The primary purpose of this study was to investigate the knowledge and experiences of school counsellors, teachers, and school-based personnel in the area of girls body image. Participants perspectives were described and implications identified for ways in which teachers can encourage positive body image for girls in their classrooms. The idea for this research evolved from my interest in positive self-esteem, and academic and social success. As a teacher, I find that girls (more so than boys) base their success on body image. Girls often turn to harmful health behaviours such as disordered eating or excessive exercise because of dissatisfaction with their bodies (Tiggemann, 2005; ODea, 2000). I hoped to find ways for teachers to foster positive body image, and I believed school counsellors, teachers, and school-based personnel would be a useful source of information on this topic. I brought to this research a desire to hear, understand, and make meaning from these professionals experiences of working with girls.<p>There are a variety of things a teacher can do to create a positive environment in the school setting relating to body image. Focus group participants felt teachers and other school personnel could: <br>(a) openly allow body image discussion in the classrooms either through Talking Circles or Body Talk; <br>(b) promote active lifestyles; <br>(c) promote healthy eating habits; and <br>(d) act as role models by modelling the right examples. <p>Listening and encouraging students can also create a positive environment. The normal development of bodies should be discussed openly in the classrooms. In order to help create positive body images in young girls, participants believed it was important for teachers and school personnel to: participate in empathy training (learning to talk to each other and to listen to each other), educate parents; train physical education teachers; encourage students to write daily journals and critically analyze media literacy.

The background of the study consists of the fact that knowledge about how eating disorders are developed and maintained is extensive. Socio-cultural factors and media influence when developing an eating disorder is of significance. When reviewing literature and previous research, knowledge about practical attainments when treating eating disorders are insufficient. The aim of the study was therefore to examine how staff who treats eating disordered patients think about body ideals, strive for success and media influence in treatment and rehabilitation. The theory consists of Foucault’s theory of power, how beauty ideals are dependent of the cultural context in which we live and what qualities are associated with beauty and body ideals. Also why young people are more vulnerable to ideals and Giddens theory of how our identities are formed and the meaning of the body and effects of lack of tradition. The theory is rounded off by how we manipulate our bodies, how the consumer society affects how we express our identities and shortly about treatment of eating disorders. I found that the majority of staff interviewed was aware of the influence of high demands, pressure and strive for perfection. It corresponds with that the cultural message include the body as a project that the individual has the responsibility of changing and improving. An eating disorder can also be a way of controlling physical change during puberty. The majority were also aware of the influence of dieting, socio-cultural effects, ideals and fixation with one’s own body. In combination with self-criticism and increased responsibility of forming one’s identity during adolescence, the individual is increasingly vulnerable to media influences. The individuals’ body image is affected by her own and others image of her body, and how well she matches the society’s ideals and norms. The response to media effects differ between the ones interviewed. The individual compare her self with images shown in the media, which shows a direct connection between slimness and success, status and happiness. Treatment shows an evident connection to normalisation process as a result of psychiatric exercise of power towards the patient.

This correlational cross-sectional study investigated body image from a positive psychology viewpoint by examining variables that were predicted to contribute to positive body image in women and testing a model describing the relationships among the variables. Negative body image has been correlated with many psychological problems in the literature, but less research has examined positive body image. Some questions addressed include: Is there a relationship between secure attachment and positive body image? Do self-esteem and optimism act as intervening variables in the predicted relationship between secure attachment and positive body image? To address these questions, data from 97 women were used in a structural equation modeling (SEM) analysis. Some of the hypotheses were supported, although the overall model was not. Secure attachment was found to be positively correlated with and predictive of self-esteem and optimism as hypothesized and in line with previous findings. Also as hypothesized, self-esteem and optimism were found to be moderately correlated. Self-esteem and optimism were not significantly related to body image in the SEM analysis and therefore the overall proposed model was not supported. In this sample, secure attachment was found to be the greatest predictor of positive body image. Attachment accounted for 40% of the variance in body image, 44% of the variance in optimism, and 25% of the variance in self-esteem.

Body image dissatisfaction and eating disorders are more prevalent in today's society than ever. As a result, several prevention programs targeting the common eating disorder risk factors have been developed. The purpose of the current study was to investigate a new kind of prevention program that is based on the dual pathway model of eating disorders within the context of an individual?s romantic relationship. The current prevention program reduced eating disorder risk factors but failed to affect relationship satisfaction. Effect sizes were small to medium in magnitude for most of the targeted risk factors. The inclusion of men and women alike in eating disorder prevention programs appear to be a successful way of addressing the thin ideal and its detrimental effects. Limitations and future directions are discussed.

Thesis (M.A.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 22, 2008) Includes bibliographical references.

Thesis (M.A.)--York University, 2007. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 172-178). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR31981

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 80-87). Also available on the Internet.

Thesis (M.A.)--Western Kentucky University, 2010. / Tables. Includes bibliographical references (leaves 32-39).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. David Pargman, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 29, 2004). Includes bibliographical references.

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 19, 2010). Thesis advisor: Dr. Anna Bardone-Cone. Includes bibliographical references.