a sense of self-awareness.

Students will understand and value the differences in others (Sink, Edwards, Eppler, 2012).

# data[].attributes.body
Self Esteem and Identity Program for Girls, (n.d.).

# data[].attributes.body
Adolescent girls need to develop a sense of self-acceptance to see their true values and talents.  As peer relationships are important to adolescents, being a functioning member of a group is important (LeCroy, 2004).

# data[].attributes.body
Section A.1.h, of the ASCA Ethical Standards for School Counselors, states school counselors should "provide effective, responsive interventions to address student needs" (ASCA, 2016).

# data[].attributes.body
When determining what small groups are needed, it is best to ask the population that will be serviced by them: the students. After analyzing the data, the determination to host a small group for adolescent girls working on developing self-esteem was made.

# data[].attributes.attachment_link.description
Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

# data[].attributes.body
As part of the culminating activities, it is reflective to have the clients (students) assess their growth. Using a survey monkey tool, we can acquire some data to share with our young girls regarding their perceptions of growth over the past 8 weeks.

# data[].attributes.attachment_link.description
Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

# data[].attributes.body
During this module we broke down the defining elements of each stage of small group sessions, from initiating and forming groups, to creating a trusting, safe environment for groups to be effective, to working groups and finally, terminating groups,

# data[].attributes.body
An activity to evaluate one's concept of self, after a month of sessions.  Seeing the positive qualities of self, encourage lifting the negativity.
- (Therapist Aid, 2019)

# data[].attributes.body
Students were to bring in something that they valued or felt represented them.
Each girl will explain why their item represents them.
A box with pre selected items will be available for those that did not bring an item, however, they would like to participate.
This activity's purpose is to increase self-awareness.  This will also be an expression of what the girl's value and their self-perceptions (Siink, Edwards, & Eppler, 2012).

# data[].attributes.body
Certain activities can help to create lasting relationships among students, improve group performance, and increase students’ empathy levels for others.  Other activities which focus on self-perceptions may foster the skill of self-reflection, This also enables them to evaluate their own actions and identify the characteristics or behaviors they would like to improve (Wara, 2018).

# data[].attributes.body
This video went well with group goals, because the counselor recognized her clients would benefit from her other clients, based on their similarities.  This is actually a good way to start thinking of different ways to help her clients in the same setting.  Also, this allows the counselor to think of how she may be able to get each client to interact with one another, based on her knowledge of their situations.

# data[].attributes.attachment_link.title
Group Counseling for Teen Girls with Anxiety, Depression or Low Self-Esteem

# data[].attributes.body
One way schools can support the initiative to develop stronger self-esteem characteristics is by decorating bathrooms with positive self-talk - (A Plus, 2018)

# data[].attributes.attachment_link.title
Teachers Decorate School Bathrooms With Inspiring Messages To Bring Positivity To Campus

# data[].attributes.attachment_link.description
Teachers at the Warren Middle School Forney ISD came in during their summer break to decorate the school's bathrooms with positive messages for the start of the school year.

# data[].attributes.body
Day One: Each session, the participants will have an opportunity to write in a journal.  Each day, there are three questions that encourage the group member to focus on positive elements to their day, and develop their sense of empathy for others.  - (Therapist Aid, 2018)

# data[].attributes.body
Concentrating on Positive Energy: today's entries encourage focusing on what the client accomplished, describing something funny, and alas, someone the participant is grateful for. 9 (Therapist Aid, 2018)

# data[].attributes.body
Focusing in on positive memories and events... As part of developing positive self-esteem, establishing "good" in one's life, means focusing on the "good."  - (Therapist Aid, 2018)

# data[].attributes.body
On this day, the girls will be asked to reflect on the "good", the "special" and the "proud" parts of their days. Again, focusing on the good, will spark the habit of thinking positive and encouraging more healthy self-concept. (Therapist Aid, 2018)

# data[].attributes.body
As our sessions come to a close, the girls continue with their group routine. Today's entries encourage the girls to, again, focus on the "good" in their own lives. Good events, Good people and Good acts. (Therapist Aid, 2018)

# data[].attributes.body
As the group comes to a close, the facilitators can offer this journal, laminated, to encourage the girls to continue the idea of focusing on the "good" in their lives on a daily basis. By laminating this, the facilitator can model how to use the document with a special marker so it can be used, over and over again. - (Therapist Aid, 2014)

# data[].attributes.body
The success of all groups is determined by the initial culture setting.  Establishing the safety/security and confidentiality of the group is foundational and detrimental to any group's success.  Clients must take ownership and buy in to the group's process. (Sink, Edwards, Eppler, 2012) - (Missouri Center for Career Education, 2019)

# data[].attributes.body
Have each participant create new "glasses" - how they see themselves.  Begin with the old pair (how they saw themselves in the beginning of group) and transform their thinking, vision, to their new sense of self.  Hand each girl a pair of actual sunglasses, and discuss how each experience can be looked at differently. - (Therapist Aid, 2015)

# data[].attributes.body
In order to develop more positive Self Esteem, one must reprogram our subconscious! -

# data[].attributes.body
A girl's perspective about self-esteem!

# data[].attributes.headline
How to create a positive self image for teenage girls.

# data[].attributes.subject
How to create a positive self image for teenage girls.

# data[].attributes.body
-Titia Hoogendoom, TEDxEde
Titia explains that individuality is a most attractive quality. The power to self image is accepting that one needs not to gain the acceptance of others, but to accept one's own value and learn to appreciate one's own greatness.

# data[].attributes.attachment_link.title
How to create a positive self image for teenage girls | Titia Hoogendoorn | TEDxEde

# data[].attributes.body
This article was a great read and a great way to start a session.  As a school counselor, understanding these basic counseling skills when working with teens, will allow the counselor to start the session with an understanding of the challenges and struggles that come when we are not fully prepared.  The three basic skills are deep listening, skillful questions, and goal settings

# data[].attributes.attachment_link.title
3 Basic Counseling Skills for Working With Teens – Center for Adolescent Studies

# data[].attributes.attachment_link.description
Working with teens has its own unique set of challenges and often times as providers we’re relegated to positions of listener, mentor, and guide, regardless of whether or not we’re actual therapists or counselors. I have known many teachers who build authentic relationships with their students and in turn their students feel more comfortable talking to them about their problems rather than the school therapist. For educators, it’s important to know that there are limitations to the counseling-type conversations one may have with a youth, while at the same time understanding that it’s important to have some basic counseling skills to help facilitate the authentic relationship. Thus, these basic skills presented here are applicable to anyone who works with youth; from the math teacher who has a connection with a particular group of students, to the licensed therapist who sees youth in individual and/or group psychotherapy. They are basic enough so that the novice can learn and practice them, but important enough that even skilled psychotherapists will benefit from their implementation.

# data[].attributes.body
Author Becky Johnen - WordPress.com

positive-energy-positive-thoughts

# data[].attributes.body
Image: Jose-Luis Olivares/MIT