San Diego State University
Division of Health Promotion and Behavioral Sciences
PH 700F Seminar: Body Image and Weight Management Seminar
Fall 2013, 3 Units
Class day/time: Thursdays 10a.m.-12:40p.m.
Class location: HH-132
Schedule number: 22337
Contact information: hmadanat@mail.sdsu.edu
Instructor: Hala Madanat, PhD
Office hours: By appointment
Office location: Hepner Hall 114-F
San Diego State University is dedicated to a safe, supportive and nondiscriminatory
environment. It is the responsibility of all students to familiarize themselves with University
policies regarding nondiscrimination, misconduct and academic honesty.
Nondiscrimination Policy
San Diego State University complies with the requirements of Title VI and Title VII of the Civil
Rights Act of 1964, as well as other applicable federal and state laws prohibiting discrimination.
No person shall, on the basis of race, color, or national origin be excluded from participation in,
be denied the benefits of, or be otherwise subjected to discrimination in any program of the
California State University
SDSU does not discriminate on the basis of disability in admission or access to, or treatment or
employment in, its programs and activities. Students should direct inquiries concerning San
Diego State University’s compliance with all relevant disability laws to the Director of Student
Disability Services (SDS), Calpulli Center, Room 3101, San Diego State University, San Diego,
CA 92128 or call 619-594-6473 (TDD: 619-594-2929).
SDSU does not discriminate on the basis of sex, gender, or sexual orientation in the educational
programs or activities it conducts.
More detail on SDSU’s Nondiscrimination Policy can be found in the SDSU General Catalog,
University Policies.
Student Conduct and Grievances
SDSU is committed to maintaining a safe and healthy living and learning environment for
students, faculty and staff. Sections 41301, Standards for Student Conduct, and Sections 4130241304 of the University Policies regarding student conduct should be reviewed.
If a student believes that a professor’s treatment is grossly unfair or that a professor’s behavior is
clearly unprofessional, the student may bring the complaint to the proper university authorities
and official reviewing bodies. See University policies on Student Grievances.
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Attention Students with Disabilities
If you have any disability which may impair your ability to successfully complete this course,
please let me know during the first two weeks of class. Accommodations are coordinated
through the Student Disability Services and require documentation. The SDSU office is located
at the Calpulli Center, Suite 3101, Phone: (619) 594-6473.
I. Course Description:
PH 700F is a seminar course designed to provide information and tools necessary to understand
and manage eating habits, body size, and self-esteem concerns in a healthy way. Special
emphasis will be also be given to applying these tools in public health through health promotion,
behavioral science and intervention perspectives. Through lecture, discussion, guest speakers and
class assignments the course will examine both the current way body image and weight
management is being addressed and will provide relevant research-based alternatives.
II. Learning Objectives:
By the end of the course, students should be able to:
 Assess their status in relation to self-esteem, body image, and ideal weight.
 Describe their individual eating style and its relation to body size and self-esteem.
 Outline the principles of Intuitive Eating.
 Propose positive methods for obtaining love and acceptance.
 List the key elements necessary for developing true self-esteem.
 Apply the principles of Intuitive Eating to maintain a healthy weight.
 Promote healthy weight management and positive self-esteem in others.
 Describe health promotion and behavioral interventions appropriate for use taking into
account the principles of Intuitive Eating.
III. Prerequisites: While no specific prerequisites are required for this course, students are
expected to have advanced critical analysis and writing skills.
IV. Text, Readings, Materials:
1. Intuitive Eating. Tribole and Resch (2012), St. Martin's Press.
2. Overcoming Overeating. Hirschmann & Munter (2008), Da Capo Press
Reading material, lecture notes/slides and other course material will be posted on Blackboard at
least one week before the class that they will be discussed. No other materials or supplies are
required.
V. Assignments:
There will be fourteen assignments in this class; ten reflection papers, two food journals, a final
paper, and an Intuitive Eating journal. (See course calendar for dates)
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1. Reflection Papers (30%)
Grading criteria for the ten reflection papers are as follows:
A) Each assignment should be based on personal reflection that is informed by assigned
readings.
B) Grading Criteria: (5 Points Possible for Each Reflection Paper)
___
Appropriate Format (1 point)
typed (times new roman, 12 point)
double spaced, approximately 1.5-2 pages
name and assignment number indicated
high quality printer
___
Content (3 points)
thoughtful analysis reflects readings, class discussion, and personal insight
___
Writing Style (1 point)
clear, concise, well-organized
Reflection Paper Topics:
1. What is your attitude toward dieting and restrictive eating? What specific diets or food
rules have you tried? What was the result of different diets? How has dieting impacted
various aspects of your life? How have your parent’s attitudes toward dieting affected
you? How does your dieting history relate to your motivation to take this class?
