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Effects of a psychoeducational girls' group on adolescent females in a therapeutic middle school / Maeve A. Magee

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Identifier	Thesis 1497
Author	Magee, Maeve A
Title	Effects of a psychoeducational girls' group on adolescent females in a therapeutic middle school / Maeve A. Magee
Publisher	Central Connecticut State University
Date	1997
Resource Type	Master's Thesis
Notes	The study examines the effects of 40 weekly sessions over eight months of a psychoeducational group on twelve girls in a therapeutic middle school in the inner city. The girls are ages 12-14. They are at health risk due to conditions associated with their race, culture, gender, psychiatric diagnosis, living situation, and socioeconomic status. Their highest Children's Global Assessment of Functioning or CGAF (Axis V, Diagnostic and Statistical Manual of Mental Disorders, American Psychiatric Association, 1994) at the time of this group ranges from 30 - 50. The findings indicate that the groupwork treatment increased the individual girl's engagement in the group, the cohesion and trust among the members of the group, and the cognitive and attitudinal knowledge of the girls. The measurements of the treatment variables included pre/post tests, evaluations and self measures, the behavior modification point system of the school, and self-disclosures. The theoretical structure of the study is built on groupwork with girls, in a cultural context using self-in-relation theory. Race and gender define much of the context of the struggles of this population of early adolescent girls. This study emphasizes the subjects' strengths and similarities in order to develop their coping skills and resilience for confronting difficulties in the future. A review of the literature revealed ample documentation of children at risk and the crisis for children living in our cities, particularly in Hartford, but a dearth of studies of actual preventative groupwork with this population. An examination of culture, race, gender, and poverty show that the behavior of young women in the midst of these conditions is often a healthy response to unhealthy conditions. Some of these adaptive responses will put them at further health risk. The girls learned to trust each other more during the group and became less defensive, hostile, and isolated. Satisfaction with the group was positively correlated with cohesion, self-disclosure, engagement, and trust. All the measures indicate positive participation and prosocial learning. Main findings indicate that the friendship and increased interpersonal trust were the most important variables. Samples of curriculum materials developed in conjunction with the girls are attached.
Subject	Teenage girls -- Psychology Group psychotherapy
Department	Department of Health and Human Service Professions
Advisor	Rosenberg, Judith H., 1950-
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	40077165
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