DISSATISFACTION and SOCIAL DISADVANTAGE DISCUSSION In what ways might vocational trainees from socially disadvantaged groups be negatively affected by their appearance What might the consequences be for them ID: 267605
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APPEARANCE DISSATISFACTION andSOCIAL DISADVANTAGESlide2
DISCUSSION:In what ways might vocational trainees from socially disadvantaged groups be negatively affected by their appearance? What might the consequences be for them?Slide3
GOALS OF THIS MODULETo enable trainers to be able to:Recognise risk factors for appearance dissatisfaction in people from socially disadvantaged groupsUnderstand the processes of
StereotypingImpression formationDiscuss this topic sensitively and offer helpful advice
Identify ways of supporting trainees and recommending appropriate resourcesSlide4
SOCIALLY DISADVANTAGED GROUPSPeople who are unemployedImmigrants; people from ethnic minoritiesPeople with physical disabilitiesPeople with poor mental health
People from backgrounds with low socio-economic statusPeople with low educational attainmentSlide5
WHAT IS THE ROLE OF APPEARANCE DISSATISFACTION IN SOCIAL DISADVANTAGE?Appearance dissatisfaction can be a cause, contributory factor and/or consequence of social disadvantage…..Slide6
RISK FACTORS FOR APPEARANCE DISSATISFACTION AMONGST SOCIALLY DISADVANTAGED GROUPS INCLUDECultural norms & beliefs
Socio-economic circumstancesPsychological vulnerability
Responses of othersSlide7
1. CULTURAL NORMS & BELIEFSACTIVITY:How might cultural and/or religious beliefs impact on how trainees feel about or behave in relation to Their own appearance
The appearance of othersSlide8
Doing
T
hinking
Feeling
Surface Culture 10%
Deep Culture 90%Slide9
Doing
T
hinking
Feeling
Ways of life
Laws and customs
Institutions
Methods and Techniques
Rituals
Language
Norms
Roles
Ideologies
Beliefs
Philosophy
Values
Tastes
Attitudes
Desires
Assumptions
Expectations
Myths
Surface Culture 10%
Easy to observe with vision, touch, taste, smell, sound,
Deep Culture 90%
Difficult to observe
Art
Dance
Food Dress/clothing
Language
Greetings Music
World view
Religious beliefs Authority Decision-making models
Gender roles Ideas
about
leadership Concepts
of
justice
Concepts of
time Power Personal space Body language
Communication Ideas
about
modesty Definition
of sin
Friendship Designation
of status based on positions (
e.g.,age
, gender, job)
Pace
of
work Dating
and courtship
practices
Cooperation
/
competitiveness Notions
of child-rearingSlide10
Potential Impacts of Cultural Norms & BeliefsCultural, religious and social beliefs relating to appearance can affect behavioural norms, assumptions, rules and relationships (Adamson and Doud
Galli, 2009)May affect choices made re appearance & clothing
Appearance ideals may differ from those in their ‘host’ country
May affect their judgements of them by others on the basis of their appearance, e.g
, in relation toSocially acceptable codes of dress in host country or in a new social groupBeliefs about the causes of disfigurement Slide11
Examples: Cultural DifferencesImmersion in a culture with a significant emphasis on appearance may be problematic for some migrants…. Although the thin ideal is present in various cultures and is commonly adopted by adolescent girls, it is not a universal phenomenonFor example, in cultures based on the Confucian value of internal goodness (such as China), less importance may be placed on external beauty (Chiu and
Babcok, 2002). Slide12
Examples: Beliefs Attributed to Skin ColourSkin colour can be significant marker of social and cultural distinction between and within ethnic groups
In Japan, some associate lighter skin
with greater femininity & moral virtue
In Korea & the Indian sub-continent, some associate
lighter skin with higher social status, privilege & respect In China, a lighter skin is a signifier of healthSlide13Slide14
Example: Values Attributed to Ethnic Physical CharacteristicsFor some, ethnic physical characteristics can be a source of identity and pride….butIn many resource-rich countries, cultural, social and economic perceptions of appearance have led many to undergo cosmetic surgery to diminish or eradicate ethnic origins that mark them as different from the majority
population:For Jewish people: nosesFor South East Asians: eyes
For Africans:
noses and lips Slide15
Example: Beliefs re DisfigurementReligious beliefs:Karma - the belief that one’s actions have consequences requiring atonement a person ‘deserves’ or is responsible for acquiring a disfigurement, or
a mother’s immoral or deviant actions from the past or present have resulted in her bearing a child with a visible difference Slide16
Examples: Religious & Cultural Beliefs Asian sub-continent: The occurrence of a visible difference is the will of the creator – any such characteristic should be accepted & ‘borne’ (
Hughes et al, 2009) Iran: Those who have sustained a burn injury are assumed to be infertileSlide17
Disfigurement: Cultural Myths In different cultures, a cleft lip is thought to have been caused byengagement in sexual activity during pregnancy seeing a rabbit when pregnant (hare lip)
becoming pregnant during a lunar eclipse having been insensitive (in a current or former life) to those that have a visible differenceSlide18
Disfigurement: Gendered Beliefs Some cultures have a greater tolerance towards males with disfiguring conditions, especially if they are capable of earning a living “The disfigured female in the family is terribly embarrassing” (female
elder of the Bangladeshi community living in the UK; Hughes et al, 2009).
