TEENAGE SOCIAL RELATIONSHIPS: Effect on Social Adjustment This social isolation hinders the Literature Review development of establishing friendships High school females often maintain Yolandria Wyche and experiences such as attending the friendships they developed in elementary Taliaferro County Schools high school dances and participating in and middle school. They continue these Dr. James Todd McGahey, Ed. D, LPC, NCSC clubs and extra-curricular activities. Many friendships in high school and at times Jacksonville State University students are not learning the proper social these bonds may be closer than their Dr. Marvin Jenkins, Ed.D., S-LPC skills needed for relating to their peers. immediate family relationships. Often at Jacksonville State University In order to identify the problem is first this age, many high school age students imperative to ascertain what types of have some type of conflict with their social cliques that exist within the school parents as they seek independence and TEENAGE SOCIAL RELATIONSHIPS: Effect on Social Adjustment setting. Lakeside High School serves 2335 acceptance. Indeed, adolescents report students in grades 9-12 and is located engaging in at least one disagreement with in a predominantly upper middle class close friends every day (in contrast to three suburban community serving students to four daily disagreements with parents; from the Northlake area of the DeKalb Laursen & Collins, 1994). Higher levels of County School District. The student body conflict in friendships have been linked to is composed of 34% White, 27% Black, greater loneliness (Ladd, Kochenderfer, Abstract Introduction 32% Latino, 7% Asian and 1% other & Coleman, 1996; Parker & Asher, 1993) High school female students often have In many high school settings, various social racial groups including Native Americans. and greater aggression (Adams & Laursen, challenges transitioning to high school. groups exist that may often be referred to The subjects of this particular study are 2007; see also Burke & Laursen, 2005, for There are many possible obstacles that as adolescent cliques. These cliques may 9th and 10th grade female students. similar findings). However, similar to studies exist but some female students may have a deeper meaning which essentially The advisory committee consists of the of parent-adolescent conflict, several experience difficulties with maintaining may represent a hierarchy of the social administrators over discipline, social worker studies have failed to find connections interpersonal relationship with their status within the culture of the school. One and the professional school counselor. The between conflict between friends and female peers. It is very common for high of the popular groups has been termed as counselor will be responsible for running various indicators of adolescents’ social school settings to have various types of “Queen Bees” this name was popularized the small group. The study is important adjustment (e.g., Demir & Urberg, 2004). social cliques that exist. In some instance by Rosalind Wiseman. Wiseman is a former because it is vital to try and improve female Due to these particular research findings, it is difficult for female students to gain teacher and wrote this provocative book peer relationship dynamics and thus other factors should be considered when acceptance within these particular social entitled “Queen Bees and Wannabees” in reducing potential disciplinary actions that determining possible traits that might exist groups. This challenge leaves some female 2002. She addressed the concern many may occur. within high school female students and students feeling socially isolated and can girls face in seeking social acceptance in maintaining positive social adjustment. have various effects. For some students the school setting. There exist various social cliques within the idea of being popular or part of the the school setting and the female cliques It is a normal behavior and expectation to “in crowd” is paramount. The inability As a result of the female cliques that are are prevalent and at times difficult which see high school females having at least to successfully develop healthy peer formed it often creates an environment that lead to some challenges. The challenges one peer friendship with another female relationships can also involve instances of fosters relational aggression in the young that exist within the girls may often lead student. Participant perceptions are a relational aggression. Professional school ladies. Some of the females face ostracism to disagreements and at times fights. strong predictor of individual well-being, counselors can work to address these from the very girls that they are trying to The bad behavior is often addressed by but friends may have differing views about areas of concern through the development befriend because of their style of dress, the administrator of discipline and often positive and negative features of their of small group counseling with strategic hair and makeup. Due to the mean girl consults the professional school counselors relationship (Rubin, Bukowski, & Parker, goals for the female students. Overall, behavior exhibited some girls might find it to help mediate the conflicts between the 1998). Unfortunately, high school females the goal is to help the high school female difficult to develop healthy and appropriate girls. This is done as an effort to practice may unwillingly engage in friendships that students improve their overall self-concept peer relationships leaving them feeling restorative justice. may be deemed as harmful and negative. and improve peer relationships. socially isolated in the school environment. Often these friendships are riddled with what is considered “girl drama” and

