1. PRoBE Presentation Partnerships for Results Based Evaluation Improving a Child’s Self-Esteem 2 nd and 3 rd grade Missouri State University In Partial Fulfillment of Requirements for School Counselor Internship COU 783 Shirley D. Bass Fall, 2009 Dr. Marci Dowdy, Faculty

2. 2 Outline of the Problem There was a need to improve the behaviors and self-esteem of select students at LR. Disruptive behaviors and attention- seeking behaviors were causing teachers to constantly redirect students to more appropriate behaviors.

3. 3 SIMS Students, Interventions, Measurements, Setting Students- 2 nd and 3 rd grade students identified to make poor choices, few friends, and exhibit a low self-esteem. Interventions- Counselor met for six weeks with each grade group of students. Measurements- Counselor administered a pre- test and a post-test to each student in the group. Setting- The group met in the Counselor’s classroom in a cohesive circle without chairs or desk.

4. 4 Pre-Group Preparation Brainstormed 2 nd and 3 rd grade population needs. Referral Request to teachers for them to identify students who may benefit from group. Collected referral lists Formulated permission letters for all students referred w/ identified group needs. Talked with permission letter recipients 1:1 or in class group clusters to explain the letter and to answer their questions before it was sent home with them. Collected returned letters Grouped students together based upon scheduling ability. Created schedule and verified with involved teachers. Emailed involved teachers master schedule and student list.

5. 5 Pre-Group and Group Details  Letters were sent home with 16 students 13 Letters returned 3 Never returned letters  Group began (3 rd grade) October 7, 2:20-250 (2 nd grade) October 8, 1:55-2:25  Met for six weeks. (During last recess and 15 minutes more for a total of 30 minutes).  Attendance was sporadic in each group (see next page).

6. 6 Attendance Student Session # M2W2C*2K2O2C2R2G3S3I3H3K3M3 1PAPPPPPPPPPPP 2PAAPPAPPPPPPP 3PPPPPPAAPPPPA 4PPDPPPPPPPPPP 5PPDPAAPPPPPPA 6PADPPPPPPPPPP P – PRESENT A – ABSENT D – DISMISSED

7. 7 Group Identification Self-esteem and making good choices  The teachers and counselor identified students within their classes that appeared to be loners within the class group. These students exhibit a low self-esteem, have few or no friends and often make poor choices with attention seeking behaviors and/or responses to peers. They reportedly make negative comments about themselves and their peers.

8. 8 Students Selected Group #1 (3 rd grade) = 4 girls 2 boys Group #2 (2 nd grade) = 2 girls 5 boys All children in varying degrees exhibited a need for improved self-esteem and/or behavior choice skills. (Three boys were warned individually with counselor to follow directions and participate positively due to inappropriate disruptive behaviors.) (One Group #2 boy was dismissed for disruptive behaviors)

9. 9 Goals of Group Provide a safe environment for students to express their feelings. Learn new skills to make better behavior choices. Improve each participants self-esteem. To work to improve self-image. Use skills to make positive relationships with peers.

10. 10 Outline of the Response Students were selected Students were educated about the purpose of the group and asked to become a member. Students attended group to learn productive ways to have an improved self-esteem, which will assist in making better choices about behaviors and making positive relationships with peers. At the completion, each child was presented with an “All About “ book. This book was a compilation of all their work with them as the author.

11. 11 Group Topics ALL ABOUT Session 1 – Introduction and ice breaker activities, rules/ expectations and pre-test. Session 2 – Self-Esteem story: Don’t Feed the Monsters on Tuesday, by Adolph Moser. Session 3 – House-Tree Drawings, Complimenting One Another Exercise/Activity. Session 4 – Person Drawing and sharing, All About Me Questions. Session 5 – Unique Story and sharing. Session 6 – ILLAC activity and Conclusion

12. 12 Self-Rating Scale ALL ABOUT The self-rating scale was given to each student on the first meeting and the last meeting. If a child was absent, this child was asked to complete the scale with the counselor in a one-on-one setting. The questions had an answer choice of yes, no, or not always with the last two statements being open-ended subjective questions. The questionnaire is on the next slide #11. The identified answers of concern for each question is on the following slide #12.

