What characterizes early adolescents with a positive body image? A qualitative investigation of Swedish girls and boys

The aim of the present study was to investigate positive body image during adolescence. Semi-structured interviews, centring on three body image domains (satisfaction with own appearance, views on exercise, and influence from family and friends) were conducted with 30 early adolescent Swedish girls and boys who at age 10 and 13 had shown the highest level of body satisfaction in a large longitudinal sample. The data were analyzed thematically. Results revealed that the adolescents’ satisfaction with their own appearance was characterized by a functional view of the body and an acceptance of the bodily imperfections that they perceived that they had. The vast majority of the adolescents were physically active and found exercise joyful and health-promoting. Finally, although some of the adolescents had received negative comments about their appearance from family and friends, such comments were not given any importance.     

Nobody's perfect: A qualitative examination of African American maternal caregivers’ and their adolescent girls’ perceptions of body image

Using semi-structured interviews, we explored African American maternal caregivers’ and their adolescent girls’ (N = 25 dyads) perceptions about the adolescent's body using Grounded Theory. Caregivers and adolescent girls (M_age = 13.42) were asked what the adolescent girls liked most/least about their bodies and how peers and media may affect adolescent girls’ perceptions. While some adolescent girls reported overall body satisfaction, others described features they would like to change. Belief in God, body acceptance, and appreciation for average/moderate features helped the adolescent girls maintain their positive body image. The body-related messages that adolescent girls received from caregivers and peers included compliments, pressure to lose weight, teasing, and advice. Adolescent girls also reported being either influenced by or skeptical of the images presented in the media. Programs that promote caregiver–adolescent communication about body perceptions and that build on the adolescent girls’ media skepticism may prove useful for their health-related attitudes and behaviors.     

Visuo‐spatial play experience: forerunner of visuo‐spatial achievement in preadolescent and adolescent boys and girls?

This cross‐sectional study explored whether participation, from early childhood, in play involving different cognitive abilities predicts visuo‐spatial achievement at ages 9, 12, and 15. Based on parental assessment, prior and present practice of spatial manipulation play was found to be consistently more frequent in boys than in girls; the reverse held true for verbal expression play. Whereas boys did not significantly outperform girls in three visuo‐spatial tasks, girls were superior on a contrastive vocabulary task. In general, with IQ statistically controlled, regression analyses showed that estimated past and present spatial manipulation play predicted both genders' proficiency in the water‐level task and Embedded Figures Test, as did mothers' socioeconomic status for Block Design performance. Contrastingly, a negative relation was established between spatial manipulation play and vocabulary scores. Similar to the activity‐ability association often identified among adults, the relation established here between spatial play experience and visuo‐spatial ability was only modest. Further research should aim at more definitive conclusions through augmenting both diversity in the visuo‐spatial skills measured and sophistication in play behaviour appraisal. Copyright © 2003 John Wiley & Sons, Ltd.     

Disordered eating behaviors and body image in a longitudinal pilot study of adolescent girls: What happens 2 years later?

We assessed the prospective association of risk factors for eating and body image disturbances after a 2-year follow-up in a community sample of Spanish adolescent girls. The participants included 128 Spanish girls aged 12–14, who took part in a 28-month prospective study. Aspects assessed were eating attitudes (Eating Attitudes Test), influence of the body shape model (questionnaire on influences of the aesthetic body shape model), extreme weight-control behaviors (Eating Disorder Examination-Questionnaire), body image (Body Image Questionnaire) and Body Mass Index (BMI). BMI, extreme weight-control behaviors and body image problems emerged as potential predictors of an increase in eating disturbances. An increased influence of the thinness model was significantly associated with reduced body satisfaction and body image problems. Preventive programs are needed to contribute reducing the impact of sociocultural influences with regard to thinness, the use of extreme weight-control behaviors and overweight in adolescents.     

Body image and disordered eating prevention in girls’ sport: A partner-driven and stakeholder-informed scoping review of interventions

Despite the evidenced benefits of participating in organized sport, adolescent girls consistently report lower rates of sport participation, worse sport experiences, and higher dropout rates, compared to boys. Body image concerns have been linked to this gender disparity and established as a critical predictor of disordered eating, thus necessitating effective prevention efforts to mitigate the negative impacts of body image concerns and disordered eating for adolescent girls. In partnership with the National Eating Disorder Information Centre (NEDIC; Canada), the present scoping review was conducted to examine the nature and characteristics of sport-specific body image and disordered eating interventions for adolescent girls. Fourteen studies were identified through various search strategies. Over half of the studies demonstrated modest yet worthwhile effects on various body image and disordered eating outcomes. Intervention characteristics (i.e., frequency, modes of delivery, topics, material, outcomes measured) varied across initiatives. Fifty-nine national, provincial, and local sport system representatives were consulted as stakeholders and provided practical input to the results of the scoping review. Sport stakeholders favoured the delivery of a multidimensional, multicomponent program, with a combination of evidence-based techniques. This synthesis of knowledge will shape the development and dissemination of future programs, and contribute to the development of equitable sport participation opportunities for Canadian girls.     

