Created to promote adolescent body confidence, the free downloadable tools are designed to help teachers and schools run body confidence workshops. These workshops allow teachers and pupils to explore the impact of image ideals portrayed through the media on young people's self-esteem.
Low body confidence and self-esteem affect young people's learning. Anxiety about appearance has been linked to poorer concentration and less engagement in class, resulting in worse academic performance. Globally, eight out of ten girls admit to opting out of important everyday activities, such as engaging with friends or loved ones, because of concern about their looks.
Confident Me is made up of single- and five-session tools designed to adapt to your time frame. Both tools have been proven to make a positive impact on improving body confidence. Exploring how society, professional and social media promote an unrealistic 'ideal' body, the workshops help young people to learn strategies to protect and build self-confidence in themselves and others.
References:
The Dove Global Beauty and Confidence Report, 2016
Reframing Beauty – Unlocking the Potential of Young Girls. Commissioned by Dove, 2014
The ‘Confident Me’ Workshop links with the following Key Competencies within the New Zealand Curriculum:
Thinking:
About the concept of appearance ideals and where the pressure comes from.
Using language, symbols and texts:
Build media literacy to explore how media and social media images can send messages that are often far from truthful.
Managing self:
Develop strategies to resist comparing themselves and challenge appearance ideals.
Relating to others:
Listen and participate in discussions recognising different points of view.
Participating and contributing:
Contribute appropriately as a group member and decide what action is to be taken based on the discussions that have taken place and the roles and responsibilities as a member of the community.
‘Confident Me’ also provides linkages to the Health and Physical Education, Social Sciences and English learning areas at level 4, these are outlined below:
Health and Physical Education
Personal Health and Physical Development
Personal growth and development Discuss possible adjustment strategies to the changes that occur during puberty (concept of appearance ideals and pressure)
Personal Identity
Describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth.
Relationships with other people
Identity, sensitivity, and respect
Recognise instances of media pressure and act responsibly to support their rights and feelings and those of other people.
Healthy Communities and Environments
Societal attitudes and values
Investigate and describe lifestyle factors that contribute to the well-being of people in New Zealand. (Resist comparing themselves, challenge appearance ideals, decide what action is to be taken)
Social Sciences
Social Studies
Understand how producers and consumers exercise their rights and meet their responsibilities. (Media vs consumer)
Understand how people participate individually and collectively in response to community challenges. (Taking action/having a voice)
English
Listening, Speaking and Viewing
Processes and Strategies
Integrate sources of information and prior knowledge confidently to express ideas. (viewing resources, making connections and sharing ideas)
Purposes and Audiences
Show an increasing understanding of how texts (images/advertisements/messages) are shaped for different purposes and audiences (media pressure/target audience/positive or negative).
Ideas
Shows an increasing understanding of ideas within, across and beyond texts, (images/advertisements/messages) and communicates ideas.
