Salvaging Sisterhood Small Group Counseling for Relational Aggressive Girls Carol Perisho, Counselor PRoBE Presentation In partial fulfillment of requirements.

Slides:



Advertisements
Similar presentations
Alternative Strategies for Evaluating Teaching How many have used end-of-semester student evaluations? How many have used an alternative approach? My comments.
Advertisements

Individual Behavior Improvement Intervention Cara Roberts COU 783, Fall 2011 Missouri State University.
ATTITUDES TOWARD AFTERZONE Presented by Dr. Julie Pokela February, 2010.
The Effects of a Drama-Based Intervention on Relational Aggression in Middle School Students Dani DeVincentis Hanover College.
The School Counselor and Developmental Guidance
Relational Aggression What Parents Need to Know. Objectives What is relational aggression? What are the effects/warning signs of relational aggression?
Naughty or Nice: An exploration of overt and relational aggression at the collegiate level Julie Witherup Teela Myers Hanover College.
In Our Children’s Schools. What Is Bullying? Physical or psychological intimidation that occurs repeatedly over time Bullying can be overt (i.e., teasing,
PRoBE Presentation Anger Group Michelle Peters. SIMS S tudents, I nterventions, M easurements, S ettings  Students—Fourth and Fifth Grade students who.
P ROBE P RESENTATION Missouri State University In partial fulfillment for School Counselor Internship COU 783 Greta Carpenter Fall 2009 Dr. Marci Dowdy,
Group CLS Chapters 4 & 5. Course Competencies Applying group dynamics and processes Evaluating ethical and professional guidelines for professional.
PRoBE Presentation Partnerships for Results Based Evaluation Social Skills 7 th and 8 th Grade Missouri State University In Partial Fulfillment of Requirements.
Meeting the Needs of Gifted Students Through the Use of Differentiated Instruction Angela Nicole Flenniken University of Saint Thomas Research Professor:
Talbert House Project PASS Goals and Outcomes.
Missouri State University Secondary Field Experience COU 781 FALL 2009.
Coaching: The Art and Science “A diamond is a chunk of coal that made good under pressure.”
Improving Self-esteem in 6 th Grade Girls By: Kimberly Ramacciotti Missouri State University Fall 2009 Conducted at Carver Middle School.
Quantitative Research
Self-Concept, Self-Esteem, Self-Efficacy, and Resilience
What is Action Research? Unit 1
School Uniforms: An Investigation Status Report Harford County Public Schools December 17, 2007.
Learning Disabilities
1 Classroom-Based Research: How to Be a Researcher in Your Classroom Basic Skills Initiative Teaching and Learning Workshop October 2009 Darla M. Cooper.
PRoBE Presentation Partnerships for Results Based Evaluation Improving a Child’s Self-Esteem 2 nd and 3 rd grade Missouri State University In Partial Fulfillment.
Davenport Elementary School Counselors Targeted Guidance.
Does the use of math journals improve students retention and recall of math facts and formulas?
Module 2: Creating a Supportive Classroom Climate Creating a Safe and Respectful Environment in Our Nation’s Classrooms.
PATHS ® PROMOTING ALTERNATIVE THINKING STRATEGIES Insert Agency Logo Here Saving $$ for Our Community: Helping Children & Schools.
In Our Children ’ s Schools. What Is Bullying? Physical or psychological intimidation that occurs repeatedly over time Bullying can be overt (i.e., teasing,
Categories of Mental Disorders 1 Child and youth mental health problems can be classified into two broad categories: 1Internalizing problems  withdrawal.
Strategies for Bullying Prevention and Intervention for Parents Bruce Van Stone Department of Education and Early Childhood Development October 28th, 2013.
Part I begins: Components of Conflict Chapter 1: Perspectives on Conflict.