The role of peer influence on girls’ body dissatisfaction and dieting

IntroductionPeer influence is considered a global construct, although the effects of its various dimensions on body dissatisfaction and dieting via internalisation of the thin ideal and social comparison have yet to be analysed.ObjectiveThe aim of this study was to analyse how the different dimensions of peer influence (i.e., perception of teasing, appearance conversation with friends and peer attributions about the importance of appearance with regard to popularity) affect body dissatisfaction and dieting.MethodA total of 298 Italian adolescent girls and young women completed a questionnaire assessing different dimensions of peer influence, internalisation of the thin ideal, social comparison, body dissatisfaction and dieting.ResultsThe results indicated that peer attributions and appearance conversations with friends affect body dissatisfaction and dieting through internalisation and social comparison. Teasing had a direct effect on girls’ dissatisfaction levels.ConclusionsThe current findings have important preventive and treatment implications. Preventive interventions should not target sociocultural influences as a whole, rather they should analyse the specific dimensions of peer influence, with consideration for the degree to which girls internalise sociocultural messages and engage in social comparison.     

What’s a coach to do? Exploring coaches’ perspectives of body image in girls sport

Adolescent athletes report body image concerns that negatively impact their sport experiences and participation. The coach’s perspective may be informative to how the context of sport perpetuates, supports, or protects from negative body image. Yet few coaches are represented in this area of research. The purpose of the present study was to explore coaches’ perceptions of body image in girls sport. Thirteen coaches with an average of 10 years of experience working with girls in primarily non-aesthetic team sports were interviewed. Based on inductive thematic analysis, coaches’ perceptions of the athletes’ body image concerns were reflected in four themes labelled (i) body image: the ‘elephant’ on the field (i.e., identifying the unspoken nature of body image), (ii) agents of body image in sport (i.e., parents, coaches, and media), (iii) skill over appearance (i.e., focusing on athletic skill and competence), and (vi) systemic strategies. This last theme offers several considerations for improving the sport context with a lens to improve body image. Of relevance, it was apparent that all coaches operationalized body image as predicated on appearance, body shape, and weight and this narrow simplistic perception could guide future programs and practices. Taken together, findings highlight the need to intervene with coaches to provide adequate support and education on body image in girls sport.     

Is peer victimization related to body esteem in 10-year-old girls and boys?

Several studies show that a history of exposure to appearance-related teasing is linked to body dissatisfaction. This study extends those findings by examining the impact of bullying, and other forms of peer victimization, on different aspects of 10-year-old girls’ and boys’ body esteem. Participants were 960 Swedish 10-year-olds, 515 girls and 445 boys. Principal results show that social exclusion is related to 10-year-olds’ evaluations of their general appearance, to evaluations of their weight, and to beliefs about how others perceive their appearance. Furthermore, bullied girls have poorer body esteem in terms of beliefs of how others perceive their appearance than do bullied boys. Appearance teasing was associated with girls’ poorer body esteem in terms of general appearance and beliefs of others views of their appearance. For boys, teasing was associated with poorer body esteem on all dimensions. Thus, this study implies that a wider range of peer victimization relates to children's negative self-perceptions than was former known.     

Australian speech-language pathologists’ experiences and perceptions of working with children who stutter: A qualitative study

PurposeEffective early intervention is recommended to ameliorate the potential long term negative effects of stuttering. Efficacious treatments are available, but speech-language pathologists (SLPs) report finding implementation to be challenging due to a range of clinician, client and clinical context factors. Previous survey-based research has found that SLPs lack self-efficacy working with CWS, however the reasons contributing to this are not well understood. This study presents the first in-depth analysis of the current practices and perceptions of SLPs working with children who stutter (CWS).MethodsIn this qualitative study 18 Australian SLPs who provide services to CWS were interviewed using a semi-structured interview approach. Data were analysed using reflexive thematic analysis.ResultsThe thematic analysis identified four themes: (1) A stronger sense of self-efficacy is needed in stuttering management compared to other areas of clinical practice; 2) SLPs’ sense of self-efficacy in stuttering management is influenced by early career experiences, client factors and the practice context; 3) Professional development and collaboration strengthen self-efficacy; and 4) Parental involvement and engagement are crucial to treatment success.ConclusionSLP self-efficacy for working with CWS appears a critical factor in the provision of effective management for this population. This study provides an in-depth analysis of the role of SLP self-efficacy and the factors that influence it.     

