A community based and mixed-methods approach to exploring the Dove Confident Me five-session body image intervention in a holistic school classroom
type: CreativeWork
description: Purpose: Body dissatisfaction is experienced by many adolescents and is linked to mental, physical, and social consequences. Increasing rates of body dissatisfaction amongst adolescents have led to developing teacher-delivered interventions to alleviate the reliance on external providers and increase the accessibility of such interventions. This paper describes a pilot study which explored the delivery of the Dove Confident Me 5-Session Body Confidence Program through a mixed methods approach. In this study, the researcher worked collaboratively with the students and teacher to determine program adaptations needed to elicit positive body image and self-esteem in a classroom in Saskatchewan. Method: This study took place at a small private school in Saskatchewan which delivers the Saskatchewan curriculum through a holistic lens with a focus on arts, community, and nature. A classroom teacher received training to deliver the Dove program to their classroom. A small sample of students (n=6) between the ages of 11-13 received sessions one to three of the Dove Confident Me 5-Session Program. Students were measured on body-esteem and self-esteem at baseline and post-intervention. Students also completed session evaluation forms after the delivery of each session and participated in a focus group guided by the researcher at the end of the program. Following the end of the program, the teacher participated in an open-ended interview with the researcher to share their experience and provide feedback about the program. Results: The quantitative measures were analyzed using SPSS Version 28 while the qualitative interviews were transcribed and coded using NVivo 12. The delivery of sessions four and five were cancelled due to low ratings of enjoyment of sessions and relevance of program for sessions one to three. Students showed no significant differences for self-esteem and body esteem from baseline to post-intervention. Students strongly disliked the binary gender approach to …
abstract: Purpose: Body dissatisfaction is experienced by many adolescents and is linked to mental, physical, and social consequences. Increasing rates of body dissatisfaction amongst adolescents have led to developing teacher-delivered interventions to alleviate the reliance on external providers and increase the accessibility of such interventions. This paper describes a pilot study which explored the delivery of the Dove Confident Me 5-Session Body Confidence Program through a mixed methods approach. In this study, the researcher worked collaboratively with the students and teacher to determine program adaptations needed to elicit positive body image and self-esteem in a classroom in Saskatchewan. Method: This study took place at a small private school in Saskatchewan which delivers the Saskatchewan curriculum through a holistic lens with a focus on arts, community, and nature. A classroom teacher received training to deliver the Dove program to their classroom. A small sample of students (n=6) between the ages of 11-13 received sessions one to three of the Dove Confident Me 5-Session Program. Students were measured on body-esteem and self-esteem at baseline and post-intervention. Students also completed session evaluation forms after the delivery of each session and participated in a focus group guided by the researcher at the end of the program. Following the end of the program, the teacher participated in an open-ended interview with the researcher to share their experience and provide feedback about the program. Results: The quantitative measures were analyzed using SPSS Version 28 while the qualitative interviews were transcribed and coded using NVivo 12. The delivery of sessions four and five were cancelled due to low ratings of enjoyment of sessions and relevance of program for sessions one to three. Students showed no significant differences for self-esteem and body esteem from baseline to post-intervention. Students strongly disliked the binary gender approach to …
author: Mooney, Kelsey
language: en
date published: 2022-07
date modified: 2026-07-24T04:03:39Z
provider: University of Regina
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Faculty of Graduate Studies and Research, University of Regina

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10294/15549

PropertyValue
property ID: DOI
value: 10.82465/4546