Interview1 xInterview4 xgraphs xA2InvestigativeStudyScreenTime xA2OUTLINE_CHECKLIST Interview3 xA2MarkingCriteria Interview2 xDRAFT x
Screen Time and Adolescents
INVESTIGATIVE STUDY INTERVIEW FORM – SCREEN TIME FOR CHILDREN
Date ____17/04/2019__________
Participant #___1____________
Name __Joe_________________
Consent form signed
Age of Child _____16___________
Gender of Child _____F_________
Number & type of screen devices in the home:
6 iphones/androids, 3 tvs, 4 ipads, 1 x PS4, 1x Xbox 1, 2 nintendo switches, 3 laptops.
Child uses iphone, tv, ipad, PS4, Xbox 1, Nintendo switch and a laptop
Devices in child’s bedroom: TV, ipad, laptop, Nintendo switch, iphone
Estimated time spent on devices:
Per weekday: 7 hrs/day
Per weekend day: 10 hrs/day
Per week (overall): 45 hrs/week
Activities used on screen devices:
Instagram, facebook, snapchat, watching Netflix and Stan, Youtube, video games (Nintendo switch, PS4, Xbox 1), assignments for school, organise birthday parties or other events, edit photography.
Rules/Limits on screen device use:
no rules or limits.
Resistance to screen device limits:
N/A
Advantages of screen device use:
If Joe wants to know where daughter is, it’s very easy to get in contact with her – increased safety and knowledge of whereabouts. Child seems to enjoy using devices. Improves hand eye coordination and general knowledge.
Disadvantages of screen device use:
Access to mature or violent content without parental guidance. Takes a toll on daughter’s eye sight. She seems disinterested in socialising with the family, particularly at meal times.
INVESTIGATIVE STUDY INTERVIEW FORM – SCREEN TIME FOR CHILDREN
Date ________3/4/19_________
Participant #_____4_________
Name ______Anne___________
Consent form signed
Age of Child ______11__________
Gender of Child ____M_________
Number & type of screen devices in the home:
3 televisions, 3 android phones, 1 desktop computer, 2 laptops, 1 Xbox, 1 android tablet.
Child uses the tv’s, one phone, desktop computer, laptop and Xbox.
Devices in child’s bedroom:
phone, tv, xbox, laptop.
Estimated time spent on devices:
Per weekday: 3.5 hours
Per weekend day: 5 hours
Per week (overall): 27.5 hours
Activities used on screen devices:
Xbox games, facebook, texting, homework, phone games, youtube, computer games, watch tv shows.
Rules/Limits on screen device use:
no rules or limits.
Resistance to screen device limits:
N/A
Advantages of screen device use:
Easily accessible information for assignments, digital skill development, ease of communication with peers and family.
Disadvantages of screen device use:
sometimes he stays up late and doesn’t wake up in time for school, risk of cyber bullying, poor posture and eyesight,
Screened Devices in the Home
Number of Screened devices in home Participant 1 Participant 2 Participant 3 Participant 4 20 9 6 11 Number of Screened devices used by adolescent Participant 1 Participant 2 Participant 3 Participant 4 7 5 2 7 Number of Screened devices in adolescent’s bedroom Participant 1 Participant 2 Participant 3 Participant 4 5 4 1 4
Time Spent by Adolescent on Screened Devices
Hours per weekday Participant 1 Participant 2 Participant 3 Participant 4 7 3 1 3.5 Hours per weekend day Participant 1 Participant 2 Participant 3 Participant 4 10 6 2.5 5 Total hours per week Participant 1 Participant 2 Participant 3 Participant 4 45 27 10 27.5
COVER SHEET
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GENERAL INTRO – add citations, and expand on points and tips in bold red text. and relevance of the area is presented; all major variables are defined clearly and thoroughly. |
INTRO RELATED UNDERLYING THEORY/LITERATURE REVIEW – needs to be written from scratch
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The literature related to the topic is thoroughly and critically reviewed including theory or theories mentioned in the core article and any theory relied on throughout the Investigative Study. Empirical research is reviewed critically, not simply described. |
BODY of 5 QUESTIONS:
1 – OBSERVATIONS – this part just needs editing, and graphs inserted as per APA referencing style.
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Data gathered through observations are thorough and presented in APA format where relevant (i.e., Tables and/or Figures). Observations/data are related to the reader in formal theoretical terms demonstrating an excellent understanding of what was observed and the academic area under investigation. Based on your interviews, provide an account of screen use by children as described by your participants. Where applicable relate to theory and literature. (Observations) |
2 – CURRENT STUDY & EXISTING LITERATURE – needs to be written from scratch
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Study observations are related to theoretical perspectives reviewed in the introduction. Observations are compared and contrasted to those found in the core articles and other reviewed literature. Where the current observations contribute to the research area in general is articulated. Outline the similarities and differences in the responses of your participants and relate your answers to the core article Ramirez, et al. (2011). (Data and data analysis; your comprehension about the collected information in comparison to the core article; relating your data to existing literature). |
3 – DEVELOPMENTAL IMPLICATIONS – some writing provided, most likely needs editing or rearrangement if better suited to the previous topic (2 – current study and existing literature)
Trends observed in the current study are clearly and cogently related to developmental implications as per Question 3 of the Investigative Study. There is a superior understanding of developmental progression in the relevant area demonstrated by the ability to synthesise previous theory and research with the current observations. Implications for/ impact upon development are thoughtful and relevant.
