The Negative Impact of Excessive Screen Time on Language Development in Children Under 6-Years-Old: An Integrative Review with Screen Time Reduction Toolkit and Presentation for Outpatient Pediatric and Family Health Providers

Background. Increased amounts of recreational screen time, defined as time watching television and DVDs, playing videogames, and using computers, tablets, and cellular phones without academic purpose, and the lack of effective media use assessment and patient education being done by primary care providers is associated with increased risk of language developmental delays for young children under 6-years-old. Purpose. The purpose of this integrative review is to develop a toolkit that provides education for providers and families on the adverse effects of excessive screen time on language development in children younger than 6-years-old and evidence-based screen time reduction strategies that can be implemented in outpatient primary care clinics at all wellness visits. Toolkit and Presentation. An integrative review was conducted to describe the effects of excessive screen time on language development for children under age 6 and analyze interventions to decrease screen time. From these results, the Screen Time Reduction Toolkit was created. The toolkit includes the 2-Question Assessment for Screen Time (2-QAST), screen time reduction algorithm, provider and patient education on health risks associated with excessive screen time, screen time recommendations published by the American Academy of Pediatrics (AAP), and evidence-based screen time reduction strategies, provider resources, and patient education handouts. The integrative review findings and toolkit were presented to a group of local pediatric providers, nurses, and medical technicians for education and implementation. Outcomes/Discussion. The pre-presentation survey was created after the Health Belief Model (HBM), which served as the framework for this educational intervention. Staff members had high perceived seriousness (83%), perceived susceptibility (83%), and perceived benefit (100%), demonstrating that staff members’ attitudes and beliefs about screen time for young children were in agreement with the principles of this project. Barriers identified included lack of knowledge about health risks from excessive screen time, potential for parental resistance to screen time reduction advice, and time constraints during wellness visits. Regarding cues to action, staff members requested visual aids, handouts, and more education about screen time. The toolkit and patient education resources reduce barriers and address cues to action identified by the staff members. The post-presentation evaluation revealed that 100% of staff members found the toolkit presentation informative and said it increased their knowledge and understanding of the topic. Conclusion. The toolkit provides the education that providers need to be knowledgeable as well as confident in their ability to discuss screen time with families. Being consistent about providing a few minutes of screen time education at every wellness visit from 2-months-old to 5-years-old sets a solid foundation for parents and children to create healthier screen time habits at home

Social networking sites and older users - a systematic review

Background: Social networking sites can be beneficial for senior citizens to promote social participation and to enhance intergenerational communication. Particularly for older adults with impaired mobility, social networking sites can help them to connect with family members and other active social networking users. The aim of this systematic review is to give an overview of existing scientific literature on social networking in older users. Methods: Computerized databases were searched and 105 articles were identified and screened using exclusion criteria. After exclusion of 87 articles, 18 articles were included, reviewed, classified, and the key findings were extracted. Common findings are identified and critically discussed and possible future research directions are outlined. Results: The main benefit of using social networking sites for older adults is to enter in an intergenerational communication with younger family members (children and grandchildren) that is appreciated by both sides. Identified barriers are privacy concerns, technical difficulties and the fact that current Web design does not take the needs of older users into account. Conclusions: Under the conditions that these problems are carefully addressed, social networking sites have the potential to support today's and tomorrow's communication between older and younger family member

Parenting Program to Protect Children's Privacy: The Phenomenon of Sharenting Children on social media

Sharenting is a habit of using social media to share content that disseminates pictures, videos, information, and parenting styles for their children. The purpose of this article is to describe the sharenting phenomenon that occurs among young parents, and the importance of parenting programs, rather than protecting children's privacy. Writing articles use a qualitative approach as a literature review method that utilizes various scientific articles describing the sharenting phenomenon in various countries. The findings show that sharenting behaviour can create the spread of children's identity openly on social media and tends not to protect children's privacy and even seems to exploit children. Apart from that, sharenting can also create pressure on the children themselves and can even have an impact on online crime. 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Different Effects of Cognitive Shifting and Intelligence on Creativity. The Journal of Creative Behavior, 52(3), 212–225. https://doi.org/10.1002/jocb.144 Prasetyo, Dimas., Syahnas, A. N. R., Fajriani, A., Nugraha, H. G., & Suryani, S. (2019). “Saya hanya mengunggah foto dan video anak saya ”. Intenational Conference on ECEP. Putra, A. M., & Febrina, A. (2019). Fenomena Selebgram Anak: Memahami Motif Orang tua. Jurnal ASPIKOM, 3(6), 1093–1108. https://doi.org/10.24329/aspikom.v3i6.396 Sakashita, M., & Kimura, J. (2011). Daughter as Mother’s Extended Self. In European advances in consumer research (In A. Bradshaw, C. Hackley, P. Maclaran (Eds.), Vol. 9, pp. 283–289). Association for Consumer Research. Salleh, A. S., & Noor, N. A. Mohd. (2019). Sharenting: Implikasinya dari Persepektif Perundangan Malaysia. Jurnal Undangundang Malaysia, 31(1), 121–156. Sanders, M. (2012). Development, evaluation, and multinational dissemination of the triple P-Positive Parenting Program. 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Systems Engineering Approaches to Minimize the Viral Spread of Social Media Challenges