34 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 35 jealousy and betrayal. On the other hand viewed as all being equal. Friends Wright, 2010; Jose, Wilkins, & Spendelow, between people who use physical forms a positive friendship would be defined differ along dimensions such as notably, 2012; Rose, Carlson, & Waller, 2007; of aggression and those who use more by the exact opposite qualities. The traits by adolescence, friends are common Smith & Rose, 2011; Stone, Hankin, Gibb, indirect or relational forms of aggression exhibited are often loyalty, trust, support, recipients of disclosure and central sources & Abela, 2011). Both sexes form social (Marsee, M.A.; Frick, P.J.2007). Although encouragement and other positive traits. of social support (Bagwell & Schmidt, structures that lead different members to girls and boys may not differ in the overall There is considerable overlap in friends’ 2011; Rubin, Bukowski, & Parker, 2006). assume specific roles and characteristics. use of relational aggression they may differ perceptions of these relationship qualities. For example, in a female group (as seen in how damaging this use of aggression Children report the greatest congruence in In fact, research on friendships has in the movie) the one with the power is is to their peer relationships (Card, N.A.; perceptions of positive friendship qualities, identified a variety of ways that friends like the “Queen Bee” with a contingent Stucky, B.D.; Sawalani, G.M.; Little, T.D., whereas adolescents report the most respond to one another’s talk about of followers. Her friends do what she 2008) Girls who used high levels of congruence in perceptions of negative personal problems (see Glick & Rose, wants, she is charming when she wants relational forms of aggression showed friendship qualities (Furman, 1996; Parker 2011; Leaper, Carson, Baker, Holiday, & to be, she’s manipulatively affectionate, the worst adjustment problems; this was & Asher, 1993). Myers, 1995; Rose & Asher, 2004). and she takes no responsibility for hurting notwithstanding the level of physical another’s feelings, and defines right and aggression they displayed (Marsee, M.A.; There is evidence that positive friendship Many of the possible responses to friends’ wrong by the loyalty or disloyalty shown Frick, P.J.; Barry, C.T.; Kimonis, E.R.; qualities are associated with adolescent disclosures can be conceptualized as to her. She is usually the one who decides Centifanti, L.C.M.; Aucoin, K.J. 2014). school involvement and academic positive engaged responses. For example, who should be the victim. Relational For girls, then, a high use of relational achievement, and that negative friendship responses such as offering support or aggression negatively impacts “mirroring” aggression for multiple purposes qualities are associated with adolescent agreement, asking a question, sharing - a peer group’s reflected reaction to an (retaliatory and for personal gain) may behavior problems (Berndt & Keefe, 1992; a related experience, offering relevant individual. Caught in the web of punishing demarcate girls who have problems Loeber, Farrington, Stouthamer-Loeber, information, giving advice, or simply aggression by peers, a young person’s maintaining satisfying and prosocial & Van Kammen, 1998). These findings acknowledging the friends’ statements internal sense of self becomes diminished relationships with others. For example, have focused exclusively on self-reports of all indicate positive engagement in the and felt as being “a loser” - “a reject” girls who used high levels of relational predictor and outcome variables, raising conversation. However, not all responses and “not as good”. Self-esteem is low aggression showed low levels of caring concerns that shared reporter variance are supportive, and some can be classified and feelings of insecurity may persist and empathy toward others, characteristics may inflate the magnitude of associations as negative responses, such as changing throughout life. What is also affected is the associated with a callous-unemotional between friendship quality and adolescent the subject, minimizing the problem, ability to trust as an adult and to be free (CU; i.e., lack of remorse or empathy, adjustment. Although there is general saying something explicitly nonsupportive, to be open to close relationships. A recent callous use of others, shallow or deficient agreement that shared perceptions of or even remaining silent. Companionship, development in social aggression is cyber emotions) interpersonal style (Stickle, friendship should promote individual aid, security, and closeness (Bukowski, bullying, acted out by both sexes. In this T.R.; Marini, V.A.; Thomas, J.N., 2014) adjustment (Buhrmester & Prager, 1995), Hoza, & Boivin, 1994). In fact, considerable type of aggression, the perpetrator uses Adolescent girls who gossip and work outcomes associated with positive and research indicates that girls disclose social networking tools - email, Facebook, to ruin relationships by freezing people negative views of adolescent friendship to friends more than do boys (Rose Twitter, Instagram and Snapchat - to inflict out may show adjustment problems, but have yet to be identified. & Rudolph, 2006). Although fewer damage, particularly