🌟 The EmpowerHER Circle 🌟

Are you a middle school girl looking to feel more confident, make friends, and learn new ways to handle life’s challenges?

The EmpowerHER Circle is a supportive group for girls who want to grow their self-esteem, build resilience, and strengthen their social-emotional skills. Through fun activities, guided discussions, and peer support, participants will explore their strengths, learn healthy coping strategies, and discover how to navigate school and life with confidence.

✨ Open to: Middle School Girls (Grades 6–8)
🧠 Focus: Self-esteem • Coping Skills • Peer Connection • Resilience

The EmpowerHER Circle is aligned with the ASCA Mindsets & Behaviors for Student Success, supporting the development of academic, career, and social-emotional competencies.

✅ Mindsets

• M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being

✅ Behavior Standards

🔹 Self-Management Skills (B-SMS)

• BB-SMS 7. Demonstrate effective coping skills when faced with a problem

🔹 Social Skills (B-SS)

• B-SS 2. Create positive and supportive relationships with other students

✅ 1. Referral

Referrals can come from:

• Teachers or staff observing social/emotional or behavioral concerns

• School counselors or administrators

• Parent/guardian concerns

• Self-referral (student expresses interest or need)

✅ 2. Pre-Screening

The counselor reviews referrals and determines whether the student may benefit from a psychoeducational group focused on:

• Self-esteem

• Peer relationships

• Coping strategies

• Emotional regulation

• School adjustment

✅ 3. Individual Student Screening Interview (15–20 minutes)

Each student referred completes a brief individual screening with the school counselor. This may include:

a. Rapport Building Questions

• “What do you like best about school?”

• “Who do you usually talk to when you’re feeling upset or overwhelmed?”

b. Group Readiness Assessment

• Interest in group participation

• Comfort level talking in a small group

• Ability to listen and respect others' views

• Willingness to follow group rules and maintain confidentiality

Obtain written parent/guardian consent before the group begins. The consent form should include:

• Purpose of the group

• General topics covered

• Frequency/duration of sessions

• Confidentiality limitations

• Opt-out option

Beginning Stage (Forming & Storming)

• Dynamics: Members may feel nervous, cautious, or unsure about participation. Some students may be quiet and reserved, while others may test boundaries. Trust has not yet been established.

• Facilitator Role: The facilitator introduces the purpose of the group, reviews confidentiality, and establishes group rules. Icebreaker activities help members learn about one another and begin building comfort. The counselor sets the tone by modeling openness, respect, and empathy.

• Examples in EmpowerHER Circle: Activities like “All About Me Shields” or a group agreement poster allow students to express themselves while beginning to connect with peers.

Middle Stage (Norming & Performing)

• Dynamics: Members begin to feel more comfortable, leading to increased sharing and participation. Trust and cohesion grow, though occasional conflicts or challenges to group norms may occur. Students start supporting and validating one another.

• Facilitator Role: The facilitator encourages deeper exploration of topics, balances participation so all voices are heard, and addresses any conflict respectfully. Structured activities and discussions guide students toward the group’s goals (e.g., self-esteem building, resilience training, and peer support).

• Examples in EmpowerHER Circle: Students engage in role-plays about handling peer pressure, share affirmations, or practice leadership activities. Members begin to offer encouragement and feedback to one another.

Ending Stage (Adjourning/Termination)

• Dynamics: Members reflect on progress and prepare to transition out of the group. Some may feel proud of their growth, while others may feel sadness or resistance to closure. Group cohesion is typically strong at this point.

• Facilitator Role: The facilitator helps members summarize their experiences, celebrate achievements, and identify how to carry new skills into everyday life. Time is spent reinforcing coping strategies and leadership skills learned throughout the group. Closure rituals may be used to mark the ending.

Examples in EmpowerHER Circle: Students write letters to their future selves, share affirmations for each other, or create a “growth collage” to reflect on what they’ve learned. The facilitator provides certificates or small tokens to honor their commitment

During the EmpowerHER Circle group sessions, a transformational leadership style was most evident. The group leader actively inspired and motivated participants by fostering a shared vision of growth, empowerment, and resilience. This leadership style emphasized collaboration, emotional support, and the belief that each member has the potential to lead and uplift others.

Key traits observed:

• Inspirational motivation – The facilitator encouraged goal-setting and personal development.

• Individual consideration – Each member’s voice was valued, and their unique strengths were recognized.

• Empowerment through shared leadership – Members were invited to lead discussions, share expertise, and support one another.

• Servant leadership elements were also evident**, as the leader prioritized the needs of the group, promoted deep listening, and cultivated a nurturing, inclusive environment.

Several of Yalom’s 11 therapeutic factors naturally emerged during group interactions, contributing to the emotional growth, insight, and connectedness of members:

1. Universality – Members expressed relief upon discovering they weren’t alone in their experiences with self-doubt, trauma, or identity struggles.

2. Instillation of Hope – Hearing stories of resilience and progress from peers inspired confidence and optimism in others.

3. Altruism – Members provided emotional support, practical advice, and encouragement, helping others while also experiencing personal fulfillment.

4. Group Cohesiveness – A strong sense of sisterhood and psychological safety developed, allowing for vulnerability and deeper sharing.

5. Catharsis – Emotional release occurred when participants shared personal stories, leading to visible relief and validation from the group.

6. Imitative Behavior – Members adopted empowering language, self-care routines, and boundary-setting modeled by peers or the facilitator.

7. Interpersonal Learning – Through open dialogue, members gained awareness of how they relate to others and how to express their needs more effectively.

8. Imparting of Information – The group shared tools, resources, and strategies for personal and professional growth.

Counselors are ethically and often legally required to maintain confidentiality, as outlined by professional codes (e.g., ACA Code of Ethics, 2014) and local privacy laws.

Confidentiality supports counselors by fosters trust and psychological safety, encouraging members to share openly. When group members understand that their disclosures will be protected, they are more likely to engage honestly and emotionally. This strengthens group cohesion and enhances therapeutic outcomes. For the counselor, clearly stating confidentiality expectations and its limits helps maintain ethical integrity and manage group dynamics effectively.

Counselors must obtain informed consent before beginning group work. This includes providing clear information about the group’s purpose, structure, risks, benefits, and member responsibilities.

Informed consent supports counselors by empowering participants to make educated decisions about their involvement and establishes clear boundaries. For the counselor, it sets expectations from the beginning, reduces misunderstandings, and provides legal protection. It also reinforces transparency and ethical practice, which are essential to building credibility and group safety.