The loss of reproductive organs such as the breast
(for example, through cancer) is seen in some societies as destroying a woman’s identity and femininity (
Ashing-Giwa et al, 2006). Slide19
2. SOCIAL CIRCUMSTANCESSocial deprivation/lower income may result in Greater risk of obesityGreater risk of acquiring a disfigurementBurnsTraumaPhysical disability
Inability to match appearance idealsClothing
All of these may lead to stigmatisation
and/or shame….Slide20
Stigma and/or Shame For example, obesity, physical signs of eating disorders, visible differences (scars, congenital anomalies), physical manifestations of disease or ill health (leprosy), or of a physical disability or social disability, Slide21
SOCIAL CIRCUMSTANCESAppearance may contribute to lower educational attainment and /or unemployment, e.g.Poorer concentration; failure to engage in group discussions (see Module xx)Inappropriate choice of clothing & self presentation in interviewsPreoccupation with self and high levels of self consciousness leading to poor interview performanceSlide22
For example: EducationEducational attainment is becoming increasingly important, relative to other factors, in shaping people’s life chances (OECD, 2005; 2007, 2010).Slide23
Education and earningsSlide24
Effect of job insecurity and unemployment on health.
Taylor S Br Med Bull 2009;bmb.ldp024
© The Author 2009. Published by Oxford University Press. All rights reserved
EMPLOYMENT STATUSSlide25
Rogers A and Pilgrim D (2003) Mental Health and Inequality. Basingstoke: Palgrave Macmillan. Social Exclusion Unit (2004) Mental Health and Social Exclusion. London: Office of the Deputy Prime Minister.
Social and economic inequality and exclusion are both a cause and a consequence of mental health problems &
Poor Quality of LifeSlide26
3. PSYCHOLOGICAL VULNERABILITY & APPEARANCE DISSATISFACTION Appearance dissatisfaction is associated withLow self-esteemLow self-confidenceN
egative self evaluationsSocial anxiety & general anxietySlide27
APPEARANCE ISSUES CAN INCREASE PSYCHOLOGICAL VULNERABILITY & SOCIAL DISADVANTAGEBy contributing to
Negative self-perceptions Fragile self-concept and sense of self-worthIssues of identitySub-optimal social
functioning because of
A lack of social skills (due to self consciousness)
Social anxietySlide28
Self-concept & self-worthA resilient, balanced self-concept derives a sense of worth from a variety of domains, including for example, performance at school or at work, friendships, sporting ability and leisure
activities, as well as appearanceIf one component is negatively affected (for example, if another person makes a negative appearance-related comment), then other ‘segments’ can still provide a sense of self-worth… Slide29
Well Balanced Self-Concept Slide30
Vulnerable Self-ConceptAs the result of pressures from the media, fashion and beauty industries, increasing numbers of people are defining themselves (self concept) and evaluating themselves primarily in relation to their appearance (self worth).This increases their vulnerability to low self-worth, as they have little to fall back onSlide31
Vulnerable Self-Concept Slide32
Identity & AppearanceIdentity is derived in part from appearance – appearance norms relate to shared customs, practices and cultural values that are based on nationality and ancestry, ethnicity
& religionPeople experience pressure to conform to socially defined
norms of appearance to facilitate group membership or convey status Slide33
4. RESPONSES OF OTHERS These can includeStereotyping on the basis of appearanceBy professionalsBy peers
By potential employersAppearance talk amongst peers; family
Social Relationships (eg
friendship choices) determined on the basis of appearanceSlide34
a) StereotypingHumans have an innate tendency to categorise others on the basis of external characteristicsStereotypic judgements are made on the basis of which characteristics are socially valued, desired & acceptable
These judgements are influenced by cultural and religious beliefs and by social norms Slide35Slide36
Where do Stereotypes Come From?Slide37
FamilyThrough the modelling of attitudes and behaviours Through comments made about appearanceInfluencing eating and exercise patterns Slide38
FriendsPeer pressure to conform to group normsFriendship choices‘engaging in appearance-talk’
Teasing; bullyingSlide39
Bullying Can occur across the lifespanIn educational settings, reports state that up to 20 – 25% experience bullying.21% say that bullying is an issue where they work (Trades Union Congress, 2008).
