ORCID Profile
0000-0003-1945-3176
Current Organisation
Edith Cowan University
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Publisher: Routledge
Date: 08-10-2018
Publisher: Wiley
Date: 31-05-2021
DOI: 10.1111/JCPP.13433
Abstract: Concerns have been raised that smartphones may harm children and families. Arguably, risk‐driven discourses are not always evidence‐based. This is a problem, because blanket assumptions of risk drowns out nuanced empirical questions of what constitutes “good” parenting when it comes to smartphone use, and for whom. Here we outline three logical missteps which have contributed to the deficit zeitgeist—ignoring context, misinterpreting effect, and conflation. Further, we speak to questions about parents of young children, by refocusing our multiverse analysis on 800+ parents. We ask– where are the links between parental phone use and parenting? Are these robust versus frail or positive versus negative? After re‐examining our 84 analytic choices (adopting existing measures), patterns revealed fragility in this case. The few findings that did emerge implicated technoference, not smartphone use, in relation to negative parenting. We encourage continued rigorous and scientific dialogue, to accrue good evidence for families and children.
Publisher: Wiley
Date: 11-07-2023
DOI: 10.1111/JOSH.13369
Abstract: The worldwide COVID‐19 government restrictions imposed on young people to limit virus spread have precipitated a growing and long‐term educational and health crisis. This novel study used Sen's Capabilities Approach as a theoretical framework to examine the current health and educational impacts of COVID‐19 on youth, referencing emerging literature. The objective was to inform the design of an internationally relevant framework for school health promotion to support young people through and after the COVID‐19 pandemic. Mapping of existing health resources, internal/external conversion factors and capabilities were used to identify classroom, school and system level strategies that will enable young people to flourish. Four central enablers were identified and used in the design of the International Framework for School Health Promotion (IFSHP). The IFSHP can be used by educational institutions, school leaders and teachers to innovate existing health promotion programs, policies and practices to support young people through and after the COVID‐19 pandemic. School systems, schools and teachers are encouraged to utilize the IFSHP to review and innovate existing school health programs to ensure they meet the increased physical and mental health needs of young people.
Publisher: Informa UK Limited
Date: 25-04-2023
Publisher: Mary Ann Liebert Inc
Date: 07-2015
Abstract: An important developmental task for adolescents is to become increasingly responsible for their own health behaviors. Establishing healthy sleep routines and controlling media use before bedtime are important for adequate, quality sleep so adolescents are alert during the day and perform well at school. Despite the prevalence of adolescent social media use and the large percentage of computers and cell phones in adolescents' bedrooms, no studies to date have investigated the link between problematic adolescent investment in social networking, their sleep practices, and associated experiences at school. A s le of 1,886 students in Australia aged between 12 and 18 years of age completed self-report data on problematic social networking use, sleep disturbances, sleep quality, and school satisfaction. Structural equation modeling (SEM) substantiated the serial mediation hypothesis: for adolescents, problematic social networking use significantly increased sleep disturbances, which adversely affected perceptions of sleep quality that, in turn, lowered adolescents' appraisals of their school satisfaction. This significant pattern was largely driven by the indirect effect of sleep disturbances. These findings suggest that adolescents are vulnerable to negative consequences from social networking use. Specifically, problematic social networking is associated with poor school experiences, which result from poor sleep habits. Promoting better sleep routines by minimizing sleep disturbances from social media use could improve school experiences for adolescents with enhanced emotional engagement and improved subjective well-being.
Publisher: Wiley
Date: 29-05-2017
DOI: 10.1111/CDEV.12836
Abstract: Mobile phones are an essential part of an adolescent's life, leading them to text, phone, or message into the night. Longitudinal latent growth models were used to examine relations between changes in adolescent night-time mobile phone use, changes in sleep behavior, and changes in well-being (depressed mood, externalizing behavior, self-esteem, and coping) for 1,101 students (43% male) between 13 and 16 years old. Both night-time mobile phone use and poor sleep behavior underwent positive linear growth over time. Increased night-time mobile phone use was directly associated with increased externalizing behavior and decreased self-esteem and coping. Changes in sleep behavior mediated the relation between early changes in night-time mobile phone use and later increases in depressed mood and externalizing behavior and later declines in self-esteem and coping.
Publisher: Unpublished
Date: 2014
Publisher: Wiley
Date: 07-07-2020
DOI: 10.1111/JCPP.13282
Publisher: Hindawi Limited
Date: 04-2019
DOI: 10.1002/HBE2.146
Publisher: Informa UK Limited
Date: 03-05-2020
Publisher: Hindawi Limited
Date: 16-03-2022
DOI: 10.1155/2022/1691382
Abstract: Children demonstrate increasing early engagement with mobile media facilitated by its portability and interactivity. Parents are known to employ a range of mediation strategies for mobile media use but continue to have limited awareness about the impact of mobile media on their child’s executive functioning. Mobile media use has previously been shown to be negatively correlated with the executive functioning development of a child however, little is known of how parents approach their child’s mobile media use. This study employed a survey design ( N = 281 ) to examine how parents access information related to mobile media and document their perspectives about the impact of mobile media on their child’s behavior and executive functioning. Correlational analyses and cooccurrence graphs showed that parents implement several mediation strategies but rarely access guidelines on mobile media use. A confirmatory factor analysis examined the model fit for four latent constructs of the Behavior Rating Inventory of Executive Function (BRIEF®), which included the Inhibit, Emotional Control, Initiate, and Working Memory scales. Structural equation modelling substantiated the association between parental perception of negative impacts of mobile media related to their child’s behavior, academics, and/or attention and a lower observed executive functioning. Overall, these findings suggest that parents recognize the negative impacts of mobile media on their child’s behavior, and this is associated with how they see the development of their child’s executive functioning. The results emphasize the importance of educating parents as to the role of mobile media in shaping their child’s behavior and associated executive functions.
Publisher: Wiley
Date: 11-07-2020
DOI: 10.1002/BERJ.3659
Publisher: Springer Science and Business Media LLC
Date: 27-11-2021
DOI: 10.1007/S13384-020-00409-5
Abstract: This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.
Publisher: Informa UK Limited
Date: 11-10-2018
Publisher: Springer Science and Business Media LLC
Date: 20-11-2019
Location: Australia
No related grants have been discovered for Lynette Vernon.