Smartphone habits in Children
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The document describes the development and validation of the Brief Adolescent Smartphone Scale (BASS), a 6-item scale to screen for problematic smartphone use among schoolchildren. The BASS was administered to 441 Hungarian schoolchildren and showed good internal reliability and validity when compared to an established smartphone addiction scale. Younger children aged 9-13 scored higher on the BASS than older children aged 14-18, indicating a need for early attention to children's smartphone habits. Secondary school girls reported spending nearly twice as much daily time on their smartphones as boys.
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Computers in Human Behavior 39 (2014) 387–392Contents lists .docx
Computers in Human Behavior 39 (2014) 387–392
Contents lists available at ScienceDirect
Computers in Human Behavior
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / c o m p h u m b e h
Five days at outdoor education camp without screens improves preteen
skills with nonverbal emotion cues
http://dx.doi.org/10.1016/j.chb.2014.05.036
0747-5632/� 2014 The Authors. Published by Elsevier Ltd.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).
⇑ Corresponding author. Address: Department of Psychology, University of
California, Los Angeles, 616 Via De La Paz, Pacific Palisades, CA 90272, United
States. Tel.: +1 310 526 3316; fax: +1 310 230 7830.
E-mail address: [email protected] (Y.T. Uhls).
Yalda T. Uhls a,⇑, Minas Michikyan b, Jordan Morris c, Debra Garcia d,b, Gary W. Small e, Eleni Zgourou f,
Patricia M. Greenfield a
a Department of Psychology, University of California, Los Angeles, Children’s Digital Media Center @ LA, United States
b Department of Psychology, California State University, Los Angeles, Children’s Digital Media Center @ LA, United States
c Department of Social Welfare, University of California, Los Angeles, United States
d Department of Education, University of California, Los Angeles, United States
e Department of Psychiatry & Biobehavioral Sciences, University of California, Los Angeles, United States
f Department of Education, University of North Carolina, Chapel Hill, Children’s Digital Media Center @ LA, United States
a r t i c l e i n f o a b s t r a c t
Article history:
Available online 15 August 2014
Keywords:
Social media
Nonverbal communication
Emotion
Adolescent
Social interaction
Development
A field experiment examined whether increasing opportunities for face-to-face interaction while elimi-
nating the use of screen-based media and communication tools improved nonverbal emotion–cue recog-
nition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television,
computers and mobile phones were not allowed; this group was compared with school-based matched
controls (n = 54) that retained usual media practices. Both groups took pre- and post-tests that required
participants to infer emotional states from photographs of facial expressions and videotaped scenes with
verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media
use, and age as covariates. After five days interacting face-to-face without the use of any screen-based
media, preteens’ recognition of nonverbal emotion cues improved significantly more than that of the con-
trol group for both facial expressions and videotaped scenes. Implications are that the short-term effects
of increased opportunities for social interaction, combined with time away from screen-based media and
digital communication tools, improves a preteen’s understanding of nonverbal emotional cues.
� 2014 The Authors. Publish.
Developmental Science. 2018;21e12610. wileyonlinelibrary.com.docx
Developmental Science. 2018;21:e12610. wileyonlinelibrary.com/journal/desc | 1 of 9
https://doi.org/10.1111/desc.12610
© 2017 John Wiley & Sons Ltd
Received: 17 December 2016 | Accepted: 18 July 2017
DOI: 10.1111/desc.12610
S H O R T R E P O R T
Digital disruption? Maternal mobile device use is related to
infant social- emotional functioning
Sarah Myruski1,2 | Olga Gulyayeva2,4 | Samantha Birk2 | Koraly Pérez-Edgar3 |
Kristin A. Buss3 | Tracy A. Dennis-Tiwary1,2
1Department of Psychology, The Graduate
Center, The City University of New York, NY,
USA
2Department of Psychology, Hunter
College, The City University of New York, NY,
USA
3Department of Psychology, The Pennsylvania
State University, University Park, PA, USA
4Department of Psychology, St John’s
University, Queens, NY, USA
Correspondence
Tracy Dennis-Tiwary, 695 Park Avenue,
Department of Psychology, Hunter College,
The City University of New York, New York,
NY 10065, USA.
