helping young people resist - circlecircle.adventist.org/files/jae/en/jae201476032608.pdf · 2015....

Throughout history, thesephrases have just aboutsummed up the attitude ofadolescents and youth towardlife. Variations of the philoso-

phy exist in every culture, but unfortu-nately, risk taking is often confusedwith indulging in at-risk behaviors.The former is a legitimate step in life’sjourney toward reaching a particulargoal. Without risking possible failure,Henry Ford would not have invented

his car, Neil Armstrong would not havetaken that first giant step on the moon,and Winston Churchill would not haveled the Allies to victory in World WarII. That kind of risk taking is good andpositive.

But the kind of at-risk behavior sooften characteristic of adolescents andyouth is destructive to themselves andto society. Those high-risk behaviorslike sexual promiscuity, experimenta-tion with alcohol and other dangeroussubstances, drag racing, and violencecan have adverse effects on one’s healthand development, and may negativelyimpact both self and others.

Social, educational, and scientific re-search has shown how such high-riskbehaviors have harmed youth and pre-vented them from being creative part-ners in the community in which theylive. The December 2013/January 2014issue of THE JOURNAL OF ADVENTIST ED-

UCATION provides strategies for dealingwith problems caused by youthful ex-perimentation with drugs and alcohol.This article will deal with some at-riskbehaviors that are new to our times. Itsgoal is to provide a helpful kit filledwith research-based strategies thatteachers, parents, church and commu-nity leaders, counselors, health-careprofessionals, and others can use intheir work with youth. In addition, thearticle will provide information thatcan be shared with young people whoneed to be aware of lurking dangers, aswell as what strategies they can useboth now and in the future, when theyestablish their own families. Because ofthe urgency of those matters, teachersand administrators should talk aboutthese issues in a variety of courses andforums, not just marriage and family

26 The Journal of Adventist Education • February/March 2014 http:// jae.adventist.org

BY GARY L. HOPKINS, DUANE C. MCBRIDE, JACQUELINE MORENO,SUSAN ARMSTRONG, JONI ROBERTS, and DONIVAN ANDREGG

Live life to the full. Be a risk taker.

Grab for the brass ring. If it feels good, do it.

Helping Young People

Resist

27http:// jae.adventist.org The Journal of Adventist Education • February/March 2014

classes, or only in parent-teacher meet-ings or fliers sent home with students.

The new at-risk behaviors discussedbelow relate to electronic media and itsvarious social incarnations. Unless oth-erwise stated, all research and statisticsin this article refer to work done in theUnited States, though in many casesthey are applicable elsewhere as well.

Electronic MediaOf the new at-risk behaviors faced

by youth today, involvement with elec-tronic media is perhaps the most subtleand dangerous. Consider how muchtime young people spend with suchmedia. According to Johnson, Shapiro,and Tourangeau,1 70 percent of U.S.teens spend a significant amount oftime daily on social networking sites.In 2010, the percentage of Americanteens who owned cellular phonesreached 66 percent, while 75 percentowned iPods and/or MP3 players. In anaverage day in 2009, U.S. teens spent 33minutes talking on cellular phones, 49minutes listening to music or playing

games, and 1.5 hours texting.2 By 2010,social networking and video sites suchas Facebook and YouTube accountedfor an average of 37 minutes per day inthe life of a teen. Teens also spent onaverage 30 minutes a day watchingDVDs and videos, one hour watchingTV and movies, 24 minutes on the In-ternet, 15 minutes on cell phones, 15minutes on iPods, one hour or moreplaying computer games, and 2.35hours watching news and talk shows.Among 15- to 18-year-olds, boys usethe computer about two hours per day,girls about 1¼ hours. In 2010, 43 per-cent of American youth reported mul-titasking for most of the time eachday.3

While much of the research onyouth and electronic media has beenconducted in the U.S., researchersaround the world have expressed con-cern about the impact of electronicmedia on their nations’ children andyouth. Electronic media have power-

fully influenced the social, educational,economic, and political changes thatare sweeping the globe, impacting bothdeveloping countries and emergingeconomies. Electronic media haveplayed a major role in linking youtharound the world and in opening theminds of young people to the existenceand validity of other cultures andideas.4 The pervasive global electronicand social media is a challenge to bothfamilies and educational systems.

