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ENHANCING BODY APPRECIATION IN FEMALE COLLEGE STUDENTS

ABHINAV ANAND

DEPARTMENT OF PSYCHOLOGY, UNIVERSITY OF DELHI

APPLIED SOCIAL PSYCHOLOGY

DR. SHAILJA RANA

Class Roll No. – 20/908

Exam Roll No. - 20085528002

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Aim

To enhance the body appreciation of female college students’ post-intervention.

Basic Concepts

Applied Social Psychology

Applied social psychology can be defined as using social psychological

theories, principles, research findings, and experimental methods to understand
social issues and to offer real-world solutions for a variety of social problems. As a
discipline, applied social psychology functions on the premise that social problems
are, at their heart, caused by human behavior. To understand and change these
problem behaviors, applied social psychologists conduct a scientific examination
of individuals’ thoughts, feelings, and behaviors as they pertain to a variety of
social influences. Through their research, applied social psychologists hope to
offer practical suggestions for improving human social behavior in areas ranging
from workplace productivity to safer sexual activity.

According to Schneider et. al (2012), social psychology can be defined as a

science to comprehend how individuals relate, think, feel and influence each other.
Thus, social psychology mainly focuses on the social dimension of human
behavior. 

Concerning applied social psychology, it can be defined as a “branch of social

psychology that draws on social psychology theories, principles, methods and
research evidence to contribute to

 the understanding of social and practical problems and

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 the development of intervention strategies for improving the functioning of

individuals, groups, organizations, committees, and societies concerning
social and practical problems” (Schneider et. al, 2012)

The above definition the focus is mainly on developing a better understanding

of the problems both social and practical and then developing a suitable
intervention strategy.

Oskamp and Schultz (1998) defined applied social psychology as

application of the constructs, principles, theories, intervention techniques, research
methods and findings of social psychology in order to develop a comprehensive
understanding of social problems in order to deal with them effectively.

In the definition, construct can be explained as that psychological entity that

is defined in a clear and specific manner, principle can be described as an
explanation regarding varied psychological processes and theory is description,
explanation and prediction of an event that is observable with the help of a set of
principles that are integrated.

Applied vs. Applying Social Psychology

Applying social psychology attempts to explain real-world social behavior

by using theories developed mainly from laboratory research. There are several
problems inherent in this approach-

The research is carried out in an artificial, contrived environment, away from

real-world settings, and it is often difficult to generalize the results.
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It attempts to explain complex social behavior caused by many factors

through experiments that study the causal relationship between only two or three
variables.

It tends to mirror the ways that people typically behave towards each other
rather than offer new forms of social behavior.

Some theories in social psychology represent controlling and potentially

destructive forms of social behavior that can be applied to influence people without
their knowledge and against their best interests.

Nevertheless, applying existing theories of social psychology can be useful

in understanding human social psychology. Moreover, for our efforts to be
considered applied social psychology, it is essential that we conduct the major part
of our research in real-world settings to develop and test our theories and to
practice interventions directly, rather than extrapolate from laboratory studies
alone. In addition to increasing our awareness of social reality, we must also look
for alternative strategies and behaviors to improve human interaction. Applied
social psychology seeks ways for people to share their feelings openly and
respectfully, to make decisions democratically, and to work toward common goals
in collaborative fashion. It therefore requires a unique rationale and set of
objectives, and should be based squarely on humanistic values.

Importance Of Applied Social Psychology

As a discipline, applied social psychology functions on the premise that

social problems are, at their heart, caused by human behavior.

To understand and change these problem behaviors, applied social

psychologists conduct a scientific examination of individuals’ thought, feelings
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and behaviors as they pertain to a variety of social influences. Through their

research, applied social psychologists hope to offer practical suggestions for
improving human social behavior in areas ranging from workplace productivity to
safer sexual activity.

While research in basic social psychology often begins with scientific

curiosity, work in applied social psychology typically starts with the identification
of a specific social problem, such as teen pregnancy or hate crimes. Applied social
psychologists seek to understand and treat these social maladies through the
application of the theories and methods of social psychology.

While basic social psychologists attempt to isolate the causal relationships

between a small number of specific variables that can be carefully controlled in the
lab, applied social psychologists work to identify and predict large-scale effects
that can be used to design and implement social programs.

