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Running Head: BODY IMAGE GROUP PROPOSAL
Small Group Proposal:
Love Thyself: A Body Image Psychoeducational Group for 9th Grade Girls
Nicholas T. Perfetto
The University of North Carolina at Chapel Hill
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BODY IMAGE GROUP PROPOSAL
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Summary of Group
This proposal is for a small psychoeducational group for 9th grade female students. The
group will focus on the creation and maintenance of positive body image, as it is an integral part
of positive self-esteem. The group will include an emphasis on the media and social media, to
discuss social comparison, altered images, and social constructions of beauty. The group will
consist of 6-8 members who will volunteer or be referred to the group. Advertising for the group
will ideally bring the majority of the participants, and they will be screened extensively before
the beginning of group. It is possible that some members or potential members may display
eating disordered tendencies or severe depression, and will need to be referred to outside
services. The group will meet seven times either after school or during lunch, depending on the
needs and availability of the students and school. The sessions will optimally last 45 minutes.
Rationale for Group
The importance of body image and positive self-esteem in schools, especially high
schools, cannot be overstated. Rawana and Morgan (2014) found that self-esteem was associated
with higher levels of depression among students aged 12 to 21, especially among female
students. Negative body evaluations may threaten wellbeing throughout the lifespan, according
to Robert-McComb (2008).This alone displays the need for active interventions aimed at
increasing self-esteem and body satisfaction in schools.
Another consideration is the period of adolescence. Long-regarded as a tumultuous and
formative period of life, Chubb, Fertman, & Ross (2009) have postulated that stable and positive
self-esteem and body image may reduce the struggle and stress of the period of adolescence. The
stage of adolescence involves many body changes, which further underscores the need to have a
positive outlook on one’s body during this phase. Hankin and Abramson (2001) suggest that
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physical appearance and body dissatisfaction become more significant during adolescence. Also,
adolescence involves a great deal of formative educational decisions and performances. Yanover
and Thompson (2008) have shown that eating disturbances and body disturbances are associated
with higher levels of interference in academic achievement. Therefore, body disturbances may
make this period of adolescence more susceptible to negative psychosocial effects such as
depression and academic difficulties despite the formative and influential nature of this period of
development. On a more clinical note, body dissatisfaction and negative body image has been
linked to increased disturbed eating and eating disorders (Ferreiro, Seoane, & Senra, 2014).
These body image disturbances have been defined as distortions of one's mental picture of
oneself (Body image disturbance, 2012), and eating disturbances as similar to eating disorders,
but less severe so they do not meet the specific clinical definition ("Understanding Eating
Disturbances and Disorders - A Guide for Helping Family and Friends -", 2008). As eating
disorders may be serious to the point of life-threatening, body image should be prioritized in the
school setting as a preventative measure.
Although body image and self-esteem are important issues for males as well as females
(Hargreaves & Tiggemann, 2009), girls tend to have a poorer self-esteem than boys (Bolognini,
Plancherel, Bettwshart, & Halfon, 1996 and Chubb et al., 1997). In addition, their self-esteem
has more influence on depressive mood than that of boys’, and differences in self-esteem are
more closely related to appearance in girls (Bolognini et al., 1996). This suggests that issues of
body image and appearance are more closely linked to positive social and student outcomes in
girls that self-esteem may affect. Furthermore, the differences in body satisfaction and
depression between males and females may contribute to the relatively higher prevalence of
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eating disorder manifestation among females (Ferreiro et al., 2014). For these reasons, the group
activity will focus on only female students.
Research has shown that viewing ideal images can decrease body satisfaction (Brown,
Novick, Lord, & Richards, 1992 and Henderson-King, Henderson-King, & Hoffman, 2001). This
implies that media barrages of celebrities and photo-edited images may have an adverse effect on
the body image and body satisfaction levels of people, especially adolescent females, as has been
mentioned. However, Henderson-King et al. (2001) also showed that attitudes about the
importance of physical attraction may mediate these effects. This implies that if these attitudes
can be changed, body dissatisfaction may be improved by helping to combat these media effects.
