Main description:

The book is relevant for various regions including the US, UK, Australia, Western European nations and New Zealand.

Key informants offer insights for policy and practice.

Rich theoretical analysis further contextualizes findings and provides analysis to advance the field.

Contents:

CHAPTER 1: WHAT YOUNG PEOPLE TELL US ABOUT HEALTH-RELATED SOCIAL MEDIA AND WHY WE SHOULD LISTEN

Victoria A. Goodyear and Kathleen M. Armour

CHAPTER OVERVIEW

THE FOCUS OF THE BOOK

THE IMPORTANCE OF NEW RESEARCH ON SOCIAL MEDIA THAT LISTENS TO YOUNG PEOPLE

NEW RESEARCH: HOW WE GENERATED THE DATA FOR THE CASE STUDY CHAPTERS

EXISTING RESEARCH: WHAT CAN WE LEARN FROM A REVIEW OF THE RESEARCH ON YOUNG PEOPLE AND SOCIAL MEDIA

THE CASE FOR RECONSIDERING THE CONCEPT OF PEDAGOGY IN A SOCIAL MEDIA CONTEXT

THE STRUCTURE AND ORGANISATION OF THIS BOOK

Chapter contents

REFERENCES

SECTION 1: CASE STUDIES OF YOUNG PEOPLE'S ENGAGEMENT WITH HEALTH-RELATED SOCIAL MEDIA

CHAPTER 2: KELLY: AUTOMATICALLY SOURCED SOCIAL MEDIA CONTENT

Victoria A. Goodyear, Hannah Wood, and Kathleen M. Armour

CHAPTER OVERVIEW

CHAPTER STRUCTURE AND UNDERPINNING EVIDENCE

SECTION ONE: YOUNG PERSON'S NARRATIVE - KELLY

Kelly's engagement with social media for health

Narrative summary

SECTION TWO: STAKEHOLDER RESPONSE

Sustaining and developing peer relations

Easy commercial targets

Considerations

Unfettered access to social media is regarded by young people as a 'right' that is also essential for their wellbeing.

Young people and adults need to be better informed about the risk-related impacts of social media on young people's health and wellbeing.

SECTION THREE: KEY MESSAGES FROM THE CASE

CHAPTER 3: YAZ: SUGGESTED OR RECOMMENDED SOCIAL MEDIA CONTENT

Victoria A. Goodyear, Hannah Wood, and Kathleen M. Armour

CHAPTER OVERVIEW

CHAPTER STRUCTURE AND UNDERPINNING EVIDENCE

SECTION ONE: YOUNG PERSON'S NARRATIVE - YAZ

Yaz's engagement with social media for health

Narrative summary

SECTION TWO: STAKEHOLDER RESPONSE

Algorithms

Receptive = vulnerable

Considerations

Technology companies and designers of social media sites have a responsibility to act ethically in order to limit the range of inappropriate health-related material that reaches young people.

Schools/teachers and parents/guardians have a responsibility to empower young people to act critically, safely and ethically in digital/online environments, while also developing their health literacy.

SECTION THREE: KEY MESSAGES FROM THE CASE

CHAPTER 4: LEAH: PEER CONTENT

Victoria A. Goodyear, Hannah Wood, and Kathleen M. Armour

CHAPTER OVERVIEW

CHAPTER STRUCTURE AND UNDERPINNING EVIDENCE

SECTION ONE: YOUNG PERSON'S NARRATIVE- LEAH

Leah's engagement with social media for health

Narrative summary

SECTION TWO: STAKEHOLDER RESPONSE

Peer comparison

Resilience

Considerations

Social media is a powerful educational resource.

Peer-to-Peer support is an important mechanism to support young people's uses of social media material

SECTION THREE: KEY MESSAGES FROM THE CASE

CHAPTER 5: JAMES: LIKES

Victoria A. Goodyear, Hannah Wood, and Kathleen M. Armour

CHAPTER OVERVIEW

CHAPTER STRUCTURE AND UNDERPINNING EVIDENCE

SECTION ONE: YOUNG PERSON'S NARRATIVE - JAMES

James' engagement with social media for health

Narrative summary

SECTION TWO: STAKEHOLDER RESPONSE

Addiction

Social capital

Considerations

Young people should be treated as 'expert' users of social media and their experiences and opinions should be sought to help adults better understand the complex ways in which social media is used.

