Intro

uniquely me / turnkey curriculum INTRO GUIDE / paGE 1

you can change the way you look or you can change the way the world looks at girls

uniquely ME! guide for facilitators

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uniquely me! turnkey curriculum INTRO GUIDE / paGE 2

what is uniquely me? Created by Girl Scouts of the USA and Unilever to address the critical nationwide problem of low self-esteem

among adolescent and pre-adolescent girls, the uniquely ME! program is designed to foster positive self-

esteem among girls, ages 8 to 17, in the United States and Puerto Rico. The program was launched in 2002

with a goal of reaching thousands of girls of diverse backgrounds within the first three years. In 2005, The

Dove Self- Esteem Fund, which supports initiatives that help educate and inspire girls to embrace a wider

definition of beauty, began to work through the Unilever Foundation to sponsor uniquely ME! directly. The

program aims to address the challenges girls face in their daily lives, in addition to helping girls build a strong

sense of self, develop healthy relationships and take care of their bodies and minds.

how does uniquely me! foster positive self-esteem? uniquely ME! consists of a curriculum that integrates the latest research from the Girl Scout Research Institute

(GSRI) and learning by doing. Four activity booklets, available in English and bilingual English/Spanish, guide

girls through simple, but meaningful exercises which lead them to understand and build their self-confidence.

The booklets target three developmental levels: uniquely ME! The Way To Be/Nadie Como yo! Una manera de

ser for 8 to 10 year-olds, uniquely ME! Inside & Out and uniquely ME! The Real Deal for 11 to 14 year-olds,

and Mirror, Mirror: Discover Your Inner Beauty for 14 to 17 year-olds. Uniquely ME! sessions are led by caring

adult volunteers and include exercises about recognizing one’s strengths and best attributes, handling peer

pressure, developing a positive body image, thinking critically about the influence of the media, developing

healthy habits to take care of the body and mind, and identifying personal interests and core values.

THIS UNIQUELY ME! GUIDE FOR FACILITATORS has been created for Girl Scout volunteers and staff in a variety of settings as well as school personnel and

other adults interested in facilitating uniquely ME! sessions. The session design includes step-by-step activities

based on uniquely ME! print resources and the outcomes of the Girl Scout Leadership Experience - they were

developed from field-tested uniquely ME! exercises run at councils across the country.

The activities in this guide can be used in troop meetings, to create a series of events, or provide a focus for

Special Interest groups. The goal of uniquely ME! is to provide girls with opportunities to strengthen their self-

esteem. Along the way, the exercises will help girls find their voice, challenge themselves, make friends, and

have fun.

uniquely ME! The Girl Scout/Dove Self-Esteem program

Guide for facilitators


research

4 What is Self-Esteem? 4 What Causes Low Self-Esteem? 5 Self-Esteem and Girls 6 Self-Esteem and Leadership

�The�Girl�ScouT��leaderShip�experience

7 Three Keys to

Leadership Experience

8 Processes that Support

a Leadership Experience

9 Outcomes: Benefits to Girls

GettinG started

11 Session Overview

12 Meeting Format

13 Building a “Tool Box”

14 Facilitator’s Tips

intro guide

the sessions

GUIDE

TaBLE OF CONTENTS

Girl scout Junior sessions(Grades 4-5)

session one

all about me! session tWo

me and the mediasession three

me inside and out session Four

me and you

Girl scout cadette sessions(Grades 6-8)

session one

me, myself and i session tWo

the “me” in the mediasession three

Serene Scene session Four

truth and consequences

Girl scout senior/ ambassador sessions(Grades 9-12)session one

the real me session tWo

mind over media session three

dare to shine session Four

my relationships, myself


what is self-esteem?According to the National Association for Self-Esteem*,

someone who possesses self-esteem feels capable of

meeting life’s challenges and also feels worthy of experiencing

happiness. Individuals with high self-esteem can be

characterized by the following traits:

• Tolerance and respect for others

• Ability to accept responsibility for their actions

• Having integrity

• Taking pride in their accomplishments

• Being self-motivated

• Willingness to take risks

• Being capable of handling criticism

• Being loving and lovable

• Seeking the challenge and stimulation of worthwhile goals

• Wanting to take control of their lives

Self-esteem can reveal itself many ways – through creative

esteem, athletic esteem, personality esteem, relationship

esteem and of course, body esteem. Self-esteem means

having confidence in oneself, in addition to being capable of

feeling self-satisfaction. It is important to note that a strong

sense of self esteem is based on values and self awareness

with regard to others as opposed to a “false bravado” that

often contributes to bullying behaviors.

