12The Effect of Television Viewing on Children’s Behav.docx

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The Effect of Television Viewing on Children’s Behavioral
Development
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Walden University
MS Psychology – I/O Psychology
PSYC-6393 (Capstone)
September 29, 2019
Abstract
Table of Contents

Introduction…………………………………………………………
…………4
Contemporary
Issues…………………………………………………………..5
Background
Definitions…………………………………………………..…...6
Problem
Statement…………………………………………………………….7
Integrated Literature
Review…………………………………………………..9
Critical
Analysis……………………………………………………………….
TBD
Problem
Resolution……………………………………………………………
TBD
Social
Implications…………………………………………………………
….TBD
Capstone
Reflection……………………………………………………………T
BD
References……………………………………………………………
………...TBD
Introduction
Child behavioral development is important to every parent,
society and the nation at large. When children are brought up in
a well-mannered way through instilling good behaviors in them,
parents as well as the society finds peace and joy in the
children. Nevertheless, due to the changing nature of the
society, children brought up has greatly changed. [<--Sentence
structure: As a reader, this sentence was hard for me to follow
as not all points within the sentence were clear and or clearly
connected. Example: Parents have been raising children

differently in tandem with societal changes] Technology has
impacted the behavior of children and continues to change their
lives differently each day. [<--APA: Is this point supported by a
source? Per APA, each sentence that provides information from
a source, or needs to be supported by a source, should be cited.
This is to ensure points are supported and accidental plagiarism
is avoided] The availability and accessibility of technological
gadgets such as cellphones, computers, television by children is
increasing every day. This paper focuses on investigating on
how television viewing has influenced behavioral development
among children below 18 years of age. Research studies about
child behaviors is greatly influenced by what they watch in
television, online, movies and peers more than the influence and
guidelines they get from their parents and close relatives. [<--
Connection and flow: As a reader, the connection between this
point and the previous one wasn’t quite clear to me. For
instance, this point seems more general than the previous point
which seems like a purpose statement for the paper]
Children hostile behaviors are increasing tremendously
currently in different ways. [<--Connection and flow: As a
reader, I wasn’t always following the connection and flow
among points. For instance, some points from the previous
paragraph seem connected to points in this paragraph, such as
the focus on children’s behavior in connection to technology.
For strong connection and flow, I suggest keeping like / similar
topics and points together] The influences children get while
watching television are both positive and negative. For instance,
child bullying in schools, drug use, early introduction into sex,
malnutrition and obesity, aggressive and violent behaviors and
prosocial and educational benefits are some of the influence
children get from watching television. [<--Sentence structure:
As a reader, some sentences were hard for me to follow. For
instance, not all wording within this sentence was clear and or
clearly connected. For clear and complete sentences, I suggest
ensuring wording within sentences are clear and clearly
connected and sentences follow subjectverbobject as a structure.

Example: For instance, television may influencechildren to
become involved in drug use and early sex, develop eating
disorders, or partake in bullying and other aggressive and
violent behaviors. The highlighting and font correspond to the
parts of the sentence: yellow highlighting in bold type=subject;
green highlighting in underlined type=verb; blue highlighting in
italicized type=object] However, the negative effects are of high
concern since they make the child antisocial and eventually
turns the child inhumane. The educative episodes in television
enhances the vital educational skills for children during their
preschool period hence improving the academic performance of
the child. Nevertheless, “television viewing in infancy is
disruptive to play; it reduces the quality and quantity of child-
parent interactions and is associated with
inattentive/hyperactive behaviors, lower executive functions,
and language delay, at least in the short-term” (Kostyrka-
Allchorne, K., Cooper, N. R., & Simpson, A., 2017). [<--
Introduction and connection and flow: Since sources are used to
support claims, they would usually not begin or end a
paragraph. That said, as a reader, it wasn’t quite clear to me if
all of these points in these introduction paragraphs were part of
the introduction. More specially, the first paragraph of a paper
is usually the introductory paragraph that introduces the overall
topic of the paper for readers and ends with a thesis (the main
claims you argue in the paper) and or a purpose statement, so
readers know what will be covered in the paper regarding the
topic introduced. Example purpose statement: In this paper, I
will discuss xxx] Comment by Veronica Oliver: Connection
and flow: You might check out our blogs on connection and
flow and transitions for tips on ensuring strong organization,
connection, and flow among points Comment by Veronica
Oliver: Connection and flow: Here is an example of where a
transitions (“For instance”) helped connect points for me as a
reader as points move from a claim to an example to support the
claim Comment by Veronica Oliver: Sentence structure:
You might check out our page on sentence structure—on the

