7801EDN YAN CHEN S2605558

Body image dissatisfaction is highly prevalent among adolescents. Mission

Australia's 10th National Survey of Young Australians (2007) has showed that body

image was the top concern for adolescent girls. Body dissatisfaction is widespread in

adolescent girls, with Australian studies (2007) indicating three quarters of high

school girls desire a thinner figure than the one they currently have, because they feel

fat, or want to lose weight. However, body image dissatisfaction is less widespread in

adolescent boys who are more likely to take the form of desiring to be larger and more

muscular (Dohnt & Tiggemann, 2005).

According to Tiggermann's study (2001), a wide range of factors have been

found to play a role in the development and maintenance of body image disturbance

and dieters. However, the thin ideal is transmitted and reinforced via sociocultural

mechanisms, particularly peers and the media, which are frequently proposed as

major contributors to the increase in adolescent girls’ body dissatisfaction (Stice &

Whitenton, 2002). Therefore, in this commentary, I will reflect upon the causes and

outcomes of body image dissatisfaction on adolescents's education, with particular

attention to teenage girls.

The Impact of Media

Media pressure impacts on adolescent girls' views towards body image. This
 7801EDN YAN CHEN S2605558

essay highlights that mass media (e.g. magazines, billboards, television, and on

personal web sites, such as My Space and Facebook) influences have been identified

as important conveyors of sociocultural ideals in young adolescents. In fact, the

portrayal of beauty is becoming even more unrealistic, as technology can enable body

images to be altered and enhanced. Although adults' mind can recognize

enhancements, many young people may not have developed the critical skills needed

to tell the difference.

Tiggemann (2006) identified the mass media, specifically television and

magazine, as the most powerful conveyor of sociocultural ideals. The results also

show that media exposure is related to aspects of both body image and dieting

awareness. Specifically, young girls who watch more television shows have greater

dieting awareness. Women’s magazines are negatively related to appearance

satisfaction. Teenage girls who look at women’s magazines are more dissatisfied with

their appearance than those who do not read magazines. Pictures in magazines had a

strong impact on girls' perceptions of their weight and shape. Statistics (Australian

Bureau of Statistics, 2007) show that of the Australian girls, 69% reported that

magazine pictures influence their idea of the perfect body shape, and 47% reported

wanting to lose weight because of magazine pictures. There is a positive linear

association between the frequency of reading women's magazines and the prevalence

of having dieted to lose weight, initiating an exercise program, wanting to lose

weight, and feeling that pictures in magazines influence their idea of the perfect body

shape. Nevertheless, both television viewing and magazine reading are clearly related

to body image dissatisfaction and the awareness of dieting (Tiggemann, 2006).

The Impact of Peers

In addition, peers are found to be another important sociocultural influence.

Dohnt and Tiggemann (2005) explained that peer pressure to be thin is associated

with increased body dissatisfaction. Shared peer appearance norms, weight-based

teasing, peer discussions and modelling have been shown to influence adolescent

body image and dieting concerns. Adolescent girls’ perception of their peers’ body

dissatisfaction is a significant predictor of their own body dissatisfaction and dieting

awareness. These findings provide further insight into the potential for shared peer

norms surrounding both awareness of the thin ideal, as well as ways of achieving this

thin ideal, in adolescent girls (Dohnt & Tiggemann, 2005).

Peer body dissatisfaction was significantly related to both girls’ own body

dissatisfaction and dieting awareness. Sometimes teenage girls feel threatened by

other girls' beauty because they tend to think of themselves as being "less" than that
 7801EDN YAN CHEN S2605558

other girl because of her looks. In fact, adolescent girls endorse the beliefs that a girl’s

thinness is an important factor in determining her attractiveness, popularity with boys,

and dating success (Durkin & Paxton, 2003). Adolescent boys also report that a girl’s

slimness predicts her perceived attractiveness and dating potential. Such perceptions

appear grounded in reality, as higher weight among adolescent girls lowers the

probability of them ever having dated or having dated recently (Gondoli & Corning,

2010).

The Interaction between Peers and Media

Furthermore, peers and media influences may also interact. Television exposure

is also seemed to be related to peer discussions about appearance-related topics. As

suggested by Tiggeman (2006), discussions with friends about the latest pop stars, for

example, serve to reinforce the value and importance of media-presented messages of

the thin ideal. Studies have shown that young girls often engage in conversations with

their friends about pop stars or models, thereby reinforcing media-presented societal

messages of the thin ideal (Tiggeman, 2005). Peer and media influences might operate

together in their impact on body image concerns. Children’s television shows are

negatively related to peer body satisfaction. Tiggeman further suggested that those

girls who watched more children’s television shows thought their friends would desire
 7801EDN YAN CHEN S2605558

a larger ideal figure.

