Running Head: EMPOWERED LEADERSHIP CLUB

Empowered Leadership Club

Addressing the Impact of Gender Stereotyping for Adolescent Girls
Group Proposal
Chelsey Thomas
Seattle University

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Abstract

This proposal outlines the details of a small group counseling program titled the Empowered
Leadership Club, to be implemented by a school counselor in the high school setting. The target
population for the program is 9th grade students who identify as female and are between the ages
of 13 and 15. The main theme to be addressed in the group is the effects of gender stereotypes
on the personal, social, academic and career outcomes of adolescent girls. The author includes a
brief literature review as a rationale for the program, a description of group goals and objectives,
group participants and type of membership, format of the group and group rules, type of group
leadership, detailed session plans, practical considerations and evaluation procedures.

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Empowered Leadership Club

Rationale
Current research on the development of girls throughout childhood and adolescence
shows that the cultural messages they receive on a daily basis about who they are and who they
should be, are negatively impacting their personal, social, academic and career development
(Choate & Curry, 2009). These messages are largely disseminated via popular media, but are
reinforced through gender socialization in the community, at home and in schools (Choate &
Curry, 2009). This is not a new phenomenon as American society has a long history of gender
role stereotyping, but some researches argue that in the media-saturated culture of today, girls are
even more vulnerable to the negative repercussions of these messages because they are so
pervasive (Lecroy & Daley, 2001). School counselors should be aware of and make efforts to
address this trend for many reasons, but first and foremost is their professional obligation to
ensure that all students get their personal, social, academic and career needs met in an equitable
way and to remove any existing barriers to getting these needs met (Choate & Curry, 2009).
Gender role stereotyping affects the personal and social development of young girls in a
number of ways and influences not only how they see and value themselves, but also how they
see and value each other. Pressure to conform to stereotypical expectations of femininity (i.e.
nurturing, cooperative, kind, pretty, etc.) are more keenly felt during adolescence, and girls often
feel conflict between these expectations and their actual autonomous selves as they struggle to
develop their gender identity (Lecroy & Daley, 2001). At the same time girls also hear messages
encouraging them to be assertive, strong, and independent but often experience negative
repercussions in the classroom and in their interpersonal relationships when they do act
according to these stereotypically male norms, because in doing so they may be seen as

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antagonistic by their peers (Kay & Shipman, 2014). Not only does this confuse the gender
identity formation process for those who identify as female according to binary terms, but it also
has significant implications for the healthy development of gender non-conforming and
transgender youth (Bethesda, 2014).
Adolescence is also a period in which girls become highly attuned to and influenced by
mass media as they are frequently exposed to sexualized, unrealistic ideals of how girls and
women should look and act (Choate & Curry, 2009). The intrinsic worth of women are
devalued through these images and as a result, many girls learn to internalize these unrealistic
cultural standards and begin to base their own value on their external qualities in an effort to
measure up (Choate & Curry, 2009). They become overly critical of themselves which can lead
to the development of low levels of self esteem, poor body image, eating disorders and
depression (Lecroy & Daley, 2001). Furthermore, girls become more critical of each other
which can lead to negative interpersonal relationships, conflict, and bullying (Lecroy & Daley,
2001). School counselors can help address these personal and social issues effectively in a group
counseling setting because girls are provided with a safe space in which to explore their gender
identity, challenge gender role stereotypes, and develop critical support systems in each other
(Lecroy & Daley, 2001).
In addition to the effect gender role stereotyping has on the personal and social well being
of adolescent girls, it also has a significant impact on their academic achievement and career
goals. Types of acceptable jobs for men and women according to traditional gender norms, are
taught as early as preschool age and they are reinforced through popular media, in the
community, at home, and at school (Freedheim & Weiner, 2003). For example, careers in
science, technology, engineering, and math have traditionally been held by men and although

