Page 1 of 10 Department of Health and Human Services COMMUNITY NUTRITION UNIT Level 3/ 25 Argyle Street HOBARTTAS7000Ph: (03) 6222 7222 Fax: (03) 6222 7252 Email: community.nutrition@dhhs.tas.gov.au Dear Teacher/ Health Professional, Thankyou for contacting the Community Nutrition Unit (CNU) about: Eating disorders and/or body image issues in young people The CNU works in partnership with other organisations and services to plan, implement and evaluate sustainable public health nutrition programs and strategies across Tasmania.Due to limited capacity most of the work we do is to assist other health and community workers to address nutrition issues with their target group.This means we are more likely to achieve more (and the results are longer lasting) than simply if we provided the session/program ourselves. Negative body image and eating disorders are very real and serious issues for young people in Tasmania and we are often contacted by school staff to provide classroom talks on this topic.However, research shows that one-off efforts such as guest speakers are not effective in addressing these issues. Therefore, the CNU does not provide this service. Ongoing or multi-strategic interventions that are facilitated by a teacher (or support staff) in the school environment which focus on building positive self esteem and media literacy skills in young people have shown promising results in addressing both negative body image and eating disorders. The CNU aims to support school staff in this role. The aim of this package is to provide: Background information on eating disorders, body image and self esteem Activity ideas that focus on building self esteem and media literacy Suggestions on how to create a supportive environment for young people to develop healthy body image and eating and physical activity habits. Further reading and resources. If you are supporting a young person with an eating disorder, the Eating Disorder Service Directory provides a list of health professionals around Tasmania that are available to assist.The CNU does not provide a clinical service and is therefore not able to provide advice to an individual suffering from an eating disorder. If you would like to receive a copy of the Eating Disorder Service Directory please contact the CNU on the number listed above. Thankyou again for making contact, we hope you find the following information useful. Page 2 of 10 Background information Self esteem is the judgement we make about the worth of ourselves and includes perceptions about physical appearance and personal behaviour, academic competence, athletic and physical ability, social, job, and romantic achievement.Young people with high self esteem are fundamentally satisfied with themselves as a person, while still being able to identify weaker characteristics that may require work to overcome. Body image is the perception of physical appearance including size, shape, weight and any other aspect of the body that relates to body appearance including skin colour, ethnicity, disability or disfigurement.It includes an individuals own concept of his/ her physical self and their perception of how others view them. Characteristics of positive body image include: Positive self esteem Positive self confidence Good connections to work, school and community Involvement in sport, team and community activities Positive relationships Healthy attitude and relationship with food and eating. Eating disorders are psychological illnesses with physical consequences.There are many forms of eating disorders; anorexia and bulimia nervosa, binge eating disorder and eating disorders not otherwise specified (EDNOS). Low self esteem manifests as a poor sense of self worth and adequacy and increases an individuals vulnerability to negative body image.Negative body image presents as body dissatisfaction and may lead to physically damaging behaviours such as dieting, disordered eating, obsessive exercise patterns and/or eating disorders.Each behaviour is characterised by low self esteem, which is why successful programs to date have focussed on the prevention of such behaviours using activities that focus on building a young persons self esteem. Further information: Appendix 1: Additional eating disorder resources Appendix 2: Additional body image resources Page 3 of 10 First do no harm The underlying principle of any body image activity is safety and doing no harm.The following practices have been found to be ineffective in improving eating behaviour and body image or have been found to be harmful: Focussing on an individuals body weight or lifestyle behaviours (e.g. lack of physical activity or poor eating practices) without taking into consideration the influences, life skills and self esteem required for behaviour change.This can create the perception that the individual is doing something wrong which can lead to blame and further stigmatisation. Focussing on the dangers of overweight or obesity, weighing students or using skinfold measures or labelling students as overweight or obese can shame children above their most healthy weight and stigmatise them as having a problem or being a failure. Focussing on weight as a measure of fitness can reinforce the narrow and incorrect message that health is all about weight and slim people are healthy irrespective of their health behaviours (e.g. eating behaviours, physical activity, smoking, alcohol or drug use, mental health etc.). Focussing on the causes, extreme physical symptoms and detrimental effects of eating disorders can