Role of Applied Social Psychologist

1. Researcher: Applied social psychologists conduct researches on social and

practical issues and apply the findings for resolving problems. They do so in
different ways. Applied social psychologists study the antecedents of
behavior that causes social problems. They also evaluate the effects of
intervention on behavior, cognitions, social problems and individual quality
of life.

2. Consultant: As a consultant, applied social psychologists assist individual,

organizations, groups or communities to resolve particular problems they are
facing. They are concerned with training and development, managing,
coaching, public relations, marketing and communication.
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3. Policy Advisor: Applied social psychologists also take active part in policy
making by public and governmental agencies or business or civic
organizations. As a policy advisor, they advise policy makers on ways to
change behavior and cognitions to solve social problems. They also assist
agencies and organizations in designing intervention programs.

4. Program designer: The applied social psychologists are also involved in

developing or improving interventions designed to find solutions for social
and practical problems.

5. Evaluation researcher: As an evaluation researcher, the applied social

psychologist applies the research methods of social science to evaluate the
process and outcomes of interventions such as social programs and policies.
6. Action researcher: As an action researcher, the applied social psychologist
actively participates in a change situation while simultaneously conducting
research. Larger organizations or institutions also take help of action
researcher, guided by professional researchers, to improve their strategies,
practices and knowledge of the environments within which they practice.
They work with others to propose a new course of action to help their
community improve its work practices. Thus, as an action researcher, the
applied social psychologist works closely with an organization or a
community group to resolve a particular problem.

7. Advocate: As an advocate, the applied social psychologist functions within

the political domain. According to Fisher (1982), “The advocate uses his/her
expertise to press for social change, usually in collaboration with a specific
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group, lobby, or institution that is working to change some aspect of the

socio-political system.

Intervention: Meaning and Importance

Interventions can be described as actions that are carried out in order to

facilitate change amongst individuals. They, thus focus on modification of
behavior, cognition, emotions, and so on. Lodzinsky, Motomura, and Schneider
(2012) defined intervention as “a strategy (or procedure) that is intended to
influence the behavior of people for the purpose of improving their functioning
with respect to some social or practical problem”.

Intervention can also be described as measures that are carried out in order
to bring about a change in behaviors, emotions, or feelings of the individual. The
focus of all the descriptions of intervention is on modification or bringing about a
change. And this change is in direction of alleviating a social issue or problem so
as to promote welfare in society.

The goal or objective of intervention in applied social psychology is the

same as that in clinical psychology or industrial and organizational psychology,
that is, bringing about change in human behavior. Though, many interventions in
applied social psychology could be at a much greater scale and are targeted toward
larger groups and communities.

Nature & Types of Intervention

An intervention may be understood as a strategy (or procedure) that is

intended to influence the behavior of people for the purpose of improving their
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functioning with respect to some social or practical problem. Some interventions

might not target people’s behavior directly, for example, those that are designed to
increase knowledge or awareness (e.g., of the environmental benefits of recycling)
or are designed to change attitudes (e.g., becoming more supportive of recycling).
However, the ultimate goal of most interventions is behavior change (e.g.,
increased recycling). The two broad types of intervention are: personal and
programmatic.

1. Personal intervention: These are that interventions that are utilized by

individuals on day-to-day basis. A teacher may use certain interventions
while teaching certain topic in her class room in order to enhance learning in
his/ her students. These interventions are relevant in day-to-day life and are
carried out by each one of us. Such interventions can be used to motivate
and encourage other individuals.

2. Programmatic intervention: Royse et al. (2006) defined programme as a

collection of activities that are carried out in an organised manner in order to
attain certain objectives. Such interventions are organised in order to
prevent, alleviate or eliminate the negative outcomes of social issues and
problems. Intervention for example can be carried to create awareness
regarding reproductive health amongst adolescent students in a school so as
to promote healthy behaviour amongst the students.

3. Trial intervention: Yet another type of intervention is trial intervention. In

this the intervention is carried out on trial basis. Trial interventions are those
that are implemented to determine whether the interventions, as designed, in
fact have the intended positive consequences. These are also known as
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program efficacy studies (Crano & Brewer, 2002). Trial interventions

typically are associated with programmatic interventions, although
theoretically personal interventions can be “tried out” as well. There are two
basic kinds of trial interventions: One is when researchers design a study to
test out a possible intervention strategy. The second kind of trial intervention
is when an organization conducts a pilot program to determine its
effectiveness before implementing it on a more permanent basis or before
implementing it on a wider scale.

