How to Teach Body Image Using the SHAPE Health Skills

Summary

In this video, Janelle from Project School shares teaching strategies to help students develop a positive body image using Shape America's Health Skills standards. The focus is on building functional knowledge, self-management, and decision-making skills, while helping students reflect on their body image and recognize influences that impact their well-being. Janelle emphasizes the importance of body neutrality and provides practical methods like self-reflection, advocacy, and goal setting to foster a healthy relationship with one's body. The goal is to equip students with the tools to be at peace with their body image rather than conform to societal beauty standards.

Takeaways

• 😀 Teaching body image aims to help students build awareness of their relationship with their body and equip them to reach the 'at peace' end of the body image continuum.
• 😀 Self-management (Standard 7) is the foundational health skill that enables students to practice behaviors supporting a healthy body image.
• 😀 Functional knowledge (Standard 1) includes understanding body image components, the body image continuum, cultural beauty standards vs. authentic health metrics, and body neutrality vs. body positivity.
• 😀 Analyzing influences (Standard 2) helps students identify positive and negative factors affecting their body image, including media, peers, and cultural messages.
• 😀 Accessing resources (Standard 3) teaches students to validate health information and access supportive services for body image concerns.
• 😀 Interpersonal communication (Standard 4) emphasizes self-talk, promoting body-neutral dialogue with oneself and advocacy skills to seek help when needed.
• 😀 Decision-making (Standard 5) involves reflecting on past choices and making quick, authentic decisions that positively impact body image.
• 😀 Goal-setting (Standard 6) focuses on achieving peace with one’s body through small, actionable behavior changes rather than appearance-based goals.
• 😀 Advocacy (Standard 8) encourages students to advocate for their own needs and support others at personal, peer, school, and societal levels.
• 😀 Integrating all health skills in a body image unit empowers students to manage their well-being, develop self-confidence, and maintain a healthy relationship with their body.

Q & A

What is the main goal of teaching body image according to the video?

The main goal is to help students build awareness of their relationship with their body, understand the components of body image, and equip them with the knowledge, confidence, and skills to live at peace with their body, rather than focusing on liking their appearance.

How does the body image continuum help students in understanding body image?

The body image continuum allows students to visualize the spectrum of body relationships from harmful to enriching, helping them reflect on their current position and make intentional choices to move toward the 'at peace' end.

Why is self-management considered an overarching skill in teaching body image?

Self-management is seen as the overarching skill because it allows students to actively manage their well-being and practice health-enhancing behaviors, with all other health skills supporting this ability.

What are the four components of functional knowledge students need about body image?

Students need to know: 1) what body image is, 2) the four components of body image, 3) the body image continuum, and 4) the differences between cultural beauty standards, authentic health metrics, body positivity, and body neutrality.

How can analyzing influences help students improve their body image?

By identifying the cultural, social, and personal influences that affect their body relationship, students can understand what supports or harms their body image and take steps to reinforce positive influences or mitigate negative ones.

What role does the PROVE IT method play in accessing resources?

The PROVE IT method helps students critically assess the validity and reliability of information about body image, dieting, and exercise practices, guiding them to access accurate and helpful resources.

How is self-talk linked to interpersonal communication in the context of body image?

Self-talk represents the internal communication we have with ourselves. Shifting from negative or body-positive self-talk to body-neutral self-talk empowers students to improve their relationship with their body.

How can decision-making be applied to body image education?

Decision-making involves reflecting on current influences and past choices, and making intentional, authentic decisions that support a healthy relationship with one's body, helping students move toward the 'at peace' end of the continuum.

What is the focus of goal setting in a body image unit?

Goal setting should focus on actions that help students feel at peace with their bodies, such as developing self-talk scripts, managing negative influences, or making small behavior changes that enrich well-being.

How can students practice advocacy related to body image?

Students can advocate for themselves by assessing their needs, speaking up, and continuing to advocate when their body image is negatively affected. They can also advocate for others by identifying harmful influences in their community and promoting healthy body relationships using knowledge of body neutrality and authentic health metrics.

Why is body neutrality emphasized over body positivity in this curriculum?

Body neutrality is emphasized because it focuses on achieving peace with one's body regardless of appearance, which is more sustainable and realistic than body positivity, which can imply constant liking of one's appearance.