introduce weight concerns and harmful weight loss techniques to students when these issues may previously not have concerned them. The use of eating disorder case studies, particularly those of celebrity suffers can normalise or glamorise dieting and disordered eating. Focussing solely on the negative aspects of food and nutrition, for example the fat or sugar content of so called unhealthy foods.This can contribute to a fear of food, dietary fat and weight gain.Focus on encouraging students by using the variety message, rather than focussing on what not to eat. Using negative language such as good, bad or junk food.These terms can create blame and guilt.Use positive terms such as everyday and occasional foods as outlined in the Australian Guide to Healthy Eating (for more information visit: www.health.gov.au search: for consumers > education and prevention > nutrition and physical activity). One-off prevention efforts such as guest speakers or classroom activities conducted in isolation. Further information: An eating disorders resource for schools: A manual to promote early intervention and prevention of eating disorders in schools (2004).The Victorian Centre of Excellence in Eating Disorders and the Eating Disorders Foundation of Victoria.Available: www.rch.org.au/ceed [accessed December 2009]. Page 4 of 10 What works? Eating disorders and negative body image can be addressed in the same prevention program and the following approaches have shown some promising results: Developing media literacy Developing self esteem Creating a supportive environment. Teaching style: interactive participatory teaching strategies such as group discussions, group activities and peer based learning are more powerful than didactic styles when teaching about body image issues. Who to include: both males and females experience issues with eating and body image although in different ways.Males generally strive toward a lean muscular body type with body image concerns being closely linked to the concept of masculinity and what it means to be a man.Females generally strive towards a slim body type with body image concerns being closely linked to issues of appearance and body comparison.For either gender developing a positive sense of self, feeling good about their body and being resilient to unrealistic body image ideals portrayed in the media are important in preventing negative body image. Single versus mixed gender: whether mixed-gender activities are appropriate will depend entirely on the young people participating and the confidence of the facilitator.Both genders play a part in the wider social and cultural pressures each is exposed to and running mix-gender activities may help to create an understanding and awareness of these.Separate gender activities may be useful if participants feel inhibited discussing particular issues, the maturation levels of participants are considerably different and the concerns and experiences of the gender groups require different activities. Media literacy Stereotypical body image ideals are constantly promoted to young people through the various forms of media, including print and pictorial media (newspapers, magazines, posters, billboards and books) and electronic media (radio, television, videos, movies, music videos and internet). Media literacy encourages students to: Develop an awareness of gender stereotypes and how these are created and portrayed in the media. Critically analyse the content and meaning of media messages. Page 5 of 10 Understand how media images are created, retouched, airbrushed and made to look perfect. Reject inappropriate and unhealthy media messages. Reinforce the message that everybody is an individual with a unique appearance. Suggested activities Media exposure 24-hour media diary: ask students to record all exposure to any form of media (print and electronic) in a 24hr period.If a student is watching television they should make note of the show and all of the advertisements.Students should also make an analysis of the main messages behind the media each time they are exposed to a different type.Ask students to count the total number of media messages they saw during a 24 hour period, to illustrate how much we are all affected by the media everyday.Ask each student to present one example of a media message that they saw, and the main message behind the media. Analyse media messages: ask students to brainstorm why advertisements exist?For example; to introduce new products, to inform consumers about characteristics and benefits of the product, to encourage consumers to buy the product and to help consumers choose between products.Ask students to select an advertisement and investigate; what the picture tells you about the product, how does it inform you about its benefits or characteristics, how does it encourage you to buy the product and does it also try to sell something that goes along with the product? Hearing between the lines: see Appendix 3 for activity sheet and instructions. Media stereotypes Class discussion: ask students to define the term stereotype, and describe the typical features of the male and female stereotypes portrayed in the media.For example; male: strong, big and muscly, non-emotional and female: weak, small and slim and very emotional.Ask the group; if they agree or disagree with the stereotypes that our society presents?How does the media and advertising changes the way we think about men and women? Collage activity: ask students to explore the many different types of stereotypes in our