right side you can find the tab for “knowledge check” where
you can test your knowledge of sentence structure
Comment by Veronica Oliver: APA: This is correct—using
“&” as opposed to “and” when a source is cited parenthetically
(when it is in parentheses) Comment by Veronica Oliver:
APA: Author’s first name initials wouldn’t be included in a
citation. As well, when a direct quote is included, the page
number where the quote was found would be included (as “p.
xx”). For sources with no page numbers, the paragraph number
would be included (as “para. xx”)
Our page on citation includes an overview of how to cite, how
often, and the importance of doing so
Contemporary Issue
There are various contemporary issues that are meaningful when
discussing the effects of television watching among children:
(1) the increase of juvenile delinquency behaviors which is
attributed to imitations from television (de Leeuw, R. N. H.,
Kleemans, M., Rozendaal, E., Anschütz, D. J., & Buijzen, M.,
2015); (2) rise in obesity among young children due to too much
time taken watching television and consumption of snack among
the young children (Nikkelen, S. W. C., Vossen, H. G. M., &
Valkenburg, P. M., 2015); (3) increase in drug and alcohol
abuse among children as influenced by the ads children see in
television among other key contemporary factors. All these
factors significantly influence the behavioral development of
children and thus appropriate actions should be taken to revert
the trend. This paper intends to find the changing life of
children dur to the introduction and continuous use of television
among children.
Comment by Veronica Oliver: Spelling: Do you mean
“due” here as opposed to “dur”?
Background Definitions
This section requires a minimum of four key terms surrounding
your topic along with their scholarly, peer-reviewed definitions.

***Do not use a dictionary or encyclopedia as a definition
reference
Problem Statement
The problem is that many children are developing extraordinary
behaviors which their parents and guardians don’t even
understand how they got the behaviors. Juvenile delinquency
has increased more significantly due to these adopted behaviors.
Children are become obese and have developed critical medical
problems because of too much time children take watching
television than playing and doing other physical exercises
useful to their health wellbeing. A research done by the
University of Michigan found that just being awake and in the
room with the television for several hours a day poses risk of
obesity at ages three to four-and-a-half. [<--Cohesion and flow:
As a reader, it wasn’t quite clear to me what the focus of the
paper was. For instance, earlier it seemed that the focus was on
violent behavior as a result of children watching television,
whereas here the focus seems to be obesity. As well, this
section seemed like an additional introduction section, so I
wasn’t quite following the cohesion and flow of the topic and
sections of the paper] Children effected by this will have weight
issues that continue into adulthood resulting in serious and
complicated medical challenges (Michael Rich, M.D., S. Jean
Emans, M.D., Elizabeth R. Woods, M.D., M.P.H., Robert H.
DuRant, Ph.D., 2013). Children watch the most television on
weekends, in doing so this affects their body mass index (BMI),
and can lead to obesity in adulthood. A study done by
researchers from Michigan University and colleagues while
investigating question whether physical activity, dieting,
inactive behavior or television viewing predicted BMI among
children in the ages of 3- to 7 years. Research have found that
lack of physical activity and television viewing are common
factors for becoming overweight. Watching television was
considered a higher influence than dieting. Inactivity and
television viewing became stronger predictors as children aged.