Bullying is commonly based on the following characteristics
Physical appearance
Disability
Sexual orientationIntellectSocio-economic backgroundCultural or religious backgroundSlide40
BullyingStudies show that students with visible and non-visible disabilities are subject to more bullying than non-disabled peers (Carter and Spencer, 2006). Research has shown that students who are in the ethnic minority in a school are more likely to be bullied than students who are in the ethnic majority (Graham, 2006). Ethnicity is often inferred on the basis of appearance.Slide41
MediaThrough the transmission of appearance ideals in TV, magazines, cinema, advertising and the internetArticles identifying ‘faults’ in
appearanceAdvertisements for products to correct these ‘faults’Advertisements
and articles extolling the benefits of cosmetic surgery
The villain in Disney’s 2013 movie “Lone Ranger” is portrayed with a cleft lip Slide42
Stereotyping on the Basis of AppearanceGirls associate thinness with being happier, healthier, better looking, and more successful with boys (Wertheim et al., 2009)Negative stereotypes/stigma are associated with a visible disfigurementThis stereotyping can result in stigmatisation
and can devalue the whole personBUT……OUR INITIAL STEREOTYPES (often based on appearance) ARE FREQUENTLY WRONG!Slide43
Influencing first impressions (What can we do when we say ‘hello’?)Looks do count in first impressions….but other factors come into play after the first 10-15 secondsOther factors influence
impressions too, includingSmilingEye contactSocial skillsSlide44
DISCUSSIONWhat kinds of stereotypic judgements might be made about trainees from socially disadvantaged groupsBy whom?What might the impacts of these stereotypic judgements
be?How might the trainers and trainees influence these judgements
At the time the
judgements are made?
Afterwards?Slide45
b) Appearance Talk & Appearance Comparisons‘Appearance Talk’ refers to comments and conversations about a person’s own appearance, or the appearance of others. These comments are usually disparaging (e.g. “I look so awful”; “I am so fat”; My skin looks terrible’’)Appearance ‘comparisons’ are the process of comparing (usually negatively) one’s own appearance or the appearance of others to an ideal (
eg models in the media) or a specific ‘target’ (such as a celebrity)Both processes are common amongst older adolescents and young adults. Both contribute to body dissatisfactionSlide46
ACTIVITYIn the context of vocational guidance or vocational training, when might ‘appearance talk’ take place?Are you aware of these taking place amongst your colleagues and/or students?What might be done to discourage such conversations ?Slide47
HINTS & TIPS TO REDUCE APPEARANCE TALKChange/divert the conversation to another topicFocus on a person’s qualities
(eg their personality) rather than their appearance S/he is friendly; generous; has a great sense of
humour
Avoid value judgements (
eg “beautiful”; “looks amazing”) and focus on facts insteadTaller; shorterEngage in ‘health talk’ not ‘appearance talk’Encourage students to exercise to improve fitness & function – not to lose weightSlide48
HINTS & TIPS ABOUT APPEARANCE COMPARISONSComparisons are difficult to avoid altogether – it’s something we all do…..butEncourage your trainees to choose realistic targets for their comparisons,
egPeople of their own age & occupationTheir peers, rather than celebrities
Apply this principle to yourself too!Slide49
c) Social relationships Research has established that children and adolescents prefer attractive peers as playmates, friends, and even as partners for an academic project (e.g., Boyatzis, Baloff, & Durieux
, 1998) Appearance may affect friendship choices, and choices about whom to work with in classSocial contact is a good way of breaking down stereotypes – so if you think this may be happening, ensure those ‘at risk’ are included in work groupsSlide50
POTENTIAL IMPACTS OF APPEARANCE, STEREOTYPES & APPEARANCE DISSATISFACTIONSocial exclusion on the basis of appearance Reduced likelihood of employmentRisks to wellbeing
Appearance dissatisfaction in trainees &/or appearance preferences made by their peers (or trainers) may compound existing inequalities/difficulties/challengesSlide51
ADDRESSING APPEARANCE-RELATED CHALLENGES Promote discussion about appearance-related norms of the ‘host’ countries of migrantsEducate trainees about the processes of stereotyping & forming first impressions and how to influence theseEncourage a reduction in appearance talkEncourage appropriate targets for appearance comparisons
Promote social inclusion in work groupsSlide52
SUMMARYCultural & religious beliefs and social norms can influence self-perceptions and the responses of others to a person’s appearanceAppearance plays a part in the responses of others (e.g. in the form of stereotyping and forming impressionsAppearance issues may compound the impacts of social disadvantageSlide53
Appearance & Social Disadvantage
Mental Health
Unemployment
Failing schoolSlide54
SUMMARY Trainers and counsellors can optimise the chances of positive outcomes byImproving understanding about the values, beliefs and norms of different cultures and ethnicities in relation to appearance and/or disfigurement
Increasing awareness amongst trainees and colleagues about the processes of stereotyping and forming impressionsTackling appearance talkEncouraging appropriate
appearance comparisons