Do television and electronic games predict children's psychosocial adjustment? Longitudinal research using the UK Millennium Cohort Study

Background: Screen entertainment for young children has been associated with several aspects of psychosocial adjustment. Most research is from North America and focuses on television. Few longitudinal studies have compared the effects of TV and electronic games, or have investigated gender differences. Purpose: To explore how time watching TV and playing electronic games at age 5 years each predicts change in psychosocial adjustment in a representative sample of 7 year-olds from the UK. Methods: Typical daily hours viewing television and playing electronic games at age 5 years were reported by mothers of 11 014 children from the UK Millennium Cohort Study. Conduct problems, emotional symptoms, peer relationship problems, hyperactivity/inattention and prosocial behaviour were reported by mothers using the Strengths and Difficulties Questionnaire. Change in adjustment from age 5 years to 7 years was regressed on screen exposures; adjusting for family characteristics and functioning, and child characteristics. Results: Watching TV for 3 h or more at 5 years predicted a 0.13 point increase (95% CI 0.03 to 0.24) in conduct problems by 7 years, compared with watching for under an hour, but playing electronic games was not associated with conduct problems. No associations were found between either type of screen time and emotional symptoms, hyperactivity/inattention, peer relationship problems or prosocial behaviour. There was no evidence of gender differences in the effect of screen time. Conclusions: TV but not electronic games predicted a small increase in conduct problems. Screen time did not predict other aspects of psychosocial adjustment. Further work is required to establish causal mechanisms

Alien Registration- Wight, Eleanor M. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/21997/thumbnail.jp

Basic Facts About Low-income Children, 2008: Children Aged 6-11

Children represent 25 percent of the population. Yet, 41 percent of all children live in low-income families and nearly one in every five live in poor families. Our very youngest children, infants and toddlers under age 3, appear to be particularly vulnerable with 44 percent living in low-income and 22 percent living in poor families. Winding up in a low-income or poor family does not happen by chance. There are significant factors related to children's experiences with economic insecurity, such as race/ethnicity and parents' education and employment. This fact sheet describes the demographic, socio-economic, and geographic characteristics of infants and toddlers and their parents — highlighting the important factors that appear to distinguish low-income and poor children in this age group from their less disadvantaged counterparts

Basic Facts About Low-income Children, 2008: Children Under Age 3

Children represent 25 percent of the population. Yet, 41 percent of all children live in low-income families and nearly one in every five live in poor families. Our very youngest children, infants and toddlers under age 3, appear to be particularly vulnerable with 44 percent living in low-income and 22 percent living in poor families. Winding up in a low-income or poor family does not happen by chance. There are significant factors related to children's experiences with economic insecurity, such as race/ethnicity and parents' education and employment. This fact sheet describes the demographic, socio-economic, and geographic characteristics of infants and toddlers and their parents — highlighting the important factors that appear to distinguish low-income and poor children in this age group from their less disadvantaged counterparts

A Profile of Disconnected Young Adults in 2010

The purpose of this report is to highlight a growing segment of the population who are arriving at young adulthood disconnected from the main pathways leading to economic independence. Arriving at young adulthood in a state of disconnection can have consequences for both young adults and the larger society. Young adults who have low educational attainment or who are out of school or unemployed for extended periods of time may be more likely to engage in delinquent behavior, turn to illegal activities as a source of income, and be incarcerated. The consequences of disconnection may also result in long-term penalties, such as underemployment and lower earnings over the life course. Young adults disconnected for three or more years are about 14 times more likely to be poor and earn about two and one half times less in earnings and are about two to three times less likely to be employed full-time than young adults who had never been disconnected. Disconnectedness experienced during young adulthood may also have serious health consequences. Research shows that different components of disconnectedness, such as having less than high school education or being unemployed is associated with suboptimal health and mental health outcomes. Furthermore, disconnected young adults are more likely to rely on some form of public assistance. Thus, the costs of disconnection to government can include increased transfer payments and social support expenses as well as a decrease in tax revenues from their lack of participation in the labor market. In short, this population deserves our attention given the long-term consequences being disconnected can pose for a successful transition to adulthood

La patologización de la conducta: discursos asistenciales acerca del trastorno disocial

En los últimos años, nuestra sociedad ha asistido al crecimiento del número de diagnósticos de diferentes tipos de trastornos de conducta entre la población infantil y adolescente. Desde diferentes disciplinas, principalmente del ámbito de la salud y la educación, diversos autores han investigado las causas de este fenómeno, así como las posibles soluciones. Sin embargo, a menudo estos estudios han dejado de lado el papel de un actor esencial en el proceso terapéutico: el experto. Con la idea de desnaturalizar los discursos a partir de los cuales se patologiza el comportamiento y se prescriben pautas para su transformación, en este trabajo el foco se centrará precisamente en las experiencias y perspectivas de trabajadores del circuito asistencial, buscando analizar sus definiciones de salud y enfermedad, la relación que establecen entre la patología y el contexto cercano y amplio y la identidad que atribuyen al paciente. Para ello, he decidido centrarme en el trastorno disocial, un diagnóstico aplicado a las poblaciones más jóvenes, que se determina a partir de criterios basados en la observación de agentes externos al paciente, no tanto de su propia experiencia subjetiva, y que se ha mostrado profundamente condicionado por el contexto cercano del individuo, revelando su carácter de categoría cultural

Extent of regretted sexual intercourse among young teenagers in Scotland: a cross sectional survey

No abstract available

Impact of a theoretically based sex education programme (SHARE) delivered by teachers on NHS registered conceptions and terminations: final results of cluster randomised trial

<b>Objective</b>: To assess the impact of a theoretically based sex education programme (SHARE) delivered by teachers compared with conventional education in terms of conceptions and terminations registered by the NHS. Design Follow-up of cluster randomised trial 4.5 years after intervention. <b>Setting</b>: NHS records of women who had attended 25 secondary schools in east Scotland. <b>Participants</b>: 4196 women (99.5% of those eligible). <b>Intervention</b>: SHARE programme (intervention group) v existing sex education (control group). <b>Main outcome measure</b>: NHS recorded conceptions and terminations for the achieved sample linked at age 20. <b>Results</b>: In an "intention to treat" analysis there were no significant differences between the groups in registered conceptions per 1000 pupils (300 SHARE v 274 control; difference 26, 95% confidence interval –33 to 86) and terminations per 1000 pupils (127 v 112; difference 15, –13 to 42) between ages 16 and 20. <b>Conclusions</b>: This specially designed sex education programme did not reduce conceptions or terminations by age 20 compared with conventional provision. The lack of effect was not due to quality of delivery. Enhancing teacher led school sex education beyond conventional provision in eastern Scotland is unlikely to reduce terminations in teenagers