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Another serious problem a child is exposed to while watching
television is the overweight problem. Previous studies gathered
were based on adults the age of 26, and how much television
watched as children. Research found that "17% of overweight,
15% of raised serum cholesterol, 17% of smoking, and 15% of
poor fitness can be attributed to watching television for more
than 2 hours a day during childhood and adolescence." After
monitoring for perplexing variable. Therefore, when children
watch television too much, results are that they are likely to
become overweight problem at an old age.
A key problem for parents and the society with children
currently is the information children get from television about
sexuality and relationships, sexually transmitted diseases as
well as birth control measures which most parents, schools even
religious denominations fail to talk with their children about.
Therefore, children are left with no option but turning to
television where all the information about sex is available. The
sexual content which is available on television is mostly for
adults, hence, children are sexually exploited by what they
watch in soap operas, music videos, prime time shows and
advertisements which all contain lots of sexual content, but
usually nothing about contraception or safer sex (Labaš, S. D.,
& Ljubičić, M., 2016). According to American Journal Assc
(2015), adolescents that are exposed to sexual content displayed
on TV are more likely to impregnate or become pregnant.
Researchers found even after monitoring for other risk factors,
adolescent pregnancy increased with more sexual exposure on
television. Alcohol use among children is initiated by the
frequent advertisement that runs through the television while
watching prime shows. Children are therefore introduced to
alcohol use while at their tender age and hence affects greatly
their behavioral development.
Therefore, the major problems that arise to children while
watching television are earlier sexual orientation, overweight,
drug abuse and lack of sleep due to too much time watching

television. This problem requires a lot of attention to protect
children for bad behavior development.
Integrated Literature Review
Various studies have been conducted on the affect television
viewing and child development are similar in various parts of
the world. The effect television viewing influences children are
dependent on the age range of the child and the duration the
child takes watching TV in a single day. A study done by Ling-
Yi Lin at el (2015) on television exposure and how it effects
developmental skills among young children. The study was
based in Taiwan where a sample of 150 children ages between
15 months and 36 months were interviewed on the effect
television viewing has on language, cognitive and motor
development skills.
Data Collection Procedures and Data Analysis Used in the
Study
Lin-Yi Lin et al (2015) conducted the research at Southern
Taiwan university medical center on pediatric outpatient clinics
after the National Cheng Kung University Hospital gave the
ethical clearance license to conduct the study. Parents and
caregivers were requested to allow their children to participate
in the study by signing a written informed consent for the same.
The children who participated in the study were divided into
two broad groups, i.e. those who frequently watched television
and those who watched television infrequently. After the
grouping, those who rarely watched TV were used as control
group for the study. Both children and the parents/caregivers
were participants in a study where questions were tailored
towards them. One question the parents/caregivers were asked
was if the child use any source of entertainment such as
television, smartphone, iPad, and computer (Lin-Yi Lin et al,
2015).
The measures studied were developmental assessment and
demography. Based on the developmental assessment of

children, language skills development and the intellectual
development of the child. Demographic information collected
during the study were gender, age, birth order, weight, height,
preschool attendance, care providers, media used, and time
spent on each of these activities (Lin-Yi Lin et al, 2015). The
parental and family characteristics included marital status,
ethnic group, parent highest education level, and employment
status is part of the demographic information collected from
parents or caregivers and children. SPSS statistical software
was used for the analysis and appropriate statistics were
recorded.
Results
The study by Ling-Yi Lin et al (2015), the outcome of the study
showed that children that frequently watched television (137.2
min per day) had a higher probability of experiencing delayed
cognitive, language, and motor development skills than children
who infrequently watched television (16.3 min per day). There
is an increase of delayed language development when a child is
more exposed to viewing television. According to Ling, et al
(2015), children who were often exposed to television were at
risk for delayed motor development skills than those who were
infrequently exposed (OR = 3.7). Children exposed to TV at an
early age experiences language development as they grow.
The article addressed is relevant to the study since it provides
background on the influence television viewing has on children.
It forms part of the support from the study based on the effect
television viewing have on the child’s behavioral development.
Literature Review II
Child developmental behaviors studies has been done by various

