Effectiveness of a brief school-based body image intervention 'Dove Confident Me: Single Session' when delivered by teachers and researchers: Results from a cluster randomised controlled trial. (November 2015)

• Record Type: Journal Article
• Authors: Diedrichs, Phillippa C.; Atkinson, Melissa J.; Steer, Rebecca J.; Garbett, Kirsty M.; Rumsey, Nichola; Halliwell, Emma
• Is Part Of: Behaviour research and therapy. Volume 74(2015)
• Page Start: 94
• Page End: 104
• Publication Date: 2015-11
• Subjects: Body image -- Schools -- Intervention -- Task-shifting -- Adolescence; Cognitive therapy -- Periodicals; Psychotherapy -- Periodicals; 616.891
• DOI: 10.1016/j.brat.2015.09.004
• Languages: English
• ISSNs: 0005-7967

Abstract

Abstract: This study evaluated a 90-min single session school-based body image intervention ( Dove Confident Me: Single Session ), and investigated if delivery could be task-shifted to teachers. British adolescents ( N = 1707; 11–13 years; 50.83% girls) participated in a cluster randomised controlled trial [lessons as usual control; intervention teacher-led (TL); intervention researcher-led (RL)]. Body image, risk factors, and psychosocial and disordered eating outcomes were assessed 1-week pre-intervention, immediate post-intervention, and 4–9.5 weeks follow-up. Multilevel mixed-models showed post-intervention improvements for intervention students relative to control in body esteem (TL; girls only), negative affect (TL), dietary restraint (TL; girls only), eating disorder symptoms (TL), and life engagement (TL; RL). Awareness of sociocultural pressures increased at post-intervention (TL). Effects were small-medium in size ( ds 0.19–0.76) and were not maintained at follow-up. There were no significant differences between conditions at post or follow-up on body satisfaction, appearance comparisons, teasing, appearance conversations and self-esteem. The intervention had short-term benefits for girls' body image and dietary restraint, and for eating disorder symptoms and some psychosocial outcomes among girls and boys. A multi-session version of the intervention is likely to be necessary for sustained improvements. Teachers can deliver this intervention effectively with minimal training, indicating broader scale dissemination is feasible. Trial registration: ISRCTN16782819. Highlights: Few evidence-based body image interventions have been widely disseminated. An overreliance on external expert providers is a barrier to dissemination. We evaluated a brief school intervention delivered by researchers or teachers. Short-term benefits emerged for body image and related outcomes. Task-shifting this intervention to trained teachers appears feasible and effective.