Compare and contrast screen device usage by 8-12 and 12-16 year olds. Where applicable relate to theory, research and journal articles. (Developmental Implications/Discussion)
4 – CONCLUSION – needs to be written from scratch
A logical and original conclusion that summarises the main finding(s) of the study and specific real world applications of this type of research
What do you conclude from your study?
5 – REFLECTION QUESTIONS – a and b have been answered. Please answer c and d
All reflection questions answered showing introspection and thinking beyond generalities. Originality and thoughtfulness evident.
Reflect on the following questions at the end of your investigative study.
0. What are you trying to accomplish?
0. Did you succeed? Why? Why not?
0. What is the strongest aspect of this work? Why?
0.
What aspect is most in need of reworking? Why?
REFERENCES – edit/remove any unused articles.
APPENDICES – I will attach these once I have the rest of the paper written.
(consent forms x 4, interview forms/data collection tables x 4, hand written field notes, any other interaction notes or hand written answers)
EXTRA MARKING CRITERIA: STYLE/REFERENCING
Generally very competent construction and smoothly linked paragraphs; appropriate, clear, and with effective transitions; paragraphs organised in distinct units of thought and arranged logically; Demonstrates an ability to structure sentences effectively; chooses words aptly; observes professional conventions of written English and manuscript format.
In-text citations and Reference list of professional standard and consistent with APA style. Reference list complete and accurate; all references are cited.
INVESTIGATIVESTUDY 1: Children’s screen time
Ramirez, E.R., Norman, G. J., Rosenberg, D. E., Kerr, J., Saelens, B.E., Durant, N., & Sallis, J. F. (2011).Adolescent screen time and rules to limit screen time in the home. Journal of Adolescent Health, 48, 379-385 doi: 10.1016/j.jadohealth.2010.07.013
Screen viewing in school-aged children has become an almost ritualised behaviour, and it is important to establish appropriate screen-viewing limits to reduce sedentary activity and promote more active lifestyles. This investigative study gives you an opportunity to interview parents about their child’s screen time use in the home, and household rules surrounding screen time use.
Doing/Observing/Interviewing Component of the Study
You need 4 participants in all in your study, over the age of 18 years. Participants must be parents of a child aged between 8-16 years of age. You will need to compare screen use across age so interview two parents/caregivers of a child aged 8-12 years, and two parents/caregivers of a child aged 12-16 years.
In this study, you will conduct 4 interviews altogether. These interviews are to be conducted individually. Refer to data table-1 for recording responses.
Follow below steps to prepare for your study and record your interaction and observations:
1. Request that your participants sign the consent form
2. Keep your data sheets at hand to record the information you obtain during the interview or to record your observations.
3. Record your observations on the data collection sheets along with any other field notes that you have. Do not use any audio/video recorders to record your interviews.
4. Establish rapport prior to asking the below mentioned questions. Complete the demographic information first.
Ask participants the following questions:
1. Describe the number and type of screen devices in your home? (e.g mobile phone, computer, dvd, gaming device) Which of these screen devices does your child use? Which (if any) of the devices are in the child’s bedroom or used by the child in their bedroom?
(Give the participant about 5 minutes/sufficient time to talk; note as much you are able to whilst they talk; avoid interrupting them).
2. For how many minutes/hours per day does your child use each screen device? What are the estimated total minutes/hours of overall screen time for your child per week? Is your child’s screen device usage higher on weekdays or weekends?
3. Describe the activities used on screen devices by your child? (e.g. watching TV, games, social media, homework).
4. Do you have any rules/limits in your household for screen device usage/time? If yes, what are these rules? Is there resistance to these rules in your household? Describe
5. What do you perceive are the advantages and disadvantages of children’s screen time use?
RECORD INFORMATION ON YOUR DATA TABLE, AND USE IT TO ADDRESS THE QUESTIONS BELOW. THIS SHEET MUST BE PRESENTED IN YOUR APPENDIX
Data Table-1
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Participant-1 |
Participant-2 |
Participant-3 |
Participant-4 |
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Name |
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Age of the child |
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Gender of the child |
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Number and type of screen devices in the home Devices that are in the child’s bedroom Estimated time spent on devices Per weekday Per weekend day Per week (overall) Activities used on Screen devices |
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Rules/limits on Screen device use Resistance to screen device limits |
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Advantages of Screen device use Disadvantages of Screen device use |
Consider the following Questions in Writing/Reporting your study:
1. Based on your interviews, provide an account of screen use by children as described by your participants. Where applicable relate to theory and literature. (Observations)
2. Outline the similarities and differences in the responses of your participants and relate your answers to the core article Ramirez, et al. (2011). (Data and data analysis; your comprehension about the collected information in comparison to the core article; relating your data to existing literature).