2. Describe what kind of eater you currently are (e.g. emotional, restrained, intuitive,
environmental, etc.) and speculate as to the reasons why you are that type of eater.
Describe your personal “nutrition transition” including the factors that led you from one
eating style to another.
3. Describe your height, weight, body mass index (BMI), and percent body fat (if known)
and then make an argument for what your ideal weight should be and why. Does
quantifying and discussing your body size make you uncomfortable, if so—why?
4. Answer the personal question, “Why is it important for me to be pretty (or handsome)?”
5. Evaluate the degree to which your need for love and acceptance is being met in your life,
and describe how your self-esteem is related to your body size. How has dieting
impacted your self-esteem?
6. Describe the façades that you have created in the past. What is/was the difference
between the façade and the real you? What façades are you tempted to keep trying?
7. Evaluate your relationship with exercise. How can a personal exercise program be
created without the primary motivation of weight loss? Propose a healthy exercise plan
for yourself.
8. Are you a mindful eater? Describe your current habits relative to being a mindful eater. Is
there anything you can do to become more mindful? Would this be valuable to you or
not? Explain what you think the importance is of finding food satisfying is.
9. How do emotions relate to your daily food consumption? Are positive or negative
emotions more important? Discuss any emotional triggers that may lead to overeating for
you. What roles does stress play in emotional eating? How do you manage emotional
eating?
10. What is the quest in your life? What is the cause for which you would be willing to lay
down your life? How do body size, fitness, and nutrition relate to your quest?
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2. Term Paper (30%). Each student will develop a 7-10 page term paper that develops an
intervention based on one or two principles of Intuitive Eating (see details below).
Research Questions or Sections (7-10 pages total, about 1.5-2 pgs. per section)
1.
Describe one or two principles of Intuitive Eating that will be the focus of your
intervention.
2.
Describe the target population- Provide sex, age, ethnicity, and other descriptors
that specify who the target population(s) will be and offer a brief rationale for the
selection of the target population(s). Use all available/appropriate
epidemiological data/statistics to make provide a strong rationale for the selected
target population (vs. other groups).
3.
Intervention methods –Offer a description and rationale for the utility of the
theory used to plan an intervention to address the selected principles. Be sure to
state the overall program goal of the intervention plan. Make sure that your
intervention targets two or more levels of the Socio-ecologic model.
4.
Conceptual model of the intervention– Include a conceptual model of your
intervention, which represents a “picture” of the logic underlying your two levels
of intervention. Be sure to give a brief description of the conceptual model in the
text to clarify how the intervention is theory-linked.
5.
Evaluation plan: Describe how to evaluate each goal and objective proposed.
This will be easy to summarize in a table but give a brief narrative description in
the text as well. Describe the evaluation method and data collection tools you will
use; the theory-driven items/constructs you are intending to measure and, the
time/timing of the measurement. Use existing instruments, measures, items,
whenever possible. Provide references throughout.
6.
Write one paragraph that summarizes the potential public health impact if the
program plan is delivered and evaluated as described in this document.
Guidelines for Writing the Term Paper
1.
Term Papers should be typed with a word processor and printed with a high
quality printer. An appropriate cover page should be included.
2.
Papers should be:
___ double spaced
___ single sided, numbered pages
___ 1” margins (top, bottom, right, left)
___ size 12 font (times new roman)
___ well organized with clear headings
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3.
Papers should be 7-10 pages of text (excluding references), with approximately
1.5-2 pages devoted to each research question.
4.
All quoted or referenced material used in the paper or in tables (minimum of 10
meaningful sources, 2 per question) must be properly cited in the text and
included in a reference list using APA referencing style.
Grading for Term Paper
_____ Referencing of ideas
Up to 3 points
_____ Adherence to length and font guidelines
Up to 3 points
_____ Section 1
Up to 4 points
_____ Section 2
Up to 4 points
_____ Section 3
Up to 4 points
_____ Section 4
Up to 4 points
_____ Section 5
Up to 4 points
_____ Overall quality of the paper
Up to 4 points
TOTAL
Up to 30 points
3. Intuitive Eating Journal and Food Journals (20%)
An “Intuitive Eating journal” will be kept during the semester. Entries should be typewritten,
entered at least weekly (dated, 1-2 pages/week), and include feelings in relation to Intuitive
Eating: successes, progress, barriers, failures, food issues, feelings in relation to body size,
acceptance, and self-esteem—and other thoughts relative to intuitive eating issues and any food
challenges assigned. Food journals will be asked to be kept twice throughout the semesterinstructions for each will be given at the time of assignment. With each food journal, describe
your motivation for eating (hunger, emotions, environment, etc.). Evaluate your diet
composition. Did this assignment result in any eating/diet changes?
