Related Experiment Video
Updated: Jun 27, 2025
07:40
Validation of a Psychosocial Intervention on Body Image in Older People: An Experimental Design
Published on: May 31, 2021
3.3K
Examining Teacher Concerns and Anxiety on the Implementation of a Universal Body Image Program
Sarah G Hidalgo1, Taryn Henning2, Francesca Gomez3
1REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA.
Summary
Teachers implementing body image programs worry about discomfort and student comments. Lower body esteem increases anxiety, but self-efficacy aids program delivery, suggesting implementation support is crucial.
Area of Science:
- Psychology
- Education
- Public Health
Background:
- School-based programs are vital for youth body image and eating disorder prevention.
- Teachers often serve as interventionists for scalability and cost-effectiveness.
- Teacher concerns and barriers to implementing these programs are not well understood.
Purpose of the Study:
- To investigate teacher concerns and barriers regarding the implementation of a body image and appearance-related bullying prevention program.
- To identify factors associated with teacher concerns and implementation fidelity.
Main Methods:
- A randomized controlled trial involving 269 teachers implementing a universal prevention program.
- Data collected on teacher concerns, body dissatisfaction, self-efficacy, and implementation session counts.
- Analysis of demographic, behavioral, and attitudinal variables related to concerns.
Main Results:
- Teachers expressed concerns about saying the wrong thing and personal body dissatisfaction.
- Lower body esteem was linked to higher concerns and anxiety about teaching the curriculum.
- Teacher self-efficacy was the sole predictor of the number of program sessions implemented.
Conclusions:
- Teacher body esteem and self-efficacy are critical factors for successful program implementation.
- Addressing teacher concerns and providing adequate training can enhance program uptake.
- Future interventions should consider teacher-specific support to improve dissemination and effectiveness.
Related Concept Videos
01:26Modeling in Therapy
71
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
71
03:00Self-Evaluation: Self-Enhancement and Self-Verification
5.2K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.2K
01:28Anorexia Nervosa
60
Anorexia nervosa is a complex and severe eating disorder characterized by an intense fear of weight gain, an unrelenting pursuit of thinness, and a distorted body image. It often leads to dangerously low body weight relative to an individual's age and height. This disorder is marked by significant physical and psychological consequences, making it one of the most life-threatening psychiatric illnesses.
Symptoms and Physical Effects
Individuals with anorexia nervosa commonly exhibit extreme...
Symptoms and Physical Effects
Individuals with anorexia nervosa commonly exhibit extreme...
60