In addition, Shoger (2010) suggested that while overall media consumption is related to lower
body satisfaction, social support may also moderate these adverse effects. Both of these studies
imply that a psychoeducational group may be able to provide the social support and attitude
change necessary to assist in supporting a healthy body image despite these social comparisons.
In addition to popular media, social media may also play a role in social comparison and
the creation and maintenance of body dissatisfaction. Haferkamp and Krämer (2011) found that
people had more negative body images after viewing social media profiles with beautiful images
than those who viewed profiles with less attractive pictures. This displays the danger of social
media in terms of body image and social comparison and the breadth of the sources of social
comparison in today’s world of technology. It also lends further support to the use and discussion
of media- and social media-related materials in the group sessions. As part of the interventions
and activities, the group will observe and discuss edited pictures, videos, and popular culture
related to the issue. In addition, using creative and engaging techniques such as examples of
social media and video interventions have been shown to be more effective (Veach & Gladding,
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2007). The issue of body image and body dissatisfaction is severe and pervasive, especially
among adolescent girls. Thus, it must be actively improved upon in the schools, where girls who
are having trouble with the issue may be reached and benefited by learning skills, information,
and conditions necessary for attitude change.
Multicultural and Social Justice Issues
It is important to note that this group will be a group comprised entirely of female
students, and will be run by a male counselor (and/or counselor intern). Because of this
separation, it will require the utmost frankness and genuineness from the counselor. Breaching
the issue of cultural separation and asking the group to help the counselor to understand what life
is like for them in their own personal experience and worldview is essential not only to build
rapport but also to allow the group to grow and benefit from the counseling. This gap in gender
is most likely the largest cultural consideration to consider in this group. In keeping with these
reasonable difficulties counseling the opposite sex, Shullman and Betz (1979) showed that
clients were referred to same-sex counselors significantly more often than opposite-sex
counselors. In addition, Daane and Schmidt (1957) inferred that counselors display more
empathy in same-sex dyads.
However, there is a great deal of research that conflicts with this traditional wisdom.
Scher (1975) found no relationship between sex of client and counselor and counseling success.
It has been shown that same- or opposite-sex pairings have no appreciable effect on the
counseling process, at least in terms of number of sessions (Tryon, 1980). Additionally,
Karpowitz and Gurri (1979) showed that clients actually preferred opposite-sex therapists, and
Fuller (1963) suggested that opposite-sex pairing of counselor and client facilitates selfdisclosure. The impact of a male group leader on a group of females has yet to be investigated.
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Because there is some research that suggests opposite-sex pairing of counselor and client
is less beneficial, as well as the sensitive nature of this group specifically, there will be a coleader of the group. This co-leader will either be a female school counselor at the school, or a
female teacher who has volunteered to assist with the group. This may help to negate some
negative political implications that might arise from such a group led by a male.
Ethnic and other multicultural issues are pertinent in such a group. Different cultural
groups may have different conceptions of beauty and varying levels of body satisfaction. Warren
(2008) showed that there are many factors that exert force on body image in a multicultural
setting, such as ethnic identity, racial differences, and idealizing whiteness. In another study by
Bross (2002), social comparison was found to be predictive of body image for all racial groups
examined, and the racial groups differed on body dissatisfaction, social comparison, and thinideal internalization. Thus, racial as well as individual differences are important to consider
when designing and implementing interventions and programs to ensure that biases and
stereotypes are minimized. Being open and conscious of these differences not only allow for the
group to be as effective as possible for many ethnic groups, but also provides an important role
in social justice as it may help to combat the discrimination these groups of women may have
faced.
Overall Objectives
NC Guidance Essential Standards:
I.SE.2.1 Exemplify how peer pressure can be both a negative and positive influence.
EI.SE.2.1 Exemplify respect for individual and cultural differences.
P.SE.2.1 Interpret the meaning of self-concept.
P.SE.2.2 Explain how understanding differences among people can increase self-understanding.
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ASCA National Student Standards:
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person.
