Presenter Information
JoVonne Tabb, MS.Ed.
Mary Comis, M.S.Ed.
Olajumoke Oshokoya, MA.Ed.
Temple S. Lovelace, Ph.D., BCBA-D
Abstract
Girlhood has been a topic of great interest in the last decade. As individuals have examined the lack of girls in STEM or the increase of bullying in girls, there has been a push to understanding the differential experiences along gender-based lines. In this study, the researchers highlight the results of the successful implementation of a group-based curriculum that utilized identity and advocacy as critical components in a treatment package focused on self-regulation. Using a pretest-posttest design, the researchers found a statistically significant difference in several key areas that are of key importance when supporting the needs of adolescent girls. The researchers will discuss the findings of this pilot study, limitations, and recommendations for further research.
School
School of Education
Advisor
Dr. Temple Lovelace
Submission Type
Paper
Included in
Accessibility Commons, Counseling Psychology Commons, Disability Studies Commons, Educational Psychology Commons, Experimental Analysis of Behavior Commons, Gender Equity in Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Multicultural Psychology Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons
Identity and Advocacy: The Missing Components in Promoting Social-Emotional Health and Self-Regulation for Multiply Marginalized Girls
Girlhood has been a topic of great interest in the last decade. As individuals have examined the lack of girls in STEM or the increase of bullying in girls, there has been a push to understanding the differential experiences along gender-based lines. In this study, the researchers highlight the results of the successful implementation of a group-based curriculum that utilized identity and advocacy as critical components in a treatment package focused on self-regulation. Using a pretest-posttest design, the researchers found a statistically significant difference in several key areas that are of key importance when supporting the needs of adolescent girls. The researchers will discuss the findings of this pilot study, limitations, and recommendations for further research.