4. Seminar Attendance and Discussion (20%)
You are expected to become fully familiar with the weekly reading, to prepare questions and
comments to share with other seminar participants, and to actively participate in discussions.
Instructor will select students to share their question with the class. In addition, students will be
expected to attend every class. Students will be allowed 1 excused absence after which 5 points
will be deducted from this portion of the grade.
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Grading Scale:
Total Points
96-100
90-95
87-89
84-86
80-83
77-79
74-76
70-73
F
Assigned Grade
A
AB+
B
BC+
C
C<70
VI. Course policies:
1. Religious holidays
According to the University Policy File, students should notify the instructors of affected courses
of planned absences for religious observances by the end of the second week of classes.
2. Academic misconduct
Academic Integrity
Academic dishonesty is an affront to the integrity of scholarship at SDSU and a threat to the
quality of learning. Violations of academic integrity are noted in the SDSU Statement of Student
Rights and Responsibilities:
2.1 Cheating shall be defined as the act of obtaining or attempting to obtain credit for academic
work by the use of dishonest, deceptive, or fraudulent means. Examples of cheating include, but
are not limited to (a) copying, in part or in whole, from another’s test or other examination; (b)
discussing answers or ideas relating to the answers on a test or other examination without the
permission of the instructor; (c) obtaining copies of a test, an examination, or other course
material without the permission of the instructor; (d) using notes, cheat sheets, or other devices
considered inappropriate under the prescribed testing condition; (e) collaborating with another or
others in work to be presented without the permission of the instructor; (f) falsifying records,
laboratory work, or other course data; (g) submitting work previously presented in another
course, if contrary to the rules of the course; (h) altering or interfering with the grading
procedures; (i) plagiarizing, as defined; and (j) knowingly and intentionally assisting another
student in any of the above.
2.2 Plagiarism shall be defined as the act of incorporating ideas, words, or specific substance of
another, whether purchased, borrowed, or otherwise obtained, and submitting same to the
University as one’s own work to fulfill academic requirements without giving credit to the
appropriate source. Plagiarism shall include but not be limited to (a) submitting work, either in
part or in whole, completed by another; (b) omitting footnotes for ideas, statements, facts, or
conclusions that belong to another; (c) omitting quotation marks when quoting directly from
another, whether it be a paragraph, sentence, or part thereof; (d) close and lengthy paraphrasing
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of the writings of another; (e) submitting another person’s artistic works, such as musical
compositions, photographs, paintings, drawings, or sculptures; and (f) submitting as one’s own
work papers purchased from research companies.
3.0 Academic and Punitive Sanctions: Cheating and plagiarism in connection with the academic
program at The University may warrant two separate and distinct courses of disciplinary action
that may be applied concurrently in response to a violation of this policy: (a) academic sanctions,
such as grade modifications; and (b) punitive sanctions, such as probation, suspension, or
expulsion.
All students in this class are required to complete the online information literacy tutorial,
"Plagiarism: The Crime of Intellectual Kidnapping," a 30-minute tutorial that teaches students
about plagiarism, paraphrasing, and citing sources. Students are to take this tutorial outside of
class time and take the quiz that follows it. They will receive a score on screen that they can
print and this printed score must be submitted as proof of completion by September 12th or
they will be dropped from the course automatically. The tutorial is at
http://infotutor.sdsu.edu/plagiarism/. If you have submitted this to me in a previous class, I have
it on file. You do not need to resubmit.
3. Writing Style for Assignments
All assignments are to be typed and double-spaced. Use APA style for title page, headings,
margins, spelling, grammar, references, figures, tables, and appendices.
4. Blackboard
Students are required to check blackboard at least twice a week for announcements and
additional required readings.
DISCLAIMER: Every effort will be made to follow the syllabus content and schedule;
however, if circumstances dictate there may be modifications necessary during the semester. If
such is the case the professor will make every effort to notify students in a timely manner.
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Course Calendar
Topics/ Readings
Introduction to course and syllabus
Week 1
Readings:
August 29
1. Intro to IE and OO
Why Lose Weight?