Email: [email protected]
Funding Information
This research was made possible by grant
R21 MH103627 from the US Department of
Health and Human Services of the National
Institute of Mental Health
Abstract
Mobile device use has become increasingly prevalent, yet its impact on infant develop-
ment remains largely unknown. When parents use mobile devices in front of infants,
the parent is physically present but most likely distracted and unresponsive. Research
using the classic Still Face Paradigm (SFP) suggests that parental withdrawal and unre-
sponsiveness may have negative consequences for children’s social- emotional devel-
opment. In the present study, 50 infants aged 7.20 to 23.60 months (M = 15.40, SD =
4.74) and their mothers completed a modified SFP. The SFP consisted of three phases:
free play (FP; parent and infant play and interact), still face (SF; parent withdraws at-
tention and becomes unresponsive), and reunion (RU; parent resumes normal interac-
tion). The modified SFP incorporated mobile device use in the SF phase. Parents
reported on their typical mobile device use and infant temperament. Consistent with
the standard SFP, infants showed more negative affect and less positive affect during
SF versus FP. Infants also showed more toy engagement and more engagement with
mother during FP versus SF and RU. Infants showed the most social bids during SF and
more room exploration in SF than RU. More frequent reported mobile device use was
associated with less room exploration and positive affect during SF, and less recovery
(i.e., engagement with mother, room exploration positive affect) during RU, even when
controlling for individual differences in temperament. Findings suggest that the SFP
represents a promising theoretical framework for understanding the impact of par-
ent’s mobile device use on infant social- emotional functioning and parent–infant
interactions.
R E S E A R C H H I G H L I G H T S
• The traditional Still Face Paradigm (SFP) was mod.
social media influences on children and mental health
Outline of presentation for No 2 Bullying Conference 2014 by iRespectOnline reflecting on social media and technology and its influence on child development and mental health.
Impact of Smart Devices among Adolescents Life Style in Al Najaf Al Ashraf City
To identify the adolescents life style, to assess adolescents life style with smart devices and socio demographic characteristics.
A descriptive study designed to found relationship between smart devices and adolescents life style in Al-Najaf Al-Ashraf from 5 September to 10 November 2019.
The findings of present study indicate that more than 64% of the study sample between age group (12- 15) years old, (72.2%) are males, (76.3%) from them are graduated from primary school, regarding to overall assessment of psychological and physical domain with smart devices are acceptable. Finally, there is a significant relationship between social lifestyle with smart devices in items as numbered (4, 8, 13 and 14) with gender of participants.
The study confirms that there is a significant negative impact on psychological aspect. so that these devices affect the psychological state of the teenager negatively .The study indicate that there was a very significant impact on the social aspect of adolescents so that these devices cause social isolation..
Preferably rationalize the acquisition and use of adolescent smart devices under the direct and continuous supervision of the guardian. Enhancing the role of the parents in educating the adolescent about the harm caused by smart device. Parents should allocate specific time to treat the teenager with smart devices, and be after Ending his or her educational and social requirements.Provide sports activities, social and scientific by the family of the teenager, through which invest his time and reduce his recourse to these devices to fill his spare time.
Running head CHILD ABUSE Child Abuse Larita SettlesLibe.docx
Running head: CHILD ABUSE
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Liberty University
Aboul-Hagag, K., & Hamed, A. (2013). Prevalence and pattern of child sexual abuse. Egyptian Journal of Forensic Sciences, 2(3), 89-96. Doi: 10.1016/j.ejfs.2012.05.001
This study aimed at determining the prevalence and pattern of child sexual abuse among samples selected from college students. The researchers employed a cross-sectional survey of 450 undergraduates at Sohag University, Egypt. It was found out that the overall prevalence of sexual abuse on children was at 29.8% of the sample with higher rates in females compared to males. Male children aged nine years and female children aged 10years were found to be victims of child sexual abuse. The study also found out that a big number of child sexual abuse perpetrators were male and mainly from outside families of the victims. This study sets a phase of child sexual abuse, and it’s important in my research as it improves the scope of child abuse.
