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Super Girls is an empowerment group designed for 6-8th grade girls.  The focus of the group will be on developing self-esteem, healthy relationships, and coping strategies.  Group counseling has been found to be a highly effective intervention both empirically and subjectively (Sink et al, 2012).   According to Clay, Vignoles, & Dittmar (2005) self-esteem in girls significantly declines in middle adolescence and is incredibly important for psychological well-being.  It is during this time that young girls are being confronted with body changes, peer acceptance, and pressure to fit in.  Body image, which is impacted by unrealistic body and beauty expectations set by society, has a direct impact on how adolescent girls think and feel about themselves.  Social media has become an integral part of the lives of teenage girls.  The impact of social media platforms, such as Instagram and Facebook, provide a space where a users posts are responded to in ways that are "visible, straightforward, and quantifiable (Pengziang, Chang, Chua, & Loh, 2018, p. 1994)".  Research shows us that all users, especially young girls, are using "likes", the number of followers and comments to make judgements about themselves and their peers.  In addition, users of these platforms are being barraged with images of unrealistic appearance goals.  When individuals receive negative feedback, or no feedback at all, on their posts and pictures it can cause psychological distress, sadness or depression.

We know that having a positive group of peers who are supportive is a helpful tool for coping with life's many anxieties.  Super Girls is designed to offer a space for students to connect with one another and form healthy relationships.  These relationships can lead to higher levels of self-esteem, coping skills, and systems of support.  Having even one friend is important because of the developmental needs of adolescents and teenagers need peer relationships for companionship, support, security and validation (Schwartz-Mette et al, 2020).  The goal is for our students to grow in their confidence and self-acceptance while challenging the world around them and growing in their relationships with others.  Group work in schools is an integral domain of the American School Counselor Association (ASCA) National Model and a clear and effective way to meet students’ academic, career and social/emotional needs (American School Counselor Association, 2020).

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Group Overview

The Ice Breaker, Step Up will be the activity for the opening session for Supergirls! This activity will be a great way for the participants to connect with their peers and decrease 1st-time nervousness.

Objective: Participants will identify with statements that are related to body image, self-esteem, and friendships. Participants will build connections and become comfortable with their peers to generate genuine discussions and relationships.

Materials:

There are no materials required for this exercise.

Procedure:

1.       Open by providing the group with the rules and expectations of the group sessions. Group members are expected to be respectful and aware of their peers. Group members are expected to participate in each activity.

2.       The counselor or group leader will say a series of statements one at a time in reference to the purpose of the group. The statements could range from experiences of body image to making friends. For example, “Step forward if you have ever been picked on about your clothes.”

3.       Participants will Step forward for the statement that applies to them. If the statement DOES NOT apply the participant will stay in their current place or not move.

4.       The counselor will continue to provide the remaining responses and allow the group members to respond by either stepping forward or staying in place. If a further explanation of statements is needed, the counselor will restate or provide an explanation.

5.       Once the last statement has been read, the counselor will ask the participants to look around at their peers and look at where they are standing. The counselor will give the participants 20 seconds to see and reflect on their responses and how their peers responded as well.

6.       The counselor will then ask the participants to take their seats to discuss how the ice breaker made them feel and share any connections they may have felt seeing other peers who stepped up to the same statements. The counselor will allow participants to share openly and freely and monitor participant interactions for the remainder of the session.

7.       At the end of the session, the counselor will debrief the participants about the next sessions and ensure positive group morale.

Disclaimer***- It is important to make sure that participants are respectful of their peers and their experiences. Monitoring peer interactions is essential when conducting this for the opening session.

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SUPER GIRLS
Session 2: Who Am I?

Topic Overview

The group members will:

·         Explore positive words and images that represent them

·         Learn about how self-esteem and impact on teenage girls

Materials

·         Magazines

·         Scissors

·         Paint, markers, crayons

Procedures

1.       Take attendance and welcome group members.

2.       Introduce topic of self-esteem.  Break students into small groups of 2 or 3 to brainstorm what self-esteem is.  Have students write on poster paper.  Bring group back together and share ideas in large group.

3.       Watch #Always LikeAGirl YouTube video. https://youtu.be/XjJQBjWYDTs

4.       Continue conversation about self-esteem and allow students to share their thoughts on the video.  Talk about why self-esteem is important.