Week 2
Sept 5
Week 3
Sept 12
Week 4
Sept 19
Week 5
Sept 26
Week 6
Oct 3
Speakers/
Assignments Due
Kate Machado, MS,
RD
Self-assessments
(pre)
-Diet Industry
Readings:
1. Books: Ch. 1 IE and Ch. 1 OO
2. Journal Article: Tsai. Review of Commercial Weight
Loss Programs. 2005
3. Commentary: “Fat profits: how the food industry cashed
in on obesity”
Evil Chain of Assumptions
Readings:
1. Books: The Religion of Thinness Ch. 2 and Ch. 2 OO
2. Journal Article: Hawks. Dietary Restraint Behavior and
Biology
3. Commentary: “The fat trap”
The Role of Eating Styles
Readings:
1. Books: Ch.2,3,4 IE and Ch. 3,4 OO
2. Journal Article: Mann. Medicare’s Search for Effective
Obesity Treatments.2007
3. Commentary: Hemsfield. Does Body Mass Index
Adequately Convey a Patient’s Mortality Risk? 2013
Dumping the diet
Readings:
1. Books: Ch. 5, 8 IE and Ch. 5,6,7 OO
2. Journal Article: Tylka. The Acceptance Model of
Intuitive Eating.2011
3. Commentary: “The Big Fat Truth”
Expressing Love
-Making Peace with Food
Readings:
1. Books: Ch. 7 IE and Ch. 8 OO
2. Commentary: “Why your brain doesn’t want you to lose
weight”
3 day food journal
Plagiarism Quiz due
Reflection paper 1
Reflection paper 2
Reflection paper 3
Reflection paper 4
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Week 7
Oct 10
Week 8
Oct 17
Week 9
Oct 24
Honoring Hunger & Feeling Fullness
Readings:
1. Books: Ch. 6, 9 IE and Ch. 9,10, 11, 12 OO
2. Commentary: “Saying goodbye to the clean plate club”
Body size and Media
Readings:
1. Books: The Religion of Thinness Ch. 3
2. Journal Article: Puhl. Bias, Discrimination, and
Obesity.2001
3. Commentary: “Potential strategies for addressing size,
weight, and shape discrimination.
4. Commentary “Women on TV Step off the Scales”
Self-Esteem
Readings:
1. Books: Ch. 8, 12 IE and Ch. 13 OO
2. Journal Article: Schwartz. Weight Bias among Health
Professionals Specializing in Obesity.2002
3. Commentary: “When your mother says she’s fat”
Reflection paper 5
5 IE day food
journal
Reflection paper 6
Eating Disorders & Fatness vs. Fitness
Readings:
1. Books: Ch. 13 & 16 IE, and Ch. 17 OO
2. Journal Article: Berge. Parent Conversations About
Week 10
Healthful Eating and Weight. 2013
Reflection paper 7
Oct 31
3. Commentary: “An Apology to weight loss clients”
4. Journal Article: Flegal. Association of All-Cause
Mortality Systematic Review.2013
5. Commentary: “Our Absurd Fear of Fat”
6. Commentary: Obesity declared a disease
7. Commentary: “Who says Americans are too fat?”
The Satisfaction of Food
Readings:
Week 11
1. Books: Ch. 10 IE, Feeding the Body, Nourishing the Soul Reflection paper 8
Nov 7
Ch. 7, Eating Mindfully pg. 15-19, 115-122
2. Journal Article: Gast. Are Men more intuitive.2012
Coping with Emotions
Readings:
Week 12
1. Books: Ch. 11 IE and Ch. 14, 15, 16 OO
Reflection paper 9
Nov 14
2. Journal Article: Galloway. Child Feeding-Current
Behaviors BMI College.2010
Week 13 Do all foods fit?
Nov 21
Readings:
Reflection paper 10
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1. Books: Ch. 14 IE and The End of Overeating pg. 3-40
2. Journal Article: Ziauddeen.Is Food Addiction Valid
Useful Concept.OR.2012
3. Commentary: Farley. The Role of Government in
Preventing Excess Calorie Consumption. 2012
Week 14
No class: Thanksgiving Holiday
Nov 28
Class wrap-up
Optional Reading:
Week 15
1. Journal Article: Tylka. IES-2 Item Refinement and
Dec 5
Psychometric Eval.2013
Intuitive Eating
Journal
Final paper
Self-assessments
(post)
Week 16
Finals Week: no class
Dec 12
*IE = Intuitive Eating, OO = Overcoming Overeating
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