Al Odhayani, A., Watson, W. J., & Watson, L. (2016). Behavioral consequences of child abuse. Canadian family physician, 59(8), 831-836.
Authors of the article aimed at examining the consequences of childhood abuse on behavior development, identify behavioral indicators of child abuse and evaluate the role of family physicians in the social problem. Sources of information for the article included a systematic search of relevant research, clinical review articles, and child protection agency information. It was found out that childhood abuse results in disordered psychological development and behavioral concerns. Also, the authors found out that family physicians have an essential role in identifying indicators of child abuse. This article was important as it provided a wide range of information on behavioral indicators of abused children.
Cuadra, L., Jaffe, A., Thomas, R., & DiLillo, D. (2014). Child maltreatment and adult criminal behavior: Does criminal thinking explain the association? Child Abuse & Neglect, 38(8), 1399-1408.Doi:10.1016/j.chiabu.2014.02.005
The research examined the correlations between child abuse and adult criminal behaviors. Information was gathered from 338 men who had been adjudicated. Results of the study showed that there were relationships between child sexual abuse and sexual offenses and a grownup. Child physical abuse was also found to endorse proactive and reactive criminal thinking behaviors. The outcomes indicate that child abuse is directly related to criminal behaviors. This article was essential as it provides information on the long-term effects of child maltreatment.
Hong, S., Rhee, T., & Piescher, K. (2018). Longitudinal association of child maltreatment and cognitive functioning: Implications for child development. Child Abuse & Neglect, 84, 64-73.Doi:10.1016/j.chiabu.2018.07.026 .
Social Media: Damaging the Mental Health of Teenagers
Examining causes and factors relating to poor mental health in teenagers due to social media use
Television viewing habit and violent behavior among school going children (10...
Background: Television is a window to the outside world for children. More than half of television viewers in India are children below 15 years. Studies suggest that exposure to violence on television influences child’s behavior especially aggressive behavior. Objectives: To assess the television viewing habit and violent behavior among school going children. To determine the association of television viewing habit and violent behavior with their selected demographic variables. To find out the correlation between television viewing habit and violent behavior. Material and Methods: A Non-experimental, Explorative and Descriptive study design was undertaken. Data was collected from 60 school going children selected by stratified random sampling and 60 parents of the same children. A structured questionnaire and rating scale was used for data collection. Results: Findings showed that majority (72%) of samples had moderately high television viewing habit. The overall mean score of violent behavior was (64.7±18.61) suggesting that the school going children had mild level of violent behavior. There was significant positive relationship between the television viewing habit and violent behavior (r=0.50).There was significant association between the television viewing habit and gender (χ2- 5.91, P<0.05) and leisure time (χ2- 4.34, P<0.05). There was highly significant association between violent behavior and gender (χ2- 11.09, P<0.05) and significant association between violent behavior and angry behavior among family member (χ2- 6.43, P<0.05) and leisure time (χ2-6.69, P<0.05).Conclusion: Study revealed that there is significant relationship between the television viewing habit and violent behavior among school children. Nurses could initiate and encourage discussions with the parents in this aspect and generate awareness among them.
Television viewing habit and violent behavior among school going children (10...
Television Viewing Habit and Violent Behavior among School going Children (10-15 Years)
Kids and Social Media: Raising Free-Range Kids in a Digital Age
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Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
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E383951
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
Engaging Students through Social Media
Junco (2015, March). Engaging Students through Social Media. Featured educational session, NASPA Annual Conference, New Orleans, LA.
Engaging Students through Social Media book available here: http://goo.gl/lwCD1O
Improving Workplace Safety Performance in Malaysian SMEs: The Role of Safety ...
