The document describes the Girl Scout/Dove Self-Esteem program called "uniquely ME!". The program was created to address low self-esteem among girls ages 8-17. It uses a curriculum and activity booklets to help girls understand and build their self-confidence. The activities are led by volunteers and aim to help girls develop a strong sense of self, healthy relationships, and take care of their mental and physical health. The accompanying guide provides tips and activities for volunteers to foster positive self-esteem in girls through the Girl Scout leadership experience of discovering themselves and connecting with others.
- Social loafing depicts individuals putting in less effort when working in a group compared to individually. The student tends to perform better and get better grades on individual assignments versus group projects.
- There are various social psychological perspectives that help explain why students experience stress, such as sociocultural, evolutionary, social cognitive, and social learning perspectives.
- Social cognition concepts like confirmation bias and self-fulfilling prophecies influence our perceptions and expectations of ourselves and others in socially interactive situations.
SOC 463/663 (Social Psych of Education) - Academic Self-ConceptMelanie Tannenbaum
This document discusses academic self-concepts, including self-esteem, self-complexity, and self-efficacy. It notes that academic self-concept is the best predictor of achievement. While self-esteem is commonly believed to be important, evidence suggests only a small link between self-esteem and academics. Having a complex self-identity with multiple non-overlapping domains can buffer against failure in one domain. Self-efficacy, which is domain-specific confidence in one's abilities, is connected to greater effort, strategic choices, and goal-setting in academics. The document questions whether programs should aim to raise academic self-esteem or self-efficacy.
Michael Parent explores his leadership style through various personality tests and reflections on influential leaders. He identifies with quiet, principled leaders who lead from strong core values rather than ambition. As a Catholic school principal, he approaches his role as a mission to help students in need. He practices humility in leadership, admitting weaknesses and valuing staff input, in order to serve rather than dictate. Blogging helps him reflect on decisions and communicate transparently with parents and colleagues. With self-awareness of limitations and an evolving leadership approach, he feels liberated to focus on growth.
People hire life coaches to help them change things they are unsatisfied with in their lives. Coaches begin by helping clients develop self-awareness - looking at issues from different perspectives so they understand what direction they need to move in. Self-awareness involves reflecting on strengths and weaknesses, likes and dislikes, dreams and fears to gain an honest understanding of oneself in order to make positive changes. Developing self-awareness is key to improving self-esteem and personal growth.
The document discusses different factors that can contribute to low self-esteem in individuals at various stages of life. It describes examples of a talented teenage girl, a young engineer, a quiet conforming child, and teenagers who crave expensive items to gain a sense of self-worth. For each, it outlines a limiting belief developed from childhood experiences, the resulting symptoms of low self-esteem, and potential outcomes. The document emphasizes that self-esteem needs to be nurtured throughout development, and traces how positive interactions with parents and others from infancy can help children build confidence and a positive self-image.
This document discusses building positive self-concept in children. It states that self-concept develops from birth through preschool years and includes a child's self-image and self-esteem. Young children view everything from their own egocentric perspective and feel approval or disapproval directly impacts their abilities. The document emphasizes that acceptance of self and others is essential for positive self-concept development. It advises teachers to accept each child unconditionally through their attitudes and behaviors in order to help children accept themselves.
Self-esteem is “the attitudinal, evaluative component of the self; the affective judgments placed on the self-concept consisting of feelings of worth and acceptance which are developed and maintained as a consequence of awareness of competence and feedback from the external world
- Social loafing depicts individuals putting in less effort when working in a group compared to individually. The student tends to perform better and get better grades on individual assignments versus group projects.
- There are various social psychological perspectives that help explain why students experience stress, such as sociocultural, evolutionary, social cognitive, and social learning perspectives.
- Social cognition concepts like confirmation bias and self-fulfilling prophecies influence our perceptions and expectations of ourselves and others in socially interactive situations.
SOC 463/663 (Social Psych of Education) - Academic Self-ConceptMelanie Tannenbaum
This document discusses academic self-concepts, including self-esteem, self-complexity, and self-efficacy. It notes that academic self-concept is the best predictor of achievement. While self-esteem is commonly believed to be important, evidence suggests only a small link between self-esteem and academics. Having a complex self-identity with multiple non-overlapping domains can buffer against failure in one domain. Self-efficacy, which is domain-specific confidence in one's abilities, is connected to greater effort, strategic choices, and goal-setting in academics. The document questions whether programs should aim to raise academic self-esteem or self-efficacy.
Michael Parent explores his leadership style through various personality tests and reflections on influential leaders. He identifies with quiet, principled leaders who lead from strong core values rather than ambition. As a Catholic school principal, he approaches his role as a mission to help students in need. He practices humility in leadership, admitting weaknesses and valuing staff input, in order to serve rather than dictate. Blogging helps him reflect on decisions and communicate transparently with parents and colleagues. With self-awareness of limitations and an evolving leadership approach, he feels liberated to focus on growth.
People hire life coaches to help them change things they are unsatisfied with in their lives. Coaches begin by helping clients develop self-awareness - looking at issues from different perspectives so they understand what direction they need to move in. Self-awareness involves reflecting on strengths and weaknesses, likes and dislikes, dreams and fears to gain an honest understanding of oneself in order to make positive changes. Developing self-awareness is key to improving self-esteem and personal growth.
The document discusses different factors that can contribute to low self-esteem in individuals at various stages of life. It describes examples of a talented teenage girl, a young engineer, a quiet conforming child, and teenagers who crave expensive items to gain a sense of self-worth. For each, it outlines a limiting belief developed from childhood experiences, the resulting symptoms of low self-esteem, and potential outcomes. The document emphasizes that self-esteem needs to be nurtured throughout development, and traces how positive interactions with parents and others from infancy can help children build confidence and a positive self-image.
This document discusses building positive self-concept in children. It states that self-concept develops from birth through preschool years and includes a child's self-image and self-esteem. Young children view everything from their own egocentric perspective and feel approval or disapproval directly impacts their abilities. The document emphasizes that acceptance of self and others is essential for positive self-concept development. It advises teachers to accept each child unconditionally through their attitudes and behaviors in order to help children accept themselves.