PS:A1.10 Identify personal strengths and assets.
Overall Goals
The desired outcome goal is to improve the overall body image and self-concept of the
girls in the small group. Group members will discuss and identify their own strengths and
positive assets, media pressures and unrealistic standards, and social media and peer pressures
that may affect body image and self-esteem. Group members will gain an understanding of how
these pressures and standards affect them personally, and this awareness and social confirmation
from the group structure will function protectively from these negative influences on body
image. This will be achieved gradually and compartmentally through each session of the small
group. By the end of the seventh session, the students will have increased their score on the
seven-question test listed below by an average of seven points.
Evaluation Plan
After every session perception data will be assessed. The group will write a brief
paragraph about what they have learned in the session and their reactions to it, and fill out the
following 7-question test.
Rate the following statements from 1-5, where 1=strongly disagree, 2 = disagree, 3= don’t
know/not applicable, 4= agree, and 5=strongly agree
1.
2.
3.
4.
5.
6.
7.
I am happy with my appearance.
I am a unique and worthy individual.
A person’s worth does not depend entirely on their appearance.
Media images present an unrealistic standard of beauty.
Images in the media or on social media may be edited or photoshopped.
Being healthy is more important to me than being thin.
Peers and peer pressure do not affect the way I feel about my body and appearance.
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Before the first session and after the last, the group will complete a shortened, 16-question
version of the Body Shape Questionnaire, Appendix A.
Group Techniques and Procedures
Screening/Selection
Group participants will be 9th grade female students referred by teachers or volunteer in
response to advertisements posted around the school. The focus will be on 9th graders to help
ease the transition to new social pressures that may be present in high school. Potential
participants will be interviewed by the group leader(s) before the group begins to assess level of
fit with the group, level of insight and acuteness of problem with the group’s focus. Potential
members will be asked about interest in the group and topic, prior experience or issues with the
topic, strengths and ways they can benefit the group, comfort with groups and sensitive topics,
and willingness to come on time, participate fully, and keep information confidential. Some
members may need to be referred for outside services if they are at-risk of a serious eating or
body concern. This interview will take place during the day and time that the group will
eventually meet. In addition, the leader(s) will provide the potential participant a description of
the group and general rules about what the group will involve and expect, so that the student will
be informed and may give informed consent.
Theoretical Approach and Techniques
The group will employ person-centered concepts of unconditional positive regard,
genuineness, and empathy at all times. The overall theoretical approach of the group, however,
will be cognitive. The group will challenge cognitions and conventional wisdom of the group
members and popular culture regarding beauty and body image. Some cognitive-behavioral
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techniques will be used, however, such as homework, relaxation-training and some goal-oriented
behavioral modifications.
Working Sessions
Session 1: Introduction to the Group and Focus
The first session, as mentioned, will not discuss a great deal of content as it will be a time
to discuss and generate group rules and norms, build trust and rapport by using icebreakers, and
get to know the group members. Session 1 will also be a time for the leader(s) to review the
purpose and procedure of the group, sign contracts and confidentiality agreements, and discuss
limits of that confidentiality and informed consent. In addition, during session 1 the group
members will take the 16-question version of the Body Shape Questionnaire (BSQ). Individual
goals will be discussed, and it will be noted that body image concerns will not be “cured.” After
these introductory session activities, the group will discuss body image and various thoughts,
feelings, and actions they would like to change (Sparrow, 2001).
The next sessions will focus on the following topics, as follows and as outlined in greater detail
in Appendices C and D.
Session 2: Learning to Appreciate Yourself and Others
In this session, the group will review the previous session and then discuss ways in which
people differ from each other and are thus unique. They will practice identifying their own
strengths and assets, and the group will have a discussion about healthy and varied development
(McKenzie, 2007).
Session 3: Media Messages
The group will describe the ideal body image for both sexes. The source of this ideal
image will be discussed, and the images portrayed in the media will be critiqued. The group will
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then discuss how media images may be enhanced, and then list three implied messages about
body type in the media (McKenzie, 2007 and Black & Taylor, 2007).
