Body Image Lesson
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The document summarizes a lesson plan about body image for teens. The plan has students form same-sex groups to make lists of body parts their gender feels dissatisfied with and collages of attractive members of their sex. Groups then share their lists and collages. The teacher leads a discussion about where ideas of attractiveness come from, the influence of media images and others' opinions, and what qualities beyond appearance make someone attractive. The goal is to increase awareness of media influences and help teens feel better about their bodies.
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![A Lesson Plan from Life Planning Education: A Youth Development Program
Body Image
Purpose: To increase each teen's awareness of his/her physical self and of media
influences on her/his self-image and behavior
Materials: Popular magazines for clipping; scissors and glue; newsprint [two sheets for
each group of four or five teens] and markers; masking tape
Time: 40 to 50 minutes
Planning Notes: Make sure you have diverse magazines offering pictures of men and
women of varied race/ethnicity but especially of those to which the teens in the group
belong.
Procedure:
1. Point out that many people do not feel proud and confident about how they look.
Some people don't feel good about their body.
2. Form same-sex groups of four to five youth in each group. Give each group two
sheets of newsprint and a marker.
3. Give instructions for the activity:
• You will have 20 minutes to complete this activity.
• Make a list on one piece of newsprint of the parts of the body that people of your
gender often feel dissatisfied with. Label your list Men often do not like… or
Women often do not like…
• Using two or three magazines, find pictures of members of your sex that you
think are attractive. Make a collage of these pictures or your own drawings on the
other piece of newsprint. Add words or phrases that describe an attractive member
of your own sex.
• When you have finished the collage, tape both the list and the collage side by side
on one of the walls.
4. Allow about 20 minutes for the groups to work, then request everyone's attention.
Ask teens to walk around the room. read the lists, and look at the collages.
5. Ask everyone to take a seat. Summarize what you see on the lists and ask
thoughtful questions about what the lists and collages. For example, if several
male lists include height, you might say and ask the following: I notice that
several groups of young men listed height as one thing men often do not like
about their bodies. I see lots of tall men in the collages. What does that say about
men who are short or of medium height? Can they still be attractive? Why do you
think that only tall men are attractive?
6. Conclude the activity with the Discussion Points.](https://image.slidesharecdn.com/bodyimagelesson-100211185832-phpapp02/85/Body-Image-Lesson-1-320.jpg)
![Discussion Points:
1. Do you think that women or men generally more satisfied with their bodies?
Why?
2. Where do we get our ideas about what is attractive and what is not?
3. Did you find pictures that coincided with your ideas about what is attractive? If
not, what were you looking for that you couldn't find?
4. Are you affected by other people's opinions about your body? How do you know
what their opinions are?
5. Do media images influence how attractive or appealing we feel? Does the
behavior of people toward we are attracted influence how we feel? [If youth
respond that the attitudes and behaviors of people of the opposite sex influence
how they feel, be sure to point out that not everyone is romantically interested in
someone of the opposite sex.]
6. Can we change some parts of our bodies? Which ones and how? [Circle those
parts on some of the lists.] Have we really changed when we change these parts of
our bodies? Are we better people?
7. What parts of us can we not change? Does our inability to change some parts of
our bodies mean we are unattractive? Why not?
8. What is it about us that is attractive and that does not rest on our appearance? [If
youth do not suggest these things, be sure to bring them up: humor, intelligence,
friendliness, kindness, tact, consideration, patience, determination, compassion.
How about our ability to love and be loved, to be a good parent, student,
employee, or employer, friend, neighbor?]
9. What things can teens do to feel better about their bodies? [Answers should
include supporting each other, paying less attention to media images, talking to a
counselor.]
Adapted from Life Planning Education, a comprehensive sex education curriculum.
Washington, DC: Advocates for Youth, in press.
http://www.advocatesforyouth.org/lessonplans/bodyimage.htm](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Section 1: What Do You Think?
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Section 1: What Do You Think?
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Section 1: What Do You Think?
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Understanding
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Understanding
and Working
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Learning Points
How do I:
• Figure out my strengths and understand how they might guide me in
personal and professional choices?
• Know what motivates me in order to reach my potential?
• Assess my limitations and develop a plan for improving in these areas?