Design and Delivery of Intervention

In the context of intervention, we also need to discuss about intervention

mapping. Intervention mapping includes various steps ranging from problem
identification to actual implementation and evaluation of the intervention. In order
to carry out an intervention, it is important that a through planning is carried out.
And this planning is not linear or one time process but it will take place repeatedly
through the implementation and evaluation of the intervention.

According to Oskamp and Schultz (1998), the steps involved in the design and
implementation of intervention are as follows: 

1. Identification of Problem
2. Finding a Solution
3. Setting of the goal and intervention designing
4. Implementation

Evaluation of Intervention
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Any intervention that is implemented needs to be evaluated from time to

time so that suitable modifications can be made in it as per the requirement. Such
an evaluation is also relevant as when an intervention is put to test, empirical
evidence of effectiveness of the intervention can be obtained. And based on such
evaluation’s theories can be developed or modified. Further, any intervention
programme is designed in order to benefit the individuals at large and to promote
social welfare. But in case if the intervention is not able to achieve this objective,
then it needs to be modified so as to benefit the individuals

There are three main types of Evaluation:

 Process or formative evaluation: This evaluation focuses on the

implementation of the intervention programme on the target group as was
planned. Thus, an awareness programme with regard to HIV/ AIDS for
adolescents in a college will be evaluated based on whether the programme
was implemented on the adolescents in the college as was planned.
 Outcome or summative evaluation: The outcome evaluation denotes the
evaluation of the results of the intervention programme. This evaluation
fuses on whether the goals and objectives of the intervention were achieved
or not. Most often, the outcome evaluations follow process evaluations.
 Developmental evaluation: Developmental evaluation denotes the
significant role of evaluation in facilitation of the process of innovation and
learning in an organisation. Such an evaluation mainly focuses on the
experimentation of new and innovative approaches to social problem.

Body Image

Body image is a combination of the thoughts and feelings that you have
about your body. Body image may range between positive and negative
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experiences, and one person may feel at different times positive or negative or a
combination of both. Body image is influenced by internal (e.g., personality) and
external (e.g., social environment) factors.

Four aspects of Body Image:

1. The way you see your body is your perceptual body image. This is not
always a correct representation of how you actually look.

2. The way you feel about your body is your affective body image. Feelings
may include happiness or disgust, but are often summarized as the amount
of satisfaction or dissatisfaction you feel about your shape, weight and
individual body parts.

3. The way you think about your body is your cognitive body image. This can
lead to preoccupation with body shape and weight.

4. The behaviours you engage in as a result of your body image are

your behavioural body image. When a person is dissatisfied with the way
they look, they may isolate themselves or employ unhealthy behaviours as a
means to change appearance.

Body Dissatisfaction

Body dissatisfaction occurs when a person has persistent negative thoughts

and feelings about their body. Body dissatisfaction is an internal emotional and
cognitive process but is influenced by external factors such as pressures to meet a
certain appearance ideal. Body dissatisfaction can drive people to engage in
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unhealthy weight-control behaviours, particularly disordered eating. This places

them at heightened risk for developing an eating disorder.

Body image is ranked in the top three concerns for young people in
Australia.  Body dissatisfaction and overvaluing body image in defining one’s self-
worth are risk factors making some people more susceptible to developing an
eating disorder than others. People experiencing body dissatisfaction can become
fixated on trying to change their body shape, which can lead to unhealthy practices
such as with food, exercise or supplements. Over time, these practices do not
achieve desired results and often create a trap leading to intense feelings of
disappointment, shame, guilt and, ultimately, increase the risk of developing an
eating disorder.

Body Image and the Media

Longstanding research has documented the impact of viewing traditional

appearance-focused media on the development of body image concerns. In recent
years, one of the common external contributors to body dissatisfaction is social
media. Social media portrays images that are filtered and edited and tends to show
the ‘highlights’ of a person and their life. These images promote an unrealistic
appearance ideal that cannot be achieved in real life. Research shows that social
media use is associated with increased body dissatisfaction and disordered
eating.11 Body dissatisfaction may occur when a person is viewing and
comparing themselves to social media images and reading the appearance-related
comments on social media, and feeling that they cannot live up to the ideal images
presented.

