Document Format

Reports

Publication Date

5-26-2017

Language

English

Keywords

Health & Human Enrichment Cluster

Description

  1. Conduct at least 4 “Body Project” programs during the fall and spring semesters: There were 2 Body Project Programs in the Fall of 2016 and 3 Body Project Programs in the Spring of 2017. Each program was 2 sessions, with each being 1.5 hours, for a total of 3 hours. These sessions were offered in the evening on the 4th floor conference room of Draper & Maynard, rather than the “Helping Center” Samuel Hall Building, which was unavailable.
  2. Offer facilitator training to at least 10 undergraduate and graduate students at least twice during the 2016-17 year: We offered facilitator training to 2 undergraduate students, 1 eating disorder institute/registered dietician graduate student and 1 Sodexo employee/registered dietician, at least three times throughout the year.
  3. Collaborate with the “Helping Center” by conducting at least three facilitator training sessions during the 2016- 17 school year in Samuel Hall Building: There were at least 3 facilitator trainings which were held before each session and after each session. The trainings were approximately 2.5 – 3 hours in length. We did not use the Helping Center in Samuel Reed Hall for logistical reasons.
  4. Collaborate with at least 15 undergraduate students and graduate students across campus in various organizations in the implementation of the 20th “Love Your Body Week” (National Eating Disorders Awareness Week) at Plymouth State: There were about 8 undergraduate and graduate students. These students were Body Project Facilitators, participants, students from a stress management class, as well as students from the Marketing Association of Plymouth State (MAPS) and Health and Human Performance (HHP) club.

Outcomes:

  1. Decrease body dissatisfaction after the program: Based on discussions at the end of the Body Project Program, 100% of students felt they had decreased their body dissatisfaction.
  2. Argue against the thin ideal/perfect ideal in our society for both men and women: One of the many parts of the project was for students to argue against the thin ideal/perfect ideal by listing characteristics of the “perfect” ideal on a white board for the entire group to see. All students contribute their ideas which were written on the whiteboard and contributed during each session. All students wrote a letter to an adolescent using what they had learning from session one.
  3. Promote body acceptance behaviors: Other exercises for the Body Project Program included listing positive characteristics of themselves while looking into a mirror, examining costs related to the pursuit of the thin ideal/perfect ideal, challenging their personal body-related concerns, learning new ways to talk positively about their bodies, and leaning ways to decrease fat talk individually and in a group.
  4. Write a letter of costs associated in pursuing the body ideal/thin ideal: Every student wrote a letter about the costs associated with this thin ideal and read aloud to the group their letter, which was written to their past self or a young adolescent.
  5. Promote a social change across campus of body acceptance and healthy at every size: We hosted our 20th year of implementing National Eating Disorder Awareness Week on campus, which included personal challenges around body acceptance. These challenges involved covering mirrors for a day, going bare-faced and beautiful, going at least a day not talking negatively about oneself (“live fat talk free”). There was attendance at a variety of events, which included a body fair, paint night, movie night, and more.
  6. Develop a collaboration in the area of body acceptance and eating disorders prevention of undergraduate/graduate students across disciplines and organizations: There were a variety of students involved with promoting and working on the National Eating Disorders Awareness week (Love Your Body Week). The background of students who helped implement the event included students from classes and organizations, stress management, drug behavior, interdisciplinary , physical education, health education, clinical mental health counseling (graduate students), clubs and extra- curricular included MAPS, the marketing club, Health and Human Performance club members, sororities and staff , PSU/Sodexo registered dietician.

Share

 
COinS