• Gain understanding and insight into my personality, attitudes, and
behaviors?
• Identify the biases I have that affect my understanding and appreciation
of others?
Jacob Morgan, age 22, was excited about his first job out of college. He had worked sum-
mer jobs and one internship, but never in an environment as professional as the bank for
which he’d work upon graduation. After taking some time off in the summer, he began
work in August. Eager to show he was worthy of having ...
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Up Close And Personal Sexuality
This document provides instructions for an activity called "Up Close and Personal" that allows students to discuss personal opinions, feelings, and values related to sexual health in a safe environment. The activity involves students sitting in a circle and taking turns responding to unfinished sentence stems about various topics. It is meant to help students develop interpersonal communication and self-awareness skills. The facilitator establishes ground rules for confidentiality and respect before reading sentence stems. Students take turns responding around the circle without interruption. The facilitator guides discussion and ensures rules are followed. The goal is to give students a chance to openly discuss sensitive topics in a structured way.
Circles Of Sexuality Lesson Hs
The document outlines a lesson plan from a youth development program on the circles of human sexuality. It aims to develop a broad understanding of sexuality beyond just sexual intercourse. The lesson explains sexuality through five circles - sensuality, intimacy, identity, reproduction and sexualization. It will provide examples for each circle and have students write them in the corresponding circle. Discussion questions at the end aim to get students thinking more about the different circles.
Sex in the Media: Television Shows and Movies -- Religion C.P.T.
The document discusses how sex is portrayed in television shows and movies. It notes that the media promotes pre-marital sex and idolizes false gods like fame and wealth. This can lead people to engage in illegitimate sex and suffer consequences. The document calls for prayers for those affected and corrupted by these media influences, and for leaders who will bring justice and equality.
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APSTToolkitComplete 11 7
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
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The document discusses several topics related to attitudes and interpersonal relationships:
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The Interview Discovering Difference and Working Towa.docx
The Interview
Discovering
Difference: and
Working Toward
Understanding
T
In this interview you work to understand another human
being by developing a receptive and welcoming attitude toward your interviewee. You
will review the principles of CMM as you understand them, keeping in mind that this
interview is designed to help you create a positive social world with another person who is
different from you. Two things to keep in mind from CMM are to listen in a way that makes
others want to speak to you, and to speak in a way that makes others want to listen to
you.
You will also make use of Politeness Theory as you speak and listen in such a way as to
maintain the “face” of another human being, that is, the self-respect that person has for
him or herself and treating that person with dignity. Recognize that we all want to be
liked, admired, appreciated and approved. Respond to the other with empathy and
compassion.
Work toward having that “authentic dialog” mentioned by Paolo Freire. This means
regarding the other person as a genuine subject. Finally, you will complete the “praxis” as
Freire defines it, by not only acting through the interview, but by reflecting upon it at the
conclusion.
Finding Commonality
Introduction
2 lorem ipsum :: [Date]
Action/Reflection
You do not have to ask all of these questions. These are
just to prompt you to go forward. These, however, are
good questions and should elicit some deep and
meaningful dialog. Here are some sample questions you
might ask your interviewee:
Key Scenes
1. Please describe a scene, episode, or moment in
your life that stands out as a really positive
experience.
2. In reviewing your life, is it possible to find key
moments that stand out as turning points for you.
These are episodes that you see as a turning point
in your entire life.
3. Could you detail a positive childhood memory
from your early years as a child. Please describe
this in detail. What happened, where and when
did it happen, who was involved, and what were
you thinking and feeling? What does this memory
say about your life?
4. Vivid adult memory. Please identify one memory
that you have had as an adult, something
memorable or vivid that happened to you in your
adult years. Please describe this in detail.
5. Wisdom event. Find an event in your life where you
displayed wisdom. This could be a time in which
you acted or interacted in an especially wise way
or provided wise counsel, or advice, made a wide
decision or otherwise behaved in a wise manner.
What happened, where and when, who was
involved, and what were you thinking and feeling.
What does this memory say about you and your
life?
6. Religious spiritual or mystical experience. Whether
you are religious or not, some people report they
have felt a transcendent sense of something
sacred at one time or another in their lives., some
feeling of oneness with nature or the ...
