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This qualitative study used in-depth interviews to explore adolescent girls’ perceptions of sexualized images they typically find when using social media. Twenty-four participants aged 14–17 years described sexualized images of females as normalized on social media. The interplay between gendered and social norms that endorsed and rewarded girls for posting sexualized images was seen to influence an expectation for girls to conform with their peers and post such images of themselves. They indicated sexualized images emphasize personal value on appearance and rejected this notion. However, participants also believed girls should be able to post sexualized images of themselves if they wanted to. There were tensions between whether girls’ sharing of sexualized images of themselves on social media would be interpreted as a display of confidence (socially acceptable) or attention seeking (socially unacceptable). Findings provide guidance for the development of health promotion programs to reduce potential harm from social media use by adolescent girls.

Background: Social emotional development is imperative to young children’s long-term psychological and physical health. Physical activity (PA) may be important for young children’s social emotional development. The association between preschooler PA duration and intensity and social emotional development was investigated.Methods: Data from six hundred and fifty-one 2- to 4-year-olds in the Play Spaces and Environments for Children’s Physical Activity (PLAYCE) study were analyzed. PA was measured using ActiGraph-GT3X accelerometers worn over 7 days. Social emotional development was measured using the parent-completed Strengths and Difficulties Questionnaire. Multilevel linear regression models examined the association between PA duration and intensity and Strengths and Difficulties Questionnaire subscales.Results: Preschoolers did 158.2 (SD = 40.2) minutes per day of PA with 27% meeting the Australian Physical Activity Guidelines for the Early Years. There was a 1.74 point decrease in the total Strengths and Difficulties Questionnaire score for each additional hour of moderate-intensity PA per day (P Conclusions: These findings highlight the potential importance of PA, especially moderate-intensity play-based PA, for different aspects of preschool children’s social emotional development. Longitudinal and intervention research is required to confirm whether promoting PA in the early years provides developmental benefit.

Background Adolescent girls appear more vulnerable to experiencing mental health difficulties from social media use than boys. The presence of sexualized images online is thought to contribute, through increasing body dissatisfaction among adolescent girls. Sexual objectification through images may reinforce to adolescent girls that their value is based on their appearance. This study explored how sexualized images typically found on social media might influence adolescent girls’ mental health, in positive and/or negative ways. Methods In-depth interviews were conducted with girls aged 14–17 years (n = 24) in Perth, Western Australia. Data were analyzed using thematic analysis. Results Participants identified body image as a major concern, reporting negative appearance comparisons when viewing images on social media. Appearance comparisons were perceived to exacerbate adolescent girls’ appearance-based concerns. Comparisons also influenced adolescent girls’ efforts to change their appearance and seek validation on social media. The importance of awareness and education from a younger age about social media and its influence on body image was emphasized, as was the need for strategies to promote positive body image and counteract negative body image. Conclusion The findings of this study have important implications for professionals working with adolescent girls and for the development of health promotion programs addressing social media use and body image concerns.

This paper uses a social–ecological conceptual framework to integrate theoretically and empirically derived risk and protective factors that potentially mediate adolescents' cyberbullying perpetration, such as involvement in offline bullying perpetration, empathic responsiveness and moral disengagement. This conceptual framework considers the mutual interaction of these factors at the levels of the individual, family, peers, and the community, and particularly via the online context. It also considers how young people's use of the Internet such as their contacts and where they spend time, also interrelates with these levels of influence. These mediators were targeted together via a whole-school intervention called Cyber Friendly Schools (CFS) and tested in a large, three-year randomised group intervention trial. While the CFS findings suggest the combined whole-school response to the mediators was somewhat effective, the study wasn't able to determine the relative contribution of the levels of influence to reducing cyberbullying. While acknowledging the preliminary nature of this framework, it is a starting point for an empirical and theoretical discussion related to the inclusion of online contexts in social ecological models, and how the perpetration of cyberbullying is a behaviour where this context has a dynamic influence.

Social media is a central component in the lives of many young people, and provides innovative potential to conduct research among this population. Ethical issues around online research have been subject to much debate, yet young people have seldom been consulted to provide a youth perspective and voice. Eight (8) focus groups involving 48 Grade 9 Western Australian secondary school students aged 13-14 years were held in 2012, to investigate how young people perceive the feasibility and acceptability of social media when used as a research tool to investigate various issues relevant to their mental health and wellbeing. Whilst young people recognise many benefits of researchers using social media in this way, such as its relevance, innovation and accessibility, there were salient issues of privacy, consent, and practicality that require careful negotiation. There is a need for continued exploration and scientific debate of the moral and ethical implications of using social media for research, to help ensure this is employed in an appropriate and effective way that is respectful of and sensitive to the needs and views of young people, peer-reviewed