What is Bullying? Bullying is when purposeful acts of meanness are repeated over time in an situation where there is an imbalance of power. Bullying is.
Debby Deal Tidewater Team STEM Grades 4-5 August 4, 2011 Action/Teacher Research.
TEMPLATE DESIGN © The Homework Effect: Does Homework Help or Harm Students? Katherine Field EdD Candidate, Department.
Relational Vulnerability: A Model for Understanding Girls, Aggression, and Adjustment Nicki Crick & Tasha Geiger University of Minnesota USA Melanie Zimmer-Gembeck.
WCSD Student Climate Survey: What do students have to say about our schools?
SCHOOL COUNSELING "Helping children to become all that they are capable of being." Created by Tammy P. Roth, MEd Licensed School Counselor.
 Olweus Bullying Prevention Program Steve Ebert Meredith Gernerd.
Wills Partnerships for Results Based Evaluations PRoBE PRoBE Presentation Partnerships for Results Based Evaluations Study Skills for Third Graders.
1 PROBE Missouri State University in partial fulfillment of COU 781-Secondary Field Experience Dr. Marci Dowdy.
Presenter: Han, Yi-Ti Adviser: Chen, Ming-Puu Date: March 09, 2009 Tuzun, H., Yilmaz Soylu, M., Karakus, T.,Inal, Y. & Kizilkaya, K.(2009). The effects.
The Missouri Reading Initiative Spring 2008 Annual Participant Survey Results.
Evaluation of After School Programs Denise Huang CRESST Conference September 8th, 2005.
Critical Review of The Successful Stuttering Management Program (SSMP) An Overview by: Casey Petersen & Brigitta Dahnert.
What Is Bullying?  Bullying is a form of aggressive behavior that is intentional, hurtful, (physical and psychological), and/or threatening and persistent.
MSBA School Board Survey Results 1. Agenda Objective of the Study Overview of Methodology Reasons for running for school board Training Challenges and.
Bullying By: Matt Phillips and Emily Kempf. What is bullying?  Physical or psychological intimidation that occurs repeatedly over time  Bullying can.
Gatekeeper Training Simulation for NYS High Schools Educators Jennifer Spiegler Director, Strategic Partnerships Kognito Interactive
In Partial Fulfillment of Requirements for Secondary Field Experience Missouri State University Fall 2009 Dr. Marci Dowdy, Faculty.
Student Management We establish a safe and supportive environment where we collaboratively develop confident, life-long learners and critical.
SCHOOL COUNSELING INTERVENTIONS Adrienne WatkinsBall State University.
Mean Tweens A Small Group Approach to Relational Aggression By Katrina Freine.
Mueller Charter School School Counseling Program Intentional Guidance Nathan Locke Marcela Munoz.
What does a school social worker do?. My Role Direct individual, family and group counseling. Develop, promote & deliver preventive services in collaboration.
Assessment Procedures for Counselors and Helping Professionals, 7e © 2010 Pearson Education, Inc. All rights reserved. Chapter 16 Communicating Assessment.
3/9/ “If you stop making fun of me, I promise to stop making fun of you Bullying Prevention Prevention Lynne Mayo.
Social Skills Group 9 th Grade Boys with Attention Disorders Ann Vrabel, RN, BSN Multnomah Education Service District.
CAN BULLYING BE STOPPED?. What is bullying? According to the encyclopedia “Bullying is the repeated use of aggression by one or more people against another.
Student Assistance Program (SAP) 7 th Grade Center  Having problems keeping your grades up?  No longer feeling like hanging out with friends.
Shielding TES From Bullies 2nd Annual Conference for TES 5th graders School Wide Measures Bullying Lessons for all grade levels and teachers Focus on the.
PRoBE Missouri State University
The Talking Together Programme
PRoBE Presentation 1st Grade Self-Control Group
Healthy Relationships Plus Program Information
Healthy Relationship Plus Program Fourth R Parent Information
Stars Align Against Bullying
A MIDDLE school Example
Williamstown Elementary
Presentation transcript:

