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Our Mission: To promote self-efficacy for social situations in girls through education

Alisa Fox, HL 367 Jennifer Westman, Janelle Brkic, Wellness Services Managers, YWCA The mission of the YWCA is dedicated to eliminating racism, empowering women and promoting peace, justice, freedom and dignity for all.

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Our Mission: To promote self-efficacy for social situations in girls through education

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  1. Alisa Fox, HL 367 Jennifer Westman, Janelle Brkic, Wellness Services Managers, YWCA The mission of the YWCA is dedicated to eliminating racism, empowering women and promoting peace, justice, freedom and dignity for all. http://www.ywca.org/site/c.cuIRJ7NTKrLaG/b.7515887/k.9633/Mission__Vision.htm Our Mission: To promote self-efficacy for social situations in girls through education

  2. Assess the need to promote self-efficacy for social situations in girls. Identify measurable objectives reflecting self-efficacy for social situations. Plan an evidence based program that has shown to promote self-efficacy for social situations in girls. Implement the evidence based program that has shown to promote self-efficacy for social situations in girls. Evaluate the evidence based program to determine if it promoted self-efficacy for social situations in girls. Our Job for this project

  3. General Need Adolescents have to manage major biological, educational, and social role transitions concurrently. The success with which the risks and challenges of adolescence are managed depends, in no small measure, on the strength of the adolescents’ perceived self-efficacy (Bandura, et al, 1999). . Girls often begin struggling with issues relating to self-esteem, friendship, decision making, and isolation beginning in elementary school (Taylor and Trice-Black, 2007). Perceived social inefficacy contributed more heavily to depression in girls than in boys in the longer term. ..., a sense of social inefficacy was accompanied by depression concurrently in girls but not in boys. ... girls’ concurrent depression was more heavily linked to depression two years later (Bandura, et al, 1999). Girls reported more Social Anxiety (SA) than boys, and SA was more strongly linked to girls' social functioning than boys'. Specifically, adolescents with higher levels of SA reported poorer social functioning (less support from classmates, less social acceptance), and girls with higher levels of SA reported fewer friendships, and less intimacy, companionship, and support in their close friendships (LaGreca & Lopez, 1998).

  4. Our mission: Our mission is to promote girls' self-efficacy for social situations through education. Dependent variable: Self-efficacy for social situations Target population: Girls Independent variable: Education

  5. Theoretical Definition of Self-efficacy for Social Situations. Social self –efficacy is the person’s belief about his/her/one’s capability to effectively perform in a social situation (Rudy et al, 2012). According to Bandura, children’s social efficacy included perceived capabilities to develop and maintain social relationships, work collegially with others, and manage socially conflictful situations (Bandura, et al, 1999). Although most of the articles reviewed did not thoroughly define self-efficacy for social situations, there were definitions of self-efficacy. One article defined regulatory self- efficacy (the capacity to resist environmental pressures while participating in deviant actions) and emotional self-efficacy (the capacity to cope with and regulate their own emotional reactions) (Bacchini, D., & Magliulo, F. ,2003).

  6. Our Model to Theoretically Define Self-efficacy for Social Situations

  7. For our project, we will focus on emotional self-efficacy....

  8. Our Test: We have created an Emotional Self-Efficacy test that we feel addresses the emotional self-efficacy skills needed for social situations in girls today. We will administer the test before the start of our program and after our program has ended. We will provide the girls with a sample question prior to the start of the test. This sample question will be used as a tool to explain and discuss the meaning of the responses with the girls.

  9. The emotional self-efficacy test

  10. Emotional self-efficacy test, continued…

  11. Logical Validity and Reliability Our test was designed to measure the girls' capabilities to cope and regulate their emotional reactions in rejection, teasing/bullying, peer pressure, and gossip/clique.

  12. our Objectives 1.The girls will increase their overall Emotional Self-Efficacy Test scores from 48/120 points to 96/120 points by the end of the 8 week program. 2.The girls will increase their scores regarding their capabilities on dealing with rejection on the Emotional Self-Efficacy Test from 12/30 points to 24/30 points by the end of the 8 week program.

  13. our objectives, continued... 3. The girls will increase their scores regarding their capabilities on dealing with being teased/bullied by peers on the Emotional Self-Efficacy Test from 12/30 points to 24/30 points by the end of the 8 week program. 4.The girls will increase scores regarding their capabilities on dealing with gossip/cliques on the Emotional Self-Efficacy Testfrom 12/30 points to 24/30 points by the end of the 8 week program. 5. The girls will increase their scores regarding their capabilities on dealing with peer pressure on the Emotional Self-Efficacy Test from 12/30 points to 24/30 points by the end of the 8 week program.

