Reaching not Preaching: Becoming a Guide on the Side

1
Changing the world
one girl at a time

• Reaching not Preaching Becoming a Guide on the
  Side

2
Changing the world
Who We Are
Goals mission is to promote self-esteem,
self-awareness, and respect for individual
differences in girls and young women, resulting
in an enhanced capacity for leadership.
3
Changing the world
Presentation Objectives

• Provide brief overview of brain research
• Offer tools and techniques in working with girls
• Apply information to interactions with girls
• Have fun!

4
Changing the world
Why does gender matter?
The lack of understanding of gender differences
has the unintended consequences of reinforcing
gender stereotypes.
5
Changing the world
Gender and Brain Development
Sex differences in the brain begin in the womb.
Between 18 and 26 weeks gestation, the developing
brain is permanently and irreversibly
transformed.
6
Changing the world
What the research shows

• From JoAnn Deak Girls will be Girls
• Male Brains
• Hardwired for gross motor skills, spatial
  relations, strategy problem-solving, tolerance
  for risk taking.
• Bridge that connects hemispheres less developed.
• Tend to be more single-focused
• Do not multi-task as well
• Amygdala extra sensitive for mainly one emotion
  anger

7
Changing the world
What the research shows

• From JoAnn Deak Girls will be Girls
• Female Brains
• Hardwiring best for language facility, auditory
  skills, fine motor skills, and sequential/detailed
  thinking.
• Uses both hemispheres for most tasks
• Limbic system (the emotional center of the
  brain) appears to be more sensitive in regards
  to fear, sadness, depression
• Females thoughts are integrated with the
  emotional system more frequently and more
  intensely than most male thoughts.

8
Changing the world
What the research shows

• In young children, emotional activity is
  localized in amygdala and the part that does the
  talking in the cerebral cortex. These parts dont
  connect until adolescence.
• In adolescence, in girls only, brain activity
  associated with emotion moves up to the cerebral
  cortex. So, the 17-year-old girl is able to
  explain what she is feeling, and why, in great
  detail and without much difficulty.
• In boys, the locus of emotional control remains
  stuck in the amygdala. Asking a 17-year-old boy
  to talk about his feelings is about as productive
  as asking a 6-year-old boy to talk about his
  feelings.
• Source William Killgore, Mika Oki, and Deborah
  Yurgelun-Todd. Sex-specific developmental changes
  in amygdala responses to affective faces.
  NeuroReport, 2001, 12427-433.

9
Changing the world
What the research shows From www.nasspe.org
National Association for Single Sex Public
Education

• Girls have a sense of hearing which is two to
  four times better than boys.
• Girls tend to have higher standards in the
  classroom, and evaluate their own performance
  more critically.
• Failure in a girls eyes means disappointing, and
  thus have little worth.
• Girls tend to see teachers as an ally.
• .

10
Changing the world
What does this mean?

• From Leonard Sax Why Gender Matters
• Boys can be energized by competition and
  time-constrained tasks in academic settings
• Girls usually do better in collaborative, relaxed
  environments that are safe, comfortable, and
  welcoming
• Girls need to be built-up, while boys may need a
  reality check.
• Context enhances learning for girls. Tell the
  story!

11
Changing the world
Girls Self Esteem

• Adapted from JoAnn Deak Girls will be Girls
• Competence
• Confidence
• Connectedness

Girls need ALL 3 to have healthy self-esteem
12
Changing the world
Girls Self-Esteem
Competence Being good at something having
skills, talents, knowledge or qualifications.

13
Changing the world
Girls Self-Esteem
Confidence A belief in yourself or your
abilities, knowing you did the right thing.
14
Changing the world
Girls Self-Esteem
Connectedness Having friendships and close
relationships feeling close to others feeling a
part of something special.
15
Changing the world
Working with Girls Successfully

• Program Design promotes the intended outcome,
  addressing topics/focus/concepts - relevant and
  integral to the healthy development of the
  adolescent girl must be culturally competent
• Meeting space is safe and aesthetically
  stimulating girls can participate in creating
  their space
• Group size - consider adult facilitator to girl
  participant ratio
• Includes ritual activity promotes group
  solidarity i.e. special opening and close
• Incorporates diverse group-learning tools i.e.
  role-play (movement), small-large group, arts
  crafts, games, writing, discussion

16
Changing the world
Girl-Group Facilitator Skill-Sets

• The Guide on the Side, not the Sage on the
  Stage
• Sets healthy boundaries with girls consistent
• Skillful in facilitating discussions listens as
  much as speaks
• Communication Skills avoid lecture style
• Open to challenges presented by girls
• Time management remaining flexible with the
  agenda
• Energy/Enthusiastic about serving girls
  creative and fun!

17
Changing the world
GOAL Activity
Building a Place for Girls! What does this
look like? What do they need? What is
included?
18
Changing the world
What GOAL does
GOAL has designed research-based curricula to
meet the developmental needs of girls in sixth
through ninth grades. These developmental needs
include the emotional, intellectual, and social
concerns of girls at this stage of development.

19
Changing the world
GOAL Research Based
GOAL Curriculum
Youth Development
Multicultural Education
Female Adolescent Development
20
Changing the world
Building Leaders
GOAL trains school staff to implement/facilitate
GOAL curriculum at program site
Girls Participate in experiential activities that
serve as a catalyst for discussing issues they
are facing
Girls gain knowledge and skills leading to
increased self-esteem, self-awareness, and
respect for individual differences
Girls make healthy choices and become strong,
competent and resilient women
21
Changing the world
GOAL Girls Group

• Each Session Includes
• Unity Circle
• Experiential Activity
• Debriefing
• Real-Life Application
• Unity Circle

22
Changing the world
Creating Maintaining Effective Relationships
Group Dynamics Clear Communication
Non-verbal Communication Inclusion/Exclusion
Relationship Characteristics Conflict Resolution
23
Changing the world
Knowing Expressing Your Voice
Self-Esteem Feelings Moods Emotional
Vocabulary I Statements Expressing Anger
Constructively Practicing Assertiveness
24
Changing the world
Identifying Developing Your Leadership Skills
Female Leaders Leadership Styles Leadership
Traits Rejecting Negative Images Coalitions
25
Changing the world
Valuing Accepting Your Body
Media Images Negative Advertising Acceptance
Personal Boundaries Honoring Your Body
26
Changing the world
Setting Achieving Your Goals
Goal Setting Components Overcoming Obstacles
Taking Risks Personal Blocks Writing Goal
Statements Personal Goal Setting
27
Changing the world
Respecting Appreciating Diversity
Diversity in a Group Diversity of Viewpoints
Cultural Differences Stereotypes Identity
Inequality Empathy The Richness of Diversity
28
Changing the world
Girls Gain Knowledge
29
Changing the world
Girls Gain Skills
30
Changing the world
Bringing GOAL to your Girls
Step 2License Curriculum from GOAL
Step 1Contact GOAL
Step 4Implement GOAL Girls Group at your site
Step 3Schedule Training for staff who will
deliver program
31
Changing the world
GOAL - A Girls Journey of Growth

• A mind stretched to a new dimension
• never returns to its original shape.
• - Oliver Wendell Holmes