School Workshops for Body Confidence SingleSessiondove-confident-me.unileversolutions.com/DSEP/CA/EN...2010, pp. 396-403. S.Quigg and S.Want, ʻHighlighting media modifications: Can

Single Session

Confident Me:School Workshops for Body Confidence

Workshop Guide for Teachers

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RESOURCES YOU WILL NEED:IN THIS WORKSHOP STUDENTS WILL:

• Understand the concept of appearance idealsand where pressure to achieve them comes from.

• Build media literacy, exploring how images andmessages, from advertising to cinema and socialmedia, are often manipulations of the truth.

• Develop strategies to resist appearancepressures, avoid comparing themselves, challengeappearance ideals and build body confidence.

Single session materials

Workshop guide

Workshop presentation

Three activity sheets (one set per student)

Discussion cards(one page shared between six small groups)

OPTIONAL: Definition cards(one page shared between four small groups)

Stimulus films:

• ‘Dove: Evolution’

This film demonstrates to students thetransformation of one model’s appearance fromtheir natural state to a finished image for use inadvertising.

• ‘Dove: Change One Thing’

This film reveals to students that the desire tochange something about the way we look isnormal and experienced by most people. Itencourages students to question why so manypeople want to change something about theirphysical appearance.

Learning outcomes and resources

From your school

Students will each need a pen

Projector and whiteboard

You will need to source examples ofadvertisements. It is important to selectads that will resonate with your class,both boys and girls. You should aim to findtwo examples, one depicting a celebritypromoting a product aimed at the students’age range, and other examples that advertisedifferent products. It can be useful tosearch online for popular celebrities withthe following search term: [insert celebrityname] ADVERTISEMENT, e.g. ‘One Direction’advertisement.

OPTIONAL:

Spare paperFlipchart and markers

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Overview

• How can images be manipulated?

• Why is professional media often created in this way?

• What problems can this cause?

• What can we do about this?

PROFESSIONAL MEDIA 20 MINUTES page 8

PERSONAL AND SOCIAL MEDIA

• What are we learning today?

• What problems can comparing with those around us cause?

• How can media made by you and your peers be manipulated?

• What problems can this cause?

• What can we do about this?

10 MINUTES page 14

PERSONAL PLEDGE

• What have we learned today?

• Be a champion for change

• Congratulations!

5 MINUTES page 19

Total time: 45 minutes

10 MINUTES page 5INTRODUCING APPEARANCE PRESSURES

• Introduction and ground rules

• What are appearance pressures?

• Where does this pressure come from?

• What do we mean by media?

• What are we learning today?

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How to use this guide

4

1

2

6

5Learning outcome. Studentsshould achieve this by the end ofthe section.

Visual cues and learningobjectives. To help you steer theworkshop and deliver it effectively.

Desired responses from students. To help youguide students’ answers in a way that develops theirunderstanding throughout the workshop and hasgreatest impact on their body confidence.

Suggested time allocation.Reflects the relative importance ofeach section for achieving learningoutcomes and improving students‘body confidence, but may beadapted to suit the length of yourlesson.

Notes. Ideas andguidance for optimizingthe effectiveness of theworkshop for students.

3

Teacher actions. Non-italicbullet points highlight importantquestions to ask students toensure key workshop conceptsare addressed with optimumimpact on body confidence. Textin italics indicates instructions tohelp structure workshop activities,e.g. where you should play films oruse activity sheets. These can beadapted by you to suit the specificneeds of your class.

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Students are elco ed to t e orks op

Students understand t e ground rules or t eorks op and eel co ortable being active

participants

y t e end o t is section students ill understand t e concept o appearance ideals andere pressure to ac ieve t e co es ro

> Welcome students to the workshop.

> Explain the ground rules to helpcreate a supportive, non-judgementalenvironment.

10 minutesntroducing appearance pressures

You may also want to do aquick‚ eyes-shut, hands upexercise asking students:

It is worth taking time to ensurethese rules feel collaborativeand, if necessary, adjustingthem to suit the needs of yourclass.

Confident Me: Single Session | Slide 1

Confident Me:Sc ool orks ops or ody Confidence

Single Session


What are our workshop ground rules?

• Respect diversity

• Ask questions

• Keep it confidential

• Please contribute

TEACHER ACTIONS DESIRED RESPONSESPRESENTATION

Do you understand what wemean by body confidence?