13. 13 Self-Rating Scale ALL ABOUT 1. I BLAME OTHERS OFTEN? 2. I TAKE RESPONSIBILITY FOR MY CHOICES? 3. I LIKE MYSELF? 4. I FEEL LONELY MOST OF THE TIME? 5. I LIKE THE WAY I LOOK? 6. I WISH I COULD BE SOMEONE ELSE? 7. I WORRY ABOUT WHAT OTHERS THINK ABOUT ME? 8. I AM GOOD? 9. I AM BAD? 10. I THINK I CAN SUCEED? 11. I LIKE BEING ALONE? 12. I HAVE FRIENDS? 13. I AM PROUD OF MYSELF? 14. I STICK UP FOR MYSELF TO OTHERS? 15. I LIKE TRYING NEW THINGS? 16. SOMEONE TELLS ME I A SPECIAL? 17. I THINK I AM WORTHY TO BE LOVED? 18. ONE SPECIAL THING ABOUT ME IS..... 19. I LOVE ME BECAUSE...........

14. 14 Self-Rating Scale Identified Answers (of concern) ALL ABOUT 1. YesI BLAME OTHERS OFTEN? 2. NoI TAKE RESPONSIBILITY FOR MY CHOICES? 3. NoI LIKE MYSELF? 4. YesI FEEL LONELY MOST OF THE TIME? 5. NoI LIKE THE WAY I LOOK? 6. YesI WISH I COULD BE SOMEONE ELSE? 7. OpenI WORRY ABOUT WHAT OTHERS THINK ABOUT ME? 8. NoI AM GOOD? 9. YesI AM BAD? 10. NoI THINK I CAN SUCEED? 11. OpenI LIKE BEING ALONE? 12. NoI HAVE FRIENDS? 13. NoI AM PROUD OF MYSELF? 14. NoI STICK UP FOR MYSELF TO OTHERS? 15. OpenI LIKE TRYING NEW THINGS? 16. NoSOMEONE TELLS ME I A SPECIAL? 17. NoI THINK I AM WORTHY TO BE LOVED? 18. Open EvaluationONE SPECIAL THING ABOUT ME IS..... 19. Open EvaluationI LOVE ME BECAUSE...........

15. 15 Comparison Details ALL ABOUT  Each grade is represented separately.  The chart is labeled on the horizontal axis with the students’ names.  Each child is represented by two bars.  The first bar represents the pre-test.  The second bar represents the post- test.

16. 16 Pre-Test and Post-Test Comparisons (3 rd grade)

17. 17 Pre-Test and Post-Test Comparisons (2 nd grade)

18. 18 Outline of the Response  The results indicate that  Four students identified no areas of concern  Three students identified improved self- esteem.  Three students identified decreased self- esteem.  M3 responded as not always on his pre- test, which may indicate he just circled his response with no thought.  Two students identified a consistent self- esteem.

19. 19 Challenges Time constrains of school schedule Gathering all members of the group in a timely fashion. Arriving to group location in a timely manner. Taking turns when sharing. Staying on task.

20. 20 Positives Liked enough they wanted friends to join. Wanted to have group every week all year. In observation, participants appeared to be more positive about themselves and the way they use positive self-talk. Observation indicated they felt special and like they belonged.

21. 21 Summary The group was productive for some of the members. Four of the members would benefit from individual therapy, in addition to the group therapy. It was encouraging to watch a few of the members transform their self-talk from negative to encouraging and positive.

22. 22 Recommendations I would make the pre-test and post-test easier to evaluate and summarize. The tool I used was difficult to use as a reliable reflection of success. I would use something with fewer questions and the Likert Scale. Try to find a time that the children can meet and not miss recess. They enjoyed coming, but getting them all together at recess time was difficult. After being reminded, they would become distracted by recess and forget to meet with me in the hallway.

23. 23 Bibliography Moser, Adolph J., PhD. Don’t Feed the Monsters on Tuesday! : Children’s Self- Esteem Book (1991). KC, Missouri Landmark Editions. Sweeney, D. & Homeyer, L. (1999) The Handbook of Group Play Therapy. Jossey- Bass Wiley Imprint. San Francisco, CA. IALAC ( I am Loveable and Capable)