3. Compare and contrast screen device usage by 8-12 and 12-16 year olds. Where applicable relate to theory, research and journal articles. (Developmental Implications/Discussion)
4. What do you conclude from your study?
5. Reflect on the following questions at the end of your investigative study.
a. What are you trying to accomplish?
b. Did you succeed? Why? Why not?
c. What is the strongest aspect of this work? Why?
d. What aspect is most in need of reworking? Why?
YOUR FINAL CHECK LIST PRIOR TO SUBMISSION:
Make a final check of the following before submitting your work
Is there a general Introductory paragraph in your final version?
Is there an Introduction related to underlying theory in your final version?
Have you answered all the 5 questions related to your study?
Have you incorporated information from your readings?
Have you referred to your first hand data collection sheets?
Have you included information from your field notes?
Have you included journal articles into your study so that inferences are supported in an academic manner?
Do you have a conclusion at the end?
Do your references have wide variety of information sources and resources (e.g. text, journal articles)?
Have you answered the reflection questions separately?
Is your word-count is inclusive of the reflection questions (2000-2500 words)?
Is your formatting consistent with APA?
Is your in-text referencing consistent with APA 6th ed?
Is your reference list complete and consistent with APA (6th ed)?
Appendices attached to the end of your report
Does your appendix have all the consent forms from your participants/parent/guardian?
Have you included your data collection tables (you should have 4, one for each participant)?
Appendix has hand written field notes?
Have you included all hand written answers and interaction notes?
INVESTIGATIVE STUDY INTERVIEW FORM – SCREEN TIME FOR CHILDREN
Date __16/04/2019___________
Participant #_______3_______
Name __Elizabeth___________
Consent form signed
Age of Child ______8___________
Gender of Child ___F___________
Number & type of screen devices in the home:
2 tvs. 1 laptop, 1 ipad, 2 iphones.
Child uses ipad and tv.
Devices in child’s bedroom:
Ipad.
Estimated time spent on devices:
Per weekday: 1hr/day
Per weekend day: 2.5 hrs /day
Per week (overall): 10 hrs/week
Activities used on screen devices:
homework, reading apps, childrens youtube, watch cartoons on weekends.
Rules/Limits on screen device use:
No more than an hour per day on screens. Homework is to be completed on the laptop in the lounge room. Ipad for recreational use only like movies. Ipad can only be used once homework is finished. Parental lock on the ipad.
Resistance to screen device limits:
Daughter resents rules because friends from school get more time on screen. Child appreciates the extra time on weekends. Agreement has been made with that screen time will increase as she progresses through school.
Advantages of screen device use:
Provides information on any subject she wants to know about. Encourages learning because she enjoys completing her homework on the laptop and the interaction it gives her. Limits I’ve given her teaches her self control.
Disadvantages of screen device use:
The rules make her feel like a bit of an outcast compared to schoolmates.
Continued on next page
Criteria HD D C P F
SCORES 17-20 15-16 13-14 8-12 0-7
Introduction
General (20)
Introduces topic in a logical
sequence; states main topic and
previews the structure clearly and
concisely; the importance and
relevance of the area is presented;
all major variables are defined
clearly and thoroughly.
Introduction presents sequenced
salient points; highlights all main
points to follow; some alluding to
why the area is important; clear
definitions of most variables.
Introduction presents an overview
of main points; expresses a more
descriptive, but fairly complete
idea of the study. The importance
of the area may not be clear;
definitions of variables may not be
entirely comprehensive or clear.
Expresses a really simple
introduction; fine tuning of style
and sequence required. Topic’s
importance barely or not included .
Some definitions missing or
dictionary- based/simplistic rather
than academic
There is little or clear introduction
and/or main topic/not clearly
resented.
Introduction
Literature Review
(20)
The literature related to the topic is
thoroughly and critically reviewed
including theory or theories
mentioned in the core article and
any theory relied on throughout the
Investigative Study. Empirical
research is reviewed critically, not
simply described.
Literature is reviewed including
theory or theories mentioned in the
core article. Empirical research is
explored with an attempt at
evaluation and critique.
Literature is reviewed though there
may be some misunderstanding of
the theoretical explanation
provided in the core article.
Empirical literature is presented,
though in a descriptive manner.
Some literature is reviewed
descriptively, but doesn’t go much
beyond outcomes and findings.
Little or no coherent review of the
literature, and/or is not relevant to
the area under investigation.
Q1: Observations
(20)
Data gathered through observations
are thorough and presented in APA
format where relevant (i.e., Tables
and/or Figures). Observations/data
are related to the reader in formal
theoretical terms demonstrating an
excellent understanding of what was
observed and the academic area
under investigation.
