The Efficacy of an Intervention Program on the Self-esteem and School Performance of Young Adolescent Girls PDF Download
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Author: Donna M. Kelsch
Publisher:
ISBN:
Category : Girls
Languages : en
Pages : 566
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Book Description
Author: Donna M. Kelsch
Publisher:
ISBN:
Category : Girls
Languages : en
Pages : 566
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Book Description
Author: Yessenia Connie Marroquin
Publisher:
ISBN: 9781085572545
Category : Academic theses
Languages : en
Pages : 56
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Book Description
There are an estimated half million foster youth in the United States, 71% of which are of school age, according to Gustavsson and McEachron (2012). There are numerous factors that contribute to poor academic performance among fostered youth. Many of which can be linked to lack of resources, emotional trauma, lack of support. Foster children are almost twice as likely to underperform throughout their primary education, then non-fostered youth (Burley, M. & Halpern, M., 2001). Fostered adolescent girls, as a group, are subject to many psychosocial stressors that can negatively impact their academic performance and increase their risk of dropping out of school. Examples of psychosocial stressors include, abusive a dysfunctional family relationship, childhood trauma, abandonment and trust issues, low-self-esteem and poor self-efficacy, transient living conditions resulting in excessive school absence, and limited positive peer relationships. This project presents a school-based psychoeducational group intervention targeting fostered adolescent girls aged 14-18. The aim of this psychoeducational support group is to increase retention, academic success and graduation, as well as provide resources and emotional support to address the challenges commonly faced by girls in foster care. Curriculum components of the proposed psychoeducational group for fostered adolescent girls include: (1) developing a support network among foster youth girls; (2) constructing and applying coping skills in response to the fostered experience; (3) developing skills in cognitive reframing to promote self-efficacy; (4) reducing anxiety and promoting positive coping while debriefing foster care experiences; (5) goal setting and identifying strengths to improve self-efficacy; and (6) strategies to support academic achievement and college readiness.
Author: Peggy Orenstein
Publisher: Anchor
ISBN: 0307833119
Category : Social Science
Languages : en
Pages : 370
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Book Description
A NEW YORK TIMES NOTABLE BOOK OF THE YEAR When Peggy Orenstein's now-classic examination of young girls and self-esteem was first published, it set off a groundswell that continues to this day. Inspired by an American Association of University Women survey that showed a steep decline in confidence as girls reach adolescence, Orenstein set out to explore the obstacles girls face--in school, in the hoime, and in our culture. For this intimate, girls' eye view of the world, Orenstein spent months observing and interviewing eighth-graders from two ethnically disparate communities, seeking to discover what was causing girls to fall into traditional patterns of self-censorship and self-doubt. By taking us into the lives of real young women who are struggling with eating disorders, sexual harrassment, and declining academic achievement, Orenstein brings the disturbing statistics to life with the skill and flair of an experienced journalist. Uncovering the adolescent roots of issues that remain important to American women throughout their lives, this groundbreaking book challenges us to change the way we raise and educate girls.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Book Description
Author: Antonella Montini
Publisher:
ISBN:
Category : Self-esteem in adolescence
Languages : en
Pages : 278
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Book Description
Author: Mary Beth Harris
Publisher: Oxford University Press
ISBN: 0195172949
Category : Education
Languages : en
Pages : 225
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Book Description
Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face increased risk of dropping out and experiencing poverty. This eight-session, in-school group intervention uses cognitive-behavioral principles to bolster life skills such as focusing on action, setting goals, solving problems, and coping. The message embedded in the curriculum is one of self-efficacy and self-confidence, drawing on young womens strengths and teaching them how to manage the challenges of school, relationships, parenting, and employment. A treatment manual with detailed guidelines for establishing and leading a culturally diverse group, this guide also reviews the successful results of three school-based trials of the program, vividly illustrated with vignettes and containing all of the handouts and materials necessary for a school-based professional to implement the program.-- Groups can be led by social workers, counselors, school nurses, teachers, and even volunteers with little additional training-- An all-in-one treatment manual provides dialogue, forms, and handouts for facilitators to use in each session-- Empowers young women to take charge of their education and develop skills that will help them succeed in school and in life
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 416
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Book Description
Author: Jorg Thonnissen
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838376813
Category : Adolescent psychology
Languages : en
Pages : 64
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Book Description
Research suggests that the active protection and promotion of self-esteem is critical to mental and social well being and plays an important role as a protective and non specific risk factor in physical and mental health. Youth problems such as poor academic achievement, risky sexual behavior, insolence, drug and alcohol abuse, psychological distress and delinquency have been associated with low self-esteem. Many programs have been designed to increase self esteem in children and adolescents, however, few have so far been assessed for their effectiveness. Thus, a study consisting of 98 children and young adolescents aged 8-15 years has been conducted to investigate whether a specialized self-esteem building program held in a camp environment in Western Australia had the desired effects. The program primarily utilises goal setting techniques, self regulation and positive peer and educator encouragement as a method to increase perceived self-esteem in participants. Results based on the Coopersmith Self-esteem Inventory showed significant long term effects of the measure shortly after completion of camp and at a three week follow up investigation.
Author: Elena Savina
Publisher: Routledge
ISBN: 1000468402
Category : Psychology
Languages : en
Pages : 172
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Book Description
This book equips school psychologists and other mental health professionals with a comprehensive understanding of mental health and well-being in adolescent girls. The text places adolescent girls in a developmental and social-cultural context and outlines factors that can shape girls’ well-being including family, peers, and media. Chapters discuss trajectories that might result in mental distress and dysfunction in adolescent girls and identify pathways to their optimal development. Additionally, the book reviews the domains of well-being including physical health and habits, emotional well-being, healthy relationships, and identity and agency. Each chapter includes theory-informed and empirically supported interventions to help promote girls’ positive physical and socio-emotional development and culminates in a list of further recommended resources for the reader. Well-Being in Adolescent Girls is a valuable resource for school psychologists, counselors, and other mental health professionals working with adolescents along with those in graduate-level courses in school psychology and school counseling programs.
Author: Esperanza M. Harper
Publisher:
ISBN:
Category : High school girls
Languages : en
Pages : 30
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Book Description
The effectiveness of a high school girls group was examined using a pretest-post-test group design with young adolescent girls identified as having low self-esteem. Individuals were identified by teachers and counselors as having low self-esteem or being at risk for having low self-esteem. This research project includes a literature review that explored self-understanding and its dimensions of self-concept and self-esteem, as well as how this research relates to development. The curriculum used came from the Girls In Real Life Situations (GIRLS) group program created by Julia V. Taylor and Shannon Trice-Black (2007). The research study was conducted at a high school in a rural west Texas town. A total of 12 adolescent females with a mean age of 17.0 years completed a pretest before the start of the 12-week program and a post-test at the end of the program. The GIRLS program provided support for participants to understand more about themselves in relation to the typical issues that individuals their age often experience. There was a significant difference in the predicted direction between post-test and pretest scores.