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more women are pursuing these careers today than they have historically, current research
demonstrates that young girls are still discouraged from pursuing STEM careers due to the
continued existence of traditional gender role expectations (Freedheim & Weiner, 2003). Being
discouraged in this way serves to reinforce the age old stereotype that girls are just bad at math
and science, which can then lead to their lower self- efficacy in these subject areas and the choice
not to enroll in the challenging higher level classes necessary to become a doctor, scientist, or
engineer (Lecroy & Daly, 2001).
Gender stereotypes not only reinforce lower self efficacy for girls in areas like math and
science, but they also contribute what some researchers call a confidence gap between the
sexes, which can serve to limit adolescent girls and womens career aspirations as well as
success in the careers they do choose (Kay & Shipman, 2014). This again begins at an early age
and is most readily displayed through gender bias in the classroom. Kay and Shipmans theory is
that because girls are more developmentally ready than boys to behave in the way that their
teacher desires early on, they are rewarded by the teacher for their perfect behavior, learn to
seek out these rewards and approval, and as they get older, they become less willing to make
mistakes and take risks (Kay & Shipman, 2014). This then translates to an unwillingness to take
academic risks out of fear of failure as well as the career risks often necessary for promotions
and achievement of career goals (Kay & Shipman, 2014).
On the other hand, because young boys receive more criticism early on, they become
more resilient and willing to make mistakes and take risks both in the classroom and in their
careers and are therefore more successful in the real world as a result (Kay & Shipman, 2014).
School counselors can use small group work to effectively address the limited academic
opportunities and career aspirations for adolescent girls as well as issues around self- efficacy

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and appropriate risk taking through group activities and discussion aimed at combating gender
stereotypes.
Group Participants
The target group of participants will be incoming 9th grade students who identify as
female. Research shows that there are specific and important developmental tasks central to the
healthy development of adolescent girls and they include but are not limited to: establishing an
acceptable body image, developing a positive self image, developing satisfactory peer
relationships, and planning for the future (LeCroy & Daley, 2001).

Helping girls develop the

skills to navigate these developmental tasks while still in the early period of adolescence during
their first year in high school is a central priority of the Empowered Leadership Club.
Though the available research base that informs the majority of the content in this group
proposal specifically targets girls or young women according to binary terms, the group will
be open to those who identify as female and those who are transgender and gender nonconforming as the content is relevant to the healthy development of these populations (Bethesda,
2014). Even although gender stereotypes affect the majority of girls as they develop, there will
be differences in how they affect girls who come from different cultural backgrounds (Peterson,
2007). Therefore the group leader must be aware of the cultural makeup of the group including
differences in ethnicity, socioeconomic status, sexual orientation, ability levels and so on and
plan content adaptations accordingly so that they are culturally relevant. The group leader will
clearly state that the club will be an inclusive and safe space where differences of all participants
will be valued and respected when publicizing the club for recruitment purposes.
Group Goals and Objectives
The main goal of the group is to raise awareness of existing gender stereotypes and how

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they affect young women in their personal, social, and academic lives and career choices as well
as help group members build the skills and support necessary to effectively confront these
stereotypes as they move through their high school careers. They will also be encouraged to take
on leadership roles and engage in meaningful action to combat stereotypes in the greater school
environment. This will be accomplished by introducing group members to issues surrounding
gender stereotyping via psychoeducation. Members will then engage in group activities, roleplays, and discussion in order to process information introduced and make connections to their
own lives and each other. Finally, members will engage in targeted skill building exercises to
strengthen self-efficacy, leadership skills and goal setting abilities.
Type Of Membership
The group will be closed membership as a primary focus will be on building a support
system through relationships formed in group, which would not be conducive to open
enrollment. Members will enroll on a voluntary basis and will include up to but no more than
10, 9th grade students who identify as female, are gender non-conforming or trans gender.
Because the content is directed at building on developmental skills of early adolescents, the
acceptable age range will be 13-15 years old. Recruitment will be done through publication of
the group in the student newspaper and counseling parent newsletter as well as posting
announcements on school bulletin boards and verbally advertising in the morning
announcements. The group leader will also make direct contact with teachers to ask for potential
member recommendations as well as direct contact with students who they think may benefit
from participation in the group (Gladding, 2012). The screening process will be conducted
through an individual interview with each potential member, in which the content of the group
will be discussed and the leader will gage the maturity level, interest level and overall fit of the

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student with other potential members.

Role of the Leader
The group leaders role will be democratic and directive. Because this is a
psychoeducation group rather than a psychotherapy or counseling group, the sessions will be
content heavy and group members will engage in activities that will require specific direction
(Gladding, 2012) However, group processing of activities will require as little direction as
possible so that members can process their own experience in connection with the content and
make connections with each other through open discussion. The primary goal will be to allow
the group participants to develop their own potential and that of other group members
(Gladding, 2012), which will hopefully be an empowering experience.
Format
The group will meet once a week, after school for 8 weeks and the sessions will last 60
minutes. The group leader will take into consideration the different after school clubs and sports
teams that meet in the same time frame that the group will meet and will work around these
schedules as much as possible in order to maximize the accessibility of the group to potential
members. Individual sessions will include an introduction to the topic for each meeting
including a content overview and then students will engage in various activities including open
discussion, role play, questionnaires, games and other appropriate activities outlined in session
plans.
Group Rules
Group rules will be established by the group in the introductory session and will be the first
group and relationship building activity. The group leader will add the right to pass if members
do not want to share as well as the right each member has to respect within the group, if these

