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Uniquely ME! Guide for Facilitators

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Uniquely ME! Guide for Facilitators rogram P uniquely ME! guide for facilitators you can change the way you look or you can change the way the world looks at girls The Girl Scout/Dove Self-Esteem Girl Scout/Dove The uniquely me / turnkey curriculum INTRO GUIDE / PAGE 1 uniquely ME! The Girl Scout/Dove Self-Esteem Program Guide for facilitators what is uniquely me? Created by Girl Scouts of the USA and Unilever to address the critical nationwide problem of low self-esteem among adolescent and pre-adolescent girls, the uniquely ME! program is designed to foster positive self- esteem among girls, ages 8 to 17, in the United States and Puerto Rico. The program was launched in 2002 with a goal of reaching thousands of girls of diverse backgrounds within the first three years. In 2005, The Dove Self- Esteem Fund, which supports initiatives that help educate and inspire girls to embrace a wider definition of beauty, began to work through the Unilever Foundation to sponsor uniquely ME! directly. The program aims to address the challenges girls face in their daily lives, in addition to helping girls build a strong sense of self, develop healthy relationships and take care of their bodies and minds. how does uniquely me! foster positive self-esteem? uniquely ME! consists of a curriculum that integrates the latest research from the Girl Scout Research Institute (GSRI) and learning by doing. Four activity booklets, available in English and bilingual English/Spanish, guide girls through simple, but meaningful exercises which lead them to understand and build their self-confidence. The booklets target three developmental levels: uniquely ME! The Way To Be/Nadie Como yo! Una manera de ser for 8 to 10 year-olds, uniquely ME! Inside & Out and uniquely ME! The Real Deal for 11 to 14 year-olds, and Mirror, Mirror: Discover Your Inner Beauty for 14 to 17 year-olds. Uniquely ME! sessions are led by caring adult volunteers and include exercises about recognizing one’s strengths and best attributes, handling peer pressure, developing a positive body image, thinking critically about the influence of the media, developing healthy habits to take care of the body and mind, and identifying personal interests and core values. THIS UNIQUELY ME! GUIDE FOR FACILITATORS has been created for Girl Scout volunteers and staff in a variety of settings as well as school personnel and other adults interested in facilitating uniquely ME! sessions. The session design includes step-by-step activities based on uniquely ME! print resources and the outcomes of the Girl Scout Leadership Experience - they were developed from field-tested uniquely ME! exercises run at councils across the country. The activities in this guide can be used in troop meetings, to create a series of events, or provide a focus for Special Interest groups. The goal of uniquely ME! is to provide girls with opportunities to strengthen their self- esteem. Along the way, the exercises will help girls find their voice, challenge themselves, make friends, and have fun. uniquely me! turnkey curriculum INTRO GUIDE / PAGE 2 GUIDE TABLE OF CONTENTS intro guide TheGirlScouT research leaderShipexperience GettinG started Three Keys to 4 What is Self-Esteem? 7 11 Session Overview Leadership Experience 4 What Causes Low Self-Esteem? 12 Meeting Format 8 Processes that Support 5 Self-Esteem and Girls a Leadership Experience 13 Building a “Tool Box” 6 Self-Esteem and Leadership 9 Outcomes: Benefits to Girls 14 Facilitator’s Tips the sessions Girl scout Girl scout Girl scout senior/ Junior sessions cadette sessions ambassador sessions (Grades 4-5) (Grades 6-8) (Grades 9-12) SESSION one SESSION one SESSION one all about me! me, myself and i the real me SESSION tWo SESSION tWo SESSION tWo me and the media the “me” in the mind over media SESSION three media SESSION three me inside and out SESSION three dare to shine SESSION Four Serene Scene SESSION Four me and you SESSION Four myuniquely relationships, me / turnkey curriculum INTRO GUIDE / PAGE 3 truth and myself consequences GUIDE research what is self-esteem? According to the National Association for Self-Esteem*, someone who possesses self-esteem feels capable of meeting life’s challenges and also feels worthy of experiencing happiness. Individuals with high self-esteem can be what causes low characterized by the following traits: self-esteem? • Tolerance and respect for others There are many potential causes for low-esteem** • Ability to accept responsibility for their actions - the following are a few of the more common reasons that people develop low self-esteem: • Having integrity • Believing the negative and hurtful words and • Taking pride in their accomplishments actions of others • Being self-motivated • Living with people who did not or do not love • Willingness to take risks and respect themselves • Being