society. For example gender, family unit, racial, employment, and age stereotypes.Divide students into small groups and ask them to make a collage illustrating a typical stereotype by cutting out images and pasting them onto a large piece of cardboard.Ask each group to present their work including their theme and the common beliefs held about this stereotype. Page 6 of 10 Male magazine cover: ask students if they think images of boys and men are manipulated by the media too?Divide the class into small groups and provide each group with 3 or more magazine covers featuring males (typically they are Caucasian, with short brown hair, abdominal muscularity, and tanned skin with no body hair).Ask the group to investigate; the physical features of the male on each magazine cover and the ways in which you think the images have been computer enhanced.Focus discussion on whether the group believes that male media stereotypes affect the body image of boys and young men? Media techniques Computer enhancement: download the DOVE film Evolution (www.campaignforrealbeauty.com.au search: dove self esteem fund > dove films).Show the film to students to introduce the types of computer enhancement techniques that are used to manipulate media messages e.g. airbrushing, cropping, erasing and merging.Encourage group discussion about how this manipulation of images presents a false view of the world and how it might impact on the body image of young people. Class debate: Using computer-enhanced photographs is dishonest and should be banned. Class photographs: take a photograph of each student and provide this as a jpeg image.Using a computer program such as Adobe Photoshop ask each student to manipulate their photo.Print out before and after pictures to illustrate the important point that almost all of the images we see in the media are manipulated and computer-enhanced in some way. Building self esteemBuilding self esteem aims to expand a students self identity and sense of self-worth by looking at many aspects of self and therefore decreasing the emphasis and importance of physical appearance. More specifically a self esteem approach aims to: Promote self-acceptance and respect for self and others. Encourage tolerance, rejection of cultural stereotypes and an appreciation of diversity. Reduce self-expectations of perfection. Suggested Activities Class brainstorm: draw the outline of a body on butchers paper and as a class brainstorm all of the different features that make up a person.What are the features that make us all different and unique?For example; physical features, personality traits, skills, hobbies and interests, cultural and family background, values, individual beliefs and attitudes, past Page 7 of 10 experiences etc.Reinforce that we are all complex, diverse and unique and our physical features only make up one small part of who we are as an individual. Self advertisements: ask students to work in pairs and to write an advertisement for each other highlighting their special qualities.Students should discuss each others features and decide what makes the other person interesting and different (e.g. they have an unusual hobby), what makes them amazing (e.g. they have a special talent), and why they make a great friend.Reinforce the message that everybody is different and we all have something different, unique and valuable to offer. Fan mail: ask each person to write their name on an individual envelope, each person then puts a compliment in everyone elses envelope.Keep them positive and anonymous (try to encourage students to think more broadly than physical features e.g. you make me laugh etc.).Each student then has a collection of positive compliments to give them a boost when they feeling low. How would you feel:bring in a variety of magazine pictures showing models looking happy, healthy and fit.Divide the class into small groups and give each group one or two pictures.Ask them to write down three words that would sum up how they would feel if they looked like these images (alternatively you can give students a page with a list of words e.g. beautiful, sexy, serious, fit, fake, real, elegant, brainy, caring, powerful, confident, cool etc and ask them to circle three).Ask each group to report back and record which words came up most commonly.Ask if they think celebrities always feel good about themselves and think they look good?Challenge the stereotype that beauty equals happiness and reinforce that we are all unique and diverse and thats what enables us to express our individuality. Further information: Absolutely everybody: A health promoting schools approach to promoting and developing healthy weight and healthy body image (2005).Centre for Health Promotion Children, Youth and Womens Health Service, Government of South Australia.Available: www.chdf.org.au/ [accessed December 2009]. O'Dea J.Everybodys Different: A positive approach to teaching about health, puberty, body image, nutrition, self esteem and obesity prevention (2007).ACER press.Available: most bookshops. Professional development opportunities: The Dove Self Esteem Fund and The Butterfly Foundation run workshops for teachers and health professionals in the use of the Body Think Program.Body Think aims to help 11-14 year olds develop their self esteem, body image and media literacy.For details of upcoming opportunities visit: www.butterflyfoundation.com (search: services > Dove Body Think > TAS). Page 8 of 10 Creating a supportive environment Classroom activities that aim to address negative body image and