1 Body Confidence for Women: Curriculum Designed to Address Body Image Dissatisfaction and Related Issues for Current and Future Generations by Angie Collinwood A proposal submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in FAMILY LIFE EDUCATION WEBER STATE UNIVERSITY Ogden, Utah Date of Proposal Approved Melina Alexander, Ph.D. Emily January (Dec 10, 2024 13:28 January, Ph.D. Qi Jin, PhD. Body Confidence for Women 2 Body Confidence for Women: Curriculum Designed to Heal Body Image Dissatisfaction and Related Issues for Current and Future Generations Body dissatisfaction is a common problem that many women and girls face. This issue can lead to other health concerns, including disordered eating behaviors (Albertson et al., 2015; Bernioli et al., 2019; Mond et al., 2013, Slevec & Tiggemann, 2011; Stice et al., 2017; Ty & Francis, 2013; Webb et al., 2018). The interconnectedness of families, as described in family systems theory, purports that changing attitudes and behaviors in one family member will influence the same changes in other family members (Kitzman-Ulrich et al., 2010). Targeting current and future parents as well as role models in behavior change programs has been shown to positively affect youth health behaviors (Skelton et al., 2012). An education program designed to help women heal body image concerns and build body confidence can create lasting positive impacts, benefiting not only the women themselves but also current and future generations. Skills such as gratitude, self-compassion, mindfulness, self-care, and empowerment are effective in reducing body dissatisfaction and enhancing body appreciation (Albertson et al., 2015; Homan & Tylka, 2018; Mond et al., 2013; Peterson et al., 2006; Webb et al., 2018). Literature Review Body Dissatisfaction and Disordered Eating Symptoms in Families Body image refers to the thoughts and feelings a person has about their body and physical appearance (Jiotsa et al., 2021). When an individual has a negative attitude toward their physical appearance, they are considered to have body dissatisfaction (De Vries & Vossen, 2019; Dunaev et al., 2018; Jiotsa et al., 2021; Michael et al., 2014). Body dissatisfaction is often due to a gap between an idealized body image and how one perceives their own body. This discrepancy between the perceived body and the ideal body can increase body dissatisfaction (Littleton & Body Confidence for Women 3 Ollendick, 2003). Body dissatisfaction or body shame is a widespread concern for women and girls in Western cultures (Albertson et al., 2015; Mond et al., 2013). A culture that idealizes thinness and considers self-worth equal to appearance contributes to body dissatisfaction which is so prevalent among women (Homan & Tylka, 2018). Feeling dissatisfied with appearance can also influence other aspects of life. Lower quality of life is associated with body dissatisfaction, including mental, psycho-social functioning, and physical health (Mond et al., 2013). Adoption and pursuit of this thin ideal can result in body dissatisfaction, shame, dieting, and increased risk for eating disorders (Albertson et al., 2015; Slevec & Tiggeman, 2011; Stice et al., 2017). Body dissatisfaction often contributes to the development of disordered eating behavior and eating disorders. Eating disorders are characterized by a recurring pattern of unhealthy eating behaviors, which frequently result in drastic changes in food consumption (Brytek-Matera & Czepczor, 2017; Hoek, 2014). Mental and physical impairment typically follows disordered eating behaviors. Sociocultural pressure to achieve a thin body can lead to unhealthy dieting, which may serve as an early factor in the development of an eating disorder (Bearman et al., 2006; Brytek-Matera & Czepczor, 2017; Hoek, 2017; Littleton & Ollendick, 2003; Stice et al., 2017). Dieting can emerge as a reaction to feeling unequal to culturally idealized body standards, often resulting in dysregulated eating behaviors (Littleton & Ollendick, 2003). Dieting individuals are usually trying to find ways to fit into these standards. Body dissatisfaction also typically includes obsessive body surveillance, self-objectification, comparing self to others (often through social media), and obsessing about food and exercise to modify appearance (Jiotsa et al., 2021). Ty & Francis (2013) found that social comparison increases the probability of body dissatisfaction and disordered eating from feelings of insecurity, negativity towards themselves, and low self-esteem. Along with eating disorders, body dissatisfaction has also been linked to Body Confidence for Women 4 other health concerns such as depression, suicidal thoughts, self-harm, substance abuse, and heavy drinking (Bornioli et al., 2019; Dunaev et al., 