5.       Introduce “Who Am I” collage.  Students will use magazines, pictures, and art materials to create a collage that represents them and positive things that they like about themselves.  Collage can be unique (i.e. words only, self-portrait, etc).

6.       Students will share their collage with the group.

7.       Students end group in circle.  Discuss how group went today.  Share what the best part of group was and the most difficult.

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I Am . . .Collage
When your work is complete take a PHOTO (JPEG) of your finished work and turn it into Canvas

Above is a collage by Mary Brack that will be used as an inspiration piece for our project. You will create a list of words about yourself that begins with "I am . . ." This list will be used to create a college about who you are. You may also include things you found out in your family heritage search. The photo above is just an inspiration piece so you should not create an exact copy.
Directions

1. Make a list of personal characteristics and traits that can be used to describe you. The list should be fairly extensive since you will need to include quite a few words on your collage.

2. Lightly draw the major shapes or areas on the white paper provided for the college.

3. Plan a focal point area (the center of attention) where you will place the words "I Am"

4. Collect and neatly cut out words from you list from magazines.

5. Collect and neatly cut out colors to fill in your sections

6. Use a glue stick to glue down all of your pieces.

Other Examples of Collage
Below are some collage examples. You can create your words in a shape (like the cupcake), a selfie (like Van Gogh) or a design. Remember your "I Am" needs to be a focal point. The examples below don't all have the "I am" focal point, but it could be adde (for example the cherry on the cupcake or the top of the hat on Van Gogh)

Refinement
Please check your collage for things that need to be fixed or added. Ask two other people if they see anything that needs to be improved.
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When your work is complete take a PHOTO (JPEG) of your finished work and turn it into Canvas Above is a collage by Mary Brack that will be used as an inspiration piece for our project. You will create a list of words about yourself that begins with "I am .

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SUPER GIRLS
Session 3: Body Positivity

Overview:

The girls will learn to love their body and who they are

Understand positive daily affirmations

Materials:

Mirror

Positive affirmation cards

Procedure:

1.Open up by taking attendance

2. Go over the rules and guidelines, to make sure everyone understands.

3. Ask members to talk about what they think about themselves (good or bad).

4. Allow group members to stand in front of a mirror and look at their whole body. Members will then comment on what things they see. Examples (You have a full head of gorgeous natural hair” or “That smile is so warm, inviting and kind.”). Hopefully, the girls will then appreciate their bodies more.

5.  Watch video. (https://youtu.be/gcRfwzcxBKw) Discuss what positive affirmations are: Positive affirmations can be defined as positive phrases or statements that we repeat to ourselves. Generally, they are used to manifest goals, dreams, or experiences we desire. Give members some time to write down 3 or 4 affirmations they want for themselves. Allow students to share with the group.

6. Ask group members how they will use positive affirmations in their life. Explain that Affirmations are positive statements, which use the power of words to program the subconscious mind, build new habits, free you from negative habits, motivate and attract success. The greatness of the human mind is that it can think and imagine what does not exist right now.  Give examples: post It notes on the mirror, affirmation index cards in your back pack, write them in a journal, put as your screen saver, etc..

7. Optional Homework assignment: practice saying affirmations out loud. When we return next session, we will discuss if you remembered to do? Has it been helping?

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This YouTube video will be used with Session 2: "Who Am I" to facilitate conversation about self-esteem and how it effects young girls.

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This Video introduced what positive affirmations, and allows students to hear and see what they are. Video was used as an exercise as well.

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1. Affirmations for Young Folks, Students and Teens - Welcome to Inspire Yu

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Group Overview: As the group sessions begin to come to a close, this session is designed for participants to reflect and identify what they have learned so far.

Objective: The participants will be able to identify what they want from a friend but also what they want in themselves.

Identifying positive images of themselves and those around them

Materials:

8X11’ dry erase boards, dry erase markers, paper towels/napkins. Timer or access to a timer on phone.

Procedure:

1.       The session will open with a check-in of how the participants are feeling. The participants will write this on their whiteboards.

2.       Disclose group rules and expectations as stated in previous groups. Ensure that each participant is respectful and engaged.

3.       Ask the participants a series of questions that are related to what has been discussed so far in the groups. For example, “What makes a healthy friendship” or “What is something positive you noticed about yourself so far or today”.

4.       Participants will have 25 seconds to write a response on the whiteboard. The facilitator will set the timer after the question has been stated.

