Embed Size (px)
DESCRIPTION
ICBM final poster, 2012
Citation preview
Media literacy programs in the prevention of eating disorders:
Potentials, efficacy and limitations
Kornélia Szabó, Irena Szumska, Ferenc Túry
Institute of Behavioural Sciences, Semmelweis University, Budapest, Hungary
Introduction. In the current study the literature on studies introducing media literacy programs as potential methods in the prevention of eating disorders had been extensively reviewed. Media literacy is most often defined as „the ability to access, analyse, evaluate, and create media in a variety of forms‖.1
In the past decades, media literacy came to the forefront in the international eating disorders literature. Different forms of mass media (e.g. television, magazines and internet) are possibly contributing to the development and maintenance of eating disorders. Hence, comprehensive media literacy prevention programs are of utmost importance.
Table 1.
Conclusion. Media literacy programs proved to be effective programs with the potential to
reduce general and specific risk factors for eating disorders. Future directions regarding
research and practice in the prevention of eating disorders with special focus on media
literacy should focus on longer interventions and involve both genders. Psychoeducational
programs are promising in reducing the credibility and persuasive media influence. However,
cognitive dissonance programs might be a better tool to reduce the negative effects of thin
ideals presented in the media through their success in achieving behavioural change.
References: 1Thoman E, Jolls T. MediaLit Kit—Literacy for the 21st Century: An Overview and Orientation Guide to Media Literacy Education. Available at: http://medialit.org/medialitkit.html. 2 Irving LM, DuPen J, Berel S. (1998) A media literacy program for high school females. Eating Disorders; 6: 119–31. 3 Rabak-Wagener J, Eickhoff-Shemek J, Kelly-Vance L. (1998) The effect of media analysis on attitudes and behaviors regarding
body image among college students. Journal of American College Health; 47: 29–35. 4Stice E, Mazotti L, Weibel D and Agras SW. (2000) Dissonance prevention program decreases thin-ideal internalization, body dissatisfaction, dieting, negative affect, and bulimic symptoms: a preliminary experiment. International Journal of Eating Disorders; 27: 206–217. 5Kusel AB. (1999) Primary prevention of eating disorders through media literacy
training of girls. Dissertation Abstracts International; 60: 1859. 6 Piran N, Levine MP, Irving LM. (2000) GO GIRLS! Media literacy, activism, and advocacy project. Healthy Weight Journal; 14: 89. 7Neumark-Sztainer D, Sherwood NE, Coller T et al. (2000) Primary prevention of disordered eating among preadolescent girls: feasibility and short-term effect of a community-based intervention. Journal of the American Dietetic Association; 100:
1466–73. 8 Irving LM, Berel S. (2001) ―Comparison of Media-Literacy Programs to Strengthen College Women’s Resistance to Media Images,‖ Psychology of Women Quarterly; 25: 103–11. 9Wilksch SM, Durbridge M, & Wade TD (2008) A preliminary controlled comparison of programs designed to reduce risk of eating disorders targeting perfectionism and media literacy. Journal of The American Academy of Child and Adolescent
Psychiatry; 47(8): 939-947. 10Kelsey A. Wood UW-L (2004) Effects of a Media Intervention Program on Body Image and Eating Attitudes Among Children, Journal of Undergraduate Research; VII. 11 Coughlin JW, Kalodner C. (2006) Media literacy as a prevention intervention for college women at low- or high-risk for eating disorders. Body Image; 3: 35–43. 12Wilksch SM, Tiggemann M, Wade TD. (2006) Impact of Interactive School-Based
Media Literacy Lessons for Reducing Internalization of Media Ideals in Young Adolescent Girls and Boys. International Journal of Eating Disorders; 39:385–393. 13Wilksch SM, Durbridge MR, Wade TD. (2008) A preliminary controlled comparison of programs designed to reduce risk of eating disorders targeting perfectionism and media literacy. Journal of the American Academy of Child and Adolescent Psychiatry; 47(8): 939-947. 14Wilksch
SM, Wade TD. (2009) Reduction of Shape and Weight Concern in Young Adolescents: A 30-Month Controlled Evaluation of a Media Literacy Program. Journal of the American Academy of Child and Adolescent Psychiatry; 48(6): 652-661.
Results. The most effective media literacy prevention programs were complex
programs which contained elements that focused not solely on body image and
problems related to eating habits, but also put emphasis on combating social pressure
and improving critical thinking in relation to societal standards and media messages.
The most effective programs were the longer ones, and contained several sessions.
Many prevention programs were successful in reducing body image concerns,
dysfunctional eating habits and concerns. Furthermore, they had great impact on
critical thinking and media advocacy.