2018; McLean et al., 2022; Perkins & Brausch, 2019). Bornioli et al (2019) discovered that body dissatisfaction at age 14 could lead to developing risky health behaviors at 21 such as smoking, drug use, and self-harm. Objectification theory suggests that individuals may come to view themselves as objects to be evaluated based on societal standards of beauty (Albertson et al., 2015; Fredrickson & Roberts, 1997). This self-objectification involves seeing one’s body in terms of its appearance and assessing its value based on this alignment. Societal beliefs often prioritize appearance as the most valued aspect of a person’s body, especially for women and girls, who are frequently viewed as bodies existing for others' benefit rather than for their own benefit. These external pressures encourage women to become preoccupied with their appearance, fostering a tendency to view themselves as objects rather than whole individuals (Fredrickson & Roberts, 1997). Objectifying messages in families undermine the ability to appreciate body functioning (Webb et al., 2018). All parental comments about weight and size can contribute to body image dissatisfaction and disordered eating symptoms (Arroy & Andersen, 2015; Helfert & Warschburger, 2011; Kluck, 2010; Webb et al., 2018). When parents express negative attitudes toward any person’s body, it can negatively impact their child’s beliefs about bodies, including their own. The family environment can play a significant role in increasing the risk of body dissatisfaction. Even well-intentioned messages about appearance can contribute to body image dissatisfaction and disordered eating patterns (Kluck, 2010). Parental comments about body size are associated with dieting, disordered eating behaviors, and body image dissatisfaction (Littleton & Ollendick, 2003). Parental pressure and body size-focused comments can have an Body Confidence for Women 5 enduring adverse impact on body image and disordered eating even for women up into midlife (Slevec & Tiggemann, 2011). Research indicates a connection between disordered eating symptoms and the level of emphasis that families, particularly mothers, place on a child’s appearance. Parental encouragement or pressure to manage weight is one of the most significant predictors of body dissatisfaction (Kluck 2010; Webb et al., 2018). Children learn from these comments that their value is based on their appearance more than any other quality. Adolescents in appearancefocused home environments are regularly more focused on their appearance leading them to be more susceptible to body image issues (Kluck, 2010). Adolescents who restrict their eating through dieting are at increased risk for developing body dissatisfaction disorders (Bearman et al., 2006) and eventually disordered eating symptoms (Michael et al., 2014). Daughters who feel criticized by their mothers about eating and body image issues are more likely to have body dissatisfaction and eating disorders (Cooley, et al., 2008). Children can internalize these messages, and well-meaning comments intended to encourage them can be more harmful than beneficial. In their longitudinal study, Helfert and Warschburger (2011) found that parental encouragement to control body size led to body dissatisfaction in children one year later. They encourage parents of children with a higher BMI to be aware of the line between support and pressure. The family’s encouragement for the child to diet is strongly associated with body image dissatisfaction and disordered eating symptoms. Daughters, especially, internalize negative appearance comments from their mothers and may have an increased risk of eating and body image issues (Cooley et al., 2008). Families with an appearance-preoccupied, body-shaming-based environment are more likely to have daughters with body image dissatisfaction and disordered eating behaviors (Arroyo Body Confidence for Women 6 & Andersen, 2016; Corning et al., 2010; Kluck, 2010; Webb et al., 2018). Mothers play a role in the development of their daughters’ body image and are role models of body image and eating practices for their daughters (Corning et al., 2010; Littleton & Ollendick, 2003). A mother’s attitude toward body image is often similarly reflected in her daughters. Mothers who engage in body-shaming discussions about themselves and who are preoccupied with their own appearance increase the risk of body dissatisfaction and disordered eating symptoms in their daughters (Arroyo & Andersen, 2016; Cooley et al., 2008). Mothers who experience body dissatisfaction often raise daughters who also exhibit similar feelings of inadequacy regarding their bodies (Cooley, et al., 2008). Mothers may let their own history of body dissatisfaction influence their attitudes toward their