Recently, adolescents’ and young adults’ use of social media has significantly increased. While this new landscape of cyberspace offers young internet users many benefits, it also exposes them to numerous risks. One such phenomenon receiving limited research attention is the advent and propagation of viral social media challenges. Several of these challenges entail self-harming behavior, which combined with their viral nature, poses physical and psychological risks for the participants and the viewers. One example of these viral social media challenges that could potentially be propagated through social media is the Blue Whale Challenge (BWC). In the initial study we investigate how people portray the BWC on social media and the potential harm this may pose to vulnerable populations. We first used a thematic content analysis approach, coding 60 publicly posted YouTube videos, 1,112 comments on those videos, and 150 Twitter posts that explicitly referenced BWC. We then deductively coded the YouTube videos based on the Suicide Prevention Resource Center (SPRC) Messaging guidelines. We found that social media users post about BWC to raise awareness and discourage participating, express sorrow for the participants, criticize the participants, or describe a relevant experience. Moreover, we found most of the videos on YouTube violate at least 50% of the SPRC safe and effective messaging guidelines. These posts might have the problematic effect of normalizing the BWC through repeated exposure, modeling, and reinforcement of self-harming and suicidal behavior, especially among vulnerable populations, such as adolescents. A second study conducted a systematic content analysis of 180 YouTube videos (~813 minutes total length), 3,607 comments on those YouTube videos, and 450 Twitter posts to explore the portrayal and social media users’ perception of three viral social media-based challenges (i.e., BWC, Tide Pod Challenge (TPC), and Amyotrophic Lateral Sclerosis (ALS) Ice Bucket Challenge (IBC)). We identified five common themes across the challenges, including: education and awareness, criticizing the participants and blaming the victims, detailed information about the participants, giving viewers a tutorial on how to participate, and understanding seemingly senseless online behavior. We found that the purpose of posting about an online challenge varies based on the inherent risk involved in the challenge itself. However, analysis of the YouTube comments showed that previous experience and exposure to online challenges appear to affect the perception of other challenges in the future. The third study investigated the beliefs that lead adolescents and young adults to participate in these activities by analyzing the ALS IBC to represent challenges with minimally harmful behaviors intended to support philanthropic endeavors and the Cinnamon Challenge (CC), to represent those involving harmful behaviors that may culminate in injury. We conducted a retrospective quantitative study with a total of 471 participants between the ages of 13 and 35 who either had participated in the ALS IBC or the CC or had never participated in any online challenge. We used binomial logistic regression models to classify those who participated in ALS IBC or CC versus those who didn’t with the beliefs from the Integrated Behavioral Model (IBM) as predictors. Our findings showed that both CC and ALS IBC participants had significantly greater positive emotional responses, value for the outcomes of the challenge, and expectation of the public to participate in the challenge in comparison to individuals who never participated in any challenge. In addition, only CC participants perceived positive public opinion about the challenge and perceived the challenge to be easy with no harmful consequences, in comparison to individuals who never participated in any challenge. The findings from this study were used to develop interventions based on knowledge of how the specific items making up each construct apply specifically to social media challenges. In the last study, we showed how agent-based modeling (ABM) might be used to investigate the effect of educational intervention programs to reduce social media challenges participation at multiple levels- family, school, and community. In addition, we showed how the effect of these educational based interventions can be compared to social media-based policy interventions. Our model takes into account the “word of mouth” effect of these interventions which could either decrease participation in social media challenge further than expected or unintentionally cause others to participate

The targeted use of the informal register on a social networking site by foreign-language learners evaluated through linguistic analysis and perceived-context appropriateness