In addition, all genres of television were significantly related to peer

discussions. Those girls who watched more children’s television, music videos, soap

operas or appearance television shows were more likely to engage in discussions with

their peers about appearance-related topics. Importantly, peers and media appear to be

significant sources of influence on young girls’ desires for thinness, satisfaction with

appearance and dieting awareness.

Several studies (Tiggeman, 2001; Dohnt & Tiggemann, 2005; Suhrcke, 2011)

have shown that many young adolescents, particularly girls, report dissatisfaction with

their body, display physical and mental health concerns about becoming overweight

and engage in weight loss behaviours such as eating less and exercising to lose

weight. Tiggeman (2001) identified girls who report high levels of body

dissatisfaction often engage in unhealthy weight loss behaviours such as restricting

food intake, dieting, purging and over-exercising behaviours that have a number of

detrimental health effects including retarded growth and delayed puberty (Dohnt &

Tiggemann, 2005) and this may be associated with other mental health problems such

as depression and anxiety. Body image concerns can cause significant distress for

individuals and impact negatively on quality of life, interpersonal relationships and

academic or vocational functioning (Helfert & Warschburger, 2011). In both the

United States and Australia, adolescent girls experience higher levels of body

dissatisfaction and disturbed eating patterns than do their male counterparts

(Tiggemann, 2005). Body dissatisfaction is itself a risk factor for clinical eating

disorders (Stice, 2004), which are more common among girls and typically have their

onset during late adolescence.

It is also a contributor to the lower levels of self-esteem and greater depression

observed among adolescent girls (Tiggemann, 2005). As a result, the negative impact

caused by body dissatisfaction can hinder teenage girls in their school achievement.

Negative body image occurs when individuals view their body unfavourably. These

feelings impact their general wellbeing and the decisions they make about their body.

Sometimes this is referred to as ‘body dissatisfaction’. These negative feelings can

affect self-esteem and sometimes declining self-esteem leads to negative moods and

mood disturbances.

Body image dissatisfaction and extreme dieting is associated with depression in

adolescents and adults. Durkin and Paxton's study (2004) showed that 62% of

adolescent girls who were extreme dieters depressed, while young adult women who

dieted frequently were 50% more likely to be depressed than those who did not diet.
 7801EDN YAN CHEN S2605558

In addition, poor body dissatisfaction is associated with low self-esteem in women

and men of all ages. Longitudinal studies also indicate that body dissatisfaction

predicts the later development of depression, anxiety and low self-esteem (Stice &

Whitenton, 2002).

Negative School Experiences and Outcomes

Overall, adolescent girls' health status positively affects educational performance

and attainment. Multiple studies (Tiggemann, 2001, 2005, 2006) have found that

children’s overall performance decreases with illnesses or absences from school.

Unhealthy body images affect lifestyle choices and negatively affect mental and

physical health and social functioning. It can lead to unhealthy dieting, eating

disorders, excessive exercise or under-exercise, depression and poor self-esteem.

Once established, an unhealthy body image can continue through adult life. Sickness

caused by unhealthy weight-loss behaviours significantly affects academic success.

Unhealthy dieting, eating disorders, excessive exercise or under-exercise, anxiety,

depression and poor self-esteem are all associated negatively with educational

outcomes (Tiggemann & Williamson, 2000). The link between learning and health is

clear. Over the last 15 years, several studies have consistently documented the

powerful connection between health and academic achievement, with poor health
 7801EDN YAN CHEN S2605558

often negatively affecting students’ attendance, grades and ability to learn in school.

There is evidence to show that if a student misses school due to an eating

disorder, cannot focus due to depression, has not physically developed properly due to

inadequate nutrition or faces excess stress, even the best teacher armed with the most

interesting curriculum may not be able to teach him. According to Austin (2006), 15

percent of middle and high school students reported recurrent health problems that

were associated with school failure, largely due to their greater likelihood of

experiencing absenteeism, having trouble with homework and feeling under

emotional distress. In addition, the emotional and mental health impact of being

overweight may have an impact on students and their school performance. In Austin's

(2006) study of 7th, 9th and 11th graders, obese girls were 1.5 times more likely to

report being held back a grade and 2.1 times more likely to consider themselves a

poor student than average weight girls. Mental health and a sense of connectedness

also affect a student’s ability to succeed in school. Students who experience high

levels of stress or depression tend to do poorly in school. Body image dissatisfaction

can make participation in enjoyable and sustainable physical activity difficult.

Avoidance of physical activity can stem from concerns about exposing one’s body in

public, feeling “too fat” or feeling that one has to achieve a certain look before they
 7801EDN YAN CHEN S2605558

can participate. Feeling self-conscious about one’s body has also been shown to lead

some teenage girls and boys to drop out of physical activity.

