Archive for Educators
Why Are Girls So Mean?
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Why are girls so mean? This is a common question asked when discussing friendship problems, female bullying, and relational aggression. I do not love the question. It implies that girls, by nature, are mean, and I simply don’t buy into the mean girls culture. When we expect girls to be mean, we will see mean girls everywhere.
The real question is this. When girls are mean, why are they so cruel and relentless? The answer is four-fold. Like the weather, these factors can increase or decrease the likeliness that “conditions are favorable” for unkind relationships.
- Wiring – Female brains are hard-wired to remember emotionally-charged events. This can account for the relentless focusing on past hurts and staying stuck on a problem. Female brains also are wired in a fashion that make girls and women adept at reading social cues and picking up on subtle verbal and tonal inflections. Girls are tuned into non-verbal communication and reading between the lines of the spoken word. The good news is girls have multi-dimensional ways of gathering information. The bad news is girls make assumptions about this information without checking the veracity. Nature rules brain wiring.
- Temperament – This is comprised of the quirks of our personality that make us unique. A girl may be laid back or fussy, inquisitive and free-spirited, or pensive and brooding. As Forrest Gump’s mama used to say, “You never know what you’re gonna get.” Nature is fully in charge of temperament.
- Role-Modeling – Our girls are watching us, and what are they learning? What we do in front of them is a powerful teaching agent. This is where nurture has a chance to trump nature. When we role model problem-solving skills, civility, and acceptance of others, our girls are likely to follow our example. Want to make a BIG difference? The next time someone remarks, “I’m glad I don’t have girls. They’re so much more work, and they’re so mean,” you can reply, “I don’t find that to be true.” Do it. Do it in front of a girl.
- Life Experiences – We can neither control nor predict life experiences. Life hurls at us what it will, and we get to choose how we react. Both nature and nurture come into play with life experiences. Some girls will have experiences that could understandably create ill will and mistrust toward other girls. They will want to seek revenge. They will want to hate. And in some instances, no one would blame them for their reactions. But we must try to guide girls through life experiences toward a place of heathy reactions and choices. We circle back and help them through role modeling.
Girls are not born mean. They are inclined neither toward meanness nor niceness, and they are not destined to be a part of a mean culture. Girls are simply born female. We adults have the opportunity to guide them toward healthy authenticity or toward a culture of mistrust and perceived meanness toward their own gender. What shall we choose?
© 2010 A Way Through, LLC
WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com
Teaching Timid Girls to Stand Up for Themselves with Confidence
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Being Timid
Wimpy, meek, afraid, cowed, fearful, mousy, spineless, submissive, weak, wishy-washy, hesitant, reluctant. These are not traits we want our girls to carry with them into womanhood. Yet many girls are timid when facing another girl who is manipulating, excluding, or lying to them. Timidity often leads to a low sense of self, victim mentality, or passive aggression.
Guiding Girls
Parents and educators are well positioned to help a girl stand up for herself with dignity in a way that diffuses the friendship problem she faces. To effectively guide a girl through a painful friendship, we need to help her learn how to think and how to feel, on purpose. Our job is to teach her that she controls both how she thinks and how she feels – either by default or by conscious choice.
Thoughts and Feelings Before Action
Help your girl get clear on how she wants to think and feel about herself when standing up to a bully in a hurtful friendship situation. Then, she will be ready to explore the words for responding to the bully.
Using Contrast to Gain Clarity
I find that contrast makes a great teaching tool for girls. In order to help your girl get clear about how she wants to feel, it is helpful to look at how she does not like to feel. Here’s a great activity to get her on a positive path…
1. Take out a sheet of paper. Label it, “How I want to feel when I stand up for myself.” Draw a line down the middle of the sheet of paper. Label the left side “Don’t.” Label the right side “Do.”
2. Ask her how she doesn’t like to feel when facing a girl who was mean to her. She might say things like confused, angry, scared, embarrassed, pushy, or nervous. Let her choose the words. If she can’t think of any, offer her a list of negative emotions to choose from. It’s important that they are her words, not yours. List her words down the “Don’t” column.
3. Now, for each negative emotion she’s listed, ask her, “If you don’t want to feel ____, how do you want to feel?” Write these new, positive words down the “Do” column. Again, she may need help identifying the words.
Staying in Clarity
Now, totally ignore the “Don’t” list. Discuss the “Do” list of emotions she said she wants to feel…
- When have you felt ______ before?
- Whom have you seen act in a _____ way? What did they say/do?
- What would it be like to be able to respond to the bully in a _____ way?