Do you know how to improveyour body confidence?

The higher they hold their handup, the more confident theyfeel. Repeating these questionsat the end of the session willallow you to demonstrate theprogress your class has madeduring the session.

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Confident Me: Single Session Slide 2

What are appearancepressures?

Students watch an animation which showsdifferent appearance ideals for men and womenacross time.

They understand that ideas about what‘beautiful’, ‘glamorous’ and ‘attractive’ look likeare always changing and differ between times,countries and cultures.

They are aware that we still feel pressure tomatch these appearance ideals today.

> Play the animation.• What do you think this animation shows?

> Lead the students in a quick game ofspot the difference.

• Looking at all of the images,whatdifferences do you notice between them?

> Explain that all these images representappearance ideals: what wasconsidered beautiful, glamorous andattractive at different times in the past.

• If all these images representappearance ideals, why do you thinkthey don’t all look the same?

• Do you think we still face pressures tolook a certain way today?

It shows different people at differenttimes throughout history.

Push students to make specificcomments on how theseimages differ.

Direct students to specific partsof the images to draw attentionto the differences.

Appearance ideals

Appearance ideals are really differentand are always changing across time,countries and cultures. They never staythe same.

Contrasts between different images,e.g. trim waist versus curvy body,formal clothes versus casual shirtsand tattoos.

Yes, we still face these pressures today.

Students understand that pressures to lookbeautiful and attractive are all around us andcome from a range of sources, including society,media, family, friends and peers.

> A class-wide discussion, calling forvolunteers to answer. Invite one or tworesponses:

• Where do you think these pressures tolook beautiful or attractive come from?

• Where do we see or hear messagesabout what we should look like?

Society

Media

Family

Friends

Peers

The way our culture tells us isthe ideal way to look at a certainmoment in time.

Appearance pressures

Pressures we feel to look likean appearance ideal and to bebeautiful, glamorous and attractive.

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Students explore what we mean by media. Theycan list different types of media, and sort mediainto two categories: professional media andpersonal and social media.

> Create a ‘reply chain’: get eachstudent to call out one example ofmedia in turn, working your wayaround the classroom with norepetitions. How far around the classcan you get?

• What different examples of media canwe think of?

> Record students’ ideas on a board.

• Which of these examples of media aremade by professionals?

• Which media do you and yourfriends make?

Any examples of media such as film, TVprograms, ads, specific social mediasites, magazines etc.Confident Me: Single Session Slide 6

What do we mean by media?

Professional media Personal media

TEACHER ACTIONS DESIRED RESPONSESWORKSHOP Remind students to think ofmedia as words, pictures andfilms and to consider the broadrange of media that exist.


Students understand that the session will focuson media as a source of appearance pressures.

> Explain what students will be learningabout today.

Photos, videos, comments, selfies,writing (often on social media sites).

TV programs, film, music videos, ads,computer games.

Professional media

Images, messages and filmsproduced by companies orbusinesses that are communicatedthrough channels such as TVprograms, magazines, advertising,films, music videos.

Personal and social media

Images, messages and filmsproduced by you and your friends,including on social media sites.

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Professional media

Students will articulate ways that images inprofessional media can be manipulated throughairbrushing, styling and production techniques.

> Explain that we will start by exploringhow images and messages inprofessional media can be a source ofappearance pressures.

• What do you think the word‘manipulation’ means?

• How are images of people in themedia manipulated or changed?

> Arrange students in small groups andplay ‘Dove: Evolution’.

> Whilst the film is playing, hand out oneof the six Discussion cards to eachgroup, placing them face down ontheir desks.

> After the film is finished, instruct thestudents to turn over their cards, andread the question they have beenallocated. Play the film a second timeand then instruct the students todiscuss the question on their allocatedDiscussion card.

> Go through each group’s discussionpoint, in order.


How can imagesbe manipulated?

By the end of this section, students will have built media literacy by exploring how images and messages inprofessional media are often manipulations of the truth. They will have developed some strategies to resistappearance pressures by avoiding comparing themselves and to challenge appearance ideals in professional media.

20 minutes

To edit or change something, such as aperson’s appearance in media.

General responses such as airbrushing,lighting, make-up, choosing the bestfew images out of hundreds taken.

Showing the ‘Dove: Evolution’film can result in immediateboosts to students’ bodyconfidence.2

You could also try showing thefilm again in two parts, pausingwhen the photos are taken.

