I Love My Body!

Running Head: POSITIVE BODY IMAGE: SMALL GROUP COUNSELING PLAN

I Love My Body!

A Small Group Counseling Plan on Fostering Positive Body Image in Eighth-Grade Girls

By: Sarah Isabelle Davis

University of North Carolina at Chapel Hill

POSITIVE BODY IMAGE: SMALL GROUP COUNSELING PLAN 1

Introduction

More adolescents today are feeling pressure to live up to certain expectations in

body type and physical appearance. As a result, fat talk, dieting, and the comparison of

body types are becoming more frequent in young girls (Caton, Field, & Kolbert, 2010).

Body image, or “the mental image of one’s own body,” can overwhelm a student and

take away from the more important aspects of his or her life: education, relationships, and

career building (“Oxford Dictionaries,” 2014). Furthermore, body image dissatisfaction is

the strongest predictor to eating disorder symptoms (Akos & Levitt, 2002; Choate, 2007).

Whereas positive body image on the other hand, “promotes physical and mental health,

strengthens self-esteem and decreases vulnerability” (Main, 2009, p. 2).

Group Rationale / Review of Literature

Among the range of adolescents and young women who struggle with negative

body image, middle school girls in particular present three unique qualities that further

promote the constant degrading of the body in pursuit of a more fitting one: the onset of

puberty, an increased exposure to media and pop culture, and a movement from reliance

on family approval to conforming to the opinions of friends.

According to the National Institute of Health, girls experience puberty, or the

development from a girl to a woman, between the ages of 8 and 15, or in other words,

during their middle school years. Girls will begin to develop breasts, experience hair

growth, sweat more, develop more acne, and begin their menstrual cycle. Along the way,

many girls tend to experience weight gain. While puberty in boys often leads to growing

stronger, something that goes with the western cultural ideal for men, girls often grow

into a body that goes against the western ideal that women should be thin and slender


(Akos & Levitt, 2002). As a result, puberty is a leading cause of negative body image,

and ultimately, eating disorders (Akos & Levitt, 2002; Deleel, Hughes, Miller, Hipwell,

& Theodore, 2009; Hesse-Biber, Howling, Leavy, & Lovejoy, 2004).

Secondly, today’s mass media has begun to funnel what has become known as the

standard western culture ideal of female beauty into the minds of adolescents. This media

includes print media such as magazines and books; digital media such as music and

movies; and lastly, social media, such as Facebook and Twitter. Through advertisements

of beauty products, the frequent use of thin models, and the powerful influence of

celebrities, adolescents now live in constant rejection of their bodies (Caton, Field, &

Kolbert, 2010; Schooler, Ward, Merriwether, & Caruthers, 2004). Hesse-Biber, Howling,

Leavy, & Lovejoy (2004) peg this pot of insecurity and false identity as “The Cult of

Thinness”:

“The food, diet, and fitness industries, aided by the media,

have systematically convinced women that independence

means self improvement, self-control, and the duty to

achieve the ultra slender body ideal. Furthermore, because

this ideal is so unrealistically thin, the American ‘body

industries’ have gluttonously consumed immense profits by

feeding insecurities and starving bodies. For as confidence

in one’s body decreases, the sale of low-fat foods, diet pills,

and exercise bikes increases” (p. 49-50).

In an article on art education, artist and teacher Judith Briggs (2007) describes

how the media crosses boundaries, “creating odd juxtapositions to create new meanings”


(p. 39). She argues that teenagers often follow the trends of these media avenues and

ultimately become influenced by them. They begin wearing what is “in-season” among

popular fashion lines and listening to what society tells them is the week’s top-selling

music. More importantly, “When images are repeated enough times, whether they are

positive or negative, they become natural and are often embedded within our

subconscious minds” (Briggs, 2007, p. 41). Therefore, when 00-sized models appear in

every high-fashion advertisement or when every celebrity singer appears on television

with a perfectly made-up face, teenagers will begin to view this as a societal norm.

Lastly, middle school students in particular possess the unique quality in which

they “begin to establish an individual identity outside the family unit” (Akos & Levitt,

2002, p. 138). As adolescents navigate the waters of identity formation, they often look to

their peers for approval or disapproval in their actions or their appearances rather than

their parents or other family members. This is detrimental because their peers often have

the same distorted views of body image as they do themselves. In a Purdue University

study on Indiana adolescents’ perception of themselves, 31.9% of teens viewed

themselves as overweight, whereas only 15% of these teens were actually overweight

(McKenzie, 2007). Ultimately, if positive body image is not fostered among these

students, it is less likely to become an important part of their everyday thinking.

Ultimately I Love My Body! is a small-group counseling plan targeted towards

middle school girls struggling with negative body image. However, depending on the

screening process, the group leader may choose to target the group more specifically

towards eighth-grade girls as they may be feeling more pressure to obtain an ideal body

image before venturing off to high school. The group aims to not just foster support and


promote healthier ways of thinking for girls who may feel dissatisfaction with their

bodies, but to also offer up a different perception about pop culture and the media. In

addition, because weight is a significant aspect of body image, the group will also aim to

help prevent eating disorders among these students.1 Through this group, middle school

girls can know they are not alone in their struggle with body image and can rely on others

for support.