the spreading of also, this may depend on their reasons studies specifically focus on talking socially harmful rumors of others. for using relational aggression. Relational Females that have expressed at least about problems, the studies that do also aggression, on its own, may be particularly one good friendship may also have very indicate that girls disclose to friends about Recent reports of several suicides by important to look at in girls, because these low behavioral problems. Friendships problems more than boys (Glick & Rose, young adolescents who were targeted aggressive tactics appear to negatively are critically important to adolescent 2011; Rose & Asher, 2004). speak to the damaging power of this affect girls more than they affect boys. development, providing validation and kind of aggression. Adolescent girls often camaraderie, insight and emotional Moreover, research regarding co- perpetrate aggression by gossiping and Relational bullying can be harmful to an support, instrumental assistance and rumination in friendship, or friends spreading rumors about others, attempting adolescent girls’ mental health. According social skills training (Vitaro, Boivin, & extensively discussing and rehashing to ruin relationships and manipulating and to Fanning (2002), and Muscari (2002), Bukowski, 2009). All friendships should problems, indicates that girls communicate excluding others. For the past few decades, relational bullying has been proven to harm not be considered to be the same or more than boys (e.g., Hankin, Stone, & research has also looked at the differences girls’ mental health and future emotional

36 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 37 welfare and can lead to anxiety disorders Researchers of aggression and bullying that high school females engage in are females that display aggression is now on and depression. Recent research rarely reviewed females because not necessarily healthy or beneficial. the rise. Researchers also suggest that studies reveal that bullies and victims have the original thought was that only males The friendships either involve negative there is a correlation to aggression and poor psycho-social health. Craig (1998) were aggressive (Gomes, 2007). Snyder, or positive traits such as loyalty and trust violent crimes. Interestingly, females who and Smith (1991) state that bullies are Sickmund, & PoeYamagata’s (1996) study as well as negative traits such as “girl were the victims of relational aggression more aggressive, antisocial, and impulsive. shows that in the United States, girls drama” which can negatively impact seemed to have justified the unhealthy On the other hand, victims are more under 18 years of age being arrested the friendship. Moreover there is some behavior that was displayed towards them. passive, anxious, and mistrustful (Craig, for violent crimes have increased 125% evidence to support the idea that positive Overall, it is very imperative for high school 1998; Olweus, 1993; Schwartz, between 1985 and 1994. This reflects a friendship qualities enhance a female’s females to learn how to properly developed McFayden-Ketchum, Dodge, Pettit, & consequential rise in rates for girls being school experience. This evidence is mainly and maintain positive female social Bates, 1998). arrested for aggravated assault (134% for based on student’s self- reporting of relationships. girls versus 88% for boys) and “simple” this information. Females report if they Relational aggression is more prevalent assault (141% for girls versus 102% are able to maintain at least one good Method in girl adolescents than boy adolescents. for boys), (Moretti, Holland, & McKay’s, friendship are more likely to have very There are a number of young ladies There has been a growing awareness 2001). This research is built from studies few behavioral problems within the school who have expressed social isolation and that aggression in relationships can be a of relational versus overt aggression in setting. It is important to note that not all the inability to make friendships with compelling concern for girls in the past few girls and boys and gender differences in female friendships should be considered the other female students. This leads to years (Arts, 1998; Hoyt & Scherer, 1998). aggressive behavior. Teenage girls who the same. According to the research, a sadness, insecurity and low self-esteem Aggressive behavior is prominent among have aggressive behavior tend to use major component of female friendships for the students. These students often the complicated interactions of social, aggressive acts as a way to get revenge is the ability to disclose. Another key become withdrawn and may even develop cognitive, emotional and biological factors or to relieve boredom. In Paquette & characteristic of some female friendships is absenteeism as a method of escape and (e.g., Boxer & Dubow, 2002; Tisak et al., Underwood’s (1999) study, adolescents corumination. Corumination is considered avoidance. The most severe cases are 2006). were asked to reflect why they might have a relatively new term that describes a those young ladies who develop social been the victim of relational aggression frequent and obsessive discussion of a anxiety and lack of desire in school A number of studies have shown that the and the answer mentioned most was that problem or negative opinions. attendance. In seeking efforts to support most common form of aggression among the aggressor was trying to get revenge or these students the professional school