Legislative Council Fifty-Third Parliament, Second Session (53-2) 53 2 Parliament of South Australia Legislative Council published Answers to Questions Teen Body Image Teen Body Image The Hon. S.G. WADE Legislative Council Teen Body Image In reply to the Hon. S.G. WADE (28 October 2014). (First Session) The Hon. G.E. GAGO Legislative Council Minister for Employment, Higher Education and Skills, Minister for Science and Information Economy, Minister for the Status of Women, Minister for Business Services and Consumers Teen Body Image The Hon. G.E. GAGO (Minister for Employment, Higher Education and Skills, Minister for Science and Information Economy, Minister for the Status of Women, Minister for Business Services and Consumers): I have been advised the following: Peer education is regularly used in a variety of contexts and 'can directly effect on the social environment, provide positive role models and help change social norms' and 'Studies have shown that peer initiatives can improve knowledge, and change attitudes, self-efficacy and behaviours.' (Story et al, 2002) The Body Image Campaign takes as its basis the well-established peer education approach and moves it into a digital context. In the academic literature 10 frequently used justifications for adopting peer education have been identified: 1.	It is more cost-effective than other methods (Jones, 1992; HEA, 1993; Peers et al., 1993). 2.	Peers are a credible source of information (Perry, 1989; Woodcock et al., 1992; Clements and Buczkiewicz, 1993; Jarvis 1993). 3.	Peer education is empowering for those involved (HEA, 1993). 4.	It utilizes an already established means of sharing information and advice (Finn, 1991; Clements and Buczkiewicz, 1993; Jarvis, 1993). 5.	Peers are more successful than professionals in passing on information because people identify with their peers (Clements and Buczkiewicz, 1993; Peers et al., 1993). 6.	Peer educators act as positive role models (Perry and Sieving, 1993; Clements and Buczkiewicz, 1993). 7.	Peer education is beneficial to those involved in providing it (Klepp et al., 1986; Ford and Inman, 1992; Hamilton, 1992; HEA, 1993; Phelps et al., 1994). 8.	Education presented by peers may be acceptable when other education is not (HEA, 1993). 9.	Peer education can be used to educate those who are hard to reach through conventional methods (King, 1993; Rhodes, 1994). 10.	Peers can reinforce learning through ongoing contact (Jay et al., 1984; Kelly et al., 1991). The Office for Women is very pleased to have the YWCA of Adelaide as a key partner for the Body Image Campaign. In relation to the campaign run in the US, in 2013, New York City launched its public education campaign 'NYC Girls Project' aimed at girls aged seven to 12 years to tackle the issue of girls' low self-esteem and negative body image. Recognising that girls as young as six and seven were struggling with body image and self-esteem, New York City developed a two part initiative to 'help girls recognise that their value comes from their character, skills and attributes—not appearance.' In the first part of the initiative New York City used a public education campaign on buses, subways, and phone boxes. The campaign featured a diverse group of girls within the target age group doing activities such as reading, playing sports and drawing with the words 'I'm a girl. I'm smart, a leader, adventurous, friendly, funny. I'm beautiful the way I am.' The campaign also invited girls to share what makes them beautiful the way they are with the #ImAGirl hashtag. In the second part of the initiative a girls' self-esteem program was developed: 'Full of Ourselves: A Wellness Program to Advance Girl Power, Health, and Leadership'. Emphasising girls' personal power and overall mental and physical well-being, this eight-session program was designed for girls 10-15 years old. An evaluation of the girl's self-esteem curriculum produced as part of the NYC Girls Project 'Full of Ourselves' campaign found that participants showed sustained, positive changes in girls' body image, body satisfaction, and body esteem. The NYC Girls Project is a widely regarded program and unique in tackling the issues with a city wide focus. The appeal of this wider focus is that it reaches more girls than traditional programs. It is also unique in targeting young girls in recognition that many of the social attitudes about women's bodies and body image are embedded in a woman's psyche at a very early age. Advice from The Office for Women advised that a peer education approach together with social media strategies would have a greater reach than traditional group program methods in which attitudes about women's bodies and body image are developed. The Office for Women will undertake internal evaluation at various phases of the campaign.