Self-esteem is “the attitudinal, evaluative component of the self; the affective judgments placed on the self-concept consisting of feelings of worth and acceptance which are developed and maintained as a consequence of awareness of competence and feedback from the external world
The document summarizes key concepts from a lecture on the social self. It discusses what constitutes the self, including social identities, roles, and comparisons to others. It describes the social self as the part of identity shaped by interpersonal interactions and group memberships. Some functions of the self are gaining social acceptance, playing social roles, and using strategies like self-presentation to control how one is perceived by others.
The document defines several terms related to self-esteem, including self-concept, self-efficacy, self-ideal, and self-actualization. It discusses what self-esteem is and is not, explaining that it refers to one's opinion of oneself and is not dependent on others' opinions. The document outlines factors that can influence the development of high or low self-esteem from childhood experiences and relationships. Maintaining a healthy self-esteem is described as important for confidence, self-reliance, and overall happiness.
This document outlines a 4-step roadmap for self-development: 1) Self-analysis of one's real, perceived, and ideal selves. 2) Self-knowledge through a SWOT analysis to understand strengths, weaknesses, opportunities, and threats. 3) Building self-esteem by unconditionally accepting oneself as a product of heredity and environment. 4) Achieving self-realization through continuous self-development, recognizing hidden strengths, and becoming self-actualized by doing one's best in all situations.
Personality is defined as an individual's characteristic patterns of thought, emotion, and behavior. It is determined by heredity, culture, social factors, and family background. The structure of personality includes the id, ego, and superego. Self-esteem is one's feelings about oneself and is portrayed through behavior, confidence, and flexibility. There are many personality traits that can be positive like helpfulness or negative like arrogance. The Big Five model categorizes major personality traits as openness, conscientiousness, extraversion, agreeableness, and neuroticism.
This document discusses the concept of self-concept and its importance in education and psychology. It states that self-concept is developed through socialization, parenting, and experiences in school. A person's self-concept influences their behavior, motivation, and academic performance. The document also explores how self-concept has multiple components including physical, academic, social, and transpersonal aspects. It emphasizes that self-concept can be modified through self-reflection and changing one's views of themselves. Overall, the document analyzes how a person's self-concept is integral to their learning and behavior.
The document discusses the concept of self-concept and self-esteem, outlining four types of answers to questions about identity, components of self-concept, determinants and indicators of high and low self-esteem, and strategies for enhancing self-esteem such as challenging negative self-talk, practicing self-nurturing behaviors, and seeking support from others.
Personal, Social and Emotional DevelopmentRachel Albert
This document discusses personal, social, and emotional development in adolescents, focusing on identity, self-concept, and self-esteem. It covers how adolescents develop their identity through understanding others' perspectives and physical changes. It also discusses the components of self-concept, including social, physical and psychological understanding of oneself. Finally, it lists factors like talents, intellectual abilities, athletic abilities, social skills and physical appearance that can contribute to positive self-esteem in adolescents.
IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...PsychoTech Services
IGNOU Super-Notes :: Psychology Super Notes, All About Psychology :: MPC2 LifeSpan Development_3 Development During Adolescence_3 Identity, Self-concept, Self-esteem, Peer group relationship
This document outlines techniques for improving self-esteem. It begins by defining key concepts like self-concept, self-esteem, and self-knowledge. It then discusses signs of low self-esteem like inability to make decisions and negative self-talk. The document provides strategies for building self-esteem such as unconditional self-worth, self-friendship, personal growth, and focusing on strengths. Specific tips include forgiving mistakes, positive self-talk, getting rest, developing skills, and accepting oneself. The overall message is that one can improve their self-esteem through belief in themselves and making the most of their unique abilities.
Maslow's hierarchy of needs describes human motivation as arising from five levels of needs: physiological, safety, love/belonging, esteem, and self-actualization. According to Maslow, lower level needs must be satisfied before higher level needs can motivate behavior. Motivation can also be intrinsic, arising from internal factors like achievement, or extrinsic, influenced by external incentives. Effective leaders take a positive approach to motivation by identifying what specifically motivates each individual and fulfilling those needs, rather than relying on punishment.
The document lists 21 common symptoms of low self-esteem, including indecisive decision making, perfectionism, shame, inability to handle criticism, negative self-talk, constant worrying, lack of care about physical appearance, making excuses, dependence on others acceptance, pessimism, fear of change, and putting others down. It encourages readers to work on improving self-esteem by addressing negative thinking patterns and behaviors.
The document discusses self and self-presentation. It begins by exploring how individuals develop a sense of self through self-differentiation, role-taking, and interactions with others. It then examines how identities are formed based on roles, social groups, and how the self is situated in different contexts. The document also analyzes how individuals enact identities through behaviors and choices. It discusses self-esteem and how people present themselves tactically to others through impression management both in everyday life and online.
Esteem is a simple word. It is worth and value that we apply to people, places, and situations. It is the amount of respect we assess. We have esteem for our world leaders. We have esteem for places like church and synagogue. We have esteem for an exemplary performance whether it is in sports, acting, or simply doing the right thing.
But the most important place we need to apply esteem is within ourselves. We must maintain our self-esteem in order to place value on ourselves as a worthy individual in the world.
Self-esteem can affect every single part of our lives. If our esteem is low, our lives will be dull and gray. Elevating esteem for ourselves is a crucial key to happiness in life.
Most people's feelings and thoughts about themselves fluctuate somewhat based on their daily experiences. The grade you get on an exam, how your friends treat you, ups and downs in a romantic relationship – all can have a temporary impact on your well-being.
Your own self-esteem, however, is something more fundamental than the normal "ups and downs" associated with situational changes. For people with healthy basic self- esteem, normal "ups and downs" may lead to temporary fluctuations in how they feel about themselves, but only to a limited extent. In contrast, for people with poor basic self-esteem, these "ups and downs" may make all the difference in the world.
People with poor self-esteem often rely on how they are doing in the present to determine how they feel about themselves. They need positive external experiences to counteract the negative feelings and thoughts that constantly plague them. Even then, the good feeling (from a good grade, compliment from a boss, loving words from a family member or friend, etc.) can be temporary.
Healthy self-esteem is based on our ability to assess ourselves accurately (know ourselves) and still be able to accept and to value ourselves unconditionally. This means being able to realistically acknowledge our strengths and limitations (which is part of being human) and at the same time accepting ourselves as worthy and worthwhile without conditions or reservations.