  14. Which Behavior Change Model Will We Use? For our program, we would use the I-Change model as it is a model that incorporates modeling and social support as social influences and these are some of the things girls need to understand today. I-Change model: The core of the I-Change model is the Attitude-Social Influence-Self-efficacy (ASE) model which is comparable to the Theory of Planned Behaviour, but incorporates modelling and social support as social influences besides subjective norms. The I-Change model combines the ASE model with insight from stages of change models and action planning models to provide a comprehensive framework to study and facilitate behaviour change processes. It assumes that the behavioural change process can be distinguished in three phases: 1) Awareness, 2) Motivation and 3) Action. For each phase, specific change determinants have been proposed. http://www.biomedcentral.com/1471-2458/10/69

  15. Our program, i.n. c.h.a.r.g.e. For our program model, we have decided to use a combination of the Girl’s Circle Program (Steese, et al, 2006), the G.I.R.L.S. (Girls in Real Life Situations) Activities (Taylor & Trice-Black, 2007), activities from the Negaunee/Westwood ACTion Troupe (“What is westwood”), and scenarios adapted from Teaching Them (“Conversation starters”). Our combined, modified program will be called I.N. C.H.A.R.G.E. (Inspiring & Nurturing, Confident, Heroic, Able, Resourceful Girls Everywhere). Girls Circles are most often held weekly for 1 1/2 to two hours for 8-12 weeks. Each week the facilitator leads the group of girls through a format that includes each girl taking turns talking and listening to one another respectfully about their concerns and interests. The girls express themselves further through creative or focused activities such as role playing, drama, journaling, poetry, dance, drawing, collage, clay, and so on. Gender specific themes and topics are introduced which relate to the girls’ lives, such as being a girl, trusting ourselves, friendships, body image, goals, sexuality, drugs, alcohol, tobacco, competition, and decision-making. During the weekly meetings, we will be utilizing activities from the G.I.R.L.S. Activity manual, the Negaunee/Westwood ACTion Troupe, and scenarios from the Teaching Them website.

  16. Schedule for Program Week 1-2 Rejection Week 3-4 Teasing/Bullying by Peer(s) Week 5-6 Peer Pressure Week 7-8 Gossip/Clique (Examples of activities for each component to follow) www.womansday.com

  17. Example of a Rejection activity from the G.I.R.L.S. manual: I’m OK, You’re OK - This activity shows the girls that sometimes no matter how hard we try, we fail. It will teach the girls that when they fail, they have to pull themselves together and move on.

  18. Example of rejection situation... 1. Girl A and Girl B are talking in the hallway at school. A guy who is friends with one of the girls walks up to the group and invites Girl A to come to an after- prom party. Girl A turns and looks at Girl B and says “Oh, well...” She then turns back to the boy and says, “I guess I can go”. The guy then says, “Hey Girl B!” and walks off. (Rejection) from the Negaunee Action Troupe. Discuss how you would cope with this situation. Discuss how you would regulate your emotions in this situation. The girls will be asked to demonstrate how they would respond in this situation.

  19. Practice What You Preach - This activity will help girls focus on common problems encountered by those in their peer group and determine appropriate ways to deal with those problems. The girls will be asked to write a Dear _____ letter regarding a real situation they encounter. The letters will then be answered by another girl and then discussed by the group . Example of a bullying/teasing activity from the G.I.R.L.S. manual:

  20. At a party, a popular girl invites you to join her and her friends as they drink alcohol. You initially say, “No, thanks….I’m okay,” but they begin to make fun of you for being so “straight” and “pure.” They laugh at you and tell you it’s time to grow up and stop being such a little girl. Adapted from: http://teachingthem.com/2011/01/30/conversation-starters-for-teenage-girls-scenarios/ Discuss how you would cope with this situation. Discuss how you would regulate your emotions in this situation. The girls are asked to demonstrate how they would respond in this situation. Example of a bullying/teasing situation…

  21. Under Pressure (Peer pressure) - In this activity girls will gain insight into their beliefs regarding sexuality and handling sexual pressure. Example of a peer pressure situation activity from the G.I.R.L.S. manual:

