Children and television watching: a qualitative study of New Zealand parents' perceptions and views

Dorey, Enid; Roberts, Vaughan S; Maddison, Ralph; Meagher-Lundberg, Patricia; Dixon, Robyn; Mhurchú, Cliona Ní

doi:10.1111/j.1365-2214.2009.01031.x

Cited by 35 publications

(42 citation statements)

References 13 publications

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“…BTV focused on managing the child's time versus maximizing the child's time. Consistent with other research, TV played a dominant role in the lives of families with BTV (Dorey et al, 2010).…”

Section: Discussionsupporting

confidence: 89%

“…Seven themes emerged opposing BTV that revolved around the interests of the child and two themes supporting BTV centered on TV as parenting strategy or tool. From the interview data, some families made the decision to have BTV as a coping strategy (i.e., babysitter); supporting previous literature (Dorey et al, 2010;Jordan et al, 2006). Perceived benefits to parents included assisting with bedtime, allowing family members to each watch what they want, and to stop fighting amongst children.…”

Section: Discussionmentioning

confidence: 70%

See 1 more Smart Citation

How did the television get in the child's bedroom? Analysis of family interviews

Crowder¹,

Sisson²,

Ramey³

et al. 2012

Preventive Medicine

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 70%

How did the television get in the child's bedroom? Analysis of family interviews

Crowder¹,

Sisson²,

Ramey³

et al. 2012

Preventive Medicine

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“…. They rotate [the TV, Xbox and the computer], there’s three [youth] and there’s no-one who will go outside.(quotation by Parent; Dorey et al, 2010, p. 416)…”

Section: Resultsmentioning

confidence: 99%

Reducing youth screen time: Qualitative metasynthesis of findings on barriers and facilitators.

et al. 2015

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Objective An integrated perspective on the relevant qualitative findings on the experience of screen time in youth can inform the development of hypotheses to be tested in future research and can guide the development of interventions to decrease sedentary behavior. The purpose of this qualitative metasynthesis was to explore parent, youth, and educational professionals’ perceptions of barriers to, and facilitators of, reducing youth screen time. Method Qualitative metasynthesis techniques were used to analyze and synthesize 15 qualitative studies of screen time among youth (11–18 years) meeting inclusion criteria. The phrases, quotes, and/or author interpretations (i.e., theme or subtheme) were recorded in a data display matrix to facilitate article comparisons. Codes were collapsed into 23 categories of similar conceptual meaning and 3 overarching themes were derived using thematic analysis procedures. Results Study sample sizes ranged from 6 to 270 participants from 6 countries. Data collection methods included focus groups (n = 6), interviews (n = 4), focus group and interviews (n = 4), and naturalistic observation (n = 1) with youth and/or parents. Data analysis techniques included thematic analysis (n = 9), content analysis (n = 3), grounded theory (n = 1), observation (n = 1), and interpretive phenomenological analysis (n = 1). Three thematic categories were identified: (a) youth’s norms—screen time is an integral part of daily life, and facilitates opportunities for entertainment, social interaction, and escapism; (b) family dynamics and parental roles—parents are conflicted and send mixed messages about the appropriate uses and amounts of screen time; and, (c) resources and environment—engagement in screen time is dependent on school, community, neighborhood, and home environmental contexts. Conclusions Screen time is an established norm in many youth cultures, presenting barriers to behavior change. Parents recognize the importance of reducing youth screen time, but model and promote engagement themselves. For youth and parents, mutually agreed rules, limits, and parental monitoring of screen time were perceived as likely to be effective.

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“…Health-E-PALS did not achieve a decrease in students’ screen time habits, despite the strict rules at home for screen time during school days in some families, as reported during focus groups. Generally, parents perceived reducing their children’s TV viewing as a difficult task [44] and longer follow-ups are needed to observe changes [45]. …”

Section: Discussionmentioning

confidence: 99%

Promoting healthy eating and physical activity among school children: findings from Health-E-PALS, the first pilot intervention from Lebanon

et al. 2014

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BackgroundIn Lebanon, childhood obesity doubled during the past decade. Preventive measures should start early in life and Schools are considered an important environment to promote energy balance health behaviours. School-based programmes promoting healthy lifestyles are lacking. The purpose of this study was to evaluate the feasibility and effectiveness of a multicomponent school-based intervention to promote healthy eating and physical activity (and prevent obesity) with school children aged 9–11 years in Lebanon.MethodsThe intervention was developed based on the constructs of the Social Cognitive Theory and adapted to the culture of Lebanese and Arab populations. It consisted of three components: class curriculum, family involvement and food service. Eight schools were purposively selected from two communities of different socioeconomic status (SES) in Beirut and, within each school type, were matched on SES, religious sect profile, and then randomly assigned to either the intervention or control group. Anthropometric measurements and questionnaires on determinants of behavioural change, eating and physical activity habits were completed by the students in both groups at baseline and post intervention. Focus group interviews were conducted in intervention schools at the end of the study. Challenges encountered during the programme implementation were also identified, since Lebanon is considered a country with political unrest and no similar research projects were conducted in the area.ResultsStudents in the intervention group reported purchasing and consuming less chips and sweetened drinks post-intervention compared with controls (86% & 88% less respectively p < 0.001). Knowledge and self-efficacy scores increased for the intervention (+2.8 & +1.7 points respectively p < 0.001) but not for the control group. There was no difference in physical activity and screen time habits and no changes in BMI between groups at post intervention. Interview data from focus groups showed that the programme was generally well accepted. Limitations for better outcomes include the length of the programme and the school environment.Conclusion“Health-E-PALS” intervention is a promising innovative, theory-based, culturally sensitive intervention to promote healthy eating habits and physical activity in Lebanese school children with a potential to be scaled up, replicated and sustained.Electronic supplementary materialThe online version of this article (doi:10.1186/1471-2458-14-940) contains supplementary material, which is available to authorized users.

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Children and television watching: a qualitative study of New Zealand parents' perceptions and views

Cited by 35 publications

References 13 publications

How did the television get in the child's bedroom? Analysis of family interviews

How did the television get in the child's bedroom? Analysis of family interviews

Reducing youth screen time: Qualitative metasynthesis of findings on barriers and facilitators.

Promoting healthy eating and physical activity among school children: findings from Health-E-PALS, the first pilot intervention from Lebanon

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