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rules are not already brought up by the members. The group leader will also add the right of
each member to confidentiality within the group and the definition and limits of confidentiality
will be discussed at this time.
Group Session Plans
Session 1: Introduction
Abbreviated Plan (See Appendix I)
Session 2: Young Women and the Media
Focus: Members will increase self awareness (PS: A), learn to recognize, accept, respect and
appreciate individual differences (PS: A2.3) and be able to identify personal strengths and assets
(PS A1.10). (American School Counselor Association, 2008)
Goal and Objective: Members will increase awareness of the negative influence popular media
has on self concept and body image through critical examination of the Miss Representation
movie trailer. They will explore their own beliefs and expectations about gender roles through
group discussion and processing and will identify sources of intrinsic worth through a journal
exercise.
Introduction: Remind members of group rules and confidentiality and introduce session topic of
girls and the media.
Activity 1: Members will watch the Miss Representation video trailer and the group leader will
facilitate discussion around media messages and expectations of girls and women. The group
will explore themes through the following discussion questions:
1. What is this video saying about expectations in the media about how girls and women
should act, what they should look like, what they should find important (Lecroy & Daley,
2001) who they can or cannot be?
2. How do these expectations fit with your own expectations about yourself?

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Activity 2: Identifying Stereotypes

Members will be asked to name common stereotypes they have heard or seen to describe
girls and women. They will then break into two groups and will be asked to identify and write
down as many stereotypes as they can while watching the Miss Representation video again. The
group that identifies the most stereotypes wins a small prize (candy). The group leader will then
facilitate discussion around unrealistic stereotypes for girls and women by asking group
members how they are affected by these stereotypes in their daily lives.
Homework Activity: Members will be asked to make a list of 5 things they like about
themselves and bring it to the next session. They will be asked to share at least 3 of the things
they wrote down, but will be reminded that sharing is voluntary. Girls will be informed that for
each homework activity that they complete, their name will be put in a drawing for a final prize
at the end of the 8-week session (LeCroy & Daley, 2001).
*Activity adapted from Go Grrrls Curriculum
Closing: Check in with members with 5 minutes remaining in the session and ask how the
process was for them and how they are feeling. Remind members of group rules, confidentiality,
and homework incentives.
Session 3: Girls and the Media: Processing and Skill Building
Abbreviated Plan (See Appendix I)
Session 4: Lean On Me
Focus: Members will learn skills around how to make and keep friends (PS: A2.8). (American
School Counselor Association, 2008)
Goals and Objectives: Members will increase awareness about the importance of friendship as
support and how it contributes to girls well-being (LeCroy & Daley, 2001) through a group

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activity and discussion.

Introduction: The group leader will introduce the session theme about friendship and wellbeing and remind members about group rules and confidentiality.
Activity: Qualities of a Friend
Members will be asked to share a story about one good friend they have and explain what
makes this person a good friend. As the members describe the qualities, the group leader will
write them down on a whiteboard or flip chart. Members will then be asked if they can think of
some good things friendship does for them and the group leader will write these ideas on the
board (Lecroy & Daley, 2001). The group leader will then open up the discussion to members
experience making new friends in their first year of high school and keeping old friends.
*Activity adapted from Go Grrrls Curriculum
Homework Activity: Members will be asked to create a role-play dialogue where they practice
starting a conversation with a potential new friend. Members will be given an example role-play
to work off of (See Appendix D).
Closing: 5 minute check in and debrief about the days activities and reminder of homework
incentive.
Session 6: Gender Stereotypes and Academics
Focus: Members will articulate feelings of competence and confidence as learners (A:A1.1) and
develop a broad range of interest and abilities (A:A3.3). (American School Counselor
Association, 2008)
Goals and Objectives: Members will explore the negative effects of gender stereotypes on their
academic and future lives through group discussion and will think about their different
possibilities and future paths through an individual drawing activity.