Multicultural Considerations

Overall, body image is often associated with weight management; however, it

encompasses much more than numbers on a scale. Hair color, eye color, the shape of

different body parts, and how a person views themselves as a whole are also important

aspects to body image (Hesse-Biber, Howling, Leavy, & Lovejoy, 2004). As a result, I

Love My Body! is not a group for students solely struggling with weight issues, but rather,

for those who are also struggling with negative holistic body image.

Due to the fact that Shepard Middle School is a predominantly African-American

school, understanding body image as a whole is an extremely important consideration to

make. Hesse-Biber, Howling, Leavy, & Lovejoy (2004) interviewed a variety of African-

American teenage girls on the topic of body image satisfaction and compared their results

to those of Caucasian girls.

The study found that African-American teenage girls are less concerned with their

weight and more concerned with their hairstyle and skin color. Rather than adhering to

Western Culture norms of thinness, African-American adolescents tend to place more

value on racial identity and what it means to “be black” rather than what it means to fit in

1 Please note that this group is not targeted for girls with eating disorders, but only to prevent the onset of eating disorders (see page seven for further information).


culturally. For example, the study says, “Many of the girls in our sample noted that larger

sizes were more acceptable in the black community/culture, and thus offered little

criticism for bigger bodies” (2004, p. 65). The girls in the study continued by saying that

African-American males prefer “thick” girls and that feeling “ugly” was more of a

concern than feeling “fat” (2004, p. 66).

However, these results do not reject the notion that African-American teenage

girls are at risk for developing eating disorders. In fact, because society has pegged eating

disorders as “white women illnesses,” doctors often overlook African-American girls

who display or possess eating disorder symptoms (Hesse-Biber, Howling, Leavy, &

Lovejoy, 2004, p. 50; DeLeel, Hughes, Miller, Hipwell, & Theodore, 2009).

Additionally, as African-American middle school girls become more frequently

surrounded by white cultural attitudes, many of these girls may begin to assimilate to

other lifestyles. The National Association of Eating Disorders says, “eating disorders may

result from either the process of assimilation or from the stress of trying to navigate two

distinct cultures” (2014, p. 1). As African-American middle school girls begin to break

away from their families, become more exposed to Western Culture where beauty and

thinness are exonerated, and hit puberty, they are at risk for this “culture shock,” and as a

result, may possibly seek to change the way they look or see themselves.

Gender Considerations

While both girls and boys are susceptible to developing negative body image and

eating disorders, the two are much more prevalent in girls. Akos & Levitt (2002) write,

“28% to 55% [of girls are] wanting thinner bodies compared to 17% to 30% of boys” (p.

138). As mentioned before, this is usually because girls tend to develop less-ideal body


traits when going through puberty than boys (Akos & Levitt, 2002). While this plan could

be adapted to boys, more research must be conducted as to determine what influences

body image in boys compared to girls.

Group Logistics

I Love My Body! is an eight-session small group designed for six to eight students,

which will take place over a course of eight weeks (this amounts to one session per

week). Each session will last approximately 30 minutes and will take place during the

school day wherever space is available. It is important that the location of the session is

private and provides enough room where group members and the group leader feel

comfortable. If the group must take place during lunch period, the space of the session

must also be food-friendly.

The selection process for any counseling group is extremely vital. For this

particular group, a needs assessment form will be distributed to all eighth-grade girls at

Shepard Middle School. The assessment will contain basic questions related to body

image and how this topic is influencing their academics, their experience at school, and

their relationships with friends and family (see appendix). Additionally, flyers will be

created as a way to further promote awareness of the group. Posted on bulletin boards and

throughout the school hallways, these flyers will be colorful, advertise the basic goals of

the group and who the group is targeting, and contain other logistical information such as

location and time of group.

After a number of girls volunteer to participate in the group or are referred to the

group by faculty or parents, a screening process will begin. These students will meet with

the group’s counselor leader for one-on-one sessions in regard to the group and the


group’s goals. Here, the students will attain a better understanding of the group, and the

counselor will assess if the student is a good match for the group. This process may be

lengthy, as selecting participants for the group is of utmost importance. It is vital that all

girls selected for the group have similar goals and are struggling with similar issues

pertaining specifically to the group. In order for a student to be considered for this group,

the counselor must believe that the student meets these four criteria:

• The student is constantly unhappy with her body

• The student is in a constant pursuit to change the way she looks (this could be

through dieting or having an obsessed attitude toward trends in fashion or beauty)

• The student feels that pop culture and social media is furthering her negative body

image

• The student’s negative body image is taking away from her academics,

relationships with her family and friends, or is preventing her from living her life

to the fullest.

The counselor will also ask the student what she herself hopes to gain from the group.

This will ensure the counselor that the group participants will have similar goals that

align with the group goals.

Additionally, the screening process will serve as an opportunity to seek out students

who may be at risk for severe eating disorders. It is imperative that the lead counselor is

aware that I Love My Body! is not a group targeted for girls with eating disorders. These

are disorders that fall outside the bounds of a school counselor’s competence, and while

students struggling with these disorders should have the opportunity for counseling, they

would not be a good fit for this group. I Love My Body! is body-image specific, and will


work to help prevent girls from developing eating disorders rather than working with

girls who are already diagnosed with an eating disorder.