Choosing a Response to the Bully
Once she’s clear on how she wants to feel, she’s ready to choose her response to the bully. Use role play scripts to practice different words that will bring her the feeling she is going for.
© 2010 A Way Through, LLCWANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com
Female Bullying: A Common Story
Posted by: | CommentsThe Common Story of Female Bullying
I hear similar stories each week from school counselors, teachers, parents, and community leaders. Girls are excluding, hurtfully texting, and generally tormenting each other.
I’m torn between feeling saddened for the many girls I know are hurting each day vs. feeling encouraged by the strong position I see communities beginning to take in the face of emotional bullying among their girls.
When Adults Mess Up
As we address female bullying, we need to be mindful of some traps that can trip us up. Here are two I’ve noticed:
1. Wanting to solve the problem for our girls
In an age of helicopter parenting, it’s easy to feel responsible for our daughters’ happiness. What an awful burden this is, until we come to realize it’s not possible. No one can make anyone else happy. Happiness is an inside job.
Educators and parents can get caught in the trap of focusing on rules of niceness. When we pressure our girls to be nice, they lose the opportunity to claim their emotions and to speak up in an effective way.
2. Ignoring the problem
As we’re seeing from the increase in incidents of bullycide (children killing themselves as a way out of being bullied), the “girls will be girls” mindset is no longer an option. We must replace this way of thinking that dealing with mean girls is a rite of passage and just the way it is. It’s not!
What Adults Are Doing Right
As we become savvier in helping girls deal with hurtful friendships, we take on a new posture – the posture of wise mentor. Here’s what that looks like:
1. Seeing girls as naturally creative, resourceful, and whole
When we view girls as powerful beings who are capable of creating experiences they thrive in, we energetically offer them pathways that are empowering.
This perspective now comes easily for me as I have watched my own daughter and many other girls transition from seeing themselves as victims to stepping into a self-view of worthy being.
2. Coaching from the sidelines
Primarily, our job with girls who are bullying and being bullied is to help them behind the scenes. The real work is theirs. We can facilitate discussions on what they want out of their friendships and introduce them to strategies that work in situations similar to what they are facing.
Role playing in a safe environment (practicing effective words, tone of voice, and body language) prepares girls for interacting with their peers in ways that result in authentic friendships.
Where We Go From Here
I am honored to be part of the growing movement of adults actively and assertively teaching emotional and social skills to girls. I dream of the day when girls and women everywhere feel secure in their own skin and come to understand that we can truly have whatever we want in our lives.
© 2010 A Way Through, LLC
WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com
When Girls Eat Lunch in the Bathroom
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Hiding
One of the most heart-breaking stories I hear when I work with girls struggling with friendship problems is when I learn about a girl who eats her lunch in the bathroom at school.
A girl who eats alone in the bathroom is hiding. She’s hiding from being called names. She’s hiding from ugly rumors. She’s hiding from being humiliated.
Invisible
Girls who hide are girls who often slip between the cracks. These girls become very good at being invisible. Their coping mechanism is to disappear. They shrink into themselves and try not to get noticed.
Helping a Hider
Girls who don’t feel safe from emotional bullying at school are girls we have let down. And it doesn’t have to be this way.
The best gift you can give a “hider” is a two-fold message:
1. You are not alone.
A girl feels alone in her exclusion. She comes to believe that she is the only one with these friendship problems. She thinks there must be something wrong with her. What seems obvious to us as adults is painfully missing in a girl’s perspective: that all girls feel insecure in their friendships at some time.
The journal of School Psychology indicates that over 150,000 children stay home from school each year due to relational aggression. Most of these are girls. By letting a girl know that many others have struggled with (and solved) painful friendship problems, you offer a new perspective of possibility.
2. You have choices.
It’s so important for a girl to be heard and to be understood. That’s where our deep sympathy of her problem needs to end. At this point, we have more to offer a girl when we no longer see her problem as a problem. A girl who is being mentored by an adult coming from a place of strong connection to his/her source with a laser focus on finding what feels good is a girl who will learn to solve her problem quicker.
Showing a girl that she has choices is showing her how to move from being stuck to becoming an independent problem solver. As adults, we cannot help her see choices when we are stuck in her problem with her. We must stay out of the drama and pain and offer an objective view of problem solving.
I’ve found that exploring choices together (in response to emotional bullying) and letting the girl choose one that feels comfortable to her works well. For example, some girls will choose to ignore the bullying, some will choose to speak up, some will choose to keep it light. All of these can be great options. And a girl will only become aware of them if she is able to see that she has choices.
Coming Out of the Bathroom
When a girl learns to assert herself as the one in charge of her feelings and her friendships, she emerges from the bathroom.
