IMPROVING NON-ACADEMIC SUPPORTS FOR MIDDLE AND HIGH SCHOOL GIRLS IN A PUBLIC SCHOOL SETTING

The purpose of this capstone project is to address middle and high school girls' behavioral issues through a youth leadership curriculum focusing on self-esteem. The capstone looks at diverse complexities plaguing middle and high school girl's social skills, which impacts their confidence, ability to build healthy relationships, and their ability to achieve academically.
The capstone project made use of information gathering questions with focus groups to access the primary concerns impacting these adolescent girl's moral discernment, and their ability to successfully achieve academically.
The focus groups consisted of administrators, educators, support staff, and other subject matter experts. The project used the ADDIE model to guide the development of the curriculum.
The ADDIE model embarks upon five steps to include analysis, design, development, implementation, and evaluation. The ADDIE model can be used as a strategic plan for the design of the proposed curriculum, and serve as the blueprint to design instructional activities and assignments. The change positions middle and high school girls' current mindset, in hopes it will be replaced with desirable behaviors and develop a way of thinking of individuals in leadership.
Data collected from focus groups were used to design a meaningful facilitator manual and the student handbook that can empower these girls in positive decision-making, and restore their confidence.
The theoretical context that guides the youth leadership curriculum focused on self-esteem was William James's Personality theory, Albert Bandura's Social Learning theory, and Vygotsky's Social Development theory.
The project's discoveries determine a youth leadership curriculum focused on self-esteem is a great support system that can help middle and high school girls openly address social, emotional, and psychological challenges.