COL240 Body Image and Mental Health Issues Research Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
COL240 Body Image and Mental Health Issues Research Paper
COL240 Research Paper Outline Fall 2014
Name: Lamya Khalid Section: EWS-240-503 Research Topic Body Image Thesis negative body image that society imposes on us might or will causes so many issues especially for woman’s who are over or under weight, as physical health issues and, mental health issues.
SUPPORT Section 1 Body image and mental health issues
Idea 1 – How it could cause eating disorders Sources Idea 2 – It affect the self-esteem Idea 1 -Brechan, I., & Kvalem, I. L. (2015). Body dissatisfaction predicts development of disordered eating (e.g., Wertheim, Koerner, & Paxton, 2001), but why body dissatisfaction may lead to disordered
eating remains an unanswered question. Self-esteem and negative emotions (e.g., depression) have been
proposed as mediators in the relationship between body dissatisfaction and disordered eating (Fairburn et
al., 1999, Vitousek and Hollon, 1990), but with mixed results (e.g., Heywood and McCabe, 2006, Van den
Berg et al., 2002).
Idea 2 – Body Image, Self-Esteem, and Mental Health. (n.d.). Body image and self-esteem directly
influence each other—and your feelings, thoughts, and behaviours. If you don’t like your body (or a part
of your body), it’s hard to feel good about your whole self. The reverse is also true: if you don’t value
yourself, it’s hard to notice the good things and give your body the respect it deserves.
SUPPORT Section 2 Body image and physical health issues
Idea 1 -Unhealthy diet Sources Idea 2 – Eating pattern Idea 1& Idea 2 -Bibiloni, M., Pich, J., Pons, A., & Tur, J. A. (2013). A pattern of healthy eating habits and adequate physical activity during adolescence reduces the risk of major chronic diseases
Idea 3 – Eating disorders
SUPPORT Section 3 Body image and bullying
[4-6]. However, a high intake of total fat, saturated fat and sodium, a low intake of vitamins and minerals, and a low consumption of fruits and vegetables are usual dietary patterns among adolescents [7-9], and only a small proportion of the Balearic Islands’ adolescents met the requirements of dietary fibre, folate, iodine, total fat, saturated fat, polyunsaturated fatty acid, total carbohydrate, and fruit and vegetables .
Idea 3 -Voelker, D. K., Reel, J. J., & Greenleaf, C. (2015). The complex relationship between weight status and body image is important because of its influence on adolescents’ health behaviors. Negative health consequences that may result from the unique interaction of weight status and body image include physical inactivity, eating disorders, and dysfunctional exercise.
Idea 1 -Body shaming Sources
COL240 Research Paper Outline Fall 2014
Name: Lamya Khalid Section: EWS-240-503 Idea 2 – social comparison
Idea 3 – Body Esteem
Idea1& 2 -Gilbert, P., & Miles, J. (2014) Social comparison theory was developed in 1954 to explain how individuals are
driven by a desire for self-evaluation of their abilities. According to this theory when individuals do not have objective means to evaluate themselves, they com pare their attributes and abilities to those of other people. Comparing themselves to others who are better or worse in terms of certain characteristics can strongly influence how they think about themselves, and thus lead them to engage in positive or negative behaviors.
Idea 3-Gilbert, P., & Miles, J. (2014) Body esteem refers to perceptions of self-esteem related to the body’s abilities,
worth, and appearance. Self-esteem is generally a more global concept that represents confidence in one’s overall propensity for achievement in academic, social, and physical domains. Strong self-esteem can reduce anxiety across situations and often results from being positively reinforced by parents, teachers, and other social beings
COUNTERARGUMENTS Possible Negative effects of Body shaming
Idea 1 -Negative effect of body shaming on mental and physical Health Sources Rebuttal – The possible positive effect of body shaming on mental and physical Health Idea 1 -Gilbert, P., & Miles, J. (2014) Physical self-perceptions, part of an individual’s overall self-concept, are specifically associated with how a person perceives his or her physical appearance attractiveness, condition, strength, and competence. In other words, physical self-perceptions include an individual’s evaluation of his or her physical appearance as well as physical abilities. Physical self-perceptions are strongly related to general self-concept and self-esteem.