capable of handling criticism • Having negative thoughts about performance, • Being loving and lovable looks, family income level and I.Q. • Seeking the challenge and stimulation of worthwhile goals • Being under or over-protected as a child • Wanting to take control of their lives • Not being taught “I am good and of value and loved no matter what” Self-esteem can reveal itself many ways – through creative • Doubting the love of one or both parents (the esteem, athletic esteem, personality esteem, relationship absence of parents also hurts) esteem and of course, body esteem. Self-esteem means • Being punished without ever being taught to having confidence in oneself, in addition to being capable of separate self from bad behaviors feeling self-satisfaction. It is important to note that a strong • Being compared to others or to perfect standards sense of self esteem is based on values and self awareness that cannot be met with regard to others as opposed to a “false bravado” that • Thinking that “you” are your possessions, often contributes to bullying behaviors. clothes, car, grades, job, looks, or I.Q. “The True Meaning of Self-Esteem,” Robert Reasoner, National Association **“Empowering Teens To Build Self-Esteem,” Suzanne E. for Self-Esteem 2000. Harrill, M.Ed. 1993. uniquely me! turnkey curriculum INTRO GUIDE / PAGE 4 self-esteem and girls Low self-esteem is pervasive among pre-adolescent and adolescent girls in the United States. Research conducted by organizations including the Girl Scout Research Institute (GSRI) and The Dove Self-Esteem Fund (DSEF) demonstrates that eating disorders and risky behaviors such as smoking and drinking are often associated with low self-esteem. This research also reveals the alarming reality that self-esteem issues affect every aspect of a girl’s life: REALITY VS. PERCEPTION Low self-esteem significantly impacts girls’ overall feelings about their own beauty: • 71% of girls with low self-esteem feel their appearance does not measure up – they report not feeling pretty enough, thin enough or stylish/trendy enough (compared to 29% of girls with high self- esteem). • 78% of girls with low self-esteem admit that it is hard to feel good in school when you do not feel good about how you look (compared to 54% of girls with high self-esteem). • A girl’s self-esteem is more strongly related to how she views her body shape and weight, than to how much she actually weighs. 7 in 10 girls believe they are not good enough or do not measure up in some way, including based on their looks, performance in school and in their relationships with friends and family members. • 62% of all girls feel insecure or not sure of themselves. • 57% of all girls have a mother who criticizes her own looks. • The top wish among girls is that their parents would communicate better with them – including more frequent and more open conversations about what is happening in their own lives. uniquely me / turnkey curriculum INTRO GUIDE / PAGE 5 Girls with low self-esteem are significantly more likely to engage in negative behaviors: • 75% of girls with low self-esteem reported engaging in negative activities such as disordered eating, cutting, bullying, smoking, or drinking when feeling badly about themselves (compared to 25% of girls with high self-esteem). • 25% of teen girls with low self-esteem practice disordered eating, such as starving themselves, refusing to eat, or over-eating and throwing up when they are feeling badly about themselves (compared to 7% of girls with high self-esteem). • 25% of teen girls with low self-esteem resort to injuring themselves on purpose or cutting when they are feeling badly about themselves (compared to 4% of girls with high self-esteem). • 61% of teen girls with low self-esteem admit to talking badly about themselves (compared to 15% of girls with high self-esteem). “Real Girls, Real Pressure: A National Report on the State of Self-Esteem” commissioned by the Dove Self-Esteem Fund, 2008. they are not good enough or do not measure up in some way, including based on their looks, performance in school and in their relationships with friends and family members. Self-Esteem and Leadership According to research done by the Girl Scout Research Institute (GSRI), self-esteem and self confidence are fundamental elements girls need to become leaders. Based on data from a GSRI online survey done in 2007, girls overwhelming agree that good leaders possess the following three qualities: 1 A positive attitude (86%) 2 The ability to listen (85%) 3 Confidence (84%) These qualities will help girls navigate and cope with a range of personal and social situations, as well as enhancing their overall Girl Scout Leadership Experience. In Change It Up! What Girls Say About Redefining Leadership, (GSRI 2008), research indicates that the most influential factor in a girl’s desire to actively pursue leadership is confidence in her skills and competencies.
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