Guidance Unit: Cliques and Friendships for Freshmen High ...€¦ · Guidance Unit: Cliques and Friendships for Freshmen High School Students Marie A. DiCarlo Seattle University COUN

RUNNING HEAD: Cliques and Friendships

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Guidance Unit: Cliques and Friendships for Freshmen High School Students

Marie A. DiCarlo

Seattle University

COUN 509

December 1, 2010

Cliques and Friendships 2

Name: Marie DiCarlo Unit Theme: Cliques and Friendships for Freshmen High School Students Unit Objective: Students will be able to evaluate their meanings of friendship and understand how cliques affect their peers. Students will also become more familiar with their peers, learn ways to get to know each other better, and become more accepting and respectful of one another. Goals for the Unit: Essential Academic Learning Requirements (EALRs): Writing The student writes clearly and effectively 3.1 Develops ideas and organizes writing. 3.2 Uses appropriate style. 3.3 Knows and applies writing conventions appropriate for the grade level. Reading The student understands and uses different skills and strategies to read. 1.1 Use word recognition and word meaning skills to read and comprehend text.

1.2 Use vocabulary (word meaning) strategies to comprehend text.

The student understands the meaning of what is read. 2.1. Demonstrate evidence of reading comprehension. 2.2. Understand and apply knowledge of text components to comprehend text.

The student reads different materials for a variety of purposes.

3.1. Read to learn new information. 3.2. Read to perform a task.

Communication The student uses listening and observation skills and strategies to gain understanding.

1.1 Uses listening and observation skills and strategies to focus attention and interpret information.

The student uses communication skills and strategies to interact/work effectively with others.

2.1. Uses language to interact effectively and responsibly in a multicultural context. 2.2. Uses interpersonal skills and strategies in a multicultural context to work

The student analyzes and evaluates the effectiveness of communication


4.1 Assesses effectiveness of one’s own and others’ communication. 4.2 Sets goals for improvement. ASCA Student Standards, Competencies, and Indicators:

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

o Competency A1: Acquire Self-‐Knowledge A1.1: Develop positive attitudes toward self as a unique and worthy

person. A1.2: Identify values, attitudes and beliefs. A1.4: Understand change is a part of growth. A1.5: Identify and express feelings. A1.6: Distinguish between appropriate and inappropriate behavior. A1.9: Demonstrate cooperative behavior in groups.

o Competency A2: Acquire Interpersonal Skills A2.2: Respect alternative points of view. A2.3: Recognize, accept, respect and appreciate individual differences. A2.6: Use effective communication skills. A2.7: Know that communication involves speaking, listening and

nonverbal behavior. A2.8: Learn how to make and keep friends.

Standard B: Students will make decisions, set goals, and take necessary action to achieve goals.

o Competency B1: Self Knowledge Application B1.2: Understand consequences of decisions and choices. B1.3: Identify alternative solutions to a problem. B1.4: Develop effective coping skills for dealing with problems. B1.8: Know when peer pressure is influencing a decision.

Unit Rationale: High school is a time when adolescents are confronted with social challenges that can affect self-‐esteem. As I look back on high school I remember all the different cliques and how it negatively affected my high school experience. There were the cheerleaders, the jocks, the nerds, the potheads, and a number of other titles for different groups. According to Spaulding and Bolin (1950) a clique is defined as “a small, informal, intimate, non-‐kin, face-‐to-‐face group usually demonstrating a considerable degree of we-‐feeling, some fairly well-‐defined customary rules of conduct, and a well-‐developed internal structure” (p. 147). In 1993 Newcomb, Bukowski, & Pattee found in their work that non-‐aggressive, sociable youth were seen as high-‐status and youth that were aggressive and unsociable were considered to be low-‐status. Although more recent research has shown that high status is often associated with aggressive behavior (Hawley, 2003; Rodkin, Farmer, Pearl, & Van Acker, 2000). It is noticed that a clique is comprised of a couple leaders who control what the rest of the group does as well as followers. According to Adler and Adler (1995)


“cliques are observed to be circles of power wherein leaders attain and wield influence over their followers by building them up and cutting them down, first drawing them into the elite inner circle and allowing them to bask in the popularity and acceptance, and then reducing them to positions of dependence and subjugation by turning the group against them” (p. 145). Not only are members of a clique negatively affected but more so are the outsiders who are not part of a clique. During Adler and Adler’s research (1995) one participant who was a follower in a clique said, “One of the main things is to keep picking on unpopular kids because its just fun to do” (p. 153). Not only do cliques affect those at the high school level but research was also done in the workplace regarding cliques and bullying. Hickman (2006) found that cliques negatively affected people in the workplace because outsiders had an increased depressive affect, lower self-‐esteem, increased physical complaints, and greater alcohol use. This guidance unit will help to prevent cliques and improve friendships at an early age. Freshmen in high school will have the tools they need to start healthy, open, and welcoming relationships versus having to feel they need to put others down in order to be accepted. Finally, not only will this make the rest of students’ high school careers more enjoyable but they will also form friendships that could last a lifetime without the hostility and bullying that comes with being on the inside or outside of a clique. Overall, this guidance unit will prepare students for the rest of their lives whether it be college, the workplace, or socially in their circle of friends. Lesson Content Area: Personal/Social Lesson Topic: Introduction to Cliques Lesson Sequence within Unit: Lesson # __1__ Lesson Goal: To inform students about cliques and generate discussion about the subject. Lesson Objective:

Learn what a clique is and how it can affect individuals emotionally. Materials Needed: Pens, paper, “The Situation” handout (p. 8), and “The Situation” Discussion Questions handout (p. 9). Lesson Outline:

1. Write Unit Pre-‐Evaluation Questions (p. 5) up on the board and have students write individual answers on a sheet of paper and pass it in. Hold onto these because after


the last lesson you will pass these back out and students will answer the questions again but on the other side of the paper.

2. Have a class discussion on the Unit Pre-‐Evaluation Questions. 3. Pass out “The Situation” handout (p. 8) and have students take turns reading it. 4. After the handout is read break students up into groups of three or four and pass

out “The Situation” Discussion Questions handout (p.9) and give students 15 minutes to discuss and answer them in their small groups.

5. Come together as a class and have groups share their answers for the discussion questions.

Evaluation/Assessment: Unit Pre-Evaluation Questions

1. What is a “clique”? 2. How do you think cliques affect individuals positively or negatively? 3. How do you think cliques affect the high school community as a whole positively or

negatively? 4. What can you do when you see someone being negatively affected by a clique?

At the end of Lesson One students will answer “The Situation” Discussion Questions in

small groups followed by a class discussion where groups will share their answers and thoughts.

Reaction and Reflection Paper After the lesson students will be asked to go home and write a two page double-‐spaced paper on their reaction to Lesson One, how they are feeling about cliques, and anything else they would like to add. They will bring this to the next class, as it will be discussed prior to Lesson Two. Lesson Content Area: Personal/Social Lesson Topic: Coping with Cliques and Peer Pressure Lesson Sequence within Unit: Lesson # __2__ Lesson Goal: To continue learning about cliques and examine the connection between cliques and peer pressure. Lesson Objective:

Identify what peer pressure is and how it can affect decision-‐making. Explore the feelings of those who are being left out of a clique. Explore the different perspectives of different members of a clique.


Materials Needed: pens, paper, “The Clique” handout (p. 10), “The Clique” Discussion Questions handout (p. 11). Lesson Outline:

1. Students volunteer to share their personal reflection narratives on their experiences with cliques, which was assigned at the end of Lesson One.

2. Distribute “The Clique” handout (p. 10) and have one student read it aloud to the class.

3. After the handout is read break students up into groups of three or four and pass out “The Clique” Discussion Questions handout (p. 11) and give students 20 minutes to discuss and answer them in their small groups.

4. Explore reactions of students through the discussion questions by going over them with the entire class.

Evaluation/Assessment:

At the beginning of Lesson Two students will volunteer to share their Reflection and Reaction Paper this is a great way to see what students have learned from Lesson One and class discussion.

At the end of Lesson Two students will answer “The Clique” Discussion Questions in small groups followed by a class discussion where groups will share their answers and thoughts.

_________________________________________________________________________________________________________ Lesson Content Area: Personal/Social Lesson Topic: Forming Friendships-‐ Getting to Know Each Other and Learning How to Get Along Lesson Sequence within Unit: Lesson # __3__ Lesson Goal: To discuss expanding students’ circle of friends. Lesson Objective:

Learn how to form new friendships with an open mind. Discussion about how to avoid excluding people, particularly those who may be

different. Students will get acquainted with and learn about another student in the class that

they currently know very little about. Materials Needed: Pens, paper, butcher paper, “True Friends” Discussion Questions handout (p. 12), “Student Activity” questions (p. 13), “How to be a Good Friend” handout (p. 14).


Lesson Outline:

1. Have students break up into groups of three or four and pass out the “True Friends” Discussion Questions handout (p. 12) and give students 20 minutes to discuss and answer them in their small groups.

2. Do the “Student Activity” (directions on p. 13) and brainstorm ideas on butcher paper that can later be hung up permanently in the classroom. Directions do not need to be passed out to students; these are for the instructor only.

3. Pass out the “How to be a Good Friend” handout (p. 14) and have students take turns reading the handout.

4. Play “The Interview Game” (directions on p. 13). Directions do not need to be passed out to students; these are for the instructor only.