What we want to do is help you raise your self-esteem to levels that will enhance your life and the way you view life. It can make a tremendous difference in your quality of life. Learning techniques to raise self-esteem can be taught and put into practice in just a few days. However, it will take commitment and consistent practice to keep your healthy self-worth nurtured and nourished in your daily life.
We can show you how to improve your self-esteem in just one weekend! Three short days applying the information in this book and you will be on your way to healthy self-esteem as your life becomes the bright place it is meant to be.
Self Image. A positive and Negative OutlookMignon Meiring
This document discusses positive thinking, self-image, and their correlation. It explains that positive thinking admits thoughts that promote growth, while self-image is how one views their characteristics and abilities. Several factors, like peers, parents, and media influence self-image. When analyzed together, positive thinking and self-image are found to have a strong correlation. Maintaining a positive outlook can improve stress management and health, as well as forming a more positive self-image.
The developmental stages_of_erik_erikson[1]Naziya Ali
Erik Erikson was a German-American developmental psychologist known for his theory of psychosocial development. The theory describes 8 stages of development from infancy to adulthood, where individuals face developmental crises that help shape personality. Erikson studied Native American children to understand how culture influences development. His most famous theory is the 8 stages of psychosocial development, where individuals must resolve conflicts at each stage to develop virtues like trust, autonomy, initiative, and identity.
The document discusses the importance of respect and tolerance in relationships and society. It states that respect for others is the foundation of civilized culture. Respect means accepting differences and valuing people and their beliefs. Mutual respect is essential for healthy relationships between friends, family, teachers, and other groups. Prejudice and a lack of tolerance can damage personal dignity and lead to problems in society.
Self-esteem refers to how one views and thinks about themselves. It involves feelings of self-respect, self-worth, and self-value. High self-esteem involves having a good opinion of oneself, while low self-esteem involves having a poor opinion. One's self-esteem is developed throughout their life based on experiences, particularly childhood experiences, and is influenced by factors like praise, success, relationships, and treatment by others. Having healthy self-esteem is important as it promotes confidence, happiness, and positive relationships.
Understanding self is Picture or perception of ourselves, Feelings we have about ourselves, The way we would like to be.
For adventurous travel blog please visit http://wilsontom.blogspot.com/
This document discusses building healthy self-esteem in young children ages 4-8. It describes the components of self-esteem as the physical self, thinking self, and social self. Positive experiences in these areas enhance a child's self-image while negative experiences diminish it. Families that care for each other, respect individual differences, communicate feelings, and provide role models help develop competent children with healthy self-esteem. The document provides self-esteem enhancing activities for parents and children, such as using puppets to demonstrate positive and negative behaviors.
This document outlines the goals, activities, and discussion topics for a workshop on how girls are portrayed in media. The workshop aims to help girls identify common advertising techniques, recognize how advertisements often depict women unrealistically, and explore how media images can impact self-esteem. Key activities include creating posters analyzing advertising techniques and contrasting "reel girls" from media with "real girls". Discussion topics cover how much time youth spend with media, what activities girls are usually shown engaging in, and what girls like and dislike about media portrayals.
The document summarizes key concepts from a lecture on the social self. It discusses what constitutes the self, including social identities, roles, and comparisons to others. It describes the social self as the part of identity shaped by interpersonal interactions and group memberships. Some functions of the self are gaining social acceptance, playing social roles, and using strategies like self-presentation to control how one is perceived by others.
The document defines several terms related to self-esteem, including self-concept, self-efficacy, self-ideal, and self-actualization. It discusses what self-esteem is and is not, explaining that it refers to one's opinion of oneself and is not dependent on others' opinions. The document outlines factors that can influence the development of high or low self-esteem from childhood experiences and relationships. Maintaining a healthy self-esteem is described as important for confidence, self-reliance, and overall happiness.
This document outlines a 4-step roadmap for self-development: 1) Self-analysis of one's real, perceived, and ideal selves. 2) Self-knowledge through a SWOT analysis to understand strengths, weaknesses, opportunities, and threats. 3) Building self-esteem by unconditionally accepting oneself as a product of heredity and environment. 4) Achieving self-realization through continuous self-development, recognizing hidden strengths, and becoming self-actualized by doing one's best in all situations.
Personality is defined as an individual's characteristic patterns of thought, emotion, and behavior. It is determined by heredity, culture, social factors, and family background. The structure of personality includes the id, ego, and superego. Self-esteem is one's feelings about oneself and is portrayed through behavior, confidence, and flexibility. There are many personality traits that can be positive like helpfulness or negative like arrogance. The Big Five model categorizes major personality traits as openness, conscientiousness, extraversion, agreeableness, and neuroticism.
This document discusses the concept of self-concept and its importance in education and psychology. It states that self-concept is developed through socialization, parenting, and experiences in school. A person's self-concept influences their behavior, motivation, and academic performance. The document also explores how self-concept has multiple components including physical, academic, social, and transpersonal aspects. It emphasizes that self-concept can be modified through self-reflection and changing one's views of themselves. Overall, the document analyzes how a person's self-concept is integral to their learning and behavior.
The document discusses the concept of self-concept and self-esteem, outlining four types of answers to questions about identity, components of self-concept, determinants and indicators of high and low self-esteem, and strategies for enhancing self-esteem such as challenging negative self-talk, practicing self-nurturing behaviors, and seeking support from others.
Personal, Social and Emotional DevelopmentRachel Albert
This document discusses personal, social, and emotional development in adolescents, focusing on identity, self-concept, and self-esteem. It covers how adolescents develop their identity through understanding others' perspectives and physical changes. It also discusses the components of self-concept, including social, physical and psychological understanding of oneself. Finally, it lists factors like talents, intellectual abilities, athletic abilities, social skills and physical appearance that can contribute to positive self-esteem in adolescents.
IGNOU Super-Notes: MPC2 LifeSpan Development_3 Development During Adolescence...PsychoTech Services
IGNOU Super-Notes :: Psychology Super Notes, All About Psychology :: MPC2 LifeSpan Development_3 Development During Adolescence_3 Identity, Self-concept, Self-esteem, Peer group relationship
This document outlines techniques for improving self-esteem. It begins by defining key concepts like self-concept, self-esteem, and self-knowledge. It then discusses signs of low self-esteem like inability to make decisions and negative self-talk. The document provides strategies for building self-esteem such as unconditional self-worth, self-friendship, personal growth, and focusing on strengths. Specific tips include forgiving mistakes, positive self-talk, getting rest, developing skills, and accepting oneself. The overall message is that one can improve their self-esteem through belief in themselves and making the most of their unique abilities.