While there are benefits in exploringInternet resources for academic rea-sons, using cell phones to stay in touchwith friends and family members,watching television to understandglobal events, etc., the amount of timespent with electronic media is a matterof increasing concern. Research on theassociation between the use of elec-tronic media and behavioral and healthproblems are well documented.

Electronic Media and ObesityObesity is clearly linked to excessive

time spent on electronic media. As far

back as 1985, a U.S. study found a rela-tionship between increased body weightamong 12- to 17-year-old adolescentsand TV viewing. Dietz and Gortmaker5

reported that obesity increased by twopercent for each additional hour of tele-vision viewed. Similarly, findings fromstudies in 2001 and 2010 revealed thatthe prevalence of obesity was lowestamong children watching one or fewerhours of television per day and highestamong those watching four or morehours of television a day.6

Research on video gaming has pro-duced findings consistent with thoseregarding television and obesity. Astudy conducted among 2,832 young-sters between 1 and 12 years of ageconcluded that there was a strong rela-tionship between video gaming and theweight status of those studied. Theirfindings linking video gaming to obe-sity were strongest among youngstersaged 8 years and younger.7 An interna-tional survey by Crawford and Jeffery,8

examining countries from Asia toAfrica to Latin America, suggests a sim-ilar relationship between electronicmedia and obesity. All these findingsreveal that excessive time spent withelectronic media reduces children’sphysical activity and often exposesthem to high-calorie junk foods, thusincreasing their risk for obesity.

Electronic Media and SleepPatterns

Another area that is adversely af-fected by excessive exposure to elec-tronic media is sleep. Several studieshave revealed that 50-70 percent ofAmerican children have a television setin their bedroom.9 Children with a TVin their bedroom spend an average of1.5 hours more per day watching TVcompared to those without a TV in thebedroom.10 A survey of parents re-vealed that nearly half (43 percent) ofchildren under the age of 2 watch TVevery day, and one-quarter (26 per-cent) have a TV in their bedroom. Sev-enty-four percent of all infants andtoddlers have watched TV before age2.11

These statistics should be a matter ofdeep concern—the American Academyof Pediatrics recommends the removalof televisions from children’s bedrooms,zero screen time for those less than 2years of age, and replacing TV watchingwith more interactive activities, such astalking, playing, singing, and reading to-gether, in order to promote proper braindevelopment.12

Researchers have discovered analarming connection between electronicmedia use and young people’s sleep pat-terns. Lack of sleep and nightmares havebeen linked to television viewing.13 Sleepdisturbances increase with the presenceof a TV set in the child’s bedroom14 andaccess to computer games.15

Research has also shown that mobilephones in the bedroom may negativelyaffect sleep patterns among adoles-cents, and the threat to sleep from cellphones may be different than thatposed by entertainment media. Enter-tainment delays the time when ayoungster falls asleep, while a cellphone in the bedroom actually inter-rupts sleep.16

Another researcher found that thetelevision-viewing habits most associ-

ated with sleep disturbance were a largeamount of viewing throughout the day,as well as increased viewing at bed-time—particularly if there was a televi-sion in the bedroom. Bedtime TVviewing (1) increased children’s resist-ance to going to bed; (2) delayed theonset of sleep; (3) had a connection tofeelings of anxiety close to bedtime;and (4) decreased sleep duration.17

Electronic Media and ViolenceA third area of concern is the link

between violence in electronic mediaand young people’s attitudes and be-havior. For almost 50 years, researchershave examined the relationship be-tween exposure to violence in media(film, TV, electronic games) and vio-lent behavior of youth as well as adults.Early results were often mixed and am-bivalent. But this is no longer true, ac-cording to an impressive review articleby Huesmann,18 whose research resultspoint “to the conclusion that media vi-olence increases the risk significantlythat the viewer or game player will be-


have violently both in the short andlong run.” From experimental researchto surveys, the conclusions are thesame: Watching violent media in anyform and playing violent games desen-sitize youth to violence and providenormative role models on how to be-have in real-life situations. Bushmanand Huesmann19 further estimate thatexposure to media violence is as great athreat to the wellbeing of young peopleas any other environmental risk.

