to the Prevention and Change
of Negative Body Image
ANDREW J. WINZELBERG
C. BARR TAYLOR
In this chapter we present an overview of the conceptual and empirical rationale for psychoeducational approaches to enhancing body image, describe the components typically found in these programs, review the evidence of their effectiveness, outline their advantages and limitations, and discuss the issues still to be addressed.
Psychoeducational programs address psychological issues that may not require the interventions of a psychotherapist. By psychoeducational programs, we mean educational material that is provided through various media—print, audiotapes, videotapes, computer software, or "live" lectures. These materials can be presented either individually (e.g., reading a workbook) or in groups (e.g., school-based programs). Information is typically structured in a manner that gives participants a framework with which to understand the nature of their problem, identify and change the undesired behaviors and attitudes, and become aware of possible consequences for not changing the undesired behavior. The focus of the education is rarely insight