Recognizing this difference is extremely important because girls who may already

have a severe eating disorder or display eating-disorder symptoms may have a negative

impact on the group as a whole. It is important that the counselor consults with the school

nurse during the screening process to be aware of which students may or may not fall into

this category. This could further serve as an opportunity for the counselor to work with

students individually who he or she feels is struggling with more severe eating disorder-

like symptoms and could potentially get them and their parents referred to an outside

therapist who works specifically with eating disorders.

If the counselor feels that a student will make a good fit for the group and would

benefit from the group, he or she will explain to the student the group’s goals in depth as

well as some of the tasks and activities that will be implemented throughout the semester.

Lastly, the counselor will explain informed consent to the student and ask the student and

the student’s parents to sign a form, which will list the group’s goals, rules, and

expectations. The counselor should plan to receive all forms and have the six- to eight-

member group in place before Shepard Middle School’s winter break. The group will

begin upon the start of the spring semester.

In the event that there is a wide pool of girls to choose from for the group, the

counselor may decide to run another group after the first one has ended. In addition, the

counselor must also prepare for the fact that members may drop the group if they are no

longer interested in pursuing it.

Material of Sessions


The group leader will provide each student with a personal folder as well as a

mini journal, both purchased from a store such as Target or the Dollar Tree. Throughout

each session, students will keep all group materials they accumulate within these folders.

Leaders will also encourage each student to write down thoughts and feelings about

group in their journals as well as what they have learned about themselves after each

session. Students will be permitted to write in them at any time during group as well as

on their own time. The group will also contain a “Box of Emotions.” The box will

contain different items for students to use if they feel they need to “let out” their

emotions. Such items will be tissues for tears, a stuffed animal to be hugged, a pillow to

punch, and a variety of stress balls for anxiety or stress. Additionally, the group will

contain a sign-in sheet so that the group leader can keep track of group attendance.

Procedures and Techniques

The sessions of I Love My Body! are based primarily on the factors proposed by

Dr. Laura Hensley Choate, an associate professor at Louisiana State University. Choate

(2007) argues that there are two main strategies to prevent body image dissatisfaction:

providing more protective factors and the implementation of a holistic focus. Together,

these strategies create what is known as the “Body Image Resilience Model” (p. 317).

The five protective factors of this model, which are necessary in decreasing body image

dissatisfaction, are:

1. Support from family and friends

Choate proposes that a crucial way in promoting body image satisfaction in

students is by informing the students’ family and friends of body image and what can

create negative or positive body image. She recommends a parent newsletter and group


role-playing in which students learn to identify teasing and learn ways of overcoming

teasing. Because friendship is such a vital part of middle school, it is also beneficial to

engage in a group discussion on what friendship is and what qualities students believe

friends should possess.

2. Understanding the female role

Choate argues that much of body image perception is based upon what a student

believes lies in being female. She proposes deconstructing western ideals of female roles

and beauty and what that means to the students. Group activities include analyzing

magazine advertisements and finding other ways to vent their emotions rather than

manipulating their bodies (such as journaling).

3. Physical self-esteem

Choate’s research states that girls have higher body image when they focus on

what their bodies can do rather than how they actually appear. She suggests focusing on

student strengths and activities that focus less on the body and more on the personality,

such as volunteering for a charity, painting and drawing, or getting involved in academic

clubs. Discussions may also include how personality and body image collide, which will

create a more holistic self-awareness of who the students are as people.

4. Critical thinking skills

Choate believes that students at the middle-school level possess many irrational

beliefs or false knowledge about the world around them. This includes the meaning of

happiness and success and the means of obtaining the two. She suggests informing

students on the purpose of advertisements, how Photoshop is a tool used to manipulate

images, and how models and celebrities on the television can be influences in this aspect.


She suggests also informing students on the meaning of opinions and how they are

different among many people. Choate encourages letter writing, in which students can

write letters to magazines or television directors, expressing their feelings about body

image.

5. Holistic wellness

Lastly, Choate focuses much of her strategies on the Wheel of Wellness model,

which accentuates that a person’s identity lies in many traits regardless of the physical

body.

I Love My Body! will be a series of eight consecutive sessions which will begin

with an introductory session and end with a wrap-up session. This leaves six core

sessions, which will incorporate all five of Choate’s strategies. Each session will contain

a different theme pertaining to body image, but will also always include a review of

themes as a summary to what the students learned in previous sessions.

Due to the fact that adolescents with negative body image may fall victim to

irrational beliefs such as a distorted body image and obsessive thoughts revolving around

the body, research suggests that cognitive restructuring may be helpful in working with

these young adolescents. In addition, symptoms of negative body image or body image

disorder include performing behaviors that align with irrational beliefs. For example,

someone who struggles with negative body image may remove themselves from social

invitations where food is involved such as birthday parties or group potlucks (Rosen,

1997). Researcher James Rosen characterizes this behavior as “housebound” (1997, p.

191). He writes that these same people may also weigh themselves repeatedly or only

wear a certain type of clothing (such as to disguise weight or body shape).


As a result, I Love My Body! may be of more benefit to the group members if the

group counselor integrated aspects of cognitive behavioral therapy into the lesson plans.