Electronic media also provide themeans and opportunity for cyberbully-ing, and facilitate access to children bypedophiles and scam artists. The Inter-net makes it easy for young people tolink to hate groups and imbibe theirnoxious philosophy. A number of In-ternet sites even offer step-by-step in-structions for bomb making and othercriminal activities.20

Possible Parental Responses—Family Meals

In the light of the enormous risksthat electronic media pose to the healthand wellbeing of youth, how shouldparents, teachers, and others workingwith youth respond to these dangers?We shall begin by suggesting appropri-ate parental responses:1. Family meals and the resultant

togetherness reduce youthful health-risk behaviors. Life today is fast-paced,which results in a decreased sense ofconnectedness between adolescentsand their family, community, andschools.21 Families have busy, demand-ing schedules, which means that bothchildren and adults often snack or eattheir meals quickly, alone, and/or infront of the television.22 Over the pasttwo decades, only a slight majority ofAmerican families reported havingdinner together five or more times perweek. While the majority of Americansused to eat meals together each day as afamily, this tradition has changed overthe past several decades. One study re-vealed that only 58 percent of childrenreport eating five or more meals withtheir parents each week.23

In contrast with this decreasing trendof families eating together, consider thefindings of Eisenberg and colleagues,24

which reported a positive association be-

tween family connected ness and howoften parents and children had sharedmealtimes. Resnick and colleagues25

found a wide variety of positive out-comes associated with family dinners.They reported that parent-child con-nectedness (e.g., feelings of warmth,love, and caring from parents) has beenconsistently related to healthy youth de-velopment and a reduced risk for emo-tional distress and suicide, substanceabuse, violence involvement, early sexualinvolvement, and pregnancy.

Thus, sharing meals with family ona regular basis and time spent in familytogetherness have the potential to bringfamily members together, and to de-velop and maintain strong parent-childbonds and connections.26

2. Family dinners promote healthydietary choices. Families that intention-ally make family meals a priority tend tocreate an enjoyable mealtime atmos-phere, a part of which is planning forhealthier food choices, thereby decreas-ing the risk that adolescents will engagein unhealthful eating and dietary behav-iors.27 Research indicates that regularfamily meals during the transition fromearly to middle adolescence influence

positively the development of healthfuleating patterns and produce lower ratesof youthful obesity.28 Neumark-Sztainerand colleagues29 also reported that thefrequency of eating family meals waspositively associated with an increasedintake of fruits, vegetables, grains, andfood rich in protein, fiber, calcium, iron,folate, and other vitamins. Research hasalso found an association between amore frequent schedule of eating mealsas a family and lower intake of less-nu-tritious foods, which may put teens atlower risk for eating disorders. 3. Family meals help to create a bet-

ter atmosphere for learning. Researchhas demonstrated that frequent familymeals can positively impact children’svocabulary, and an extensive vocabularytends to result in increased literacy. Afterexamining 65 family mealtime conversa-tions over a 15-year period, Snow andBeals30 reported that children are en-couraged to expand their vocabulariesduring family meal conversations.

The National Center on Addictionand Substance Abuse (CASA) at Co-lumbia University31 concurs with thisfinding, adding that good grades inschool are strongly correlated with


family meals. More specifically, “thosewho have fewer than three family din-ners per week are one and a half timeslikelier to report getting mostly C’s orlower grades in school.”32 Eisenberg etal.33 also reported that youth who eatmore family meals have higher aca-demic performance.4. Family meals tend to prevent

substance use and victimization. TheCASA34 research report demonstratedthat family meals also play a significantrole in the prevention of high-risk be-haviors in adolescent youth, such assmoking, drinking, and using drugs.When families ate five to seven mealstogether each week, teens were lesslikely to smoke, drink, or use drugs, incontrast with those who shared threeor fewer family meals a week. In homesthat shared three or fewer family mealsper week, adolescent youth were twiceas likely to use tobacco or marijuana,more than one and a half times morelikely to use alcohol, and twice as likelyto try drugs in the future.

