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Schools are treated as key sites for universal intervention to promote health, self-esteem, and size acceptance while reducing unhealthy eating and body-based bullying. Implementation is shaped by culturally embedded ideals of body perfection. A case-study design with planned behavior analysis examines curriculum implementation across six schools, revealing complex interacting beliefs and efficacy perceptions, with solutions suggested through knowledge mobilization and critical body literacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/giving-permission-to-be-fat-examining-the-impact-of-body-based-belief-systems/595560/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/giving-permission-to-be-fat-examining-the-impact-of-body-based-belief-systems/595560.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the body image and self-esteem curriculum in elementary schools?","Question",{"text":112,"@type":113},"It was developed to provide curriculum materials that address students’ weight preoccupation and to support health, self-esteem, and acceptance across Grades 1–8.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study analyze the implementation of the curriculum across schools?",{"text":117,"@type":113},"The research used a case study methodology and a planned behaviour analysis framework, incorporating school visits, teacher interviews, and analysis of classroom outputs.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings suggest about beliefs affecting curriculum implementation?",{"text":121,"@type":113},"In addition to school-specific factors, multiple intersecting and competing beliefs influence implementation, indicating a need for knowledge mobilization to help teachers develop more critical understandings of body literacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595560,1792891895,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Giving Permission To Be Fat? Examining the Impact of  \nBody-Based Belief Systems  \nLorayne Robertson  \nUniversity of Ontario Institute of Technology  \nDianne Thomson  \nUniversity of Ontario Institute of Technology  \nAbstract  \nBody image might be explained as “how we picture ourselves” and, while the image may or may not be accurate, it can affect decisions about physical, social, and emotional health. Schools are seen as potential sites for universal intervention programs to promote health, self-esteem, and size acceptance, and also to discourage unhealthy eating and body-based bullying. The implementation of a body image program is contextualized by embedded cultural ideals of body perfection, which affect students and teachers and potentially affect implementation. This research uses a case study methodology and a planned behaviour analysis framework to analyze the issues that emerge in the implementation of a body image and self-esteem curriculum across six schools. The findings provide a window on the complexity of behavioural beliefs, cultural beliefs, and perceptions of efficacy impacting a body image curriculum project. The authors see potential solutions in knowledge mobilization and critical body literacy.  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:4 (2014)©2014 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nKeywords: body image, self-esteem, knowledge mobilization, health literacy, critical body literacy  \nRésumé  \nLe schéma corporel peut être expliqué comme le suivant, «la façon dont nous nous imaginer» et, alors que cette façon peut être, ou n’est pas, précise; elle peut influer sur les décisions relatives à la santé physique, sociale et affective. Les écoles sont considérées comme des lieux potentiels pour les programmes d’interventions universelles pour promouvoir la santé, l’estime de soi et l’acceptation de la taille du corps, et aussi capable dedécourager les mauvaises habitudes alimentaires et le corps d’après l’intimidation. Cette recherche utilise une méthodologie d’étude de cas et un cadre d’analyse du comportement planifié pour examiner les problèmes qui ont apparus dans l’exécution d’un programme de l’image corporelle et de l’estime de soi à travers six écoles. Les résultats fournissentune fenêtre sur la complexité des croyances comportementales, les croyances culturelleset les perceptions de compétences évidentes dans l’exécution d’un programme de l’image corporelle. Les auteurs remarquent des solutions possibles en envisagent des approches plus critiques de l’alphabétisation du corps.  \nMots-clés : schéma corporel, estime de soi, la mobilisation des connaissances, l’alphabétisme en matière de santé, l’alphabétisation critique du corps  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:4 (2014) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nA body image and self-esteem curriculum for elementary schools (Grades 1–8) was developed by a teachers’ organization because teachers were asking for curriculum materials to address student weight preoccupation. Working with an advisory committee of health practitioners, eating disorder specialists, and researchers, a grade-specific body image and self-esteem curriculum was developed. One year later, six schools were approached by the teachers’ organization to participate in a research study on the implementation of the curriculum. Data include school visits, individual teacher interviews, and analysis of classroom outputs (e.g., student writing) . Findings indicate that, in addition to school-specific factors, there are multiple, intersecting, and competing beliefs tobe considered when implementing a body image and self-esteem curriculum, and thereis a need for knowledge mobilization to help teachers develop more critical understandings of body literacy. School-specific findings are reported, classified by implementation levels.  \nA Revi","cbCaib3UnEoNDAGI","https://ap.wps.com/l/cbCaib3UnEoNDAGI","pdf",357621,25,"English","# Abstract\n# Résumé\n# Introduction\n# A Review of the Research\n# The Importance of a Body Image Curriculum","[{\"question\":\"What was the purpose of the body image and self-esteem curriculum in elementary schools?\",\"answer\":\"It was developed to provide curriculum materials that address students’ weight preoccupation and to support health, self-esteem, and acceptance across Grades 1–8.\"},{\"question\":\"How did the study analyze the implementation of the curriculum across schools?\",\"answer\":\"The research used a case study methodology and a planned behaviour analysis framework, incorporating school visits, teacher interviews, and analysis of classroom outputs.\"},{\"question\":\"What did the findings suggest about beliefs affecting curriculum implementation?\",\"answer\":\"In addition to school-specific factors, multiple intersecting and competing beliefs influence implementation, indicating a need for knowledge mobilization to help teachers develop more critical understandings of body literacy.\"}]","Giving Permission To Be Fat - Examining the Impact of Body-Based Belief Systems | PDF",1792081384,63]