Session 4: Photoshop and Edited Images
The group will discuss and view examples of photoshopped images and videos, such as
those in the handout, the Dove YouTube videos, and others. They will discuss the extent to
which images may be edited and what messages that sends. The group will then consider
questions such as “How much digital manipulation or editing is too much? Should we be
informed when images are digitally manipulated? If we learn how and why images are
manipulated, would we become more critical media consumers?” Social media such as Facebook
will be discussed, and the group will talk about the potential for peers to be contributing to
impossible standards or media portrayal of beauty by editing their pictures or only putting up the
most ideal images of themselves (Young Women, Body Image and the Digital Age, 2008).
Session 5: Learning About Distressing Situations and ATs
The group will discuss distressing situations and automatic thoughts, making note of
situations that are particularly distressing for them and why. The group will then discuss the
automatic thoughts that accompany those situations. They will then take the Distressing
Situations Test and then discuss it before reviewing some common negative assumptions about
the body (Sparrow, 2001).
Session 6: Past and Current Sources of Negativity and Guided Relaxation/Imagery
Discussion of automatic thoughts will continue, and homework involving the concept
will be assigned. The group will explore what they are telling themselves, how to change it, and
what they used to tell themselves about their own body. They will then be introduced to the
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technique of guided imagery and relaxation, and be taught how to perform this in distressing
situations (Sparrow, 2001).
Session 7: Conclusion and Termination
Discussed below (Sparrow, 2001).
Termination and Follow-Up
During the last session of the group, the focus will be on translating the lessons learned
and skills developed to the real world and the maintenance of the progress made. The group will
discuss what the group has meant for them and strategies to take that meaning and make it
concrete and lasting. They will discuss and take home a list of skills and situations in which to
use them that they have learned in the group. This focus will prepare the group for termination
and ease the transition from group membership to individual utilization of knowledge and skills.
Four, 12, and 24 weeks after the termination of group, the leader(s) will follow up in
person with each group member to evaluate progress, wellbeing, and if any further referrals need
to be made, and ensure that any previous referrals were followed.
Appendices
Appendix A: Evaluation Plan
Appendix B: Group Contract
Appendix C: Action Plan
Appendix D: Daily Activities and Materials
Appendix E: Daily Lesson Plans
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References
American School Counselor Association (2004). ASCA National Standards for Students.
Alexandria, VA: Author
Black, S., & Taylor, J. V. (2007). Girls in real life situations, Grades K-5: group counseling
activities for enhancing social and emotional development. Champaign, Ill.: Research
Press.
Body image disturbance. (n.d.) Medical Dictionary for the Health Professions and Nursing.
(2012). Retrieved July 18 2014 from
http://medical-dictionary.thefreedictionary.com/body+image+disturbance
Bolognini, M., Plancherel, B., Bettschart, W., & Halfon, O. (1996). Self-esteem and mental
health in early adolescence: Development and gender differences. Journal Of
Adolescence, 19(3), 233-245. doi:10.1006/jado.1996.0022
Bross, A. (2002, February). Determining racial differences in the prediction of college women's
body dissatisfaction: An examination of media influences, thin-ideal internalization, and
social comparison. Dissertation Abstracts International, 62(8-B).
Brown, J., Novick, N., Lord, K., & Richards, J. (1992). When gulliver travels: Social context,
psychological closeness, and self-appraisals. Journal of Personality and Social
Psychology, 62, 717–727.
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Chubb, N. H., Fertman, C. I., & Ross, J. L. (1997). Adolescent self-esteem and locus of control:
A longitudinal study of gender and age differences. Adolescence, 32(125), 113-129.
Daane, C. J., & Schmidt, L. G. (1957). Empathy and personality variables. The Journal of
Educational Research, 129-135.
Ferreiro, F., Seoane, G., & Senra, C. (2014). Toward understanding the role of body
dissatisfaction in the gender differences in depressive symptoms and disordered eating: A
longitudinal study during adolescence. Journal Of Adolescence, 37(1), 73-84.
doi:10.1016/j.adolescence.2013.10.013
Fuller, F. F. (1963). Influence of sex of counselor and of client on client expressions of
feeling. Journal of Counseling Psychology, 10(1), 34.
