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Step 5. Analysis of the reasons for a positive and negative attitude towards one's own appearance

The purpose of this stage: to help students realize that the basis for satisfaction / dissatisfaction with their own appearance is, first of all, socio-psychological reasons.

The teacher draws the students' attention to the table. 1, to analyze the reasons for the relationship to their own appearance, which the students recorded on the letterhead. Among the reasons students can write the following: "do not like myself," "make comments around," "look worse than many famous women," "the exterior is far from ideal", etc.

During the discussion, the teacher suggests students to name the reasons that can be attributed to social, and which to biological.

Issues for discussion.

1. Name the reasons, among the allocated, which can be considered natural (students, if they call, the minimum number of reasons).

To what type (natural or social) can we include most of the reasons for some degree of satisfaction with one's own appearance?

3. What conclusions can we draw on the basis of the fact that most of the reasons that are associated with satisfaction or dissatisfaction of a man with his own appearance refer to social factors?

4. How can we relate this to the already known provisions on gender socialization?

The teacher supplements and summarizes the students' answers, using theoretical information presented in the text of the introductory part "Specificity of causes of dissatisfaction with one's own appearance". The teacher is important in summarizing the reasons to bring students to such a feature as "comparing yourself with a certain standard of beauty."
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Step 5. Analysis of the reasons for a positive and negative attitude towards one's own appearance

  1. Stage 3. Analysis of the consequences for the person of a positive and negative attitude towards one's own appearance
    The main goal of this stage is to help students translate the fact that today's people (and mostly women) have the presence of dissatisfaction with their own appearance as a topical problem that needs to be solved. The representative of each small group voices the results of the group work, answering the questions. 1. List positive consequences for a person with a high
  2. Stage 4. Analysis of gender differences in the degree of satisfaction with one's own appearance
    The main goal of this stage is to help students understand the gender differences in the degree of satisfaction of modern people with their own appearance and recognize the greater vulnerability of women in these issues compared to men. Based on the data of Table. 1, clearly presented on the blackboard, the teacher discusses with students the following questions. 1. Why in this student group of boys
  3. Step 2. Research (diagnosis) of the attitude to your appearance
    The main goal of this stage is to obtain material for discussing the causes and consequences for the person with dissatisfaction with appearance and to help students determine an individual degree of satisfaction with their own physical characteristics. 1. Each student is given a form "Satisfaction with his own appearance" (Appendix 1), where he is asked to respond to two
  4. Step 1. Information message from the teacher about the importance of studying the problem of dissatisfaction with one's own appearance
    The main goal of this stage is to promote the students' interest in studying the topic and orient them in the content of the lesson. Using the introduction material and other sources, the teacher tells students about the phenomenon of physical attractiveness and the problems associated with this phenomenon. Concluding the message, it is important to emphasize the following: "Psychologists and physicians
  5. Stage 1. Awareness of own attitude to feminism
    At the beginning of the discussion, students are asked to name their associations for the word "feminism". Associations are recorded on the board. The teacher discusses with students what feelings this concept causes, what is the relation to feminism in our society. The students are then asked to complete the questionnaire (Appendix 1). The best option is when the teacher reads the questions, and the students
  6. Stage 3. Socio-psychological analysis of own gender roles
    The third stage is devoted to reflection and introspection. Task 1 This task is aimed at identifying gender stereotypes of students. The teacher suggests to investigate own gender stereotypes, having carried out the following task. Each participant is asked to respond in turn to the following questions. 1. That in the childhood I was told (parents and other adults) about what should
  7. Negative and positive. Optimism and pessimism
    It should be borne in mind that not only destructive conflict relations with others change the reality and our life. There are concepts of negative and positive thinking. The first makes our life tragic, the second - happy. A person who is sufficiently well prepared for life's trials usually looks with confidence in the future. He adequately assesses himself and his abilities, and
  8. Positive achievements and negative education in the development of personality
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  9. The role of the standard of physical attractiveness in assessing one's own appearance
    The role of the standard of physical attractiveness in evaluating one's own
  10. "Educational issues: 1. Actually objective reasons for conflict interaction 2. Organizational and administrative causes of conflicts in the military collective."
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  11. Step 3. Composing your own psychological portrait
    Further, students are encouraged to characterize themselves using the same set of qualities. The instruction is as follows: "Perform the ranking as follows. First, choose the quality that, in your opinion, is inherent in you to the greatest extent. Put a number "1" next to this quality. Next, choose from the remaining qualities the most characteristic quality for you and mark it with the number "2", etc. On
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