In today’s society, complex issues relating to socio-cultural integration are a key concern for policy makers, with far-reaching implications for domestic and foreign-language policies. In an increasingly globalized world, English continues to be used by many people from diverse linguistic, cultural, and ethnic backgrounds, who need to communicate daily. The use of the informal register is crucial for developing successful professional and personal relationships, yet it has not received sufficient attention from foreign-language teachers, researchers and policy makers. This exploratory study addressed this research gap through the deployment of a multi-layered study, which focussed on the instruction and perception of the informal register. It is the product of a research project spanning almost five years in which it employed a one-group pretest-posttest intervention. In the intervention study, referred to as Stage One, 15 advanced foreign-language learners completed study materials comprising of listening, reading, writing and ‘speaking’ activities over a period of five weeks. The ‘speaking’ activities were undertaken using asynchronous chat on the social networking site. In addition to a linguistic assessment of the intervention, a practical evaluation was undertaken in Stage Two by speakers of English who rated Stage One posts based upon their context appropriateness. The results of the study indicate that students not only used the informal register with more frequency, but utilized a wider variety of register features and furthermore used these with greater appropriateness. Students considered instruction in the informal-register features to be beneficial. Analysis of the findings illustrated that context-perceived appropriateness is linked to characteristics of English speakers such as personal preference and knowledge of Spanish, and not to the linguistic features identified in the posts. The implications of this study for practice, theory, policy and methodology are extensive; from the need to reassess the effectiveness of traditional e-learning models for interaction to the introduction of new policies which introduce pedagogical-focused teacher training to exploit the affordances associated with the educational use of social media. The study’s primary, original contribution to knowledge lies in the fact that it contributes to the debate about the teaching of informal language, by introducing dedicated instruction in the informal register, to adult learners of English, using a social networking site

ADOPTION OF SOCIAL NETWORKS MEDIA FOR REFERENCE SERVICES IN ACADEMIC LIBRARIES

This study was carried out to investigate the adoption of social networks media for reference services in academic libraries. Thus, the study discovered among others, the meaning of social networking media and the types of social networking media tools that can be applied in the reference section by the reference librarian for the provision of reference services in academic libraries. To achieve the objectives of this study, four (4) research questions were formulated. The study pointed out among others, that there are two major types of reference services which are: direct and indirect reference services and they are in use in academic libraries. The study also pointed out some vital Social networks media tools that can be used in the provision of reference services in meeting the needs of library users. It also discovered among others, the facilities such as computer, internet, webcam and cellphones that will enable the application of social networking media for the provision of reference services in academic libraries. The study outlined some problems that hinders the application of social networking media and they are: network bandwidth problem, lack of access to internet, unavailable power supply, lack of staff training and the problem of maintenance culture. The study concluded that the academic libraries especially the reference section should adopt the social media tools in the provision of reference services to library clientele in this era of technological explosion

Technology to support young people 16 to 18 years of age who are not in employment, education or training (NEET): a local authority landscape review - final report

Becta landscape review: Technologies used by local authorities to support young people who are not in education, employment or trainin

Examining Administrators\u27 Perceived Influence of Social Media on Adolescent School Discipline: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to understand middle and high school administrators’ perceived influence of social media on school discipline and student behavior in southeastern Virginia. Bandura’s social cognitive theory and Skinner’s behavioral theory of operant conditioning guided this study and provided the theoretical framework for learning through observation and reinforcement. Twelve middle and high school administrators participated in this study and shared their administrative experiences regarding social media and its perceived influence on student discipline and behavior in their respective schools. The central question guiding this research study was the following: What are the experiences of middle and high school administrators as they manage school discipline when student behaviors are influenced by outside interactions on social media? Data collection included interviews, a focus group, and an analysis of current disciplinary policies and procedures. Data analysis followed those procedures outlined in Moustakas’ (1994) guidelines for transcendental phenomenological studies, including using epoche for bracketing, identifying, and coding emergent themes, utilizing textural and structural descriptions, and developing a composite description to derive a universal essence of the shared experiences. The essence of this study revealed the increased usage of social media among adolescents influences their behavior. Both negative and positive behaviors are reinforced through the quantifiability of social media. These behaviors spill into the school environment, affecting discipline at the secondary level. Even without social-media-specific policies to guide them, administrators leverage the code of conduct to teach students about appropriate behavior and effectively address negative behaviors