Table 1.

Health and Well-being for Girls Program Components (Australia 2020)

	Health and Well-being Program for Girls (HWBG)
Components and content	Weeks	Alignment of content with SDT and ACT
Physical activity		(SDT) Autonomy targeted by allowing girls to choose the program initially and then the level of participation in lesson activities. Development of skill competence to participate in physical activities relevant to them in a supportive environment, transcending competition and judgment. (ACT) Being present, focusing on the here and now. Diffusion of thoughts and self as context—unchanged by time and experiences
• Yoga	1–4
• Pilates	5
• Fitness	6–10
• Walking	8–9
• Games for fun and competence	11–20
Mindfulness practice Meditation /Breathing Techniques Attitude of N.A.C.K (The Mindfulness Clinic) Recognizing emotion	1–20	(ACT) Being present/diffusion of thoughts and unchanged by experiences. (SDT) Relationships with self and others.
Introduction to HWBG	1	(SDT) Develop competence to recognize and acknowledge differences and similarities between peers. How is this program relevant to me as a girl?
Goals of physical activity in HWBG Difference between physical appearance and physical ability. Australian and UK Government initiatives for participation in physical activity.	1	(ACT) Diffusion of thoughts and self as context–—unchanged by time and experience. (ACT & SDT) Discussions relating to trusting our instincts and developing the courage and autonomy to choose one’s own behaviors and make independent decisions relating to health issues. (ACT) Diffusion of thoughts, self as context—unchanged by time and experience. Acceptance of difficult thoughts and emotion. Present in the here and now. (SDT) Close, affectionate relationships with self and others.
Attitude of mindfulness • NACK and ABCD (‘The Mindfulness Clinic’)	2
Self-acceptance activities Celebrating our unique differences and imperfections. Recognising our similarities as human beings and promotion of connectedness.	3–4	Acceptance of challenges as part of life. Identification of similarities and differences among human beings. (SDT) Relatedness to the challenges facing adolescents and close relationships with self and others. (ACT) Values/Acceptance and Commitment. What does it mean to be a girl? Self as context, unchanged by time and experience.
Creation of butterfly	5
Self-compassion The difference between self-esteem and self-compassion.	6	(SDT) Competence to recognize how to be supportive of the self when experiencing personal challenges. Competence to lead and the autonomy to embrace our challenges. (ACT) Acceptance of difficult emotion and commitment to valued action.
Mindful listening and mindful eating Mindfulness practice	7	(SDT) Competence to listen to another’s point of view and being present. Close and affectionate relationships with others. (ACT) Observing thoughts without being ruled by them.
Leading with bravery and courage Identifying Strengths and Embracing Vulnerabilities	7	(SDT) Relatedness to challenges facing adolescent girls and competency to cope through character strength identification. (ACT) Commitment to pursue the important things in their lives.
Managing emotion in life and relationships.	8	(SDT) Competence to recognize and manage challenging emotions and autonomy to choose how to respond. Relatedness to everyday life. (ACT) Diffusion of thoughts and commitment to valued action.
Girlhood to womanhood • Stages of girlhood (Steve Biddulph) • Safety • Curiosity • Getting along with others • Identifying interests/ abilities and character strengths • Identifying needs and wants in relationships • Qualities of good relationships • Preparation for adulthood	9–10 9–10	(SDT) Relatedness to adolescent challenges and competence to make informed decisions. Autonomy to act in a safe manner. (ACT) Values and commitment (SDT) Relatedness to adolescent girls in forming quality relationships through life and relative to pressure in adolescence. Autonomy to identify strengths, interests, and the competence to pursue these throughout adolescence.
Consent to sexual activity “Too sexy too soon”—How happy sexuality grows by itself (Steve Biddulph & Danielle Miller) “Kaysee & Genevieve”—Steve Biddulph Drugs and their effect on decision making	11	(ACT) Values and commitment to pursue quality relationships of individual choice. (SDT) Autonomy and competence to make a personal choice related to values.
Sexual health and personal value Putting on a male condom (Family Planning NSW)	11	(SDT) Autonomy to value the self in difficult situations throughout adolescence and competence to choose wisely. (ACT) Presence and valuing what is truly important with commitment to personal values.
Cyber awareness and cyberbullying Cybersafety and behavior online	12	Relatedness to current experience in the twenty-first century adolescence and the autonomy to choose behaviors in regards to screen time. Competence and self-regulation developed through mindfulness and meditation. (ACT) Acceptance, values, diffusion, and being present. (SDT) Relatedness to adolescent girls and autonomy to choose what is important to them. Autonomy to choose ethically in accordance with values and morals. Resistance to peer pressure. (ACT) Values & Commitment. Being present and accepting.
Screen time, social media, and well-being Impact of screen time on adolescent well-being “White space” and the importance of boredom.	13
Overcoming adversity/mentoring Mentor Task—Bethany Hamilton	13	(SDT) Competence and autonomy to resist peer pressure and make personal decisions in alignment with individual goals and interests.
Gratitude and the human spirit Gratitude Assessment Task “365 Grateful”	14	(SDT) Relatedness to life during adolescence. Competence to identify elements in life to be grateful for and commitment to value those elements (ACT).
Consumerism—“The Big Sell” “Too Much Too Soon”—Stolen Childhoods “Ruby Who & Project Girl”	15	(ACT) Diffusion of thoughts and self as context—unchanged by time or experience. Being present and acceptance of difficult thoughts and emotions. Value and commitment. (SDT) Autonomy to choose and decipher what is important in life.
Body image and body confidence • The Trickery of Media/Unrealistic Ideals • The Body Image Movement—Taryn Brumfit • Body image problems posed by Social Media • Fabricating Beauty—Butterfly Foundation • “Dove—Confident Me” Workshop • Dear Body—Kindness and Compassion to the Body (The Mindfulness Clinic)	16–18 16–18	(SDT) Competence to decipher what is unrealistic and unachievable in relation to body image ideals. (ACT) Acceptance and allowance of difficult thoughts and emotions when feeling inadequate in regards to the ideal body image projection. Unchanged by experiences of images viewed on social media.
Relationships and connectedness Butterfly Ribbon Activity (The Butterfly Foundation) Warm fuzzies activity	19–20	(SDT) Relatedness to personal relationships and consolidating social connections among the group. (ACT) Commitment to maintaining positive relationships and valuing connections.

SDT self-determination theory, ACT acceptance and commitment theory