Group Proposal PowerPoint

Group Proposal: Building a Healthy Self-Esteem

Sally Student Liberty University

A Psychoeducational Group for Adolescents

Self-Esteem & Adolescence

� Many adolescents suffer from low self-esteem � Self-esteem is vital and is most likely to decline during adolescence

(Myers, Willse, & Villalba, 2011)

� Adolescence is a stage of transitioning from childhood and moving towards adulthood

(Wordpress, n.d.)

Self-Esteem & Adolescence (cont.)

� Self-consciousness is heightened � Concerns regarding peer evaluations develops (Davison & McCabe,

2006)

� Self-acceptance is needed � Peer relationships become vital (Davison & McCabe, 2006)

Self-Esteem & Adolescence (cont.)

�Effects of low self-esteem �Poor academics �Depression

�Low self-esteem is a strong predictor of depression. (Auerbach, Abela, Ho, McWhinnie, & Czajkowska, 2010)

�Poor social skills (Vanhalst, Luyckx, Scholte, Engels, & Goossens, 2013) �Problems in adulthood

�Negative self-image is persistent and enduring (Morton, Roach, Reid, & Stewart, 2012)

Self-Esteem & Adolescence (cont.)

� Social media impacts an adolescent’s level of self-esteem � Images projected by media sources are used as standards to evaluate their

bodies (Grogan, 2010) �Unrealistic body images

�Strong association between negative body image and low self- esteem for both females and males (Davison & McCabe, 2006)

(MyBodyBeautiful, n.d.)

Why a Psychoeducational Group?

� Research has demonstrated that group intervention increases self esteem level (Morton, Roach, Reid, & Stewart, 2012) �Provides social support �Receive advice from other peers

�Adolescents listen more to peers than adults (Jacobs, Masson, Harvill, & Schimmel, 2012)

�Opportunity to help peers

(CanStockPhoto, n.d.)

Why a Psychoeducational Group? (cont.)

� Environment to interact with peers �Practice changing thoughts and behaviors (Forsyth, 2014)

� Universality �Others are going through a similar experience; you are not alone

(Yalom & Leszcz, 2005)

Group Design

� High School Juniors (16-17 year olds) �Grade levels of 2 or more years apart should not be placed in the

same group (Brown, 2011)

� Mix of females and males �Benefit of learning from female and male perspective (Gladding,

2016)

� After school

Group Design (cont.)

� 1 hour �90 minutes or longer will not be beneficial, especially after school

(Gladding, 2016)

� 12 weeks (once per week)

� 8 students �5 to 10 students in a group works well with adolescents (Gladding,

2016)

Group Design (cont.)

� Closed Group �Time limited and promotes group cohesiveness

� Activities & Exercises �Promotes active participation and discussion (Brown, 2011)

�Media �Capture adolescents' attention (Brown, 2011)

Group Design (cont.)

� Location �School classroom

�Permission from school (after-school group)

�Large enough to form semi-circle �Students can face each other and group leader

�Provides comfort and personal space (Brown, 2011)

�Access to the internet �Use of media for group activities and exercises

Inclusionary Criteria

� Pre-screening �Must be willing to commit for 12 weeks (closed group)

� Good academic standing �C or higher

� Voluntary � Must have transportation (after-school group)

�Drive self or ride after-school bus

Leader Expectations

� Take Charge, Use Structure, Make it Interesting (Jacobs, Masson, Harvill, & Schimmel, 2012) �Adolescents need to know who is in charge of the group �Adolescents are normally not prepared for discussion, the group

leader must be prepared �Use relevant materials, activities, and topics to keep adolescents

interested � Adolescents are receptive to leaders that are open, receptive, and

caring (Gladding, 2016)

Ethical & Legal Concerns

� Informed consent �Students will be advised that the Christian faith will be incorporated

into the group sessions �Opening with prayer & reading Bible verses

� Parental consent �Students are underage and the group will be meeting on school

property (Brown, 2011)

Ethical & Legal Concerns (cont.)

� Confidentiality �Keeping confidentiality

�Personal information, thoughts, and feelings expressed during the group session by students should not be disclosed outside of group (Gladding, 2016)

�Limits of confidentiality �Harm to self or another person (Brown, 2011)

Topics of Exploration

� Self-esteem � Level of self-esteem currently experiencing

� Self-image/body image � Distorted images used in media lead to body dissatisfaction (Perloff, 2014)

� Depression � 25% of adolescents experience at least one major depressive episode by 18

(Auerbach, Abela, Ho, McWhinnie, & Czajkowska, 2010) � Social Support

� Peers, family, and friends

Goals & Objectives

� Define what is self-esteem �Self-esteem determines how one feels about themselves (Myers,

Willse, & Villalba, 2011)

� Recognizing how self-esteem affects well-being �High self-esteem is associated with positivity (Grogan, 2010)

Goals & Objectives (cont.)

