Transcript Salvaging Sisterhood Small Group Counseling for Relational

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
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:
1. Scores on the Rosenberg’s Self-Esteem
scale.
2. 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
Self Esteem Scale
Total Pre
Total Post
Self Esteem Score
30
26
22
18
14
10
A
B
C
D
E
F
G
Participant
H
I
J
K
L
Average
Percent Change on Self Esteem - Humansville
Salvaging Sisterhood
40%
Percent Change
35%
30%
25%
20%
15%
10%
5%
0%
-5%
A
B
C
D
E
F
G
Participant
H
I
J
K
L
Average
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.(1525)
 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.h
tm