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Implementing an evidence-based eating disorder intervention in a public school context: outcomes and implications

Descriptive

TitleInfo
Title
Implementing an evidence-based eating disorder intervention in a public school context: outcomes and implications
TitleInfo (type = abbreviated)
Title
Eating disorder intervention in a school context
Name (type = personal)
NamePart (type = family)
Silberman
NamePart (type = given)
Lyndsi Erin
DisplayForm
Lyndsi Erin Silberman
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Haboush
NamePart (type = given)
Karen L.
DisplayForm
Karen L. Haboush
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Elias
NamePart (type = given)
Maurice
DisplayForm
Maurice Elias
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-10
CopyrightDate (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2014
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The purpose of the current research was to explore change in student outcomes after participating in an intervention addressing healthy lifestyle habits as well as body acceptance. This intervention program utilized cognitive dissonance strategies in order to promote body acceptance and reject the culturally sanctioned standards of beauty, namely the thin ideal. This study examined 18 adolescent females who attended a large public high school in central New Jersey. Students were given measures at pretest and posttest assessing thin ideal internalization, body dissatisfaction, self-esteem, perceptions regarding ability to achieve long-term goals, and experience of school problems. Independent paired T-tests were utilized to assess significant changes from pretest to posttest. Additionally, ANCOVA and Chi Square analyses were utilized to assess demographic variables that may have been associated with significant change. This study yielded a wide variety of results. Significant changes from pretest to posttest were detected for thin ideal internalization, body dissatisfaction, and experience of school problems. Both age and grade levels in school were associated with some of these detected changes. This study was exploratory in nature and more research with a larger population and further adaptations to implementation within a school context is needed. Results may encourage current school-based practitioners to implement evidence-based intervention programs in a way that fits their school’s needs, while producing positive changes for students.
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Eating disorders in adolescence--Psychological aspects
Subject (authority = ETD-LCSH)
Topic
Eating disorders--Prevention and control
Subject (authority = ETD-LCSH)
Topic
Eating disorders in adolescence--New Jersey
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5609
PhysicalDescription
Form (authority = gmd)
electronic resource
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application/pdf
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text/xml
Extent
1 online resource (ix, 64 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Lyndsi Silberman
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3HH6HH4
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Silberman
GivenName
Lyndsi
MiddleName
Erin
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-04-29 17:25:19
AssociatedEntity
Name
Lyndsi Silberman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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