� How to improve self-esteem �Limit comparison �Acceptance �Promote healthy images on social media (Perloff, 2014)

� Recognizing what lowers self-esteem �Unrealistic body images prompted by media (Davison & McCabe,

2006) �Limited/no social support (Davison & McCabe, 2006)

Outline of Group Sessions

12 Group Sessions Preliminary outline

Beginning Group Stage

Introduction: time to get to know each other

Building group cohesion

Students may experience apprehension in a new group (Gladding, 2016)

Groups need structure and direction in the beginning (Yalom & Leszcz, 2005)

Meeting 1 (Beginning Stage)

Ø Welcome to group Ø Open in prayer Ø Purpose of group

Ø Building a healthy self- esteem

Ø Recognizing what lowers self-esteem

Ø Introductions Ø Rounds: each student

states their name and what they expect from this group

(Clker, n.d.)

Meeting 1 (Beginning Stage)

Ø Setting rules & expectations Ø Attendance Ø 12 week commitment Ø Too many rules will make it

impossible to enforce; ask students what rules they would like to see enforced (Brown, 2011)

ØOverview of confidentiality Ø Personal information about

students is not discussed outside of group

ØClose session

(ClipArtKid, n.d.)

Meeting 2 (Beginning Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/took place in the last meeting

Ø Revisit group expectations Ø Have expectations

changed?

ØDefine what is self-esteem

Meeting 2 (Beginning Stage)

Ø Dyads Ø Introduce yourself to

another student Ø Take turns explaining your

current self-esteem level

ØRounds Ø What is your self-esteem

level from 1 being very low to 10 being vey high

ØAllow time for any discussion that builds during rounds ØClose session

Meeting 3 (Beginning Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Ask students if anyone would like to share any self-esteem concerns

Ø Allow time for silence

Meeting 3 (Beginning Stage)

Ø Promote discussion by calling on a student and reflecting on what they said their self- esteem level was during the last meeting

Ø Link students that have the same level of self-esteem rating

Ø Close session

(ClipArtPanda, n.d.)

Meeting 4 (Beginning Stage) *Storming & Norming

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Dyads: introduce yourself to a different student and discuss what you think decreases self- esteem

Ø Rounds: Students will take turns explaining what was discussed during dyads

Meeting 4 (Beginning Stage) *Storming & Norming

Ø Students will have the opportunity to discuss anything they would like to change about themselves and why

Ø Any conflict or tension that may have occurred during group will be addressed

Ø Close session

Working Group Stage

Students are expected to be more comfortable and open within the group

Increased group commitment and cohesion (Forsyth, 2014)

Due to increased cohesion students are expected to be more active during group and the leader becomes a little less active to begin discussion (Gladding, 2016)

Meeting 5 (Working Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Check-in with students and see how they are feeling at this point in group

Ø Begin discussion on how social media affects self-esteem

Meeting 5 (Working Stage)

Ø Dyads: find a student you have not worked with yet

Ø Use the computer to find images that affect self-esteem negatively

Ø Rounds: discuss what was found during the activity

Ø Allow time for discussion

Ø Close session

Meeting 6 (Working Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Students will use this entire meeting for discussion and allowing them time to express any concerns they may want to address regarding their self- esteem

Ø Close session

Meeting 7 (Working Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Dyads: find a partner and use the computer to find images that promote self-esteem and make you feel better about yourself

Meeting 7 (Working Stage)

Ø Rounds: why did theses images make you feel better or improve your self-esteem

Ø Discussion on the difference between the images that decrease self-esteem and images that increase self- esteem

Ø Close session

Meeting 8 (Working Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Allow students to discuss their self- esteem levels and what affects their self-esteem

Ø Find a Bible verse that relates to self-esteem

Ø Form dyad and discuss your Bible verse

(Clipartandespv, n.d.)