  22. You’ve told your parents that you are going to a sleepover at a friend’s house, but when you get there, you find out that the girls have planned a secret trip to a local dance club. They are busy getting dressed and putting on make-up so that they look “legal,” and one of the girls says that she is a good friend with the bouncer at the door. He promised that he would let them all in as long as they looked old enough. You express your hesitation about getting caught to your friend’s. They start to roll their eyes and say, “It’s going to be fine, we’re not going to get caught!” Discuss how you would cope with this situation. Discuss how you would regulate your emotions in this situation. The girls will be asked to demonstrate how they would respond in this situation. Adapted from: http://teachingthem.com/2011/01/30/conversation-starters-for-teenage-girls-scenarios/ Example of a peer pressure situation…

  23. Today I Choose... (Gossip/Clique) - This activity focuses on the importance of thinking through and planning to promote healthy decision making. Example of a Gossip/clique situation activity from the G.I.R.L.S. manual:

  24. Guy A and Girl B, who are good friends, went to the movies last night. A girl walks by them at their locker and overhears them talking about the movie. This girl then proceeds to go and tell her friend that Guy A and Girl B went to the movies together last night. The rumor then spreads around the school from the couple holding hands to kissing at the movies. At this point a girl walks up to Girl A and says “I heard you and Guy B were making out at the movies last night.” Girl A says, “We are just friends!” This girl then says,” That’s not what I heard!” and walks away. (Gossip/Cliques) from the Negaunee Action Troupe. Discuss how you would cope with this situation. Discuss how you would regulate your emotions in this situation. The girls are asked to demonstrate how they would respond in this situation. Example of a gossip/clique situation…

  25. Evaluation Design

  26. Our Symbolic Depiction of Our Evaluation Design

  27. Internal Validity Internal validity is the validity which determines if the program administered was actually the cause of the improvement in the participants’ results and not the result of an outside source. Our evaluation design is related to our mission. Because we have used a control group in our evaluation, we eliminate the possiblity of an outside source impacting the girls’ increase in scores on the Emotional Self-Efficacy Test administered.

  28. How Will We Market and Communicate Our Program? To market our program, we have started a Facebook group page explaining our program. We would post this group on local High School Facebook pages. Students could request information regarding the group and obtaining membership. • https://www.facebook.com/inchargeforgirls Additionally, we will contact local high schools to determine if the students have email accounts. If so, after we have gotten permission from the schools, we will send a mass email explaining our program to the teenage girls at the different schools. To communicate to participants in our program about the program, we will create a private Facebook group in which only members of the group would be able to see posts regarding the program and who is involved with the group.

  29. Apps to assist our program: School 26 follows Kate, a student whose nomadic family has made it difficult for her to maintain long-term friendships. As she enrolls at her 26th new school, she and her parents strike a deal: if Kate makes good friends here, the family will stay put. Now the player must help Kate use intuition, empathy, and strategy to build friendships and navigate the often-treacherous social hierarchies of high school in this unique game of social mastery. https://play.google.com/store/apps/details?id=com.expb.school26&hl=en

  30. Apps, continued… iProblem is a free advice column and social network in which people can ask a question and other people in the social network can respond to the question to assist them in their quest. This app is available through the iTunes store.

  31. Where Can We Get Funding for Our Program? The foundation that we chose is the Open Meadows Foundation. It is a grant-making organization that seeks projects that promote gender/racial/economic justice. Open Meadows is a grant-making organization that seeks projects that promote gender/racial/economic justice. The projects must be led by and benefit women and girls, particularly those from vulnerable communities. Its mission is compatible with our mission because we both seek to empower females. The organization funds projects that must be led by and benefit women and girls, particularly those from vulnerable communities. http://www.openmeadows.org/