Maslow's hierarchy of needs describes human motivation as arising from five levels of needs: physiological, safety, love/belonging, esteem, and self-actualization. According to Maslow, lower level needs must be satisfied before higher level needs can motivate behavior. Motivation can also be intrinsic, arising from internal factors like achievement, or extrinsic, influenced by external incentives. Effective leaders take a positive approach to motivation by identifying what specifically motivates each individual and fulfilling those needs, rather than relying on punishment.
The document lists 21 common symptoms of low self-esteem, including indecisive decision making, perfectionism, shame, inability to handle criticism, negative self-talk, constant worrying, lack of care about physical appearance, making excuses, dependence on others acceptance, pessimism, fear of change, and putting others down. It encourages readers to work on improving self-esteem by addressing negative thinking patterns and behaviors.
The document discusses self and self-presentation. It begins by exploring how individuals develop a sense of self through self-differentiation, role-taking, and interactions with others. It then examines how identities are formed based on roles, social groups, and how the self is situated in different contexts. The document also analyzes how individuals enact identities through behaviors and choices. It discusses self-esteem and how people present themselves tactically to others through impression management both in everyday life and online.
Esteem is a simple word. It is worth and value that we apply to people, places, and situations. It is the amount of respect we assess. We have esteem for our world leaders. We have esteem for places like church and synagogue. We have esteem for an exemplary performance whether it is in sports, acting, or simply doing the right thing.
But the most important place we need to apply esteem is within ourselves. We must maintain our self-esteem in order to place value on ourselves as a worthy individual in the world.
Self-esteem can affect every single part of our lives. If our esteem is low, our lives will be dull and gray. Elevating esteem for ourselves is a crucial key to happiness in life.
Most people's feelings and thoughts about themselves fluctuate somewhat based on their daily experiences. The grade you get on an exam, how your friends treat you, ups and downs in a romantic relationship – all can have a temporary impact on your well-being.
Your own self-esteem, however, is something more fundamental than the normal "ups and downs" associated with situational changes. For people with healthy basic self- esteem, normal "ups and downs" may lead to temporary fluctuations in how they feel about themselves, but only to a limited extent. In contrast, for people with poor basic self-esteem, these "ups and downs" may make all the difference in the world.
People with poor self-esteem often rely on how they are doing in the present to determine how they feel about themselves. They need positive external experiences to counteract the negative feelings and thoughts that constantly plague them. Even then, the good feeling (from a good grade, compliment from a boss, loving words from a family member or friend, etc.) can be temporary.
Healthy self-esteem is based on our ability to assess ourselves accurately (know ourselves) and still be able to accept and to value ourselves unconditionally. This means being able to realistically acknowledge our strengths and limitations (which is part of being human) and at the same time accepting ourselves as worthy and worthwhile without conditions or reservations.
What we want to do is help you raise your self-esteem to levels that will enhance your life and the way you view life. It can make a tremendous difference in your quality of life. Learning techniques to raise self-esteem can be taught and put into practice in just a few days. However, it will take commitment and consistent practice to keep your healthy self-worth nurtured and nourished in your daily life.
We can show you how to improve your self-esteem in just one weekend! Three short days applying the information in this book and you will be on your way to healthy self-esteem as your life becomes the bright place it is meant to be.
Self Image. A positive and Negative OutlookMignon Meiring
This document discusses positive thinking, self-image, and their correlation. It explains that positive thinking admits thoughts that promote growth, while self-image is how one views their characteristics and abilities. Several factors, like peers, parents, and media influence self-image. When analyzed together, positive thinking and self-image are found to have a strong correlation. Maintaining a positive outlook can improve stress management and health, as well as forming a more positive self-image.
The developmental stages_of_erik_erikson[1]Naziya Ali
Erik Erikson was a German-American developmental psychologist known for his theory of psychosocial development. The theory describes 8 stages of development from infancy to adulthood, where individuals face developmental crises that help shape personality. Erikson studied Native American children to understand how culture influences development. His most famous theory is the 8 stages of psychosocial development, where individuals must resolve conflicts at each stage to develop virtues like trust, autonomy, initiative, and identity.
The document discusses the importance of respect and tolerance in relationships and society. It states that respect for others is the foundation of civilized culture. Respect means accepting differences and valuing people and their beliefs. Mutual respect is essential for healthy relationships between friends, family, teachers, and other groups. Prejudice and a lack of tolerance can damage personal dignity and lead to problems in society.
Self-esteem refers to how one views and thinks about themselves. It involves feelings of self-respect, self-worth, and self-value. High self-esteem involves having a good opinion of oneself, while low self-esteem involves having a poor opinion. One's self-esteem is developed throughout their life based on experiences, particularly childhood experiences, and is influenced by factors like praise, success, relationships, and treatment by others. Having healthy self-esteem is important as it promotes confidence, happiness, and positive relationships.
Understanding self is Picture or perception of ourselves, Feelings we have about ourselves, The way we would like to be.
For adventurous travel blog please visit http://wilsontom.blogspot.com/
This document discusses building healthy self-esteem in young children ages 4-8. It describes the components of self-esteem as the physical self, thinking self, and social self. Positive experiences in these areas enhance a child's self-image while negative experiences diminish it. Families that care for each other, respect individual differences, communicate feelings, and provide role models help develop competent children with healthy self-esteem. The document provides self-esteem enhancing activities for parents and children, such as using puppets to demonstrate positive and negative behaviors.
This document outlines the goals, activities, and discussion topics for a workshop on how girls are portrayed in media. The workshop aims to help girls identify common advertising techniques, recognize how advertisements often depict women unrealistically, and explore how media images can impact self-esteem. Key activities include creating posters analyzing advertising techniques and contrasting "reel girls" from media with "real girls". Discussion topics cover how much time youth spend with media, what activities girls are usually shown engaging in, and what girls like and dislike about media portrayals.
This document contains lyrics to 5 Christmas songs that are appropriate for first grade students: Jingle Bells, We Wish You a Merry Christmas, Jolly Old St. Nicholas, Rudolph the Red-Nosed Reindeer, and Frosty the Snowman. For each song, a video is provided to help students learn the lyrics through music and motion. The goal is for students to practice and perform these holiday classics.
