As a woman working with adolescent females in an elementary school setting, (prior to my social work career), I observed the transformation that would take place within these young females. They could go from lively, happy, and independent one year, to sullen and withdrawn the next. What was happening to their self-esteem? I wondered, why the drastic change? What could be done to support them? Could a support group be helpful? What issues do they deal with during this stage of development? I began to explore these questions by conducting research and interviewing administrators, line staff, and adolescent females who live in a rural Northern California county. The running consensus of the interviewees and research was that there is a definite need for this group to have intervention. With this knowledge, I began my pursuit of a successful intervention. I found this in the Girl's Circle model developed by Giovanna Taormina and Beth Hossfield, MFCC (Ostrowski, Silus, Hossfeld, and Taormina, 2000).

Statement of Need

The research indicates that how adolescent females learn to cope with self-doubt, peer influences, body image and messages from the media determines how they cope in life. The influences and skills they learn can determine the quality of their lives. In turn, this can have a profound affect on society as a whole. 

In a study conducted by Tiggermann (2001), it was determined that there is a “connection between adolescent girl’s sense of body dissatisfaction, self-esteem and eating disorders” (p. 133). Tiggermann (2001) questioned 306 adolescent females about their life concerns. Even though academics were the most highly rated, there was a significant emphasis on body image, which was linked to self-esteem. The study was to determine how our society’s social standards of beauty affect the self-image of adolescent females. This study investigated the relationship between television viewing and female’s self-perception. Tiggermann (2001) stated that an “emphasis on slimness and hours spent watching television emerged as unique predictors of self-esteem” (p. 134). 

In researching models of support, it was revealed in a study by Ostrowski, Silus, Hossfeld, and Taomina (2000) that the Girls Circle program “incorporates protective factors for girls that have been developed from the study by the American Association of University Women (AAUW), 1991” (p. 2). These factors include the importance of mentors for adolescent females. These mentors can offer caring and high expectations in relationship with adolescent females over time, they “provide girl groups in which identity development can be explored via discussion of topics such as their changing bodies and relationships” (Ostrowski et al, 2000, p. 2). 

Ostrowski et al's (2000) model provides training for facilitators to establish their own unique support group for females supported by data from the AAUW study. This model also emphasizes the importance to recognize feelings and emotions as well as the ability to make effective choices when it comes down to life concerns. This strong program supports adolescent females through creative activities and group discussions. The magnitude of a preventative support group for adolescent females who are at risk for negative body image, low self-esteem, and lack of assertiveness is evident in the literature findings. How these issues affect the growth and development of these young females is critical to the creation of a self-esteem support group. 

Description of the Intervention

A self-esteem group was created in order to support young females on concerns they may have. The concerns addressed included body image, role models, friendship, media influences, creativity, and self-awareness. The group developed was entitled "Girl's Together;" its main purpose was to bring awareness levels up on topics that concern adolescent females. This eight-week program was put into practice using methods from various resources. This program was set in an elementary school in rural Northern California. Seven female participants met after school once a week for two hours in length with one adult facilitator. 

Evaluation of the Intervention

After 8 weeks of group meetings, I have determined through surveys and participation of the individual females that this group was a success. Surveys were conducted before and after the intervention, using a Likert Scale. Questions ranged from "I can talk about my feelings" to "the way I feel about myself is very important." Growth in self-esteem was determined when these questions were answered in the affirmative after negative responses were received before intervention took place. Females that were not engaging in discussions at the beginning were eager to join in by the end. They enjoyed the creative activities and the designing of a community project that empowered them to reach out to the elderly. Through the process of interaction, creativity, and voicing their feelings, they were able to gain more awareness of self.

Reflections on the Project

Facilitating this group has been one of the most challenging experiences of my educational career. I have enjoyed it tremendously and value all that I have learned from these females as well as the process it self. To witness their self-discovery and hesitant self-love has been a life changing experience for me. Knowing that I had the ability to possibly influence their lives in some way became very rewarding and inspiring. 
Once trust was established, they blossomed into a cohesive group that grew together. I was a part of this group as the facilitator; this became one of the most critical elements that occurred for both the adolescents and me. They learned from me as I learned from them. I discovered that an adult listening and spending time with an adolescent female maybe the best self-esteem building tool of all. The memory of these young females will be with me throughout my life and I have grown from it. 

References

American Association of University Women, (1991). Shortchanging girls, shortchanging America. AAUW Educational Foundation Research, Retrieved January 28, 2001 from http://www.aauw.org  

Field, A., Camargo, C., Taylor, B., Berkey, C., Roberts, S., & Colditz, G. (2001). Peer, parent and media influences on the development of weight concerns and frequent dieting among preadolescent and adolescent girls and boys. Pediatrics, 107 (1), 54- 70.

Gutierrez, L.M., DeLois, K. A. & GlenMaye, L. (1995). Understanding empowerment practice: Building on practitioner-based knowledge. Families in Society 76, 534-543.

Muno, A., & Keenan, L. (2000). The after-school girls leadership program: transforming the school environment for adolescent girls. Social Work in Education, 22 (2), 116-130.

National Mental Health Association. (1997). Mental health and adolescent girls in the justice system. Retrieved September 28, 2001, from http://www.nmha.org/children/justice/girlsjj.cfm 

Ostrowski, N., Silus, A., Hossfeld, B. & Taomina, G., (2000) Girls and women growing together: Integrating university and community assets to develop girls’ groups. Advances in Gender Research, A JAI Series, University of Minnesota. Retrieved October 12, 2001 from http://www1.umn.edu/systemwide/indexsys.shtml 

Tiggermann, M., (2001). The impact of adolescent girls life concerns and leisure activities on body dissatisfaction disordered eating, and self-esteem. Journal of Genetic Psychology, 162 (2), 133-143.

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