5. Write the Pre-‐Evaluation Questions (p. 5) from Lesson One on the board. 6. Hand back each student’s answers and have them answer the same questions again

on the opposite side of the paper. Have a class discussion on how their perspectives on cliques have changed.

7. Hand out the “Student Evaluation” Form (p. 15) and give students 20 minutes to complete and hand in.

Evaluation/Assessment:

A good assessment of the unit is to compare the students’ answers to the Pre-‐Evaluation Questions before and after the unit.

Below is a Student Evaluation Form (p. 15) to be distributed to the students as a way of assessing the classroom guidance series on cliques and friendships.

_________________________________________________________________________________________________________


Lesson One

“The Situation”

Julia was in 9th grade and had just started high school a few months ago. Her two best friends were Wendy and Erin. Erin was the most popular girl in the freshman class and all the girls saw her as the leader. One morning Julia arrived at school and Erin was acting weird. When Julia said hi to her, she didn’t respond. She just looked away and smiled at a group of girls that were all huddled by some lockers. It didn’t take long for Julia to figure out that Erin had turned most of the girls against her but she didn’t know why! She went to Wendy and asked her why Erin was mad at her. Wendy acted nervous and said that all she knew was that Erin told her that if she hung out with Julia, none of the rest of the girls would talk to her anymore. The rest of that day lasted forever. Whenever any teachers were looking everyone was nice to Julia but when her back was to the class, Erin or another girl would throw pieces of paper toward Julia or whisper to each other and look in her direction. Julia thought Wendy would help her but Wendy just pretended nothing was happening.

That night Julia talked to her parents and they told her to wait and see if tomorrow was better. If not, they said, perhaps they could help Julia talk to Erin and work through the problem. Julia felt like that would make her look stupid if everyone found out that her mom and dad had to get involved. She knew that sometimes at school everyone would pick on someone, but she never thought her friends would turn against her and do the same thing to her. She felt like she didn’t have any friends and nobody liked her.

The next day Julia had a good attitude. She even put on her favorite sweater in hopes

that it would make her feel better. Unfortunately, things got much worse. No one talked to her all day or sat with her at lunch. At then end of lunch she went into the girls’ bathroom and cried. While she was there, a girl from her class came in and said that Erin had sent her in to tell Julia that she had to give her the sweater she was wearing and send it back to Erin or no one would talk to her tomorrow either. Julia was only wearing a tank top under her, it was January, and she would be freezing the rest of the day. Julia was confused, hurt, and scared. She gave the girl her sweater and then sat in the bathroom crying. When she arrived at class she was late and her teacher noticed she was only wearing a tank top, looked upset, and freezing cold. Before she could get to her chair, the teacher asked why she wasn’t’ wearing a coat or sweater and why she was so upset. Here was her dilemma. What should she do now? Everyone was watching her. If she told the teacher about Erin and the girls ganging up on her she would look like a tattletale, and who knows what the kids would do to her after that. But, if she didn’t say anything or lied to the teacher, she would get into trouble.


Lesson One - “The Situation” Discussion Questions

Group Members: 1. What do you think Julia should do now?

2. Why do you think Wendy didn’t stick up for Julia?

3. Has this sort of thing ever happened to your or to someone you know? What happened?

4. Have you ever been in Wendy’s position? Or Erin’s?

5. How do you think this situation would be different if the case involved boys instead of girls?

6. Why do you think people pick on others, and why do others join in?

7. What do you do when you see or hear someone in your class making fun of someone? Do you join in? Speak up for the person? Say nothing? Why do you think you react that way?

8. Have you ever felt that a good friend turned his or her back on you? What happened and what did it feel like?


Lesson Two

“The Clique”

Joyce has just moved to the city and feels lucky that she has found a friend named Saundra. They like to do the same things and have fun together, but each allows the other freedom to go her own way. Joyce also meets Wanda, the leader of a group of young women who seem to have a lot of fun. Joyce is accepted into the group and is swept along with Wanda and the camaraderie. Eventually, the group asks Joyce to give up her friendship with Saundra and do some things Joyce thinks are wrong. The group has planned to visit a shopping mall on Saturday and “take” a few things. When Joyce tells the others that she plans to stay home Wanda tells her that she must go if she wants to stay in the group. What would you do if you were Joyce?


Lesson Two - “The Clique” Discussion Questions

Group Members:

1. From whose point of view is the story written?

2. How might the perspective of an outsider change the story?

3. What are the problems in the story?

4. Why does Joyce feel pressured by Wanda in her group?

5. Why did Joyce enjoy her friendship with Saundra at first?

6. Is it ok to want to be alone sometimes?

7. What is peer pressure?

8. Have you ever been in a similar situation? How did you handle it?

9. If Wanda were telling the story, what would she emphasize?


Lesson Three – “True Friends” Discussion Questions

Group Members:

1. How do you tell the difference between true friends and false friends?

2. Is there a difference between popularity and friendship? Can you be popular and not be a good friend? What is more important, being popular or being a good friend?

