Girl Scouts of Broward County, Inc.
Love the Skin You’re In
“Creating Healthy Body Images”
Girl Scouts in the 13-15 age group complete 6 of the 15 activities including the two that have asterisks.
1. Read and complete the curriculum for inter/intrapersonal communication skills in a counseling relationship. Report back to the group.
2. Read and complete the exercises in the Enhancing Self-Esteem curriculum.
3. Expose the media. Review magazines, TV and even movies. Challenge the views shown in the media.
4. Write a song, a poem or design a skit that focuses on peer pressure, and share it with your troop members or your community.
5. Don’t Fall for the Thin Ideal. Society often sets body-image goals for young women that aren’t realistic. Discuss the issue in a group, and then role-play some examples. Do a skit, draw a picture or put together a collage.
6. Keep a journal. Use it to write what you like about yourself and what qualities you wish to change.
7. Make a “Celebrate Me” scrapbook that celebrates you and the wonderful person you are. Include pictures of yourself at different ages, writings you enjoy, mementos of things you have done and places you have been, cards you have received, etc.
8. Create a poster that shows the areas where you have the most confidence. Present the poster to your troop members, family or friends.
9. *Review a pyramid of fast-food menus and pick items that are healthy. Research with books, websites, etc.
10. Bring in the experts. Choose one of the experts from the attached list, or find your own.
11. Find a character in a movie or in a book who appears to suffer from low self-esteem. Discuss why you feel this character has a poor image of himself/ herself. Come up with 2-3 suggestions on how this character could improve and strengthen his/her self-esteem.
12. Create a STOP AND THINK card with your troop members. A STOP AND THINK card reminds people to stop and think of the consequences of their actions. One side of the card should say “STOP AND THINK,” while the other side provides strong reasons for the person to stop his/her negative actions/behavior.
13. Create a story with two different endings. Make it a story where the main character does not deal with peer pressure successfully, and then write a second ending describing a different way the main character dealt with peer pressure. Discuss how the two endings differ. Can you think of any other ways to solve the main character’s problems with peer pressure?
14. Role Playing. Two girls will role-play a situation involving peer pressure while two others observe. At the end of the role-playing, the observers will provide ideas on what worked and give suggestions for other ways to deal with this situation.
15. Go out in the field. Visit an agency or community resource that provides services to those who have problems with self-esteem or substance abuse. Talk to a professional, gather information and write a report on what you learned.
Leaders Guide
Information for Activity 1
Communication Skills
GOAL: The exercises are to help the girls strive to create an atmosphere in which they feel free to discuss topics they need to discuss. The girls need an opportunity for open and honest self-expression. By developing and using good communication skills, sensitive issues that arise during adolescence, such as sexuality and drug or alcohol use, can be discussed with greater comfort and success. In fact, research has shown that adolescents who share more openly with their parents are less likely to abuse substances.
RESOURCES AND MATERIALS NEEDED:
Communication skills curriculum, pencils and/or pens
EXERCISE:
Ask the girls to read and complete two of the three exercises in the inter/intrapersonal communication skills curriculum.
*See attached list of exercises
Addendum #1
LISTEN
VERSE I: When I ask you to listen to me and you start giving advice you have not done what I asked.
VERSE 2: When I ask you to listen to me and you begin to tell me why I shouldn't feel that way, you are trampling on my feelings.
VERSE 3: When I ask you to listen to me
and you feel you have to do something to solve my problem, you have failed me, strange as that may seem.
VERSE 4: Listen! All I asked, was that you listen, not talk or do - just hear me. Advice is cheap; ten cents will get you both Dear Abby and Billy Graham in the same newspaper. And I can do for myself; I'm not helpless.
VERSE 5: When you do something for me
that I can and need to do for myself, you contribute to my fear and weakness.
VERSE 6: But, when you accept the simple fact that I do feel what I feel, no matter how irrational, then I can quit trying to convince you and get about the business of understanding what's behind this irrational feeling. And when that's clear,
the answers are obvious and I don't need advice. Irrational feelings make sense when we understand what's behind them.
VERSE 7: Perhaps that's why prayer works,
sometimes, for some people because God is mute, and He doesn't give advice or try to fix things. "They" just listen and let you work it out for yourself.
VERSE 8: So, please listen and just hear me. And, if you want to talk, wait a minute for your turn; and I'll listen to you.
- Anonymous -
Addendum #2
8 Rules of a Good Listener
1. Avoid giving advice
2. Respect their feelings
3. Let them solve their own problems
4. Listen and hear them
5. Let them do for themselves
6. Accept what they feel
7. Let them work it out for themselves
8. Wait your turn to talk
After the girls listen and read the "Listen" poem, have them discuss and write the 8 RULES OF A GOOD LISTENER, one rule from each verse.
Addendum #3
LISTEN UP
Purpose: To understand the need for careful listening. Materials: Paper, pencil or crayon.
Procedure: 1. Girls will pair up and decide who is A and who is B.
2. Each will sit with her back to her partner.
3. Partner A will read the instructions below while partner B draws the
picture.
4. They may not ask questions during the exercise.
5. Share the pictures.
6. Discussion Questions:
a. What was difficult about this assignment?
b. What would have made it easier?
c. Did partner A want to look at partner B's drawing?
d. Did partner B want to ask questions?
Directions: A. Draw a small circle in the center of the paper.
B. Draw a straight line down from the circle.
C. Halfway down the line make a long oval shape on the left side of the
line that touches the line.