Developing the Whole Person.pptx
the relationship of the different aspects of
development with your thoughts, feelings and actions in dealing
with life situations
Ak iowa-handouts
This document outlines an exercise to examine cultural biases about gender roles and leadership. Participants are each given a task, such as listing characteristics of an ideal person, leader, man or woman. They then discuss their lists in groups and as a larger group to analyze similarities and differences. The goals are to look for overlap between stereotypes and roles, see how perceptions may impact women, and discuss any surprises. Instructions provide templates for tasks and questions to guide reflection on biases revealed. The exercise aims to promote understanding of how sexism can unconsciously influence views of propriety roles.
6.2p, 6.3p Body Image Influences.pptx
This document discusses how culture, media, and other external factors influence perceptions of body image. It provides several activities for students to analyze these influences, including how social media, television, movies, and friends can shape ideas of body image. Students are encouraged to identify celebrities that have helped change perceptions and discuss how fixed body ideals from media can influence self-esteem. The goal is for students to understand these societal pressures and develop strategies to reduce feelings of needing to look a certain way.
Session 2 healthy, positive social norms
This document provides information about bystander intervention and social norms. It discusses how social norms are constructed and influence behavior, using examples like "lad culture". Unacceptable behaviors like harassment and sexual assault are shown to exist on a spectrum, and bystander intervention can help shift the norm towards healthy behaviors. The document advocates consistently reinforcing that harmful behaviors are unacceptable in order to change social perceptions and discourage such actions. Role plays demonstrate intervening when witnessing inappropriate language or attitudes. The goal is to describe how social norms impact society and how positive intervention can change norms and prevent problematic behaviors.
CLASS ASSIGNMENTS (Choose OneWriting Project, Discussion Grou.docx
CLASS ASSIGNMENTS (Choose One:
Writing Project, Discussion Group or Couple Enrichment):
Option #1:
WRITING
PROJECT
(Choose 1 out of the following 7 Topics)
:
Paper
heading
should include:
Student Name;
Student ID #;
and Section 001.
Pages must be:
typed and double-spaced:
12 point font;
1” margins.
It should be a minimum of 6 pages and is due on
March 30th
.
HARD COPY ONLY.
Choose 1 of the following 7 topics. Your paper should be divided into 2 sections.
Section 1: (2 -3 pages)
- “What Do You Think” - asks
you
to reflect and discuss the topic area.
Section 2: (3-4 pages)
– “What Does Research Tell Us” – asks you to discuss
your review
of the
literature, with appropriate references and bibliography, on the topic area.
PLEASE use the following headings within your paper:
Section 1: What Do You Think?
Section 2: What Does Research Tell Us?
1.
TOPIC 1
·
Section 1: What Do You Think?
:
Do you think that sex or violence on television influences how promiscuous or violent our society becomes? Do you think the sexual stereotypes in commercials and advertisements shape our attitudes toward gender relations? How do you think you have been influenced by the media?
·
Section 2: What Does Research Tell Us?
:
Discuss what research has revealed regarding the impact of sexually violent and degrading media on the attitudes and behaviors of men and women. What effect, if any, does this “exposure” have on intimate relationships?
2.
TOPIC 2
·
Section 1: What Do You Think?
:
Describe your ideal marriage/cohabitating partner and their characteristics (e.g. appearance, personality, and occupation). What circumstances or conflicts (if any) would lead you to consider a separation or divorce (e.g. infidelity, refusal to have children, disease, or cross-dressing)?
·
Section 2: What Does Research Tell Us?
:
After a review of the literature, discuss the factors that determine with whom we fall in love; and the principle factors involved in keeping a relationship strong.
3.
TOPIC 3
·
Section 1: What Do You Think?
:
Imagine that you have always been attracted emotionally and sexually to your own sex and that your family has rather traditional religious and conservative views. Would you tell your family about your attraction? If you were to disclose your sexual orientation to your family, how would you do it? What do you think their response would be?
·
Section 2: What Does Research Tell Us?
:
From your research, what are the steps that people can take to communicate to others about their sexual orientation? What is the process of “coming out”? Briefly discuss the social and psychological effects on people who are unable to disclose their sexual orientation or introduce a lifetime partner to family and friends.
