Karen Gregg

Relationships between body size attitudes and body image of 4-year-old boys and girls, and attitudes of their fathers and mothers.

BackgroundBody size attitudes and body image form early in life, and understanding the factors that may be related to the development of such attitudes is important to design effective body dissatisfaction and disordered eating prevention interventions. This study explored how fathers’ and mothers’ body size attitudes, body dissatisfaction, and dietary restraint are associated with the body size attitudes and body image of their 4-year-old sons and daughters.MethodsParticipants were 279 4-year-old children (46% boys) and their parents. Children were interviewed and parents completed questionnaires assessing their body size attitudes and related behaviours.ResultsSocially prescribed stereotypical body size attitudes were evident in 4-year-old boys and girls; however, prevalence of body dissatisfaction was low in this sample. Correlation analyses revealed that boys’ body size attitudes were associated with a number of paternal body image variables. In boys, attributing negative characteristics to larger figures and positive characteristics to thinner figures were associated with fathers having more negative attitudes towards obese persons. Attributing positive characteristics to larger figures by boys was associated with greater levels of paternal dietary restraint. In girls, attributing positive characteristics to thinner figures was only associated with greater maternal dietary restraint.ConclusionsFindings suggest the possibility that fathers’ body size attitudes may be particularly important in establishing body size attitudes in their sons. Further research is necessary to better understand the role of fathers in the development of children’s body size attitudes.

A school-based body image intervention for young girls: is co-educational or single-sex delivery more effective?

School-based body image interventions for girls have typically been evaluated in single-sex rather than coeducational settings. However, there may be advantages to including boys within classes and it might also be more practical to deliver interventions to co-educational classes. Hence, it is important to examine any difference in outcomes between these two delivery settings. This study evaluated a six-session, co-educational version of the body image intervention, Happy Being Me. Participants were Year 7 girls from 5 schools randomly allocated to receive either the intervention in a single-sex setting (n=74), co-educational setting (n=73) or no intervention control (n=53). Self-report questionnaires assessed body dissatisfaction, internalisation of media ideals, appearance comparisons, self-esteem, and depression at baseline, postintervention, and 6-month follow-up. Improvements were found in body dissatisfaction, internalisation, appearance comparisons, and self-esteem, from baseline to postintervention in the intervention groups compared with the control group. Intervention effects were maintained for internalisation, appearance comparisons, and self-esteem at 6-month follow-up. Baseline appearance conversations moderated body dissatisfaction outcomes. There were no significant differences in body image outcomes between single-sex or co-educational delivery formats. These findings provide further evidence of the efficacy of Happy Being Me and suggest that this intervention is equally valuable in single-sex or co-educational settings. This abstract was presented in the Peter Beumont Young Investigator award finalist stream of the 2014 ANZAED Conference. Published: 24 November 2014