researchers. More specifically, the effects technology has on
children has been done. Television viewing and use of phones
as well as social media access has made more negative effects
on children as compared to positive impacts. Four articles will
be analyzed and integrated to support the literature of the
research topic. The contributions the studies have made to the
topic, the methods of data collection used for the study and the
results of the research.
Li, K., Jurkowski, J. M., & Davison, K. K. (2013) studied the
influence of excessive television watching on little children – at
preschool age. The study involved the examination on how
social support from family members influences children to
watch television and the outcome of the social support. The
study involved a random sample 129 parents of pre-school
children of ages between 2 and 5 years old (Li, K., Jurkowski, J.
M., & Davison, K. K., 2013). The research questions were
administered to the caregivers on how they socially support
their children to watch television. The frequency of allowing
their children to watch television was considered and then the
behavior changes of their children, i.e. physical activities,
eating activities, weight, stress perception and management as
well as symptoms of depression (Li, K., Jurkowski, J. M., &
Davison, K. K., 2013). The social support which children
receive from nonfamily members was also measured and
recorded (Li, K., Jurkowski, J. M., & Davison, K. K., 2013).
The findings from the study shows that children took
approximately three hours to watch television per day (Li, K.,
Jurkowski, J. M., & Davison, K. K., 2013). The increased time
of watching TV per day resulted to poor family functioning,
increased obesity among the children, rise in depression cases
among the children, increased maternal stress had a direct
association with the time the child takes watching television per
day. The study also reported that children reduced their playing
time to watch television hence increase in obesity among the
children (Li, K., Jurkowski, J. M., & Davison, K. K., 2013).
Ansari, A., & Crosnoe, R. (2016) studied whether the difficult

behaviors of a child at earlier years were associated with
television watching more frequently at this age. The time
children watched television per day has a significant influence
of their behaviors, i.e. health behavior, social interaction, their
achievements both at the early and late time (Ansari, A., &
Crosnoe, R., 2016, Christakis, 2009). The more the time
children take watching television, the more the deterioration of
the behaviors of the child (Ansari, A., & Crosnoe, R., 2016).
The study reported that children between ages two and five
years watched television for approximately two hours a day
(Ansari, A., & Crosnoe, R., 2016). Ansari, A., & Crosnoe, R.
(2016) included several independent variables such as the age
the age of the child, the economic status of the parents, the
number of siblings in the family, the region where the child is
from, the race of the child, the marital status of the parents and
the migration status of the child as well as the preschool going
status of the child. A sample of 6, 250 children born in US were
sampled and used for the study (Ansari, A., & Crosnoe, R.,
2016).
The result of the study shows that the hypersensitive behaviors
of the child were associated with television watching (Ansari,
A., & Crosnoe, R., 2016). The behaviors are nevertheless not
very aggressive (Ansari, A., & Crosnoe, R., 2016). Less
disadvantaged families allowed children to watch television for
more time as opposed to advantaged families (Ansari, A., &
Crosnoe, R., 2016).
Another study by Kostyrka-Allchorne, K., Cooper, N. R., &
Simpson, A. (n.d.) where the association between child’
development and cognitive behavior and television viewing.
According to Kostyrka-Allchorne et al (n.d.) where children 14
years or less were involved in the study, reported that the age of
the child determines the duration the child takes to watch
television per day. Older children – adolescents – watched
television more than the younger ones – less than 5 year. The
behavioral influence increased with the duration taken to watch
television. Nevertheless, the adolescents watched education

shows more than their young ones, hence they were beneficial
to them (Kostyrka-Allchorne et al, n.d.). Linebarger & Walker,
(2005) however reported that when infants watch the educative
shows with the adolescents, their language development was
affected negatively.
Kostyrka-Allchorne et al (n.d.) indicated that television
watching among the children lowers the likelihood of them
acquire and learn languages and communication skills. The
communication skills and the language used by children who
spend more time per day to watch television is closely
associated with the shows they watch (Kostyrka-Allchorne et al,
n.d.). As Ansari, A., & Crosnoe, R. (2016) reported, Kostyrka-
Allchorne et al (n.d.) similarly founded out that the age and
family social economic status contributed immensely to time the
child watch television per day. Television watching reduces the
playtime of the child, the interaction time between parents and
children, lower responsiveness and delay in language
development among the children (Kostyrka-Allchorne et al,
n.d.).
Zhao, J. et al (2018) studied the effect of excessive television
watching among the children on their sleep time, the body mass
index and their interaction with their parent. A sample of
20,324 – three to four years of age children were used in the
study (Zhao, J. et al, 2018). Both parents and children were
asked questions. Specifically, the duration the child took
watching television, playing, sleeping, interacting with their
parent as well as the age and height of the child were recorded.
The difficult questions were answered by parents. The study
was based in Shanghai – China.
The results show that the increased time to watch television
affected the psychological well-being of the child. The
association between sleeping time, parents’ interaction, time
playing were neatively associated with time taken watch
television (Zhao, J. et al, 2018). This is in line with the
previous studies.
Therefore, child development behaviors and television watching