5.       Participants will then be asked to hold up their answers and the counselor will evaluate or make note of the response.

6.       After all questions have been asked, the counselor will facilitate an open discussion for questions, thoughts, and feelings about the activity and the session.

End of Group Disclosure:

The counselor will state how the participants are able to effectively identify what they want in friendships and how to identify themselves positively. The counselor will praise the group for participating and highlighting the benefit of being in the group. Peer to Peer interactions and bonding will be highly encouraged!

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American School Counselor Association (2020). The school counselor and group counseling. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statement/The-School-Counselor-and-Group-Counseling

The School Counselor and Group Counseling positions outlined by the American School Counselor Association (ASCA) discuss the importance and effectiveness of groups, as well as provide information about the role of the school counselor.  This resource helps provide support for the use of group work in schools and the rationale for why groups should be offered.

Clay, D., Vignoles, V. L., & Dittmar, H. (2005). Body Image and Self-Esteem Among Adolescent Girls: Testing the Influence of Sociocultural Factors. Journal of Research on Adolescence (Wiley-Blackwell), 15(4), 451–477. https://doi-org.ezp.waldenulibrary.org/10.1111/j.1532-7795.2005.00107.x

In the article, "Body Image and Self-Esteem Among Adolescent Girls: Testing the Influence of Sociocultural Factors" the authors explore the impact of social media on adolescents.  Social media plays an integral part in the lives of adolescents today and we are just beginning to understand the impact that it is having on its' users.  We wanted to pull social media into the conversations about self-esteem and body image with our students.

Schwartz-Mette, R. A., Shankman, J., Dueweke, A. R., Borowski, S., & Rose, A. J. (2020). Relations of friendship experiences with depressive symptoms and loneliness in childhood and adolescence: A meta-analytic review. Psychological Bulletin, 146(8), 664–700. https://doi-        org.ezp.waldenulibrary.org/10.1037/bul0000239.supp (Supplemental)

In the article "Relations of Friendship Experiences with Depressive Symptoms and Loneliness in Childhood and Adolescence" the authors discuss the importance of healthy relationships on self-esteem and happiness.  They highlight the effects that just one healthy friendship can have on an individual and how friendships offer support, security and validation.

Sink, C.A, Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole

In the book, School Based Group Counseling, the authors provide information about rationale for group work, types of group, group process and roles.  The authors advocate for use of school based counseling groups and the positive effects it can have on students.

1. Counselor 1 Stop. (n.d.) Self Esteem Girls Group. https://counselor1stop.org/wp-content/uploads/2018/07/Self-Esteem-Girls-Group.docx

This is a website that has a variety of activities and ideas for counselors to use.  There were many ideas for girls groups with lesson plans available.

2. Lundgren, M. (n.d.) Mrs. Lundgren's Art Room. https://lundgrenart.weebly.com/i-am-collage.html

This is a website with ideas for art activities.  I found this when searching for Who Am I collage ideas.  She has lots of fun activities that would be suitable for teens.

3. 13 ways to boost your daughter's self-esteem. Child Mind Institute. (2021, October 12). Retrieved October 30, 2021, from https://childmind.org/article/13-ways-to-boost-your-daughters-self-esteem/.

This website contains a specific article, 13 Ways to Boost Your Daughters Self Esteem that provides strategies and tips to build self-esteem in Adolescent Girls. This article is relevant to the groups' purpose of building positive body image and healthy friendships. This article was found when creating the basis of session objectives.

4. Eva, A. L., PhD, B. G. B., Miranda, G., Whitney-Coulter, A., Naidoo, U., Smookler, E., Staff, M., & Kira M. Newman and Janet Ho. (2021, October 25). Five ways to help teens build a sense of self-worth. Mindful. Retrieved October 30, 2021, from https://www.mindful.org/five-ways-to-help-teens-build-a-sense-of-self-worth/.

This website focuses on mindfulness when assisting Adolescents to identify their self-worth. This website has 5 key strategies to help girls who are struggling with the idea of perfectionism. It is very helpful when creating future activities for sessions in SuperGirls!

5. 6 Body Positivity Activities to Help Love Your Body Unconditionally .... (n.d.). Retrieved October 28, 2021, from https://mamaglow.com/6-body-positivity-activities-to-help-love-your-body-unconditionally.