2 E. Halliwell, A. Easun and D. Harcourt, ʻBody dissatisfaction: Can short media literacy message reduce negative media exposure effects amongst adolescent girls?’, British Journal of Health Psychology, Vol. 16,2010, pp. 396-403. S. Quigg and S. Want, ʻHighlighting media modifications: Can a television commercial mitigate the effects of music video on female appearance satisfaction?’, Body Image, Vol. 8, 2011, pp.135-142.


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Students will recognize or list the different waysthe image in the film has been manipulated.They will be able to explain why it is unfair andunrealistic to compare themselves or others tomanipulated images they see in the media.

1. What did you find surprising, unreal orunlikeable about what you saw in thefilm?

2. List all the decisions that were madeabout the image before the photoswere taken.

3. List all the decisions that were madeabout the image after the photos weretaken.

4. Think how the image of the model hasbeen changed from reality. How doesseeing these unrealistic changes makeyou feel?

5. Why do you think the unrealisticimages you see in the film are unfairand misleading?

6. Why do you think it is unrealistic orunfair to compare the way you or yourfriends look to manipulated images ofpeople you see in professional media?

Surprised that so much is changedand how different the model looks fromthe start of the film to the photo on thebillboard.

For example, the photographer waschosen, the model was carefully selected,hair was styled, make-up was appliedand professional lighting was used.

Just one photo was selected, blemishesand spots were removed, the skin tonewas altered, the neck was elongated,the hair was made fuller, the eyebrowswere lifted, the eyes were made biggerand the teeth were whitened.

TEACHER ACTIONS DESIRED RESPONSESPRESENTATION The Discussion cards are agood opportunity to differentiatewithin the session. Cut outthe cards and hand them outface down to different groups.Question 1 is the easiest, andthey increase in difficulty –Question 6 being the hardest.Instruct the students to turnthem over once the film iscomplete. It may also help toask each group to generate atleast three responses to theirquestion.

Ask students to be specificabout how the changes aremade through the differenttechniques identified.

Questions 2 & 3

If you didn’t repeat the filmearlier, you may want to showthe film again before posingthis question.

Question 6

‘Average’ people are not modelsand do not have make-up artists orhairstylists or professional photo editorsto make them look perfect, so it is likecomparing things on totally differentlevels, which is not fair.

People are not shown the truth abouthow images really look before themanipulation, which might make peoplebelieve something about the media thatisn’t true.

Feelings of surprise, and outrage at thethought of being tricked and misled.

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> Use the slide to summarize the pointsstudents have discussed and shareany points students have missed.

> Put the final question to the class as awhole group:

• t ould ou s to riend tocon ince t em t t t e s ouldn tcom re t emsel es to m ni ul tedmedi im ges

> End with a class vote, where studentswill demonstrate their commitmentto change the way they respond toimages they see in professional media.

• So t do e nt to do out te e le rned Raise your hand i ou

commit to c nging t e ou re ct toim ges ou see in ro ession l medi

> Explain that now you have exploredhow images in professional media areoften manipulated, you are now goingto consider the messages that oftenaccompany these images.

> Show the class youradvertisements.

> Rapidly guide students through thekey questions for each exampleadvertisement, encouraging a wholeclass response.

Medi im ges re unre listic t e eeen c re ull cre ted nd retouc ed

it s not ir to com re to im ges t tre m ni ul ted go on t e internet to

c ec out o muc editing is done tomedi loo t re l eo le to see odi erent rom one not er e ll rend encour ge us ll to cele r te t

m es us uni ue


How can images be manipulated?

Agreeotogr

rie

C ooseotogr er

C oose model

M nicure ndedicure

ir st lingcolour s lo dr

M e u

C oosero ession llig ting

Before After

Re ie lls ots

select one

r selemis es

Correct ir ndm e it

e r uller

ens intone

long tenec

Reduceci l idt

nl rgee es

i te e ro s

Fillout li s

itenteet

Photostaken

Students ill rticul te s t t im ges inro ession l medi c n e m ni ul ted t rougir rus ing st ling nd roduction tec ni ues

Students ill recogni e t t im ges inro ession l medi s ecific ll d ertisements

re ect current e r nce ide ls in order toromote t eir roducts nd ser ices


Why is professional media often createdin this way?