4.
TOPIC 4:
·
Section 1: What Do You Think?
:
Both men and women may sometimes give unclear signals about whether they are willing to engage in sexual contact when they are in a potent.
Personality development - Dr.R.Dakshinamurthy, Bharathidasan University, Tiru...
THIS PPT SPEAKS ABOUT THE VARIOUS RULES TO DEVELOP PERSONALITY OF AN INDIVIDUAL TO LEAD A HAPPY LIFE
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This document outlines the objectives, contents, learning resources, and procedures for a lesson on human sexuality and managing sexuality-related issues. The objectives are to understand human sexuality, appropriately manage sexual issues through informed decisions, and identify terms related to sexuality. The contents will discuss gender and human sexuality, sexuality-related issues. Learning resources include textbooks, manuals, and online videos. The procedures describe class discussions and activities to help students explore factors that influence sexuality, analyze gender roles and stereotypes, and promote gender equality.
Attitudes, beliefs and social cognition
This document discusses attitudes, beliefs, and social cognition. It begins by defining attitudes as favorable or unfavorable evaluations of people, objects, or situations. Attitudes have three components - cognitive, affective, and behavioral. The document then discusses how attitudes are formed through direct contact, direct instruction, and interaction with others. Attitudes help us understand the social world, describe social groups, understand our identity, and gain approval from others. The document concludes by stating that attitudes are learned and can change over time or through new experiences.
AnatomySocial_JDBassociates
This document outlines strategies for providing sexuality education to a 16-year-old male with autism. It describes an incident where the teen inappropriately touched his young female cousins and became confused and upset when reprimanded. His father and uncle took him to see a consultant to learn about puberty and appropriate social behaviors.
The consultant recommends individualized socio-sexual education sessions covering topics like puberty, private vs public behavior, relationships, and masturbation. Teaching methods should include visuals, role-playing, social stories and limit stress. The goal is to provide knowledge of physical and emotional development to help the teen understand social norms and reduce inappropriate behaviors. Research supports addressing masturbation in a factual, individualized way
Session1 short
This document outlines an agenda for a coaching session on developing a model to help people grow past socially constructed limits. The session will introduce participants, provide an overview of the coaching for emancipation model, and discuss the first module on development and oppression. The model uses four modules to help people critically reflect on their beliefs, perspectives and narratives. Participants will discuss questions life asks them and demands of modern life. The goal is to help individuals find their full potential without labels imposed by society. Feedback from sessions will be used to refine the coaching approach.
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docx
UNIT 4
LEADING INDIVIDUALS AND GROUPS
15. Effective and Ethical Use of Power and Influence
16. Networking and Mentoring
17. Coaching and Providing Feedback for Improved
Performance
18. Leading and Empowering Self and Others
19. Project Management
UNIT 3
UNDERSTANDING AND WORKING IN TEAMS
9. Negotiation
10. Building Teams and Work Groups
11. Managing Interpersonal and Organizational
Conflict
12. Achieving Business Results through Effective
Meetings
13. Facilitating Team Success
14. Making Decisions and Solving Problems Creatively
UNIT 2
INTERPERSONAL EFFECTIVENESS:
UNDERSTANDING AND WORKING WITH OTHERS
5. Understanding and Working with Diverse Others
6. Listening and Nonverbal Communication
7. Communicating Effectively
8. Persuading Individuals and Audiences
UNIT 1
INTRAPERSONAL EFFECTIVENESS:
UNDERSTANDING YOURSELF
1. Journey into Self-awareness
2. Self-disclosure and Trust
3. Establishing Goals Consistent with Your Values
and Ethics
4. Self-management
dej11632_ch01_002-024.indd 2 1/22/18 4:05 PM
T he first leg of your journey toward interpersonal skill development begins with an opportunity to take inventory of your strengths and your development goals. This first unit is devoted to intrapersonal effectiveness—understanding yourself
(and your goals, strengths, weaknesses, style, biases) and improving self-management
skills, such as emotional intelligence, time management, and stress management. As
you’ll discover, “knowing yourself ” may not be as easy as it sounds. We give you the
tools to facilitate this process. Each of the four chapters in this unit helps you increase
the odds of achieving intrapersonal effectiveness, and ultimately, personal and profes-
sional success and satisfaction. This first leg provides a solid start to your journey, as
well as a strong foundation on which to build interpersonal, team-based, and leadership
skills in the units that follow.
