Table 2 Dove Confident Me Indonesia: Single Session Intervention Summary

Introduction

1) Define body confidence (high body esteem).

2) Explain why body confidence is important.

3) Share information on the current state of body confidence among Indonesian boys and girls.

Psychoeducation

n/a

Activity One:

Appearance Ideals – the ‘Perfect-Looking” Girl/Boy

1) In small same-gender groups, students generate and record physical attributes that comprise the 'ideal' appearance for girls or for boys in their student worksheets (see Fig. 3).

2) Guided class discussion critically exploring societal appearance ideals (i.e., changes over time, differences across cultures, relevant influences, are they realistic?).

Psychoeducation

Internalisation of appearance ideals

Activity Two:

Is It Worth It?

1) Guided class discussion examining the costs of pursuing societal appearance ideals related to time, money, emotions, health, and relationships.

2) In small groups, students record the costs using silhouettes provided in their student worksheets (i.e., individual costs are recorded inside the silhouette; community and societal costs are recorded outside the silhouette).

3) As a class and then in pairs, students share why pursuing societal appearance ideals is a bad idea.

Cognitive dissonance

Internalisation of appearance ideals

Activity Three:

Spot the Difference

1) In small groups, students analyse the differences in four pairs of photos (provided in their student worksheets)  displayed in a 'before' and 'after' format in which the 'after' photo has been digitally altered (see Fig. 4).

2) Small groups discuss the techniques used on social media to change one’s appearance before and after a photo is taken; the impacts on young people; who benefits from digital alteration; and why it is unfair.

Media literacy

Cognitive dissonance

Internalisation of appearance ideals

Media pressure

Comparison

Activity Four:

Supporting Others to Be Body Confident

1) In pairs, engage in role plays of specific scenarios (provided in the student worksheets) in which one student must persuade the other to not compare themselves to media images and to not pursue societal appearance ideals. Each student must take on the role of the persuader. (See Fig. 5).

2) Guided class discussion on how media images are unreal and how comparison with them can be harmful.

Cognitive dissonance

Internalisation of appearance ideals

Media pressure

Take-Home Challenge:

Mirror Exercise

1) While standing in front of a mirror, students make a list of three things they value about their personality, three body parts they like because of what it allows them to do, and three body parts they like how they look.

2) While still in front a mirror, students say, “I like my XX” using the features they generated in their list.

Cognitive reframing (e.g., to think about body functionality)

Self-affirmation

Self-esteem

Attention bias

Conclusion

1) Each student writes down at least one thing they will do to promote body confidence (examples are provided).

2) Students sign and date these commitments.

3) Provide students an opportunity to share their commitments with the class.

n/a

n/a