children. They may inadvertently create an appearance-based family culture in which the child internalizes the belief that their body is inadequate (Kluck, 2010). In contrast, mothers who help their daughters develop their identities in non-appearance-related areas empower them to challenge objectification theory, discover alternative ways to perceive their bodies, and concentrate on their strengths (McBride et al., 2017). The Need for Education Programs While body dissatisfaction is often regarded as a normal aspect of Western culture, it must be considered a public health issue (Mond et al., 2013; Peterson et al., 2006). Education intervention programs need to address how potential eating disorders are supported through negative body image comparison attitudes and behaviors, while also promoting emotional regulation (Ty & Francis, 2013). To fully understand the behaviors and beliefs of family members, it is essential to consider them within the context of the family systems (Pratt & Skelton, 2018). Influencing mothers, future mothers, and other role models will indirectly impact children. An education program for women has the potential to positively impact children Body Confidence for Women 7 through addressing body image dissatisfaction and disordered eating patterns. Educating women about how their beliefs and attitudes regarding body acceptance influence those around them will create a catalyst for change (Corning et al., 2010). Parent intervention programs can empower parents, increase their skills for communicating with their children, and protect their children against risky behaviors (Tambourou & Gregg, 2002). Prevention programs targeting parents can create improvements in child health behaviors (Kitzman-Ulrich et al., 2010; Runfola et al., 2014). Nicholls & Yi (2012) developed a parent-group intervention addressing risk factors for eating disorders that include body image concerns, advocacy skills for analyzing media, and social attitudes about appearance. Their program helped parents to refer to their own experiences using a collaborative approach to acknowledge feelings, beliefs, and difficulties. The program increased parents’ knowledge, skills, confidence, and understanding of their children. Parents have a great influence on their children’s body image. The family culture is a main contributing factor to children’s well-being (Laakso et al., 2023). Positive parenting practices can lead children to an identity based less on physical appearance and more on other characteristics (Littleton & Ollendick, 2003). There is a need for parent-based interventions to help parents manage their role in the attitudes children have concerning their bodies (Corning et al., 2010). An intervention program to increase positive parental support for managing body dissatisfaction would be helpful. Bearman et al. (2006) speculate that individuals strive to gain social acceptance by conforming to cultural body ideals. They also found that a lack of social support from parents can predict body dissatisfaction to a greater extent than a lack of peer social support. Mothers with previous eating disorder concerns may have more concerns about their child’s weight and shape and may need extra support to help their children with positive body Body Confidence for Women 8 image (Runfola et al., 2014). Corning et al. (2010) found that daughters felt less pressure from their mothers to fit ideal body standards after their mothers participated in an intervention program. The mothers in their program learned to be gatekeepers of messages their daughter receives as they are developing their body image, how to respond to degrading comments, and how to create positive change even when their child resists involvement. The Healthy Girls Project developed by Corning et al. focuses on communicating healthy messages about the body and eating with interactive homework exercises for mother and daughter to complete together. Runfola et al. (2014) developed an intervention for mothers with a history of eating disorders. Each session had homework, a homework review, an interactive discussion of new material, and personalized goal setting. Runfola et al. used role play, guided visualization, and sharing thoughts and feelings to provide feedback and support to each other. They observed improvement in maternal competence with parenting. A group education program can improve levels of self-esteem, body satisfaction, and quality of life for children (Cassone et al., 2016). Women who understand that appearance-related pressures have an impact on their body image can be empowered to filter unrealistic messages, decrease body shame, develop a healthy body image, decrease anxiety over the importance of physical appearance, and increase feelings of