Running head: CURRICULUM MAP 1

6-Month Presentation Curriculum Map

Jessica Batayola

Arizona State University

PPE 310: Healthy Learning Communities

Dr. Jennifer Houston

Presentation Curriculum Map

November 19, 2017

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6-Month Presentation Curriculum Map

As mentioned during the first presentation, those at risk of developing eating disorders, as

well as those already afflicted, have potential to cause damage to all domains of their life. This 6-

month lesson plan is designed to promote healthy eating behaviors, as well as inform participants

of new, valuable information related to how eating disorders effect these different domains.

Offered through a community based program, located at the local Community Center, this lecture

and discussion series is open to all adolescents aged 13-18.

Month/Lesson 1: Social Health- deciphering healthy vs. unhealthy online platforms used for

discussing and learning about eating disorder behaviors.

Lesson Outline:

Define eating disorder behaviors.

Host brief introduction session; ask for name and individuals definition of eating disorder

behaviors.

Compare personal definitions to literal; discuss differences, commonalities.

Create a list of online websites, forums, blogs, etc.

Visit all the websites together, on a large display screen.

Observe and list web site goals.

Host discussion around observations.

Conclude with resources for positive body image, pro-healthy lifestyle choices.

Begin lesson with introductions and an ice-breaker session, with individuals offering their

own interpretation of what eating disorder behaviors are. Compare personal definitions to literal
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ones; discuss differences as well as the commonalities between literal and personal definitions.

Explain the goals of the lesson: the first goal of the social health lesson is to provide a safe

environment for honest discussion of what can be taboo for some, the use of social media and

online platforms to privately learn about eating disorder behaviors; the second goal of the lesson

is to provide and discuss positive platforms to engage in learning truths and healthy behaviors.

Through an open discussion forum, determine 10 most well-known sites from ideas

provided amongst the group. The answers provided here become a key piece of information for

the lesson, as the sites mentioned will highlight the popularity of these online communities. Visit

all the websites together via a large screen. Observe and list web site goals. Ideas may include

topics such as, positive body image; negative body image; healthy advice; unhealthy advice; pro-

eating disorder; pro-thin; pro-plus size; etc.

Host discussion around observations, personal experience with sites, rumors, truths,

myths, etc. Discuss the dangers of myths and fallacies promoted as advice and guidance. Also

discuss the risk of taking the experience of others and comparing it their own. Risks include

coming across others whom mean harm to you, who lie or purposefully misguide to cause you

harm. Risks also include receiving incorrect medical advice, based off anecdotal experience, not

science based evidence.

Conclude lesson by providing resources for positive body image websites and pro-

healthy lifestyle choices websites. The following list of websites is sourced from AGoodTherapy,

(2014).

- http://proud2bme.org

- http://www.adiosbarbie.com/#results
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- https://www.about-face.org

- https://beautyredefined.org

- http://thebodyimageproject.blogspot.com

- http://wearetherealdeal.com/about/

Month/Lesson 2: Emotional Health- improving your self-esteem through writing and blogging.

Lesson Outline:

Brief introduction; ask for names and answer to the following question: have you ever used a

diary, journal, or blog before?

Host brief lecture about the positive benefits to self-esteem through the use of auto-biographic

writing.

Brief lecture on the benefits of using creative, imaginative writing to improving self-esteem.

Relevant data sourced from Building Self Esteem with Writing Therapy, (2011).

Host discussion around anecdotal experience of group.

Conclude by providing a free journal to each participant.

Begin lesson with introductions and an ice-breaker session, posing the question: have you

ever used a diary, journal, or blog before? These answers will not be further discussed at this

point, but will allow the host to gauge the audiences experience.

Host brief lecture about the positive benefits to self-esteem through the use of auto-

biographic writing. Relevant information and data will be sourced from Self-Confidence, (2012).

Then, host a brief lecture on the benefits of using creative and imaginative writing on improving

self-esteem. Relevant information and data for this part of the lecture will be sourced from

Building Self Esteem with Writing Therapy, (2011).

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Continue by hosting a discussion around the experience of the group. Pose questions to

further discussion, such as: do you keep it private? do you share it? Is yours date specific, or

more of a free-writing compilation? If you do not currently, why not? Have you tried?

Conclude lesson by providing a complimentary journal to all whom desire, and

encourage usage!

Month/ Lesson 3: Physical Health- introducing beginners yoga to promote healthy, low-impact

exercise that produces results that can one can both feel and see.

Lesson Outline:

Re-introduce self, brief speech about lesson.