Methods. Relevant articles meeting the selected search criteria from 1990 until 2012 derived
from the databases: Science Direct (http://www.sciencedirect.com/), American Psychological
Association (http://www.apa.org/), Springer-Verlag GmbH (http://www.springerlink.com/), SAGE
Publications Ltd (http://online.sagepub.com/), Taylor & Francis Online (http://www.tandfonline.com/),
and PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) had been analysed. Studies were identified
by using the following keywords: media literacy, eating disorders, media analysis, media
education. The literature search was conducted initially by the first author.
Sample Age Gender Description Setting Length
1. (1998) 2
41 high school students (Experimental group= 24;
Control group= 17)
15.3 (SD= 0.48)
Females Participants watched Jean Kilbourne’s film „Slim Hopes”
then received a media literacy lesson. Quasi-experimental, post-test only design.
Control: 20 minutes,
Experimental: 60 minutes
2. (1998)3
105 undergraduate college students (Intervention group=
60, Control group= 45) 18-23 Both
Four consecutive class sessions. Investigated whether reframing or analysing fashion advertisements change the
students’ attitudes and behaviours regarding their own body images.
Measures at baseline and 3 weeks later. 4 * 95 minutes
3. (1999)4
30 undergraduate students 18-22 Females Dissonance-based targeted preventive, three-session
(weekly) intervention. Baseline, termination and a 1-month follow-
up survey. 3 * 60 minutes
4. (1999) 5
172 elementary school students
10 years 10 month
(SD=0.86) Females
A 2-day intervention program (videos and discussion) was implemented. Focus was on analysing media messages,
increasing awareness and increasing acceptance of a wide range of body shapes and sizes.
Pre-test, post-test, follow up (3 months after the program). Solomon Four-Group Design:
intervention – pre-test, intervention – no pre-test, control – pre-test, control – no pre-
test.
60 minutes/ day
5. (2000) 6
162 middle & high school students (Experimental
group= 72, Control group= 90) 16-18 Females
GO GIRLS! (Giving Our Girls Inspiration and Resources for Lasting Self-Esteem) The goal is to prevent the
development of eating disorders among high school students through media literacy education, media
activism, and media advocacy.
Twelve group meetings, one each week. Quasi-experimental design, measures before and after the program (three months later).
60 minutes/ week
6. (2000) 7
226 elementary students 10.6 (SD= 0.7) Females Free to be me, media literacy program, which focuses on
helping girls developing skills for recognizing media advertising strategies and to reframe media messages.
Post-intervention and 3-month follow up. 6 * 60 minutes
7. (2001) 8
110 college students 18.93
(SD= 2.07) Females
Two distinct (externally-oriented and internally-oriented) media literacy interventions promoting media scepticism
and aiming to reduce negative body image.
4 different interventions (externally-oriented and internally-oriented, video-only
intervention, („Slim Hopes”) no intervention control).
45 minutes
8. (2002) 9
86 private school students (53 boys and 33 girls)
13.42 (SD=0.39)
Both Media literacy program and a self-esteem program
designed to reduce general and specific risk factors for eating disorders.
Measures at baseline, post-intervention and three-month follow-up.
5*50 minutes
9. (2004)10
51 children ( 24 boys and 27 girls)
5-11 (7.22) Both Effects of a media intervention program on the body esteem and eating attitudes of school-aged children.
Treatment group (media intervention) and control group (drug intervention). Measures at baseline and two weeks after the initial
intervention.
45 minutes
10. (2006) 11
92 undergraduate students (Control group= 47;
Experimental group= 45.)
Control group=19.6;
Experimental group= 20.2
Females ARMED; prevention intervention for college women at
low- or high risk for eating disorders.
Two-session media literacy intervention. Measures were administered 1 week before
and 8 weeks after the intervention. 90 minutes
11. (2006)12
237 students (100 girls, 137 boys)
13.79 (SD= 0.42)
Both A single media literacy lesson in the purpose of reducing media internalization in young adolescents. Key points:
literacy, activism, and advocacy.
Measures at baseline and post-intervention (two weeks later).
50 minutes
12. (2008) 13
127 students 15.0 (SD=0.4) Both
Comparing the efficacy of 2 eight-lesson programs, targeting perfectionism and media literacy compared to
control classes in reducing eating disorder risk. Key concepts: literacy, activism, and advocacy.
Measures at baseline, post-program and 3-month follow-up.
1*50 minutes/week
and 2*50 minutes/week
13. (2009) 14
540 students; (Control group= 147 girls and 160 boys;
Experimental group= 126 girls and 107 boys)
13.62 (SD= 0.37)
Both
Theoretically informed media literacy program delivered to a mixed-sex, universal young adolescent audience.
Media Smart is an interactive program, constructed around key concepts of literacy, activism, and advocacy.
8-lesson media literacy program vs. normal school lessons, measures at baseline, post-
program (1 month later), and 6- and 30-month follow-up.
2*50 minutes/ week
Contact. Kornélia Szabó: [email protected]