Appropriate observations were
made and there is an attempt to
present observations in APA format
where relevant (i.e., Tables and/or
Figures). There is a good attempt to
relate observations/data to the
reader in formal theoretical terms
demonstrating an understanding of
what was observed and the
academic area under investigation.
There is an attempt to present
observations in APA format where
relevant (i.e., Tables and/or Figures)
though observations may need more
detail. There is a good attempt to
relate observations to the reader in
formal theoretical terms. Some
informal terms may be used
however, there is demonstration of
understanding.
Observations may be lacking in
detail and presentation. Some
attempt at formal language may be
used to relate what was observed,
but the observations are largely
informal in tone and superficial.
Observations are missing,
incomplete or incorrect. A
misinterpretation of the
requirements may be demonstrated.
Q2: Current Study
and Existing
Literature (20)
Study observations are related to
theoretical perspectives reviewed in
the introduction. Observations are
compared and contrasted to those
found in the core articles and other
reviewed literature. Where the
current observations contribute to
the research area in general is
articulated.
There is a good comparison of
observations in relation to the
literature reviewed in the
introduction. There is some
comparing and contrasting,
however the focus may be
predominantly on the core article.
How the current study fits with the
research area in general is included.
There is some linking of
observations to information
presented in the literature review.
An attempt is made to link the
findings with the research area in
general.
Observations are detailed with
some redundant information, but
may be overly descriptive. There is
little if any linking of the current
observations with previous
literature.
There is little or no linking of current
observations with theory, research,
or how they may contribute to the
area in general.
101682 Developmental Psychology Investigative Study 2
Criteria HD D C P F
SCORES 17-20 15-16 13-14 8-12 0-7
Q3:
Developmental
Implications (20)
Trends observed in the current
study are clearly and cogently
related to developmental
implications as per Question 3 of
the Investigative Study. There is a
superior understanding of
developmental progression in the
relevant area demonstrated by the
ability to synthesise previous theory
and research with the current
observations. Implications for/
impact upon development are
thoughtful and relevant.
Trends observed in the current
study are related to developmental
implications as per Question 3 of
the Investigative Study. An
understanding of developmental
progression in the relevant area is
demonstrated by linking past and
current observations. These links
are used to comment of
developmental progression.
Trends observed in the current study
are related to developmental
implications as per Question 3 of the
Investigative Study. There is some
understanding of developmental
progression in the relevant area but
implications from the research are not
fully explored.
Trends observed in the current
study are related to
developmental implications as per
Question 3 of the Investigative
Study. The implications for
development are either incorrect
or there is little or no logical
support for the implications
outlined.
There may be no attempt at this
question, or there is confusion
over what was required and
either there is a major flaw with
relating the current observations
to development in the area as a
whole, or the implications
mentioned are unrelated
Conclusion (20) A logical and original conclusion
that summarises the main finding(s)
of the study and specific real world
applications of this type of research
.
Concise and cogent conclusion with
applications included. The
conclusion is well written, but may
not be highly original.
A well written conclusion including
general applications for real world
policies, employment, education etc.
Conclusion may not be well
written, though all elements are
included.
Conclusion is either incoherent or
unrelated to the study undertaken.
Reflection
Questions (20)
All reflection questions answered
showing introspection and thinking
beyond generalities. Originality and
thoughtfulness evident.
All reflection questions addressed
thoroughly, with one outstanding
response.
All reflection questions addressed with
no more than one requiring further
detail.
All reflection questions attempted
with more than two requiring
additional details.
Details missing for more than one
reflection question
Organisation,
Writing Style, and
Referencing (20)
Generally very competent
construction
and smoothly linked paragraphs;
appropriate, clear, and with
effective transitions; paragraphs
organised in distinct units of
thought and arranged logically;
Demonstrates an ability to structure
sentences effectively; chooses
words aptly; observes professional
conventions of written English and
manuscript format.
In-text citations and Reference list
of professional standard and
consistent with APA style.
Reference list complete and
accurate; all references are cited.
Shows competence in organisation;
well-developed paragraphs with
appropriate and clear transitions;
paragraphs organised in distinct
units with evidence of logic and
thought; uses varied sentence
patterns; generally competent and
professional academic writing style.
In-text citations and Reference list
generally of high standard, and
consistent with APA style.
Reference list complete and
accurate; all references are cited.
Shows mostly good organisation;
well-developed paragraphs with
generally appropriate and clear
transitions; paragraphs organised in
distinct units with logic and thought ;
uses some varied sentence patterns;
shows sufficient competence in the
conventions of the academic
discipline and professional
conventions of academic writing.
In-text citations and Reference list
generally competent, and mostly
consistent with APA style; may have
occasional minor errors. Reference
list complete and accurate; all
references are cited.
Shows an adequate attempt to
organise thought; demonstrates
some ability to organise
paragraphs; may exhibit abrupt
transitions and weak logical
argument; tends to simple
sentences; shows only adequate
competence in the conventions of
academic discipline and
professional writing.