ABSTRACT: In the Malaysian context, small and medium enterprises (SMEs) experience a significant
burden of workplace accidents. A consensus among scholars attributes a substantial portion of these incidents to
human factors, particularly unsafe behaviors. This study, conducted in Malaysia's northern region, specifically
targeted Safety and Health/Human Resource professionals within the manufacturing sector of SMEs. We
gathered a robust dataset comprising 107 responses through a meticulously designed self-administered
questionnaire. Employing advanced partial least squares-structural equation modeling (PLS-SEM) techniques
with SmartPLS 3.2.9, we rigorously analyzed the data to scrutinize the intricate relationship between safety
behavior and safety performance. The research findings unequivocally underscore the palpable and
consequential impact of safety behavior variables, namely safety compliance and safety participation, on
improving safety performance indicators such as accidents, injuries, and property damages. These results
strongly validate research hypotheses. Consequently, this study highlights the pivotal significance of cultivating
safety behavior among employees, particularly in resource-constrained SME settings, as an essential step toward
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Computers in Human Behavior 39 (2014) 387–392Contents lists .docx
Computers in Human Behavior 39 (2014) 387–392
Contents lists available at ScienceDirect
Computers in Human Behavior
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / c o m p h u m b e h
Five days at outdoor education camp without screens improves preteen
skills with nonverbal emotion cues
http://dx.doi.org/10.1016/j.chb.2014.05.036
0747-5632/� 2014 The Authors. Published by Elsevier Ltd.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).
⇑ Corresponding author. Address: Department of Psychology, University of
California, Los Angeles, 616 Via De La Paz, Pacific Palisades, CA 90272, United
States. Tel.: +1 310 526 3316; fax: +1 310 230 7830.
E-mail address: [email protected] (Y.T. Uhls).
Yalda T. Uhls a,⇑, Minas Michikyan b, Jordan Morris c, Debra Garcia d,b, Gary W. Small e, Eleni Zgourou f,
Patricia M. Greenfield a
a Department of Psychology, University of California, Los Angeles, Children’s Digital Media Center @ LA, United States
b Department of Psychology, California State University, Los Angeles, Children’s Digital Media Center @ LA, United States
c Department of Social Welfare, University of California, Los Angeles, United States
d Department of Education, University of California, Los Angeles, United States
e Department of Psychiatry & Biobehavioral Sciences, University of California, Los Angeles, United States
f Department of Education, University of North Carolina, Chapel Hill, Children’s Digital Media Center @ LA, United States
a r t i c l e i n f o a b s t r a c t
Article history:
Available online 15 August 2014
Keywords:
Social media
Nonverbal communication
Emotion
Adolescent
Social interaction
Development
A field experiment examined whether increasing opportunities for face-to-face interaction while elimi-
nating the use of screen-based media and communication tools improved nonverbal emotion–cue recog-
nition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television,
computers and mobile phones were not allowed; this group was compared with school-based matched
controls (n = 54) that retained usual media practices. Both groups took pre- and post-tests that required
participants to infer emotional states from photographs of facial expressions and videotaped scenes with
verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media
use, and age as covariates. After five days interacting face-to-face without the use of any screen-based
media, preteens’ recognition of nonverbal emotion cues improved significantly more than that of the con-
trol group for both facial expressions and videotaped scenes. Implications are that the short-term effects
of increased opportunities for social interaction, combined with time away from screen-based media and
digital communication tools, improves a preteen’s understanding of nonverbal emotional cues.
� 2014 The Authors. Publish.
Developmental Science. 2018;21e12610. wileyonlinelibrary.com.docx
Developmental Science. 2018;21:e12610. wileyonlinelibrary.com/journal/desc | 1 of 9
https://doi.org/10.1111/desc.12610
© 2017 John Wiley & Sons Ltd
Received: 17 December 2016 | Accepted: 18 July 2017
DOI: 10.1111/desc.12610
S H O R T R E P O R T
Digital disruption? Maternal mobile device use is related to
infant social- emotional functioning
Sarah Myruski1,2 | Olga Gulyayeva2,4 | Samantha Birk2 | Koraly Pérez-Edgar3 |
Kristin A. Buss3 | Tracy A. Dennis-Tiwary1,2
1Department of Psychology, The Graduate
Center, The City University of New York, NY,
USA
2Department of Psychology, Hunter
College, The City University of New York, NY,
USA
3Department of Psychology, The Pennsylvania
State University, University Park, PA, USA
4Department of Psychology, St John’s
University, Queens, NY, USA
Correspondence
Tracy Dennis-Tiwary, 695 Park Avenue,
Department of Psychology, Hunter College,
The City University of New York, New York,
NY 10065, USA.