Idea 2-Gilbert, P., & Miles, J. (2014There are numerous studies showing girls and women frequently engage in sOcial
comparisons when evaluating their bodies. Social comparison theory suggests individuals may also use media images and toys as inspirational standards or models of societal attractiveness. One study found adolescent girls made more
social comparisons to media models (e.g., actors) than boys, and girls who scored higher on the social comparison tendency also exhibited greater eating pathology
Idea 2 -Negative effect of Body shaming on social life Rebuttal – The possible positive of Body shaming on social life
COL240 Research Paper Outline Fall 2014 Brechan, I., & Kvalem, I. L. (2015). Relationship between body dissatisfaction and disordered eating: Mediating role of self-esteem and depression G Eating Behaviors, 17, 49-58. doi: 10.1016/j.eatbeh.2014.12.008
Bibiloni, M., Pich, J., Pons, A., & Tur, J. A. (2013). Body image and eating patterns among adolescents.
G BMC public health, 13, 1104. doi:10.1186/1471-2458-13-1104
Body Image, Self-Esteem, and Mental Health. (n.d.).
g Retrieved from http://www.heretohelp.bc.ca/factsheet/body-image-self-esteem-and-mental-health
Bolton, M. A., Lobben, I., & Stern, T. A. (2010). The impact of body image on patient care.
g Primary care companion to the Journal of clinical psychiatry, 12(2), PCC.10r00947. doi: 10.4088/PCC.10r00947blu
Deborah Lupton (2017) Digital media and body weight, shape, and size: An introduction and review,
g Fat Studies, 6:2, 119-134, DOI: 10.1080/21604851.2017.1243392
Ganesan, S., Ravishankar, S. L., & Ramalingam, S. (2018). Are Body Image Issues Affecting Our Adolescents? A Cross-sectional g Study among College Going Adolescent Girls. Indian Journal of Community Medicine, 43, S42–S46.
G https://doi.org/10.4103/. ijcm.IJCMpass:[_]62_18
Gilbert, P., & Miles, J. (2014, January 02). Body Shame | Conceptualisation, Research and Treatment.
G Retrieved from https://www.taylorfrancis.com/books/e/9781317822325
Jankauskiene, R., & Baceviciene, M. (2019). Body Image Concerns and Body Weight Overestimation Do Not Promote Healthy. g Behaviour: Evidence fromAdolescents in Lithuania. International journal of environmental research and public health, 16(5), 864. G doi:10.3390/ijerph16050864
Kim, M. J., Lim, Y. R., & Kwak, H. K. (2008). Dietary behaviors and body image recognition of college students according to g the self-rated health condition. Nutrition research and practice, 2(2), 107–113. doi:10.4162/nrp.2008.2.2.107
Klein, K. M. (2013). Why Don’t I Look Like Her? The Impact of Social Media on Female Body Image.
G Retrieved from https://scholarship.claremont.edu/cmc_theses/720/
Lyness, D. (Ed.). (2018, August). Body Image and Self-Esteem (for Teens).
G Retrieved from https://kidshealth.org/en/teens/body-image.html
COL240 Research Paper Outline Fall 2014
Olmsted, M. P., & McFarlane, T. (2004). Body Weight and Body Image.
G BMC women’s health, 4 Suppl 1(Suppl 1), S5. doi:10.1186/1472-6874-4-S1-S5
Voelker, D. K., Reel, J. J., & Greenleaf, C. (2015). Weight status and body image perceptions in adolescents: current perspectives. G Adolescent health, medicine and therapeutics, 6, 149–158. doi:10.2147/AHMT.S68344
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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