In a study on the effects of cognitive-behavioral therapy (Rosen, Saltzberg, & Srebnik,

1989), results showed that this therapy drastically decreased women’s body

dissatisfaction after group exposure to specific cognitive-behavioral techniques. In this

specific study, techniques were incorporated through lectures, therapeutic activities, and

homework. All the while, the study hoped to focus on “correction of size and weight

overestimation, modification of distorted and negative thoughts about physical

appearance, and exposure to situations which provoke thoughts about appearance”

(Rosen, Saltzberg, & Srebnik, 1989, p. 393).

Other techniques that will be incorporated into this group are those proposed by

Dr. Clinton Bolton in his lecture on Cognitive Behavioral Therapy Approaches (2014).

Such approaches include: rehearsing positive thoughts, validity testing, guided discovery,

modeling, negative vs. positive self talk, and positive reinforcement. By using and

integrating some of these techniques, I Love My Body! will not just help middle school

students explore their feelings about body image, but will also challenge any irrational or

distorted beliefs about body image.

Group Goals

Based on the ASCA national standards and the North Carolina Essential Standards, I

Love My Body! will focus on these specific goals throughout its eight-week lesson plan:

• Help students to understand body image and explore their personal beliefs and

feelings about themselves and their own body image


• Assist students in understanding what influences positive and negative body

image including advertisements and pop culture

• Help students understand the impact of positive and negative body image on their

well-being

• Educate students on the changes of puberty and allow students to express their

feelings about their changing bodies

• Help students identify their own physical and personal strengths

• Allow students to work with other group members in identifying different

strengths among different people

• Give students the opportunity to explore individual differences in appearance,

eating patterns, and fitness interests

• Create a support system that allows students to express concerns about body

image and inform students of resources to help lessen these concerns

• Incorporate the use of cognitive behavior therapy techniques to challenge any

distorted or irrational beliefs students may have pertaining to body image

ASCA National Standards

I Love My Body! will adhere to these specific ASCA National Standards:

• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

• PS:A1.2 Identify values, attitudes and beliefs

• PS:A1.4 Understand change is a part of growth

• PS:A1.5 Identify and express feelings

• PS:A1.10 Identify personal strengths and assets

• PS:A2.3 Recognize, accept, respect and appreciate individual differences


• PS:C1.6 Identify resource people in the school and community, and know how to

seek their help

North Carolina Essential Standards

Along with the ASCA National Standards, I Love My Body! will also incorporate these

specific NC essential standards:

• 7.PCH.4.1 Deconstruct how the interaction of individual behaviors, the

environment, and other factors that cause or prevent injuries.

• 7.NPA.3.2 Attribute a positive body image to healthy self-esteem and the

avoidance of risky eating behaviors.

• 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well

being (based on appropriateness, effectiveness, and consistency).

• 8.NPA.3.3 Use strategies to advocate for those who are at risk for eating disorders

or poor nutrition.

• 8.NPA.3.1 Identify media and peer pressures that result in unhealthy weight

control (eating disorders, fad dieting, excessive exercise, smoking).

• 8.NPA.4.3 Summarize the benefits of regular physical activity.

Group Evaluation

Process data: I Love My Body! will consist of six to eight eighth-grade females of a

diverse background. Attendance will be monitored through a sign-in sheet.

Perception data: During the first and last group session, the same survey used for the

needs assessment (See “Needs Assessment Test” in appendix) will be distributed to all

group members and scored by the group leader. This will be the group’s primary

evaluation in the hopes that students will score lower on the body image dissatisfaction


scale at the end of group than they did before the group. Additionally, at the end of each

group session, students will be asked to orally evaluate what they learned about

themselves and each other. Students will be encouraged to record their responses in their

journals.

Conclusion

In conclusion, body image dissatisfaction is a topic of major concern for students

at the middle-school level. With the onset of puberty, an increased exposure to pop

culture and the media, and a reliance on peer opinion rather than family, middle school

females are especially prone to develop negative body image. As a result, students’

focuses will be taken away from their educational studies, relationships with family, and

their self esteem may decrease. By incorporating strategies from Dr. Choate’s Body

Image Resilience Model, the implementation of a variety of lesson activities and

discussions using cognitive behavioral therapy, as well as the encouragement of group

and self growth, I Love My Body! will work to help eighth-grade female students attain a

higher level of positive body image so as to live their lives more fully.


Lesson Plan Template School Counselor: Sarah Davis _____________________ Date: January 2015 (week 1) Activity: What is Body Image? ____________________________________ Grade(s): 8 Time required: 30 minutes

• Recap Time: 5 minutes • Activity / Discussion Time: 20 minutes • Wrap up Time: 5 minutes

Session One Statement of Purpose: This first session will be an introductory session in which members will get to know the other members of the group, understand group rules, and learn the importance of group trust and confidentiality. Because it is essential that students understand what body image is, students will also learn, critically think, and discuss the definition of body image and the way in which they view their own bodies. To foster this thinking, students will be asked to take a pre-group test, which will act as a baseline of their views on body image. Session One Goals – Students will:

• Learn about the other members in the group, the importance of trust and confidentiality, the group rules, and the definition of body image.