An experiment exposed 162 girls ages 5 to 8 to images of Barbie dolls, Emme dolls (size 16), or no dolls. Girls who saw Barbie images reported lower body esteem and a greater desire for a thinner body shape than other groups. However, this effect was no longer seen in the oldest girls. Early exposure to Barbie's unrealistic thin ideal may negatively impact girls' body image and increase risks of disordered eating, though the doll's influence seems to diminish with age.
Barbie was introduced in 1959 as an adult doll for little girls and became popular through television commercials, though it received some unexpected reactions. The document examines how Barbie advertisements code gender through a research method analyzing the literal, cultural, and critical levels of commercials from 1964, 1979, and 1988 to understand Barbie's impact as a role model and on body image.
Presented at Ignite Sydney 2010 as part of Global Ignite week, this talk introduces the ultra feminine Computer Engineer Barbie, and why it's a damn good thing.
This document provides bibliographic information for the book "Girl Culture: An Encyclopedia" edited by Claudia A. Mitchell and Jacqueline Reid-Walsh. The book is published in two volumes by Greenwood Press and contains entries on topics related to girl culture studies. The summary includes the title, editors, publisher, and publication details for reference purposes.
Barbie started in 1959 with dolls and has since expanded into other media sectors including games, publishing, audio, and websites. Children can engage with the Barbie brand through playing with dolls, downloading apps and games for phones and computers, buying magazines, books and games for consoles, listening to songs from films, and visiting websites for interactive games and learning.
This document discusses teachers' perspectives on learner autonomy. It describes how teachers generally agree that learner autonomy has positive effects, but there is a gap between theoretical support for autonomy and its practical application in classrooms. The document outlines an exploratory practice project working with teachers to design sustainable strategies for fostering autonomy through curriculum integration, repetition, and allowing strategies to evolve over time. Effective professional development is needed to close the gap between what teachers view as desirable and feasible for promoting learner autonomy.
- Barbie was created in 1959 by Ruth Handler and became a iconic symbol of American girlhood dreams and aspirations.
- Over the decades, Barbie's friends and family expanded and she evolved to reflect changing trends, now representing various careers, styles, and cultures.
- Barbie is marketed heavily using themes of fashion, beauty, and lifestyle. This has sparked debates around promoting unrealistic body images and narrow definitions of femininity.
- Barbie was created in 1959 when Ruth Handler founded Mattel Creations and introduced the Barbie doll.
- Over the decades, Barbie expanded from just a doll to include Ken and a variety of careers and accessories. She also began appearing in television shows and movies.
- As technology advanced, Barbie integrated these developments, such as having recorded voices and accompanying movies, apps, and television appearances, which drove increased sales and brand awareness globally.
The document discusses the history and impact of the Barbie doll since its creation in 1959. It was invented by Ruth Handler and named after her daughter, Barbara. While intended to be a positive role model for girls, Barbie has received criticism for portraying unrealistic body measurements and an overly sexualized image that can negatively impact young girls' self-esteem and perceptions. The document examines both the positive and negative influences of Barbie over time based on creator Ruth Handler's original intentions versus real-world effects.
This document summarizes key points from the book "On Becoming a Leader" by Warren Bennis. It discusses:
1) The importance of leaders in providing guidance and inspiration.
2) How current leaders often focus more on management than visionary leadership.
3) The process of becoming a true leader, which involves self-reflection, gaining perspective, developing vision and integrity.
4) Keys to leadership include passion, curiosity, and daring to take risks and shape the future rather than just reacting to current realities.
This document provides an overview of behavioral science and concepts related to self-knowledge. It discusses:
1) Behavioral science as the study of human habits, actions, and intentions using knowledge from sociology, psychology, and anthropology.
2) Key concepts in behavioral science like self-concept, self-esteem, identity, and role performance that influence human behavior.
3) Models for understanding self-knowledge like Erikson's psychosocial stages of development and the Johari Window model of self-awareness.
Development of self concept across the life spanSARA ISMAIL
This document discusses the development of self-concept across the lifespan. It covers:
1) How self-understanding develops from infancy through childhood as children learn to recognize themselves and differentiate between inner and outer characteristics.
2) How perspectives of self change through adolescence as identities become more abstract and individuals compare their real and ideal selves.
3) How self-esteem and self-concept evolve from childhood through adulthood as domains of competence are evaluated and contributors like relationships and accomplishments take on varying levels of importance.
4) Key aspects of self-regulation like the ability to control behavior independently, develop across childhood and strategies adjust through adulthood.
Week 6: Psychosocial Development (Erik Erikson)Evrim Baran
The document discusses Erik Erikson's theory of psychosocial development, which describes 8 stages of development from infancy to late adulthood, with each stage involving a conflict between opposing tendencies that influences personality and identity development. The stages involve conflicts between things like trust vs mistrust, autonomy vs shame/doubt, and integrity vs despair. The document provides examples and activities for students to examine identity development and apply Erikson's stages.
This document discusses bullying and developing a healthy self-image. It provides 15 steps to build a healthy self-image, including making a list of positive qualities, associating with positive people, doing things for others, and accepting yourself. Poor self-image can lead to poor social skills and bullying. The document analyzes cases of bullying and its harmful effects, such as depression and low academic achievement for victims. Developing a healthy self-image is presented as an antidote to bullying.
Self concept 2024. FON II Bs Nursing PDFAsmaNazeer6
This document outlines self-concept and self-perception. It defines key terms like self-concept, self-esteem, identity, and body image. It describes how self-concept develops throughout the lifespan based on Erik Erikson's stages of psychosocial development. Factors like identity, body image, role performance, and self-esteem influence self-concept. Altered self-concept can manifest as low self-esteem, negative body image, or social withdrawal. Nurses should assess subjective and objective data to identify any changes to a patient's self-concept.
This document discusses several theories related to self-esteem and how it can impact decision-making. It examines the Theory of Cognitive Dissonance, which holds that people may rationalize their actions to maintain high self-esteem even if their actions go against their beliefs. It also looks at how self-esteem can be influenced by social comparison and experiences like struggling in school but later finding success through hard work. Overall, the document explores how self-esteem develops and how it can sometimes override logic and lead people to make choices that go against their true beliefs or abilities in order to preserve their self-image.