Disability sport and activist identities: A qualitative study of narratives of activism among elite athletes’ with impairment

ObjectivesSport and exercise psychology has recently expanded into how it can be utilized to enable social missions like activism. No research, however, has examined activist identities among disabled, elite athletes. This article is the first to engage with this new and complex issue by examining narratives of activism amongst elite athletes with impairment and their adoption/rejection of various activist identities.MethodsThirty-six people were recruited using maximum variation and criterion-based purposive sampling strategies. Data was collected using interviews and fieldwork observations (e.g., observation and social media material). The large data set was rigorously analyzed using a narrative thematic analysis.ResultsAll participants adopted an athletic identity and an athletic activist identity. A small group also adopted a political activist identity that was concerned with challenging disablism. The athletes’ reasons for adopting or eschewing activist identities are identified and connections made to organizational stressors, interpellation, feeling, emotional regulation, narrative, habitus, health and wellbeing. Also revealed is the impact that sporting retirement had on activist identity construction.ConclusionsThe article makes a novel research contribution by revealing two different activist identities within the context of disability sport and what social functions each identity might serve. It also significantly develops knowledge by revealing various organizational stressors experienced by disabled athletes, the importance of embodied feelings and emotional regulation in activist identity construction, the damage that social oppression can have on wellbeing following sporting retirement, and the positive possibilities retiring may have for developing different identities. Practical suggestions are as well offered.     

Gender influences on age cognitions and preferences: sociocultural or sociobiological?

The present article reviews research concerned with gender effects on cognitions and evaluations of people varying in age. Sontag's (1979) article on the double standard of aging--the purportedly more negative consequences of aging in women in contrast to men--serves as a point of departure for the review. Research using attitude-scale, semantic differential, and person-perception methodology points to sex-of-target, sex-of-subject, and target-subject interaction effects in response to a diversity of age-relevant stimuli. Though the reported studies are not completely consistent, there is much suggestive evidence that age is a more salient dimension for men than for women when judging others. Furthermore, men exhibit a stronger youth bias. The overall evidence is consistent with an evolutionary hypothesis, but further research that focuses on the proximal determinants of the observed effects is urged.     

Male and female teachers: Do they treat boys and girls differently?

Forty experienced and inexperienced teachers, 20 male and 20 female, were observed during free play periods in preschool classes. Male teachers gave more favorable comment than female teachers, and also more physical affection. Male teachers also joined the play of the children more than female teachers. Female teachers interacted less than male teachers. Experienced teachers initiated behaviors, directed, gave information, asked and answered questions, and helped the child more than inexperienced teachers. Experienced teachers interacted more with boys and girls when they engaged in feminine-preferred activities, with no difference between male and female teachers in this regard. Inexperienced teachers of both sexes interacted more with boys engaging in masculine-preferred activities and girls engaging in feminine-preferred activities. It was suggested that the male stereotype and the school environment are less congruent than the female stereotype and school, and that experienced teachers encourage children to engage in school-type activities.This research was supported by a grant from the Office of Scientific and Scholarly Research, Graduate School, University of Oregon. Data analyses were supported by BRSG Grant RR 07080 awarded by the Biomedical Research Support Grant Program, Division of Research Resources, National Institutes of Health.     

Parents’ experiences of starting and maintaining exercise: A qualitative systematic review

We conducted a systematic review of qualitative studies investigating the experiences of parents in relation to their uptake and maintenance of exercise, focusing on aerobic endurance-type exercise (e.g., running, cycling, swimming). The review aimed to synthesize qualitative findings relating to the motives, barriers, facilitators, emotions, and support of parents, and to suggest applied implications. Electronic bibliographic databases (Web of Knowledge, Google Scholar, Scopus, Academic Search Complete, and PsychArticles) were searched with relevant keywords to identify published peer-reviewed journal articles. Articles were included if they used a qualitative methodology to collect and analyse the data, and if they involved parents (of at least one child up to age 18) engaging in one or more type of aerobic endurance-type exercise from a position of limited fitness and parenthood. Ten studies were included in the final review, which used a narrative synthesis of data. Findings unique to the parent population were identified: parents were motivated to exercise as they believed it made them a better parent; mothers found it difficult overcoming the ‘ethic of care’; both mothers and fathers experienced the emotion of guilt, although its impact differed between parent roles; parenthood was associated with low confidence; and parents reported a lack of social support and self-regulatory capacity. These findings also reflect wider social determinants of health, in their racialized, gendered, and classed nature. To support parents in maintaining exercise uptake, the findings suggest that practitioners should promote reasons for exercise that align with parents’ core values to facilitate autonomous motivation.     