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Introduction: The group leader will remind members of group rules and confidentiality and
introduce the idea of gender stereotypes in academics by facilitating open discussion around the
following questions:
1. Have you ever been told you werent good at something just because you were a girl?
a. How did that make you feel? What, if anything, did you do about it?
2. Have you ever heard the stereotype that girls are bad at math and science?
a. How do you feel hearing that? What has your experience been in these subjects?
b. What limits do you think this stereotype places on future possibilities for girls?
The group leader will emphasize importance of believing in yourself and your abilities despite
limits others have placed on them or limits they have placed on themselves.
Activity: If I Could Be/Do Anything
Members will be asked to draw a picture of something they dream about doing if there
were no limits whatsoever. This can be about a future adventure, something theyd like to try in
school, like a club, sport, particular class etc., a future career or whatever they come up with.
The leader will then ask for volunteers to share their drawing with the group.
Homework Activity: Members will be asked to write a brief paragraph citing one or more ideas
about how they might combat gender stereotypes as they apply to academics and future goals in
the greater school environment.
Closing: 5 minute group check in and debrief and reminder of incentive to complete homework
activity.
Session 7: Career Exploration
Focus: Members will learn about the variety of traditional and nontraditional occupations (C: A:
1.2) and practice goal setting (C: A 1.6). (American School Counselor Association, 2008)
Goals and Objectives: Members will practice their leadership skills by sharing their homework
assignment about ideas for meaningful change. They will also explore traditional and non-

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traditional jobs and careers through engaging in a group game and using online career
exploration tools. Finally, they will work on goal setting for their future job or career through a
homework journaling activity.
Introduction: Members will be reminded of group rules and confidentiality and then share their
ideas from the homework assignment for combating gender stereotypes in the greater school
environment.
Activity 1: Members will engage in an occupational charades game to begin exploring nontraditional careers. Members will break into two teams and one member from each team will
draw from a pile of non-traditional occupations for women such as engineer, astronaut, scientist,
CEO, President etc. and act out the occupation for other members on their team to guess. The
team with the most correct guesses in the allotted time wins a prize (candy).
Activity 2: Members will be asked to share what they might want to do for a future career and
why. They will then be given the option to use two different websites to explore possible future
job and career opportunities (Group leader will need to secure access to computers for this
session) One website will connect members general interests to possible jobs and the other will
be specifically about women who have pursued non-traditional career paths. Members will be
reminded that these websites are tools for exploration and are not meant to box them into a
particular career or job because their stated interests pointed them in a particular direction. The
sky is the limit!
Homework Activity: Members will be asked to write two goals for a potential job or career that
they think theyd like to do in the future and specific steps they think theyll need in order to get
there. An example will be provided. (See Appendix F)
Closing: 5 minute check in and debrief and reminder that the next meeting will be our last. Ask

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members for input on what theyd like to do for the final session. Games, music, what kind of
food etc. (LeCroy & Daley, 2001). Remind members of homework incentive.
Session 8: Final Review and Goodbyes
Full Plan (See Appendix J)
Practical Considerations
One of the most important and potentially challenging considerations for the group leader
will be scheduling. Because the group will be advertised as an after school club, conflict with
academic schedules should not be a problem. However, the group leader will also have to be
willing to adapt the schedule to maximize participation, which may mean working the club into
the school day. In this case, the leader will have to advocate for the club to teachers and
administrators in order to get buy in and support. This is often a challenge as often high school
environments are not conducive to group work, nor do educators generally see them as a priority
or necessity (Ripley & Goodnough, 2001). Research suggests that educating faculty at the
beginning of the year during in-services and orientations either formally or informally can help
get them on board early on, so that when groups are being implemented, there is less push back
and more support (Ripley & Goodnough, 2001).
Another potential concern in implementing this group as written is that it is content heavy
and contains a large number of activities. The group leader will have to be extremely cognizant
of time management and adapt the content of the group in order to cover material effectively yet
allow for individual and group development. This may mean extending the number of sessions
and spreading out the content if possible or reducing the overall content.
Evaluation of Group
The group leader will use the Empowered Questionnaire (See Appendix B) as both a pre

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and post group measure. The questions were designed to measure attitudes and beliefs about
members self concept, identity, friendships and self efficacy therefore in answering the same
questions, the leader will be able to determine if group content and processing had an overall
positive effect on original attitudes and beliefs.

References
Bethesda, MD. (2014) [National Association of School Psychologists Position Statement]. Safe
Schools for Transgender and Gender Diverse Students. (2014). Communique
(0164775X), 42(7), 10-12.