The document outlines a workshop on understanding self-esteem. It defines self-esteem as having confidence and satisfaction in oneself. The workshop aims to define self-esteem, understand its components of trust, self-nurture, autonomy, identity and intimacy, and provide exercises for participants to practice behaviors that build confidence. Participants are encouraged to try out new confident behaviors in their daily lives and report back to the group.
Self-esteem refers to how people feel about themselves and their level of competence. The document discusses that self-esteem determines how people interact with others and their goals, achievements, and satisfaction in life. Healthy self-esteem is related to traits like creativity, rationality, and honesty. The document provides tips for building self-esteem such as focusing on strengths, celebrating progress, and avoiding negative self-talk. Maintaining high self-esteem leads to benefits like confidence and respect for oneself and others.
This document discusses self-concept and self-esteem. It defines self-concept as an individual's perception of themselves, which is shaped by internal and external factors from childhood onward. Self-esteem refers to the value one places on their self-concept and is determined by comparing one's self-concept to their ideals. The document outlines several components of self-concept, including identity, body image, self-esteem, and role performance. It notes that self-concept and self-esteem can impact behaviors and relationships.
Self concept concept and significant in organizational communicationbp singh
This lecture on self-concept is useful for the students pursuing their education in Extension Education and Management Science. Self concept is generally thought of as our individual perceptions of our behavior, abilities, and unique characteristics. It is a mental picture of who you are as a person.
The document discusses self-awareness and self-management, defining self-awareness as understanding one's self-concept, thoughts, feelings, and emotions, and noting that developing self-awareness lies at the heart of self-management. It also contrasts internal self-awareness of one's own values and emotions with external self-awareness of how one is perceived by others. Cultivating both types of self-awareness helps to improve self-management through goal-setting, planning, and overcoming obstacles.
This document discusses values, self-image, and self-esteem. It begins with two Bible verses that describe humanity as created in God's image and as God's workmanship. The document then provides objectives and learning outcomes for understanding one's self-image, values, and developing self-esteem. It discusses the importance of values and having a positive self-image. Examples are given of identifying one's core values and treating oneself with compassion. The document aims to help people appreciate their inherent worth and add value to themselves and others.
Official Newsletter of School Social Work & Research Department of Helikx Open School & Learning center. Newsletter discuss on Learning Disability, Self, School Social work etc.
This document discusses the importance of authentic leadership and lessons learned from the presenter's own life experiences and observations of other school leaders. Three key lessons are outlined: 1) Leaders must drop past defenses and engage with challenges authentically rather than through mechanisms from past experiences. 2) Authentic leaders understand that change may cause feelings of being inauthentic but see this as growth. 3) Seeking vulnerable spaces allows inner and outer alignment and authenticity with others. Authentic leadership brings trust, confidence, and alignment between inner thoughts and outer realities. The document invites reflection on compromising one's true self and extending an offer for a free coaching call to discuss leading with greater authenticity.
This document discusses several challenges faced by Filipino middle and late adolescents. It addresses developing self-esteem while accepting one's strengths and weaknesses. It also discusses academic concerns, attitudes towards sexuality, group belongingness, health and nutrition, balancing various roles, impacts of material poverty and parents working abroad, career choice, and relationship challenges. Maintaining relationships requires maturity, and friendships may be easier than family relationships during this phase.
This document is a presentation on self-esteem that was compiled from various scholars. It defines key terms related to self-esteem such as self-concept and self-efficacy. It discusses what self-esteem is and is not, factors that influence it such as relationships and accomplishments, how it develops, its importance for confidence and happiness, effects of high and low self-esteem, and tips for building and improving self-esteem such as focusing on strengths and being assertive. The presentation provides an overview of research and perspectives on understanding and enhancing self-esteem.
This document discusses developing self-awareness and self-management competencies in teachers and students. It begins with introducing the five competencies from the Mulyavardhan training - self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. It then focuses on self-awareness, discussing how teachers can develop self-awareness through self-reflection, mindfulness meditation, analyzing their teaching style and lessons. Suggestions are provided for helping students develop self-awareness through identifying emotions, self-assessment, asking questions. The document then shifts to discussing self-management in teachers, focusing on handling emotions in the classroom. Strategies and resources are provided throughout for both teachers and students
Self- Esteem is the way you feel about yourself. You create a picture of yourself from feedback you receive from other people; from the expectations of society; and from your imagination of the future.
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Intro
1. The Girl Scout/Dove Self-Esteem program
uniquely ME!
guide for facilitators
look
you can change the way you
world looks at girls
or you can change the way the
uniquely me / turnkey curriculum
INTRO GUIDE / paGE 1
2. 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
3. GUIDE
TaBLE OF CONTENTS
intro guide
T
heGirlScouT
research leaderShipexperience GettinG started
4 What is Self-Esteem? 7 Three Keys to 11 Session Overview
4 What Causes Low Self-Esteem?
Leadership Experience
12 Meeting Format
5 Self-Esteem and Girls
8 Processes that Support
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 uniquely me / turnkey curriculum
my relationships,
truth and myself GUIDE / paGE 3
INTRO
consequences
4. 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
5. 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
6. 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. Interestingly, it is not only what skills youth rate themselves highly on that impact their
leadership aspirations, but how much confidence they have in general. The greatest single barrier to
leadership seems to be low self-regard about skills and qualities. Overall, there is a strong relationship
between a girl’s self-regard and her leadership capabilities - youth who report high self-regard of their
skills and qualities and have a strong sense of self-esteem are more likely to aspire to leadership.
uniquely me! turnkey curriculum
INTRO GUIDE / paGE 6
7. the girl scout leadership experience
The Girl Scout Leadership Experience enables girls to develop the values and skills they need to
become leaders in their lives right now and in the future.
The Girl Scout Leadership Experience is built on the three Girl Scout
Keys to leadership, which advocate that girls become leaders by:
DisCovering Understanding themselves and their values, and using both their knowledge
and skills to explore the world.
ConneCTing Caring about, inspiring, and teaming up with others, both locally and globally.
TAking ACTion Acting to make the world a better place.
Self-esteem is an integral part of the Girl Scout Leadership Experience. All of the uniquely ME! activities
in this facilitator guide are built on the first two Keys to Leadership: Discover and Connect. Girls
may choose to go on to experience other Girl Scout programs that engage them in the third key to
leadership: Take Action.
To ensure that the Girl Scout Leadership Experience is meaningful and beneficial for girls, all of
the proposed activities are tied to a core set of national leadership outcomes, and are infused with
processes of girl-led, learning by doing, and cooperative learning.