girls is relational aggression. According make them mad. Two more broad answers Relational aggression is also prevalent counselors have discussed developing to Cummings, Hoffman, and Leschied appeared when they asked teenage girls among some female friendships. Generally, an intentional small group to address (2004) relational aggression is defined why a fictional character described in a some females will assume a power role the challenges of social adjustment as: …manipulation of other with the goal story engaged in relational aggression. The in the relationship and this causes an and to encourage the girls to develop of causing harm to the relationship and teenage girls said that it was something imbalance because the aggressor will the necessary tools in cultivating and the victim through behaviors such as: fun to do to ease boredom, and the second target the victim. The victim will offer maintaining healthy peer relationships. (a) excluding a girl from a social group, answer had to do with creating jealousy, suffer with low self-esteem. Social media (b) gossiping about another girl so that seeking attention, revenge, self-protection, has played a major role in relational The professional school counselors will other girls will reject her, or (c) threatening and inclusion in a group involving aggression. The aggressor may post mean review their caseload for potential female termination of a friendship unless a girl friendship (Reynolds & Repetti, 2010). comments about the victim or spread false students to target and also seek the does what the aggressor wants (p. 286). Relational aggression can be both overt rumors about the victim. This behavior referrals from the teachers as well. The According to Horne, Stoddard and Bell and subtle. often causes conflict within the school administrators will also be allowed to refer (2007) the effects of aggression is no less setting. Various cases of cyberbullying female students that they deem suitable to dangerous as those effects of physical Many high school females begin forming have been directly linked to young people participate in the small group. violence. Research and statistics indicate friendships that begin as early as committing suicide some of which who female aggression is on the rise. There elementary or middle school. Although recorded the event on social media. It has been agreed upon that the small is not extensive research or information the friendships are meaningful they often Overall, relational aggression may be group will run in two sessions. The group readily available on female bullies. involve some type of internal conflict. displayed more in females than their male will be composed two groups which include There are times when the friendships counterparts. Research has shown that one for 9th and 10th grade girls. The group

38 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 39 will be held during 4th period which is the Table 1 friendships. The survey measure also complete an initial icebreaker. The students longest period of the day. The students will Select Demographic Characteristics of 9th contains questions about overall self- will take the letters of their first name and be given a permission form which must be Grade Female Participants concept. Lastly, the survey measure the use each letter to describe themselves. The signed in order to participate. The group females’ attitudes about handling conflict icebreaker is devised to help establish a will run for 6 weeks at a time and will Student Age Ethnicity Behavior/ with others. The survey was created using rapport for the members. The professional rotate new girls upon the completion of the Attendance a Likert scale with answers that range counselor will allow the female participants group as deemed necessary. The title of 1 14 African No referrals from strongly agree – strongly disagree. to establish group ground rules that will the girls group will be called CHICK Chat. American The responses could possibly range from be used during each session of the group. 2 15 Hispanic One referral all strongly agree to all strongly disagree. The ground rules will be written down All potential subjects will be issued a 3 15 Caucasian 5 unexcused Female participants were allowed to and posted in the group sessions. The absence parent/guardian consent form to participate complete the initial pre data survey. The professional school counselor will also 4 14 Hispanic 3 unexcused in the group. Students are required to absences survey was completed in the computer review the importance of confidentiality return the signed consent form in order to 5 15 African Two referrals lab. All participants were notified that the and situations or scenarios in which other participate in the group. A copy of the letter American survey would be completed via google docs adults may have to be informed. will also be emailed to the parent/guardian. 