Salvaging Sisterhood Small Group Counseling for Relational Aggressive Girls Carol Perisho, Counselor PRoBE Presentation In partial fulfillment of requirements for Secondary Field Experience COU 781 Missouri State University Dr. Marci Dowdy, Faculty December 2009 Carol Perisho

Relational Aggression (RA) Definition: Bulling behaviors generally focus on damaging an individual’s social connections within the peer group; any act that actively excludes a person from making or maintaining friendships or being integrated into the peer group. Examples: spreading rumors, exclusion, social isolation, gossiping, eye rolling, purposefully pitting friends against one another, using sarcasm at another’s expense, reveling secrets of friends, and embellishing rumors. RA is more common in girls than boys.

Effects of RA One study by Dr. Nicki Crick, the University of Minnesota researcher that termed “RA”, found 70% of the girls interviewed had been maltreated by one or more of their friends. RA can lead to anxiety, substance abuse, school refusal, gang involvement, family problems, depression, eating disorders, and poor self-esteem.

Research Question: The current study seeks to assess whether a small group intervention with high school girls would impact: Scores on the Rosenberg’s Self-Esteem scale. Changes in attitude on an informal questionnaire.

SIMS for PRoBE STUDENTS 12 high school girls Grades 9th-12th Teacher referred Parent signed an informed consent or phoned the school to give verbal consent. All currently experiencing or have experienced relationship issues with other girls

INTERVENTION Small group designed to address relational aggression with activities and discussion. One hour sessions, once a week for 8 weeks.

MEASUREMENTS Rosenberg’s Self-Esteem Scale (Quantitative) Internal survey on relational behavior

SETTING Rural K-12 school Group conducted in unused classroom. Used a scatted schedule for meeting at different times each week, reducing time missed in class.

Purpose of Salvaging Sisterhood Group Teach girls to communicate efficiently Raise awareness Develop empathy Teach healthy conflict Explore feelings Promote a positive change in female relationships.

Lesson Overview Objectives Opening discussions using the “Talking Feather”, journal responses, fess up, what's happening. Activity with discussion Journal assignments “Declarations to Myself”

Week 1- INTRODUCTIONS Confidentiality Rule setting and signing Pre-Group survey Pre-Test, Rosenberg’s Self-Esteem Scale Pass out personal journals and discuss journaling “Declarations to Myself” cards

Week 2- The Ties that Bind Us Objective: Girls will self disclose, understand similarities, practice empathy Each girl selects “ The Ties That Bind Us” question, reads aloud and responds. Journal assignment: What is cool about being a girl? What makes being a girl hard?

Week 3- A True Friend Objectives: Girls will become aware of the qualities they seek in a friend, learn what other people look for in a friend. Girls fill out “A True Friend” worksheet, read and discuss. Journal assignment: What are some things you learned about yourself; your friends.

Weeks 4-8 “Oh No She Did Not” :Being Mean Constructive vs Destructive Criticism “Did You Hear About…”: Dealing with gossip. “Whatever! ”: Recognizing and handling jealousy “I’m Sorry, So Sorry”: Empathy

Formal Measurement Results The Rosenberg Self Esteem Scale was administered at the first and last group session. Each participate was scored according to the test’s directions. Pre and post scores were compared with a maximum score of 30 used for percentage change evaluation.

Results from Rosenberg Self Esteem Scale

INTERPRETATION OF RESULTS OF 12 Participants, 7 had post interventions scores significantly higher than their pre- intervention scores The 3 participants, that scored lower in their post scores had a 3% differential, well with in margin of error. One participant completed the post testing while in ISS, this change in setting may have negatively impacted scoring. 2 participants showed no change. Those participants that showed not change scored in the normal range.(15-25) 2 Participants that had borderline scores on pre-testing had higher scores on post testing. SUMMARY: More than half of the participants had a positive reaction to the intervention as assessed by the Rosenberg scale with the average change being +10%. Concern: 1 participant that had a low score on pre-testing scored lower on post testing. This indicates this student should receive further counseling intervention and considered for outside referral.

Informal Measurement The participants completed the pre and post survey given in the workbook. However the answers were vague and difficult to quantify. In comparison there was little or no change in pre-intervention survey answers and post-intervention survey answers. The survey is included in this presentation but the data was not used for evaluation.

Discussion The members overwhelmingly expressed positive feelings about the group, in the informal evaluation.11/12 reported it as “Super Fun” as opposed to “Boring” or “OK”. The Rosenberg scale supports empirically that the students’ self esteem improved. The format of this program lends itself several other measurements i.e., anger, depression, bonding.

Implications for School Counselors This program proved effective in improving the self-esteem of the group members. Students with high self esteem will tend to avoid aggressive confrontations and negative behaviors. The girls learned new ways of relating to others to preserve friendships. These new behaviors will translate into fewer discipline issues and a safer more positive school environment.

Recommendation for improvement The measurement used was not directly associated with traditional school measurements. Correlating this intervention to measurements such as discipline referrals, absences, referrals to the counselor and grades would support it’s effectiveness as a school intervention.

Bibliography Corey,G.,(1985). Theory and practice of group counseling, Second Edition. Belmont CA: Brooks/Cole Publishing Co. Dellasega, C., & Nixion C.,(2003). Girl wars,12 strategies that will end female bulling. NY: Simon & Schuster. Taylor,J.V.,( 2008). Salvaging sisterhood. Chapin SC: Youthlight Inc. Rosenberg’s Self-Esteem Scale retrieved October 11,2009 from www.wwnorton.com/college/psychsci/media/rosenberg.htm