Careful consideration of how you use social media and the people you engage with
is important in building and maintaining a positive relationship with your body.
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One’s body image can be influenced many factors, including one’s parents,
peers, culture/media, or one’s past experiences. Understanding the influences these
various factors can have on body image can help shed a light on what may be at the
root of one’s negative body image and how to improve one’s body image. 

 Parents: Children with parents who criticize their appearance, make

comments about their weight often, have strict rules surrounding food, or are
often critical of them are more likely to have poor body image. A child’s
body image is also greatly influenced by the comments their parents make
about their own bodies as children learn to reflect their parents own body
image
 Peers: Research has shown that friend groups tend to have similar body
image concerns and members of friend groups who often discuss dieting,
weight, or appearance tend to have negative body image Therefore, to
improve body image cultivating friendships that encourage one to feel good
about their body and asking friends to talk less about topics that harm one’s
body image, such as dieting or fat shaming, can be helpful.  
 Culture and Media: Cultural ideals of bodies can heavily influence body
image and media often reflects these body ideals. Studies show that
exposure to images of idealized beauty leads to an increase in body
dissatisfaction, increase in depression, and lowers self-esteem. Images of
ultra-thin, mostly white, models in magazines, TV, advertisements, or social
media can cause one to have negative feelings about their body or reinforce
existing negative feelings about one’s body. These images can make
individuals feel have negative feelings about their size, the color of their
skin, or other physical features that are often not seen in media.
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Improving Body Image

There is no right or wrong when it comes to weight, shape, size and

appearance. Challenging beauty ideals and learning to accept your body shape is a
crucial step towards positive body image. We have the power to change the way
we see, feel and think about our bodies. Following are some helpful tips to
improve body image:

 Focus on your positive qualities, skills and talents, which can help

you accept and appreciate your whole self
 Say positive things to yourself every day
 Avoid negative self-talk
 Focus on appreciating and respecting what your body can do, which
will help you to feel more positively about it
 Set positive, health-focused goals rather than weight-related ones,
which are more beneficial for your overall wellbeing
 Avoid comparing yourself to others, accept yourself as a whole and
remember that everyone is unique
 Unfollow or unfriend people on social media who trigger negative
body image thoughts and feelings

REVIEW OF LITERATURE

 Nagar & Virk (2017) examined the effect of acute media images for a
sample of young adult Indian woman. Results of the study indicate a
significant increase in thin-ideal internalization and body dissatisfaction and
a significant decrease in self-esteem scores as a result of exposure to the
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thin-ideal media images. The findings of the study indicate that, similar to
their counterparts in Europe and North America, young urban Indian women
experience body image disturbances when exposed to thin-ideal images.

 Ganesan, Ravishankar, & Ramalingam. (2018) in their examined the

proportion of girls dissatisfied about body image, and the association of
various factors with body image dissatisfaction and to ascertain the weight
control behaviors adopted by adolescent college girls. Results showed
that Body image dissatisfaction was there among 77.6% of the girls. It was
found that factors such as higher BMI, sociocultural pressure to be thin and
depression were all significantly associated with body image dissatisfaction.
The most commonly followed weight control behaviors were eating small
meals and skipping meals. Improving the appearance and body shape were
the main reasons for weight control behaviors.

 Yager and Dea (2010) in their study examined the impact of two

interventions on body image, eating disorder risk and excessive exercise
among 170 (65% female) trainee health education and physical education
(HE&PE) teachers of mean (standard deviation) age 21.6 (2.3) who were
considered an ‘at-risk’ population for poor body image and eating disorders.
Intervention 2 produced the best results, with males improving significantly
in self-esteem, body image and drive for muscularity. Intervention 2 females
improved significantly on Eating Disorders Inventory Drive for Thinness,
Eating Disorder Examination and excessive exercise.

 Vasudeva B. (2013) in his study examined the impact of body image

dissatisfaction on an individual’s self-esteem and to examine whether there
is a gender difference in this case or not. The research proved that whenever
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there’ll be higher body image dissatisfaction, it’ll result in less self-esteem.

Other than that, it stated that females have a higher mean score in body
image dissatisfaction than and males, therefore, the men have a higher mean
score of self-esteem than females.