eating disorders will be ineffective if they are not supported by a school environment that addresses the broader influences on body image, eating behaviours and attitudes to physical activity. The health promoting schools framework provides a wholistic approach to fostering positive body image within a school community by taking into consideration the curriculum, teaching and learning; the school ethos, environment and organisation; and the relationships between the school and the wider community.The aim of a health promoting school in relation to body image is to promote and develop positive body image in all members of the school community, whilst creating an environment which supports the development and maintenance of healthy eating and physical activity practices. The following questions will give you a snapshot of your schools current policies, practices, culture and curriculum with regard to body image, food and nutrition and physical activity.They are intended to create discussion about how your school can optimise student participation and support healthy body image and positive eating and physical activity behaviours. Curriculum, teaching and learning Does your school: Offer students the opportunity to build self esteem which promotes self-acceptance and respect for self and others? Promote positive food and eating messages e.g. everyday and occasional foods, eating for nourishment, pleasure and wellbeing rather than good or bad foods or a dieting approach to eating? Offer students the opportunity to participate in positive food experiences e.g. food preparation, cooking, food tasting, social eating occasions, gardening etc.? Offer physical activity programs that cater for all sizes, shapes and skill levels, with a focus on participation and the non-weight benefits of being active? Promote the concept that healthy and fit bodies come in a wide variety of shapes and sizes? Offer students the opportunity to learn about normal growth and physical development that occurs during puberty? Offer students the opportunity to learn media literacy skills which challenge gender stereotypes and encourage body diversity? Page 9 of 10 School ethos, environment and organisation Does your school: Have an effective anti-harassment/ discrimination policy which actively discourage physical and verbal harassment and discrimination including that based on appearance or body size? Celebrate and appreciate diversity e.g. in learning resources provided, students selected in leadership roles? Staff members role-model healthy behaviours and attitudes towards food and eating, physical activity and body shape and size? Offers students and staff the opportunity to make healthy food choices e.g. canteen, fundraising, classroom rewards, staff catering and other school events? Provide students and staff pleasant, social eating areas? Provide furniture, equipment (e.g. sporting) and uniforms that cater for a diversity of body size and shapes? Have a protocol for identifying, referring and supporting students with eating or body image issues? School-community partnerships Does your school: Provide opportunities for parent involvement, education and support on body image, healthy eating and physical activity behaviours? Have a health and wellbeing committee with representation from students, staff, parents and outside organisations as relevant? Seek opportunities to engage with local businesses, sporting groups or community organisations to provide students, families and staff with opportunities to participate in physical activity and enjoy healthy eating in their local community? Have access to professional development opportunities for staff around body image, food and nutrition and physical activity if required? Have access to support or counselling services for students with eating or body image issues? Page 10 of 10 Acknowledgments: An eating disorders resource for schools: A manual to promote early intervention and prevention of eating disorders in schools (2004).The Victorian Centre of Excellence in Eating Disorders and the Eating Disorders Foundation of Victoria.Available: www.rch.org.au/ceed [accessed December 2009). Absolutely everybody: A health promoting schools approach to promoting and developing healthy weight and healthy body image (2005).Centre for Health Promotion Children, Youth and Womens Health Service, Government of South Australia.Available: www.chdf.org.au/ [accessed December 2009]. O'Dea J.Everybodys Different: A positive approach to teaching about health, puberty, body image, nutrition, self esteem and obesity prevention (2007).ACER press.Available: most bookshops. Please find attached: Appendix 1 Additional eating disorder resources Appendix 2 Additional body image resources Appendix 3 Reading between the lines activity

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\Eating Disorders Resources FINAL.doc REVIEWED: March 2009 Eating Disorder Resources General Information Eating Disorders Foundation of Victoria www.eatingdisorders.org.au Information on eating disorders, recovery, prevention, how family and friends can help. Contains a chat room, help line and email address. The Victorian Centre of Excellence in Eating Disorders www.rch.org.au/ceed/index.cfm?doc_id=2783 (search: clinical resources) Information on eating disorders, education and training opportunities, links to other websites and professional resources. Download: An Eating Disorder Resource for Schools (2004) A manual to promote early intervention and prevention of eating disorders in schools.