Hankin, B. L., & Abramson, L. Y. (2001). Development of gender differences in depression: An
elaborated cognitive vulnerability–transactional stress theory. Psychological
Bulletin, 127(6), 773-796. doi:10.1037/0033-2909.127.6.773
Hargreaves, D. A., & Tiggemann, M. (2009). Muscular ideal media images and men's body
image: Social comparison processing and individual vulnerability. Psychology Of Men &
Masculinity, 10(2), 109-119. doi:10.1037/a0014691
Henderson-King, D., Henderson-King, E., & Hoffman, L. (2001). Media images and women's
self evaluations: Social context and importance of attractiveness as
moderators. Personality And Social Psychology Bulletin, 27(11), 1407-1416.
doi:10.1177/01461672012711002
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Karpowitz, D. H., & Gurri, I. M. (1979). Therapy Outcome: The Influence of the Sex of the
Participants.
McKenzie, S. (2007, October 1). Healthy Body Image: A Lesson Plan for High School
Students. . Retrieved July 14, 2014, from
https://www.extension.purdue.edu/extmedia/cfs/cfs-737-w.pdf
Rawana, J. S., & Morgan, A. S. (2014). Trajectories of depressive symptoms from adolescence
to young adulthood: The role of self-esteem and body-related predictors. Journal Of
Youth And Adolescence, 43(4), 597-611. doi:10.1007/s10964-013-9995-4
Robert-McComb, J. J. (2008). Body image concerns throughout the lifespan. In J. J. RobertMcComb, R. Norman, M. Zumwalt (Eds.), The active female: Health issues throughout
the lifespan (pp. 3-15). Totowa, NJ, US: Humana Press. doi:10.1007/978-1-59745-5343_1
Scher, M. (1975). Verbal activity, sex, counselor experience, and success in counseling. Journal
of Counseling Psychology, 22(2), 97.
Shoger, W. (2010). The unattainable 'reality': How media affects body image in men and women
and the moderating effects of social support. Dissertation Abstracts International, 70(8B).
Shullman, S. L., & Betz, N. E. (1979). An investigation of the effects of client sex and presenting
problem in referral from intake. Journal of Counseling Psychology, 26(2), 140.
Sparrow, B. (2001). Learning to Love Your Looks: A Body Image Group for Men and Women. .
Retrieved July 14, 2014, from http://cmhc.utexas.edu/clearinghouse/files/TI082.pdf
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Tryon, G. (1980). Sex of Counselor and Sex of Client: Preliminary Results.
Understanding Eating Disturbances and Disorders - A Guide for Helping Family and Friends -.
(2008, September 3). Understanding Eating Disturbances and Disorders. Retrieved July
18, 2014, from
http://www.mckinley.illinois.edu/handouts/eating_disorders_disturbances.htm
Veach, L., & Gladding, S. (2007). Using creative group techniques in high schools. Journal For
Specialists In Group Work, 32(1), 71.
Warren, C. (2008). Social comparison, ethnicity, body image, and media exposure to thin-ideal
models: An experimental study. Dissertation Abstracts International, 68(9B).
Yanover, T., & Thompson, J. (2008). Eating problems, body image disturbances, and academic
achievement: Preliminary evaluation of the Eating and Body Image Disturbance
Academic Interference Scale. International Journal Of Eating Disorders, 41(2), 184-187.
doi:10.1002/eat.20483
Young Women, Body Image and the Digital Age. (2008, January 1). . Retrieved July 14, 2014,
from http://www.qvwc.org.au/wpcontent/uploads/2012/05/QVWC_YoungWomenBodyImageandtheDigitalAgeKit_2009.p
df
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Appendix E
Lesson Plan Templates
School Counselor: Nick Perfetto
Date: Week 1
Activity: Introduction to the Group and Topic
Grade(s): 9th
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
P.SE.2.1 Interpret the meaning of self-concept.