Email: [email protected]
Funding Information
This research was made possible by grant
R21 MH103627 from the US Department of
Health and Human Services of the National
Institute of Mental Health
Abstract
Mobile device use has become increasingly prevalent, yet its impact on infant develop-
ment remains largely unknown. When parents use mobile devices in front of infants,
the parent is physically present but most likely distracted and unresponsive. Research
using the classic Still Face Paradigm (SFP) suggests that parental withdrawal and unre-
sponsiveness may have negative consequences for children’s social- emotional devel-
opment. In the present study, 50 infants aged 7.20 to 23.60 months (M = 15.40, SD =
4.74) and their mothers completed a modified SFP. The SFP consisted of three phases:
free play (FP; parent and infant play and interact), still face (SF; parent withdraws at-
tention and becomes unresponsive), and reunion (RU; parent resumes normal interac-
tion). The modified SFP incorporated mobile device use in the SF phase. Parents
reported on their typical mobile device use and infant temperament. Consistent with
the standard SFP, infants showed more negative affect and less positive affect during
SF versus FP. Infants also showed more toy engagement and more engagement with
mother during FP versus SF and RU. Infants showed the most social bids during SF and
more room exploration in SF than RU. More frequent reported mobile device use was
associated with less room exploration and positive affect during SF, and less recovery
(i.e., engagement with mother, room exploration positive affect) during RU, even when
controlling for individual differences in temperament. Findings suggest that the SFP
represents a promising theoretical framework for understanding the impact of par-
ent’s mobile device use on infant social- emotional functioning and parent–infant
interactions.
R E S E A R C H H I G H L I G H T S
• The traditional Still Face Paradigm (SFP) was mod.
social media influences on children and mental health
Outline of presentation for No 2 Bullying Conference 2014 by iRespectOnline reflecting on social media and technology and its influence on child development and mental health.
Impact of Smart Devices among Adolescents Life Style in Al Najaf Al Ashraf City
To identify the adolescents life style, to assess adolescents life style with smart devices and socio demographic characteristics.
A descriptive study designed to found relationship between smart devices and adolescents life style in Al-Najaf Al-Ashraf from 5 September to 10 November 2019.
The findings of present study indicate that more than 64% of the study sample between age group (12- 15) years old, (72.2%) are males, (76.3%) from them are graduated from primary school, regarding to overall assessment of psychological and physical domain with smart devices are acceptable. Finally, there is a significant relationship between social lifestyle with smart devices in items as numbered (4, 8, 13 and 14) with gender of participants.
The study confirms that there is a significant negative impact on psychological aspect. so that these devices affect the psychological state of the teenager negatively .The study indicate that there was a very significant impact on the social aspect of adolescents so that these devices cause social isolation..
Preferably rationalize the acquisition and use of adolescent smart devices under the direct and continuous supervision of the guardian. Enhancing the role of the parents in educating the adolescent about the harm caused by smart device. Parents should allocate specific time to treat the teenager with smart devices, and be after Ending his or her educational and social requirements.Provide sports activities, social and scientific by the family of the teenager, through which invest his time and reduce his recourse to these devices to fill his spare time.
Running head CHILD ABUSE Child Abuse Larita SettlesLibe.docx
Running head: CHILD ABUSE
Child Abuse
Larita Settles
Liberty University
Aboul-Hagag, K., & Hamed, A. (2013). Prevalence and pattern of child sexual abuse. Egyptian Journal of Forensic Sciences, 2(3), 89-96. Doi: 10.1016/j.ejfs.2012.05.001
This study aimed at determining the prevalence and pattern of child sexual abuse among samples selected from college students. The researchers employed a cross-sectional survey of 450 undergraduates at Sohag University, Egypt. It was found out that the overall prevalence of sexual abuse on children was at 29.8% of the sample with higher rates in females compared to males. Male children aged nine years and female children aged 10years were found to be victims of child sexual abuse. The study also found out that a big number of child sexual abuse perpetrators were male and mainly from outside families of the victims. This study sets a phase of child sexual abuse, and it’s important in my research as it improves the scope of child abuse.
