Designing body image and eating disorder prevention programs for boys and men: Theoretical, practical, and logistical considerations from boys, parents, teachers, and experts.

Abstract

There are no published articles to guide researchers, teachers, and community leaders in the design and development of body image and eating disorder prevention programs for boys and men, and very few school-based programs to reduce body dissatisfaction among boys have shown evidence of success. This article presents the use of “design thinking” that incorporates the needs of end users to optimize a school-based program for boys that aims to reduce body dissatisfaction and the use of muscle-building supplements in adolescent boys (14–16 years). A range of data collection strategies were used to inform program optimization, including interviews with adolescent boys and parents, an open-ended questionnaire for body image experts, and trialing resources with teachers and adolescent boys. Five themes were identified in the guidance for developing body image programming for boys: the need for privacy and safe space, the need for interactive resources and multimedia, the need for evidence and authenticity, the need to understand social norms and attitudes, and the need to consider classroom practicalities. These findings have implications for teachers, health professionals, and researchers working with males in body image and broader health education contexts to inform program design, selection, and evaluation. (PsycInfo Database Record (c) 2020 APA, all rights reserved) Public Significance Statement—Body dissatisfaction and appearance- and performance-enhancing substance use are increasingly recognized as issues for boys (Levine, 2019; Murray et al., 2017); however, the majority of interventions available are designed for girls (Yager, Diedrichs, Ricciardelli, & Halliwell, 2013). Our development phase of Goodform identified that several aspects should be considered when developing programs specifically for boys, including privacy, interactivity, authenticity, social norms, and classroom practicalities. This research provides instruction for those who wish to design and/or implement body image and appearance- and performance-enhancing substance use interventions for boys within the classroom setting. (PsycInfo Database Record (c) 2020 APA, all rights reserved)