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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 1 BODY IMAGE GROUP PROPOSAL 2 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 BODY IMAGE GROUP PROPOSAL 3 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 BODY IMAGE GROUP PROPOSAL 4 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, BODY IMAGE GROUP PROPOSAL 5 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. BODY IMAGE GROUP PROPOSAL 6 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. BODY IMAGE GROUP PROPOSAL 7 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. BODY IMAGE GROUP PROPOSAL 8 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 BODY IMAGE GROUP PROPOSAL 9 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 BODY IMAGE GROUP PROPOSAL 10 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 BODY IMAGE GROUP PROPOSAL 11 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 BODY IMAGE GROUP PROPOSAL 12 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. BODY IMAGE GROUP PROPOSAL 13 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 BODY IMAGE GROUP PROPOSAL 14 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 BODY IMAGE GROUP PROPOSAL 15 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 BODY IMAGE GROUP PROPOSAL 16 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 BODY IMAGE GROUP PROPOSAL 17 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 BODY IMAGE GROUP PROPOSAL 18 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 BODY IMAGE GROUP PROPOSAL 19 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? BODY IMAGE GROUP PROPOSAL 20 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 BODY IMAGE GROUP PROPOSAL 21 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)