Enhancing the spiritual development of adolescent girls

Professional School Counseling, June, 2004 by Mary Alice Bruce, Debbie Cockreham

Activity #11. By means of this activity, each girl begins to understand and express what truly gives meaning to her life. Imagine that you are 90 years old and on your deathbed. Close your eyes now and consider your answers to the following questions:

1. What about your life are you the most proud?

2. Do you have any regrets? What are they?

3. How do you most want to be remembered?

Activity #12. Because of this final activity, each girl receives support and feedback from other group members as well as celebrates her unique gifts and spiritual connections.

1. Please bring to our next group session an object that represents you. I do not know what it might be. Surprise us with something that is meaningful to you and shows off your unique qualities.

2. During the next session, each member shows her object and describes how it represents her and the gifts she can give to herself and others.

3. Other group members then can express appreciation, validate each other for their unique qualities, and celebrate their spiritual connections.

EVALUATION OF THE GROUP EXPERIENCE

Spiritual health and well-being is something almost impossible to define much less measure precisely (Veach & Chappell, 1992), but some form of evaluation is necessary for personal growth and to assess the effectiveness of the group experience for the participants. One essential assessment is the weekly check-in. The counselor asks for a wellness check at the close of each week's activities to help members learn to maintain their own spiritual wellness and balance, and to offer assistance to any member in need of follow-up support. Other formative assessments can include discussion of confidential journal writings that the girls may choose to share, results from group discussions, and the counselor's direct observation as well as information that parents and teachers may offer.

At the completion of the group process, it is important to have members evaluate the overall effectiveness of the group on their own spiritual development with reflection about each of the four goals. In addition, counselors may conduct a follow-up session after a few weeks to allow members to discuss their progress and offer continuing support for each other.

POSSIBLE OBSTACLES AND ETHICAL CONSIDERATIONS

At first, there may be apprehension and suspicion directed toward school counselors who propose to address a spiritual void that society has not successfully filled for its youth. However, this should not deter a counselor from attempting to meet student needs by addressing the spiritual dimension. AS evident, the authors are not proposing that religious practices or traditions be brought into the school learning environment. Instead, diverse expressions of spirituality can help students look within for a soulful response to a materialistic society. Often, it has been left to society to mold our young and teach them the psychosocial skills necessary to become contributing adults. Therefore, society has wanted the schools to concentrate on teaching only the basics of reading, writing, and arithmetic. But as society fails to meet these psychosocial needs, schools are asked to find the answers to cure what ails our youth.