Al Odhayani, A., Watson, W. J., & Watson, L. (2016). Behavioral consequences of child abuse. Canadian family physician, 59(8), 831-836.
Authors of the article aimed at examining the consequences of childhood abuse on behavior development, identify behavioral indicators of child abuse and evaluate the role of family physicians in the social problem. Sources of information for the article included a systematic search of relevant research, clinical review articles, and child protection agency information. It was found out that childhood abuse results in disordered psychological development and behavioral concerns. Also, the authors found out that family physicians have an essential role in identifying indicators of child abuse. This article was important as it provided a wide range of information on behavioral indicators of abused children.
Cuadra, L., Jaffe, A., Thomas, R., & DiLillo, D. (2014). Child maltreatment and adult criminal behavior: Does criminal thinking explain the association? Child Abuse & Neglect, 38(8), 1399-1408.Doi:10.1016/j.chiabu.2014.02.005
The research examined the correlations between child abuse and adult criminal behaviors. Information was gathered from 338 men who had been adjudicated. Results of the study showed that there were relationships between child sexual abuse and sexual offenses and a grownup. Child physical abuse was also found to endorse proactive and reactive criminal thinking behaviors. The outcomes indicate that child abuse is directly related to criminal behaviors. This article was essential as it provides information on the long-term effects of child maltreatment.
Hong, S., Rhee, T., & Piescher, K. (2018). Longitudinal association of child maltreatment and cognitive functioning: Implications for child development. Child Abuse & Neglect, 84, 64-73.Doi:10.1016/j.chiabu.2018.07.026 .
Social Media: Damaging the Mental Health of Teenagers
Examining causes and factors relating to poor mental health in teenagers due to social media use
Television viewing habit and violent behavior among school going children (10...
Background: Television is a window to the outside world for children. More than half of television viewers in India are children below 15 years. Studies suggest that exposure to violence on television influences child’s behavior especially aggressive behavior. Objectives: To assess the television viewing habit and violent behavior among school going children. To determine the association of television viewing habit and violent behavior with their selected demographic variables. To find out the correlation between television viewing habit and violent behavior. Material and Methods: A Non-experimental, Explorative and Descriptive study design was undertaken. Data was collected from 60 school going children selected by stratified random sampling and 60 parents of the same children. A structured questionnaire and rating scale was used for data collection. Results: Findings showed that majority (72%) of samples had moderately high television viewing habit. The overall mean score of violent behavior was (64.7±18.61) suggesting that the school going children had mild level of violent behavior. There was significant positive relationship between the television viewing habit and violent behavior (r=0.50).There was significant association between the television viewing habit and gender (χ2- 5.91, P<0.05) and leisure time (χ2- 4.34, P<0.05). There was highly significant association between violent behavior and gender (χ2- 11.09, P<0.05) and significant association between violent behavior and angry behavior among family member (χ2- 6.43, P<0.05) and leisure time (χ2-6.69, P<0.05).Conclusion: Study revealed that there is significant relationship between the television viewing habit and violent behavior among school children. Nurses could initiate and encourage discussions with the parents in this aspect and generate awareness among them.
Television viewing habit and violent behavior among school going children (10...
Television Viewing Habit and Violent Behavior among School going Children (10-15 Years)
Kids and Social Media: Raising Free-Range Kids in a Digital Age
This presentation is for fathers and mothers who have children ages 1-18 and discusses issues surrounding human and technology interaction, specifically on adolescents.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
Attitudes Of The Autism Community To Early Autism Research
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I0362059073
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A Study to Determine the Effectiveness of Snake and Ladder Game on Knowledge ...