Give yoga lesson, introducing 12 Yoga Poses for People Who Arent Flexible, (2015). [The

workout provided on this website is the guide for this lesson.]

Conclude lesson by encouraging a brief rest and hydration period.

This lesson begins with the same group as previous lessons, yet requires a change up in

the physical setting. Once mat layout is complete, ensure participants have a safe distance from

their neighbor. Give brief speech about the importance of incorporating healthy, low-impact

exercise into workout regimens, versus constant aggressive, fat burning workouts. Give brief

speech about taking it slow, stopping when you feel personal limits, and reminding participants

to have fun and not take this lesson too seriously, while staying safe.

Give yoga lesson, introducing 12 Yoga Poses for People Who Arent Flexible, (2015).

[The workout provided on this website is the guide for this lesson.] Inform that this guide was

chosen as most beginners are not very flexible, and these basic stretches reduce the risk of injury

and, after time, provide results that allow for further difficulty levels of work in the future.
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Affirm participants that the beginner poses learned today have minimal risk to injury, but that

personal history and physical limitations differ to the individual, therefore listening to your own

body is pivotal is receiving a beneficial work-out.

Conclude lesson by encouraging a brief rest and hydration period. Remind of the health

benefits of staying hydrated daily, especially during exercise. Revisit topic of healthy, low-

impact exercise and how flexility and lean-muscle are just as important signifiers of health as

weight and body shape, if not more.

Month/ Lesson 4: Spiritual Health- coping with loss; coming face-to-face with the reality and

learning how to grow from it.

Lesson Outline:

Gather group together for this lesson, sitting closer, in a circle formation.

Introduce the severity and weight of this lesson.

Ask for an open discussion around the groups experiences of illness and death, whether

personal or learned about through peers or online, related to eating disorders.

Offer statistics to the group. Host a discussion around this data.

Pose questions to the group about ways they have dealt with: emotions, feelings, fears,

confusions, etc.

Conclude lesson by sharing healthy ideas for coping with loss.

Provide a more intimate setting for this lesson than previous. By this point, these teens

have laughed, sweat, and maybe even cried together, so this setting should feel comfortable for

participants. Introduce the severity of this lesson, and ask for respect for fellow participants if

and when deeply personal issues arise.

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Ask for an open discussion around the groups experiences of illness and death, whether

personal or learned about through peers or online, related to eating disorders. Feel free to discuss

well-known or publicized cases that many may have come across on commonly visited websites,

discussed in previous lessons. If these kinds of stories arise, discuss thoughts around this kind of

publicity. Offer statistics; further the discussion around the provided data. Relevant data for this

part of the discussion will be sourced from Eating Disorder Statistics, (2017).

Pose questions to the group about ways they have dealt with death in their past,

regardless of the cause. Ask about emotions, feelings, fears, confusions, etc. Have a discussion

around the differing experiences others have and encourage participants to listen and learn from

the process others of through.

Discuss the risks of eating disorder behaviors increasing during times of emotional and

spiritual stress (Lyons, 2017). Conclude by share healthy ideas for coping with loss. Relevant

information for this part of the discussion will be sourced from the same article Dealing With

Grief in Eating Disorder Recovery by Libby Lyons, (2017).

Month/Lesson 5: Nutritional Health- discussing the dangers of purging.

Lesson Outline:

Introduce lesson topic by defining purging, binging/purging, bulimia nervosa.

Host lecture about the serious health concerns related to this dangerous activity.

Open the group to discussion about personal experiences, both individual and hear-say.

Briefly discuss habits of/ red-flags to look out for in their friends/loved ones.

Conclude by offering outreach information.

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Begin this lesson by offering the definition of purging, and describing the eating disorder

behavior or binging and purging. Host a lecture about the serious health concerns related to

binging and purging. Offer clinical evidence. Relevant data for this lecture will be sourced from

NEDA, (2016). Other relevant data will be sourced from The Effects of Bulimia on Your Body,

(2017).

Open the group to discussion about personal experiences, both individual and hear-say.

This topic may not yield a plethora of discussion, as eating disorder behaviors are often very

personal, and often done in private. To further discussion, encourage discussion of rumors, in

attempts to dispel; encourage discussion of why these acts are often private; feed off comments

and lead the discussion much more than in previous lessons. Transition discussion habits of/ red-

flags to look out for in their friends/loved ones and online community members.

Conclude lesson by offering outreach information and further resources.

- National Eating Disorder Association Helpline: 1-800-931-2237

- bulimia.com Helpline: 1-888-232-6949

- National Association of Anorexia Nervosa and Associated Disorders: 1-630-577-1330

- Crisis Text Line: Text hello to 741741

- The Recovery Village: 1-352-771-2700

Month/Lesson 6: Intellectual Health- What the heck is Orthorexia Nervosa?

