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The study will examine, through quantitative and qualitative research, how the delivery of the program "In Favor of Myself" to school children influences the program facilitators themselves, and the effect on their self-esteem, body-image, and media literacy.
In recent decades, the existence of prevention and intervention programs has gained momentum and has become an important part of our culture. Programs are delivered around the world in a wide variety of fields and subjects. They serve as an auxiliary tool for the improvement, awareness, empowerment, treatment and response to a range of social and personal behavioral issues and behaviors, eradication of harmful behaviors, and more.
In the literature there is ample evidence and proof of the nature of the effects and impact of different programs on the group of participants involved. Many successes in these programs relate to the contents of the program, the level of interest among the participants, the way the program is delivered, the degree of interaction between the facilitators and the participants, and more.
Yet there is little reference in the literature to the aspect that examines the program facilitators themselves and the potential impact that the programs will have on a variety of aspects and personal measures in the lives of the facilitators. Among these measures is the experience of instruction, including the experience of teaching and learning embodied in it, the involvement of the ego and the involvement of the facilitator in the tasks, the impact on the values and the personal level of the facilitators, including impact on their self-esteem.
This study will examine, through quantitative and qualitative research, how the delivery of the program "In Favor of Myself" to school children influences the program facilitators themselves, and the effect on their self-esteem, body-image, and media literacy.
The research hypothesis is that the self-esteem, body image, media literacy, the sense of ability, and personal empowerment of the group of facilitators who delivered the program will be increased, and their behavior will change according to the subjects of the program.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention Program Facilitators | Experimental | Participants will learn about and deliver (facilitate) a prevention program "In favor of Myself" to school-children |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Facilitation of a school-based program | Behavioral | Participants deliver the prevention program (described in previous research) to school-children. |
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| Measure | Description | Time Frame |
|---|---|---|
| Change from Baseline in Rosenberg Self Esteem Scale (RSE) | Rosenberg Self Esteem Scale (Rosenberg, 1965)- 10 items. Scoring involves a method of combined ratings. Low self-esteem responses are "disagree" or "strongly disagree" on items 1, 3, 4, 7, 10, and "strongly agree" or "agree" on items 2, 5, 6, 8, 9. Two or three out of three correct responses to items 3, 7, and 9 are scored as one item. One or two out of two correct responses for items 4 and 5 are considered as a single item; items 1,8, and 10 are scored as individual items; and combined correct responses (one or two out of two) to items 2 and 6 are considered to be a single item. | Measured twice over three months: Before beginning of program and after program ends. |
| Change from Baseline in Contingencies of Self Worth Scale (CSW) | Contingencies of Self Worth Scale- 25 items (Crocker et al., 2003). We used 2 subscales: Appearance and Approval from others. | Measured twice over three months: Before beginning of program and after program ends. |
| Change from Baseline in Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) | The Sociocultural Attitudes Towards Appearance Questionnaire (Schaefer et al., 2015). The investigators included 3 subscales: Internalization - Thin/Low Body Fat, Internalization - Muscular/Athletic, Pressures - Media- 14 items. Items are rated on a 5-point scale: (1) always, (2) often, (3) sometimes, (4) rarely, (5) never. The total score is based on computing the average. A higher score indicates higher pressure from the media to change one's look. | Measured twice over three months: Before beginning of program and after program ends. |
| Change from Baseline in Advertising Scale | The Advertising scale contains 1 item- Identification of strategies used by media. This question is reflected as a protective factor. It contains 8 different strategies which participants choose from: higher number of strategies identified indicate better media literacy. (Golan et al., 2013). |
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Inclusion Criteria:
Exclusion Criteria:
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| Measured twice over three months: Before beginning of program and after program ends. |
| Change from Baseline in Eating Disorders Inventory 2- Drive for Thinness | The EDI-2 Drive for Thinness sub-scale which includes 7 items. The items are rated on a 6-point scale: (1) never, (2) rarely, (3) sometimes, (4) often, (5) usually, and (6) always.The final score is computed by summing the points. Higher scores indicate a higher drive for thinness. | Measured twice over three months: Before beginning of program and after program ends. |
| Change from Baseline in Eating Attitudes Test | Eating Attitudes Test- 26 items The Eating Attitudes validated scale for children and adolescents. The items are rated on a 6-point scale: (1) never, (2) rarely, (3) sometimes, (4) often, (5) usually, and (6) always. Scores above 20 indicates a high level of concern about dieting, body weight, or problematic eating behaviors. (Maloney, McGuire, & Daniels, 1988) | Measured twice over three months: Before beginning of program and after program ends. |
| Change from Baseline in Body Esteem Scale | Body Esteem Scale- This questionnaire examines self-esteem of body and physical appearance and consists of 3 subscales: appearance (10 items), weight (8 items) and attribution 187 to others (5 items). Items are rated on a 5-point scale: (1) never, (2) rarely, (3) sometimes, (4) 188 often, and (5) always. A higher score indicates higher body-esteem (Mendelson, Mendelson, & White, 2001) | Measured twice over three months: Before beginning of program and after program ends. |
| Semi-structured interviews | A qualitative semi-structured interview is to be performed with 10 facilitators after delivery of the program. The interview will be conducted by a research student following guided instructions. The duration of the personal interview will be 90 minutes, will be recorded, completed and analyzed according to the qualitative research rules. | Measured once for 90 minutes, after completion of program delivery. |