empowerment by changing unrealistic ideals to healthier standards (McBride et al., 2017; Peterson et al., 2006). By developing an awareness of body discrimination and a critical view of the unrealistic body ideals in society, women will not feel obligated to internalize these false beliefs through self-objectification and body shame (Mahon et al., 2023; McBride et al., 2017). As women increase these skills, they will also be able to influence how their family members incorporate these skills and provide a positive belief system framework around body image and eating concerns. Mothers do not even need to be perfect at these skills to make a difference in Body Confidence for Women 9 their daughter’s lives (McBride et al., 2017). Women may be unknowingly perpetuating the cycle of objectification. They need education and support in the journey to stop the cycle and overcome their own body biases. Despite the pervasiveness of body dissatisfaction, there are not many research-based approaches to healing body dissatisfaction and creating body confidence. Body confidence isn’t focused on appearance, but rather on healthy behaviors that create self-esteem, body respect, and confident self-care (Homan & Tylka, 2018; Mahon et al., 2023; Ramseyer Winter et al, 2019; Tylka & Wood-Barcalow, 2015a). Genuine body confidence stems from a foundation of acceptance and positivity, rather than dwelling on perceived flaws and negativity. Participants in education programs focused on appreciating body functioning and their unique characteristics while increasing self-compassion, are less likely to self-objectify and improve body satisfaction (Alberson et al., 2015; Cassone et al., 2016; Mulgrew et al., 2019; Ramseyer Winter et al., 2019). Ramseyer Winter et al., (2019) discovered that participants gained greater self-acceptance by focusing on appreciating the functional components over the physical components of their body and creating a new definition of what it means to have a body. Participants were able to create a new relationship with their bodies by reframing each part as a vital component of who they are and appreciating what their body does for them. Gratitude can decrease body dissatisfaction and increase positive feelings (Homan & Tylka, 2018). Encouraging positive reflections on body functioning can increase resistance to conforming to socialized ideal images and decrease appearance anxiety (Ramseyer Winter et al., 2019). Gratitude has been found to increase body appreciation (Dunaev et al., 2018; Homan & Tylka, 2018). Gratitude can play a key role in developing body appreciation by turning attention from outward appearance toward how the body feels and functions (Dunaev et al., 2018; Homan Body Confidence for Women 10 & Tylka, 2018). Body appreciation is accepting and caring for the body while disregarding cultural pressures for thinness (Homan & Tylka, 2018; Mulgrew et al., 2019). Positive reflections on body functionality can improve body satisfaction, body comparison, and selfobjectification. (Mulgrew et al., 2019; Ramseyer Winter et al., 2019). To experience gratitude implies that the person is worthy of receiving good while increasing self-esteem and selfcompassion (Albertson et al., 2015). By emphasizing positive internal qualities, individuals will be able to cultivate their own self-worth independent of any external validation or approval. Body dissatisfaction is focused on being judgmental and critical of one’s body, while selfcompassion is focused on increasing kindness and understanding towards oneself (Albertson et al., 2015; Mond et al., 2013; Neff, 2003). Self-compassion can decrease body dissatisfaction by encouraging less criticism of oneself, reducing judgment and social comparison, and considering common humanity in experiences (Albertson et al., 2015; Mond et al., 2013; Neff, 2003). By increasing understanding toward the self with kindness, body dissatisfaction is reduced. Learning to appreciate all types of bodies can increase compassion and body appreciation for self and others (Mahon et al., 2023; Mond et al, 2013; Tylka & Wood-Barcalow, 2015a). Hearing others share their body image experiences in group intervention programs can foster a sense of shared humanity and appreciation for body diversity (Mahon et al., 2023). Compassion for self and others helps women find new ways to appreciate themselves, free from the cultural pressures that prioritize physical appearance as their most important feature (Albertson et al., 2015; Mond et al., 2013). Self-compassion meditation training can improve body image concerns in women and decrease body dissatisfaction and self-worth based on appearance (Mond et al., 2013). It is an effective way for women to feel better about their bodies in a world that is