Learning Objective(s):
1. Learn group rules, expectations, and norms
2. Learn what body image is and what it means to them as individuals
3. Set specific and concrete goals about thoughts, attitudes, and behaviors
Materials: Paper, pens, whiteboard and dry erase markers, Session 1 handout
Procedure: The group will meet, go over rules and expectations of the group, generate further
rules and norms, discuss confidentiality, sign contracts, and take pre-test of Body Shape
Questionnaire. The group will then discuss body image and what it means to them as individuals,
and set goals in terms of thoughts, feelings, and behavior as outlined in the handout. They will
then summarize the session and dismiss for the day.
Plan for Evaluation:
Process Data: The number of students, student ethnic demographic information and time of
session will be recorded.
Perception Data: The group will recite to the leader the information outlined in the session
objectives: group rules and expectations, what body image means to them and their goals for the
group. The group will also turn into the leader a paragraph about what they have learned in the
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session and their reactions to it. They will also take a 7 question test before session 1 and after
sessions 1-7.
Outcome Data: N/A
Follow Up: At the beginning of Session 2, the content will be reviewed and questions will be
answered if they exist.
(Sparrow, 2001)
School Counselor: Nick Perfetto
Date: Week 2
Activity: Learning to Appreciate Yourself and Others
Grade(s): 9th
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
EI.SE.2.1 Exemplify respect for individual and cultural differences.
P.SE.2.2 Explain how understanding differences among people can increase selfunderstanding.
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person.
PS:A1.10 Identify personal strengths and assets.
Learning Objective(s):
1. Identify how people differ from each other and are thus unique.
2. Identify their own strengths and assets
3. Discuss healthy and varied development
Materials: Paper, pens, whiteboard and dry erase markers, Session 2 handout
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Procedure: The group will discuss and identify ways that people may differ from each other. The
leader will guide the discussion by offering various categories of attributes, outlined in Appendix
D, in which people can be unique. They will then talk about ways in which the group members
themselves differ after playing the game “Two Truths and a Lie” as an icebreaker into group
interactions. The group will then identify three strengths or assets of themselves and three things
they can do that will promote acceptance and appreciation of unique qualities in others and
within themselves. The group leader will then lead a discussion about varied development
between boys and girls. They will then summarize the session, give perception data as outlined
below, and dismiss for the day.
Plan for Evaluation:
Process Data: The number of students, student ethnic demographic information and time of
session will be recorded.
Perception Data: The group will recite to the leader the information outlined in the session
objectives: Identify how people differ from each other and are thus unique, Identify their own
strengths and assets, and Discuss healthy and varied development. The group will also turn into
the leader a paragraph about what they have learned in the session and their reactions to it. They
will also take the 7 question test as after every session.
Outcome Data: N/A
Follow Up: At the beginning of Session 3, the content will be reviewed and questions will be
answered if they exist.
(McKenzie, 2007)
School Counselor: Nick Perfetto
Activity: Media Messages
Grade(s): 9th
Date: Week 3
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ASCA and NCGES Student Standards (Domain/Standard/Competencies):
I.SE.2.1 Exemplify how peer pressure can be both a negative and positive influence.
EI.SE.2.1 Exemplify respect for individual and cultural differences.
Learning Objective(s):
1. Understand how the media influences the idea of beauty
2. Understand that the media creates an impossible standard of beauty
3. Be able to identify media messages
Materials: Paper, pens, markers, whiteboard and dry erase markers, 6-8 issues of Cosmo or
Seventeen magazine, 6-8 pairs of scissors, Session 3 handout
Procedure: The group will draw and describe their ideal body image for both sexes. The source
of this ideal image will be discussed. The media’s portrayal of beauty will then be discussed and
these images will be critiqued. Group members will each have a magazine and will cut out
pictures that represent the media’s portrayal of beauty and describe how it is unrealistic for most
people. The group will then discuss how media images may be enhanced, and then list three
implied messages about body type in the media and how they affect them.