The activities are designed to help raise girls confidence, while also encouraging them to develop
positive attitudes toward learning. By taking time to reflect during pivotal points throughout the
experience - specifically in the “Wrap Up” and “Reflection/Discussion” sections - girls will see how
to apply new concepts and skills to their own lives. This learning will help them feel more confident
in themselves, their skills, and their ability to achieve their goals. Finally, through their participation in
the group activities described in this guide, girls will recognize the value of working together, and will
ultimately feel more connected to their friends, to you, to other adults, and to their communities.
uniquely me / turnkey curriculum
INTRO GUIDE / paGE 7
8. processes that support
a leadership experience
It is not just “what” girls do, but also “how” they do it that will make their experiences in the uniquely
ME! program beneficial. It is for this reason that the three Girl Scout processes of girl-led, learning by
doing and cooperative learning are integrated into all of the activities. Making sure that the girls are
invested in the activities helps create an environment of fun and friendship, as well as enabling them
to further develop their leadership skills. To ensure that your group of girls has a high-quality and fun
learning experience, make sure to integrate all three processes into activities! You’ll notice that the
session designs are built around these processes. Here are some additional tips.
GIRL-LED
Being “girl-led” is just what it sounds like - coaching the girls to take charge of the planning, decision
making, learning, and fun as much as possible. Depending on when and where meetings take place,
and how much time girls have, consider the following:
• Asking for a few volunteers each session to assist you in preparing for the next session – this can
include the volunteers making choices about what discussion questions you will focus on, what
materials you will use and any special “add ons” the girls might think of.
• Taking ten minutes at the conclusion of each session to gather and describe the next session design
– you may also want to solicit ideas and input from the group.
• Inviting any girls who are able to arrive 15 minutes early to help you prepare/set up.
• Encouraging girls to volunteer as facilitators and try their hand at “leading” the sessions.
• Inviting girls to decide a way to conclude the session and celebrate what they have learned about
their unique selves.
• Checking the girls interest in creating a phone, online or even texting time between meetings to keep
the connections going.
• Encouraging girls to think about what other activities they might like to do. Do they want to take a
trip? Meet a professional? You can easily mix and match the sequence of activities based upon the
interests of the girls!
By standing back and letting the girls drive the conversation and create their own experiences, as
much as possible, you will give them the opportunity to feel more ownership of the group and their
shared experiences – which is bound to be more fun!“
uniquely me! turnkey curriculum
INTRO GUIDE / paGE 8
9. LEARNING BY DOING
In addition to doing activities, the girls will also need time to reflect on what they have done - reflection
and critical thinking will help them absorb a deeper meaning from each of their experiences. So, after
every experience, allow time for talking, sharing and reflecting – encourage the girls to envision how
they’ll apply their new insights to their lives. Articulating their thoughts and feelings is a natural way for
them to consolidate all that they are discovering about themselves and their potential as leaders.
COOPERATIvE LEARNING (OR ExPERIENTIAL LEARNING)
When girls work toward shared goals in an atmosphere of respect and collaboration, they learn a lot
from each other. Girls will especially value having a team atmosphere that makes them feel safe and
supported while they work to build their relationship skills.
To support their cooperative learning experience, partner with the girls and create a team agreement.
Encourage them to speak openly and often about how they are functioning as a team. Also,
whenever possible, encourage girls to do activities in pairs or small groups - it is simply more fun to
do things with friends!
outcomes: benefits to girls
You may be wondering, How will I know if the girls are having a good experience, and whether they
are benefiting from the self-esteem activities? Each activity in this guide is tied to a specific outcome.
Checking the outcomes is like noting road signs during a trip – both let you know you are getting closer
to your destination! Use the age-appropriate outcomes to help you gauge whether the girls are on their
way to achieving uniquely ME! session goals.
As girls practice the self-esteem building concepts within the activities, they are working toward the
following Girl Scout Leadership Outcomes:
• DisCover: Develop a strong sense of self
• DisCover: Gain practical life skills
• ConneCT: Develop healthy relationships
Each session includes a prompt called “Towards Leadership Outcomes” which will explain the National
Leadership Outcome focus of the session, the grade level-specific aim of the session, and signs that
can be used to confirm whether the girls are on their way to achieving session goals.
The accompanying chart provides a few examples of how “Towards Leadership Outcomes” defines
each session. It is important to note that a girl isn’t likely to fully achieve the intended outcome/benefit
after participating in only one activity. Instead of focusing on a single experience yielding a particular
outcome, prioritize the girls’ repeated exposure to the activities – the outcomes will be met over a
period of time and throughout the Girl Scouting experience. It is also important to remember that not
all girls will demonstrate the same sign at the same time - these are only indicators and should not be
used to judge girls or their abilities.
uniquely me / turnkey curriculum
INTRO GUIDE / paGE 9
10. Towards Leadership
Outcomes
sAmple session
exAmple: inDiCATors:
nATionAl grADe level- “signs” ThAT girls
leADership speCifiC Are working TowArDs
session ouTCome DefiniTion AChieving ouTComes
Discover: Girls Develop Junior Example: girls gain Girls name and recognize their
session a Strong Sense of Self a clearer sense of their values, the qualities that make
one individual identities in them unique, and some of the
relation to, and apart from, differences between the way
outside influences. they see themselves and the way
others see them.
Discover: Girls Develop Junior Example: Girls are Girls will be able to identify ways
session a Strong Sense of Self better able to recognize that advertising, the media and
two how situations, attitudes peer pressure influence their
and the behaviors of others sense of self.
affect their sense of self.
Junior Example: Girls Girls will be able to identify
session Discover: Girls Gain
will increase their choices that are healthy for their
Practical Life Skills
three understanding of what it bodies and their minds, and
means to be physically and recognize ways they can defuse
emotionally healthy. stress in their every day lives.
Girls will be able to identify
session Connect: Girls Develop
Healthy Relationships
Junior Example: Girls
strengthen communication communicate strategies that
four skills for maintaining can be used to strengthen the
healthy relationship qualities of their relationships.
uniquely me! turnkey curriculum
INTRO GUIDE / paGE 10
11. GETTING STaRTED
session Overview
The uniquely ME! sessions in this facilitator guide are based on two of the three Keys to Leadership - Discover and Connect – and
are organized by grade level: Junior, Cadette and Senior/Ambassador. Notice that the Senior/Ambassador session emphasize
activities for Seniors but provide tips about modifying the session for Ambassadors based on outcomes for this higher grade level.