• Promise

• Feelings

• Actions

• Results

• Fix

Voting allows students todemonstrate their personalcommitment to changing theway they consume media (e.g.by not comparing themselvesto media images). Making apersonal commitment helpsstudents to change theirthoughts and behaviour.


Show your selection of adsalongside this slide. You canfind more details on the type ofads to source in the equipmentlist on p. 2.

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• What is being sold in thisadvertisement?

• Who are they using to sell it?

• Why are they using a person wholooks like this?

• Why would they manipulate a pictureof this person to make them look more‘ideal’ in this advert?

• What is the overall message of thisadvert?

> Now repeat the questions again foryour second selected advert.

Try to answer all of thesequestions for at least twoadvertisements to allowstudents time to reflect onthe way advertisements aredesigned.

Help students see thatadvertising is designed toencourage people to comparethemselves to the peoplethey feature. Ads often implythat by buying that productor service, people can getcloser to matching the idealappearance or lifestyle that ispromoted, even though thisis often unrealistic and unfairconsidering the frequentmanipulation of images.

Student responses will depend on theads you select.

They are attractive and appealinglooking, and popular with the peoplewho would like to have that product.

If the advert is for a product, to makeit look like the product works as wellas the advert promises (e.g. hair shineserum; pimple cream) or to sell the lookas part of an ‘ideal’ lifestyle that theitem can help people achieve.

The overall message of the advert is‘if you buy this product you will lookcloser to the ideal look this person has/achieve their lifestyle’.


Students will recognize that they oftencompare their own and friends’ appearanceto images they see in the media, with negativeconsequences.

> Ask the students to ‘think, pair, share’for the question below. Pose thequestion before allowing the studentsto first think by themselves for amoment, before discussing quicklywith their partner then feeding back tothe class.

• When someone your age sees thesemanipulated images, how does itmake them feel about themselves?

> Record class ideas on the board.

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• Why might it make some people feelbad?

This can make people feel sad, unworthy,insecure and not good enough.

It’s hard not to compare yourappearance to the images you see inthe media. This can make us feel badabout ourselves as we feel we do notlive up to these appearance ideals.Once we know that the images aremanipulated, this also makes us feelbad – we feel deceived and realize thatwhat we are striving for is unachievable.


Try encouraging studentsto articulate that there is noreason someone should wantto match appearance idealsthat are constantly changing;that having everyone lookingthe same is not a good thing;and that valuing what is uniqueabout ourselves is better thancomparing ourselves to heavilymanipulated media images.

Asking students to raise theirhands to challenge imagesis an important step towardscommitment to change.

We should all challenge manipulatedimages because they are not real, andwe are encouraged to compare ourappearance to them, making us feelbad; they are often doing this becausethey are trying to trick us into thinking wewill have a more ideal look or lifestyle ifwe buy their product or service.

> Undertake a class vote.

• Raise your hand if you think weshould all challenge manipulatedimages in the media? Why?

> Record class ideas on the board.

• What might you do to show that youdon’t agree with the way professionalmedia emphasizes an unrealistic ‘ideal’way to look?

> Instruct students to complete Activitysheet 1, where they will work with apartner to create a role play.

> Invite pairs to perform an idea for eachtype of media.

Students may share ideas such as:don’t buy the magazine advertising theproduct; don’t buy the product; tell allyour friends you think the advertising isfake or misleading; boycott the product;write a letter of complaint to the companyor the advertiser or the media outlet;make your own advert that doesn‘t usemanipulation; buy products that useresponsible advertising techniques.Students will generate ways they can challenge

appearance pressures they face fromprofessional media, firstly by actions they couldtake, and secondly by challenging the processof making comparisons. This will enable them tobecome more critical consumers of media.

It might be helpful to sharean example. One example is14-year-old Julia Bluhm fromthe USA who created an onlinepetition that resulted in a bigand popular teen magazinecommitting to not retouchmodels’ body or face shapes.

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on den e

in le ession

uden s summari e a e a e learned sofar in e session and are reminded of a eare o learn ne

e end of is sec ion s uden s ill a e de eloped s ra e ies o resis appearance pressures a oidin comparin eir appearance in eir e er da li es e ill uild media li erac e plorin oima es in personal and social media are of en manipula ions of e ru c allen in appearance pressuresin personal and social media and uildin od con dence

> Invite one or two students tosummarize what they have learned sofar on behalf of the class.

> Remind students what they are aboutto go on and learn.