constantly comparing them and telling them they are not thin enough. Body Confidence for Women 11 Mindfulness is an important aspect of experiencing self-compassion (Neff, 2003). Mindfulness is an awareness of one’s internal thoughts and environment while becoming mentally present in the moment (Gizem, 2020). Mindful self-care is not focused on weight loss behaviors, but rather on tuning into the body’s physical, emotional, spiritual, and social needs. Self-worth will increase through regular exercise and healthy eating behaviors free from the diet culture mindset (Mahon et al., 2023; Tylka & Wood-Barcalow, 2015a). Decreasing self-criticism and increasing confidence in making healthy behavior choices enhance motivation for wellness. It can also reduce binge eating, and emotional eating and improve eating attitudes (SchumanOliver et al., 2020). Mindful eating is being conscious of the food that is being consumed while engaging in all the senses (Framson et al., 2009; Gizem, 2020). It includes being aware of hunger, fullness, and satiety. Mindful eating can create a more enjoyable eating experience by giving attention to the smell, taste, and texture of food while using relaxation exercises and focusing on emotions and thoughts. Mindfulness and mindful eating have an impact on attitudes and behaviors related to eating. Mindful eating can decrease disordered eating behaviors and increase levels of positive body image (Framson et al., 2009; Gizem, 2020; Webb et al., 2018). Mindfulness can also help parents become more present in their interactions with their children as they become aware of their own and their child’s emotions (Chaplin, et al., 2021). Building body confidence involves letting go of societal expectations while creating a positive body image. Positive body image includes body appreciation, inner positivity, filtering information about bodies through an anti-bias lens, self-care, and increased life satisfaction, (Mahon et al., 2023; Tylka & Wood-Barcalow, 2015). Women need to be educated on how the messages they receive and send influence their beliefs, attitudes, and behaviors of themselves and those around them. They need to understand how body image dissatisfaction can lead to Body Confidence for Women 12 eating disorder symptoms and other health concerns. They need to be empowered to find appreciation and compassion for themselves, and opportunities to challenge the thin ideal cultural belief. Strength-based intervention efforts are necessary to promote a more purposeful perspective of positive body image and body confidence (Mahon et al., 2023). In shame resilience theory, Brene Brown (2006), proposes that when women recognize areas where they feel vulnerable and openly discuss these feelings, they strengthen their ability to overcome shame. Women who can talk about their feelings of shame and build supportive networks empower themselves to develop resilience against shame. This process allows them to be mindful of their own experiences, recognize that other women face similar challenges, and support those around them as they build their own shame resilience (Brown, 2006). Empowering women with knowledge and group support is an important aspect of an education program. Participants need consistent encouragement to practice self-compassion and gratitude to counter the messages they receive about their bodies in daily life. Women need ongoing support to decrease their body dissatisfaction and disordered eating symptoms and to make changes that will influence future generations. Women need to feel empowered to initiate change within themselves, and then extend it to their families and communities. Through selfreflection, education, and community-building, they can gain the awareness, knowledge, and skills needed to cultivate body confidence. Making a difference starts with just one person at a time. Women can proactively change their paradigm around body image and eating issues by focusing on their strengths rather than trying to conform to perceived ideals. The intentions behind their behaviors determine whether they remain trapped in diet culture or embrace confident self-care. Ongoing education, research, and support are critical to addressing this widespread health crisis affecting a large portion of the population. Body Confidence for Women 13 The curriculum that has been developed is distinct from existing educational courses. It is designed to help women heal body image concerns and build body confidence to create lasting positive impacts. It will benefit not only the women themselves but also current and future generations and anyone they have contact with. Skills such as gratitude, self-compassion, mindfulness, self-care, and empowerment are effective in reducing body dissatisfaction and