In-text citations and Reference list
generally adequate, and generally
consistent with APA style; may
have some minor errors.
Reference list mostly complete
and accurate; and mostly
consistent with citations.
Shows little if any ability to
organise information and link
ideas logically.
Generally simplistic style not
adequate in meeting minimum
professional standard.
APA referencing style is generally
flawed in one or both of in-text
citation and Reference list. The
latter may be incomplete or
inaccurate. There may be
references not cited in text, or
text citations not in Reference list.
101682 Developmental Psychology Investigative Study 2
INVESTIGATIVE STUDY INTERVIEW FORM – SCREEN TIME FOR CHILDREN
Date ______18/04/2019_______
Participant #_______2_______
Name _____Sam____________
Consent form signed
Age of Child ______12__________
Gender of Child ______M_______
Number & type of screen devices in the home:
3 iphones, 2 ipads, 2 laptops, 1 PSP, 1 TV.
Child uses an iphone, iPad, a laptop, PSP and TV
Devices in child’s bedroom:
1 ipad, 1 laptop, PSP, iphone.
Estimated time spent on devices:
Per weekday: 3 hrs/day
Per weekend day: 6 hrs/day
Per week (overall): 27 hrs/week
Activities used on screen devices:
EA Sports, youtube, twitter, Instagram, soundcloud, kik, snapchat, browses skateboard accessories. Watch tv. Fornite, FIFA, Call of Duty.
Rules/Limits on screen device use:
Yes. No iphone til school holidays. Laptop for assignments only. Kik messenger can only be used between 6pm and 7pm.
Resistance to screen device limits:
a few times, he uses more than the specific times he is allowed.
Advantages of screen device use:
gives child independence to make his own decisions. Keeps him entertained. Ability to be creative, express individuality.
Disadvantages of screen device use:
Addiction, negative social influence, negative impact on his social skills, access to violent games and images.
SCHOOLOF Psychology
ASSIGNMENT COVER SHEET
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STUDENT DETAILS |
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Student name: |
Nova |
Student ID number: |
Paterson |
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UNIT AND TUTORIAL DETAILS |
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Unit name: |
Developmental Psychology |
Unit number: |
101682 |
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Tutorial group: |
Tutorial day and time: |
Tues 2pm-3pm |
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Lecturer or Tutor name: |
Maretta Coleman (tutor) |
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ASSIGNMENT DETAILS |
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Title: |
Assessment 2 – Investigative Study (Children’s Screen Time) |
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Length: |
2500 words |
Due date: |
9/5/19 |
Date submitted: |
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Home campus (where you are enrolled): |
Bankstown |
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DECLARATION |
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X |
I hold a copy of this assignment if the original is lost or damaged. |
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I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment. |
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I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer / Tutor / Unit Coordinator for this unit. |
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No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned. |
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I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking). |
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Student’s signature: |
N.Paterson |
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Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has not been signed. |
Introduction
Introduces topic in a logical sequence; states main topic and previews the structure clearly and concisely; the importance
and relevance of the area is presented; all major variables are defined clearly and thoroughly.
The past three decades have seen a technological boom with the introduction of personalised devices such as iPhones and android mobile phones, iPads, laptops, hand-held and console video games – as well as advances in television and wireless internet capabilities. These screened devices are affordable and accessible to most families within western society, and people have come to heavily rely on these new technologies for a variety of reasons. In particular, research has shown that adolescents – aged 8 to 16 years – are opting for screen time (time spent using a screened device, such as those mentioned above) rather than playing outdoors, doing sports or exercise, or spending time with friends face-to-face (KEY ARTICLES). As a consequence of this increased screen time, children are becoming increasingly sedentary than in previous decades (CITE), and it is apparent that this sedentary activity has had negative effects on their physical and mental health (CITE).
Now write about how it is important that this topic is examined – state how research has emphasised the need for looking at this topic. Use this space to define all the variables you are interested in. You can start with the following:
Previous research has shown that screen time is linked to higher rates of depression and suicide-related behaviours amongst teens (Mental Health Weekly Digest, 2017 – What is this source? Probably better to find some empirical evidence). Maybe elaborate here and provide reasons for why there is a link between the two. Keep this paragraph about depression and suicide behaviours – then move on to the next theme.
Recently, major concerns have been raised in relation to whether a sedentary childhood could lead to adult obesity – as measured by Body Mass Index or BMI (Cowden, 2017). Say something here about the link between screen time and being sedentary to show that this point is valid (use empirical findings).
Additionally, previous investigative studies have considered the relationship between sedentary levels, physical activity levels, and the development of obesity (Eisenmann, Bartee, Smith, & Welk, 2008; Vandewater, Shim, & Caplovitz, 2004).
Further studies have investigated the effects of parenting styles and communication of screen device rules in the home in relation to their child’s weight status (Gingold, Simon, & Schoendorf, 2014; Bjelland, et al., 2015). Maybe this could be a new paragraph about how if parents limit screen time this has a positive impact on a child’s wellbeing.
