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Make the study result clear. Discuss any conclusions you may have come to after conducting this study. Be sure to tell readers whether or not your original hypothesis held up after examination. Also, discuss any unintended results that may have surprised you. At this point, bring all of your data together to paint a clear picture of the study as a whole. Tables will be placed at the end of your report. Collect all relevant information and organize into tables, figures and appendices that will appear at the end of your report. Include all information readers may wish to refer to while reading the report.
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Introduce your study topic. Write an introduction to your study topic that explains your objectives and what you expected to find as a result of the study. In many cases, you'll start with a hypothesis and explain why you expected a particular result. Discuss relevant regulations that impacted your study. Put your study in context.
Explain any relevant background information and outline why you chose this topic to study. Discuss any regulations you had to follow in conducting the study. Provide a brief summary of the report to give readers an idea of what they're about to read. Present your statistical analysis plan. Present your lab results.
If girls purchase (or ask their parents to purchase) products and clothes designed to make them look physically appealing and sexy, and if they style their identities after the sexy celebrities who populate their cultural landscape, they are, in effect, sexualizing themselves. Girls also sexualize themselves when they think of themselves in objectified terms. Psychological researchers have identified self-objectification as a key process whereby girls learn to think of and treat their own bodies as objects of others desires (Frederickson roberts, 1997; McKinley hyde, 1996). In self-objectification, girls internalize an observers perspective on their physical selves and learn to treat themselves as objects to be looked at and evaluated for their appearance. Numerous studies have documented the presence of self-objectification in women more than in men. Several studies have also documented this phenomenon in adolescent and preadolescent girls (McConnell, 2001; Slater tiggemann, 2002).
Consequences of the sexualization of girls. Psychology offers several theories to explain how the sexualization of girls and women could influence girls well-being. Ample evidence testing these theories indicates that sexualization has negative effects in a variety of domains, including cognitive functioning, physical and mental health, sexuality and attitudes and beliefs. Although most of these studies have been conducted on women in late adolescence (i.e., college age findings are likely to generalize to younger adolescents and to girls, who may be even more strongly affected because their sense of self is still being formed. Cognitive and emotional consequences, cognitively, self-objectification has been repeatedly shown to detract from the ability to concentrate and focus ones attention, thus leading to impaired performance on mental activities such as mathematical computations or logical reasoning (Frederickson, roberts, noll, quinn twenge, 1998; Gapinski, brownell lafrance. One study demonstrated this fragmenting quite vividly (Fredrickson., 1998).
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These include advertisements (e.g., the skechers naughty and nice ad that featured Christina Aguilera dressed as a schoolgirl in pigtails, with her shirt unbuttoned, licking a lollipop dolls (e.g., Bratz dolls dressed in sexualized clothing such as miniskirts, fishnet stockings and feather boas clothing (thongs. Research documenting the pervasiveness and influence of such products and portrayals is sorely needed. Societal messages that contribute to the sexualization of girls come not only from media and merchandise but also through girls interpersonal relationships (e.g., with parents, essay teachers, and peers; Brown gilligan, 1992). Parents may contribute to sexualization in a number of ways. For example, parents may convey the message that maintaining an attractive physical appearance is the most important goal for girls. Some may allow or encourage plastic surgery to help girls meet that goal. Research shows that teachers sometimes encourage girls to play at rails being sexualized adult women (Martin, 1988) or hold beliefs that girls of color are hypersexual and thus unlikely to achieve academic success (Rolón-Dow, 2004). Both male and female peers have been found to contribute to the sexualization of girls — girls by policing each other to ensure conformance with standards of thinness and sexiness (Eder, 1995; Nichter, 2000) and boys by sexually objectifying and harassing girls. Finally, at the extreme end, parents, teachers and peers, as well as others (e.g., other family members, coaches, or strangers) sometimes sexually abuse, assault, prostitute or traffic girls, a most destructive form of sexualization.
In addition, a narrow (and unrealistic) standard of physical beauty is heavily emphasized. These are the story models of femininity presented for young girls to study and emulate. In some studies, the focus was on the sexualization of female characters across all ages, but most focused specifically on young adult women. Although few studies examined the prevalence of sexualized portrayals of girls in particular, those that have been conducted found that such sexualization does occur and may be increasingly common. For example, odonohue, gold and Mckay (1997) coded advertisements over a 40-year period in five magazines targeted to men, women or a general adult readership. Although relatively few (1.5 percent) of the ads portrayed children in a sexualized manner, of those that did, 85 percent sexualized girls rather than boys. Furthermore, the percentage of sexualizing ads increased over time. Although extensive analyses documenting the sexualization of girls, in particular, have yet to be conducted, individual examples can easily be found.
This 2005 policy statement is currently under review. The apa board of Directors is in the process of appointing a task force to review the literature published in the area since the current policy statement was adopted. The task force will report its findings and recommendations on potential changes to the apa policy statement when its work is completed. Evidence for the sexualization of girls. Virtually every media form studied provides ample evidence of the sexualization of women, including television, music videos, music lyrics, movies, magazines, sports media, video games, the Internet and advertising (e.g., gow, 1996; Grauerholz king, 1997; Krassas, Blauwkamp, wesselink, 2001, 2003; Lin, 1997; Plous neptune, 1997;. Some studies have examined forms of media that are especially popular with children and adolescents, such as video games and teen-focused magazines. In study after study, findings have indicated that women more often than men are portrayed in a sexual manner (e.g., dressed in revealing clothing, with bodily postures or facial expressions that imply sexual readiness) and are objectified (e.g., used as a decorative object,.
These resolutions and reports addressed how violent media and advertising affect children and youth, but they did not address sexualization. The apa task force on the sexualization of Girls was tasked with examining the psychological theory, research and clinical experience addressing the sexualization of girls via media and other cultural messages, including the prevalence of these messages and their impact on girls and the role. This report examines and summarizes psychological theory, research and clinical experience addressing the sexualization of e report (a) defines sexualization; (b) examines the prevalence and provides examples about of sexualization in society and in cultural institutions, as well as interpersonally and intrapsychically; (c) evaluates the evidence. There are several components to sexualization, and these set it apart from healthy sexuality. Sexualization occurs when a persons value comes only from his or her sexual appeal or behavior, to the exclusion of other characteristics; a person is held to a standard that equates physical attractiveness (narrowly defined) with being sexy; a person is sexually objectified — that. All four conditions need not be present; any one is an indication of sexualization. The fourth condition (the inappropriate imposition of sexuality) is especially relevant to children. Anyone (girls, boys, men, women) can be sexualized.
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Apa has long been involved in issues related to the impact of media content on children. In 1994, apa adopted a policy resolution on violence in Mass Media, which updated and expanded an resume earlier resolution on televised violence. In 2004, the apa. Task force on Advertising and Children produced a report examining broad issues related to advertising to children. That report provided recommendations to restrict advertising that is primarily directed at young children and to include developmentally appropriate disclaimers in advertising, as well as recommendations regarding research, applied psychology, industry practices, media literacy, advertising and schools. In 2005, apa adopted the policy resolution. Violence in Video games and Interactive media (pdf, 89kb which documented the negative impact of exposure to violent interactive media on children and youth and called for the reduction of violence in these media.