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Positive body image interventions for adolescent girls
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St. George, Michelle. Positive body image interventions for adolescent girls. Retrieved from https://doi.org/doi:10.7282/T3SQ92CN

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TitlePositive body image interventions for adolescent girls
NameSt. George, Michelle (author); Trigg, Mary (chair); Rodgers, Yana (internal member); Rajan, Julie (internal member); Rutgers University; Graduate School - New Brunswick
Date Created2015
Other Date2015-10 (degree)
SubjectWomen's and Gender Studies, Body image in girls, Body image in adolescence
Extent1 online resource (vi, 113 p. : ill.)
DescriptionThis thesis examines three positive body image interventions for girls in the United States and is supported with new evidence from a focus group discussion. Children are constantly bombarded with messages from the media, society, their peers, as well as countless other sources that tell them they are not good enough, smart enough, attractive enough, or thin enough. As a result, more and more children are putting their health and lives at risk by engaging in dangerous behaviors to achieve what they think are the ideal physique. The interventions that this study examines can be applied at the family level, individual level and cultural level. Two of the interventions focus on books; one is a self-help book, Beautiful You (2010), while the other is targeted for a family approach, The Body Image Survival Guide for Parents (2013). The third intervention this thesis examines is a New York City public health campaign called The New York City Girls Project. The support of the focus group included insight, views and real like experiences from current undergraduate females on the topic of positive body image interventions. While all three interventions have advantages and disadvantages and with conclusions from the focus group, this thesis argues that a multifaceted approach is needed when promoting a positive body image to young females.
NoteM.A.
NoteIncludes bibliographical references
Noteby Michelle St. George
Genretheses, ETD graduate
Persistent URLhttps://doi.org/doi:10.7282/T3SQ92CN
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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