are negatively associated. The more time a child took watching
television lowers his/her development skills. Parents and
caregivers should control television watching for their children
to enable them development their behaviors well. The four
articles used of the synthesize and integration are listed below;
1. Li, K., Jurkowski, J. M., & Davison, K. K. (2013). Social
support may buffer the effect of intrafamilial stressors on
preschool children's television viewing time in low-income
families. Childhood Obesity, 9(6), 484-91.
http://dx.doi.org.ezp.waldenulibrary.org/10.1089/chi.2013.0071
2. Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (n.d.).
The relationship between television exposure and children’s
cognition and behaviour: A systematic review.
DEVELOPMENTAL REVIEW, 44, 19–58. https://doi-
org.ezp.waldenulibrary.org/10.1016/j.dr.2016.12.002
3. Zhao, J., Zhang, Y., Jiang, F., Ip, P., Ho, F. K. W., Zhang,
Y., & Huang, H. (2018). Excessive Screen Time and
Psychosocial Well-Being: The Mediating Role of Body Mass
Index, Sleep Duration, and Parent-Child Interaction. The
Journal of Pediatrics, 202, 157–162.e1. https://doi-
org.ezp.waldenulibrary.org/10.1016/j.jpeds.2018.06.029
4. Ansari, A., & Crosnoe, R. (2016). Children’s hyperactivity,
television viewing, and the potential for child effects. Children
and Youth Services Review, 61, 135–140. https://doi-
org.ezp.waldenulibrary.org/10.1016/j.childyouth.2015.12.018
Summary
Example direction: “By now we have addressed four peer-
reviewed articles, acknowledging the strengths and weaknesses
of their perspectives as well as the focus or breadth of their
scope relative to the overall problem of” [Capstone Topic]
Critical Analysis

Example direction: “This critical analysis will use the same four
articles discussed in the integrated literature review”
Origins, concepts and research methods of the present literature
Example direction: “We will begin with an elemental definition
of”
Critique
Example direction: “The most glaring deficiencies [OR
strengths] must be seen holistically rather than specifically.”
Specifically, etc.…Holistically, etc….
Summary
Example: “In an attempt to acknowledge the literature on both
narrow and broad scales, both primary and secondary sources
were chosen for this critical analysis”
Problem Resolution
“The primary problems we can identify are”
Problem 1 w/ Corrective Goal
Problem 2 w/ Corrective Goal
Social Implications
Example: “Regarding social implications, we can separate the
discussion into a ‘goals’ section and a ‘vision’ section, with the
former being composed of short-term resolutions and
consequences and the latter being composed of a long-term,
synthetic possibility”
Capstone Reflection
Example: “This Capstone was expressive for me and
served not only as a means of social inquiry but also as personal
ventilation…”
References
Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (2017).
cognition and behaviour: A systematic review. Developmental
Review, 44, 19–58. https://doi-