This website is helpful in providing examples of how to love your body for what it is. It was helpful for the girls group, to show examples of how we can do that effectively. I took an activity of looking at yourself in the mirror and tell yourself what you see, to allow members to dig deep within their image.

6. Lerner S. & MS Get Your Group On! VOLUME 1. YouthLight, Inc..

This book was a great source to be able to see how an actual girls group is ran. This book is a wonderful resource with curriculum and activities for running a successful girls empowerment . It was helpful to have something to look to for support and had great ideas.

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Session 5: Healthy and Unhealthy Coping Skills

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Session 5: Healthy and Unhealthy Coping Skills

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SUPER GIRLS
Session 5: Healthy and Unhealthy Coping Skills
Overview:

Girls will be able to identify and compare healthy and unhealthy coping skills

Choose her favorite coping skill

Material:

Healthy coping skills sheet

Procedures:

1.Open up by taking attendance

2. Go over the rules and guidelines, to make sure everyone understands.

3. Ask members to talk about what they do when in a difficult situation

4. Discuss with group members the definition of coping skills (Coping skills are the ways that we handle difficult moments in our lives such as a bad memory, getting in trouble, failing a test, a relationship breakup, ect.). Briefly discuss the difference between healthy and unhealthy coping skills.

5.Have girls read the healthy coping skills sheet by taking turns. Give a brief explanation of each skill and have each group member circle her favorite one

6. Brainstorm ways for group members to be able to remember how to use the circled coping skills during a difficult time. Examples like keeping it on the bedside table to read each night before bed, or post it on your mirror in the bathroom to read each morning, or simply put it in your phone as a daily reminder. Then allow the group members to share how they will remember to use their favorite coping skill.

Healthy coping skills sheet

Examples:

Vent to a friend, exercise, write your feelings in a journal, eat well, sleep well, be creative (draw, paint, sing, act), meditate or do relaxation exercises, spend time with your pets, talk to a counselor or adult, make a plan to solve what’s bothering you, look for the positive in the situation.

Discussion Questions:

Which healthy coping skills above are unclear?

Circle your favorite coping skill, and why is it your favorite?

What is an example of an unhealthy coping skill?  And what makes it unhealthy?

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SUPER GIRLS
Session 6:Friendships
Overview:

The girls will be able to identify a healthy friendship

Strategies to end a friendship

Material:

Chart and Pencil/pen

Friendship role-play cards

Procedures:

1.Open up by taking attendance.

2. Go over the rules and guidelines, to make sure everyone understands.

3. Ask the girls if they would like to discuss anything related to friendships.

4. Ask members to share some common qualities they noticed in their friends over the last week. Discuss that many of these qualities, if not all, are positive. Foster a discussion about the characteristics of positive friendships by asking group members to think for 30 seconds about what qualities they find most important in a friend/friendship. Write their ideas on chart paper. Summarize by starring the positive characteristics and reminding members that the starred characteristics are what they should have in their friendships, rather than any negative characteristics that might be on the chart.

5.Ask group members how they would start a conversations or friendship with a new person or group Review the common practices of this with the group, they would do this by: introducing oneself, asking the new person his or her name and a question, inviting the new person to sit together or do a school activity together etc. Then have each group member pick one of the friendship role-play cards. The group leader will model first by picking and reading the card out loud. With another group member acting as the unknown person, the group leader can model how to act out the role-play card showing a way to meet a new person. After the group leader models, then the group members can act out a role-playing card with other group members or leader depending on comfortability level.

6. It is important to discuss how to end friendship as well. On Scrap paper, invite the group members to take 5 minutes to draw how they might feel when a friendship ends. Allow members to share their drawings if they want to, and ask group members to give some ideas on how they would end a friendship. Create a discussion on ending friendships by using they discussion questions.

-Who has had to end a friendship before and why? How did you end it?

-When you have to end a friendship, would you tell your friend you’re ending it, or just choose to spend more time away from them without a conversation?

-What is a toxic unhealthy friendship?  A toxic or unhealthy relationship occurs when you “friend” puts you down, is jealous of your other friends, wants to change you, takes more than she gives, or wont ever do the activities you suggest.

-What does it mean to keep control and have boundaries in your friendship? Don’t let a friend tell you how to act or think, be friends with who you chose to be friends with, speak your thoughts and opinions politely, tell someone if they are upsetting you or if you need them to change their behavior towards you.

