9 GLOW THEMES

GLOW offers a wide variety of leadership building themes for girls aged 9-14 years old. Each of the unique nine themes are composed of curriculum that spans eight weeks in length (1.5 hours each week)

 

The GLOW program, designed to empower girls in your community, provides offers weekly opportunities for them to come together.  Each week the goal is for them to share their goals, obstacles while simultaneously nurturing their minds and souls.

 

 

Each full 90-minute class (or modified 45 min version) includes:

  • GLOW Circle time to provide a safe place for girls to share their opinions and feelings 
  • A nutritious snack
  • Coaching to set and work toward their personal goals 

 

By incorporating fitness activities and healthy eating, we are nurturing their bodies in a way that supports the overall well-being of each glow girl. 

 

GLOW Girls have provided input and guidance in GLOW’s creation of new and exciting themes.


GLOW Theme DESCRIPTORS

Each of the nine GLOW Themes are an eight week program!

Authentic Me 

This is our flagship theme! We recommend this theme to launch GLOW in your school or youth community ( best suited for girls ages 9-11). The focus of 'Authentic Me' is to guide girls to discover who they truly are and take pride in their strengths ( their superpowers) and stretches ( areas of growth). At its core, this theme is dedicated to fostering social-emotional well-being and self-worth. 

 

Learning outcomes: 

  1. Girls acknowledge and connect perspectives of self and others through communication and listening skills.
  2. Girls interpret how resilience and perseverance can be influenced by a variety of life experiences.

Connected Knowledge:

Social-emotional changes include

  • self-image
  • self-confidence
  • body image
  • emotions
  • relationships
  • social skills

Friendship Power

This theme centers on the importance of developing healthy friendships, a key factor in building girls' self-esteem. Research shows that positive peer relationships are crucial for fostering a sense of belonging and self-worth in girls. During this theme, girls assess the qualities that define healthy versus unhealthy relationships. They also explore the reasons friendships may end, providing valuable insights into maintaining strong, supportive connections and navigating challenges. Understanding these dynamics helps girls build resilience and stronger self-esteem through meaningful, positive interactions.

 

Learning outcomes: 

1. Girls reflect on resolution and explain connections to healthy relationships.

 

Connected Knowledge: 

Perseverance can be supported by protective factors, such as

  • parents/caregivers/guardians
  • families/kin
  • teachers/coaches
  • spiritual leaders
  • Elders
  • friends/social groups
  • community

Body Image & Changes

In the GLOW theme, girls learn about the powerful impact of media on body image and how societal standards can shape their perceptions of themselves. Research shows that media portrayals often contribute to unrealistic beauty ideals, leading to body dissatisfaction, especially during adolescence. As part of this theme, girls also engage in open discussions about the natural body changes that occur during puberty, helping them understand and embrace these transformations. 

 

Learning outcomes: 

1. Students explore various areas of development.

 

Connected Knowledge:

       Social-emotional changes include

  • self-image
  • self-confidence
  • body image
  • emotions
  • relationships
  • social skills

Valuing Yourself & Others

 

This theme begins by exploring the question, “What are values?” Values are the beliefs and principles that guide our decisions, shape our behaviors, and influence how we interact with the world around us. According to Schwartz (2012), values are essential for understanding both personal identity and social relationships. 

The girls are introduced to the six core values that form the foundation of the GLOW mission statement: integrity, self-worth, responsibility, gratitude, and pride. These values were selected because they promote not only personal growth but also social harmony. Integrity fosters trust and authenticity, self-worth encourages self-esteem and resilience, responsibility nurtures accountability and decision-making skills, gratitude enhances emotional well-being and empathy (Emmons, 2007),  

After being introduced to the GLOW values, the girls are encouraged to critically reflect on how these values align with or deviate from their own personal values. Research has shown that when individuals engage in reflective practices about their values, they experience increased self-awareness, emotional regulation, and overall life satisfaction (Kernis, 2003). .By considering how their personal values align with or differ from the GLOW values, the girls have the opportunity to deepen their understanding of themselves and how they relate to others, while fostering a sense of empathy and connection.

