Chapter 4: L.A.U.R.E.N.’S Camp: Building and Supporting Self-Constructs of Middle School Girls Through a School, University, and Community Collaboration

Middle school is a very transitional time in a child’s life. Researchers have reported that middle school girls, in particular, often struggle with self-constructs such as self-esteem, self-efficacy, and self-confidence (Kutob, Senf, Crago, & Shisslak, 2009). Self-esteem is an evaluation of what people think about themselves and how their behavior is effected by these thoughts whereas self-efficacy is people’s beliefs about their ability to succeed in situations (Bandura, 1986; Pajares, 1995). Self-confidence is a combination of self-esteem and general self-efficacy, and is what often influences behavior (Bandura, 1986). Kutob et al. (2009) noted that self-esteem began to decline by the age of 11 for girls. Consequently, a lack of self-confidence and a low self-esteem, partnered with how one may internalize the pressures of adolescence, can lead to being bullied or becoming a bully (Caton, Field, & Kolbert, 2010; Poyhonen, Juvonen, & Salmivalli, 2010). On the flip side, healthy self-confidence and high self-esteem can enhance school performance and can have a direct relationship on how hard students work (Kutob et al., 2009; Usher & Pajares, 2006). Further, researchers have identified that girls can overcome the pressures of adolescence when they participate in programs aimed at building their self-esteem and self-confidence, supporting positive self-perceptions, and teaching empathy as well as alternative ways to handle conflict (Caton et al., 2010; Poyhonen et al., 2010; Simmons, 2009). Many of the programs described in this small, but growing body of research were done in the summer, and in collaboration with other groups outside of the K–12 setting (e.g., colleges and universities, community organizations). Caton et al. (2010) stated that summer programs were “incredible opportunities for collaboration” (p. 25), and Frost and Wiest (2007) noted that “several researchers have described intervention programs such as after-school or weekend programs or summer camps that were particularly successful with girls” (p. 33). For these reasons, we believe it was important to examine how girls, specifically middle school girls, deal with conflict and how it may affect their self-esteem, self-efficacy, and self-confidence. We also wanted to explore how these self-constructs can be built and supported through teaching girls socioemotional skills such as self-awareness, empathy, and conflict-resolution techniques through a collaborative effort during the summer.