7. Optional homework: Ask the group members to try out their new friendship skills by finding a new student or someone they haven’t talked to before and start up a conversation with them. Let the group know we can discuss their experiences next session.

*Friendship role play cards (some examples, but can make up some too)

A person you don’t know starts talking to you on the bus. She wants to know where kids hang out most. She seems really cool and you’d like to hang out with her.

After school breakfast, a new student seems lost. Your best friend moved away last year, so you are looking for a new friend. How do you help the student and get to know her?

In PE, the new student doesn’t have anyone to be her tennis partner. How can you help her out and get to know her better?

A group of four friends in your after-school club seem really fun and cool, you would like to hang out with them. How do you introduce yourself to them?

A new person is sitting alone at lunch. You would like to invite her to your table to eat.

The new girl in your class just moved here from Arizona, where you used to live. How will you talk to her about this?

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SUPER GIRLS
Session 4: Importance of Inner Beauty

Topic Overview

The group members will:

·         Name at least 5 things that make them beautiful on the inside

·         Talk about inner beauty versus outer beauty

·         Identify at least 5 things that are beautiful on the inside of other people

Materials

·         Plain white paper

·         Markers, crayons

·         Post-its

Procedures

1.       Take attendance and welcome back group members.

2.       Introduce topic of inner beauty and how we find it in ourselves and others.

3.       Facilitate a conversation: “Who do you think is someone that is beautiful?” and “How much do you think social media affects your everyday life?”

4.       Use PowerPoint to show a slide show of “perfect” social media users.  Facilitate discussion on how no one’s life is perfect, even when it may seem that way.  Show pictures of reality to combat the seemingly “perfect” images.

5.       Brainstorm ways we can challenge the pressure and feelings we have when on social media (i.e. remembering that no one is perfect, delete social media, use social media differently, etc).

6.       Pass out paper to each girl and have them pick their favorite color marker.

7.       Tell the girls that they have 30 seconds to scribble on the white paper in any way they want.

8.       After 30 seconds say “STOP!” and have everyone hold up their paper.  Have a brief conversation about what people see.

9.       Next, give the girls 3 minutes to turn their scribbles into a beautiful piece of art that they are proud of.

10.   When everyone is done facilitate a conversation on inner beauty:

a.       What did you first think when I asked you to turn your scribbles into art?

b.       Was it difficult to look past the scribbles and find something you liked or something special about what you had drawn?

c.       How are scribbles like people?

d.       How are our pieces of art like us?

e.       What have we learned from this?

11.   Go around the circle and have each girl share something about the girl to their left that they love about their inner beauty.

12.   Have the girls flip over their art and write down 5 things that they love about their own inner beauty.

13.   Closing conversation: Review what we learned about the importance of inner beauty and challenging our beliefs.  Ask the group to think again about who they think is the most beautiful person and whether that has now changed.

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SUPER GIRLS
Session 8: Girl Power

Topic Overview

The group members will:

·         Share what they learned from the group experience

·         Say kind things to themselves and to others to boost self-esteem

·         Use their new self-esteem to write a positive sentence about themselves

·         Practice healthy goodbyes

Materials

·         One giant letter for each girl (first letter of her name)

·         Markers, crayons

Procedures

1.       Take attendance and welcome group members.  Remind them it is our last day together.  Review confidentiality and group norms.

2.       Facilitate conversation on what we have discussed in the last 7 sessions.  Talk about self-esteem, inner beauty, coping skills, and who they can go to when they are down.

3.       Have the girls brainstorm ways they can help others feel good when they are down.  How can they help boost the self-esteem of others?

4.       Hand out giant letters to each girl.  The letter should be the first letter of their first name.

5.       Girls will sit in a circle and will write positive messages to each girl on the letters.  Notes may include their favorite thing about the other person, or something they like or enjoy about them.  Pass letters around the circle until each girl has had the opportunity to write a positive note for everyone.  Allow 3-5 minutes for each letter.

6.       Once everyone has written a note the letters should return to the owner of the letter.  The owner of the letter will write one final note to herself on the letter. Allow time for girls to read the notes from others.

7.       Facilitate closing conversation.  Remind the girls what they have learned and how much they have grown over the course of the 8 weeks.  Encourage them to continue building their self-esteem.

8.       Hand out journals and encourage girls to use them to continue their self-esteem journey.