Lesson Outline:

Introduce the lesson by asking if anyone in the group can define orthorexia nervosa. If yes,

confirm and/or adjust provided definition. In no, provide definition.

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Describe the relevance of orthorexia nervosa with regard to eating disorders and associated

behaviors.

Explain how this disorder relates to intellectual health.

Task: have participants reflect on last two days meals.

Discuss amongst group how these meals support or detract from health goals.

Celebrate diverse meal choices, encourage balance.

Explain that diet restrictions should be discussed with physicians/dieticians/nutritionists

before incorporating into personal routine.

Conclude with a question and answer session about driving personal intellectual growth by

encouraging further research into evidence based nutrition and healthy eating habits.

Begin this lesson with a fun pop-quiz to see if anyone in the group can define orthorexia

nervosa. Provide clinical definition to group; compare any answers provided by group. Describe

the relevance of orthorexia nervosa with regards to eating disorders and associated behaviors and

explain how this disorder relates to intellectual health. Commonly, orthorexia nervosa begins as a

healthy interest into nutrition, healthy eating, and healthy dieting; attempts to educate oneself.

During this search for intellect, an un-healthy obsession forms (Kratina, 2016). This obsession

can lead to unhealthy eating habits, even eating disorders.

Task the participants with an activity: have participants reflect on last two days meals and

the lead a discussion amongst the group about how these meals support or detract from their

current health goals. Celebrate diverse, healthy meal choices as participants share.

Give a brief lecture about how dieting and diet restrictions should be discussed with

physicians/dieticians/nutritionists before incorporating into personal routine. Conclude with a

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question and answer session about driving personal intellectual growth by encouraging further

research into evidence based nutrition and healthy eating habits. Encourage journaling about

meals and personal reflection of goals and accomplishments. Challenge participants to make

learning about healthy choices just as common as making the choices themselves.

Reflection

The participants for this lecture and discussion series will be sourced from the Positively

Gorgeous Event. It is a much smaller, intimate group, that will stay the same from month-to-

month, having formed a support group in a sense. Upon reflection, I must admit a potential risk

involved in developing such a support group; the relationships formed within this group could

potentially support negative behavior, having brought together so many commonalities. Yet this

is a responsibility I am prepared to take on.

The focus of the meetings will always stay around sharing honestly and speaking truths,

and encouragement of learning through their peers experiences, including the negative ones. At

times, the group discussions may become stressful. Coping mechanisms will be provided

throughout, and are often a part of the lesson design itself. These difficult conversations need to

happen, and I as the host will always maintain a pathway that leads the discussion back around to

positive thoughts and sharing before the meet-ups end. This series will provide great insight to

the participants, but has potential to provide even greater insight to me, the host. I will attach

great value on the personal experience of my participants and even greater respect to any and all

ideas that come to the surface through discussion.

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Reference List

AGoodTherapy. (2014). Best of 2014: GoodTherapy.orgs Top 10 Websites for Body Image

Issues. Retrieved from https://www.goodtherapy.org/blog/best-of-2014-goodtherapyorgs-

top-10-websites-for-body-image-issues-1226147

Kratina, K. (2016). Orthorexia Nervosa.

Retrieved from https://www.nationaleatingdisorders.org/orthorexia-nervosa

Lyons, L. (2017). Dealing With Grief in Eating Disorder Recovery.

Retrieved from https://www.eatingdisorderhope.com/blog/grief-eating-disorder-recovery

Mareska, M. (2011). Building Self Esteem with Writing Therapy.

Retrieved from https://www.pickthebrain.com/blog/building-self-esteem-with-writing-

therapy/

McCarthy, M. (2012). Self-Confidence.

Retrieved from https://www.mindbodygreen.com/0-5139/How-Journaling-Can-Boost-

Your-SelfConfidence.html

Mirasol. (2017). Eating Disorder Statistics.

Retrieved from https://www.mirasol.net/learning-center/eating-disorder-statistics.php

NEDA. (2016). Health Consequences of Eating Disorders.

Retrieved from https://www.nationaleatingdisorders.org/health-consequences-eating-

disorders

Pietrangelo, A & Cherney, K. (2017). The Effects of Bulimia on Your Body.

Retrieved from https://www.healthline.com/health/bulimia/effects-on-body

Toback, R. (2015). 12 Yoga Poses For People Who Aren't Flexible.

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Retrieved from http://www.health.com/health/gallery/

0,,20727134,00.html#flexibility-101-0