Center for Young Womens Health www.youngwomenshealth.org (search: body image) Information for parents and teenagers about self esteem, body image, facial differences and eating disorders. Youth Centralwww.youthcentral.vic.gov.au/ (search: health & relationships >body health) Information for teenagers on body image, food and diet and fitness.

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\Body Image Resources FINAL.doc REVIEWED: March 2009 Body Image Resources General Information If not dieting, then what? www.ifnotdieting.com.auRick Kausmann has written a range of books and runs courses on a non dieting approach to healthy weight. Go For Your Life, Victoria www.goforyourlife.vic.gov.au/ (search: body image) General information on body image, dieting and eating disorders. Better Health Channel, Victoria www.betterhealth.vic.gov.au (search: body image) A range of information for parents and students on body image and other health related topics. Children, Youth, Women, Health Service, South Australia www.cyh.com(search: teen health >health topics >healthy mind >body image) General information about body image, self esteem and confidence, dealing with stress and feeling good about yourself. KidsHealthwww.kidshealth.org/(search: teens >your body) American site with information on body image and a range of other topics such as acne, body piercing for both males and female. Continued over page

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\Body Image Resources FINAL.doc REVIEWED: March 2009 Online School Resources Kaz Cookes Completely Gorgeous www.completelygorgeous.com.au An active, fun and useful website for teachers and students from upper primary to upper secondary school. It includes the text and illustrations from the book Real Gorgeous an animated 10min CD-Rom Gorgeous and a series of games and teaching notes. Dovewww.campaignforrealbeauty.com.au (search: dove self esteem fund >dove films) Three short films that address self esteem and the impact that the beauty industry can have on young girls. Butterfly Foundation www.thebutterflyfoundation.org.au This website addresses both the prevention and treatment of eating disorders. It contains an eating disorder help line, early intervention information, awareness campaigns and details about professional training opportunities for primary and secondary schools. Head Room www.headroom.com.au A positive mental health website for young people.Contains a downloadable positive body image journal for females. (search: news>latest news>a weight off my mind journal). A Weight Off My MindChildren, Youth, Women and Health Services, South Australia www.cyh.sa.gov.au/HealthTopics/library/WOMM_bb.pdf A journal for females that explores positive body image through activities, spending time jotting down thoughts and ideas. Continued over page

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\Body Image Resources FINAL.doc REVIEWED: March 2009 Centre for Health Promotion,South Australia www.chdf.org.au/ (search: resource centre >body image) Download: -Absolutely Everybody (2006) Resource to support schools to encourage and develop healthy weight in their school. -Virtually Healthy newsletters. Youtubewww.youtube.com/watch?v=This website has a range on 2-3min film clips. Check for suitability. (Search body image)The following clips show the effects of photo imagingwww.youtube.com/watch?v=5iwaQ2zi63c www.youtube.com/watch?v=aHLpRxAmCrw The following clip shows the changes in male body shape over the past 40 years and the increase in steroid use. www.youtube.com/watch?v=Rvir84RPYhg Professional Development Opportunities Body Think Program The Dove Self Esteem Fund and The Butterfly Foundation run workshops for teachers and other professionals in the use of the Body Think program. Body Think aims to help 11-14 year olds develop their self esteem, body image and media literacy. Classroom activities and a DVD are provided on completing a day workshop.To register interest in workshops or sign up go to the following web links:www.butterflyfoundation.org.au (search: services>Dove Body Think>TAS) OR www.campaignforbeauty.com.au(search: be involved>Body Think>how to register).

