By Nicole Haughton Sonja Luckow University of Wyoming Self-Esteem of Adolescents Participating in a Peer Support Group.

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By Nicole Haughton Sonja Luckow University of Wyoming Self-Esteem of Adolescents Participating in a Peer Support Group

Abstract The study examines the self-esteem of high school students who have been identified as at-risk through a needs assessment and/or school referral. Identified students were given the Rosenberg Self-esteem survey as a pre test. The data was scored and then stored in a secure location. Students then participated in a peer support group. There were several different groups that focused on varying topics including social issues, grief and loss, anger management and drug/alcohol use. The groups existed for the duration of one academic semester. Near the end of the group, students who participated in the support groups were given the same self- esteem survey as a post test. The data was scored again and the results compared. The intention of this performing the pre and post tests were to determine if participation in a peer support group improved the student’s self-esteem, as measured by the scores on the Rosenberg Self-esteem Tests.

Participating Student Demographics Case IDGrade Level GenderAge 112 th Male th Female th Male th Female th Female th Female th Female18

Utilized Instruments

Rosenberg’s Self-esteem Scale 1. I feel that I am a person of worth, at least on an equal plane with others. 2. I feel that I have a number of good qualities. *3. All in all, I am inclined to feel that I am a failure. 4. I am able to do things as well as most other people. *5. I feel I do not have much to be proud of. 6. I take a positive attitude toward myself. 7. On the whole, I am satisfied with myself. *8. I wish I could have more respect for myself. *9. I certainly feel useless at times. *10. At times I think I am no good at all.

Scoring Students answer questions by selecting Strongly Agree Agree Disagree Strongly Disagree Values are given to each answer Strongly Agree = 4 Agree = 3 Disagree = 2 Strongly Disagree = 1 Questions with an asterisk (*) are scored in reverse Add all ten values to determine self-esteem score Scores below 15 suggest low self-esteem

Examples of Topics Discussed in Peer Support Group FamilyPeersCommunityGradesStress/PressuresBody ImageMedia MessagesPerceived SelfSelf ManagementLife Obstacles

Pre-Test and Post-Test Scores Paired Samples Statistics Pre-test mean: 15.4 Std. Deviation: 3.31 Post-test mean: 20.7 Std. Deviation: 4.49 Paired Samples Test T-value: DF: 6 Sig. (2-tailed):.005 Case IDPre- test Post- test Change

Graph Analysis

Limitations Time Number of Participants Participant Self Reports Instruments

Conclusion Six out of seven students participating in the peer support group reported higher levels of self-esteem on their post-test survey than they reported on their pre-test survey. The reported growth in self-esteem is corroborated by the.005 significance value determined by the paired samples T-test. This concludes that student participation in a peer support group can significantly improve their self-esteem and in turn potentially improve school performance.