Body Image, Eating Disorder Symptom
Conditions
Brief summary
The third trial of the EVERYbody Project explored the efficacy of using expert peer leaders to deliver the two-session, inclusive, group body image intervention compared to a time-matched video and expressive writing group through three-month follow-up. Expert peer leaders were college students with lived and/or academic expertise who were screened for facilitation readiness through a two-day training.
Detailed description
The first two trials of the EVERYbody Project demonstrated that a gender-inclusive, diversity-focused, dissonance-based group body image intervention could improve eating disorder risk factors among college students, particularly when the two session program was delivered by individuals with expertise (faculty or staff with body image expertise). When peer interventionists were used (college students with body image interest who completed a two-day training before facilitating groups), the effects of the EVERYbody Project were diminished. Although peer facilitation is commonly used for delivering dissonance-based body image interventions, an open training peer facilitation model (where all students who are trained are eligible to deliver the intervention) may not be the most beneficial for leading inclusivity-focused body image groups. The current trial of the EVERYbody Project (Trial 3) explores a novel strategy to implement this program using expert peer facilitators. College students with lived or academic expertise in both body image and diversity topics were recruited to complete a two-day training. The training included practice and feedback on the two session intervention content as well as training on inclusive facilitation. Following the training, peer leaders completed a facilitation readiness self-evaluation and were evaluated by trainers for facilitation expertise. Only students who passed the expertise threshold were invited to facilitate EVERYbody Project groups. The expert peer facilitation of the EVERYbody Project was compared to a time-matched two session passive video and expressive writing intervention. College students within a university in the Pacific Northwest United States were invited to participate in the group intervention (universal intervention target, gender inclusive). Outcome assessment included a comparison of changes in eating disorder risk factors and symptoms across randomization conditions from pre-post intervention through three-month follow-up. Program satisfaction was assessed at post-intervention and program application was assessed post-intervention and at three-month follow-up.
Interventions
BEHAVIORALEVERYbody Project
Brief behavioral group intervention (4 hours across two meetings)
Brief video-based group intervention (4 hours across two meetings)
Sponsors
Western Washington University
Study design
Allocation
RANDOMIZED
Intervention model
FACTORIAL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
After signing up for a specific time slot, participants were randomized in blocks of 20 to the EVERYbody Project or video comparison condition (two blocks of 10 participant slots were available in each time slot)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Current college student enrolled at institution where research was taking place
Exclusion criteria
* None
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Eating disorder symptoms | Change from baseline through post-intervention (1-2 weeks) and follow-up (3 months) | Eating disorder symptoms were assessed with an 8-item version of the Eating Disorders Examination Questionnaire (EDEQ). The 8-item version of the EDEQ yields a Global score (average across all 8 items). |
| Body Dissatisfaction | Change from baseline through post-intervention (1-2 weeks) and follow-up (3 months) | The Satisfaction and Dissatisfaction with Body Parts Scale (SDBPS) assessed satisfaction and dissatisfaction with nine parts of the body that are commonly endorsed as concerning (e.g., stomach, thighs, hips). The average score was used in this study (average across all 9 items). |
| Internalized cultural appearance norms | Change from baseline through post-intervention (1-2 weeks) and follow-up (3 months) | The two Internalization subscales of the Sociocultural Attitudes Toward Appearance Questionnaire-4 (SATAQ-4) assess internalized cultural messages surrounding appearance and attractiveness. The two internalization subscales were combined for this study (average across all 10 items), following prior research. This survey was assessed at all outcome time points (Survey 1, 2, and 3), plus midway through the intervention (following Session 1 of the program). |
| Negative affect | Change from baseline through post-intervention (1-2 weeks) and follow-up (3 months) | Negative affect was assessed with 20 items from the fear, guilt, and sadness subscales of the Positive and Negative Affect Schedule-Revised (PANAS-X). The average of all 20 items was used in this study. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Program satisfaction and application | Assessed at post-intervention (1-2 weeks after baseline) and follow-up (3 months) | A series of feedback questions were used to gauge satisfaction with the EVERYbody Project after the second session (based on prior research). These questions included four Likert scale items about enjoyment (e.g., I enjoyed the EVERYbody Project) rated from 1 (strongly disagree) to 5 (strongly agree) as well as open-ended questions (e.g., Was any part of the EVERYbody Project particularly helpful/useful? If so, which part and why?) These questions were administered as a part of the post-intervention survey (Survey 2). At post-intervention (Survey 2) and three-month follow-up (Survey 3), three questions gauged application of information learned in the program (e.g., How often do think about the things you learned in the EVERYbody Project? rated on a scale from 1 (not at all) to 5 (all the time). |
Countries
United States
Outcome results
None listed