de Leeuw, R. N. H., Kleemans, M., Rozendaal, E., Anschütz, D.
J., & Buijzen, M. (2015). The impact of prosocial television
news on children’s prosocial behavior: An experimental study in
the Netherlands. Journal of Children and Media, 9(4), 419–434.
https://doi-
org.ezp.waldenulibrary.org/10.1080/17482798.2015.1089297
Nikkelen, S. W. C., Vossen, H. G. M., & Valkenburg, P. M.
(2015). Children’s television viewing and ADHD-related
behaviors: Evidence from the Netherlands. Journal of Children
and Media, 9(4), 399–418. https://doi-
org.ezp.waldenulibrary.org/10.1080/17482798.2015.1088872
Michael Rich, M.D., S. Jean Emans, M.D., Elizabeth R. Woods,
M.D., M.P.H., Robert H. DuRant, Ph.D. (2013). Aggressors or
victims: Gender and race in music video violence: Division of
Adolescent/Young Adult Medicine, Children’s Hospital,
Harvard Medical School, Boston, MA. (1997). Journal of
Adolescent Health, 20(2), 135. https://doi-
org.ezp.waldenulibrary.org/10.1016/S1054-139X(97)87566-0
Viewing sexual content on TV linked to subsequent teen
pregnancy. (2015). Community Practitioner, 81(12), 38.
Retrieved from https://search-ebscohost-
com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edb&A
N=43347045&site=eds-live&scope=site
Labaš, S. D., & Ljubičić, M. (2016). Provođenje Slobodnog
Vremena Zavisnika Od Alkohola U Periodu Pijenja I Periodu
Rehabilitacije. Sociologija/Sociology: Journal of Sociology,
Social Psychology & Social Anthropology, 54(3), 527–548.
https://doi-org.ezp.waldenulibrary.org/10.2298/SOC1203527D
Lin, L.-Yi., Cherng, R.-J., Chen, Y.-J., Chen, Y.-J., & Yang,
H.-M. (2015). Effects of television exposure on developmental
skills among young children. INFANT BEHAVIOR &
DEVELOPMENT, 38, 20–26. https://doi-
org.ezp.waldenulibrary.org/10.1016/j.infbeh.2014.12.005
Hammad, S. S., & Berry, D. C. (2017). The Child Obesity
Epidemic in Saudi Arabia: A Review of the Literature. Journal
of Transcultural Nursing, 28(5), 505–515.

https://doi.org/10.1177/1043659616668398
Ansari, A., & Crosnoe, R. (2016). Children’s hyperactivity,
television viewing, and the potential for child effects. Children
and Youth Services Review, 61, 135–140. https://doi-
org.ezp.waldenulibrary.org/10.1016/j.childyouth.2015.12.018
Intusoma, U., Mo-suwan, L., Ruangdaraganon, N., Panyayong,
B., & Chongsuvivatwong, V. (2013). Effect of television
viewing on social–emotional competence of young Thai
children. Infant Behavior & Development, 36(4), 679–685.
https://doi-
Li, K., Jurkowski, J. M., & Davison, K. K. (2013). Social
support may buffer the effect of intrafamilial stressors on
preschool children's television viewing time in low-income
families. Childhood Obesity, 9(6), 484-91.
http://dx.doi.org.ezp.waldenulibrary.org/10.1089/chi.2013.0071
Hart C.N, Hawley N, Davey A, et al. (2017). Effect of
experimental change in childrenʼs sleep duration on television
viewing and physical activity. Pediatric Obesity, (6), 462.
https://doi-org.ezp.waldenulibrary.org/10.1111/ijpo.12166
Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (n.d.).
cognition and behaviour: A systematic review.
DEVELOPMENTAL REVIEW, 44, 19–58. https://doi-
Beales III, J. H., & Kulick, R. (2013). Does Advertising on
Television Cause Childhood Obesity? A Longitudinal Analysis.
Journal of Public Policy & Marketing, 32(2), 185–194.
https://doi-org.ezp.waldenulibrary.org/10.1509/jppm.11.051
Lin, L.-Yi., Cherng, R.-J., Chen, Y.-J., Chen, Y.-J., & Yang,
H.-M. (2015). Effects of television exposure on developmental
skills among young children. INFANT BEHAVIOR &
DEVELOPMENT, 38, 20–26. https://doi-
Munasib, A., & Bhattacharya, S. (n.d.). Is the “Idiot’s Box”
raising idiocy? Early and middle childhood television watching

and child cognitive outcome. ECONOMICS OF EDUCATION
REVIEW, 29(5), 873–883. https://doi-
org.ezp.waldenulibrary.org/10.1016/j.econedurev.2010.03.005
Courage, M. L., & Howe, M. L. (2010). To watch or not to
watch: Infants and toddlers in a brave new electronic world.
Developmental Review, 30(2), 101–115. https://doi-
Zhao, J., Zhang, Y., Jiang, F., Ip, P., Ho, F. K. W., Zhang, Y.,
& Huang, H. (2018). Excessive Screen Time and Psychosocial
Well-Being: The Mediating Role of Body Mass Index, Sleep
Duration, and Parent-Child Interaction. The Journal of
Pediatrics, 202, 157–162.e1. https://doi-
org.ezp.waldenulibrary.org/10.1016/j.jpeds.2018.06.029
Lee, E.-Y., Spence, J. C., & Carson, V. (n.d.). Television
viewing, reading, physical activity and brain development
among young South Korean children. JOURNAL OF SCIENCE
AND MEDICINE IN SPORT, 20(7), 672–677. https://doi-
org.ezp.waldenulibrary.org/10.1016/j.jsams.2016.11.014
1
Copyright © 2012, Elsevier Inc.
All Rights Reserved
Chapter 5
Commonality
Cyber Attacks
Protecting National Infrastructure, 1st ed.