Now discuss what you plan to do and why your topic is important (maybe the other research didn’t cover a certain aspect that you think is important for instance).
Based on the argument presented above, the present study will X in order to determine Y.
In the study at hand,
Literature Review
The literature related to the topic is thoroughly and critically reviewed including theory or theories mentioned in the core
article and any theory relied on throughout the Investigative Study. Empirical research is reviewed critically, not simply
described.
Current literature states that it is common for some children to spend upwards of 2 hours on a weekday, and more on weekends, interacting with a screened device – whether it be for entertainment, socialising, or educational purposes (Ramirez, et al., 2011).
Previous literature has found a positive association between time spent viewing TV and development of metabolic syndrome in adolescents (Mark, A.E., & Janssen, I., 2008).
“Watching TV in childhood and adolescence has been linked to adverse health indicators including obesity, poor fitness, smoking and raised cholesterol (
Hancox, Milne, Poulton
)”.
However, many researchers believe sedentary behaviours of children is not the only variable to take into account. Some argue that level of physical activity must be considered, as well as gender (Leatherdale, et al., 20000).
The factor of focus in this study involves parenting styles, communication, and mutual agreement between parents and their child regarding rules of screen time use (Bjelland, et al., 20000). Furthermore, the presence of screens in a child’s bedroom was also noted as it may play a role in increasing sedentary hours. Ramirez, et al. (2011) offer further insight into this topic, stating that “the identification of factors related to sedentary time creates opportunities for intervention”.
Ramirez et al (2011)
Purpose: to investigate associations between adolescent screen time behaviours, screen time rules, and presence of electronic media in the bedrooms of adolescents.
Conclusion: having clear rules, setting limits on screen time, and not having screen-based media in the bedroom were associated with fewer hours of screen time for adolescents.
Mark, Janssen (2008)
Purpose: to determine the dose-response relation between screen time (tv and computer) and the metabolic syndrome. To determine if the relationship between met syndrome and screen time is independent of physical activity.
Conclusion: screen time was associated with an increased likelihood of metabolic syndrome in a dose-dependent manner independent of physical activity. These findings suggest that lifestyle-based public health interventions for youth should include a specific component aimed at reducing screen time.
Barnett et al (2010)
Purpose: to determine the effect of screen time during secondary school on percent body fat.
Conclusion: physically inactive boys who increased or maintained high screen time and physically active girls who increased screen time gained the most body fat.
Hancox, Milne, Poulton
Purpose: to establish association between adverse health effects and watching tv amongst a birth cohort (up to 26 yrs).
Conclusion: Tv viewing in childhood and adolescence is associated with overweight, poor fitness, smoking and raised cholesterol in adulthood. Excessive viewing might have long-lasting adverse effects on health.
Vandewater, Shim, Caplovitz
Purpose: to examine the link between childhood obesity, activity participation, and TV and video game use.
Conclusion: tv use not related to child weight status / video game use is related to child weight status. Children with higher weight status spent more time in sedentary activities than those with lower weight status.
Mental Health Weekly Digest (2017)
Screen time linked to depression and suicide-related behaviours in teens, especially girls. Association between time on social media and unhappiness.
McCarthy (2013)
Pediatricians encourage parents to limit their children’s screen time to less than one or two hours a day, and examine their own media habits. It is the leading activity for children and teenagers, other than sleeping. On average, 8-10 yr olds spending nearly 8 hours a day with a variety of media, and teens spending more than 11 hrs a day. “there is considerable evidence that a bedroom TV increases the risk for obesity, substance use and exposure to sexual content”. Televisions and internet-connected electronic devices should be kept out of children’s bedrooms.
Gingold, Simon, Schoendorf (2013)
Lower frequency of family meals, presence of TV in bedroom, absence of rules about TV viewing, and less physical activity were associated with extensive screen device use.
Parental behaviours, such as modelling and sharing activities, limit-setting, and providing information, encouragement, and logistic support affect how children spend their time. Literature points to the importance of parenting style as a determinant of adiposity and obesity-related behaviour.
Purpose: this study describes screen-based leisure activity (including tv, video games and recreational computer use) among adolescents. This study also investigates how the likelihood of excess screen time varies with household tv-use policies (tv in child’s bedroom, and family rules about program content) and regular nonscreen activities (physical activity, and family meals).
Conclusion: excess screen time was associated with having a TV in the bedroom, having no rules about TV content, and having family meals less than 4 days a week. Screen time was inversely related to the frequency of physical activity.
Tang, Darlington, Ma, Haines (2018)
A major contributor to the growing obesity crisis is screen based sedentary behaviour among young children. Media parenting practices may be an important determinant of children’s screen time, however published research exploring the influence of parenting practices has mainly focused on children’s television use and the parenting practices of the mother.