Thus, regular and frequent familymeals are an effective strategy in pre-venting high-risk behaviors amongyoung people. These findings occur notonly within general society, but alsowithin Adventism: A recent AndrewsUniversity survey found that studentswho had three or more family dinnersper week were significantly less likely touse dangerous substances or to be sex-ually active.35

In addition, an analysis of national(U.S.) data showed a significant inverserelationship between frequency of fam-ily dinners and not being bullied orslapped by a boyfriend or girlfriend, aswell as lower rates of victimization insexual assaults.36 Researchers alsofound that the frequency of family din-ners was related to lower rates of con-sidering/attempting suicide.37

Parental Responses: StatedParental Disapproval of RiskBehaviors

The National Institute on AlcoholAbuse and Alcoholism38 concluded in2009 that parental disapproval of alco-

hol use is the key reason children choosenot to drink. Many studies have re-ported that in order to foster attitudesagainst alcohol use among adolescents,parents must ensure that their childrenare fully aware of their disapproval ofsuch activities. Numerous other investi-gations have shown that an adolescent’sawareness of his or her parents’ specificopinions on drinking can be effective inpreventing or discouraging adolescentalcohol consumption.39

Children’s awareness of parental dis-approval of alcohol use has also beenshown to discourage them from pursu-ing interpersonal relationships with in-dividuals who would pressure theminto such behavior.40 Additionally, ado-lescents who were aware of their par-ents’ disapproval of alcohol consump-tion have been found to hold similarsentiments and to be less susceptible topeer influences, particularly in relationto alcohol consumption.41

The benefits of parental disapprovalextend even further. Research suggeststhat rates of substance use amongyouths are lower among those whoseparents disapprove of substance usethan among those whose parents donot disapprove. The National House-hold Survey on Drug Abuse42 askedyouth aged 12 to 17 to report how they

thought their parents would feel abouttheir trying marijuana/hashish once ortwice, having one or two drinks of analcoholic beverage nearly every day, orsmoking one or more packs of ciga-rettes per day. The survey also askedabout the adolescents’ use of mari-juana/hashish, alcohol, and cigarettesduring the month before the survey.The study found that substance use waslower among youths who believed theirparents would strongly disapprovecompared to those who felt their par-ents somewhat disapproved or whothought their parents would neitherapprove nor disapprove.

Benefits of stated parental disap-proval of risk behavior also cover thearea of sex experimentation. Researchhas reported that the perception ofparental (particularly mother’s) disap-proval of teen sex is associated with adelayed age of first sexual intercourse.43

Parental influence also extends toyouth access to electronic media. Anewsletter from the American Academyof Pediatrics reported that several stud-ies indicate a relationship between ex-posure by children, from preschoolersthrough adolescents, to violent mediaand increased risk for exhibiting ag-gressive behaviors. Their recommenda-tions are so emphatic that they deserveto be quoted:

“The American Academy of Pedi-atrics recommends no screen time (tele-vision, DVDs, and videogames) for chil-dren less than two years of age and nomore than two hours of screen time perday for children older than two. Theyalso recommend that children shouldnot have TV or videogame screens intheir bedrooms. These strategies can befollowed more easily if your child is re-quired to choose ahead of time whatshow he is going to watch or whichvideogame he is going to play for his al-lotted media time. If you are consistentwith such an arrangement, you willmost likely find that your child adaptsquickly to your expectations and doesnot argue with you for more time infront of the television. If you start such aplan when your child is young, you may


esearch has

reported that

the perception of

parental (particu-

larly mother’s) dis-

approval of teen sex

is associated with a

delayed age of first

sexual intercourse.

R

not only reduce the chance of aggressivebehavior but also will be setting yourfamily up for an easier transition intoadolescence when increased media timeis a temptation.”44

The Community’s Role inReducing Risk Behaviors

In addition to parental responses thatcould positively impact youth develop-ment in facing at-risk behaviors, com-munity members and others interestedin youth behavior and developmenthave a definite role to play. Service learn-ing is a teaching and learning strategythat integrates meaningful communityservice with instruction and reflection toenrich the learning experience, teachcivic responsibility, and strengthen com-munities. Through service learning,young people—from elementarythrough college age—get to use whatthey learn in the classroom to solve real-life problems. They not only learn thepractical applications of their studies,

they also become actively contributingcitizens and community membersthrough the service they perform.45

Research has demonstrated real ben-efits to be gained from engaging in com-munity service/service learning. Kirby46

reported that service-learning programsare effective in reducing adolescentunprotected sex, pregnancy, and child-bearing. An additional benefit of serviceprograms is enhanced academic per-formance. Children and teens who en-gage in service tend to earn bettergrades.47