 Gupta and Srinivasan (2021) in their study analyzed the effect of body
image on mental health among people in India. Results showed that around a
striking 40% of our targeted audience experience mental health issues due to
their body image, around 60% of the people who participated in the survey
stated that they felt under confident when they compared their bodies to
others and approximately 40% of the target audience have underfed
themselves in order to achieve their ideal body type. 
 Halliwell & Diedrichs (2014) in their study reported a preliminary
examination of whether a dissonance intervention is also effective when
delivered in a school setting to 12- and 13-year-old girls in the United
Kingdom. Results showed that in contrast to the control group, girls in the
intervention condition reported significant reductions in body dissatisfaction
and internalization of a thin body ideal post-intervention.

 Halliwell, Dawson & Burkey (2019) in their study evaluated a brief yoga-
based body image intervention which incorporates themes specifically
tailored to focus on positive body image. Results showed that, compared to
controls, participants in the yoga condition reported significant increases in
body appreciation, body connectedness, body satisfaction, and positive
mood at posttest and at 4-week follow-up. These findings add to existing
evidence that yoga can improve women’s body image and positive mood.
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 Huang et. al (2007) in their study examined the body image and self-esteem
of adolescents participating in the PACE study, a randomized controlled trial
of a 1-year behavioral intervention targeting physical activity, sedentary, and
dietary behaviors. Self-esteem and body satisfaction did not worsen as a
result of participating in the PACE intervention for either boys or girls
whether or not they lost or maintained their weight or gained weight. Girls
assigned to the PACE intervention who experienced weight reduction or
weight maintenance at either 6 or 12 month reported improvements in body
image satisfaction over time compared with subjects who had experienced
weight gain during the 12-month study period.

 Dhillon & Deepak (2017) in their study examined the effectiveness of a

brief body-image based media literacy intervention with Indian adolescent
females aged 12-14 years. Body satisfaction means of the experimental and
control group were not significantly different prior to the intervention
(t=1.004, p=.161). However, a significant difference was seen after the
intervention, with the experimental group reporting higher levels of body
satisfaction (t=2.39, p=.010). Participants in the experimental group also
showed high awareness of the artificial nature of media images.

 Garbett et. Al (2021) in their study evaluated the acceptability and

preliminary efficacy of a culturally adapted school-based body image
intervention, Dove Confident Me, for use in urban India. Body esteem
improved significantly among intervention students at post-intervention and
follow-up (Cohen's ds = .45-.46), relative to control students. Positive affect
also improved at post-intervention (d = .58). No significant effects on
internalization, life engagement, eating pathology, self-esteem, or negative
affect emerged.
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Rationale
Body image is considered a central aspect of the self and a factor influencing
considerably people's psychological health. Recently an increasing number of
research studies focus on body image because of its alleged association with eating
disorders and the widespread prevalence of body dissatisfaction. Until recently
negative body image was considered a problem which influences females much
more than males, not only because men base their social status on other areas but
also because the male pictures portrayed in the media were comparable with the
average male. Consequently, we could assume that there is a change from the view
that body image is a characteristic female concern to the view that it is a central
aspect of the psychological function of both men and women. Nevertheless, today
there is enough evidence that women have started to occupy themselves
extensively with their body image and that body dissatisfaction is growing
substantially among young females. The thin ideal for women and the muscular
body ideal for men, as well as the degree to which young people feel satisfied with
their bodies has consequences on their self-concept, self-esteem and their social
behavior, as well as their physical health. Therefore, it is important to understand
the problems associated with body image not only for intervention efforts but for
successful prevention as well.

This intervention study aims to enhance the body appreciation in female

college students. Since there is an existing research gap in this area with a specific
focus on college-age students, it becomes all the more important to explore ways in
which an intervention can be designed to promote positive body image. This study
is an attempt to design an effective intervention and help female college students
suffering from body image issues develop positive body image.
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Hypotheses
H0: There will be no change in body appreciation of female college students’ post-
intervention.
HA: There will be a significant change in body appreciation of female college
students’ post-intervention.

Method
Participants
The sample for this intervention study consisted of 30 Undergraduate
students from the first year of the Psychology department. The sampling technique
used was Non- Probability Convenience Sampling.

Tool used
The 13-item Body Appreciation Scale (BAS) assesses individuals’
acceptance of, favorable opinions toward, and respect for their bodies. The items
are rated along a scale that ranges from 1 (never) to 5 (always). Item responses are
averaged; higher scores reflect greater appreciation.