10 minutesPersonal and social media

TEACHER ACTIONS DESIRED RESPONSESPRESENTATION This is a good point to takestock of what you have learnedso far in the session, andreinforce the progress yourclass has made.

It may be helpful to remindstudents of the definition ofpersonal and social media youshared earlier in the lesson.

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St dents ill nde st nd t t o ing oloo s to ot e s is n to ti t o nn t e t is n el l nd n e t eeel d

> Explain that the class are going toexplore briefly how people don’t onlycompare themselves to images inprofessional media. In fact, peopleoften make comparisons based onappearance in their everyday lives.

> Play ‘Dove: Change One Thing’.• t does t is fil s o s o t

o e o e o sel es to ot e s

• t do o t in t e i t is oo ing o e n e in t is

> Undertake a quick class vote.

Raise your hand i o t in es o ld ll lo e t e ess e to loo e t in in t e edi e e

is n e t e eel d it is ointless o ess e se no one eels

e e one nts so et ingt e en t got


What problems can comparing withthose around us cause?

TEACHER ACTIONS DESIRED RESPONSESPRESENTATION Explain that it is common tocompare ourselves to peoplewe see in real life as well asimages we see in the media.

Try to elicit responses fromstudents that show theyunderstand comparing in thisway is ultimately pointlessbecause whilst everyone iscomparing, no-one is happy orsatisfied with the features theyhave.

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St dents n des i e s in i i gest t t e e t e sel es o t t t ei iends

e te on e son l nd so i l edi n eni l ted

> Explain to the class that now theyhave voted to challenge the process ofmaking comparisons in their everydaylives, they’re going to explore howpersonal and social media might bea source of appearance pressures,encouraging us to compare ourappearance to those around us.

> Ask the class to close their eyes andthink.

• o ig t o o iends o o ngeo le in gene l ni l te o

nge i ges in e son l nd so i ledi

> Instruct students to either raise theirhands or call out their answers.

> Write students’ ideas on the board.

> Ask students to open their eyes andconsider any additional points theymay have missed.

• o o t in t e i ges o nd oiends see nd s e on e son l nd

so i l edi e esent e l li e

ns e s ig t in l de: ngle o selfiesse o filte s osing in ti l

sele ting nd s ing est i gesoosing otos t t onl o s on

e n e

ese i ges e not l s e listi t e n lso e eto ed eig t lso not e e esent ti e o e l

li e e se t e e een e llsele ted nd onl s o sn s ot o

eo le s li e


How can media made by you and yourpeers be manipulated?

Offering students the chanceto close their eyes can reducefeelings of self-consciousness.

Making as long a list aspossible will help studentsto recognize the extent ofmanipulation in personal andsocial media.

Drawing comparisons withthe methods of manipulationstudents voted to challengein the ‘Professional media’section of the session can helpstudents recognize the need tochange the ways they consumeor create images, films ormessages in their own personaland social media.


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Students will recognize that the images onpersonal and social media can contribute to theappearance pressures they face, making themfeel bad about themselves and more consciousof the way they look.

They will understand that they also comparetheir everyday appearance with images theysee on personal and social media, which aren’trepresentative of real life and are thereforeimpossible to live up to, making them feel worse.It is unfair or unrealistic to compare ourselveswith these images.

> Initiate discussions in small groups.Pose the questions and give groups afew minutes to discuss them, beforesharing their ideas with the class.

• When someone like you sees theseimages on personal and social media,how does it make them feel?

• How might these images causethem to think or feel about their ownappearance?

• Why might comparing theirappearance to these images makethem feel bad?

As is the case with professional media,it can makes them feel sad or unworthy.


What problems can this cause?

Help students understand whycomparing themselves withthese images can be upsettingor harmful by remindingstudents of the ways imagescan be manipulated in personaland social media.


They compare how they look in theireveryday lives to images that are notreal, and think they aren’t good enough.They may also start to feel that looksare more important than they really are/need to be.

They might feel bad or start thinkingabout how they look different from whatthey see because they are comparingthemselves to these images.

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St dents ill gene te s t e nllenge e n e ess es o e son l

nd so i l edi

> Explain that now we understandhow harmful comparisons can be,we are going to think about how wecan challenge appearance pressuresfrom personal and social media. Thiswill help prevent us from makingcomparisons based on appearance.

> Undertake a class vote.