6 16 Hispanic 7 unexcused and all responses would be anonymous. If the form is not returned within a few days absences The questionnaire is listed below in table 3. During the second session the group will a follow up phone call will be made to the 7 15 Caucasian None review the ground rules established in the parent/guardian to ensure that the forms 8 14 Multiracial None Table 3 Pre-Survey Items first setting. The group will discuss the are returned in a timely manner. topic of the session which is friendships. Table 2 CHICK Chat Pre-Survey The female participants will be allowed to There are 16 female participants who will Select Demographic Characteristics of 10th 1. I have a positive attitude towards myself. write down and discuss a recipe for a good participate in the small group CHICK Chat. Grade Female Participants 2. I often experience loneliness. and bad friendship. The friendship recipe The participants were selected based 3. I have a number of good qualities. for both friendships will be discussed. The on counselor and administrative referral. Student Age Ethnicity Behavior/ 4. I am a good friend. participants will be allowed to discuss how The participants all returned the parent/ Attendance 5. I am happy with the number of either friendship has had an impact on guardian permission form and agreed 1 16 Hispanic 2 friendships that I have. them. The professional school counselor to participate in the small group. The 2 15 Caucasian 4 absences 6. I am happy with the quality of friendships will encourage the participants to focus on participants’ ages range from 14 – 16 3 15 African None that I have. selecting positive traits such as honesty, years of age. The ethnicities of the girls are American 7. I trust my friends. loyalty, trust, respect and other traits when Caucasian, African American and Mexican. 4 15 African 1 referral 8. I am able to express my feelings without both choosing and becoming a friend. American The participants in this group can not hurting others. 5 16 Caucasian None necessarily be used as a generalization of 9. Social media has an impact on my During the third session of the group there female friendships as well as the results. 6 16 Hispanic 3 absences friendships. will be a discussion on communication 7 15 African 1 referral The female participants that were selected American 10. I am able to effectively communicate and how to communicate effectively to for the small group but did not participate and express myself to others. others. Female participants will be allowed 8 15 Hispanic 4 absences were solely those female students who did 11. I know how to effectively handle to journal write about a situation where not return the required permission form for conflict with my female peers. they disagreed with a friend if possible. Measure participation. “The use of these referred 12. It is important for me to develop female The students will be given 10 minutes. Attitudes towards overall female friendship students as participants in this study friendships in high school. The female participants will be allowed to was measured using a questionnaire greatly restricts the generalizability of the discuss journal writings. During the fourth developed by the professional school results.” During the initial session of the groups the sessions the professional school counselor counselors for this particular study. The professional school counselor will discuss will review positive traits and qualities pre assessment survey includes 12 the purpose of the group. The professional that the participants have agreed upon as questions. The survey measures the female school counselor will allow the female important in developing friendships. The participants’ attitudes and thoughts about participants to introduce each other and students will also discuss how gossip and

40 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 41 rumors may have an impact on female a small box (friendship tool box) and they students’ willingness to return the required negative attitudes towards themselves. friendships. The female participants will will use index cards to create friendship permission forms. The administrators were The other survey responses that presented be introduced to “Think before you speak tools to put in their tool box. The tools will concerned with developing strategies areas of concerns were the ability or or post.” Think – is an acronym True – include items they have learned from the and interventions that would be able to inability to express their feelings without Helpful- Important – Necessary- Kind. group sessions. improve school attendance and also reduce hurting others. The female participants will review 4 possible conflicts that exist within females. scenarios related to gossip and rumors The intentional intervention is to offer the The initial session of the group allowed and discuss the importance of the Think group as a means to help 9th and 10th The group participants were initially given a the girls to meet one another and to acronym. The female participants will female grade students in developing at pre-test survey. The results are as follows: establish ground rules to be used within view social media posts and how words least one healthy friendship. It is also 1. I have a positive attitudes towards the group. All of the participants displayed have the power to hurt others and cause important as an intervention to reduce myself. Yes – 72 % no 8% and maybe a positive attitude towards the other conflict. possible incidents of relational aggression 20% girls. Although some of the girls were displayed that may result in discipline 2. I often experience loneliness. Yes – aware of one another no one in the group During the fifth session of the group referrals. The female participants will 42% no 15% and maybe 43% considered themselves to be friends with student will focus on how to deal with be monitored while participating in the 3. I have a number of good qualities. Yes one another. In general, the participants conflict in a positive manner. The students group and afterwards. Data on the female 91% no 9% maybe. chose qualities that they believe