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• Certain security attributes must be present in all
aspects and areas of national infrastructure to
ensure maximum resilience against attack
• Best practices, standards, and audits establish a low-
water mark for all relevant organizations
• Audits must be both meaningful and measurable
– Often the most measurable things aren’t all that
meaningful
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Introduction
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• Common security-related best practices/standards
– Federal Information Security Management Act (FISMA)
– Health Insurance Portability and Accountability Act (HIPAA)
– Payment Card Industry Data Security Standard (PCI DSS)
– ETSI Cyber Security Technical Committee (TC-CYBER)
– ISO/IEC 27000 Standard family (ISO27K)
• ISO 27001 – Security management systems
• ISO 27002 – Code of practice for InfoSec controls
– COBIT - Control Objectives for Information and related
Technology
– NIST Cybersecurity Framework
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Introduction
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Fig. 5.1 – Illustrative security audits for two
organizations
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Fig. 5.2 – Relationship between
meaningful and measurable
requirements
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• The primary motivation for proper infrastructure
protection should be success based and economic
– Not the audit score
• Security of critical components relies on
– Step #1: Standard audit
– Step #2: World-class focus
• Sometimes security audit standards and best
practices proven through experience are in conflict
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Meaningful Best Practices for
Infrastructure Protection
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Fig. 5.3 – Methodology to achieve
world-class infrastructure
protection practices
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• Four basic security policy considerations are
recommended
– Enforceable: Policies without enforcement are not
valuable
– Small: Keep it simple and current
– Online: Policy info needs to be online and searchable
– Inclusive: Good policy requires analysis in order to include
computing and networking elements in the local nat’l
infrastructure environment
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Locally Relevant and
Appropriate Security Policy
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Fig. 5.4 – Decision process for security
policy analysis
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• Create an organizational culture of security
protection
• Culture of security is one where standard operating
procedures provide a secure environment
• Ideal environment marries creativity and interest in
new technologies with caution and a healthy
aversion to risk
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Fig. 5.5 – Spectrum of organizational
culture of security options
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• Organizations should be explicitly committed to
infrastructure simplification
• Common problems found in design and operation of
national infrastructure
– Lack of generalization
– Clouding the obvious
– Stream-of-consciousness design
– Nonuniformity
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Fig. 5.7 – Simplified engineering chart
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• How to simplify a national infrastructure
environment
– Reduce its size
– Generalize concepts
– Clean interfaces
– Highlight patterns
– Reduce clutter
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Infrastructure Simplification
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• Key decision-makers need certification and education
programs
• Hundred percent end-user awareness is impractical;
instead focus on improving security competence of
decision-makers
– Senior Managers
– Designers and developers
– Administrators
– Security team members
• Create low-cost, high-return activities to certify and
educate end users
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Fig. 5.8 – Return on investment (ROI)
trends for security education
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• Create and establish career paths and reward
structures for security professionals
• These elements should be present in national
infrastructure environments
– Attractive salaries
– Career paths
– Senior managers
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Career Path and Reward Structure
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• Companies and agencies being considered for
national infrastructure work should be required to
demonstrate past practice in live security incidents
• Companies and agencies must do a better job of
managing their inventory of live incidents
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Responsible Past Security Practice
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• Companies and agencies being considered for
national infrastructure work should provide evidence
of the following past practices
– Past damage
– Past prevention
– Past response
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Responsible Past Security Practice
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• A national commonality plan involves balancing the
following concerns
– Plethora of existing standards
– Low-water mark versus world class
– Existing commissions and boards
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National Commonality Program

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