“The True Meaning of Self-Esteem,” Robert Reasoner, National Association for Self-Esteem 2000.

what causes low self-esteem?There are many potential causes for low-esteem**

- the following are a few of the more common

reasons that people develop low self-esteem:

• Believing the negative and hurtful words and

actions of others

• Living with people who did not or do not love

and respect themselves

• Having negative thoughts about performance,

looks, family income level and I.Q.

• Being under or over-protected as a child

• Not being taught “I am good and of value and

loved no matter what”

• Doubting the love of one or both parents (the

absence of parents also hurts)

• Being punished without ever being taught to

separate self from bad behaviors

• Being compared to others or to perfect standards

that cannot be met

• Thinking that “you” are your possessions,

clothes, car, grades, job, looks, or I.Q.

**“Empowering Teens To Build Self-Esteem,” Suzanne E. Harrill, M.Ed. 1993.

GUIDE

research


reality vs. perceptionLow self-esteem significantly impacts girls’ overall feelings about their own beauty:

• 71% of girls with low self-esteem feel their appearance does not measure up – they report not

feeling pretty enough, thin enough or stylish/trendy enough (compared to 29% of girls with high self-

esteem).

• 78% of girls with low self-esteem admit that it is hard to feel good in school when you do not feel

good about how you look (compared to 54% of girls with high self-esteem).

• A girl’s self-esteem is more strongly related to how she views her body shape and weight, than to

how much she actually weighs.

7 in 10 girls believe they are not good enough or do not measure up in some way, including based on their looks, performance in school and in their relationships with friends and family members.• 62% of all girls feel insecure or not sure of themselves.

• 57% of all girls have a mother who criticizes her own looks.

• The top wish among girls is that their parents would communicate better with them – including

more frequent and more open conversations about what is happening in their own lives.

self-esteem and girlsLow self-esteem is pervasive among pre-adolescent and adolescent girls in the United States.

Research conducted by organizations including the Girl Scout Research Institute (GSRI) and The

Dove Self-Esteem Fund (DSEF) demonstrates that eating disorders and risky behaviors such as

smoking and drinking are often associated with low self-esteem.

This research also reveals the alarming reality that self-esteem issues affect every aspect of a girl’s life:


Self-Esteem and LeadershipAccording to research done by the Girl Scout Research Institute (GSRI), self-esteem and self confidence

are fundamental elements girls need to become leaders. Based on data from a GSRI online survey

done in 2007, girls overwhelming agree that good leaders possess the following three qualities:

1 A positive attitude (86%)

2 The ability to listen (85%)

3 Confidence (84%)

These qualities will help girls navigate and cope with a range of personal and social situations, as well

as enhancing their overall Girl Scout Leadership Experience.

In Change It Up! What Girls Say About Redefining Leadership, (GSRI 2008), research indicates that

the most influential factor in a girl’s desire to actively pursue leadership is confidence in her skills and

competencies. Interestingly, it is not only what skills youth rate themselves highly on that impact their

leadership aspirations, but how much confidence they have in general. The greatest single barrier to

leadership seems to be low self-regard about skills and qualities. Overall, there is a strong relationship

between a girl’s self-regard and her leadership capabilities - youth who report high self-regard of their

skills and qualities and have a strong sense of self-esteem are more likely to aspire to leadership.

Girls with low self-esteem are significantly more likely to engage in negative behaviors:• 75% of girls with low self-esteem reported engaging in negative activities such as disordered eating,

cutting, bullying, smoking, or drinking when feeling badly about themselves (compared to 25% of girls

with high self-esteem).

• 25% of teen girls with low self-esteem practice disordered eating, such as starving themselves,

refusing to eat, or over-eating and throwing up when they are feeling badly about themselves (compared

to 7% of girls with high self-esteem).

• 25% of teen girls with low self-esteem resort to injuring themselves on purpose or cutting when they

are feeling badly about themselves (compared to 4% of girls with high self-esteem).

• 61% of teen girls with low self-esteem admit to talking badly about themselves (compared to 15%

of girls with high self-esteem).

“Real Girls, Real Pressure: A National Report on the State of Self-Esteem” commissioned by the Dove Self-Esteem Fund, 2008. they are not good enough or do not measure up in some way, including based on their looks, performance in school and in their relationships with friends and family members.


the girl scout leadership experienceThe Girl Scout Leadership Experience enables girls to develop the values and skills they need to

become leaders in their lives right now and in the future.