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 my relationships,
truth and myself
consequences
Sessions have been adapted from activities in uniquely ME! print resources and include handouts from the materials listed below.
uniquely ME! Resources:
uniquely ME! The Way To Be
Girls 8-10 years old discover their unique qualities, the importance of challenging themselves, coping skills, and what makes
a person a good friend. Activities include how to evaluate media influences and finding ways to make a difference.
uniquely ME! Inside and Out
Girls 11-14 years old learn to love the ski n their in! Topics include the power of body language, developing healthy eating habits
and physical activity routines, and discovering one’s unique style.
uniquely ME! The Real Deal
Girls 11-14 years old lead activities that focus on recognizing what matters most to them, coping with feelings, dealing with social
pressures, and enjoying relationships with family and friends.
uniquely ME! Mirror, Mirror: Discover Your Inner Beauty
Girls 14 years and older participate and lead activities that ask them to think critically about their concepts of beauty, reflect on
their individual style and sense of self, embrace their strengths, and take care of their bodies and minds.
additional resources
SuChin Pak PSA: “It’s A Girl Thing” at www.girlscouts.org/uniquelyme uniquely me / turnkey curriculum
Dove Evolution Video www.dove.com INTRO GUIDE / paGE 11
12. Sample SeSSion
Each activity in this guide is designed for a
60-75 minute meeting. If your group meets
for a shorter time, consider condensing
activities, or spreading an activity over two
meetings. Always try to leave a little time at
the end of the session for girls to reflect.
a typical meetinG miGht look like this:
10 minutes: Welcome (ice-breaker,
opening ceremony, business)
Session Format 45–55 minutes: Activity (introduction,
hands-on activity, reflection/discussion)
Each activity in this guide follows a
5–10 minutes: Clean-up/Closing (Wrap Up,
similar format: journaling)
• Objective:
Snapshot of what girls will do during the session and the
overall goals of their activity.
• Introduction to Facilitator:
Introduction to the activity, placing it in the context of the Girl
Scout Leadership Experience. materials
Supplies
• materials and supplies:
additional items needed to facilitate activity and to be gathered
in advance of session. Make sure to bring your uniquely ME!
“Tool Box” to every session.
• hands-on activities: 1 inTroDuCe
Step-by-step instructions for facilitating activity - each activity
is designed to help girls build a stronger sense of self, and to 2 Ask
bolster their self-esteem in an engaging and fun way. 3 engAge
• Wrap Up:
rapup
An opportunity for girls to think about and celebrate what
they have learned during the session
• reflection/discussion:
w
A list of questions and talking points designed to help girls
explore and discuss how the activity’s skills and themes can
reflection
help in their school world and be applied to their real lives.
Questions can also be used as prompts for any journal writing
girls do outside of meetings. DISCUSSION QU
ESTIONS
uniquely me! turnkey curriculum
INTRO GUIDE / paGE 12
13. Building a uniquely ME!
“Tool Box”
To help prepare you to lead sessions,
you’ll need to bring a little tool box to every
session that includes:
White Board, blackboard or large piece of paper
Markers
Pens and pencils
Scratch paper
Example of images of girls in the media
Girl magazines (Seventeen, Discovery Girls,
Girl’s Life, etc.)
Clippings of advertisements
Scissors
Glue
For journ
aling and
would be collage a
helpful to ctivities,
• Old scr have: it
aps of fabric
• Recycle
d greetin
g cards
• Assortm
ent of ma
gazines (
travel, sp
• Ribbon orts, hea
s, stickers lth, etc.)
and misc
ellaneous
Why not decorativ
ask girls, e items
library an families,
d commu teachers
nity for s , your loc
items? Ke ome help al
ep all of collecting
ready for your sup these
every ses plies in a
sion - no box so yo
Also, rem thing fan u are
ember to cy is nec
construc recycle! In essary.
tion pape stead of
r, try cutt using wh
using the ing cardb ite or
backs of oard from
paper ma file folder boxes,
terials. s, and re
-using oth
er
uniquely me / turnkey curriculum
INTRO GUIDE / paGE 13
14. facilitator tips
Dealing with Tweens and Teens
The facilitator’s role is to help girls achieve a level of comfort with and among themselves, feel good about their
bodies and minds, and to encourage them to set and achieve reasonable goals. volunteers need not be experts
in psychology – instead, ideal volunteers will just be caring and sensitive.
Here are some general tips for creating an open and positive atmosphere:
• Open up and share your own experiences – this will help the girls feel more comfortable and engaged.
• Focus on each girl’s special abilities and characteristics - use positive reinforcement.
• Be sensitive to cultural issues and parental values.
• Suggest, don’t dictate.
• Help each girl develop a sense of belonging within the group; encourage girls to participate in all of the activities
and projects.
• Listen seriously to what girls say, and encourage them to listen to and respect each other. Make a habit of soliciting
answers from the group.
• To keep from influencing the girls, don’t be too quick to express your own opinions. However, when only one side
of an issue is presented during discussion, be sure to offer other points of view.
• Handle rebellious behavior calmly - engage girls in setting behavior standards and consequences by making a
“Group Pact” in the initial session.
• Encourage girls to express their values and opinions. Also let girls know that it’s important to be fully informed –
encourage them to research issues and always listen to other points of view.
remember...
• Reviewing this guide will give you confidence! • If a girl seems bored, consider asking her to take the
• When preparing, make sure to review each session in lead on an activity.
full before going through the activities with the girls. • Be flexible. If an activity is not working, ask girls what
• It is OK not to know everything - you and the girls can they want to change or what other activity they would
explore answers together. rather do.
• Be enthusiastic – it’s contagious! • Know when to assert yourself – show confidence!
• Get to know the girls by inquiring about each • Be consistent and fair - treat everyone alike.
individually - know their likes, dislikes, and so forth. • As often as possible, let the girls lead.
• Have fun!
when preparing, make sure to review each session in
full before going through the activities with the girls.
if you have any additional questions or would like more information on the uniquely me! program,
uniquely me! turnkey curriculum
please go to www.girlscouts.org/uniquelyme or email uniquelyme@girlscouts.org.
INTRO GUIDE / paGE 14