are will learn how to use I feeling statements. participants overall grades, attendance and 4. I am a good friend. Yes 74% maybe necessary for friendships. Such qualities The students will also focus on how behavior will be monitored and reviewed 26% included honesty, trust, loyalty and respect. to listen to others and how to coping while the group is occurring and also once 5. I am happy with the number of The group participants openly discussed mechanisms when anger is triggered. the group ends to see if there is a long friendships that I have. Yes 78 % no some of the challenges experienced with Female participants will watch brief clips term effect of participation. Teacher and 13% and maybe 9% their respective friends. One particular of female reality shows which displays administrator observations will also be 6. I am happy with the quality of participant openly discussed her anger negative behaviors. Female participants taken in to consideration in determining friendships that I have. Yes 81% no 4% issues and how it affected her friendships will discuss clips and how to effectively group effectiveness. and maybe 15% at times. The young ladies listened resolve conflict. 7. I trust my friends. Yes 51% no 6% attentively and showed support towards Under the ASCA Model, when collecting maybe 43% the participant and offered suggestions for During sixth and final session – the data for running a small group is important 8. I am able to express my feelings without improving future challenges. female participants will take the post to assess data from the process to hurting others. Yes 51% maybe 15% survey same survey at the end of the perception and then outcome data. The no 34% The next session involved the participants session. Female participants will discuss goal is to enhance the perception of female 9. Social media has an impact on my examining both ineffective and effective self- esteem and overall self-concept. friendships and thereby assessing the friendships. Yes 56% maybe 44% communication techniques that females The female participants will discuss outcome data to determine if an overall 10. I am able to effectively communicate may use with one another. The participants the importance of thinking positive of change has occurred in female participants and express myself to others. Yes 50% viewed a couple of YouTube video clips themselves as well as speaking positive developing and maintaining at least one no 20% maybe 30% from the movie Mean Girls. The movie words about themselves. The female healthy female friendship. 11. I know how to effectively handle provides relative content for the group’s participants will also review the definition conflicts with my female peers. Yes discussion and focus. The participants were of empathy and kindness towards others. Results 45% no 25% maybe 30% introduced to journal writing which is an The students will go to the white board Overall, the development of the small group 12. It is important for me to develop female effective way to express and process their and allow the other female participants for girls has been considered positive. friendships in high school. Yes 85% feelings and experiences. The participants to write at least one positive word or trait The young ladies benefited from the maybe 15% were encouraged to use the journals on a that they observe about one another. intentional interventions and appeared to daily basis and would be allowed to share Each of the participants will complete have enjoyed the new connections formed The pretest survey was insightful and their entries with the group if they desired. the activity. The female participants will with their peers within the small group. necessary to gain initial data of the The participants also shared various review all of the components of each As discussed earlier, the young ladies thoughts and perceptions of the female challenges that they experienced with session. Each participant will be given were selected based on referrals and the participants. Some of the females reported social media. The participants discussed

42 | 2017 Georgia School Counselor Association Georgia School Counselor Association 2017 | 43 the most popular social media apps used Initially, the young ladies seemed a little to be some hesitancy on the girls feeling regard overall. The young ladies seemed to were Instagram and Snapchat. Many of nervous and apprehensive. The girls used comfortable to discuss the topics with one have benefited from the additional support the participants discussed the conflicts positive words such as brave, beautiful, another. However, after ground rules were of setting goals to improve their behavior that arose as a result of what could be nice and funny. The girls all seemed to be established and the girls completed the as well as their academic performance. considered mean or inappropriate posts. empowered by the affirmations and were ice breakers they seem to become more They were now exposed to various college encouraged to write daily affirmations. comfortable with one another. options and how disciplinary actions may The fifth session began as a review of the be brought to question when they apply to topics that were discussed in the group. Summary Overall, the pre survey seemed to be college. The participants presented as receptive The goal of the particular group was to honest and reflective about the initial and eager. One of the participants address possible relational aggression that responses based on the mindsets of the The