We will use the discussion questions adapted from those provided by Black and Taylor (2007) as
follows:










What are some of the facial expressions in the magazines? Do you think the media want
you to believe that you will feel a certain way if you own the product?
Have you ever bought something advertised in the media only to be disappointed?
How do you feel about yourself after you read a magazine or book with really pretty girls
in it?
How many mixed messages can you think of that the media send us daily? For example,
they constantly present us with fast—food ads and commercials, but at the same time tell
us we should not eat fast food.
Do magazine and television advertisements tell the truth? Why or why not?
What types of things do media companies do to make people look better?
If average people were in magazines and television shows, do you think the products they
are selling would be as popular as they are now?
Are the images the media portray reality?
Do you think this activity may change the way you feel about the media?
How will you use what you have learned today in the future?
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They will then summarize the session, give perception data as outlined below, and dismiss for
the day.
Plan for Evaluation:
Process Data: The number of students, student ethnic demographic information and time of
session will be recorded.
Perception Data: The group will recite to the leader the information outlined in the session
objectives: how the media communicates a standard of beauty, how it is unrealistic, and what
messages the media sends about beauty. The group will also turn into the leader a paragraph
about what they have learned in the session and their reactions to it. They will also take the 7
question test as after every session.
Outcome Data: N/A
Follow Up: At the beginning of Session 4, the content will be reviewed and questions will be
answered if they exist.
(McKenzie, 2007 and Black & Taylor, 2007)
School Counselor: Nick Perfetto
Date: Week 4
Activity: Photoshop and Edited Images
Grade(s): 9th
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
I.SE.2.1 Exemplify how peer pressure can be both a negative and positive influence.
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person.
Learning Objective(s):
1. Understand that images in the media or social media may be edited
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2. Identify what pressures may cause this
3. Discuss the effects this may have on body image
Materials: Paper, pens, whiteboard and dry erase markers, Session 4 handouts, computer with
internet access
Procedure: The group will finish the questions from the previous session if not finished in time.
They will then discuss and view examples of photoshopped images and videos, such as those in
the handout, the Dove YouTube videos, and others. They will discuss the extent to which images
may be edited and what messages that sends. The group will then consider questions such as
“How much digital manipulation or editing is too much? Should we be informed when images
are digitally manipulated? If we learn how and why images are manipulated, would we become
more critical media consumers?” Social media such as Facebook will be discussed, and the
group will talk about the potential for peers to be contributing to impossible standards or media
portrayal of beauty by editing their pictures or only putting up the most ideal images of
themselves. They will then summarize the session, give perception data as outlined below, and
dismiss for the day.
Plan for Evaluation:
Process Data: The number of students, student ethnic demographic information and time of
session will be recorded.
Perception Data: The group will recite to the leader the information outlined in the session
objectives: Understand that images in the media or social media may be edited, Identify what
pressures may cause this, Discuss the effects this may have on body image. The group will also
turn into the leader a paragraph about what they have learned in the session and their reactions to
it. They will also take the 7 question test as after every session.
Outcome Data: N/A
Follow Up: At the beginning of Session 5, the content will be reviewed and questions will be
answered if they exist.
(Young Women, Body Image and the Digital Age, 2008)
BODY IMAGE GROUP PROPOSAL
School Counselor: Nick Perfetto
22
Date: Week 5
Activity: Learning About Distressing Situations and ATs
Grade(s): 9th
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
I.SE.2.1 Exemplify how peer pressure can be both a negative and positive influence.
P.SE.2.1 Interpret the meaning of self-concept.
Learning Objective(s):
1. Understand the concepts of distressing situations and automatic thoughts
2. Identify and anticipate their own distressing situations and automatic thoughts
3. Understand how automatic thoughts are irrational and how they contribute to distress
and negative body image
Materials: Paper, pens, whiteboard and dry erase markers, Session 5 handout
Procedure: The group will discuss distressing situations and automatic thoughts, making note of
situations that are particularly distressing for them and why. The group will then discuss the
automatic thoughts that accompany those situations. They will then take the Distressing
Situations Test and then discuss it before reviewing some common negative assumptions about
the body. They will then summarize the session, give perception data as outlined below, and
dismiss for the day.