A Study To Determine The Effectiveness Of Snake And Ladder Game On "Knowledge Of Common Ailments" Among Primary School Children Of A Selected School, Lucknow. OBJECTIVES 1. To assess the level of Knowledge on common ailments among primary school children. 2. To assess the Effectiveness of snake and Ladder game in the area of "Common Ailments" among primary schoolchildren 3. To explore the association between knowledge scores and demographic variables of the subjects. METHODS A pre experimental and evaluative research approach was used with one group pre test pos test design to evaluate the effectiveness of the Snake Ladder game on ‘knowledge of common ailments’. The study was conducted in selected school in. Assumption English School selected for the study. The sample composed of 60 primary school children. A purposive sampling technique was used. A structured knowledge questionnaire on selected common ailments was used for data collection. family. Maximum number of children 40 had only one scores and the differences between the pre test and post test scores were statistically significant at 5 level. ‘t’ 59 =19.16, p 0.05. This indicates that GAME was an effective method of imparting information to the children regarding common ailments. From the statistical analysis it was clear that there was significant increase in the knowledge level of the children regarding common ailments after administration of the GAME. Regarding association between the baseline variables with pre test and post test knowledge scores it was found that there was no significant association between the variables like age, sex, religion, education, ordinal position, number of siblings, type of family and monthly income of family of children with pre test and post test knowledge scores. INTERPRETATION AND CONCLUSION Findings of the study score shows that Snake and Ladder game was an effective teaching strategy in increasing the knowledge of the children on common ailments. If proper information is given to the children regarding common ailments, they can improve their knowledge which in turn helps them to take care of themselves and to help others. Dr. Dipti Shukla | Mrs. Soumya Sunny | Ms. Snigdha Bhardwaj | Ms. Yogita Sharma | Mr. Utkarsh Tiwari | Mr. Vishal Kumar | Ms. Vineeta Kumari | Ms. Shushma Devi | Ms. Shilpi Sahay "A Study to Determine the Effectiveness of Snake and Ladder Game on Knowledge of Common Ailments among Primary School Children of a Selected School Lucknow" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52328.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/52328/a-study-to-determine-the-effectiveness-of-snake-and-ladder-game-on-knowledge-of-common-ailments-among-primary-school-children-of-a-selected-school-lucknow/dr-dipti-shukla
E383951
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
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Smartphone habits in Children
- 1. Development and Preliminary Validation of a Brief Smartphone Addiction Inventory for the Screening of Schoolchildren Sándor Csibi 1, Zsolt Demetrovics 2, & Attila Szabo 2 1 Department of Ethics and Social Sciences, Faculty of Medicine, University of Medicine and Pharmacy, Târgu Mureș, Romania 2 Institute of Psychology, Faculty of Education & Psychology, Eötvös Loránd University, Budapest, Hungary
- 2. Smartphones How many Smartphones are in the world? Billion
- 3. 37 percent of teenagers, ages 13 to 17 have or have access to a smartphone, 91 percent of teenagers, ages 13 to 17, access the internet on cell phones, tablets and other mobile. Pew Research Center, Internet, Science & Tech, 2015
- 4. Problematic Smartphone Use Among Children Source: Mascheroni, G., Ólafsson, K., Cuman, A., Dinh, T., Haddon, L., Jørgensen, H., ... & Velicu, A. (2013). Mobile internet access and use among European children: initial findings of the Net Children Go Mobile project.
- 5. Smartphone addiction is a growing problem among European children, with about 50% of them reporting experiences linked to dependence. Below is the percentage of children who experienced at least two forms of excessive smartphone use ‘fairly or very often’, by country: Belgium 34% Denmark 43% Ireland 41% Italy 50% Portugal 57% Romania 38% UK: 65% Average all countries: 48% Source: Mascheroni, G., Ólafsson, K., Cuman, A., Dinh, T., Haddon, L., Jørgensen, H., ... & Velicu, A. (2013). Mobile internet access and use among European children: initial findings of the Net Children Go Mobile project.