Meeting 8 (Working Stage)

Ø Rounds: each student will state their bible verse and why they chose it

Ø Assign homework: refrain from social media till next meeting and journal experience

Ø Important to establish healthy boundaries with social media usage (Clinton, Clark, & Straub, 2010)

Ø Close session

Closing Group Stage

Remind students that only four more group session are left

Make sure students’ concerns that have been presented have been acknowledged

Preparing for group ending allows the group to end on a positive note (Gladding, 2016)

Meeting 9 (Closing Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Ask students how many successfully completed the homework assignment from last session

(Clker, n.d.)

Meeting 9 (Closing Stage)

Ø Ask students to discuss why they found refraining from social media difficult or easy

Ø Allow time for discussion on how it affected their self- esteem

Ø Close session

Meeting 10 (Closing Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Discussion: Ask students if this is what was expected out of group and how has it helped

Ø Close Session

Meeting 11 (Closing Stage)

Ø Open group in prayer

Ø Provide overview of what was discussed/occurred in last meeting

Ø Dyads: students will discuss their social support system and how it affects their self-esteem

Ø Rounds: present what was discussed during dyads

Ø Close session

Meeting 12 (Closing Stage)

Ø Open group in prayer Ø Provide overview of what was

discussed/occurred in last meeting

Ø Dyads: discuss with another student your current level of self- esteem

Ø Rounds: students will take turns rating their current self-esteem level from 1 being very low to 10 being very high

Meeting 12 (Closing Stage)

Ø Discussion: level of self-esteem improvement

Ø Future concerns

Ø Provide feedback on how group helped and what can be improved

Ø Most memorable experience of group

Ø Close session

References

Auerbach, R. P., Abela, J. R. Z., Ho, M. R., McWhinnie, C. M., & Czajkowska, Z. (2010). A prospective examination of depressive symptomology: Understanding the relationship between negative events, self-esteem, and neuroticism. Journal of Social and Clinical Psychology, 29(4), 438-461. Retrieved from http://search.proquest.com

Brown, N.W. (2011). Psychoeducational groups: Process & practice (3rd ed.). New York, NY: Routledge.

Clinton, T., Clark, C., & Straub, J. (2010). The quick-reference guide to counseling teenagers. Grand Rapids, MI: Baker Books.

Davison, T. E., & McCabe, M. P. (2006). Adolescent body image and psychosocial functioning. The Journal of Social Psychology, 146(1), 15-30. Retrieved from http://search.proquest.com

References

Forsyth, D. (2014). Group dynamics (6th ed.). Belmont, CA: Wadsworth Publishing.

Gladding, S.T. (2016). Groups: A counseling specialty (7th ed.). New York, NY: Pearson.

Grogan, S. (2010). Promoting positive body image in males and females: Contemporary issues and future directions. Sex Roles, 63(9-10), 757-765. doi:http://dx.doi.org/10.1007/s11199-010-9894-z

Jacobs, E. E., Masson, R. L., Harvill, R. L., Schimmel C. J. (2012). Group counseling: Strategies & skills (7th ed.). Belmont, CA: Brooks/Cole.

Morton, L., Roach, L., Reid, H., & Stewart, S. H. (2012). An evaluation of a cbt group for women with low self-esteem. Behavioural and Cognitive Psychotherapy,40(2), 221-5. doi:http://dx.doi.org/10.1017/S1352465811000294

References

Myers, J. E., Willse, J. T., & Villalba, J. A. (2011). Promoting self-esteem in adolescents: The influence of wellness factors. Journal of Counseling and Development, 89(1), 28-36. Retrieved from http://search.proquest.com

Perloff, R. M. (2014). Social media effects on young women's body image concerns: Theoretical perspectives and an agenda for research. Sex Roles, 71(11-12), 363-377. doi:http://dx.doi.org/10.1007/s11199-014-0384-6

Vanhalst, J., Luyckx, K., Scholte, R. H., J., Engels, R. C., M., Goossens, L. (2013). Low self-esteem as a risk factor for loneliness in adolescence: Perceived but not actual social acceptance as an underlying mechanism. Journal of Abnormal Child Psychology, 41(7), 1067-81. doi:http://dx.doi.org/10.1007/s10802-013-9751-y

Yalom, I. D. & Leszcz, M. (2005). Theory and practice of group psychotherapy. (5th ed.). New York, NY: Basic Books.

Clipart

123rf [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

CanStockPhoto [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

Clipartandespv [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

ClipArtKid [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

Clipart Panda [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

Clker [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

Innovaehs [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

MyBodyBeautiful [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

Clipart

WordArtsMe [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com

Wordpress [Digital image]. (n.d.). Retrieved October, 2016, from https://www.google.com