• Engage in a body image activity and discussion focusing on their own talents and bodily strengths

• Review what they have learned about themselves and receive homework in which they practice what was discussed in group

ASCA Student Standards (Domain/Standard/Competencies) Covered in Session 1: PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A1.10 Identify personal strengths and assets PS:A1.5 Identify and express feelings North Carolina Essential Standards Covered in Session 1: 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being (based on appropriateness, effectiveness, and consistency). 7.NPA.3.2 Attribute a positive body image to healthy self-esteem and the avoidance of risky eating behaviors. Materials:

• Group rules handout (see appendix) • Pre-group test (same as Needs Assessment in appendix) • Personal folder and journal • Ball (for icebreaker) • Human body cut-outs (see appendix) • Colored pencils/markers + heart stickers


• Chalkboard or whiteboard

Content and Process: • Group members will sign in • Group leader will introduce him/herself and explain group rules, norms, and

expectations as laid out in the Group Rules Handout; leader will also hand out personal folders (where students can decorate and store group activity work) and personal journals in which students are encouraged to write in throughout the sessions and on their own time about their feelings on group

• Group leader will emphasize confidentiality and trust and will ask members what trust means to them

• Icebreaker – a ball is thrown to each member in the group; as they catch the ball, they state their name and one of their talents; group members will review names and talents at the end of the icebreaker

• Group members will take the pre-test evaluation on body image; this test will be used as data to measure where attitudes of body image lie before and after participation in the group

• Group members will participate in a group discussion on the definition of body image and what that means to them

• Group Activity: everyone will receive a cut-out of a human body; group members will color them and place hearts on the parts of the body they like most about themselves and write in personality traits they like the most about themselves; members are encouraged to share their cut outs

• Wrap up: What did group members learn about themselves today? • Homework: Write a journal entry on thoughts of group; Share human body cut-

out with parents and have one discussion with at least one parent about what body image means to the member and to the parent

Plan for Evaluation: • Process data: 6-8 eighth-grade females of diverse backgrounds; attendance will be

recorded through a sign-in sheet • Perception data: group leader will listen as students repeat back group rules and

the names and talents of other group members; group members will inform the group of what they learned about body image and about themselves at the end of the group session

• Outcome data: N/A


Lesson Plan Template School Counselor: Sarah Davis _____________________ Date: January 2015 (week 2) Activity: Embracing Differences ___________________________________ Grade(s): 8 Time required: 30 minutes


Session Two Statement of Purpose: The purpose of this session will be to engage students in an open discussion on what it means to be different as well as what students can and cannot control about their outward appearance. This session will focus on student strengths in both their physical and personal traits. Session Two Goals – Students will:

• Learn what it means to be different • Identify their physical and personal strengths and how different people with

different strengths can still accomplish the same task • Participate in a group activity and discussion on the importance of being different

and unique • Review what they have learned about themselves and receive homework in which

they practice what was discussed in group ASCA Student Standards (Domain/Standard/Competencies) Covered in Session 1: PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A2.3 Recognize, accept, respect and appreciate individual differences PS:A1.5 Identify and express feelings North Carolina Essential Standards Covered in Session 1: 7.PCH.4.1 Deconstruct how the interaction of individual behaviors, the environment, and other factors that cause or prevent injuries. 7.NPA.3.2 Attribute a positive body image to healthy self-esteem and the avoidance of risky eating behaviors. 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being

(based on appropriateness, effectiveness, and consistency). Materials:

• Laptop to show images for group activity • Personal folders and journals • Chalkboard or whiteboard

Content and Process:


• Group members will sign in and retrieve folders and journals • Recap: review of names, talents, and the definition of body image • Group members will participate in a group discussion on what it means to be

different, what we can and cannot change about our bodies, and what types of emotion this evokes

• Group Activity: Group leader will show group members a variety of pictures, which will display two very different types of people who have accomplished a similar goal. Examples will include athletes of different sports, politicians, singers, actresses, authors etc. Group members will choose a partner and participate in the Venn Diagram exercise (see instructions in appendix)

• Group members will share thoughts and feelings on the activity • Wrap up: What did group members learn about themselves today? • Homework: Write in journal thoughts about group today; participate in the Venn

Diagram activity with another person outside of school Plan for Evaluation:

• Process data: 6-8 eighth-grade females of diverse backgrounds; attendance will be recorded through a sign-in sheet

• Perception data: group members will identify at least one positive trait about themselves; group members will inform the group of what they learned about body image and about themselves at the end of the group session



Lesson Plan Template School Counselor: Sarah Davis ______________________ Date: January 2015 (week 3) Activity: Changes in My Body ____________________________________ Grade(s): 8 Time required: 30 minutes


Session Three Statement of Purpose: The purpose of session three is to discuss what it means to be a middle school female and how the body changes when a girl grows into a woman. Discussion will include what group members do and do not like about this growing process and what they are and are not able to control. The session will encourage group members to explore their feelings about their changing bodies and express any concerns they have about their bodies as they prepare to enter into high school next year. Students will learn about other school faculty members who can help them answer these questions as well as learn how to appropriately handle teasing in context of their body image. Session Three Goals – Students will:

• Learn and discuss what it means to grow into a woman and what changes will happen to their bodies

• Participate in an activity that will allow members to role play how to handle being teased about their bodies

• Express concerns about their bodies and emotions as they get ready to prepare for high school

• Identify faculty that can assist them with any concerns they may have with their bodies


ASCA Student Standards (Domain/Standard/Competencies) Covered in Session 1: PS:C1.6 Identify resource people in the school and community, and know how to

seek their help PS:A1.4 Understand change is a part of growth PS:A1.5 Identify and express feelings North Carolina Essential Standards Covered in Session 1: 7.NPA.3.2 Attribute a positive body image to healthy self-esteem and the avoidance of

risky eating behaviors. 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being

(based on appropriateness, effectiveness, and consistency).