committee felt that ongoing support disclosed that she blocked several of was being displayed with certain females. young ladies. Early on it appeared there to these young ladies could be addressed the people she had been connected with The Advisory committee comprised of were some young ladies who were more by participating in either a mentorship on Instagram and her “IG drama was administrators and professional school comfortable than others in disclosing or program or joining My Sister’s Keeper over.” The participants viewed a brief clip counselors met to discuss ways to combat discussing the various topics. It took some which is a newly formed group for young about the negative effects of reality TV potential discipline referrals and overall others a little longer to feel comfortable. ladies. During President Barack Obama’s and its depiction of women. Most of the conflict that was occurring with targeted Interestingly enough the girls appeared to presidency, the group My Brother’s participants agreed that they don’t like students. It was important to demonstrate be eager to support one another and at Keeper was established. It was designed the violence amongst females that they and emphasize the importance of the times encouraging as well. to address opportunity gaps that young see on TV. However, all of the participants female students displaying positive regard men may face and ensure that the young report that they have seen at least one towards one another, and also placing The results of the post survey appeared to men reach their full potential. The female reality show involving women and some emphasis on improving their overall be valid as well. The advisory team seemed component is My Sister’s Keeper both enjoy watching shows such as Love and academic performance. It is vital that the to be in agreement that the development groups were established in my school Hip Hop. The viewed clip involved a conflict young ladies realize the importance of of the small group displayed some district. This group has been established with two of the characters. The participants maintaining a good academic standing and effectiveness. The group sessions allowed this year for girls and it was suggested by discussed how this could have been better its relationship to post-secondary goals. the young ladies to discuss an array of the committee for the young ladies to gain handled. The participants were introduced topics which was very revealing and telling participation in the group. The groups allow to “I” statements as a strategy. The The participants were allowed to have a about their overall self-concept and the students to participate in college visits and participants were able to practice scenarios brief discussion about the lessons from need to feel affirmed in a safe space. Many fairs and helps guide them to develop short with a partner using the “I” statements.” each of the sessions. The girls created of the young ladies exhibited individual and and long term goals for academic success. They were encouraged to continue to add their friendship box of the attributes they collective struggles in their own identity. these new tools to their journals. required for positive friendships including There was a common thread of the need In general the committee was pleased how to be good to yourself. The celebration for acceptance and also the importance with the outcome of the small group and The final session of the group was a review of the six week experience including pizza of seeing themselves in a positive light. believe that the girls showed progress from of the various topics that were discussed and cupcakes. The girls enjoyed the ending The challenges lie in the negative effects the initial meeting to the final session. It previously. Overall, the participants stated of the group. The girls were encouraged of social media and the relationship it now was suggested that there could possibly that they felt the group was worthwhile. to seek out support when needed for has on one’s self esteem. The young ladies be rotating groups for female students The results indicated, the females felt they themselves. Initially, it was undetermined became aware of the alarming statistics identified as in need of additional support. felt better about themselves through the how the young ladies would respond to about the increasing rates of depression in It might be also beneficial to establish or discussions and also that their conflicts participating in the group. One of the major young ladies as a result of social media. gather incentives for the young ladies who had decreased. The participants were led dynamics of a small group is ensuring that make sufficient progress and to reward in an exercise about Positive Affirmations the girls would develop a positive rapport There were a lot of interesting points them for improvement in behavior or that they can utilize. The participants were with one another in order to work on the that came out as a result of the group academic progress. In speaking with some enlisted to take turns going to the smart determined goals. discussions. The young ladies were given of the faculty members they agreed to take board and having the other young ladies an opportunity to have more one on one on the role of mentors for students who choose positive words about the individual. At the start of the group there appeared attention which resulted in a positive were in need. This will also help to support

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