Service learning may be used as astrategy to prevent other risky behaviorsas well, including alcohol consumptionand tobacco use. In the United States,despite the fact that it is illegal for themto purchase alcohol, young people age12 to 20 account for 11 percent of all ofthe alcohol consumed, and within thisgroup, 90 percent have engaged in bingedrinking on multiple occasions.48 Fur-thermore, approximately 1,000 young

people under age 18 (in addition to ap-proximately 1,800 18-year-olds andolder adults) begin smoking each day,according to the CDC.49 An effective ap-proach to handling these problems is toimplement intervention programs foradolescents that focus on education andawareness campaigns, mentoring, andpolicy change, combined with servicelearning.50

How can you develop a successfulservice-learning program in yourschool? Merely sending students intothe community to pick up trash is notenough. Instead, follow a four-stepprocedure: (1) Identify and screen re-sponsible adults to take youngsters intothe community and involve them inchallenging service situations. (2) Talkto youngsters about what you are goingto do. (3) Accompany them to do theactivities. (4) Reflect with them aboutthe experience.51

Summary and ConclusionTeachers, parents, pastors, coun-

selors, community leaders, and othersinvolved in youth development have aresponsibility to help young peopleface challenges that may tempt them toengage in at-risk behavior. What strate-gies may these youth leaders, particu-larly teachers, employ in reference tothe use of electronic media?

• Ensure that the parents of yourstudents are aware of the urgent issuesrelated to electronic media. Share withthem the scientific evidence concerninghow long children should have accessto media, where media should be lo-cated, and the importance of supervis-ing their children’s media use. Mostimportantly, let parents know aboutthe short-term and long-term conse-quences of exposure to violent mediain any form. The benefits of controllingthe extent of exposure to, and the con-tent of, media are significant andbroad. Such benefits include reductionin obesity, improved grades, bettersleep patterns that relate to better cog-nitive choices, and a decreased aggres-sive and violent behavior.

• Be alert to identify opportunitiesto reinforce the value of family togeth-erness. Research makes it clear that eat-ing together as a family has specific


Research has demonstrated real benefits to be gained from engaging in communityservice/service learning.

Duane C. McBride,Ph.D., is Professorand Chair of the Be-havioral Science De-partment at An-drews University inBerrien Springs,Michigan, and Di-

rector of the Institute for the Prevention ofAddictions, also at Andrews University.He has conducted and published researchon a wide variety of topics, including drugabuse, enhancing adolescent resilience,and public health policy. For a number ofyears, Dr. McBride has served in a con-sulting capacity to the National Instituteof Health, the University of Miami Schoolof Medicine, the National Institutes ofJustice, and the National Institute onDrug Abuse.

Jacqueline Moreno,M.P.H., is currentlyWellness ProgramsCoordinator at theUniversity of Cali-fornia, Riverside.Her contribution tothis article was writ-

ten while she was a student in the Schoolof Public Health at Loma Linda Univer-sity. She continues to have an interest onthe impact of volunteerism and servicelearning on health and risk behavior, andoversees Community Service initiativesand Mental Health Outreach at Univer-sity of California, Riverside.

Susan Armstrong,M.P.H., R.N., iscurrently Adminis-trator of AstoriaRehabilitation Cen-ter in Astoria, Ore-gon. Her contribu-tion to this article

was written while she was a Dr.P.H. stu-dent at Loma Linda University.

Joni Roberts,M.A., is a TeachingAssistant in theSchool of PublicHealth at LomaLinda Universityand is currentlypursuing a doctor-

ate in public health with an emphasis onhealth education. She has experience inthe U.S. and internationally as an ele-mentary school teacher; her areas ofspecialization were early childhood edu-cation and children with learning dis-abilities.

Donivan Andregg,M.A. (Education),who assisted withthe draft of the in-troduction to thisarticle, taught andserved as an ad-ministrator in Ad-

ventist schools for 26 years, and is cur-rently Staff Development TrainingManager for Bristol Bay Area HealthCorporation in Dillingham, Alaska.