© 2010 A Way Through, LLC
WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com
Gossip, Rumors, and the Two-Part Telephone Game
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Kids LOVE to play the Telephone Game! Each school year I’m eagerly asked when the game will be played. I use it as a classroom counseling lesson to help children understand the impact of gossip and rumors. It’s an excellent lesson for both boys and girls, because not only “mean girls” use these methods of emotional bullying. Boys have friendship problems and are targets of relational aggression, too. This year I added a twist and a tally with the Telephone Game. I added Part 2 to the classic game and tallied up the results. It proved illuminating for the kids and me while packing a wallop of understanding!
The Two-Part Telephone Game
The traditional Telephone Game is played with a group of kids, preferably with a number between 15 – 25 participants. One person starts with a simple message and whispers it into the next person’s ear. The process continues until the last person announces the message she heard. The message is then compared to the original message. Of course, the final message has morphed from the original.
The Two-Part Telephone Game begins like the classic game. I start it with an emotionally charged message. With co-ed groups I like to use: It’s said that girls are smarter than boys (or vice versa). After the message travels through the group and the first and last messages are compared, I provide the following worksheet to the kids. This is Part 2.
Telephone Game: How Words Change Accidentally and On Purpose
Put a check mark by the numbers that best explain what happened to you when you played the telephone game.
- I listened the best I could.
- I was anxious to pass the information on, so I might not have listened the best I could.
- I asked for the words to be repeated when I couldn’t hear them.
- I got frustrated trying to figure out the message, so I passed along the words the best I could.
- I changed the message on purpose just for fun.
- I changed the message on purpose, because I thought the other person got the message wrong. I changed it to what I thought it should be.
- I didn’t want to pass the message along, because I didn’t think the message was correct.
- I thought the message was hurtful, but I passed the message on anyway.
- I thought the message was hurtful, so I changed the words.
- I only passed the message along, because I was forced to do so.
The students are NOT to put their names on their worksheets, because honest answers are desired. After collecting their completed work, I write the numbers 1 – 10 on the board and tally the check marks corresponding to each number. We then talk about gossip and rumors as they relate to each number.
Here’s a sample of what kids can learn with the Two-Part Telephone Game.
- Some people like to listen to rumors and gossip.
- Some people like to pass on gossip and rumors.
- Information passed on may not be exactly the way things happened.
- Messages change from person to person the more the story is told.
- Some people are careful to get the information right and some people aren’t.
- Even when people don’t understand the gossip or rumors, some people pass them along anyway.
- There are different agendas for spreading gossip and rumors.
- You may never know why a message changes from mouth to mouth.
- Incorrect information gets passed along all the time.
- It’s important to verify ANY second hand information.
- Hurtful messages often travel faster than other information.
My students loved seeing the tallied results! It resulted in rich discussion. You can use this game with ages eight through adulthood. It works in classrooms, before and after school programs, sleepovers, sports groups, or anywhere a group of kids gather.
Let us know if you use the Two-Part Telephone Game, and tell us how it worked for you. Write a comment about it, and we will enter you in a drawing to win a “When Others Bully You” poster from A Way Through. Drawing will be held on March 31.
© 2010 A Way Through, LLC
WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com
3 Strategies for Helping a Female Bully to Back Down
Posted by: | CommentsFemale Bullying Questions from Girls
I wish I knew what to do when…
“People tell false things about me on the internet.”
“Rumors are going around about me or my friends.”
“I’m texting somebody and she starts calling me names, or on Facebook.”
“Rumors are spreading about someone that I know and I know that they are not true.”
“People say stuff about my family.”
“People tell your worst secret that was a bad memory that was PERSONAL!”
These are just some of the questions I heard recently during four student assemblies with 5th – 8th graders. Girls are hungry for the words and actions that will stop female bullying.
3 Strategies
When a girl is targeted by relational aggression, such as the examples above, she will do well if she remembers these three things:
- There is a time to ignore.
- There is a time to speak up.
- There is a time to get help.
Ignoring works well in a situation where the bullying is new, the severity is minor, and there is no established bullying pattern between the bully and the target. By ignoring, a girl is not adding fuel to the fire.
Speaking up is challenging for many girls. Some girls are afraid of making the situation worse by talking to the bully and are uncomfortable being assertive. Other girls come across as too aggressive, and the threatened bully then escalates the situation.
Speaking up can be very effective at diffusing an emotional bullying situation if it is done well. When a targeted girl looks for words that will help the bully back down while saving face, her words have a bigger chance of stopping future bullying. The key is a combination of being strong and self-assured while providing a way out for the bully. Here are some examples of phrases girls can use to speak up for themselves while offering a way for the bully to back down.