Plan for Evaluation:
Process Data: The number of students, student ethnic demographic information and time of
session will be recorded.
Perception Data: The group will recite to the leader the information outlined in the session
objectives: Understand the concepts of distressing situations and automatic thoughts, Identify
and anticipate their own distressing situations and automatic thoughts, Understand how
BODY IMAGE GROUP PROPOSAL
23
automatic thoughts are irrational and how they contribute to distress and negative body image.
The group will also turn into the leader a paragraph about what they have learned in the session
and their reactions to it. They will also take the 7 question test as after every session.
Outcome Data: N/A
Follow Up: At the beginning of Session 6, the content will be reviewed and questions will be
answered if they exist.
(Sparrow, 2001)
School Counselor: Nick Perfetto
Date: Week 6
Activity: Past and Current Sources of Negativity and Guided Relaxation/Imagery
Grade(s): 9th
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
P.SE.2.1 Interpret the meaning of self-concept.
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person.
PS:A1.10 Identify personal strengths and assets.
Learning Objective(s):
1. Identify past and current sources of negativity
2. Understand how to change automatic thoughts
3. Be proficient in how and when to use imagery and relaxation
Materials: Paper, pens, whiteboard and dry erase markers, Session 6 handout
Procedure: The group will continue with discussion of automatic thoughts, and homework
involving the concept will be assigned consisting of logging a week’s worth of automatic
negative thoughts about body image. The group will explore what they are telling themselves,
BODY IMAGE GROUP PROPOSAL
24
how to change it, and what they used to tell themselves about their own body. Alternative selfstatements will be discussed after negative thoughts are challenged. They will then be introduced
to the technique of guided imagery and relaxation, and be taught how to perform this in
distressing situations. They will then summarize the session, give perception data as outlined
below, and dismiss for the day.
Plan for Evaluation:
Process Data: The number of students, student ethnic demographic information and time of
session will be recorded.
Perception Data: The group will recite to the leader the information outlined in the session
objectives: Identify past and current sources of negativity, Understand how to change automatic
thoughts, and be proficient in how and when to use imagery and relaxation. The group will also
turn into the leader a paragraph about what they have learned in the session and their reactions to
it. They will also take the 7 question test as after every session.
Outcome Data: N/A
Follow Up: At the beginning of Session 7, the content and homework will be reviewed and
questions will be answered if they exist.
(Sparrow, 2001)
School Counselor: Nick Perfetto
Date: Week 7
Activity: Conclusion and Termination
Grade(s): 9th
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person.
Learning Objective(s):
BODY IMAGE GROUP PROPOSAL
25
1. Be proficient in challenging automatic thoughts
2. Learn how to translate skills from group to real world
3. Feel closure on the group and the group’s topic
Materials: Paper, pens, whiteboard and dry erase markers, Session 7 handout
Procedure: The session will begin by going over the homework from session 6, and the group
contesting the automatic negative thoughts logged. The group will discuss the session 7 handout
which involves summaries of information provided during the previous sessions and tips for how
to translate the skills and attitudes into the real world. Final questions and impressions will be
asked and shared. They will then summarize the session, give perception data as outlined below,
take the post-test of the Body Shape Questionnaire, and dismiss for the last time.
Plan for Evaluation:
Process Data: The number of students, student ethnic demographic information and time of
session will be recorded.
Perception Data: The group will recite to the leader the information outlined in the session
objectives: Be proficient in challenging automatic thoughts, Learn how to translate skills from
group to real world, Feel closure on the group and the group’s topic. The group will also turn
into the leader a paragraph about what they have learned in the session and their reactions to it.
They will also take the 7 question test as after every session.
Outcome Data: N/A
Follow Up: At the beginning of Session 3, the content will be reviewed and questions will be
answered if they exist.
(Sparrow, 2001)