Learning Outcome:

1. Students analyze and explain responsibility and how it can impact personal and group safety

Connected Knowledge: 

  • Responsibility is being accountable for actions and decisions and accepting the results or consequences.
  • Responsibility can be developed by taking on leadership roles to promote safety of self and others.

 

Self-Care (Ages 13+)  

NEW! This theme centers around girls self-care and resilience, aiming to equip them with the skills necessary to navigate life's challenges. Research shows that building resilience, at a young age, can significantly improve emotional well-being, helping individuals cope with stress and adversity in the future. Through this theme, girls will learn how to develop resilience by gaining practical tools for managing difficult situations, while also prioritizing self-care. The girls participate in discussions and activities on self-compassion, positive self-talk, thought patterns, gratitude, body image, empowerment, and leadership skills. These topics foster a mindset of strength and self-assurance, enabling girls to face obstacles with confidence and care for themselves through life's ups and downs.

 

 Note: This theme can be offered on its own or as a follow-up to the Taking Care of Yourself Theme.    

 

Learning outcome:

1. Students examine physical, social, personal, and environmental factors connected to maturation during adolescence.

 

Connected Knowledge:

a) Insight into life roles can be supported by knowledge of the following: 

talents

assets

virtues

strengths

interests

 

b) Independence includes having the confidence and ability to make decisions to try new or challenging activities.

 

c) Independence supports the development of initiative.

Positive Self-Talk

This theme centers on understanding the concept of self-talk—the internal dialogue we have with ourselves that shapes our thoughts, emotions, and behaviors. Research indicates that self-talk plays a critical role in emotional regulation, motivation, and overall mental well-being (Beck, 2011). Our self-talk can be either positive or negative, and it significantly influences how we perceive ourselves and our potential.  The girls are introduced to the concept of negative self-talk, which can take many forms, such as catastrophizing, self-criticism, or constant self-doubt.  The next step in this theme is to help the girls recognize these negative self-talk patterns and replace them with more positive, empowering alternatives.  By practicing techniques like positive affirmations, realistic thinking, and mindfulness within the GLOW Circle, girls can shift their internal dialogue from criticism to encouragement (Seligman, 2006). This process not only boosts self-esteem but also enhances resilience and problem-solving skills (Carver et al., 2010).  This practice empowers them to take control of their thoughts, boost their self-confidence, and approach challenges with a positive mindset.

Learning outcomes:

1. Students connect strategies for well-being to life opportunities and lifelong learning.

Connected Knowledge Building:

  • The way individuals think of themselves, and describe themselves to others, is unique and should be respected.

Decision Making 

This theme is designed to empower girls by increasing their awareness of different decision-making styles and approaches, ultimately preparing them for more informed and intentional decision-making in the future. Research shows that effective decision-making is a skill that can be developed through practice, reflection, and understanding of cognitive processes (Lipshitz, Klein, Orasanu, & Salas, 2001). By exploring decision-making through structured steps, girls can build the confidence and competence needed to navigate the challenges of adolescence and beyond.Step one in the process is discovering the problem. Step two is exploring all possible solutions. Step three is assessing options and selecting the best solution. 

To make these concepts tangible and relatable, girls will engage in small group discussions and role-playing exercises based on teen-relevant scenarios. According to research on experiential learning, role-play is an effective way to practice decision-making in a safe, supportive environment (Kolb, 1984). By working through real-life scenarios, girls will gain hands-on experience in applying the decision-making steps and refining their problem-solving strategies.

In summary, this theme helps girls develop the skills to approach decisions thoughtfully and strategically. By mastering the steps of problem discovery, solution exploration, and option assessment, they will be better equipped to make informed decisions that reflect their values, goals, and aspirations.

Learning outcomes:

1. Students acknowledge and connect perspectives of self and others through communication and listening skills.

Connected Knowledge:

  • Identify ways to reach shared understandings when perspectives or opinions within a group are different.
  • Connect personal and environmental factors to decision making during adolescence.