- I know you have the power to stop the rumor.
- I’m not trying to threaten you. I just want you to know that I know what’s going on and I don’t like it.
- A mistake has been made and I’m asking you to fix it.
- I don’t want to fight with you.
- I’m asking for your help.
Often speaking up does not create a change immediately. A bully may not take the graceful way out. She may reply with sarcasm, a threat, or indifference. However, it is important for targeted girls to know that when they continually stand up for themselves and offer a bully a way out, they make themselves a smaller target. Girls who bully think twice about picking on strong girls who stay away from drama.
Getting help should be the last resort for smaller bullying situations (minor name calling, secret sharing, possessiveness, teasing, etc.). However, for serious situations like threats, cyber bullying, and ongoing silent treatment, a girl needs an adult partner to help her through the problem.
Knowing when and how to ignore, to speak up, and to get help is a skill set that will serve a girl well throughout her life.
© 2010 A Way Through, LLC
WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com
The Unlikeable Child: A Likely Target for Bullying
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One of my sixth grade students once asked me why no one liked her for herself. “People should like me for who I am, but when I act like myself, no one likes me,” she said. It was both her lament and her puzzle. She saw herself a leader: an avenger of the downtrodden, helper of the helpless, savvy dresser, and smartest kid in the class. The other kids saw her as an arrogant, bossy girl who disrupted class, stuck her nose in others’ business, and had disgusting hygiene problems. It had been this way since kindergarten, and she had no friends.
A Likely Target for Bullying
Look back to your early school years and think of the student who didn’t have any friends. What behaviors did she display? Looking back, you may have empathy for her, but as your child self, it was probably hard to see beyond her behaviors. My parents encouraged me to play with the kids who didn’t have friends. I did so at school, but I certainly didn’t invite them to my house to play.
It’s difficult for kids to separate behaviors from the person. “Love the child, dislike the behaviors” advice is a tall order even for adults when the behaviors are extreme. When a child exhibits behaviors other kids don’t like, they stay away from that child. Worse, they might rebel against her. It’s probable the Unlikeable Girl (or boy) will become a likely target of bullying.
Slipping Through the Cracks
You might wonder how a student can go from kindergarten through sixth grade without changing or even being aware of her behaviors that drive other kids away. It happens more often than you think. When signs first appear that kindergarten peers dislike a classmate, there are many variables. The school environment is new, and the child and teacher are getting to know each other. Students are learning about their classmates. It’s hard to tell whether behaviors are due to maturity levels or are a warning of things to come.
By first grade, the child is more familiar with school and classmates. The class chemistry has changed, and the student should be a little more mature. Developmental differences among children can still vary widely, though. Lack of friends now signals a growing concern, and having no friends by second grade should be a glaring red flag. Whether a child receives the social help she needs now or not depends on several factors.
Hearts Breaking All Over the Place
Hearts break all over the place when there is an Unlikeable Child. It’s excruciating to hear other children don’t like your child. It’s also almost as unbearable for educators to deliver the news. Because some parents have trouble accepting the news, educators might “soften” the blow by not revealing the complete extent of their concerns. Time is lost as the student slips further through the cracks. The atmosphere becomes riper for the child to continue negative social behaviors that can become deeply engrained habits. Other children have more time to witness the behaviors, form opinions, and to perhaps develop bullying behaviors in response.
A Mental Health Concern
A sense of belonging is necessary to one’s happiness. Very few people set out to isolate themselves. When children display behaviors that repel other kids, an intervention can be as simple as identifying the behaviors and teaching replacement skills. It could be a mental health issue, though, on the other end of the continuum. When thinking back to those Unlikeable Children in your life, the ones who became isolated and stayed that way probably had mental health problems. If mental health concerns didn’t cause the social isolation, the social isolation itself could cause mental health problems. It’s a chicken and egg thing, but no matter, the result is the same. The child remained without friends.
Preventing Children from Becoming Unlikeable
1. Talk about friendship skills with your child. Use teachable moments to point out behaviors that make or break friendships.
2. Ask your child how she perceives her friendships. Learn her definitions of friends and friendship.
3. Be curious about recess and lunch. Ask her about the games she played at recess or about the topic of conversation at lunch. Her answers should allow you to determine if she has been included in recess games or if anyone sat by her at lunch.
4. Participate in building an atmosphere of trust between home and school. Schools and parents alike must be able to trust each other in order to help children. Addressing friendship skills deficits is uncomfortable for both parents and staff. If you find yourself or the school participating in a blame game, return to the goal – helping your child with friendship skills – and regroup.