  32. References: (2011, April 07). Flour sack [Print Photo]. Retrieved fromhttp://blog.glutenfreeclub.com/rice-flours-how-to-use-them-in-your-gluten-free-diet (2013). My little hero cake topper by jellycakedesigns [Print Photo]. Retrieved from http://images.search.yahoo.com/images/view;_ylt=A0PDoKhCL0dR1ScA5MmJzbkF;_ylu=X3oDMTBlMTQ4cGxyBHNlYwNzcgRzbGsDaW1n?back=http://images.search.yahoo.com/search/images?p=girl+heroic+cake&n=30&ei=utf-8&y=Search&fr=yfp-t-900&tab=organic&ri=10&w=936&h=1437&imgurl=img0.etsystatic.com/001/0/5906516/il_fullxfull.373436048_1efa.jpg&rurl=http://www.etsy.com/listing/108969485/my-little-hero-keepsake-cake-topper&size=276 KB&name=My Little Hero Keepsake Cake Topper by jellycakesdesigns on Etsy&p=girl heroic cake&oid=780a5e58458ea84f84c6e692de430666&fr2=&fr=yfp-t-900&tt=My+Little+Hero+Keepsake+Cake+Topper+by+jellycakesdesigns+on+Etsy&b=0&ni=144&no=10&ts=&tab=organic&sigr=1295c0184&sigb=13lk9ll9v&sigi=12122r2gf&.crumb=Fm0aFUGUlEG 5 quart stainless steel mixing bowl [Print Photo]. Retrieved fromhttp://www.oxo.com/p-375-5-quart-stainless-steel-mixing-bowl.aspx A birthday cake with candles [Print Photo]. Retrieved fromhttp://webclipart.about.com/od/food/ss/Cakes-And-Cupcakes_2.htm Bacchini, D., & Magliulo, F. (2003, 10 01). Self-image and perceived self-efficacy during adolescence. Retrieved fromhttp://link.springer.com/article/10.1023/A:1024969914672 Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76(2), 258-269. Retrieved fromhttp://search.proquest.com/docview/209813215?accountid=2745

  33. References, continued... Betty crocker cake mix [Print Photo]. Retrieved fromhttp://1.bp.blog spot.com/-hNXltjp83NI/UDAFlz-GnhI/AAAAAAAAASg/hcJWRc6ctKA/s1600/american-betty-crocker-supermoist-golden-vanilla-cake-mix-29-p.jpeg Broken egg [Print Photo]. Retrieved fromhttp://www.dailyperricone.com/wp-content/uploads/2010/11/Broken-Egg.jpg C&H pure cane granulated white sugar [Print Photo]. Retrieved fromhttp://www.filoutlet.com/?product=ch-pure-cane-granulated-white-sugar-10-lb Cake mix in bowl [Print Photo]. Retrieved fromhttp://m5.paperblog.com/i/26/265776/cake-batter-cookies-L-2ic48c.jpeg Calumet baking powder [Print Photo]. Retrieved fromhttp://mariscakesenglish.blogspot.com/2009/11/baking-powder.html Conversation starters for teenage girls(scenarios). (n.d.). Retrieved fromhttp://teachingthem.com/about/ Egg [Print Photo]. Retrieved fromhttp://www.foodsubs.com/Eggs.html Girl being talked about by group of girls. [Print Photo}. Retrieved from www.womansday.com (n.d.). Retrieved fromhttp://www.openmeadows.org/ Pillsbury classic white frosting [Print Photo]. Retrieved fromhttp://www.meijer.com/assets/product_images/styles/xlarge/1001029_051500280034_A_400.jpg

  34. References, continued... Rudy, B., Davis, T., Matthews, R. (2012) Socialization of Emotions. In Lewis, M. and Havvialnd "ScienceDirect.com - Behavior Therapy - The Relationship Among Self-Efficacy, Negative Self-Referent Cognitions, and Social Anxiety in Children: A Multiple Mediator Model." N.p., n.d. Web. 13 Feb. 2013. <http://www.sciencedirect.com/science/article/pii/S0005789411001432>. Russian nesting doll measuring cups [Print Photo]. Retrieved fromhttp://www.neatoshop.com/product/M-Cups-Matryoshka-Russian-Nesting-Doll-Measuring-Cups Salt shaker [Print Photo]. Retrieved from http://img4-1.realsimple.timeinc.net/images/0901/salt-shaker_300.jpg Steese, S., Dollette, M., Phillips, W., Hossfeld, E., & al, e. (2006). Understanding girls' circle as an intervention on perceived social support, body image, self-efficacy, locus of control, and self-esteem. Adolescence, 41(161), 55-74. Retrieved fromhttp://search.proquest.com/docview/195937968?accountid=2745 Surviving the teens/suicide prevention. (n.d.). Retrieved from http://www.cincinnatichildrens.org/service/s/surviving-teens/stressors/peer-social/ Taylor, J. V., & Trice-Black, S. (2007). Girls in real life situations: group counseling activities for enhancing social and emotional development. Champaign, Illinois: Research Press. Teenage girls scenarios. (n.d.). Retrieved from http://teachingthem.com/2011/01/30/conversation-starters-for-teenage-girls-scenarios/ Unfrosted cake [Print Photo]. Retrieved fromhttp://www.countryliving.com/cm/countryliving/images/CLX0505FOOD10DG_460x360.jpg What is westwood action troop. (n.d.). Retrieved from http://westwoodactiontroupe.webs.com/

  35. Our Web Page: http://alsgalshl367finalproject.weebly.com/

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