the main
about the project
Medicine news
To authors
Licensed books on medicine
<< Ahead Next >>

Stage 5. Analysis of the causes of positive and negative attitudes towards one’s own appearance

The purpose of this stage: to promote students aware that the basis of satisfaction / dissatisfaction with their own appearance are, above all, socio-psychological reasons.

The teacher draws the attention of students to the table. 1, to analyze the reasons for the relationship to their own appearance, which the students recorded on the forms. Among the reasons students can write the following: “I don’t like myself”, “make comments around me”, “I look worse than many famous women”, “looks are far from ideal”, etc.

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

Issues for discussion.

1. What are the reasons from among those that can be considered natural (if the students call it, then the minimum number of reasons).

To which type (natural or social) can we place the majority of reasons for varying degrees of satisfaction with our own appearance?

3. What conclusions can we draw on the basis of the fact that most of the reasons with which a person’s satisfaction or dissatisfaction with a person’s appearance is related to social factors?

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

The teacher complements and summarizes the students' answers using the theoretical information presented in the text of the introductory part “Specificity of the causes of dissatisfaction with one’s own appearance”. When summarizing the reasons, it is important for the teacher to bring students to such a feature as “comparing oneself with a certain standard of beauty”.
<< Ahead Next >>
= Go to tutorial content =

Stage 5. Analysis of the causes of positive and negative attitudes towards one’s own appearance

  1. Stage 3. Analysis of the consequences for the individual of a positive and negative attitude to his own appearance
    The main goal of this stage is to help students translate the fact that modern people (and mostly women) have the phenomenon of dissatisfaction with their appearance to the rank of a pressing problem that needs to be solved. A representative of each small group voices the results of the group work, answering questions. 1. List the positive effects on a person with high
  2. Stage 4. Analysis of gender differences in the degree of satisfaction with their own appearance
    The main objective of this stage is to help students understand the existence of gender differences in the degree of satisfaction of modern people with their own appearance and recognize the greater vulnerability of women in these matters compared with men. Based on the data table. 1, clearly presented on the blackboard, the teacher discusses with the students the following questions. 1. Why are there boys in this student group?
  3. Stage 2. Research (diagnosis) attitudes towards their appearance
    The main objective of this stage is to obtain material for discussing questions about the causes and consequences for the individual dissatisfaction with appearance and to help students determine the individual degree of satisfaction with their own physical characteristics. 1. Each student is given a form “Satisfaction with his own appearance” (Appendix 1), where you are asked to answer two
  4. Stage 1. Information message of the teacher about the significance of studying the problem of dissatisfaction of a person with his own appearance
    The main goal of this stage is to contribute to the emergence of students' interest in studying the designated topic and to 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 doctors
  5. Stage 1. Awareness of their own attitudes towards feminism
    At the beginning of the discussion, students are asked to name their associations with the word “feminism”. Associations are written on the board. The teacher discusses with the students what feelings this concept evokes, what is the attitude towards feminism in our society. Then students are asked to fill out a questionnaire (Appendix 1). The best option is when the teacher reads out the questions and the students
  6. Stage 3. Socio-psychological analysis of their 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 proposes to explore their own gender stereotypes by doing the following task. Each participant is invited to answer in turn the following questions. 1. What did they tell me in childhood (parents and other adults) about what they should
  7. Negative and positive. Optimism and pessimism
    It should be borne in mind that not only destructive conflicting relationships with others change reality and our lives. There are concepts of negative and positive thinking. The first makes our life tragic, the second - happy. A person who is reasonably well prepared for the ordeals of life usually looks to the future with confidence. He adequately assesses himself and his capabilities, and
  8. Positive achievements and negative formations in personality development
    Conditions of the moral development of the child's personality. The moral development of a child’s personality is determined by the following constituents: knowledge of norms, behavioral habits, emotional attitude to moral norms and the inner position of the child himself. Of paramount importance for the development of the child as a social being is knowledge of the standards of behavior. Throughout early and preschool age
  9. The role of the standard of physical attractiveness in assessing your own appearance
    The role of the standard of physical attractiveness in assessing your own
  10. "Educational issues: 1. Actually objective reasons for conflict interaction. 2. Organizational and managerial causes of conflicts in a military team."
    Training questions: 1. Personal causes of conflict behavior of military personnel. 2. Socio-psychological causes of interpersonal conflicts of military personnel. 3. The influence of the social microenvironment on the occurrence of conflicts between military personnel. Question 1. Conflict-resistant means a person’s sufficient psychological readiness for a negative effect on the psyche.
  11. Stage 3. Making your own psychological portrait
    Students are further invited to characterize themselves using the same set of qualities. The instruction is as follows: “Do the ranking as follows. First, select the quality that you think is most inherent to you. Place a “1” next to this quality. Next, select the most characteristic quality from the remaining qualities and mark it with the number “2”, etc.
Medical portal "MedguideBook" © 2014-2016