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Body Image Prevention Program for Girls in Junior High School: a Dynamic Movement Psycho-Educational Approach
body image； teenage girls； psycho-educational program； dance/movement therapy
|Issue Date:||2020-10-29 09:19:50 (UTC+8)|
|Abstract:||身體意象是青少女發展中一項重要的主題，許多研究指出，不良的身體意象與青少女的憂鬱、飲食障礙有密切的關係；健康的身體意象也與自尊、自我效能有顯著的正向關係。為強化教育品質，當今教育心理研究者，對青少女開發出多樣的身體意象預防性方案，來提升並促進青少女的身心健康。目前發展的身體意象主要是以口語教導或活動方式進行，本研究將從舞蹈治療的動勢心理教育進行國中生少女身體意象的研究，從身體經驗的過程了解自己的身體意象，增進少女自尊及自我效能。 本研究擬以國中女生為對象，以橫斷的研究方法，招募75名國中女生來執行。本研究將採用前-後測對照組設計，比較實驗組（動勢心理教育組）與兩組對照組（每組各25名），瞭解她們在方案前後，及3個月追蹤時，在身體意象、自尊及自我效能上的改變。本研究將基於研究者過往的理論與實務經驗，對實驗組設計8週，每週90分鐘的動勢心理教育方案。兩組對照組亦將以同樣的課程數與時間，對照一組接受流行熱舞團體課程（兩個年齡層都將一致，唯內容將依年齡作調整），對照二組則接受一般靜態閱讀討論課程。本研究依變項包括：（1）身體意象；（2）自尊；（3）自我效能。資料分析將採用二因子混合設計，檢視組別（實驗組與兩組對照組），及方案前後與追蹤（方案前、方案後、3個月追蹤）的兩個主要因子效果及交互作用效果。此外，為瞭解參與學員的主體身體經驗，本研究亦將以焦點團體討論的方式，深入瞭解參與學員在參加方案後，在身體意象及相關的身心變化狀態。 預期這項研究的發現，將能了解動勢舞蹈治療取向對不同年齡少女所進行的身體意象預防方案成效。|
Body image is one of the crucial topics in the development of female adolescents. The literature has revealed that inappropriate body image is highly associated with depression and eating disorders. Healthy body image was believed related positively with self-esteem and self-efficacy. For enhancing the quality of education, many scholars have developed various kinds of prevention programs for body image in female adolescents with different age periods. However, these programs were mainly used in verbal instruction or activity-based strategies. Thereby, in this study, we propose a dance/movement therapy approach in the prevention program for body image named “dynamic movement psycho-educational program” in teenage girls. This new program could not only promote the self-image through body experience but also helps their self-esteem and self-efficacy. One year proposal was provided with cross-sectional design. Seventy-five teenage girls will be recruited each year. Two 75 female in junior high from a complete high school are participated in the year. A pre-posttest control group design will be employed to examine the outcome of this program with two other comparison groups (each group will be 25 members) and be followed up 3 months later in the indexes of body image, self-esteem, and self-efficacy. Based on the primary investigator’s theoretical and practical experiences, the dynamic movement psycho-educational program in the experimental group will be designed in 8 sessions in 8 weeks, each session arranged 90 minutes curriculum. Two controlled groups will keep the same quantity of curriculum as in the experimental group. The first control group will be designed in MV dance group (the content will be arranged with the developmental level). The second control group will be arranged in book-reading group. Three sets of dependent variables are measured: (1) body image; (2) self-esteem; (3) self-efficacy. Two-way mixed design ANOVA will be performed to compare the effects of group, phases, and the interaction. In addition, the focus group interview method will be used in qualitative approach for exploring the participants’ body experiences and related mind/body change after they attended the dynamic movement psycho-educational program. It is expected that the results will enrich our understanding of dynamic movement dance/movement approach for the prevention of body image in different aged female.
|Appears in Collections:||[教育學系] 研究報告|
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