PRoBE Missouri State University

1. PRoBE Missouri State University in partial fulfillment of COU781 Secondary School Counseling Internship Dr. Marci Dowdy

2. Improving Social Skills and Self-Esteem with 7th Grade Students Rachel Phillips Jarrett Middle School Springfield, MO

3. The Problem • Some students at Jarrett Middle School are perceived by students and staff as “bullied” and “victims” of bullying behaviors. • This results in some students becoming isolated and withdrawn during their middle school years, a period of time that is recognized as formative in social skills development. As a result, social skills development and appropriate interaction with peers and adults is lacking in these students.

4. The Question • Can small-group counseling focused on social skills development help students identify appropriate ways to interact with peers and staff while increasing their self-esteem at JMS?

5. S.I.M.S.: Students • 12 7th grade students • 8 (4 female, 4 male) students identified by 7th grade counselor and staff as “victims of bullying” and in need of social skills development • 4 (2 female, 2 male) Peer Mediators who were selected by the 7th grade counselor to be “models” of appropriate behavior and communication

6. S.I.M.S.: Intervention • 1 brief individual session with each student to identify purpose of group and hand out parent permission letter • 6 group sessions lasting 30 minutes

7. S.I.M.S.: Intervention, cont. • Session 1 • Introductions • Purpose of group • Self-Esteem pre-test • Establish group norms • Discuss what topics would be helpful to cover in group: friendship, conflict resolution, anger management • Summary/Closure

8. S.I.M.S.: Intervention, cont. • Session 2 • Discuss bullying • leaders and followers • Summary/closure • Session 3 • Discuss friendship • Stand, Sit, Support Activity • Summary/closure • Session 4 • Discuss how to handle conflict and anger • Tips with parents, teachers, siblings, and peers • Summary/closure

9. S.I.M.S.: Intervention, cont. • Session 5 • Discuss trust • Discuss handling conflict at home and school • Discuss final group • Summary/Closure • Session 6 • Discuss what students gained/will take away with them from this process so far (group will continue) • Self-Esteem post-test • Summary/Closure

10. S.I.M.S.: Measurement • Measurements coincide with 2 of the 3 strands of Missouri Comprehensive Guidance • Academic Development • Grades of each group member assessed at three points: pre-group, mid-group (after Session 3) and post-group • Number of each letter grade collected • Rationale: As appropriate classroom behaviors and communication increase, classroom success (measured by grades) may increase

11. S.I.M.S.: Measurement, cont. • Academic Development, cont. • Attendance (%) collected at 3 points: pre-group, mid-group (after Session 3), and post-group • Attendance collected was cumulative • Rationale: As self-esteem increases, engagement in school (measured by attendance) may increase

12. S.I.M.S.: Measurement, cont. • Personal/Social Development • Rosenberg’s Self-Esteem Scale (adapted for adolescents) • Administered at 2 points • beginning of Session 1 • beginning of Session 6 (final Session)

13. Adapted Rosenberg Self-Esteem Scale Initials: Thank you for joining our group! To help get an idea of what might be helpful to talk about during our lunches, please complete this worksheet. Below is a list of statements dealing with your general feelings about yourself. For each question: If you strongly agree with the statement, write SA next to the sentence. If you agree with the statement, write A next to the sentence. If you disagree with the statement, write D next to the sentence. If you strongly disagree with the statement, write SD next to the sentence. • On the whole I am satisfied with myself. • At times I think that I am no good at all. • I feel that I have a number of good qualities. • I am able to do things as well as most other people. • I feel I do not have much to be proud of. • I certainly feel useless at times. • I feel that I am a person of worth, at least the equal of others. • I wish I could have more respect for myself. • All in all, I am inclined to feel that I am a failure. • I take a positive attitude toward myself. Rosenberg, Morris. 1989. Society and the Adolescent Self-Image.  Revised edition. Middletown, CT: Wesleyan University Press.

14. S.I.M.S.: Setting • Group met in the same empty classroom at Jarrett Middle School on Tuesdays during 7th grade lunch (12:04-12:34 p.m.) • 12 students were at the first group meeting; one student dropped out after the first meeting due to lack of interest. The 11 remaining members were present for the duration of the group, with 5 members being absent for one session each.

15. Results: Attendance

16. Summary • Attendance • 6 students experienced an increase in attendance • 3 students experienced a decrease in attendance • 3 students experienced no change in attendance • No student had an attendance percentage below 88%

17. Results: Grades

18. Summary • Grades Across the Group: • Total number of ‘A’ grades increased • Total number of ‘B’ grades increased (almost doubled) • Total number of ‘C’ and ‘D’ grades decreased • Total number of ‘F’ grades increased

19. Results: Self-Esteem • *note: 4 students completed only one test (pre or post)

20. Summary • Self-Esteem • 5 students reported an increase in their self-esteem • 2 students reported a decrease in their self-esteem • 1 student reported the same self-esteem score on the pre- and post-test • 4 students took only the pre- or post-test • Teachers commented to group facilitator that group members became friends outside of the group

21. Recommendations • Continue to monitor group members’ grades and attendance • Expand small group counseling to include 6th and 8th grade social skills groups • Invite teachers to take a more active role in the selection of future group members • Do not meet during lunch • 30 min. is not enough time for sessions