The Girl Scout Leadership Experience is built on the three Girl Scout Keys to leadership, which advocate that girls become leaders by:

DisCovering Understanding themselves and their values, and using both their knowledge

and skills to explore the world.

ConneCTing Caring about, inspiring, and teaming up with others, both locally and globally.

TAking ACTion Acting to make the world a better place.

Self-esteem is an integral part of the Girl Scout Leadership Experience. All of the uniquely ME! activities

in this facilitator guide are built on the first two Keys to Leadership: Discover and Connect. Girls

may choose to go on to experience other Girl Scout programs that engage them in the third key to

leadership: Take Action.

To ensure that the Girl Scout Leadership Experience is meaningful and beneficial for girls, all of

the proposed activities are tied to a core set of national leadership outcomes, and are infused with

processes of girl-led, learning by doing, and cooperative learning.

The activities are designed to help raise girls confidence, while also encouraging them to develop

positive attitudes toward learning. By taking time to reflect during pivotal points throughout the

experience - specifically in the “Wrap Up” and “Reflection/Discussion” sections - girls will see how

to apply new concepts and skills to their own lives. This learning will help them feel more confident

in themselves, their skills, and their ability to achieve their goals. Finally, through their participation in

the group activities described in this guide, girls will recognize the value of working together, and will

ultimately feel more connected to their friends, to you, to other adults, and to their communities.


processes that support a leadership experienceIt is not just “what” girls do, but also “how” they do it that will make their experiences in the uniquely

ME! program beneficial. It is for this reason that the three Girl Scout processes of girl-led, learning by doing and cooperative learning are integrated into all of the activities. Making sure that the girls are

invested in the activities helps create an environment of fun and friendship, as well as enabling them

to further develop their leadership skills. To ensure that your group of girls has a high-quality and fun

learning experience, make sure to integrate all three processes into activities! You’ll notice that the

session designs are built around these processes. Here are some additional tips.

GIRL-LEDBeing “girl-led” is just what it sounds like - coaching the girls to take charge of the planning, decision

making, learning, and fun as much as possible. Depending on when and where meetings take place,

and how much time girls have, consider the following:

• Asking for a few volunteers each session to assist you in preparing for the next session – this can

include the volunteers making choices about what discussion questions you will focus on, what

materials you will use and any special “add ons” the girls might think of.

• Taking ten minutes at the conclusion of each session to gather and describe the next session design

– you may also want to solicit ideas and input from the group.

• Inviting any girls who are able to arrive 15 minutes early to help you prepare/set up.

• Encouraging girls to volunteer as facilitators and try their hand at “leading” the sessions.

• Inviting girls to decide a way to conclude the session and celebrate what they have learned about

their unique selves.

• Checking the girls interest in creating a phone, online or even texting time between meetings to keep

the connections going.

• Encouraging girls to think about what other activities they might like to do. Do they want to take a

trip? Meet a professional? You can easily mix and match the sequence of activities based upon the

interests of the girls!

By standing back and letting the girls drive the conversation and create their own experiences, as

much as possible, you will give them the opportunity to feel more ownership of the group and their

shared experiences – which is bound to be more fun!“


LEARNING BY DOINGIn addition to doing activities, the girls will also need time to reflect on what they have done - reflection

and critical thinking will help them absorb a deeper meaning from each of their experiences. So, after

every experience, allow time for talking, sharing and reflecting – encourage the girls to envision how

they’ll apply their new insights to their lives. Articulating their thoughts and feelings is a natural way for

them to consolidate all that they are discovering about themselves and their potential as leaders.

COOPERATIvE LEARNING (OR ExPERIENTIAL LEARNING)When girls work toward shared goals in an atmosphere of respect and collaboration, they learn a lot

from each other. Girls will especially value having a team atmosphere that makes them feel safe and

supported while they work to build their relationship skills.

To support their cooperative learning experience, partner with the girls and create a team agreement.

Encourage them to speak openly and often about how they are functioning as a team. Also,

whenever possible, encourage girls to do activities in pairs or small groups - it is simply more fun to

do things with friends!

outcomes: benefits to girlsYou may be wondering, How will I know if the girls are having a good experience, and whether they are benefiting from the self-esteem activities? Each activity in this guide is tied to a specific outcome.

Checking the outcomes is like noting road signs during a trip – both let you know you are getting closer

to your destination! Use the age-appropriate outcomes to help you gauge whether the girls are on their

way to achieving uniquely ME! session goals.