NOTES AND REFERENCES1. Timothy Johnson, Robert Shapiro, and

Roger Tourangeau, “CASA National Survey ofAmerican Attitudes on Substance Abuse XVI:Teens and Parents,” A Report by the NationalCenter on Addiction and Substance Abuse at Co-lumbia University (August 24, 2011). http:// www.casacolumbia.org/templates/NewsRoom.aspx?articleid=648&zoneid=51. Unless otherwiseindicated, all Websites in the references were ac-cessed in February 2013.

2. Vivian Vahlberg, “Fitting Into Their Lives:A Survey of Three Studies About Youth MediaUsage” (January 2010): http://www.americanpressinstitute.org/docs/foundation/research/fitting_into_their_lives.pdf. Accessed March 18,2013.

3. Victoria J. Rideout, Ulla G. Foehr, andDonald F. Roberts, “Generation M2: Media in theLives of 8- to 18-year-olds, A Kaiser FamilyFoundation Study” (Menlo Park, Calif.: HenryKaiser Family Foundation, January 2010):http://www.kff.org/entmedia/upload/8010.pdf.

4. David Buckingham and Kate Domaille,“Where Are We Going and How Can We GetThere?: General Findings From the UNESCOYouth and Media Education Survey 2001”:http://www.ccsonline.org.uk/mediacentre/Research_Projects/unesco_survey.html.

5. William H. Dietz Jr. and Steven L. Gort-maker, “Do We Fatten Our Children at the Tele-vision Set? Obesity and Television Viewing inChildren and Adolescents,” Pediatrics 75:5 (May1985):807-812. Abstract available from http://pediatrics.aappublications.org/cgi/content/abstract/75/5/807.

6. Carlos J. Crespo, et al., “Television Watch-ing, Energy Intake, and Obesity in U.S. Children:


benefits. Increasing the frequency offamily meals is likely to relate to im-proved learning, reduced risk behaviors(from sexual activity to substance use),and lower rates of victimization. Thiswill not only be of help to parentstoday, but also to your students as theyform their own families later on.

• Encourage parents to clearly com-municate their expectations, includingdisapproval of risk behaviors, ensuringthat their children understand the fam-ily’s moral standards. Research consis-tently shows that when parents takefirm moral stands and communicatethem clearly, this reduces the rate ofrisky behaviors by their children.

• Organize a service-learning pro-gram. Schools, churches, and youth or-ganizations can collaborate to organizeongoing service-learning opportunitiesthat channel youthful energy and rein-force the idealism of the younger gen-eration. Well-organized service-learn-ing programs have been shown toresult in improved learning, lower ratesof risk behaviors, and higher rates ofpro-social behaviors.

Gary L. Hopkins iscurrently a Re-search Professor atAndrews Universityin Berrien Springs,Michigan, where heis also AssociateDirector of the In-

stitute for Prevention of Addiction, Di-rector of the Center for Prevention Re-search, and Director of the Center forMedia Impact Research. He is also on thefaculty of the School of Public Health atLoma Linda University and an AssociateDirector in the Health Ministries De-partment of the General Conference. Dr.Hopkins holds doctorates in both medi-cine and public health, has authoredmany articles and books, and works withcommunities and governmental agenciesto design effective programs to preventhigh-risk behaviors among adolescents.

�

This article has been peer reviewed.

Results From the Third National Health and Nu-trition Examination Survey, 1988-1994,” JAMAPediatrics 155:3 (March 2001):360-365. Availablefrom http://archpedi.ama-assn.org/cgi/reprint/ 155/3/ 360.pdf; Frederick J. Zimmerman and Jan-ice F. Bell, “Associations of Television ContentType and Obesity in Children,” American Journalof Public Health 100:2 (February 2010):334-340.

7. Judith Owens, et al., “Television-ViewingHabits and Sleep Disturbance in School Chil-dren,” Pediatrics 104:3 (September 1999): http:// pediatrics.aappublications.org/cgi/content/abstract/104/3/e27.

8. David Crawford and Robert W. Jeffery,eds., Obesity Prevention and Public Health (NewYork: Oxford University Press, 2005).

9. Rideout, et al.,“Generation M2,” op. cit.;Susan B. Sisson, et al., “TVs in the Bedrooms ofChildren: Does It Impact Health and Behavior?”Preventive Medicine 52:2 (February 2011):104-108.