enhancing body appreciation (Albertson et al., 2015; Homan & Tylka, 2018; Mond et al., 2013; Peterson et al., 2006; Webb et al., 2018). Women will be given opportunities to support each other throughout this course and create a community that allows them to develop awareness, shame resilience, and body confidence. They will be supported and empowered to address body image dissatisfaction and related challenges. Curriculum Design Development Each module is designed to activate prior knowledge, disseminate information, apply learning in discussions and assignments, and summarize the content. With the insights gained from this review, the curriculum has been structured to focus on the following key topics divided by modules. I. Creating a community and self-assessment (Gideon et al., 2016; Tylka & WoodBarcalow, 2015b) II. Objectification theory and messages women receive about bodies and how body beliefs are developed (Cassone & Crisp, 2016; Fredrickson & Roberts, 1997; Jiotsa et al., 2021) Body Confidence for Women III. 14 Body dissatisfaction, eating disorders, and other health concerns (Bernoli et al., 2019; McLean et al., 2022; Nicholls & Yi, 2012; Slevec & Tiggemann, 2011; Stice et al., 2017; Toumbourou & Gregg, 2002; Perkins & Brausch, 2019) IV. Diet culture and the anti-diet movement (Bearman et al., 2006; Jiotsa et al., 2021) V. Valuing body diversity for all shapes, colors, abilities, and ages (Runfola et al., 2014; Slevec & Tiggemann, 2011) VI. Body confidence in relationships, how diet-talk influences body image (Cooley et al., 2008; Corning et al., 2010; Kluck, 2010; Webb et al., 2018) VII. Challenging the inner critic and working through shame (Mahon et al., 2023) VIII. The gratitude model: appreciating who you are and what you can do (Dunaev, et al., 2018; Mulgrew et al., 2019; Ramseyer Winter et al., 2019; Homan & Tylka, 2018) IX. Compassion for self and others (Albertson et al., 2015; Mond et al., 2013) X. Mindfulness of thoughts and emotions (Framson et al., 2009; Gizem, 2020; Chaplin et al., 2021; Schuman-Oliver et al., 2020) XI. Making peace with your body and confident self-care (Ty & Francis, 2013; Ramseyer Winter et al., 2019; Tylka & Wood-Barcalow, 2015a) XII. Book review presentations from students XIII. Taking empowering action. What will you do to make a difference? (McBride et al., 2017; Peterson et al., 2006) XIV. Summarize learning and complete self-assessments Body Confidence for Women 15 Learning Objectives This curriculum follows Tyler’s curriculum design model. The objectives for learners are to (1) recognize and challenge the culturally based appearance bias and oppression that exists in society, (2) develop functional appreciation and gratitude for the body, (3) develop compassion skills for self and others (4) focus on body confident, mindful self-care (5) and empower learners to action for themselves, their family and communities. Resources Some of the resources for this curriculum have been developed based on my personal experience and training as a Body Confidence Coach. I have also utilized the following resources for creating slide presentations, student reading assignments, handouts, and information. Be Real’s BodyKind Trial Reading - https://doi.org/10.1016/j.bodyim.2023.101636 Body Appreciation Scale -2 - https://doi.org/10.1016/j.bodyim.2014.09.006 Body Kind Curriculum - https://berealusa.org/be-reals-bodykind-high-school-curriculum/ Body Confidence Family Health Check – https://www.raisinggirlswholikethemselves.com/ Body Neutrality https://digitalcommons.tacoma.uw.edu/gender_studies/75/?utm_source=digitalcommons.tacoma. uw.edu%2Fgender_studies%2F75&utm_medium=PDF&utm_campaign=PDFCoverPages Body Shame Thinking Styles and Body Image Spectrum – https://heartyourbody.co.uk/ Changes in Body Awareness and Self-Compassion Reading https://doi.org/10.1016/j.ctcp.2018.12.010 Compassionate Letter to Myself - https://chrisgermer.com/wpcontent/uploads/2020/11/Compassionate-Letter-to-Myself.pdf Creative Compliments - https://nourishher.com/ Body Confidence for Women 16 Diet Culture - https://equip.health/articles/diet-culture-and-society/what-is-diet-culture Eating Disorder Examination Questionnaire – https://doi.org/10.1371/journal.pone.0152744.s002 Eating Disorders - https://www.nationaleatingdisorders.org/ Family Influence Reading – https://pubmed.ncbi.nlm.nih.gov/19945366/ Gratitude Model Reading - https://doi.org/10.1016/j.bodyim.2018.01.008 Heal Your Relationship with Food - https://emilyedelson.squarespace.com/s/6-steps-to-healyour-relationship-with-food.pdf How To Practice Body Gratitude - https://extension.usu.edu/healthwellness/bodygratitude/blog/how-to-practice-body-gratitude How To Stop Comparing Yourself - https://www.youtube.com/watch?v=1f9IE3CkB4s Join The Movement - https://vimeo.com/171044702 Joyful Movement - https://s14621.pcdn.co/wp-content/uploads/2022/06/JoyfulMovementCookingMatters-SolidGround-2022.pdf Mindfulness and Stress Reduction https://ors.od.nih.gov/pes/dats/wellness/Documents/MindfulnessStressReduction.ppt Mindfulness How - https://www.youtube.com/watch?v=oYdrMpnE93s Mindfulness of Emotions and Thoughts Reading - https://doi.org/10.1007/s12671-021-01737-y Physical Activity for Every Body - http://dx.doi.org/10.1080/00336297.2016.1145129 Science of Gratitude - https://www.youtube.com/watch?v=wZWN6lfVYtw Self-Compassion and Body Dissatisfaction in Women reading - https://doi.org/10.1007/s12671014-0277-3 Self-Compassion and Mindfulness Activities - https://www.mindfulnessstudies.com/wpcontent/uploads/2015/09/Self-Compassion_and_Mindfulness.pdf Body Confidence for Women 17 Standford Design Your Life Lab - https://www.dylstudio.xyz/content/content-home Staying With Emotions - https://mindfulnessexercises.com/wp-content/uploads/2020/12/Stayingwith-Emotions-Mindfulness-Worksheet-MindfulnessExercises.com_.pdf Stop Comparing Yourself - https://zenhabits.net/lifes-enough-stop-comparing-yourself-to-others/ Unpacking the ‘anti-diet movement’ reading - https://doi.org/10.1080/14742837.2022.2070736 Unrealistic Beauty Ideals Cost - https://www.businessinsider.com/harvard-study-unrealisticbeauty-ideals-cost-us-economy-800-billion-2022-10 Women’s Healthy Body Image Reading - https://cjc-rcc.ucalgary.ca/article/view/61121 Learning Experiences Each module includes learning experiences, activities, resources, and assignments to assist students in meeting the learning objectives. The educational activities are organized for experiential learning with active participation, reflection, and application for personalized learning experiences. Each module has a reading and discussion experience that can be used to assess the knowledge gained and applied. Assessment of Learning Various activities have been created to assess student learning. Each module contains a discussion on Canvas. Students will respond to a prompt and engage with each other in their responses. Each module has an assignment to apply the knowledge gained from the reading and canvas discussion. In module 12, students will be able to apply more of their knowledge through a book review presentation. Early in the course, students will select a book to dive deeper into a subject matter that applies the knowledge they are gaining throughout the course. They will then find a creative way to present what they have learned. In module 13, students will generate ideas for areas they would like to make a change. They will identify a specific issue and devise a Body Confidence for Women 18 plan for enacting positive change. In module 14, students will complete a post-assessment that will allow them to see the progress they have made from the beginning of the course to the end. They will also be required to schedule a virtual meeting with the instructor to review their assessments and their plan for taking action for themselves and/or their community. Reviewer Feedback and Updates Expert evaluators reviewed the curriculum outline and lesson plans for pedagogical content and gave suggestions for improvement. The curriculum has been updated to include suggestions for implementation. Below is a description of the comments and suggested changes from the expert reviewer, followed by the adjustments made. Module 1 Strengths: I appreciate that you are setting a precedent for the rest of the course that the group can fall back on; good and meaningful ice breakers Weaknesses: Will they be sharing the forms with anyone? Clarified that I will be the only one to see the assessments. Suggestions: Not sure, but take a look at your timing on these. I feel like some of these activities/parts are going to take longer than you’re expecting. Adjusted the timing of the activities so as to not go over the allotted time. Module 2 Strengths: Good use of discussion vs. the personal assignment. I like that you are reviewing the community culture from the previous week. Weaknesses: Suggestions: Lot’s of discussion time- maybe have smaller questions ready to go if there’s a lull in conversation. Added more questions to aid in the discussion. Module 3 Strengths: I like the emphasis on health outcomes. Another one you may want is fertility issues. Added fertility issues as a possible health outcome. Weaknesses: Any resources or references for your how to help section? Body Confidence for Women 19 Clarified the outline to include the resources. Module 4 Strengths: Love the diet culture slides and readings. Weaknesses: The comparison assignment is confusing, but maybe it’s just not what I’m used to. Added more clarification for the comparison