Validity - Much validity evidence has been garnered for the BAS among Western
(i.e., U.S., British, and German-speaking) samples of women. Its unidimensional
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factor structure was upheld via exploratory and confirmatory factor analyses. The
BAS is correlated with many body image indices—it is positively related to
women’s appearance evaluation and body esteem and inversely related to women’s
body dissatisfaction, body preoccupation, body surveillance, body shame, social
physique anxiety, body shape concerns, body image avoidance, and body
checking. (Avalos et al., 2005; Swami et al., 2012)

Reliability – A study conducted by Avalos et. al (2005) demonstrated that BAS’s

scores were stable over a 3-week period. All studies supported the internal
consistency reliability of its scores. The BAS should prove useful for researchers
and clinicians interested in positive body image assessment.

Procedure
Design of the study
The design of the study follows a Single Group Pre-test Post-test Design. A
one-group pretest–posttest design is a type of research design that is most often
utilized by behavioral researchers to determine the effect of a treatment or
intervention on a given sample. Two characteristics distinguish this research
design: The utilization of a single group of participants is the first feature (i.e., a
one-group design). This feature indicates that all participants are part of the same
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condition, which means they all receive the same treatments and assessments. The
second characteristic is linear ordering, which necessitates the measurement of a
dependent variable before and after a treatment (i.e., a pretest–posttest design). The
effect of a treatment is calculated in pretest–posttest research designs by
calculating the difference between the first and second assessments of the
dependent variable (pre-intervention and post-intervention) (post-intervention).

Pre-intervention phase

The baseline measure data was collected from March 3 rd, 2022 – March 8th,
2022. The data was collected with the help of Google forms using Body
Appreciation Scale.

Designing and Implementation of Intervention

The students recognized the research problem and chose to create an
intervention to address the present problem of body image issues.

The intervention involved an offline session which included various

presentations such as:

1. Self is greater than other aspects of body

2. Healthy Body vs Attractive Body
3. Societal Standards and Peer Pressure
4. Role of Media
5. Eating Disorders.

Post-Intervention.
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The post-intervention data was collected from March 14th, 2022 – March h,
2022. Similar to pre-intervention data collection method. Post intervention data
was collected with the help of Google forms using Body Appreciation Scale-2.

Analysis
Inferential statistics was used to analyze the data that was obtained during
the pre-intervention and post-intervention phases. Dependent t-test was used to
assess the significance of difference between the pre-intervention data and the
post-intervention data. For this, the Statistical Package for the Social Sciences
(SPSS) 24.0 was used.

Results
The pre-intervention and post-intervention data was compared using the
dependent t-test. The findings of the study are summarized in Table 01.

Table 01. Comparison between Pre-intervention and Post-intervention BAS scores

of female college students (N= 30)

Pre- Intervention Post Intervention

____________________________________________
Mean Standard Mean Standard
(M) Deviation (M) Deviation t-value
(SD) (SD)

Body
Appreciation 49.83 8.75 56.30 5.57 -4.89
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Scale- 2

The mean of Body Appreciation Scale-2 (preintervention) was found to be

49.83, with a standard deviation of 8.75. The mean of Body Appreciation Scale-2
(post-intervention) was found to be 56.30, with a standard deviation of 5.57. The
dependent t-test gave a t-value of 5.40, hence, we find that the t value is higher
than the critical value, i.e., 2.045 of probability at the .05 level. This means that the
H0 of no difference is rejected at Alpha value of 0.05 and the HA (there will be a
significant change in body appreciation of female college-students post-
intervention) is accepted.

Interpretation and Discussion

The aim of the study was to enhance body appreciation in female college
students post intervention. The study begins by measuring the pre-intervention
Body Appreciation Scale scores of college students. As shown in Table 01, there is
a significant difference between the pre-intervention and post-intervention data,
suggesting that the intervention thus designed was successful in enhancing the
body image of female college students.

The intervention was focused on targeting different program activities as

mentioned in the intervention design previously.

The first module was Self, which was larger than other components of the
body. The researcher's goal was to transform the subjects' self-perceptions and
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make them realize that the Self is larger than an individual's physical qualities. To
do this, the researchers devised two short games involving a list of characteristics
defining themselves and their best friends. They were then asked to categorize the
characteristics as psychological or physical. The findings revealed that a plethora
of psychological characteristics were employed. In light of this, the importance of
psychological traits over physical ones was emphasized, as well as the concept of
the Self being larger than bodily features. This step was concluded with an
advertisement by Dove being shown which focused on the perception of women
seeing themselves as either beautiful or average, and how it changed for them.