As girls practice the self-esteem building concepts within the activities, they are working toward the

following Girl Scout Leadership Outcomes:

• DisCover: Develop a strong sense of self

• DisCover: Gain practical life skills

• ConneCT: Develop healthy relationships

Each session includes a prompt called “Towards Leadership Outcomes” which will explain the National

Leadership Outcome focus of the session, the grade level-specific aim of the session, and signs that

can be used to confirm whether the girls are on their way to achieving session goals.

The accompanying chart provides a few examples of how “Towards Leadership Outcomes” defines

each session. It is important to note that a girl isn’t likely to fully achieve the intended outcome/benefit

after participating in only one activity. Instead of focusing on a single experience yielding a particular

outcome, prioritize the girls’ repeated exposure to the activities – the outcomes will be met over a

period of time and throughout the Girl Scouting experience. It is also important to remember that not

all girls will demonstrate the same sign at the same time - these are only indicators and should not be

used to judge girls or their abilities.


Towards Leadership Outcomes

session

sessionone

sessiontwo

sessionthree

sessionfour

Discover: Girls Develop

a Strong Sense of Self

Discover: Girls Develop

a Strong Sense of Self

Discover: Girls Gain

Practical Life Skills

Connect: Girls Develop

Healthy Relationships

Junior Example: girls gain

a clearer sense of their

individual identities in

relation to, and apart from,

outside influences.

Junior Example: Girls are

better able to recognize

how situations, attitudes

and the behaviors of others

affect their sense of self.

Junior Example: Girls

will increase their

understanding of what it

means to be physically and

emotionally healthy.

Junior Example: Girls

strengthen communication

skills for maintaining

healthy relationship

Girls name and recognize their

values, the qualities that make

them unique, and some of the

differences between the way

they see themselves and the way

others see them.

Girls will be able to identify ways

that advertising, the media and

peer pressure influence their

sense of self.

Girls will be able to identify

choices that are healthy for their

bodies and their minds, and

recognize ways they can defuse

stress in their every day lives.

Girls will be able to identify

communicate strategies that

can be used to strengthen the

qualities of their relationships.

nATionAl leADership ouTCome

exAmple:grADe level-speCifiC DefiniTion

sAmple session inDiCATors:“signs” ThAT girls Are working TowArDs AChieving ouTComes


sAmple session inDiCATors:“signs” ThAT girls Are working TowArDs AChieving ouTComes

GETTING STaRTED

session OverviewThe uniquely ME! sessions in this facilitator guide are based on two of the three Keys to Leadership - Discover and Connect – and

are organized by grade level: Junior, Cadette and Senior/Ambassador. Notice that the Senior/Ambassador session emphasize

activities for Seniors but provide tips about modifying the session for Ambassadors based on outcomes for this higher grade level.

the sessions:

Sessions have been adapted from activities in uniquely ME! print resources and include handouts from the materials listed below.

uniquely ME! Resources:

uniquely ME! The Way To BeGirls 8-10 years old discover their unique qualities, the importance of challenging themselves, coping skills, and what makes

a person a good friend. Activities include how to evaluate media influences and finding ways to make a difference.

uniquely ME! Inside and OutGirls 11-14 years old learn to love the ski n their in! Topics include the power of body language, developing healthy eating habits

and physical activity routines, and discovering one’s unique style.

uniquely ME! The Real DealGirls 11-14 years old lead activities that focus on recognizing what matters most to them, coping with feelings, dealing with social

pressures, and enjoying relationships with family and friends.

uniquely ME! Mirror, Mirror: Discover Your Inner BeautyGirls 14 years and older participate and lead activities that ask them to think critically about their concepts of beauty, reflect on

their individual style and sense of self, embrace their strengths, and take care of their bodies and minds.

additional resourcesSuChin Pak PSA: “It’s A Girl Thing” at www.girlscouts.org/uniquelyme

Dove Evolution Video www.dove.com

Girl scout Junior sessions(Grades 4-5)

session one

all about me! session tWo

me and the mediasession three

me inside and out session Four

me and you

Girl scout cadette sessions(Grades 6-8)

session one

me, myself and i session tWo

the “me” in the mediasession three

Serene Scene session Four

truth and consequences

Girl scout senior/ ambassador sessions(Grades 9-12)session one

the real me session tWo

mind over media session three

dare to shine session Four

my relationships, myself


a typical meetinG miGht look like this:

10 minutes: Welcome (ice-breaker, opening ceremony, business)

45–55 minutes: Activity (introduction, hands-on activity, reflection/discussion)

5–10 minutes: Clean-up/Closing (Wrap Up, journaling)

•Objective: Snapshot of what girls will do during the session and the

overall goals of their activity.

