Screen Time in Preschool Children: The Relationship with Behavioural and Emotional Difficulties PSY2022

Quantitative Example

Screen Time in Preschool Children: The Relationship with Behavioural and Emotional Difficulties

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Screen Time in Preschool Children: The Relationship with Behavioural and Emotional Difficulties

Adequate sleep during early development is imperative for behavioural and emotional stability, cognitive functioning. From the previously reviewed literature, screen time has been shown to negatively impact sleep. At present little is known about the relationship of pre-schoolers screen time on behavioural and emotional difficulties. This study aims to answer the following research question: Is there a relationship between pre-schoolers screen time on behavioural and emotional difficulties?

The following hypothesis will be investigated:

H0. There will be no association between screen time and behavioural and emotional difficulties in preschool children.

H1. Screen time will be positively associated with behavioural and emotional difficulties in preschool children.

Method

Research design

This study will be a cross-sectional, quantitative between-subjects correlational study using parent self-report surveys to gather data about pre-schoolers, screen time and the risk of emotional and behavioural difficulties.

Participants

Participants will consist of preschool children of any gender or cultural background aged between three to five years. Participants will be recruited through social media, whereby parents completed an anonymous, online survey.

Materials

Parents will self-report how many hours of screen time their child has on most days. Based previous research, screen time will consist of televisions, tablets, phones, and computers (cite the papers). Demographic questions will include their child's age and gender. Parents will also complete the 29-item Behavioural and Emotional Screening System (BASC-3 BESS), which measures preschool-aged children's risk of behavioural and emotional difficulties (Kamphaus & Reynolds, 2015). This scale measures a range of behaviours that indicate behavioural strengths and weaknesses, including internalising problems, externalising problems, school challenges, and adaptive skills. Higher scores indicate greater behavioural and emotional risk. The scale includes statements about getting into trouble, breaking the rules, getting along with others, and being easily upset. Participants responded on a four-point Likert scale, including Never, Sometimes, Often, or Almost Always.

Procedure

Participants were recruited online through social media. If a parent was interested in taking part in the study about their child, they could click on the survey link embedded in the social media advert. This link took them to the participant information sheet, where full details of the study were provided. If happy, parents consented to participate in the study and answer questions about their preschool-aged child by selecting 'OK' on the consent screen. If participants consented to participate, they then immediately completed the anonymous online survey. Parents first provided how many hours of screen time their preschool-aged child obtains each day. They then completed demographic questions, including their child's age and gender. Following this was the completion of the 29-item BASC-3 BESS screening system. Parents were then directed to the exit screen and thanked for their time.

General ethical standards

Here you will outline the steps, specific to your project, you would take to ensure

Confidentiality

Informed consent

Minimisation of harm (e.g. distress)

Ethical considerations in Aboriginal and Torres Strait Islander Peoples

Here you will outline the additional considerations that would be needed, specific to your project that would be needed if your population of interest were Aboriginal and Torres Strait Islander Peoples.

Ethical considerations in a special population: Children and young people

Here you will outline the additional considerations that would be needed, specific to your project that would be needed for your chosen special population of interest. Here it would be children.

Links to the various guidelines are provided on the vUWS site for you to refer to for guidance

Qualitative Example

School Counsellor Perspectives of Animal-Assisted Interventions in NSW Public Schools

Student Name

School, University

Subject code, Assessment name

Subject co-ordinator

Due date

Word count:

School Counsellor Perspectives of Animal-Assisted Interventions in NSW Public Schools

Animal-assisted interventions (AAI) have become increasingly widespread in health, residential and clinical settings as therapeutic tools for diverse populations (Kruger & Serpell, 2010). Despite growing popularity, research into efficacy in educational contexts is in its infancy (Friesen, 2010). This investigation was guided by the following question: What are school counsellors experiences and perspective on using AAIs in schools?

Method

Research design

This study utilised a qualitative phenomenological methodology employing in-depth interviews to explore participants perspectives and experiences of AAIs in NSW public schools.

Participants

The sample will include school counsellors in NSW public schools, of any gender, age or ethnicity. Consistent with phenomenological research standards, which call for an in-depth understanding of a group (Forrester & Sullivan, 2018), purposive sampling will be used to identify counsellors with a diverse range of experiences with canine-assisted intervention. Inclusion criteria included: being a current Department of Education employee and counselling experience in primary and/or high schools across NSW. Personal dog ownership was not required. Participants will be recruited based on personal networks.

Materials

Data collection will occur through semi-structured interviews, in a method most convenient to the participant (in-person, phone, or zoom). Open-ended questions were developed using previous research (cite studies).

Procedure

Participants were contacted via email with an invitation to and a Participant Information Sheet (PIS) describing study details. Arrangement of suitable times and locations for interviews occurred via email.

Participants completed a demographic questionnaire designed to gather information regarding gender, age, counselling experience, dog ownership, school dog use and affiliation for dogs. Semi-structured interviews were then conducted. Interviews lasted approximately 45-minutes and were audio-recorded to allow for accurate transcription and detailed analysis.

Interview transcripts were analysed using interpretative phenomenological analysis (IPA) to identify themes or patterns of meaning across the data set (Forrester & Sullivan, 2018). IPA, an idiographic method aimed at engaging with individuals unique lived experiences is advantageous when issues identified affect a specific and purposely selected group (Larkin & Thompson, 2012). Analysis of transcripts will follow the recommended sequence from Larkin and Thompson (2012), where transcripts will be read several times to gain initial insights and an in-depth understanding of the nature of participants experiences. Sustained engagement with the transcripts supported the process of completing descriptive summaries and preliminary interpretative analysis. Themes will be integrated into meaningful superordinate clusters and subthemes according to common threads, first in individual cases, and then shared across transcripts.

General ethical standards

Here you will outline the steps, specific to your project, you would take to ensure

Confidentiality

Informed consent

Minimisation of harm (e.g. distress)

Ethical considerations in Aboriginal and Torres Strait Islander Peoples

Here you will outline the additional considerations that would be needed, specific to your project that would be needed if your population of interest were Aboriginal and Torres Strait Islander Peoples.

Ethical considerations in a special population

Here you will outline the additional considerations that would be needed, specific to your project that would be needed for your chosen special population of interest.

Links to the various guidelines are provided on the vUWS site for you to refer to for guidance