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Choate, L., & Curry, J. R. (2009). Addressing the Sexualization of Girls Through
Comprehensive Programs, Advocacy, and Systemic Change: Implications for
Professional School Counselors. Professional School Counseling, 12(3), 213-222.
Choose Your Career | Inside Jobs. (n.d.). Choose Your Career | Inside Jobs. Retrieved August 4,
2014, from http://www.insidejobs.com/
Freedheim, D. K., & Weiner, I. B. (2003). Gender Issues in the Classroom. Handbook of
psychology (p. 262). New York: Wiley.
Foundation . (2008). ASCA National Model. Retrieved August 4, 2014, from
http://www.ascanationalmodel.org/foundation.
Gladding, S. T. (2012). Groups: a counseling specialty (6th ed.). Boston: Pearson.
Kay, K., & Shipman, C. (2014, April 14). The Confidence Gap. The Atlantic.
LeCroy, C. W., & Daley, J. (2001). Empowering adolescent girls: examining the present and
building skills for the future with the Go Grrrls Program. New York: Norton.
Peterson, S. (2007). Images of Sexual Stereotypes in Rap Videos and the Health of African
American Female Adolescents. Journal Of Women's Health (15409996), 16(8), 1157
1164.
Positive Self-Talk: The World is Lucky to Have You!. (n.d.). Exceptional School Counseling.
Retrieved August 4, 2014, from
http://exceptionalschoolcounseling.weebly.com/blog/positive-self-talk-the-world-is
lucky-to-have-you
Ripley, V. V., & Goodnough, G. E. (2001). Planning and Implementing Group Counseling in a
High School. Professional School Counseling, 5(1), 62.
The Representation Project. (n.d.). Miss Representation. Retrieved August 4, 2014, from
http://therepresentationproject.org/films/miss-representation/
Urban Strategist. (n.d.). Career Girls: Inspirational Role Model Video Mentors. Retrieved
August 4, 2014, from http://www.careergirls.org/careers/urban-strategist.

Appendix A
Empowered Leadership Club
Permission Form
Dear Parent/Guardian of _______________________________:

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Thank you for allowing your student to take part in the Empowered Leadership Club! The
purpose of this club is to raise awareness of specific issues that impact young women today and
empower members to become leaders for change in the greater school environment. Through
group activities and discussion we will encourage students to believe in themselves and their
abilities as well as create a support network for members as they move through their high school
careers. The overarching theme will be gender stereotyping and the impact it has on young
womens personal, social and academic lives as well as their future career possibilities.
In order for members to feel safe and participate effectively in the group process, it is necessary
that the information shared is kept confidential. This means that information students share
during club time will not be disclosed without their permission except if students reveal that they
are in danger of harming themselves or others or if they reveal that someone is harming them.
The club will begin on ___________ and end on ___________.
If you would like your student to participate in the Empowered Leadership Club, please read and
complete the section below and have this form returned to the counseling office by:
______________________.
Parent/Guardian Signature: ________________________________Date: _______________
Childs Signature: _______________________________________Date: _______________
Please feel free to connect with me anytime via phone or email if you have any questions,
comments or concerns.
Sincerely,
Chelsey Thomas
School Counselor

Appendix B
Empowered Questionnaire
Directions: Please answer the following questions by choosing the number and corresponding
statement between 1 and 4 that seems most appropriate for you.

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1
2
3
4

18

Strongly Disagree
Disagree
Agree
Strongly agree

How I Feel About Myself

1. I am happy with the way I look.
2. I am happy with how much I weigh.
3. The most important thing for a girl to be considered attractive is how her body looks.
4. There is more pressure for a girl to be pretty than for a boy to be handsome.
5. I am attractive just the way I am.
How I Feel About My Friends
1. I am happy with amount of friends I have right now.
2.
3.
4.
5.

I have at least as many friends as other people my age.

People my age often pick on me.
I could go up to someone my age and start talking to that person.
When things get tough, I have good friends to turn to.

How I Feel About My Abilities

1. I feel confident about myself as a girl.
2. I am proud to be a girl.
3. I feel good about who I am.
4. I am a capable person.
5. I feel I will be an effective girl and woman throughout my life.
*Adapted from Go Grrrls Curriculum
Appendix C
What I Like About My Body
Complete the following statements. Think about all the different aspects of your body that you
like.
Example: What I like about my body is that I have beautiful hands with long fingers.

What I like about my body is________________________________________________.

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What I like about my body is________________________________________________.

What I like about my body is________________________________________________.

What I like about my body is________________________________________________.

What I like about my body is________________________________________________.