assignment. Module 5 Strengths: Love these activities. I want to do this module! Module 6 Strengths: Great activities. Weaknesses: These seem like they may take more time than other modules’ activities. Adjusted the time for this module to not go over the allotted time. Suggestions: Include adult women instead of just mothers. Made this adjustment to include all adult women. Module 7 Strengths: Maybe the lighter load this week balances the previous module? This module is a little lighter to make up for the heavier module from the previous week. Weaknesses: Shifting thoughts assignment is pretty open-ended. They may need more direction on how to complete this? Added more instruction detail to clarify the shifting thoughts assignment. Module 8 Strengths: Great assignments. I really like the body neutral slides Module 9 Suggestions: How do you plan on using the Self-Compassion Activities link at the bottom? Added the clarification that students will choose one of the activities from the self-compassion activities to complete and discuss with the class. Module 10 Strengths: Good use of these resources, and I like the Staying with Emotions worksheet. Module 11 Weaknesses: The rebuilding your relationship with food seems out of place, or maybe just not enough compared to the other topics with movement/exercise. Body Confidence for Women 20 Adjusted the self-care assignment and added different mindful eating slides to create greater understanding. Suggestions: I suggest you look into the book “Intuitive Eating” by Evelyn Tribole. There are more resources available based on her work. This book has been added to the book selection list. Module 13 Suggestions: Add information about the stages of change Adjusted the assignment to include a personal assessment of the stages of change Dissemination The course will be presented through the Weber State University Women and Gender Studies program. To make this course accessible for a variety of students, the course will be offered virtually. Canvas will be used to disseminate the curriculum to students and assess learning outcomes. Continual Improvement Students will be able to submit feedback during and after this course. Appropriate changes will be made according to their feedback. If students do not understand concepts during the course, adjustments will be made immediately to add clarity and understanding. Ongoing adjustments will be made as emerging research becomes available. Body Confidence for Women 21 References Albertson, E. R., Neff, K. D., & Dill-Shackleford, K. E. (2015). Self-compassion and body dissatisfaction in women: A randomized controlled trial of a brief meditation intervention. Mindfulness, 6, 444-454. https://doi.org/10.1007/s12671-014-0277-3 Arroyo, A., & Andersen, K. K. (2016). The relationship between mother-daughter selfobjectification: Identifying direct, indirect, and conditional direct effects. Sex Roles, 74, 231-241. https://doi.org/10.1007/s11199-015-0554-1 Bearman, S. K., Presnell, K., Martinez, E., & Stice, E. (2006). The skinny on body dissatisfaction: A longitudinal study of adolescent girls and boys. Journal of Youth and Adolescence, 35(2), 217-229. https://doi.org/10.1007/s10964-005-9010-9. Bornioli, A., Lewis-Smith, H., Smith, A., Slater, A., & Bray, I. (2019). Adolescent body dissatisfaction and disordered eating: Predictors of later risky health behaviours. Social Science & Medicine, 238, 112458. https://doi.org/10.1016/j.socscimed.2019.112458 Brown, B. (2006). 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Appetite, 126, 169175. https://doi.org/10.1016/j.appet.2018.04.003 APPENDIX Module 1 - Creating a Community and Self-Assessment Activity Resources Objectives Assessment of Time Student Learning Play Music as students enter "Who Says" Students will feel energized to come to class Discussion Something Interesting about you Canvas discussion Students will get to know each other Students to complete Assessments Body Appreciation Scale Students will establish a baseline with a preassessment to only be shared with myself and themselves 10 Students will build connections with each other and share in groups of 2-3. 15 Discussion - What drew you to this course? What do you hope to get out of it? Learn student expectations 15 Creating Community Establish characteristics of our community for safe conversation 15 Eating Disorder Questionnaire Deep Breath, Welcome to Class, Introductions What is your name? The story behind your name? Mindfulness exercise Module 1 Slides TAO Assignment Plan time for mindfulness and be aware of heavy or triggering subjects in this course 5 Canvas discussion Mindfulness Exercise assignment 20 5 Review Syllabus, assignments, answer questions Understand expectations of course 15 Plan for next week Preparation 5