Girls Leading Others Wisely  

This theme focuses on cultivating essential leadership qualities and preparing girls to apply these skills through a hands-on Leadership Project. The class is structured to guide girls through the process of self-reflection, goal-setting, planning, and execution, with a focus on developing skills that will help them lead with confidence and purpose.In this class, girls will be introduced to the concept of leadership and the importance of recognizing their unique leadership potential. They will learn about the core qualities that make an effective leader, such as communication, empathy, decision-making, and resilience. Through this introduction, girls will begin to see leadership not just as a role, but as a set of skills that anyone can develop. Before diving deeper into the leadership project, girls will pause to revisit the goals they set in Class #1. This reflection is crucial for connecting their leadership development to their personal aspirations. Research shows that goal-setting enhances motivation and provides a clear direction for action (Locke & Latham, 2002). Reviewing their goals will help girls assess their progress, refine their focus, and align their leadership efforts with their personal values.

Learning objectives:

1. Students analyze responsibility and consider the impact on well-being.

Connecting Knowledge:

  • Responsibility can be developed by taking on leadership roles to promote safety of self and others

Taking Care of Yourself 

 

This theme encourages girls to think more deeply about taking a more conscious role in their futures by focusing on what is important to them.  Guiding girls as to how to take care of their whole self, their mind, body and soul is an important part of this process. We incorporate conversation starters to educate and encourage personal healthy decision-making.  

 

The focus of this 8-week session is on taking care of your whole self.

  • Taking care of your body:   Physically thinking about what you eat, how you exercise, the relationship you have with your body, body image, and how media impacts our body image
  • Taking care of your mind:  Planning for the future, introduction to positive self-talk
  • Taking care of your heart: . Learning the difference between healthy and unhealthy relationships.
  • Taking care of your soul:  Being true to yourself.  Consider which interests and values are important to you.

 

Learning outcomes:

1. Students examine nutrition and explain how it informs decision making about food.

2. Students reflect on resolution and explain connections to healthy relationships.

  • Prepared with select strategies that can be used to support resolution to a problem, conflict, or challenge.

GENERAL

 

Physical Fitness component 

Grades 4-6

 Learning outcomes:

  1. Students integrate and experiment with elements of movement to support physical activity 
  2. Students examine how choices in physical activities affects active living.

 

Healthy Eating component 

Grade 4-6

 

Learning outcomes:

Students examine & evaluate nutrition and explain how it informs decision making about food.

REFERENCES

 

The connected learning outcomes above are cited from:

 

Alberta Education. (2022). Physical Education & Wellness Grade 4 to Grade 6 Curriculum. https://curriculum.learnalberta.ca/printable-curriculum/en/hom

 

Emmons, R. A. (2007). Thanks! How the new science of gratitude can make you happier. Houghton Mifflin Harcourt.

Kernis, M. H. (2003). Toward a conceptualization of optimal self-esteem. Psychological Inquiry, 14(1), 1-26. https://doi.org/10.1207/S15327965PLI1401_01

Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1), 1-20. https://doi.org/10.9707/2307-0919.1116Beck, A. T. (2011). Cognitive therapy: Basics and beyond (2nd ed.). Guilford Press.

Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism and health: The predictive role of generalized outcome expectancies. In M. S. Stroebe, W. Stroebe, & S. O. F. (Eds.), Handbook of health psychology (pp. 107–131). Psychology Press.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Lipshitz, R., Klein, G., Orasanu, J., & Salas, E. (2001). Decision making in action: Models and methods. Psychology Press.

Educational Insights. (1985). Decision making… Success for success in life! No. 2447. Educational Insights.

Randall, K., & Bowen, A. (2006). Mean girls. YouthLight Inc.

McConnell, N., & LoGuidice, C. (1998). That’s life! Social language. LinguiSystems Inc.

Ding, W. (Illustrator). (2010). What’s your hockey job? OWL Magazine, Jan/Feb. Used with permission of Bayard Press Canada Inc.

RIT Student Affairs. (n.d.). Download worksheets and activities. Retrieved January 1, 2025, from https://www.rit.edu/studentaffairs/lead/lead/download-worksheets-and-activities

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705


 

WHAT GLOW GIRLS ARE SAYING:

 

“I liked GLOW because I feel a lot better about myself, inside and outside.” “Thanks for helping me feel better about myself.” “I learned that who you are is not on the outside but on the inside.” “Well, I seem to be a better person.” “I became a better person.”