10. University of Michigan Health System,“Television and Children” (2010): http://www. med.umich.edu/yourchild/topics/tv.htm.

11. Kaiser Family Foundation, “Zero to Six:Electronic Media in the Lives of Infants, Toddlersand Preschoolers—Report”: (October 1, 2003):http://kff.org/other/report/Zero-to-Six-Electronic-Media-in-the/.

12. American Academy of Pediatrics Com-mittee on Public Education, “Children, Adoles-cents and Television,” Pediatrics 107:2 (February2001): http://pediatrics.aappublications.org/ content/107/2/423.full.

13. Jan Van den Bulck, “Is Television Bad forYour Health? Behavior and Body Image of theAdolescent ‘Couch Potato,’” Journal of Youth andAdolescence 29: 3 (March 2000):273-288.

14. Owens, et al., “Television Viewing Habitsand Sleep Disturbance in School Children,” op. cit.

15. Yusaku Tazawa and Kyoji Okada, “Physi-cal Signs Associated With Excessive Television-Game Playing and Sleep Deprivation,” PediatricsInternational 43:36 (December 2001):647-650.

16. Jan Van den Bulck, “Text Messaging as aCause of Sleep Interruption in Adolescents, Evi-dence From a Cross-Sectional Study,” Journal ofSleep Research 12:3 (September 2003): Abstractavailable online at http://onlinelibrary.wiley. com/doi/10.1046/j.1365-2869.2003.00362.x/full.

17. Van den Bulck,“Is Television Bad for YourHealth? Behavior and Body Image of the Adoles-cent ‘Couch Potato,’” op. cit.

18. L. Rowell Huesmann, “The Impact ofElectronic Media Violence: Scientific Theory andResearch,” Journal of Adolescent Health 41:6 (De-cember 2007):S5-S13: doi:10.1016/j.jadohealth_ 2997.09.005.

19. Brad J. Bushman and L. R. Huesmann,“Effects of Televised Violence on Aggression,” inD. Singer and J. Singer, eds., Handbook of Chil-dren and the Media (Thousand Oaks, Calif.: SagePublications, 2001), pp. 223-254.

20. For information on protecting children on-line, see http://circle.adventist.org//files/ jae/ en/ jae201375035513.pdf; http://circle.adventist. org//files/jae/en/jae201375022606.pdf.

21. D. H. Bernat and M. D. Resnick, “Con-nectedness in the Lives of Adolescents,” in R. J.DiClemente, J. S. Santelli, and R. A. Crosby, eds.,Adolescent Health: Understanding and PreventingRisk Behaviors (San Francisco: Jossey-Bass), pp.375-389.

22. Heather Patrick and Theresa A. Nicklas,“A Review of Family and Social Determinants ofChildren’s Eating Patterns and Diet Quality,”Journal of the American College of Nutrition 24:2(April 2005):83-92.

23. Margie R. Skeer and Erica L. Ballard, “AreFamily Meals as Good for Youth as We Think TheyAre? A Review of the Literature on Family Meals asThey Pertain to Adolescent Risk Prevention,” Jour-nal of Youth and Adolescence 42:7 (July 2003):943-963; The National Center on Addiction and Sub-stance Abuse at Columbia University (CASA),“The Importance of Family Dinners VIII” (Sep-tember 2012): http://www.casacolumbia.org/ templates/PressReleases.aspx?articleid=697& zoneid =95.

24. Maria E. Eisenberg, et al., “Correlations Be-tween Family Meals and Psychosocial Well-BeingAmong Adolescents,” Archives of Pediatrics andAdolescent Medicine 158:8 (August 2004):792-796.

25. Michael D. Resnick, Lauren J. Harris, andRobert W. Blum, “The Impact of Caring andConnectedness on Adolescent Health and Well-Being,” Journal of Pediatrics and Child Health 29(Suppl. 1):S3-S9.

26. Mary Story and Dianne Neumark-Sztainer, “A Perspective on Family Meals: DoThey Matter?” Nutrition Today 40:6 (November/December 2005): 261-266.

27. Dianne Neumark-Sztainer, “EatingAmong Teens: Do Family Mealtimes Make a Dif-ference for Adolescents’ Nutrition?” New Direc-tions for Child and Adolescent Development 40:3(2006):91-105.