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\BI resources/ Hearing between the lines activity FINAL.doc REVIEWED: April 2009 Students will listen to and read lyrics from popular songs that explore the themes of self-esteem, body image, and eating disorders. The song interpretations will provide an opportunity for further discussion on the issues. This activity is suitable for students in grade 7-12. Aim of the activity: To interpret song lyrics both objectively and subjectively.To understand that self-image struggles affect everyone. To be better able to identify the pressures to look and act a certain way and where these pressures come from.To be able to express their own attitudes, experiences, and feelings about self-image and how it is influenced by the media.Materials needed: CD player or laptop. Songs on CD (preferably 2 or more):o"At Seventeen" - J anis Ian (from Between The Lines album)o"Perfect" - Alanis Morissette (from Jagged Little Pill album)o"Ana's Song" - Silverchair (from Neon Ballroom album)o"Reflection" - Christina Aguilera (from Christina Aguilera album)Printed song lyrics. Activity:Begin the lesson with some discussion questions that will help students focus in on the subject:oWho are your favorite celebrities/entertainers? What do you like best about them? Do you like the way they look?oIf you could "be" any entertainer, who would you pick, and why?Activity -Hearing between the lines Continued over page

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\BI resources/ Hearing between the lines activity FINAL.doc REVIEWED: April 2009 oDo you think celebrities always feel great about themselves and think they look great?Why?What pressures are put on them? oHave you seen / heard/ read anything in the media which has made them feel good or bad about themselves?What?Why? Explain to students that you will be focusing on media, namely, music that deals with issues of body image, self-esteem, and eating disorders. By looking at what certain artists have to say on the subject, we'll see that everyone experiences these feelings, no matter how "successful" they are or "perfect" they seem on the outside.Play one of the songs and ask students to just listen to it, taking note of how it makes them feel.Pass out the song lyrics and play the song again, asking students to follow along. Discuss the song. General questions might include:oWhat does the song title mean? o How does it relate to the song lyrics?oCan you think of an alternative title? oWhat is the writer trying to tell you? oWhat do you think they were feeling when they wrote it? oWhat do you think about what they are saying? oHow does this song make you feel? oCan songs make you feel good or bad about yourself? oAre they a good way of getting a message across? Bring up questions about the particular song and its lyrics: Suggested questions on "At Seventeen":oJ anis Ian wrote this song over 25 years ago. Are there themes in her lyrics that were only present in 1975, or are they present now as well? Do you think that these things will be true when the song is played in another 25 years? Continued over page

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\BI resources/ Hearing between the lines activity FINAL.doc REVIEWED: April 2009 oWhat is "the truth" that J anis Ian refers to?oWhat is "the game" that she sings about?oWhy is she singing about age 17, rather than age 30, or 12, or any other time in one's life?Suggested questions on "Perfect":oAlanis Morissette has admitted that she has struggled with anorexia. In this song, she is definitely delivering a message to someone. Who is it? What is the tone of the message? Is the message serious or sarcastic?oWhat familiar terms and ideas do you hear in the lyrics? e.g. "good enough," "win first place," and "good girl. oWhat problems are these ideas associated with? e.g. parental pressure, competition, peer pressure etc.Suggested questions on "Ana's Story":oSilverchair's lead singer Daniel J ohns, who wrote this song, has admitted to a history with eating disorders. Does it surprise you to hear about a man who has an eating disorder? Why would a man be vulnerable to an eating disorder? What pressures are out there for males to look a certain way? What is the stereotype "perfect male body"?oWho or rather, what is "Ana"? (Anorexia Nervosa). What in the song tells you that dealing with this disease is a real battle?Suggested questions on "Reflection":oWhat is "reflection"? What kinds of reflections do we deal with in daily life? e.g. mirrors, comparing ourselves with others, inner self-reflection.oDo you think that everyone feels like nobody sees the "real them"? What can you do to feel that people are seeing the "real you"?If time, repeat the process with another song. Adapted from: Absolutely every body: A health promoting schools approach to promoting and developing healthy weight and healthy body image.Centre for Health Promotion Children, Youth and Womens Health Service.Government of South Australia.2005.

