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large focus on the development of positive psychological and physical health and
adolescent males holistically across all levels being individual, relational and
collective to promote sustainable health and wellbeing (Fisher & Sonn, 2008;
Evans & Prilleltensky, 2007). Within the campaign is a range of strategies that
aim to provide the target audience with the flexibility to interact with the
account for the unique contexts of adolescent boys and promote the
Pear Deck Program: AEDAC recognises that whilst it has been found that
the single best predictor of being at risk of an eating disorder is being female, we
disorders from a males perspectives sends the message that their experiences
are less of a priority, which is in itself a major issue. The educative interactive
society, many males shy away from seeking help or sharing their feelings with
others (Raisanen, & Hunt, 2014). The Pear Deck not only contains an educational
component with simple facts that break down common misconceptions, but also
effective in that it allows for the group to explore their beliefs and experiences of
eating disorders without the feeling of judgement from others. This in itself
accommodates for adolescent boys fear of appearing weak to their male peers
within the activity as social approval and acceptance is vital in male friendships
strategies that focus around the importance of males connecting with their male
peers in social groups, their family and their other support networks. The
process of going into classrooms, sporting facilities and teams, and other male
the promotion of positive health and well being in boys (Evans and Prilleltensky,
2007). After educating the group and exploring common misconceptions they
may have in regards to eating disorders provides the foundation for exploring
support and responsibility are vital for the health and well-being of adolescents
as individuals (Prilleltensky & Nelson, 2000) and this supports the focus within
formed all-male groups, the boys may have already developed relationships
relationships where the boys feel comfortable to share personal body image
issues (Strother et al., 2012). The pear deck and group activity allow for the
not wishing to appear weak to their male peers within the activities as social
Website:
are pushed to look muscular and females to look thin (Lawler & Nixon, 2011).
This strong influence in society and the focus placed on females with eating
disorders, limits the resources available to males to overcome their own mental
illnesses (Raisanen & Hunt, 2014). This is addressed within the campaign in
services and resources available for adolescent boys seeking help and assistance
will be located on the one page for easy access. In addition, various brochures
containing information and statistics will be available for anyone to access. The
stakeholders to engage with the information at their own pace and with various
levels of interactivity.
Forum
people and having the freedom to make health choices (Kendal, Kirk, Elvey,
Catchpole & Pryjmachuk, 2017). Embedded within the health campaign is the
Adolescent Eating Disorders Awareness Campaign (AEDAC) 4
through the website being accessible to everyone The online forum environment
has the flexibility to respond to the needs of people at different points on a help-
seeking journal. Particularly for those in recovery, the forum will be a facilitator
hopefully provide a safe space for individuals to ventilate their feelings without
having to deal with other peoples reactions (Kendal, Kirk, Elvey, Catchpole &
Pryjmachuk, 2017).
The forum that is available on the website allows for the focus group of
connect with each other and also connect with multiple health services, allowing
Nelson, 2000). Forum users seemed to engage with the friendship, peer support
kinds of help or how people have coped when help seeking has gone wrong.
They could choose their level of engagement and be non- committal about
accessing support, which for some might be the start of a recovery journey.
This once again allows for the AEDAC aims of education and awareness to be
fulfilled with the individual being able to direct their own journey of learning