Love in therapy: A qualitative study of how clients perceive their therapists’ emotions

Relevant literature on attachment theory has explored the importance of emotional experience inside the therapeutic setting, highlighting that the active engagement of the therapist with the client is necessary in the process of change. However, less is known about the clients’ perception of the therapists’ emotional expression during a session. In this qualitative study, we used narrative thematic analysis to examine 10 semi-structured interviews with clients in an enriched systemic therapy approach. Focusing on the similarities of clients’ experiences, what emerged from the interviews were specific ‘perceived emotions’ and the related facial expressions of the therapists that were given attention by the clients. Based on our findings, six emotional themes were identified and are considered prominent: (i) ‘excitement’, (ii) ‘calmness’, (iii) ‘affection’, (iv) ‘empathy’, (v) ‘anger’ and (vi) ‘sadness’. Also, the analysis revealed two distinct functions of the expression of the therapist’s emotions: (i) they are an essential part of the therapeutic relationship and, (ii) they provide clients with alternative ways of experiencing emotions and motivate them to change. Therapists are invited to recognize the importance of their own emotional and facial expression in therapy considering it a form of self-disclosure. Suggestions for further research are also provided.     

Sex-typed motor behaviors of “feminine” boys,conventionally masculine boys,and conventionally feminine girls

The purpose of this study was to determine whether, in four commonly observed childhood behaviors, the gross impression conveyed by “feminine” boys is distinctive from that of conventional boys, and in the direction of conventional girls. Three samples of children age 4–10 years were included in the study: boys with atypical sexual identity (N=12); age-matched conventionally sex-typed boys (N=8); and age-matched girls (N=7). The children were identically costumed to conceal gender and were videotaped while throwing a ball, walking, running, and telling a story. Videotaped segments of behaviors were randomly presented to four raters who judged the sex of the child on a five point scale which ranged from very likely male to very likely female. The analyses indicate that the sample to which the child belonged was the most important factor in explaining the rating the child received. The “feminine” boys occupied an intermediate position, one that was neither distinctly “feminine” nor distinctly “masculine.”     

What can boys and girls do? Preschoolers’ perspectives regarding gender roles across domains of behavior

Previous research has examined at what age and in what contexts males and females develop gender-congruent stereotypes. Research indicates that social experience may provide a great influence on the presence of such stereotypes, but this is likely influenced by the development of gender schemas. The current study interviewed 99 children (3–6.5 years) in a sub-rural Midwestern university community. Females (N = 51, M _age = 4.6, SD = 0.73) and males (N = 48, M _age = 4.6, SD = 0.82) were individually asked who—boys, girls, or both—can do particular (1) occupations, (2) activities, (3) aggressive behaviors, and (4) prosocial behaviors. Generally, males tended to express holding no stereotypic beliefs, indicating gender-congruent expectations for only 2 items in one of the domains; however, females expressed multiple stereotypic beliefs for each of the four contexts. Social and cognitive explanations for these phenomena are discussed. The current study is an important addition to the existing literature in that preschool teachers and parents alike might be able to assist children to better develop activities and behavioral habits such that gender-related stereotypes fail to develop.     

Young adult e-cigarette users’ reasons for liking and not liking e-cigarettes: A qualitative study

Objective: To gain an in-depth understanding of what young adult electronic- or e-cigarette users like or dislike about e-cigarettes. We aimed to determine the reasons that may encourage young adults to use e-cigarettes or discourage them from using e-cigarettes.

Design: Twelve focus group discussions were conducted with 62 current daily e-cigarette users (63% men) of mean age = 25.1 years (standard deviation = 5.5). Data were analysed following principles of inductive content analysis.

Results: Results indicated 12 categories of reasons for liking e-cigarettes (e.g. recreation, smoking cessation) and 6 categories of reasons for not liking e-cigarettes (e.g. poor product quality, poor smoking experience).

Conclusions: Young adults’ motives for using or not using e-cigarettes appear to be varied and their relative importance in terms of predicting e-cigarette use initiation, dependence, and cigarette/e-cigarette dual use needs to be carefully studied in population-based, empirical studies. The current findings suggest that e-cigarettes may serve social, recreational, and sensory expectancies that are unique relative to cigarettes and not dependent on nicotine. Further, successful use of e-cigarettes in smoking cessation will likely need higher standards of product quality control, better nicotine delivery efficiency and a counselling component that would teach smokers how to manage e-cigarette devices while trying to quit smoking cigarettes.     

A response to Nguyen’s article, ‘Identification: A qualitative study of the experiences of bilingual therapists with their monolinguals and bilingual clients’

Noticing a certain lack of reflections directly related to language per se, I emphasise and discuss the importance of language issues in any bilingual or multilingual therapy. I try to illustrate this both with some of the existing literature on the subject and by offering my own take on some of the comments made by the interviewees.