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\BI resources/ Hearing between the lines activity FINAL.doc REVIEWED: April 2009 PerfectJagged Little Pill album By Alanis Morissette Sometimes is never quite enoughIf you're flawless, then you'll win my love Don't forget to win first placeDon't forget to keep that smile on your face Be a good boyTry a little harderYou've got to measure upAnd make me prouder How long before you screw it upHow many times do I have to tell you to hurry up?With everything I do for youThe least you can do is keep quiet Be a good girlYou gotta try a little harderThat simply wasn't good enoughTo make us proud I'll live through youI'll make you what I never wasIf you're the best, then maybe so am ICompared to him, compared to herI'm doing this for your own damn goodYou'll make up for what I blewWhat's the problem? Why are you crying? Be a good boyPush a little farther nowThat wasn't fast enoughTo make us happy We'll love you just the way you are... If you're perfect

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\BI resources/ Hearing between the lines activity FINAL.doc REVIEWED: April 2009 " At Seventeen"Between The Lines album By Janis Ian I learned the truth at seventeen When dreams were all they gave for free That love was meant for beauty queens To ugly duckling girls like me... And high school girls with clear skinned smiles Who married young and then retiredWe all play the game, and when we dare The valentines I never knew We cheat ourselves at solitaire The Friday night charades of youthInventing lovers on the phone Were spent on one more beautiful Repenting other lives unknown At seventeen I learned the truth...That call and say: "Come on, dance with me" And murmur vague obscenities And those of us with ravaged faces At ugly girls like me, at seventeen Lacking in the social graces Desperately remained at home Inventing lovers on the phone Who called to say "come dance with me" And murmured vague obscenities It isn't all it seems at seventeen... A brown eyed girl in hand me downs Whose name I never could pronounce Said: "Pity please the ones who serve They only get what they deserve" The rich relationed hometown queen Marries into what she needs With a guarantee of company And haven for the elderly... So remember those who win the game Lose the love they sought to gain In debitures of quality and dubious integrity Their small-town eyes will gape at you In dull surprise when payment due Exceeds accounts received at seventeen... To those of us who knew the pain Of valentines that never came And those whose names were never called When choosing sides for basketball It was long ago and far away the world was younger than today

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\BI resources/ Hearing between the lines activity FINAL.doc REVIEWED: April 2009 " Ana's Song (Open Fire)"Neon Ballroom album By Daniel Johns/ Silverchair Please die AnaFor as long as you're here, we're notYou make the sound of laughterAnd sharpened nails seem softerAnd I need you now somehowAnd I need you now somehowOpen fire on the needs designedOn my knees for youOpen fire on my knees desiresWhat I need from youImagine pageantIn my head the flesh seems thickerSandpaper tears corrode the filmAnd I need you now somehowAnd I need you now somehowOpen fire on the needs designedOn my knees for youOpen fire on my knees desiresWhat I need from youAnd you're my obsessionI love you to the bonesAnd Ana wrecks your lifeLike an Anorexia lifeOpen fire on the needs designedOn my knees for youOpen fire on my knees desires What I need from youOpen fire on the needs designedOpen fire on my knees desires On my knees for you

SOURCE: community nutrition\population groups\schools\Health for All\body image training for teachers 09\BI resources/ Hearing between the lines activity FINAL.doc REVIEWED: April 2009 " Reflection"Christina Aguilera album Performed by Christina Aguilera Look at me You may think that you see who I really amBut you'll never know me Everyday, it's as if I play a part Now I see, if I wear a mask I can fool the world But I cannot fool my heartWho is that girl I see, staring straight back at me?When will my reflection show who I am inside?I am now in a world whereI have to hide my heart and what I believe in But somehow I will show the world What's inside my heart and be loved for who I amWho is the girl I see, staring straight back at me?Why is my reflection someone I don't know?Must I pretend that I'm someone else for all time?When will my reflection show, who I am inside?There's a heart that must be free to flyThat burns with the need to know the reason whyWhy must we all conceal what we think, how we feel?Must there be a secret me I'm forced to hide?I won't pretend that I'm someone else for all timeWhen will my reflection show who I am inside?When will my reflection show who I am inside?