3. Do you think there’s something wrong with you if you aren’t part of the popular group?

4. Describe the groups or cliques that people you know associate with. Are the relationships within these groups real friendships? What’s the difference between friendship and group membership?

5. What do you do if you want a person you have just met to become part of your group, but the others don’t want to have anything to do with this new person?

6. Have you ever been excluded from a group? What happened? How did you feel? What should we learn from that?

7. Are there kids here at school that get constantly excluded? How do you think that makes them feel? Is there anything you could do about it?

8. What are the benefits of having friends who are different from us?


Lesson Three

Student Activity Directions

Have students raise their hands giving answers to the questions below and

individually writing them on a piece of butcher paper at the front of the class. 1. When you see someone you think you’d like to become friends with, what are some

good ways to initiate things? Brainstorm and make this list. 2. Brainstorm ways to be a good friend. This does not need to be written on the

butcher paper because after this discussion students will receive the “How To Be A Good Friend” Handout which they will be encouraged to hang somewhere so they can see it daily (locker, bathroom, bedroom, etc…).

“The Interview Game” Directions

1. Break the class into two-‐person teams. Have them pick a partner they know very little about. If you see two students choose each other who you know are already good friends direct them to find different partners.

2. Student pairs will interview each other for about 15 minutes each. They need to learn about their job, past jobs, family life, hobbies, favorite sport, etc…

3. After the interviews reassemble the class and have each team introduce their partner to the rest of the group.


How To Be A Good Friend

Good friends listen to each other. Good friends don’t put each other down or hurt each other’s feelings.

Good friends try to understand each other’s feelings and moods.

Good friends help each other solve problems.

Good friends give each other compliments.

Good friends can disagree without hurting each other.

Good friends are dependable.

Good friends respect each other.

Good friends are trustworthy.

Good friends give each other room to change.

Good friends care about each other.

“ A friend is one that knows you and loves you just the same.” Elbert Hubbard


Student Evaluation Form

Cliques and Friendships Guidance Unit

-‐ Thank you for taking the time to answer the following questions. Your honest responses to all questions will assist in the review of classroom guidance lessons. All responses will be kept confidential.

Name ____________________________________________ How much did the classroom guidance lesson on cliques and friendships help you understand and manage certain aspects of your personal/social life better? Circle one. 1 2 3 4 5 Not helpful Somewhat helpful Very helpful Please explain. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What did you like most about the guidance lesson on cliques and friendships? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


What did you think could have been improved in the guidance lesson on cliques and friendships? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What is at least ONE thing you learned about friendships and cliques that you will remember as a result of this guidance lesson? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How likely are you to apply what you learned in Cliques and Friendships for Freshman High School Students to your real life? Circle one. 1 2 3 4 5 Unlikely Possibly Very likely Please explain. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Do you have any additional comments? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Do you have any suggestions for additional classroom guidance lessons? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Thank you again for taking the time to complete this evaluation.


References

Adler, P., & Adler, P. (1995). Dynamics of inclusion and exclusion in preadolescent cliques.

Social Psychology Quarterly, 58(3), 145-162. doi:10.2307/2787039.

Crothers, L., Lipinski, J., & Minutolo, M. (2009). Cliques, rumors, and gossip by the water

cooler: Female bullying in the workplace. Psychologist-Manager Journal, 12(2), 97-

100. doi:10.1080/10887150902886423.

Hawley, P. H. (2003). Prosocial and coercive configurations of resource control in early

adolescence: A case for the well adapted Machiavellian. Merrill-Palmer Quarterly,

49(3), 279–309.

Hickman, S. E. (2006). Examining relational aggression and victimization in the workplace.

Dissertation Abstracts International: Section B: The Sciences and Engineering, 66, 5731.

Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children’s peer relations: A meta-

analytic review of popular, rejected, neglected, controversial, and average sociometric

status. Psychological Bulletin, 113, 99–128.

Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys:

Antisocial and prosocial configurations. Developmental Psychology, 36, 14–24.

Spaulding, C., & Bolin, R. (1950). The clique as a device for social adjustment among freshman

high school girls. Journal of Educational Sociology, 24(3), 147-153. Retrieved from

Educational Research Complete database.

The School Counseling Guide for School Counselors, by School Counselors. (n.d.). Three

guidance lessons on cliques and friendships for 9th graders. Retrieved from

www.schoolcounselingguide.org


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Guidance Unit: Cliques and Friendships for Freshmen High ...€¦ · Guidance Unit: Cliques and Friendships for Freshmen High School Students Marie A. DiCarlo Seattle University COUN