Body image, discontent, and self-esteem are not only concerns for young
people during puberty and adolescence, but also for people throughout their lives,
albeit the form of the worries may alter over time. People with low self-esteem,
regardless of age or gender, are more likely to be dissatisfied with their body size
or shape. Because body image is such an important element of a person's self-
concept, it's no surprise that self-esteem and body dissatisfaction are linked. (APA,
2020) (PsycInfo Database Record)

The second module was Healthy Body vs Attractive Body. The researchers
wanted to highlight the narrow line between attractive and healthy for the subjects.
With the use of informative data and statistics, the importance of nutritional value
and the necessity of healthy eating habits were underlined. An interview was
conducted by the researchers themselves at a gym, during which the gym's
members were questioned whether they exercised to be more appealing or healthier
through a series of open-ended questions. The interview tape was shown to the
participants, and it was defined where people desired to look more appealing and
where people were motivated primarily by the concept of health. The session was
completed with some real-life research and examples of why choosing health as a
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primary motivator is a good idea. Stephen and Perera (2014) in their study found
that participants preferred a lower weight for attractiveness than for health. Thus,

The third module was to call out the societal standards. Through the
exhibition of a street play, the researchers hoped to psycho-educate and sensitise
the participants to body image issues. Using real-world examples, the researchers
demonstrated how cultural standards and peer pressure influence an individual,
resulting in poorer self-esteem and poor body admiration. The play concluded with
a moral and an opening message to be tolerant of one's own body, regardless of its
shape and size.

An individual’s cultural and social background influences their beliefs and

perceptions about body image, and making healthy food choices does not always
contribute to the body image that someone is trying to achieve or maintain.
Barroso, Peters, Johnson, Kelder, & Jefferson (2010) found that Latino-American
and African-American men and women were more attracted to overweight
individuals than to normal weight individuals and provided many reasons why
being larger than normal was something that many of them were okay with and
even strived for. Gupta et. al (2001) found that among the Indian women, concerns
about the weight of the upper torso (i.e., face, neck, shoulders, and chest) emerged
as a distinct body image construct.

The fourth module was explaining the role of media in forming of self-
perception narrowed down in the context of body image. The researchers intended
to emphasize the impact of social media and the pressure it puts on people's body
image. Using real-life examples, the researchers demonstrated the contrast between
two people's lives and how they are both affected by it in some manner. A brief
comedy was utilised to highlight the disparity between the two individuals, with
 26

the primary characters being a schoolgirl and a woman whose job it is to be present
on social media. The skit ended with a wonderful message that reminded the
audience of how filtered and artificial the world of social media can be by giving a
message to first start loving themselves.

College women are especially vulnerable to the effects of social media on

their body image as they acquire an attitude toward their bodies and embrace the
developmental changes that occur during puberty. According to a study conducted
by Kendyl M. Klein (2013) there is a link between the current rise in disordered
eating and excessive social media exposure. It examined how traditional
advertising has depicted women throughout history, as well as how this portrayal
of the feminine ideal has affected society's opinions on beauty and raised the rate
of disordered eating among college-aged girls.

And lastly the extremes of unhealthy body image perception were discussed
in the form of eating disorders. Researchers gave information on eating disorders
were emphasised and the significance of the same was explored. The types,
symptoms, and therapies of eating disorders, among other things, were defined. It
was also discussed how eating disorders were linked to body image difficulties. It
was also revealed how many of the celebrities have been harmed by eating
disorders and the resulting body image difficulties. Finally, it was discussed how
the Covid pandemic exacerbated eating disorders and body image concerns.

College-aged females are particularly concerned with the way their bodies
look, which consequently impacts the mental health of female students. Focusing
on papers, midterms, and other assignments can be hard enough on its own, but
with the added challenge of one not being comfortable in one’s own skin, college
 27

life becomes even more challenging. The intervention was designed in such a
manner to cater to this issue.