- 6. Mai mult de jumătate dintre adolescenții din România dețin un smartphone; 86% interacționează prin Facebook. luni, 30 Nov 2015, 10:49 • Sci&Tech More than half of adolescents in Romania have a smartphone; 86% of them interact through Facebook. Monday, 30 Nov 2015, 10:49 • Sci&Tech
- 7. The aim of the current work was to develop a brief, easy-to-use and score tool for screening children at risk for smartphone addiction. We developed a brief 6-item scale on the basis of the Components Model of Addiction1 Salience Tolerance Conflict Withdrawal symptoms Mood modification Relapse 1 Griffiths, M. (2005). A ‘components’ model of addiction within a biopsychosocial framework. Journal of Substance Use, 10(4), 191-197.
- 8. Nowadays, my smartphone is the most important thing in my life. Mostanában, az okostelefonom a legkedvencebb játékom vagy szórakozásom, és fontosabb minden másnál Conflicts have arisen between me and my family (or friends) because of my smartphone use. Szüleim vagy tanáraim naponta többször rám szólnak, hogy ne játsszak az okostelefonnal, ezért már inkább olyankor játszom vele amikor nem látják, vagy gyorsan eldugom amikor kell. Preoccupying myself with my smartphone is a way of changing my mood (I get a buzz, or I can escape or get away, if I need to). Az okostelefon izgalmas, jól érzem magam ha játszom vele, sőt amikor szomorú vagyok, azzal terelem el a figyelmemet. Over time, I fiddle around more and more with my smartphone. Ahogy telik az idő, mind több és több dolgot tudok csinálni az okostelefonnal, ezért egyre többet játszom vele. If I cannot use or access my smartphone when I feel like, I feel sad, moody, or irritable. Ha nem játszhatok az okostelefonnal (pl. meg vagyok büntetve vagy olyan helyen vagyok ahol nem szabad), nem jól érzem magam és alig várom, hogy ismét a kezembe legyen. If I try to cut the time I play with my smartphone, I manage to do so for a while, but then I end up playing with it as much or more than before. Ha meg szeretnék felelni szüleimnek vagy a tanáraimnak és kevesebbet játszok az okostelefonnal, az csak egy darabig sikerül, és utána megint annyit vagy még többet játszom vele mint korábban. B r i e f A d d i c t i o n t o S m a r t p h o n e S c a l e
- 9. 1 Strongly disagree 2 Disagree 3 Rather disagree than agree 4 Rather agree than disagree 5 Agree 6 Strongly Agree Score range 6 - 36
- 10. The BASS was administered to 441 Hungarian speaking schoolchildren in Transylvania (mean age = 13.4 years, SD = 2.22, range 9 – 18 years; 229 were girls and 212 were boys). The 26-item Smartphone Addiction Inventory (SPAI; Lin et al., 2014)2 was also administered to test the congruent validity of the BASS. 2Lin, Y. H., Chang, L. R., Lee, Y. H., Tseng, H. W., Kuo, T. B., & Chen, S. H. (2014). Development and validation of the smartphone addiction inventory (SPAI). PLoS ONE 9(6) :e98312. doi:10.1371/journal.pone.0098312
- 11. The 6-items yielded one component; 52.38% of the total variance.
- 12. The internal reliability was good (Cronbach's alpha=0.82). Content validity was confirmed by statistically significant differences between heavy and light users (p <.001). The BASS correlated positively and significantly with the SPAI (r = 0.67, p <.001), showing congruent validity. Younger children (9-13 years) scored higher on the scale than their older (14-18 years) peers (p <.001).
- 13. M = 16.94, SD = 6.84 M = 14.08, SD = 6.17 Cohen’s d = 0.48
- 14. On the average, how many hours do you spend with your smartphone every day?
- 15. 1. The BASS appears to be a reliable short tool for the screening of problematic smartphone use in Hungarian speaking schoolchildren. 2. Younger (Primary School) children score higher on the BASS than older (Secondary School) children. This finding calls for an early attention to the smartphone habits of children. 3. Secondary School girls spend nearly twice as much with their smartphone than their male peers. This finding warrants further attention.
- 16. Thank you for your kind attention!