Why weight: how does professional development about weight-related issues impact schools?
Date
2012
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Abstract
This project focused on teacher preparation for health and well-being in schools through professional development for teachers in a rural K-12 school in Alberta. Although the role of schools in prevention efforts has been explored in the literature, few studies have examined sensitizing teachers to health promoting messages, including their own conception of and attitudes toward weight. The study was conducted with twelve teachers and fifty-seven students. Body image satisfaction, school climate, self-efficacy, and weight-bias were assessed before and after a professional in-service. At three month follow-up the above were reassessed, and qualitative data regarding teaching practice was collected. Results suggest that teachers are not immune to cultural messages that perpetuate the thin ideal and weight-bias. Providing professional development for teachers may promote more positive attitudes and practice regarding body image, weight-bias, and weight/eating-related concerns. Future evaluation with a larger sample size (more than one school community) is needed.
Description
Bibliography: p. 91-114
Includes copy of ethics approval. Original copy with original Partial Copyright Licence.
Includes copy of ethics approval. Original copy with original Partial Copyright Licence.
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Citation
Ireland, A. (2012). Why weight: how does professional development about weight-related issues impact schools? (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/5046