Materials: • Colored pencils • Personal folders and journals • Chalkboard or whiteboard


• Group members will sign in and retrieve personal folders and journals • Recap: students will share any Venn Diagrams that were created over the past

week • Group discussion: group members will share their concerns about their growing

bodies and the emotions that come with the growth and who they can go to in the school to address any of these concerns; group members will discuss how teasing by other people influences body image

• Group Activity: group leader will engage group members in role play and modeling on how to handle teasing as well as help students identify school faculty they can bring concerns to

• Wrap up: What did group members learn about themselves today? Members will name one person in the school they can go to for help about their bodies.

• Homework: Write on a notecard three things you love about your body or your personality and tape this to your mirror. Read and repeat the phrases every morning when you look in the mirror.

Plan for Evaluation: • Process data: 6-8 eighth-grade females of diverse backgrounds; attendance will be

recorded through a sign-in sheet • Perception data: group members will inform the group of what they learned about

body image and about themselves at the end of the group session; group members will be able to name at least three faculty members and where they are located who could help them to understand their growing and changing bodies (ex: nurse; where is the nurse’s office?)



Lesson Plan Template School Counselor: Sarah Davis ______________________ Date: January 2015 (week 4) Activity: Influencers Part I: Advertising _____________________________ Grade(s): 8 Time required: 30 minutes


Session Four Statement of Purpose: The purpose of this session is to discuss what the major influences on body image views are. Students will be informed on what advertising is, its purpose, and why it can be such an influential part of a person’s body image. Students will be asked to deconstruct magazine advertisements and to discuss the influence of models and fashion on how they view themselves. Session Four Goals – Students will:

• Be exposed to the different types of media advertisements • Learn the effects of photo enhancers and Photoshop on advertisements of models

and celebrities • Participate in a group activity on deconstructing magazine advertisements using

the Purdue Questionnaire (see appendix) • Discuss the importance of being aware of these altered images • Review what they have learned about themselves and receive homework in which

they practice what was discussed in group ASCA Student Standards (Domain/Standard/Competencies) Covered: PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A1.2 Identify values, attitudes, and beliefs North Carolina Essential Standards Covered: 8.NPA.3.1 Identify media and peer pressures that result in unhealthy weight control (eating disorders, fad dieting, excessive exercise, smoking). 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being


• Magazines tailored towards adolescent females such as Seventeen, Teen Vogue, and Pop Star

• One poster board, glue sticks, scissors • Purdue Advertisement Questionnaire (see appendix) • Personal folders and journals • Chalkboard or whiteboard



• Group members will sign in and retrieve folders and journal • Recap: Review notecard mirror phrases • Group members will participate in a discussion on what influences their

perception of their own bodies as well as their reactions to certain beauty and fashion advertisements.

• Group leader will add in a psychoeducational element by teaching the students the effects of Photoshop and image altering on magazine advertisements and professional photographs; group leader will also inform members on the purpose of advertisements

• *Group Activity: Group leader will pass out glue sticks, scissors, and a variety of teen magazines. Group leader will present members with a poster board that displays a “wall of shame” on one side and a “rave wall” on the other. Members will cut out magazine ads they feel do not portray what they are selling and glue them to the “wall of shame” side. They will also glue ads that they feel do portray a true sense of what they are trying to sell on the “rave wall” side.

• Group leader will also hand out the Purdue Advertising Questionnaire, which will help group members evaluate and deconstruct different magazine ads

• Wrap up: what did group members learn about themselves today? • Homework: write a journal entry on thoughts and feelings about today’s session;

create a magazine advertisement or slogan for a fashion line or product that would promote positive body image

Plan for Evaluation:


• Perception data: Group leader will listen to students convey their thoughts about media advertisements, and students will repeat back how advertisement images are altered; group members will inform the group of what they learned about body image and about themselves at the end of the group session

• Outcome data: N/A *This group activity is taken from Dr. Choate’s Body Image Resilience Model


Lesson Plan Template School Counselor: Sarah Davis _____________________ Date: February 2015 (week 5) Activity: Influencers Part II: Pop Culture ____________________________ Grade(s): 8 Time required: 30 minutes


Session Five Statement of Purpose: Session five is aimed to help students define pop culture and discuss the ways in which pop culture influences the way in which they view their bodies. Students will participate in an activity where they will identify and discuss songs, movies, and celebrities that promote either positive or negative body image. Students will discuss their beliefs about pop culture and their emotions to how the pop-culture scene makes them feel about themselves. Session Five Goals: Students will:

• Define pop culture and what encompasses it • Name, listen, and watch songs, movies, and music videos that promote either

positive or negative body image • Discuss their feelings towards these songs and videos and how pop culture

impacts their life and personal body image • Review what they have learned about themselves and receive homework in

which they practice what was discussed in group ASCA Student Standards (Domain/Standard/Competencies) Covered: PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A1.2 Identify values, attitudes, and beliefs North Carolina Essential Standards Covered: 8.NPA.3.1 Identify media and peer pressures that result in unhealthy weight control

