Giving Permission to Be Fat? Examining the Impact of Body-Based Belief Systems

Autor/inn/en	Robertson, Lorayne; Thomson, Dianne
Titel	Giving Permission to Be Fat? Examining the Impact of Body-Based Belief Systems
Quelle	In: Canadian Journal of Education, 37 (2014) 4, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Self Concept; Human Body; Self Esteem; Health Promotion; Body Composition; Case Studies; Intervention; Interviews; Teacher Attitudes; Public Schools; Urban Schools; Foreign Countries; Phenomenology; Comparative Analysis; Rural Schools; Principals; Attitude Measures; Middle Schools; Elementary Schools; Canada + Suchen Sie Ihr Suchwort? Selbstkonzept; Menschlicher Körper; Self-esteem; Selbstaufmerksamkeit; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lehrerverhalten; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Rural area; Rural areas; Ländlicher Raum; Schulen; Principal; Schulleiter; Middle school; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule; Kanada
Abstract	Body image might be explained as "how we picture ourselves" and, while the image may or may not be accurate, it can affect decisions about physical, social, and emotional health. Schools are seen as potential sites for universal intervention programs to promote health, self-esteem, and size acceptance, and also to discourage unhealthy eating and body-based bullying. The implementation of a body image program is contextualized by embedded cultural ideals of body perfection, which affect students and teachers and potentially affect implementation. This research uses a case study methodology and a planned behaviour analysis framework to analyze the issues that emerge in the implementation of a body image and self-esteem curriculum across six schools. The findings provide a window on the complexity of behavioural beliefs, cultural beliefs, and perceptions of efficacy impacting a body image curriculum project. The authors see potential solutions in knowledge mobilization and critical body literacy. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01