Hidalgo Sarah G, Henning Taryn, Gomez Francesca, Perez Marisol
REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA.
Department of Psychology, Virginia Commonwealth University, Richmond, VA 23284-2018, USA.
Int J Environ Res Public Health. 2024 Mar 29;21(4):419. doi: 10.3390/ijerph21040419.
In the past 30 years, there have been numerous positive body image and eating disorder prevention programs targeting youth developed for school-based settings. Frequently, teachers are used as interventionists to increase dissemination, decrease costs relative to researchers, and increase scalability. However, little is known about teacher concerns and barriers that may hinder successful uptake and implementation. The current study recruited a total of 269 teachers who consented to implement a universal body image and appearance-related bullying and teasing prevention program in their classrooms as part of a randomized controlled trial. Teachers expressed some worry that they may say the wrong thing, and concern about feeling uncomfortable teaching the program due to their own body dissatisfaction. Teacher's ethnicity, gender, years teaching, dieting behaviors and other weight control behaviors, and self-efficacy were not associated with concerns related to teaching the curriculum. Teachers with lower body esteem reported higher concerns and anxiety related to teaching a body image curriculum. In free response items, teachers worried about handling student comments that were beyond the scope of the curriculum. Teacher self-efficacy was the only variable associated with the number of program sessions implemented. Findings suggest avenues to increase implementation.
在过去30年里，针对青少年，为学校环境开发了许多积极的身体意象和饮食失调预防项目。通常，教师被用作干预者，以增加传播范围、相对于研究人员降低成本并提高可扩展性。然而，对于可能阻碍成功采用和实施的教师担忧及障碍却知之甚少。当前研究共招募了269名同意在其课堂上实施一项与身体意象及外表相关的欺凌和取笑预防通用项目的教师，作为一项随机对照试验的一部分。教师们表达了一些担忧，即他们可能说错话，以及担心由于自身对身体的不满而在教授该项目时感到不自在。教师的种族、性别、教学年限、节食行为及其他体重控制行为，以及自我效能感与教授该课程的相关担忧无关。身体自尊较低的教师报告称，在教授身体意象课程时的担忧和焦虑程度更高。在自由回答项中，教师们担心如何处理超出课程范围的学生评论。教师自我效能感是与实施的项目课程节数相关的唯一变量。研究结果表明了增加实施的途径。