Purpose: this study examined children’s use of mobile media devices (as well as tv use) and included the role of fathers in media parenting, allowing a fuller understanding of the role mothers’ and father’s media parenting practices play on children’s screen time in the current media environment.
Conclusion: mothers’ screen time modelling, mealtime screen use, and use of screens to control behaviour were positively associated with children’s weekday screen-time. Mothers’ practices of monitoring screen time and limiting screen time were inversely associated with children’s weekday screen time. Fathers’ mealtime screen use was positively associated with children’s weekday screen time. Fathers’ modelling and use of screens to control behaviour was not significantly associated with children’s weekday screen time. While most associations were similar for weekend day screen time, there were a few differences: fathers’ use of screens to control behaviour was positively associated with children’s weekend screen time. Mothers’ and fathers’ modelling mealtime screen use were not significantly associated with children’s weekend screen time.
Mothers’ and fathers’ media parenting practices were associated with children’s screen time.
Bjelland, Soenens, Bere, Kovacs, Lien, et al (2015)
Purpose: to examine associations of parental rules and parental style of communication with children’s screen time and perceived excessive screen time in five European countries.
Conclusion: this study suggests that an autonomy-supportive style of communicating rules for TV/DVD or computer/games console use is negatively related to children’s time watching TV/DVD and use of computer/games console time. In contrast, a controlling style is associated with more screen time and with more perceived excessive screen time in particular.
1 – Observations
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Data gathered through observations are thorough and presented in APA format where relevant (i.e., Tables and/or Figures). Observations/data are related to the reader in formal theoretical terms demonstrating an excellent understanding of what was observed and the academic area under investigation. Based on your interviews, provide an account of screen use by children as described by your participants. Where applicable relate to theory and literature. (Observations) We asked our participants to answer a series of questions in a face-to-face interview surrounding their child’s screen time use and associated rules. 4 parents from different families were interviewed about the sedentary behaviours of their adolescent. The participants were separated into 2 groups, consisting of 2 parents of 8 to 12 year old adolescents, and 2 parents of 12 to 16 year old adolescents. The major variables being investigated include screen time (hours per weekday, hours per weekend day, and hours per week), number of screened devices (household devices, and devices used by the adolescent), and whether the adolescent had access to any screened device in their bedroom. Furthermore, parents were questioned about the presence of rules or limits on screen device use, and if there was any resistance by the adolescent towards these rules. We also asked the parents to describe some of the advantages and disadvantages of adolescent screen device use. Participant 1 was the parent of a 16 year old female, and participant 2 had a 12 year old son – this formed the older adolescent group. In the younger adolescent group was participant 3 who had an 8 year old daughter, and participant 4 – the parent of an 11 year old male. All participants resided within the Western Sydney region. All participants described adolescents’ screen activities, which mostly consisted of homework, console/video games, watching television shows/movies/online content, as well as digitally engaging with their peers. Graphs Rules Advantages disadvantages |
2 – Current Study and Existing Literature
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Study observations are related to theoretical perspectives reviewed in the introduction. Observations are compared and contrasted to those found in the core articles and other reviewed literature. Where the current observations contribute to the research area in general is articulated. Outline the similarities and differences in the responses of your participants and relate your answers to the core article Ramirez, et al. (2011). (Data and data analysis; your comprehension about the collected information in comparison to the core article; relating your data to existing literature). Similarities |
3 – Developmental Implications
Trends observed in the current study are clearly and cogently related to developmental implications as per Question 3 of the Investigative Study. There is a superior understanding of developmental progression in the relevant area demonstrated by the ability to synthesise previous theory and research with the current observations. Implications for/ impact upon development are thoughtful and relevant.
Compare and contrast screen device usage by 8-12 and 12-16 year olds. Where applicable relate to theory, research and journal articles. (Developmental Implications/Discussion)
Participant 1’s family had the largest number of screened devices in the home (22 screened
devices), and 5 of those devices could be found in the adolescent’s bedroom. On any given
weekday, the child of participant 1 spent up to 7 hours interacting with a screened device,
which increased to 10 hours on a weekend day. This particular family had no rules or limits
set in place for their adolescent. Conversely, the daughter of participant 3 was kept to a strict
set of rules regarding screen usage. Participant 3 explained that due to her daughter’s age, she
would be “better off” spending her leisure time participating in various extracurricular and
physical activities. Participant 3 had the least amount of screened devices in total (6 screened
devices), with the iPad being the only media device to be used in the adolescent’s bedroom for
reading before sleep. However, it is important to consider in these 2 cases, participants’ 1 and
3 each have daughters at opposite ends of the age groups, and therefore would have different
needs to be met and lifestyles to maintain.