• Raise your hand i o t in es o ld ll l o t to lo e t e

ess e to loo e t in t o gt e edi e e nd ons eo sel es

> Share ideas for how you could achievethis as a class, then transition todiscussing in pairs, allowing studentsto make notes in their pairs if there istime, before finally instructing studentsto make notes independently onActivity sheet 2.

> Invite pairs or groups to share ideaswith each other and report back to theclass.

de s in l de: t to ost i o otost t e esent di e ent s e ts o oli e so e s o ing o loo ing o

est ot e s s o ing o ing t eost n eing t t e oolest l es ot s ots li e oto o o s do

t e s ont neo s otos t e t nl s osed in t e est osition osto ents o li enting iends one t es o t ei osted otos ot et n o t e loo es ond to nneg ti e o ents o te sing its o ti e o ents

St dents o ld e l in t is ig t eleo le eel ette e se it e nseo le ill o s less on loo s eo leill e less o ied o t te sing i t eno t ei iends nde st nd t t not ll

i ges need to e e e t nd t t t eill s o t t e online it s o ti eo ents eo le on t o e

t e sel es it i ges on t e sis oe n e eo le ill e o e el ed

o t o t e loo e se t e eon t e n n e listi e n e ide l

to loo to


Asking students to raise theirhands to identify their role increating change is an importantstep towards commitment totake action.

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What have we learned today?

Pressure to look a

certain way comes from

the world around us.

It’s important to remember

images of people that we

see in all types of media

aren’t always real.

It’s unfair to compareourselves to this media.

Personal pledge

Students will share the key messages fromtoday’s session.

By the end of this section, students will have reflected on their learning throughout the sessionand committed to one action to demonstrate their ongoing commitment to championing body confidence.

Across the workshop, students will have:

• Built media literacy, exploring how images and messages, from advertising to cinema and social media, are often manipulations of the truth.

• Understood that it is pointless to compare themselves to images in media because they often promote appearance ideals in order to sell us products and services.

• Generated ways they can challenge and reject media images and messages that promote appearance ideals.

> Ask for volunteers to recall, briefly,what they have learned in theworkshop.

• What have we learned in today’sworkshop?

> Invite volunteers to read out the keylearning points from the slide, andsummarize any points students havemissed.

5 minutes


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onfident e

in le ession

tudents will use what they have learned intoday’s session to ma e a personal pled e,thereby committin to an action to improvetheir own body confidence and or that of thosearound them.

• ow are you oin to ta e action toaddress the pressure you and yourfriends feel to loo a certain way

> Invite one to two students to respondwith their ideas.

> Instruct students to complete Activitysheet 3 independently, writing onething they will pledge to start doingor to do differently as a result of thesession.

> Ask one or two students to share theirideas.

> Thank students for their participation intoday’s session.

> Encourage students to think aboutand apply their knowledge andunderstanding every day from now on.

tudents’ ideas could ran e fromchan in how they consumeprofessional media, how they createor consume personal and socialmedia or how they can learn to betteridentify and challen e the e istence ofappearance ideals.

Congratulations!You’ve now completed Confident Me: Single Session.

Remember your commitment to championbody confidence every day, and strive to bethe best version of yourself.

Encourage students to maketheir pledge a small andspecific action, making iteasier for them to keep to theircommitment.

If possible, offer to stay behindor speak to students at anothertime about anything you havecovered in the session.


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20

Confident Me

Single Session

The full five-session programs offers students the opportunity to engage more deeply with the concepts explored in the Confident Me:Single Session, in addition to other key concepts that influence body confidence. Participation in the five-session programs will also leadto greater and longer-lasting improvements for students’ body confidence. Full details of the workshops and the materials can be found atselfesteem.dove.ca

FOLLOWING UP

The Confident Me: School Workshops for Body Confidence often generate great class discussionsthat can spread through the school and into the home lives of students and teachers. More information tosupport teachers and parents, including further materials designed to enhance your students’ understandingof the key concepts covered in the Single Session, can be found at selfesteem.dove.ca

Going further

Adapted from ‘Happy Being Me’ with permission andunder licence from Susan T. Paxton, Sian A. McLean,Shanel M. Few and Sarah J. Durkin, 2013.

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project

self-esteemproject

selfesteem.dove.ca

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Documents

School Workshops for Body Confidence SingleSessiondove-confident-me.unileversolutions.com/DSEP/CA/EN...2010, pp. 396-403. S.Quigg and S.Want, ʻHighlighting media modifications: Can