BODY IMAGE WORKS INC.
P.O. Box 34117 RPO Calgary, AB T3C 3W2
phone: 403.243.5383
fax: 403.243-5439
email: info@bodyimageworks.com



There are legitimate concerns about the possibility that prevention efforts could inadvertently increase the very behaviors and attitudes they were designed to prevent (Cohn & Maine, 1998; Piran, 1998). Education programs that specifically address eating disorders through didactic teaching of signs and symptoms have been shown to be minimally effective in behavioral change. In fact, they may do more harm than good by causing undue attention to pathology with limited emphasis on healthy attitude and behavior change (Mann & Burgard, 1998; Rosen & Neumark-Sztainer, 1998). Prevention programming must be

developmentally appropriate and continuously reinforced (Piran, 1998). Youth must be consistently exposed to the ideas of self-acceptance and positive body image.





A number of current authors suggest a need for research that targets primary prevention and that recognizes the complexity of multiple factors (Fabrega & Miller, 1995; Nichter, Ritenbaugh, Nichter, Vuchobic, & Aiken, 1995; Noordenbos, 1994; White, 1992). In the past decade, increasing interest has focused on health promotion and eating disorder prevention programs. Echoing the movement toward mental health promotion in general, discussion in the area of eating disorder prevention has broadened beyond attempts to reduce risk. The result is a movement towards understanding factors that build

resilience in youth and protect youth from risk behaviors in general.

A health promotion approach to body image recognizes that the issue is more than just the prevention of an illness. Rather, the development of a healthy body image allows people to focus on their lives, not their looks. Piran (1998), a noted expert in the eating disorder field, identifies that prevention programs with the most favorable outcomes tend to rely on participatory, interactive approaches rather than the traditional didactic imparting of information. This includes developing strategies to enhance student self-esteem and building healthier social and relational contexts that include family and school. BRIDGE (Russell & Ryder, 2001), a tool co-authored by the developers of the kits, provides a conceptual framework for understanding eating disorders. (See Appendix A.)

Over the past decade, research has consistently found that targeting the reduction of a specific problem behavior has had limited impact (Scales & Leffert, 1999). The developmental assets framework, in addition to providing evidence for risk reduction, focuses on "giving kids what they need to succeed" (Search Institute, 1997).

The asset approach identifies 40 key developmental assets that create the building blocks for youth to grow up healthy, caring, and responsible adults. The Search Institute researched more than 500,000 6th to 12th grade

students to identify the 40 assets which are divided into "external" (support, empowerment, boundaries, and use of time) and "internal" (commitment to learning, positive values, social competencies, and positive identity) assets (Scales & Leffert, 1999). The power of these assets has been empirically demonstrated by citing more than 800 studies and examining what the assets mean in the lives of adolescents. Developmental assets clearly demonstrate that the more assets a young person possesses, the fewer risk behaviors they engage in (Scales, 1999). Perhaps more importantly, possessing more assets also means experiencing more positive outcomes like good health and success in school (Scales, 1999; Search Institute, 1997).

Meaningful learning experiences are participatory and facilitative to create an atmosphere that is rich in dialogue, self-reflection and critical enquiry. The traditional teaching paradigm as information transfer is being replaced with contemporary experiential learning perspectives where learning involves hands-on, flexible, stimulating and purposeful activities (Ruben, 1999).

A number of Curriculums from across Canada and the United States provided the backdrop to the development of the 2nd generation kits. Body Image Works, Inc. has consulted with a number of educators and successfully advocated for curriculum revisions that support the wellness philosophy outlined above.

The BODY IMAGE KITS are Alberta Learning Authorized Teaching Resources. The developers of the Body Image Kits were privileged to work with Alberta Learning on the new Health Curriculum. The result is a curriculum that supports the wellness focus outlined above, as body image and related issues are appropriately addressed throughout the curriculum.