Professional Documents
Culture Documents
Revised 05/19/15
Accepted 05/21/15
DOI: 10.1002/jcad.12072
R. Lewis Bozard Jr. and J. Scott Young, Department of Counseling and Educational Development, University of North Carolina at
Greensboro. R. Lewis Bozard Jr. is now at Care and Counseling Center of Georgia, Decatur, Georgia. Correspondence concerning
this article should be addressed to R. Lewis Bozard Jr., Care and Counseling Center of Georgia, 1814 Clairmont Road, Decatur,
GA 30033 (e-mail: lewis.bozard@gmail.com).
2016 by the American Counseling Association. All rights reserved.
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Method
Researchers have noted the value of qualitative methodology to fully capture the complex, subjective, perceptual, and
experiential nature of male body image issues (Bottamini &
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Results
A final consensus resulted in a list of six domains: (a)
relationship types affecting body image development, (b)
modalities of body image development experiences, (c)
romantic/sexual partners effects on body image development, (d) familys effects on body image development,
(e) longevity of the most influential experiences, and (f)
changing roles of relationships over time. Table 1 presents
the categories within each domain. Representativeness, or
frequency of occurrence, of categories was reported using
labels of general (applicable to all or most cases [n = 78]),
typical (applicable to more than half of cases but not all [n =
56]), and variant (applicable to half or fewer of the cases,
but more than one [n = 24]; Hill et al., 2005). Categories
represented by only one respondent were considered rare and
were neither included in the table of findings nor assigned
a label. Domains containing general and typical categories
are presented in the following paragraphs.
Table 1
Domains and Categories With
General and Typical Labels
Domain and Category
Relationship types affecting body image development
Romantic/sexual partners and potential romantic/
sexual partners
Family
Other relationships
Friends
Modalities of body image development experiences
Verbal comments
Observation of another persons body/self-comparison
Romantic/sexual partners effects on body image
development
Supported/complimented by partner
Negative comments from partner
Partner had own body concerns
Sex/cuddling
Body size (thin/overweight)
Increased exercise
Familys effects on body image development
Felt supported
Mother as the most influential family member
Longevity of the most influential experiences
Longevity
Changing roles of relationships over time
Roles do change over time
Label
General
General
General
Typical
General
Typical
Typical
Typical
Typical
Typical
Typical
Typical
Typical
Typical
Typical
Typical
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Relationships outside the types explicitly solicited in the interviews clearly had the potential to be influential, sometimes
in a negative manner and sometimes in a positive direction,
such as a college professor who identified as gay and was a
source of inspiration to one of the participants.
Modalities of Body Image
Development Experiences
Participants described a range of types of experiences through
which other people affected body image development. Verbal
comments (general category) and observation of another
persons body/self-comparison (typical category) emerged as
the most significant mechanisms through which other people
affected body image development. All participants identified
verbal comments by others about their bodies as a direct influence on their body image development. Comments about a
range of body features, including body size (thin/overweight),
muscularity, eyes, and general attractiveness, were observed.
For example, as a 26-year-old, White, gay participant walked
past three female peers during high school, he overheard one
of the girls comment, Oh my God, hes so pale, which caused
this individual to become very self-conscious about his
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Discussion
The purpose of this study was to explore the roles of interpersonal relationships with family, friends, and romantic/
sexual partners in the body image development of college-age
sexual minority men. In line with Cashs (2002) assertion, we
found that the participants identified interpersonal experiences as influential for their body image. Furthermore, the
results are consistent with findings among general adolescent
populations (Ata et al., 2007; Ricciardelli et al., 2000) that
parents and friends influence the body image development of
adolescent women and men. Our study suggested that experiences with romantic/sexual partners may be more intensely
influential in body image development than experiences with
family and friends, especially in later adolescence and collegeage years. This valuing of romantic/sexual partners by the
sexual minority participants in this study is similar to that of
the mostly heterosexual population of Ryan and Morrisons
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questions of subjectivity, limited self-awareness, and participant truthfulness. Although face-to-face interviews provide
some advantages over less personal techniques, the risk of bias
through social desirability, or the desire of the interviewee to
be seen in a positive light by the interviewer, is greater when
interviews occur in person (Hill et al., 2005). Also, because
we provided participants with the interview questions ahead
of time, participants may have rehearsed their answers or
generated socially desirable responses (Mehta, 2011).
Implications for Counselors
and Counselor Educators
When treating college-age sexual minority men who struggle
with the effects of negative body image, counselors might
be vigilant for evidence of the presence of body image disturbance, especially if commonly related conditions such as
disordered eating, excessive exercise, and low self-esteem
are present. In cases in which body image is assessed to be a
clinically significant concern for treatment, counselors should
ask the client about the roles that romantic/sexual partners,
family, friends, and important other people in the clients life
may have played. Counselors are advised to be cognizant of
the fact that individuals who hold psychological relevance
are capable of influencing another persons body image not
only through verbal comments but also through their actions
or by the clients self-comparison.
In cases in which these relational influences have been
detrimental to body image development, treatment should
include identifying methods for the client to diffuse the impact
of the other person or persons; these methods include clinical
approaches such as cognitive behavior interventions, the development of assertiveness skills, avoidance or new approaches
to contexts in which the client feels negatively about his body,
and self-esteem enhancement (Cash, 2002). Furthermore, because romantic/sexual partners, family, and friends sometimes
play an encouraging or supportive role in promoting positive
feelings about ones body, counselors may suggest that clients
solicit the help of romantic/sexual partners, family, or friends
in reimagining thoughts and feelings about their bodies.
Counselor educators who identify as a sexual minority may
knowingly or unknowingly assume a modeling role for their
students. Because two of the eight participants in the study
noted the effects of gay male instructors, one can assume that
bisexual and gay students may view bisexual and gay teachers
and professors as role models or may pay particular attention
to what they say. A basic orientation to sexual minority culture
and the forces within it that intensify body image concerns
could enhance students ability to understand and effectively
address the social context of bisexual and gay men. When
teaching sociocultural theory, counselor educators should be
sure to include romantic/sexual partners, family, and friends
as agents of influence in addition to the more frequently cited
role of the media.
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