As body image problems are linked to serious health issues for young

adolescents, identifying effective prevention interventions is an important step in

improving the health of them. Policymakers and schools can participate in effective

interventions to help promote student health. By doing so, policymakers will improve

academic outcomes for young students. Scientific reviews have documented that

school health programs can have positive effects on educational outcomes, as well as

health-risk behaviours and health outcomes. Similarly, programs that are primarily

designed to improve academic performance are increasingly recognised as important

public health interventions (Austin, 2006).

The Role of School and Teacher

School plays a critical role in promoting the health and safety of young people

and helping them establish lifelong healthy behaviours. In 2006, Austin conducted a

study which showed that school health programs can reduce the prevalence of health

risk behaviours among young people and have a positive effect on academic

performance. The school system can play a very important role in helping young

adults build and maintain a healthy body image. There is a need for increased
 7801EDN YAN CHEN S2605558

understanding of how school curricula and other aspects of school life can impact

positively and negatively on the development of body image and eating disorders. In

particular, school should incorporate issues around the development of healthy body

images into its health curriculum programs (including recognition of the impact that

bullying may have on body image) develop programs in media literacy, and integrate

media literacy skills into other curriculum areas so that young people can critically

evaluate media content and messages pertaining to ideals about body type, and

develop realistic views of self and society (Austin, 2006).

In addition, school should further develop and monitor its physical activity

programs to be aware of the risk of unhealthy body images developing. An emphasis

on team based sports can be an effective vehicle to promote healthy lifestyles and to

deter disordered eating and athletic enhancing behaviours. There is a need for

increased government commitment to appropriately target public education about the

association between diet, physical activity and health and the health risks associated

with eating disorders (Suhrcke, 2011).

Teacher, however, can also play an important role in helping students with body

dissatisfaction concerns. It presents a unique challenge for teacher because this issue

is complicated and serious. As caring and informed adult, who sees the students on a
 7801EDN YAN CHEN S2605558

daily basis, teacher can play a preventive role by leading classroom exercises that

explore issues such as nutrition, body image and self-esteem. Teacher can also help

create school and classroom environments that are particularly sensitive to the needs

of students with unhealthy weight-loss behaviours. In addition, the school should

support teacher in acquiring the knowledge, skills and attitudes needed to allow him

or her to feel confident in responding in a positive and proactive manner to students

with serious body image concerns.

References
 7801EDN YAN CHEN S2605558

Austin, G. (2006). How schools and policymakers can achieve a positive

Australian Bureau of Statistics. (2007). Australian social trends 2007: Participation in

Blowers, L.C., & Loxton, N.J. (2003).The relationship between sociocultural pressure
to be thin and body dissatisfaction in preadolescent girls. Retrieved March 28,
2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Durkin, S.J., & Paxton, S.J. (2004). How do adolescent girls evaluate body
dissatisfaction prevention messages? Retrieved March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Dohnt, H. K., & Tiggemann, M. (2005). Peer influences on body dissatisfaction and
dieting awareness in young girls. The British Journal of Developmental
Psychology, 23, 103-116. Retrieved March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Dohnt, H.K., & Tiggemann, M. (2006). Body image concerns in young girls: The role
of peers and media prior to adolescence. Retrieved March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Gondoli, D. M., & Corning, A.F. (2010). Heterosocial involvement, peer pressure for
thinness, and body dissatisfaction among young adolescent girls. Retrieved
March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Helfert, S., & Warschburger, P. (2011). A prospective study on the impact of peer and
parental pressure on body dissatisfaction in adolescent girls and goys. Retrieved
March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au
 7801EDN YAN CHEN S2605558

Prichard, I., & Tiggemann, M. (2010). Features of the exercise environment and body
image: Preferences for mirror and standing positions in the aerobics room.
Women in Sport & Physical Activity Journal, 19(1), 47-57. Retrieved March 28,
2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Stice, E., & Whitenton, K. (2002). Risk factors for body dissatisfaction in adolescent
girls: A longitudinal investigation. Developmental Psychology, 38, 669-678.
(1994). Retrieved March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Suhrcke, M. (2011). The impact of health and health behaviours on educational

Tiggemann, M., & Williamson, S. (2000). The effect of excercise on body satisfaction
and self-esteem as a function of gender and age. Sex Roles, 43(1), 119-127.
Retrieved March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Tiggemann, M. (2001). The impact of adolescent girls life concerns and leisure
activities on body dissatisfaction, disordered eating, and self-esteem. The
Journal of Genetic Psychology, 162(2), 133-42. Retrieved March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Tiggemann, M. (2005). The state of body image research in clinical and social
psychology. Journal of Social and Clinical Psychology, 24(8), 1202-1210.
Retrieved March 28, 2012, from
http://search.proquest.com.libraryproxy.griffith.edu.au

Tiggemann, M. (2006). The role of media exposure in adolescent girls body