28. Teri L. Burgess-Champoux, et al., “AreFamily Meal Patterns Associated With Overall DietQuality During the Transition From Early to Mid-dle Adolescence?” Journal of Nutrition Educationand Behavior 41:2 (March/April 2009):79-86.

29. Dianne Neumark-Sztainer, et al., “FamilyMeal Patterns: Associations With Sociodemo-graphic Characteristics and Improved DietaryIntake Among Adolescents,” Journal of the Ameri-can Dietetic Association 103:3 (March 2003):317-322.

30. Catherine E. Snow and Dianne E. Beals,“Mealtime Talk That Supports Literacy Develop-ment,” New Directions for Child and AdolescentDevelopment 111 (Spring 2006):51-66.

31. CASA, “The Importance of Family Din-ners VIII,” op. cit.

32. Ibid., p. 2.33. Eisenberg, et al., “Correlations Between

Family Meals and Psychosocial Well-Being inAdolescents,” op. cit.

34. CASA, “The Importance of Family Din-ners” (2012), op. cit.

35. Alina M. Baltazar, et al., Executive Sum-mary: Andrews University Risk and Protective Fac-tor Survey (August 22, 2012).

36. Duane C. McBride, et al., “Family Meals

and Victimization.” Presented at the AmericanSociety of Criminology, Chicago, Illinois, No-vember 16, 2012.

37. L. Matthews, M. Green, and C. Perrone,“Family Dinner Participation and AdolescentSuicidal Ideation,” Presented at the American So-ciety of Criminology, Chicago, Illinois, Novem-ber 16, 2012.

38. National Institute on Alcohol Abuse andAlcoholism, “Make a Difference: Talk to YourChild About Alcohol”: http://pubs.niaaa.nih. gov/ publications/MakeADiff_HTML/makediff.htm.

39. S. G. Nash, A. McQueen, and J. H. Bray,“Pathways to Adolescent Alcohol Use: Family En-vironment, Peer Influence, and Parental Expecta-tions,” Journal of Adolescent Health 37:1 (July2005):19-28.

40. Ibid.41. Ibid.42. National Household Survey on Drug

Abuse, “Parental Disapproval of Youths’ Sub-stance Use”: http://www.samhsa.gov/data/ 2k2/ parentdisapproval/parentdisapproval.htm.

43. James Jaccard, Patricia J. Dittus, and Vi-vian V. Gordon, “Parent-Adolescent Congruencyin Reports of Adolescent Sexual Behavior and inCommunication About Sexual Behavior,” ChildDevelopment 69:1 (February 1998):247-261.

44. Edward Christophersen and SusanVanScoyoc for the American Academy of Pedi-atrics, “What Parents Can Do Right Now to Re-duce Aggressive Behavior in Young Children.”Published for AAP Section on Developmentaland Behavioral Pediatrics Newsletter 5 (Spring2010): http://www.aap.org/sections/dbpeds/ pdf%5CPDFNewContent%5CParent%20Handouts%5CWhatParentsCanDo.pdf.

45. National Service-Learning Clearinghouse,“What Is Service Learning? ETR Associates”:http:// www.servicelearning.org/what-service-learning.

46. Douglas Kirby, “Effective Approaches inReducing Adolescent Unprotected Sex, Preg-nancy and Childbearing,” Journal of Sex Research39:1 (February 2002):51-57.

47. Jennifer A. Schmidt, Lee Shumow, andHayal Kackar, “Adolescents’ Participation in Serv-ice Activities and Its Impact on Academic, Behav-ioral, and Civic Outcomes,” Journal of Youth andAdolescence 36:2 (February 2007):127-140.

48. Centers for Disease Control and Preven-tion, “Alcohol and Public Health,” [Fact sheet]:http://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm.

49. __________, “Smoking and Tobacco Use”[Fact sheet]: http://www.cdc.gov/tobacco/ data_ statistics/fact_sheets/fast_facts/index.htm#use.

50. Kirby, “Effective Approaches to ReducingAdolescent Unprotected Sex,” op. cit.

51. Gary L. Hopkins, et al., “DevelopingHealthy Kids in Healthy Communities: Eight Evi-dence-Based Strategies for Preventing High-RiskBehaviour,” Medical Journal of Australia 186:10(May 2007):S70-S73.


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