(eating disorders, fad dieting, excessive exercise, smoking). 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being


• Laptop to play songs and show clips from movies and music videos • Personal folders and journals • Chalkboard or whiteboard

Process and Content:

• Group members will sign in and retrieve personal folders and journals


• Recap: students will show off their magazine ad creations • Group leader will engage members in a discussion about other body image

influencers such as pop culture • Members will be asked to define pop culture and state the role it plays in their

lives • Group Activity: leader will ask members if they can think of any song or movie

that promotes positive body image; Group leader will name a few if members are having trouble and will spend some time listening to lyrics and watching movie clips

• Group Discussion: group leader will ask members how these songs make them feel and why

• Wrap up: What did members learn about themselves today? • Homework: write a journal entry about today’s session; write a song, poem, or a

movie scene that promotes positive body image Plan for Evaluation:


• Perception data: group leader will listen to student views on how pop culture influences body image, and students will be able to repeat back their definition of pop culture and name songs they believe express positive body image versus songs that do not; group members will inform the group of what they learned about body image and about themselves at the end of the group session



Lesson Plan Template School Counselor: Sarah Davis _____________________ Date: February 2015 (week 6) Activity: What is happiness? ______________________________________ Grade(s): 8 Time required: 30 minutes


Session Six Statement of Purpose: The purpose of session six is based off of Dr. Choate’s protective factor of helping students develop critical thinking skills. This session will be primarily discussion-based and will incorporate some writing components. This session’s conversation will circle around the definition and meaning of happiness and the different things that elicit happiness. Students will also be asked when they feel most happy in their own lives and how body image relates to it. Session Six Goals – Students will:

• Be prompted to critically think about the definition and meaning of happiness • Engage in discussion about when and where they feel most happy in their own

lives and how that relates to body image • Be asked to identify one person in their own life that exhibits what it means to be

happy • Make a collage of the things that make them most happy in life • Review what they have learned about themselves and receive homework in

which they practice what was discussed in group ASCA Student Standards (Domain/Standard/Competencies) Covered: PS:A1.5 Identify and express feelings PS:A1.10 Identify personal strengths and assets North Carolina Essential Standards Covered: 8.NPA.3.1 Identify media and peer pressures that result in unhealthy weight control

(eating disorders, fad dieting, excessive exercise, smoking). 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being


• Magazines, stickers, and markers for collaging • Scissors and glue sticks • Personal folders and journals • Chalkboard or whiteboard


Content and Process: • Group members will sign in and retrieve personal folders and journals • Recap: sharing of song, poem, and movie scene creations • Group members will discuss what happiness means to them and recall a time

when they were most happy • Group Activity: Using markers, magazine cut outs, and stickers, group members

will create a collage of the things that make them most happy in life. • Wrap up: What did members learn about themselves today? • Homework: write a journal entry about today’s session; students will pull out their

collages when they feel sad this week or have negative body image and do at least one thing on it.

Plan for Evaluation:


• Perception data: group leader will listen as students identify happiness and what it means to them; group members will inform the group of what they learned about body image and about themselves at the end of the group session



Lesson Plan Template School Counselor: Sarah Davis _____________________ Date: February 2015 (week 7) Activity: Food and Fitness Fun ____________________________________ Grade(s): 8 Time required: 30 minutes


Session Seven Statement of Purpose: The purpose of this session will be to discuss the importance of exercise and nutrition and how they both play vital roles in the growth of young girls. This session will allow for group members to open up about their experiences in both of these areas and the feelings they have as a result. Group members will participate in a creative fitness activity. Session Seven Goals – Students will:

• Define and discuss the importance of nutrition and exercise • Discuss emotions about food and fitness • Discuss the different ways in which people eat and exercise and the importance

of realizing these differences • Participate in a creative activity in which members will partner up and share their

favorite and least favorite foods and fitness workouts; members will also act out their favorite fitness activities for the group to guess.


ASCA Student Standards (Domain/Standard/Competencies) Covered: PS:A2.3 Recognize, accept, respect and appreciate individual differences PS:A1.5 Identify and express feelings PS:A1.10 Identify personal strengths and assets North Carolina Essential Standards Covered: 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being

(based on appropriateness, effectiveness, and consistency). 8.NPA.4.3 Summarize the benefits of regular physical activity. Materials:

• Personal folders and journals • Chalkboard or whiteboard


• Group members will sign in and retrieve personal folders and journals


• Recap: discuss if anyone was able to use their collage to do something they enjoyed and how that experience went for them

• Group leader will facilitate a discussion on what the group members think about nutrition and fitness

• Group activity: group members will discuss their favorite and least favorite foods as well as act out what their favorite sport or fitness activities are while the other members guess.

• Group discussion: members will discuss their concerns about food and fitness and the emotions that run with them.