Support needs to be provided by local organisations and social media companies

SECTION THREE: KEY MESSAGES FROM THE CASE

CHAPTER 6: JESS: REPUTABLE CONTENT

Victoria A. Goodyear, Hannah Wood, and Kathleen M. Armour

CHAPTER OVERVIEW

CHAPTER STRUCTURE AND UNDERPINNING EVIDENCE

SECTION ONE: YOUNG PERSON'S NARRATIVE - JESS

Jess' engagement with social media for health

Narrative summary

SECTION TWO: STAKEHOLDER RESPONSE

Reality

Health as a public performance

Considerations

Young people and adults require appropriate health education

Social media should be harnessed by governments, health and wellbeing organisations and schools/teachers as an important space in which to educate young people about their health and wellbeing

SECTION THREE: KEY MESSAGES FROM THE CASE

CHAPTER 7: YOUNG PEOPLE'S RECOMMENDATIONS AND ACTIONS FOR SCHOOLS/TEACHERS, PARENTS/GUARDIANS AND SOCIAL MEDIA COMPANIES

Victoria A. Goodyear, Hannah Wood, and Kathleen M. Armour

CHAPTER OVERVIEW

CHAPTER STRUCTURE AND UNDERPINNING EVIDENCE

SECTION ONE: YOUNG PEOPLE'S NARRATIVE - KELLY, YAZ, LEAH JAMES AND JESS

The WhatsApp messages

Narrative summary

SECTION TWO: YOUNG PEOPLE'S RECOMMENDATIONS AND ACTIONS FOR ADULTS

Adults' understanding of the influence of social media on young people's health and wellbeing should be improved

Young people need to be better informed about the health-related material available on social media

SECTION THREE: KEY MESSAGES FROM THE CASE

SECTION 2: DISCIPLINARY ANALYSIS OF YOUNG PEOPLE'S ENGAGEMENT WITH HEALTH-RELATED SOCIAL MEDIA

CHAPTER 8: SOCIAL MEDIA AS A HEALTH RESOURCE: A SALUTOGENIC PERSPECTIVE

Michael Quennerstedt

CHAPTER OVERVIEW

HEALTH: A SALUTOGENIC PERSPECTIVE

YOUNG PEOPLE, SOCIAL MEDIA AND HEALTH

Social relations, communication and relatability

Education and learning

Public expression and affirmation

Knowing social media

Critical awareness

IMPLICATIONS FOR ADDRESSING YOUNG PEOPLE, SOCIAL MEDIA AND HEALTH FROM A SALUTOGENIC PERSPECTIVE

The healthy-living website

Education, critical awareness and digital citizenship

SUMMARY OF KEY MESSAGES

REFERENCES

CHAPTER 9: SCHOOL PHYSICAL EDUCATION AND LEARNING ABOUT HEALTH: PEDAGOGICAL STRATEGIES FOR USING SOCIAL MEDIA

David Kirk

CHAPTER OVERVIEW

SCHOOL PHYSICAL EDUCATION

PHYSICAL EDUCATION, YOUNG PEOPLE, SOCIAL MEDIA AND HEALTH

Case study analysis

Physical education literature

IMPLICATIONS FOR USING SOCIAL MEDIA IN PHYSICAL EDUCATION TO SUPPORT YOUNG PEOPLE'S LEARNING ABOUT HEALTH

Pedagogical strategies in physical education

Professional learning needs for teachers

SUMMARY OF KEY MESSAGES

REFERENCES

CHAPTER 10: YOUNG PEOPLE, SOCIAL MEDIA AND DISORDERED EATING

Anthony Papathomas, Hannah White, and Carolyn Plateau

CHAPTER OVERVIEW

DISORDERED EATING

Eating disorder onset and prevalence

Disordered eating risk factors

Body dissatisfaction

Internalisation of the thin idea

Social pressure to be thin

Social comparison

Dieting

YOUNG PEOPLE, SOCIAL MEDIA AND DISORDERED EATING

Social media induced body dissatisfaction

Self(ie)-Objectification practices

Health and nutrition 'Insta-norms'