*Adapted from Go Grrrls Curriculum

Appendix D
Striking Up a Conversation Example Dialogue
2 Hi, Im Laurie, whats your name?
2 Hi, Im Sally.
2 You play on the basketball team dont you?
2 Yeah. Thats the thing I like best about school.
2 Im not very good at basketball but I like playing soccer.
2 Oh, I like to play soccer too.

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2 Ive gotta go to class but it was nice meeting you. Lets play soccer
sometime!
2 Okay, thatd be great!

*Adapted from Go Grrrls Curriculum

Appendix E
Positive Affirmations Leadership Activity

Members will create sticky notes with empowering phrases on them and leave them in womens
bathrooms and on lockers throughout the school as a random act of kindness to inspire others
and spread positive self-image.

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*Adapted from the Exceptional School Counseling Blog

Appendix F
My Future Job/Career
To achieve big goals, we need to plan smaller steps to help us get there. Complete the following
statements to help you plan the steps along the path to achieving your future job/career goals.

I think Im interested in becoming a _________________________________________.

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To achieve my goal, one step I will take in the next 5 days is:
___________________________________________________________________________.
To achieve my goal, one step I will take in the next 5 months is:
___________________________________________________________________________.
To achieve my goal, one step I will take at the start of the next school year is:
___________________________________________________________________________.

*Adapted from Go Grrrls Curriculum

Appendix G
Career Exploration Websites

Gender specific resource- Women in non-traditional careers:

http://www.careergirls.org/careers/urban-strategist
Traditional and non-traditional career resource:
http://www.insidejobs.com/

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Appendix H
Positive Affirmations Closing Activity

Members will be given a wooden letter with the initial of their first names and painted black by
the group leader. They will then be given different color paint pens to write a positive
characteristic or affirmation on each girls initial in the group. They will leave with a colorful
reminder of the group members and their experience.

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Appendix I
Abbreviated Group Session Plans
Session 1: Introduction
Abbreviated Plan
Focus: Members will begin to assess their own attitudes and beliefs about themselves (PS: A1.2)
and begin the relationship- building process with other members (PS: A2). (American School

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Counseling Association, 2008).

Goal and Objective: Members will understand the purpose of the club through a brief
introduction to girls issues around gender stereotyping and will get to know each other through
an ice- breaker exercise and establishing group rules together. They will take the Empowered
Questionnaire (See Appendix B) both as a pre-evaluation measure for the group and as a selfassessment tool.
Session 3: Girls and the Media: Processing and Skill Building
Abbreviated Plan
Focus: Members will use effective communication skills (PS:A2.6) while sharing with group
members and will be able to develop positive attitudes toward themselves as unique and worthy
people (PS: A1.1). (American School Counselor Association, 2008)
Goals and Objectives: Members will share their own strengths with the group and identify
strengths in other members through group processing and discussion of the homework activity.
Members will also develop positive body image and self- concept through group discussion of
What I like About My Body handout (See Appendix C) Finally, members will brainstorm ways
they might individually or as a group combat gender stereotyping in the greater school
environment.

Session 5: Building Effective Communication and Support

Abbreviated Plan
Focus: Members will learn how to use effective communication skills (PS: A2.6) when making
new friends and will continue to learn to recognize, accept, respect, and appreciate individual
differences (PS: A2.3). (American School Counselor Association, 2008)

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Goals and Objectives: Members will practice functional communication skills in making new
friends through processing of the homework activity and role-playing. Members will learn how
they can be sources of support for each other in combating negative expectations and stereotypes
through group discussion and will engage in the Positive Affirmations Leadership Activity (See
Appendix E) to affect meaningful change in the greater school environment.

Appendix J
Final Group Session Plan
Session 8: Final Review and Goodbyes
Focus: Members will discuss changing personal and social roles (PS: A1.11) by processing the
termination of the group and their place in it. (American School Counselor Association, 2005)

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Goals and Objectives: Members will review what was learned and discussed over the course of
the 8-week group and evaluate their overall experience through open discussion and taking the
post-group evaluation quiz (See Appendix B). They will experience appropriate group closure
through a final group processing activity.
Activity 1: Members will share and evaluate goals set in the future planning homework activity
through group processing. The group leader will draw a members name for the final homework
incentive prize (small gift card).
Closing Activities: Members will engage in open group discussion about what they have
learned in the club and what their overall experience was like participating in the club. They will
take the post-group evaluation quiz and then play agreed upon games and music as time allows.
The final 10 minutes will be dedicated to the Positive Affirmations group closing activity (See
Appendix H ) and that will close the final session.