Reel2Real: Evaluation of an online social media literacy program to decrease body dissatisfaction in young adults

The Reel2Real intervention is a web-based application, consisting of three modules, targeted at young adults with elevated body dissatisfaction, and designed to increase critical thinking about social media, including from commercial, celebrity, and peer sources. Participants complete the activities individually through the web-based application (ideally on laptop, PC or tablet rather than mobile) at their own leisure, in a place of their choosing, with 48 hours between the completion of a module and the next module becoming available. Participants will be encouraged to complete one module per week with email or other reminders from the research team. The program addresses: 1) relevant domains of media literacy, not just the unrealistic nature of media images, as is common to most programs; 2) multiple forms and sources of pressure present on social media including imagery and text, and peers and celebrities; 3) aspects related to both viewing and contributing to social media; and 4) the use of social media as a tool to escape or change the appearance-focused culture. Modules and topics are outlined below. The intervention is based on theories of media literacy as they apply to body dissatisfaction. Experimental research based on these theories have found support for increasing media literacy reducing body dissatisfaction and eating disorder symptoms. Proposed relationships of each social media literacy component to media literacy are outlined in the Table below. Reel2Real: Modules and topics Module 1: Social media is a “highlight reel”, not “real” life Approximate time to complete: 20 minutes. Module 1 has three primary messages, with several activities, aimed at improving identified components of social media literacy. Each is described below, with the specific component/s of media literacy addressed listed in brackets and italicised. Message/Concept 1: Social media images are manipulated. (Realism scepticism, Techniques) Social media images are manipulated, and that this manipulation is believable. Thus, it is common for people to mistake such images for reality. Activities: Spotting the difference between posed and edited images, quiz about editing/image manipulation, video about editing apps, spotting whether an image has been edited or not, reflection quiz on the effects of image manipulation/editing on self and body image. Message/concept 2: Selectivity (Similarity scepticism, Omission, Filter) People select the most interesting, exciting, attractive or unique aspects of their lives to post about; and most people do not post pictures from their “everyday”/regular lives. Activities: Video about life on social media vs. real life, categorising images into the type seen on social media vs not seen on social media (i.e. selected/interesting photos versus everyday life), identifying the “social media” image from three images of the same person, reflection on own selectivity habits on social media, completing a storyboard with an “everyday life” image versus a social media (selective) image. Message/Concept 3: Social media portrays appearance ideals (Attention, internalisation) Social media portrays appearance ideals that are not accurate depictions of reality; and that these are present in most forms of social media. These appearance ideals are often the result of image manipulation and selection. Activities: Videos about appearance ideals across cultures and time periods, identifying who portrays appearance ideals and on which social media platforms, identifying time and effort involved in posting selfies. Overall: By the end of Module 1, participants will have a better understanding of the way images on social media are unrealistic, and that trying to live up to appearance ideals can be effortful and have a negative impact on body image and self-esteem. Participants complete an activity at the end of the module, which involves challenging themselves to be aware of selectivity or manipulation of images, and change their own posting behaviour to counteract the selectivity and manipulation of social media images. Module 2: Intent and impact of social media Approximate time to complete: 25 minutes. Module 2 has two primary messages aimed at improving identified components of social media literacy. As with Module 1, each is described below. Message/concept 1: Intent of people posting (Target, Influence, Profit) Social media posts always have an intent behind them (e.g., to portray self as attractive, creative, funny, intelligent). This intent is often a deliberate effort. In particular, the focus on influence, or an intent to make money, is addressed. Activities: Video about social media influencers, identifying intent behind social media images, choosing an image to post/not post within a specific context (e.g., post in a private snapchat to a friend versus post where an employer might see it), quiz about influencers on social media, identifying sponsored social media images. Message/concept 2: Social comparison (Similarity scepticism, Attention, Appearance comparisons) Social media is an environment that encourages social comparison (i.e., comparing one’s appearance, lifestyle, etc with others). This type of comparison can result in negative feelings, but can be reduced through being mindful about the way others post, and reducing time using social media that encourages social comparison. Activities: Video about negative impact of social comparison, quiz about time spent engaging in social comparison that displays results as a pie chart (i.e., attempting to show how much time on social media is unhelpful/negative for the person), identifying situations likely to result in fear of missing out (FOMO), quiz about strategies to reduce social comparison. Overall: By the end of Module 2, participants should have an understanding of the way social media impacts their mood, and the intention (especially to influence and/or purchase) behind social media posts. Participants will also start to understand strategies that they can use to reduce social comparison, and to identify when the author of a post is trying to influence them. Participants will be asked to challenge themselves to use one strategy to reduce their exposure to social media that causes them to engage in social comparison. Module 3: Contributing to a positive social media environment Approximate time to complete: 20 minutes. Module 3 has three primary concepts that are described below, along with activities. Message/concept 1: Agency in shaping social media environment (Values, Scepticism about expectancies) By default, a social media environment is often focused on appearance ideals and encourages social comparison; however, participants can view and interact with social media in a more positive way. Activities: Reflective quiz on how much time is spent enjoying social media versus using it to appear more attractive or interesting to peers (responses populate graphs to display how much time is spent on social media for personal enjoyment), identifying social media accounts that improve or worsen mood and reflecting about how they can better interact with content that makes them feel good. Message/concept 2: Beyond appearance: how to shape a social media environment that is not appearance focused, and is consistent with personal values. (Values, Attention) Activities: Identifying personal values (e.g., kindness, bravery, humour) and reflecting on ways to portray these on social media, reflection on how to navigate content that can be problematic for mental health (e.g. if participants follow content about fitness, to be aware of accounts that promote appearance ideals and identify fitness accounts that focus on movement and enjoyment of fitness), summary reflection quiz on using social media and identifying strategies and skills to navigate social media environment in a more positive way. Overall: By the end of Module 3, participants should have increased social media literacy overall. Participants will also be asked to challenge themselves to try a social media literacy strategy that they selected as “unlikely to do” in a reflective quiz (e.g., post about what they want to post, regardless of how many likes or comments they feel it will get). Proposed media literacy components. (from McLean, Paxton, & Wertheim, 2016) Media messages and images are unrealistic and inaccurate (MIP) Realism scepticism Similarity of media messages and images to one's experiences (MIP) Similarity scepticism Desirability of media portrayals (MIP) Desirability scepticism Expectancies of positive outcomes (MIP) Scepticism about Expectancies Authors create media messages for profit and or influence-a (MLF) Profit Authors target specific audiences-a (MLF) Target Messages contain values and specific points of view-b (MLF) Values Different people interpret messages differently-b (MLF) Interpretation Messages affect (influence) attitudes and behavioursb (MLF) Influence Multiple production techniques are used-b(MLF) Techniques Messages filter reality-c (MLF) Filter Messages omit information-c (MLF) Omission MIP = message interpretation process model (Austin & Meili, 1994). MLF = Media Literacy Framework (Primack et al., 2006, Primack and Hobbs, 2009). a Authors and audiences domain. b Messages and meaning domain. c Representation and reality domain.