D. Draw half circles around the small circle in the center of the paper.
Addendum #4
ACTIVE LISTENING
Purpose: To recognize the difference between "Ordinary" and "Active Listening." Materials: Active Listening Scripts #1 and #2.
Procedure: 1. Ask for 4 (four) volunteers to role-play Scripts #1 and #2.
2. Girls should listen carefully to the different kinds of listening
demonstrated by the two people.
3. Discussion questions after Script #1:
a. What did the listener do?
b. Was it helpful to the speaker? Explain.
c. Do you think the speaker felt heard?
d. Ask the speaker for his/her input.
4. Discussion questions after Script #2:
a. How was the listener different this time?
b. Which listener helped the most?
c. What did the second listener do that was different?
d. How could you use this method when you listen to
friends or family?
Active Listening Script #1
A: My mother is always yelling at me to do more chores around the house. She
expects me to take out the garbage, mop the floors, cook, clean - it never stops.
B: Yeah, that's the way it is for me. My parents never let up. Even my little brother gets yelled at.
A: I'm really depressed about it. Last night I had a fight with my mother and we ended up screaming at each other. I ran out of the room, slammed my bedroom door, and stayed there the rest of the night. I feel bad about it, but I don't know what to do.
B: I have fights with my parents all the time. My mother is never satisfied. Even though sometimes she doesn't even have to ask me to do things, she's still upset if the house isn't vacuumed whenever she decides it should be. You know what I mean?
A: I guess maybe I should apologize. Maybe it would help if I apologized to her and got things straightened out. But I'm so angry when I think about all the things she's blamed me for when it wasn't my fault. I don't care. She can apologize!
B: Maybe you can do what I do sometimes. When I have trouble with my mother, I talk to my Dad. He really seems to listen, that is, unless he's tired. Then he yells at me for disturbing him. Sometimes you can't win!
A: Boy, I really feel terrible. Let's walk downtown. I don't even want to think about going home.
Active Listening Script #2
A: I can't believe the fight I had with my mother last night.
B: You seem really angry this morning.
A: Boy, am I! She was so unreasonable. I had made plans days ago to go to the movies with my friends, and last night she decided I had to stay home and baby-sit my little brother. It wouldn't have been so bad except that I've stayed home with the little brat every night this week.
B: You resent her being unfair to you.
A: Yes, and I don't know what to do about it. I've thought about not going home running away, but I know that wouldn't solve anything. Maybe I could talk to her, but I'm afraid I'd just have another fight.
B: It sounds like you'd like to solve the problem, but you're not sure how to do it.
A: Yes, that's exactly right. Well, I guess I could talk to her. She's usually in a good mood on Fridays because she gets paid and has the weekend to relax. If I can just keep from being so angry.
B: You're sure she would listen to you if you could stay calm.
A: Yeah. Maybe I could practice what I want to say ahead of time. That way, if she started yelling, I'd be prepared. That might work.
B: You've decided to practice first so it will go smoother with her.
A: Sure. Let's go.
Leaders Guide
Information for Activity 2
Enhancing Self-Esteem Exercises
GOAL: The exercises are to help the girls develop positive feelings about themselves and view themselves as capable of developing and changing through examination of their own strengths, successes and values and by teaching them to set goals and act on them.
RESOURCES AND MATERIALS NEEDED:
Self-esteem curriculum, pencils and/or pens
EXERCISE:
Ask the girls to read and complete two of the exercises in the Enhancing Self- Esteem curriculum.
*See attached list of exercises
Exercise 1
CHECKLIST FOR SELF-ESTEEM
GOALS
In this exercise you will
1. become aware of how you view yourself in terms of confidence,
2. become aware of ways to enhance your self-esteem, and
3. develop a plan of action.
INTRODUCTION
We are often our worst enemies in terms of our feelings about ourselves. The "Self-esteem Checklist" on the following page contains a list of questions that you may want to ask yourself in terms of self-esteem.
DIRECTIONS
1. Answer the questions on the "Self-esteem Checklist"
2. Discuss how you see yourself and your self-confidence.
3. Read possible 'Ways of improving Self-esteem."
4. Develop a "Plan for Improving My Self-esteem."
5. Be aware of how you look and react to individuals in the next few days; do you have high
self-esteem or do you need improvement?
Exercise 1 (Continued)
SELF-ESTEEM CHECKLIST
(Answer Sometimes, Yes or No)
1. Do you make your role far more important than it actually
is?
2. Are you jealous of the achievements and positions of others?
3. Do you find yourself judging yourself based on standards set
by others?
4. Can you share your friends with other friends, or do you
have to be the only friend?
5. Is it difficult to admit a mistake or take criticism?
6. Do you put others down so that you can feel okay?
7. Are you a perfectionist?
8. Must you always be a winner in a game?
9. Can you accept compliments?
10. Do you stay away from new things because of fear of fail-
ure?
11. Do you neglect your needs because you meet others’ needs?
12. Do you have difficulty speaking up for things you want?
13. Do you have difficulty looking at people?
Exercise 1 (Continued)
Based on your responses to the "Self-Esteem Checklist” how would you rate your self-esteem?
____ Excellent
____ Good
____ Needs improvement
WAYS OF IMPROVING SELF-ESTEEM
1. Speak up for yourself.
2. Don't put yourself down.
3. Take charge of your life.
4. Don't feel sorry for yourself.
5. Do things for yourself.
6. Be proud of yourself.
7. Take care of your needs first
Exercise 2
MESSAGES FROM THE PAST
GOALS