• Wrap up: group members will share what they learned about themselves today • Homework: write a diary entry about today’s session; try one new fitness workout

over the next week Plan for Evaluation:


• Perception data: group leader will listen to students repeat back benefits of healthy eating and exercise; group members will inform the group of what they learned about body image and about themselves at the end of the group session



Lesson Plan Template School Counselor: Sarah Davis _______________ Date: February/March 2015 (week 8) Activity: Last Day, Fun Day! _____________________________________ Grade(s): 8 Time required: 30 minutes


Session Eight Statement of Purpose: Session eight will serve as a conclusion session in which the group leader will facilitate a final discussion about what the group members have learned over the course of the past two months. Group members are encouraged to share anything from their personal journals as well as their favorite part of the group. Group members will take a post-group test that will be used as data in the group’s final evaluation. Lastly, this session will serve as a goal-setting session for what students hope to continue over the course of the last few months of the school year. Session Eight Goals – Students will:

• Discuss and share with group members what they have learned over the course of the group

• Participate in a group activity in which they will write what they have learned from each member of the group (“Footprints” activity in appendix)

• Set goals on what they want to remain consistent in for the rest of the school year • Say their final goodbyes and take home their personal folders and journals

ASCA Student Standards (Domain/Standard/Competencies) Covered: PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A1.5 Identify and express feelings PS:A1.10 Identify personal strengths and assets North Carolina Essential Standards Covered: 8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being


• Post-group test (same as Needs Assessment Form in appendix) • “Footprints” worksheets for learning activity (see appendix) • My Goals! Worksheet (see appendix) • Personal folders and journals • Chalkboard or whiteboard

Content and process:


• Group members will sign in and retrieve personal folders and journals • Recap: Group members will discuss what workouts they tried and whether or not

they enjoyed them • Group discussion: leader will facilitate a discussion about what group members

have learned over the course of the past two months and how they feel about body image as a whole

• Group leader will hand out post-group test for members to complete and hand back

• Group Activity: leader will hand out “footprints” to each member in which they will write their names and pass to every other member. Members will write on the footprints what she has learned from every other member.

• Group leader will hand out My Goals! Worksheet in which members will write goals they hope to accomplish or maintain for the remainder of the school year and beyond

• Final comments and goodbyes Plan for Evaluation:


• Perception data: group members will write out their goals and what they learned from other group members; group members will inform the group of what they learned about body image and about themselves at the end of group



Appendix: Needs Assessment Test / pre-group test / post-group test: For each statement, circle a number that best relates to how you feel about that statement. 1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree 4 = Agree 5 = Strongly agree I love myself 1 2 3 4 5

There is nothing about my body I need to change 1 2 3 4 5 Losing weight is very important to me 1 2 3 4 5 My friends and family would love me more if I looked differently 1 2 3 4 5

I would do better in school if I changed the way I looked 1 2 3 4 5

Eating stresses me out / When I’m eating, I am worried about my calorie intake 1 2 3 4 5 I never come to school without makeup on 1 2 3 4 5 I am teased because of the way I look 1 2 3 4 5 Focusing on how I look is taking away from my studies 1 2 3 4 5 Focusing on how I look is taking away from my relationship with my family and friends 1 2 3 4 5


How to score Needs Assessment Test / pre-group test / post-group test: For each statement, circle a number that best relates to how you feel about that statement. 1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree 4 = Agree 5 = Strongly agree I love myself 1 2 3 4 5

There is nothing about my body I need to change 1 2 3 4 5 Losing weight is very important to me 1 2 3 4 5 My friends and family would love me more if I looked differently 1 2 3 4 5 I would do better in school if I changed the way I looked 1 2 3 4 5 Eating stresses me out / When I’m eating, I am worried about my calorie intake 1 2 3 4 5 I never come to school without makeup on 1 2 3 4 5 I am teased because of the way I look 1 2 3 4 5 Focusing on how I look is taking away from my studies 1 2 3 4 5 Focusing on how I look is taking away from my relationship with my family and friends 1 2 3 4 5 *Majority of answers blue = low risk of negative body image Majority of answers green = low to medium risk of negative body image Majority of answers yellow = moderate risk of negative body image Majority of answers orange = moderate to high risk of negative body image Majority of answers red = high risk of negative body image * “Majority” constitutes for more than five of the statements


Group Rules Handout:

*Photo Taken from: http://metaphoricalmarathons.com


Session One: Human body Cut Outs

*Cut out taken from medicalanatomy.net – “Human body outline for kids”


Session 3: Venn Diagram Worksheet and Instructions Get a partner and write one name above each circle. Where the circles separate, write in traits and ideas that are unique to each person. Where the circles meet, write down traits or ideas that are similar to each person.

*Venn diagram taken from Timvandevall.com (“Tim’s Printables” page)


Session 4: Purdue Advertising Questionnaire: 1. Does the ad include people with a variety of body shapes and sizes? a. yes b. no 2. How do the people look in the advertisement? (What is their body type?) a. normal weight b. unusually thin c. overweight 3. Do you think people who actually use the product being advertised typically have the body type shown in the advertisement? a. yes b. no 4. Do you think the models in the ad naturally look the way they appear or do you think their picture or their appearance has been enhanced in some way? a. This is their natural look. b. The picture (or their appearance) was probably enhanced. 5. How would you say the people appear in this ad? a. Happy/having fun b. unhappy c. neither happy nor unhappy 6. How would you describe the product being advertised? a. Healthy b. unhealthy c. neither healthy nor unhealthy


Session eight: Footprints

*Footprint taken from clker.com advertising free clip art


Session 8: My Goals! Worksheet

*Star taken from: webweaver.nu; worksheet created by Sarah Davis


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I Love My Body!