IMPLICATIONS FOR ADDRESSING YOUNG PEOPLE, SOCIAL MEDIA AND EATING DISORDERS

Social media and disordered eating: Identifying causal mechanisms

A role for social media literacy interventions

Education and support for young people

A universal approach

The responsibility of social media sites

SUMMARY OF KEY MESSAGES

REFERENCES

CHAPTER 11: SPACE, PLACE AND IDENTITY: NEW PRESSURES IN THE LIVES OF YOUNG PEOPLE

Rachel Sandford and Thomas Quarmby

CHAPTER OVERVIEW

SPACE, PLACE AND IDENTITY

Complex social landscapes

Interconnected social spaces

Bourdieu's theoretical approach

YOUNG PEOPLE, SOCIAL MEDIA AND SPACE, PLACE AND IDENTITY

The field of social media

Connected individuals in interconnected spaces

Spaces within spaces: the sub-fields of social media

Performing and pausing identity in the social media field

IMPLICATIONS FOR ADDRESSING YOUNG PEOPLE, SOCIAL MEDIA AND SPACE, PLACE AND IDENTITIY

SUMMARY OF KEY MESSAGES

REFERENCES

CHAPTER 12: YOUNG PEOPLE AND PUBLIC PEDAGOGIES OF THE BODY WITHIN SOCIAL MEDIA

Emma Rich

CHAPTER OVERVIEW

PUBLIC PEDAGOGY AND DIGITAL HEALTH TECHNOLOGIES

YOUNG PEOPLE, SOCIAL MEDIA AND PUBLIC PEDAGOGIES

IMPLICATIONS FOR ADDRESSING YOUNG PEOPLE, SOCIAL MEDIA AND PUBLIC PEDAGOGY

SUMMARY OF KEY MESSAGES

REFERENCES

CHAPTER 13: THE ROLE OF SOCIAL MEDIA IN DEVELOPING YOUNG PEOPLE'S HEALTH LITERACY

Dean Dudley, Penny Van Bergen, Anne McMaugh, and Erin Mackenzie

CHAPTER OVERVIEW

WHAT IS HEALTH LITERACY?

Adolescents and public health

Healthy literacy in adolescence

YOUNG PEOPLE, SOCIAL MEDIA AND HEALTH LITERACY

Opportunities for growth

Cognitive risks and opportunities

Social risks and opportunities

IMPLICATIONS FOR ADDRESSING YOUNG PEOPLE, SOCIAL MEDIA AND HEALTH LITERACY

Peer support (friends and acquaintances)

Adult support (teachers and parents)

SUMMARY OF KEY MESSAGES

REFERENCES

CHAPTER 14: THE ROLE OF INTERNET MEMES IN SHAPING YOUNG PEOPLE'S HEALTH-RELATED SOCIAL MEDIA INTERACTIONS

Ashley Casey

CHAPTER OVERVIEW

MEMES AND INTERNET MEMES

Memes

Internet memes

YOUNG PEOPLE, SOCIAL MEDIA AND INTERNET MEMES

Genre of participation

Algorithms as purveyors of health and wellbeing related Internet memes

Adults: Teachers and parents

IMPLICATIONS FOR ADDRESSING YOUNG PEOPLE, SOCIAL MEDIA AND INTERNET MEMES

Memes and Internet memes

Genre of engagement

Algorithms as purveyors of health and wellbeing related Internet memes

Adults: Teachers and parents

SUMMARY OF KEY MESSAGES

REFERENCES

CHAPTER 15: YOUNG PEOPLE, SOCIAL MEDIA AND DIGITAL DEMOCRACY: TOWARDS A PARTICIPATORY FOUNDATION FOR HEALTH AND PHYSICAL EDUCATION'S ENGAGEMENT WITH DIGITAL TECHNOLOGIES

Eimear Enright and Michael Gard

CHAPTER OVERVIEW

DIGITAL DEMOCRACY

YOUNG PEOPLE, SOCIAL MEDIA, AND DIGITAL DEMOCRACY

IMPLICATIONS FOR ADDRESSING YOUNG PEOPLE, SOCIAL MEDIA AND DIGITAL DEMOCRACY

Mobilising students' voices in pedagogical innovation

Youth participatory action research

SUMMARY OF KEY MESSAGES

REFERENCES

SECTION THREE: EVIDENCE-BASED GUIDELINES, RECOMMENDATIONS AND ACTIONS

CHAPTER 16: RIGHT MESSAGE, RIGHT TIME: HOW ADULTS CAN SUPPORT YOUNG PEOPLE'S ENGAGEMENT WITH HEALTH-RELATED SOCIAL MEDIA

Victoria A. Goodyear and Kathleen M. Armour

CHAPTER OVERVIEW

INTRODUCTION

MEETING THE NEEDS OF MULTIPLE STAKEHOLDERS

Policy makers

Context

Evidence-based message

Action

Schools

Context

Evidence-based message

Actions

Health and education professionals/practitioners

Context

Evidence-based message

Actions

Researchers

Context

Evidence-based message

Actions

ISSUES TO BE CONSIDERED IN THE PROCESSES OF KNOWLEDGE CREATION, CO-CONSTRUCTION AND TRANSLATION

A REVIEW OF THE PEDAGOGICAL CASES MODEL AS A PROFESSIONAL DEVELOPMENT TOOL

WHAT NEXT?

REFERENCES

CHAPTER 17: YOUNG PEOPLE, SOCIAL MEDIA, PHYSICAL ACTIVITY AND HEALTH: FINAL THOUGHTS ON THE WORK, THE PRESENT AND THE FUTURE

Lorraine Cale

CHAPTER OVERVIEW

INTRODUCTION

THE WORK

THE PRESENT

THE FUTURE

CONCLUDING REMARKS

REFERENCES