Body dissatisfaction is prevalent among female college students and is

associated with adverse and long-lasting impacts upon physical health and
psychosocial functioning. In light of these negative consequences, a large number
of interventions have been designed to improve body image, mostly targeted at
them. At this developmental phase, colleges are an ideal setting for promoting
positive body image. They offer the possibility of reaching large groups of young
people from differing backgrounds and provide a prime opportunity for discussing
peer relationships and influences on body image. Thus, it becomes all the more
important to explore ways in which an intervention can be designed to enhance the
body appreciation in individuals.

The number of women that are unhappy with their bodies is at an all-time
high of 91%, with 58% of college females feeling pressure to be a certain weight.
This is incredibly dangerous, because poor body image contributes to poor mental
health, and can consequently interfere with learning. Studies show that people with
negative body images have higher levels of depression, anxiety, and suicidality
than those without. Bad body thoughts can cause low self-esteem, low self-
confidence, and make one feel as though their body is inadequate.

The college transition can be very difficult because it can often be very
different from what an individual may have experienced in previous years of
education; the introduction of a new setting, new people, and new mentalities can
also influence one’s body image. In an article on ‘Her Campus’, one student claims
that “college does not promote a healthy body image because there is so much fear
over how easily one can gain weight.” There is social pressure to consume
 28

unhealthy dining hall food, party on weekends, and drink alcohol, yet at the same
time there is a pressure to stay fit and not gain the dreaded “Freshman Fifteen.”
These contribute to the anxiety women feel during their college experiences, and
can cause them to waver in their studies because of having poor mental health.

Women entering college are in a critical age group in terms of body image,
and so it is important that they are provided with resources that can help them to
feel comfortable and confident on their college campuses. The intervention was
designed keeping in mind all these issues mentioned above and bringing in
solutions to promote positive body and enhancing body appreciation.

Limitations of the study

Though the current study provides various solutions about enhancing boy
appreciation, certain limitations must be acknowledged:

Small Sample: First, because the current study was done on a relatively narrow
demography, its findings may not be generalizable (30 undergraduate students
from the first year of the Psychology Department). The size of the target
population was not very large (30), however, it is justified as a lot of research was
needed to design each step of the intervention.

Time Limitation: Second, because this research was done as part of a semester-
long course, it was time-limited and had to be completed in a shorter (than optimal)
period of time. The post-intervention data were collected immediately after the
 29

intervention, so this could have masked the true effectiveness of the study. Also,
the post-intervention data was obtained right after the intervention, thus, the real
effectiveness of the research may have been obscured.

Personal Bias: The study used a participatory research style, which might have
incorporated some personal biases. Although considerable care was made to only
use and collect data that was objectively and accurately acquired, to reach the final
results.

Implications of the Study

The present study has applications in a variety of situations and settings,

since, in today’s modern world, there is increase in mental health issues due to
Body Image dissatisfaction. Thus, there is a need for more interventions and
studies in this field.

This study can be modified and customized to fit its target demographic. It
can be applied in the case of children, adolescents and adults who have a high
usage of phones

In contrast to a broad preventive approach, intervention for promoting body

positivity can also target those who are known to need such an intervention, such
as women with eating disorders. Eating disorders are notoriously difficult to treat
once established, and any intervention that contributes to a weakening of the
system is valuable.

Developing a healthy body image can be harder for young people with
special needs, especially if their bodies are physically disabled or cause them pain
and difficulty. This study can be used with that demography.
 30

Adults in their workplace may suffer from body image issues. When
employees are suffering from poor mental health, their capacity to be productive
and social at work are often hindered. Thus, this study is useful with that
demography also.

Suggestions

Some suggestions for the future work on the present study include:

The study can be modified to be conducted in an online mode or in

combined mode, wherein intervention activities like the orientation and the session
groups could be done with the help of social media activities or online sessions to
cater to larger population.

Our study was conducted on only 30 female college students which is a

relatively small sample. Hence, the study can be conducted with a larger sample
size for more accurate results.

Conclusion
The aim of the study was to enhance the body appreciation of female college
students’ post-intervention. Following the intervention, it was found that there was
a significant difference between the pre-intervention and post-intervention data
collected using the Body Appreciation Scale-2. Thereby, leading to the rejection of
the null hypothesis (H0: There will be no change in body appreciation of female
college students’ post-intervention.) and retention of the alternative hypothesis
(HA: There was a favorable change in body appreciation of female college
students’ post-intervention.). The present intervention study designed to enhance
body appreciation was therefore effective for the given demographic and set up.
 31

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