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Author: Magee, Tracy
Resulting in 3 citations.
1. Magee, Tracy
Behavior Problems in Childhood: Testing an Interactive Model
Ph.D. Dissertation, School of Nursing, Boston College, 2004. DAI-B 66/03, p. 1397, Sep 2005
Cohort(s): Children of the NLSY79
Publisher: UMI - University Microfilms, Bell and Howell Information and Learning
Keyword(s): Behavior; Behavior Problems Index (BPI); Behavioral Problems; Children, Adjustment Problems; Children, Behavioral Development; Children, Home Environment; Children, Illness; Home Observation for Measurement of Environment (HOME); Mothers, Education; Motor and Social Development (MSD); Temperament

There is compelling evidence that the first years of life are important for the social, emotional and cognitive development of a child. Advances in medical technology have made it possible to confirm that the experiences children have in the first years of life may have life long influences on the development of the child, including behavior problems. Yet pediatric health care has not embraced these findings and families are no longer being well served by pediatric primary care. The purpose of this study was to identify the relationships within a proposed conceptual framework, based on a transactional model of child development, of child-mother-environment transactions and to identify the contribution of each variable to behavior problems of the school age child. The current study is a secondary analysis using data from the National Longitudinal Survey of Youth 1979 (U.S. Bureau of Labor, ("NLSY79 Children and Young Adults," 2003) to describe and test relationships that impact child behavior using a transactional model that includes: (a) child variables of ethnicity, age, gender, health, prenatal drug exposure, prematurity, birth weight, temperament, cognition and motor development, (b) mother variables of age, education and parenting ability and (c) environmental variables of socioeconomic status, social support and quality of the home environment. Using the transactional model of child development supported by the developmental science framework, this research described and tested a conceptual framework of child-mother-environment transactions and identified the contribution of each variable to behavior problems of the school age old. Results of this study indicate, child temperament, gender, ethnicity, maternal education and parenting ability, measured between the ages of one month to four years of age were predictors of behavior problems in school age children in a not at risk sample. By identifying specific variables in a child's life in early childhood that contribute to behavior problems in school age, this nurses can plan effective and efficient interventions as well as advocating for the needs of children and families.
Bibliography Citation
Magee, Tracy. Behavior Problems in Childhood: Testing an Interactive Model. Ph.D. Dissertation, School of Nursing, Boston College, 2004. DAI-B 66/03, p. 1397, Sep 2005.
2. Magee, Tracy
Lee, Susan M.
Giuliano, Karen K.
Munro, Barbara
Generating New Knowledge From Existing Data: The Use of Large Data Sets for Nursing Research
Nursing Research 55,2S (March-April 2006): S50-S56.
Also: http://www.ncbi.nlm.nih.gov/pubmed/16601635
Cohort(s): Children of the NLSY79
Publisher: Lippincott Williams & Wilkins
Keyword(s): Behavior Problems Index (BPI); Children, Behavioral Development; Data Analysis; Home Observation for Measurement of Environment (HOME); Mothers, Education; Motor and Social Development (MSD); Overview, Child Assessment Data; Temperament

Permission to reprint the abstract has not been received from the publisher.

BACKGROUND: An unprecedented amount of data from a variety of disciplines containing variables of interest to nursing are available to nurse researchers. In response, the use of large data sets is emerging as a legitimate method that can help facilitate the translation of knowledge to practice.

OBJECTIVE: To explore the spectrum of methodological issues and practical applications encountered by three nurse researchers using secondary data analysis of three existing large data sets as a means to ask new questions and generate new nursing knowledge.

METHODS: Three research studies using the analysis of three existing large data sets were described. The following are discussed: developing a theoretical framework, selecting an appropriate data set, operationalizing and measuring variables, preparing data for analysis, and identifying threats to validity and reliability.

RESULTS: Although the use of existing data may shorten the time from question to answer, the research process remains the same. The three research studies were used to illustrate conceptual congruence, threats to internal and external validity, and threats to reliability and generalizability.

DISCUSSION: Data obtained from a variety of disciplines and for a variety of reasons can and should be used to answer nursing practice and research questions. Using existing large data sets offers nurse researchers a unique opportunity to ask and answer questions that can affect how nurses care for patients in a time-effective and cost-efficient manner. Exploring the spectrum of methodological issues and practical applications involved in this work will help guide nurse researchers through the process.

Bibliography Citation
Magee, Tracy, Susan M. Lee, Karen K. Giuliano and Barbara Munro. "Generating New Knowledge From Existing Data: The Use of Large Data Sets for Nursing Research." Nursing Research 55,2S (March-April 2006): S50-S56.
3. Magee, Tracy
Roy, Sister Callista
Predicting School-Age Behavior Problems: The Role of Early Childhood Risk Factors
Pediatric Nursing 34,1 (January/February 2008): 37-44
Cohort(s): Children of the NLSY79
Publisher: Janetti Publication, Inc.
Keyword(s): Behavior Problems Index (BPI); Behavioral Problems; Children, Behavioral Development; Children, School-Age; Health Care; Home Observation for Measurement of Environment (HOME); Modeling, Logit; Motor and Social Development (MSD); Parenting Skills/Styles; Temperament

Permission to reprint the abstract has not been received from the publisher.

Purpose. To examine the impact of early childhood risk factors on school-age child behavior. Identifying the relationships of risk factors in early childhood contributing to behavior problems in school age-children can effectively target interventions during pediatric primary care encounters. Methods. An 8-year longitudinal, retrospective secondary analysis using a sample of children (N 721) from the National Longitudinal Survey of Youth 1979 (NLSY79). Results. A logistic regression model prediction was significant (R2 = 0.62, p < .001) though modest with overall behavior problems predicted at 62.5% with sensitivity problems. Adjusted odds ratios indicate a young boy with a difficult temperament was two times more likely to have behavior problems at school age. The same boy with a less able mother was eight times more likely to have problem behavior at school age. Implications for practice. There are significant risk factors in early childhood that predict school-age behavior problems even in a non-clinical sample. All families deserve ongoing behavioral screening and assessment. [ABSTRACT FROM AUTHOR]

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Bibliography Citation
Magee, Tracy and Sister Callista Roy. "Predicting School-Age Behavior Problems: The Role of Early Childhood Risk Factors." Pediatric Nursing 34,1 (January/February 2008): 37-44.