• Introduction to Facilitator: Introduction to the activity, placing it in the context of the Girl

Scout Leadership Experience.

•materials and supplies: additional items needed to facilitate activity and to be gathered

in advance of session. Make sure to bring your uniquely ME!

“Tool Box” to every session.

•hands-on activities: Step-by-step instructions for facilitating activity - each activity

is designed to help girls build a stronger sense of self, and to

bolster their self-esteem in an engaging and fun way.

•Wrap Up: An opportunity for girls to think about and celebrate what

they have learned during the session

•reflection/discussion: A list of questions and talking points designed to help girls

explore and discuss how the activity’s skills and themes can

help in their school world and be applied to their real lives.

Questions can also be used as prompts for any journal writing

girls do outside of meetings.

Session Format Each activity in this guide follows a similar format:

materials Supplies

reflectionDISCUSSION QUESTIONS

wrapup

1 inTroDuCe

2 Ask

3 engAge

Sample SeSSionEach activity in this guide is designed for a 60-75 minute meeting. If your group meets for a shorter time, consider condensing activities, or spreading an activity over two meetings. Always try to leave a little time at the end of the session for girls to reflect.



1 inTroDuCe

2 Ask

3 engAge

Building a uniquely ME! “Tool Box”To help prepare you to lead sessions,

you’ll need to bring a little tool box to every

session that includes:

White Board, blackboard or large piece of paper

Markers

Pens and pencils

Scratch paper

Example of images of girls in the media

Girl magazines (Seventeen, Discovery Girls,

Girl’s Life, etc.)

Clippings of advertisements

Scissors

Glue

For journaling and collage activities, it would be helpful to have:• Old scraps of fabric

• Recycled greeting cards• Assortment of magazines (travel, sports, health, etc.)• Ribbons, stickers and miscellaneous decorative items Why not ask girls, families, teachers, your local

library and community for some help collecting these

items? Keep all of your supplies in a box so you are

ready for every session - nothing fancy is necessary.

Also, remember to recycle! Instead of using white or

construction paper, try cutting cardboard from boxes,

using the backs of file folders, and re-using other paper materials.



facilitator tipsDealing with Tweens and TeensThe facilitator’s role is to help girls achieve a level of comfort with and among themselves, feel good about their

bodies and minds, and to encourage them to set and achieve reasonable goals. volunteers need not be experts

in psychology – instead, ideal volunteers will just be caring and sensitive.

Here are some general tips for creating an open and positive atmosphere:• Open up and share your own experiences – this will help the girls feel more comfortable and engaged.

• Focus on each girl’s special abilities and characteristics - use positive reinforcement.

• Be sensitive to cultural issues and parental values.

• Suggest, don’t dictate.

• Help each girl develop a sense of belonging within the group; encourage girls to participate in all of the activities

and projects.

• Listen seriously to what girls say, and encourage them to listen to and respect each other. Make a habit of soliciting

answers from the group.

• To keep from influencing the girls, don’t be too quick to express your own opinions. However, when only one side

of an issue is presented during discussion, be sure to offer other points of view.

• Handle rebellious behavior calmly - engage girls in setting behavior standards and consequences by making a

“Group Pact” in the initial session.

• Encourage girls to express their values and opinions. Also let girls know that it’s important to be fully informed –

encourage them to research issues and always listen to other points of view.

if you have any additional questions or would like more information on the uniquely me! program, please go to www.girlscouts.org/uniquelyme or email [email protected].

remember...• Reviewing this guide will give you confidence!

• When preparing, make sure to review each session in

full before going through the activities with the girls.

• It is OK not to know everything - you and the girls can

explore answers together.

• Be enthusiastic – it’s contagious!

• Get to know the girls by inquiring about each

individually - know their likes, dislikes, and so forth.

• If a girl seems bored, consider asking her to take the

lead on an activity.

• Be flexible. If an activity is not working, ask girls what

they want to change or what other activity they would

rather do.

• Know when to assert yourself – show confidence!

• Be consistent and fair - treat everyone alike.

• As often as possible, let the girls lead.

• Have fun!

when preparing, make sure to review each session in full before going through the activities with the girls.

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