Participant 2 and participant 4 provided almost identical responses in regards to screen-related
behaviours, which is no surprise due to the fact that these participants both had son’s of a
similar age. Both participants’ had very similar screen time usage, totalling 39 hours and
41 hours over one week, respectively. One difference between these 2 participants was the
presence (or absence) of screen rules or limits. Participant 2 allowed his son to watch TV as
much as he pleased, however he was not to use his iPhone during school term, and could
only use his laptop for school assignments. Whereas participant 4 would allow her son
freedom in terms of his screen usage. In comparing the cases of participants’ 2 and 4, it
would appear that the presence of screen time rules/limits did not significantly alter the
amount of screen usage by males aged 11 to 12 years.
4 – Conclusion
A logical and original conclusion that summarises the main finding(s) of the study and specific real world applications of this type of research
What do you conclude from your study?
5 – Reflection Questions
All reflection questions answered showing introspection and thinking beyond generalities. Originality and thoughtfulness evident.
Reflect on the following questions at the end of your investigative study.
0. What are you trying to accomplish?
In this investigative study, the aim was learn more about the relationship between adolescent screen-time use/sedentary behaviours in the home, household rules surrounding adolescent screen time use, and its link to obesity in adulthood. This study was also used to explore parenting styles and alternative activities that would reduce sedentary behaviours and poor lifestyle choices.
0. Did you succeed? Why? Why not?
This study was successful as it generated first-hand observations that aligned with the core article and related literature. Furthermore, I have gained a thorough understanding of the topic including associated risks, advantages and disadvantages of using screened devices. Personally, I have learned a few important lessons about excessive screen-time, as well as determining the best way to encourage my (future) children to not rely so heavily on screens for entertainment and leisure. I am planning to remove the TV from my bedroom and to implement time limits for entertainment-based screen-time. I will also be increasing my physical activity by going for a 30 minute walk (to start with) everyday.
0. What is the strongest aspect of this work? Why?
The strongest aspect of this work
0. What aspect is most in need of reworking? Why?
References
Barnett, T., O’Loughlin, J., Sabiston, C., Karp, I., Bélanger, M., Van Hulst, A., & Lambert, M. (2010). Teens and Screens: The Influence of Screen Time on Adiposity in Adolescents. American Journal of Epidemiology, 172(3), 255.
Bjelland, M., Soenens, B., Bere, E., Kovács, &., Lien, N., Maes, L., . . . Te Velde, S. (2015). Associations between parental rules, style of communication and children’s screen time. BMC Public Health, 15(1), 1002.
Cowden, J. (2017). Children’s Screen Time Linked to Diabetes Risk Factors. NEJM Journal Watch. Pediatrics & Adolescent Medicine, NEJM Journal Watch. Pediatrics & Adolescent Medicine, Mar 27, 2017.
Eisenmann, J., Bartee, R., Smith, D., & Welk, G. (2008). Combined influence of physical activity and television viewing on the risk of overweight in US youth. International Journal of Obesity, 32(4), 613-618.
Gingold, J., Simon, A., & Schoendorf, K. (2014). Excess Screen Time in US Children: Association With Family Rules and Alternative Activities. Clinical Pediatrics, 53(1), 41-50.
Hancox, Milne, Poulton, & Hancox, R. (2004). Association between child and adolescent television viewing and adult health: A longitudinal birth cohort study. Lancet, 364(9430), 257-262.
*** Hawi, N., & Rupert, M. (2015). Impact of e-Discipline on Children’s Screen Time. Cyberpsychology, Behavior, and Social Networking, 18(6), 337-342.
*** Lloyd, A., Lubans, D., Plotnikoff, R., Collins, C., & Morgan, P. (2014). Maternal and paternal parenting practices and their influence on children’s adiposity, screen-time, diet and physical activity. Appetite, 79, 149.
Mark, A., & Janssen, I. (2008). Relationship between screen time and metabolic syndrome in adolescents. Journal of Public Health, 30(2), 153-160.
Mccarthy, M. (2013). Cut children’s screen time to less than two hours a day, US pediatricians say. BMJ : British Medical Journal, 347(Oct30 2), F6573.
Metabolic syndrome. National Heart, Lung, and Blood Institute. https://www.nhlbi.nih.gov/health-topics/metabolic-syndrome. Accessed April 10, 2019.
Ramirez, Norman, Rosenberg, Kerr, Saelens, Durant, & Sallis. (2011). Adolescent Screen Time and Rules to Limit Screen Time in the Home. Journal of Adolescent Health, 48(4), 379-385.
*** Straker, Zabatiero, Danby, Thorpe, & Edwards. (2018). Conflicting Guidelines on Young Children’s Screen Time and Use of Digital Technology Create Policy and Practice Dilemmas. The Journal of Pediatrics, 202, 300-303.
Tang, L., Darlington, G., Ma, D., & Haines, J. (2018). Mothers’ and fathers’ media parenting practices associated with young children’s screen-time: A cross-sectional study. BMC Obesity, 5(1), 1-10.
Vandewater, Shim, & Caplovitz. (2004). Linking obesity and activity level with children’s television and video game use. Journal of Adolescence, 27(1), 71-85.
Screen time might boost depression, suicide behaviors in teens. (2017). Mental Health Weekly Digest, 55.
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