5. Carry out your part of the home-school plan. If you have agreed to an at-home component of a school plan to help your child attain better friendship skills, be impeccable with your word. Do what you agree to do. Lack of follow up at home disconnects the entire plan and sets your child up for failure.
6. Seek help outside the school setting. When the home-school connection has exhausted all possibilities, it’s time to add another partnership. Contact your family physician or mental health provider. It’s much better to rule out a physical or emotional problem or to catch one early than it is to play catch up.
© 2010 A Way Through, LLC
WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com
Relational Aggression in Women: What Are We Teaching Our Girls Online?
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A two-year-old child died recently. He drowned in a swimming pool, a parent’s true nightmare. Controversy immediately arose online, because the child’s mother tweeted the accident and eventually announced his death. Her Twitter timeline showed she had been tweeting most of the day.
In reaction, online moms tweeted support and made suggestions about fundraising for the bereaved family. Others questioned the validity of the death before it was confirmed and cautioned about sending money in case it might be a hoax. Once the death was verified, two clear factions formed. One supported the grieving mother and her choice of tweeting shortly before and after her son’s death. The other questioned the mother’s parenting abilities, suggesting her attention to Twitter led to her son’s death. It devolved from there and went viral. Words became weapons.
Passion and Drama in 140 Characters or Less
The Internet is a wonderful tool that offers ways to give and receive information in a heartbeat. It can also be used to extend help or inflict hurt. In this case, relational aggression (emotional bullying) started within seconds of a mom announcing her child fell into a pool. Twitter is fast. Information flies as rapidly as you can type 140 characters and press send. Even though many heads of reason and compassion were part of this situation, passion and drama took over. Incivility prevailed.
There were tweeted threats (some serious), name-calling, campaigns, taunting, and cyber defaming. National news took notice and various blogs called the participants “mean girls.” These weren’t girls, though. They were grown women.
Do Mean Girls Grow Up to Be Mean Women?
I want to answer that question with a resounding, “No,” but I can’t. I can’t answer it affirmatively, either. We humans all try on the roles of Bully, Bystander, and Target like costumes at some point in our lives. We decide what serves us best. No one wants to think herself or himself a bully; some of us are, though. A plethora of literature exists telling us how to deal with adult bullies: bully bosses, difficult people, and abusive partners.
Children Live What They Learn (and They Know More Than We Think)
Adults play a huge role in children’s lives, and parents are their most important teachers. Children absorb the parts of us we’re proud of as well as the parts we wish not to reveal. If any girls were watching this Twitter war (and I bet some were), they would have witnessed prime examples of grownups bullying. When we teach our girls to display a certain level of human respect and kindness but don’t practice what we preach, they become confused. What if our kids don’t actually see us acting incongruous to what we expect from them? They intuit it. If there’s one thing I’ve learned in over twenty-five years of working with kids, it’s that they see and hear more than we think. If we live hypocritically, they eventually figure it out.
What Example Do You Want to Set?
As parents or individuals who work with girls, we have to live what we want them to learn. We need to be authentic and demonstrate respect for others. If we want to help our girls avoid earning the label of “mean girl,” we need to lead by example. Here are five basic tips for parents and other adults who influence children to keep in mind online or in real life (IRL).
- Avoid character assassinations. Speak or write of behaviors you find objectionable rather than people you don’t like.
- Watch what you write online. It may be your blog or your tweets, but making disparaging remarks about others is bullying. Sometimes little girls petulantly say, “It’s my house, and I can do what I want.” We know that tends to be a precursor to upcoming bullying behavior. Some bloggers write, “It’s my blog, and I can say what I want.” They’re right. They can say what they like. Anyone can say what they want when they want, and bullying is still bullying.
- Think before you speak or write. If you can’t say something positive about others, keep quiet and think about it. Think for a long, long time. Keep thinking.
- Think of your words as toothpaste. Once you squeeze toothpaste out of the tube, it’s out. There’s no getting it back in. The same can be said about words – once out they can’t be unsaid. Once they’re online, they’re permanent.
- Apologize when you mess up. We’ve all said or written things we regret. Girls need to see adults own up to their mistakes. It helps them realize we all make mistakes and are accountable for them online and off. Do what you can to mend the situation.
- Imagine your legacy. Test your words to see if they represent how you want to be defined. If your words would land you in the principal’s office as a kid, posting them online will probably earn you the reputation of Bully or Trash Talker rather the Speaker of Truth or Defender of the First Amendment. How do you want to be remembered?
© 2010 A Way Through, LLC
WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com
