The Curvy Ideal Silhouette Scale (CISS; Hunger et al., 2017) is a computer-generated figure rating scale utilized to assess the discrepancy between a woman’s perceived actual body versus ideal body across two dimensions: fat and curvaceousness. The CISS was developed to capture a broader spectrum of appearance ideals for young adult women, specifically related to research highlighting the potential to adhere to dual body ideals (thin, curvy) simultaneously. The CISS can be administered online or in-person to adolescent and adults who identify as women. This chapter first discusses the development of the CISS and then provides evidence of its psychometrics. Test-retest reliability, convergent validity, and incremental validity support the use of the CISS. Next, this chapter provides the CISS in its entirety, as well as instructions for administration and scoring. Logistics of use, such as permissions, copyright, and contact information, are available for readers.

This chapter explores the ways in which children develop their sense of self in relation to body image. The influence of media, family and peers pay particular credence for the child in how they develop an image of themselves that is acceptable or not. Body satisfaction can therefore be somewhat reliant upon such socialized influences in our lives which means that as educators we need to be acutely aware of the language we use and the experiences we provide to ensure they are ethical, responsible and respectful to the children we teach and those we do not teach. To combat the potential of social rejection, exclusion and poor self-concept, educators can integrate learnings of social justice concepts within their curriculum. Using the pedagogical approaches of play, particularly through the arts, educators can support children to focus more upon health than a prescribed acceptable visual appearance, incorporate approaches to appreciating what children can do and how they can support each other, and develop security within their circles of friendship and community.

This chapter explores the ways in which children develop their sense of self in relation to body image. The influence of media, family and peers pay particular credence for the child in how they develop an image of themselves that is acceptable or not. Body satisfaction can therefore be somewhat reliant upon such socialized influences in our lives which means that as educators we need to be acutely aware of the language we use and the experiences we provide to ensure they are ethical, responsible and respectful to the children we teach and those we do not teach. To combat the potential of social rejection, exclusion and poor self-concept, educators can integrate learnings of social justice concepts within their curriculum. Using the pedagogical approaches of play, particularly through the arts, educators can support children to focus more upon health than a prescribed acceptable visual appearance, incorporate approaches to appreciating what children can do and how they can support each other, and develop security within their circles of friendship and community.