Screen Time and Adolescents

SCHOOL OF Psychology

ASSIGNMENT COVER SHEET

STUDENT DETAILS
Student name:	Nova	Student ID number:	Paterson
UNIT AND TUTORIAL DETAILS
Unit name:	Developmental Psychology	Unit number:	101682
Tutorial group:		Tutorial day and time:	Tues 2pm-3pm
Lecturer or Tutor name:	Maretta Coleman (tutor)
ASSIGNMENT DETAILS
Title:	Assessment 2 – Investigative Study (Children’s Screen Time)
Length:	2500 words	Due date:	9/5/19	Date submitted:	9/5/19
Home campus (where you are enrolled):	Bankstown
DECLARATION
X	I hold a copy of this assignment if the original is lost or damaged.
X	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.
X	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.
X	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.
X	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).
Student’s signature:	N.Paterson
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

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

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 Differences Relate data to core article/existing lit

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.

Appendices

Consent forms

Field notes

Interview forms