Unit 1
Unit One:
Intrapersonal
E�ectiveness:
Understanding
Yourself
Unit Two:
Interpersonal
E�ectiveness:
Understanding
and Working
with Others
Unit Four:
Leading
Individuals and
Groups
Unit Three:
Understanding
and Working in
Teams
dej11632_ch01_002-024.indd 3 1/22/18 4:05 PM
4
Learning Points
How do I:
• Figure out my strengths and understand how they might guide me in
personal and professional choices?
• Know what motivates me in order to reach my potential?
• Assess my limitations and develop a plan for improving in these areas?
• Gain understanding and insight into my personality, attitudes, and
behaviors?
• Identify the biases I have that affect my understanding and appreciation
of others?
Jacob Morgan, age 22, was excited about his first job out of college. He had worked sum-
mer jobs and one internship, but never in an environment as professional as the bank for
which he’d work upon graduation. After taking some time off in the summer, he began
work in August. Eager to show he was worthy of having ...
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The document discusses concepts of gender and human sexuality, explaining that sexuality is an important part of one's personality from birth through adulthood. It aims to provide education on these topics to help students make intelligent decisions about sexual behaviors and mature into well-rounded adults. Several lessons define key terms, discuss factors influencing sexuality, and promote developing a healthy sexuality through life skills and decision making.
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This lesson plan introduces the topic of social media and body image as well as a penpal project between two schools. Students will discuss issues related to unrealistic beauty standards promoted by social media. They will also learn about cultural differences in beauty standards around the world. The main activities include analyzing a cartoon about plastic surgery, a presentation on global beauty standards, and an activity comparing edited vs. unedited online images. Finally, students will begin writing emails to their new penpals from another school as part of an exchange project.
Body Image and Media's Impact Survey
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Teaching Sex and Relationship Education
This document proposes a plan for teaching sex and relationship education (SRE) in primary schools. It recommends starting SRE in Year 1 to help children understand their bodies and identities. Key Stage 1 topics include identifying male and female body parts and characteristics. Pedagogical approaches suggested include discussion, role-play, and using diagrams. For Key Stage 2, topics become more in-depth, covering reproduction, relationships, and good and bad touches. Years 5-6 address puberty and personal hygiene. The plan emphasizes creating a safe learning environment using a written working agreement.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Body Image Lesson
- 1. A Lesson Plan from Life Planning Education: A Youth Development Program Body Image Purpose: To increase each teen's awareness of his/her physical self and of media influences on her/his self-image and behavior Materials: Popular magazines for clipping; scissors and glue; newsprint [two sheets for each group of four or five teens] and markers; masking tape Time: 40 to 50 minutes Planning Notes: Make sure you have diverse magazines offering pictures of men and women of varied race/ethnicity but especially of those to which the teens in the group belong. Procedure: 1. Point out that many people do not feel proud and confident about how they look. Some people don't feel good about their body. 2. Form same-sex groups of four to five youth in each group. Give each group two sheets of newsprint and a marker. 3. Give instructions for the activity: • You will have 20 minutes to complete this activity. • Make a list on one piece of newsprint of the parts of the body that people of your gender often feel dissatisfied with. Label your list Men often do not like… or Women often do not like… • Using two or three magazines, find pictures of members of your sex that you think are attractive. Make a collage of these pictures or your own drawings on the other piece of newsprint. Add words or phrases that describe an attractive member of your own sex. • When you have finished the collage, tape both the list and the collage side by side on one of the walls. 4. Allow about 20 minutes for the groups to work, then request everyone's attention. Ask teens to walk around the room. read the lists, and look at the collages. 5. Ask everyone to take a seat. Summarize what you see on the lists and ask thoughtful questions about what the lists and collages. For example, if several male lists include height, you might say and ask the following: I notice that several groups of young men listed height as one thing men often do not like about their bodies. I see lots of tall men in the collages. What does that say about men who are short or of medium height? Can they still be attractive? Why do you think that only tall men are attractive? 6. Conclude the activity with the Discussion Points.
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