Mediating the Message: How Mothers Regulate Television for their Teenage Children
Référence bibliographique 
Stefanyshyn, Darice. 2002. «Mediating the Message: How Mothers Regulate Television for their Teenage Children». Mémoire de maîtrise, Montréal, Université Concordia, Département de communication.
Intentions : « The following project will address the question of how parents interpret their responsibility as sole media regulators for their teenage children. » (8) Questions/Hypothèses : « Are proper television regulation in the home the basis for worrisome expressions of teen angst? For juvenile delinquency? For assorted other societal ills? Is it even fair to argue that the way parents currently contend with domestic television use is inadequate? What exactly are parents doing in the home to ensure that their children make sense of what they are watching? Why are they doing it? What are the mechanisms for rule making? How do teens react to, negotiate or flout such rules? » (p. 8)
Échantillon/Matériau : « Nine mothers and nine teenagers were interviewed on the topic of television regulation in their homes. » (p. 8)
Instruments : « The interviews were tape recorded, allowing me to concentrate fully on the interaction between myself and the participant and to not have to worry about taking notes. Though there were a number of standard questions which all informants were asked [...], the open-ended format enabled the interviewer greater flexibility to explore the ideas arising that were most salient to the participant. » (p. 37) Type de traitement des données : Analyse de contenu
« In the Canadian media environment, television is subject to few regulations. The federal government has not enacted legislation governing acceptable television content or the number of educational hours for children and no official stand on the expected benefit of television to society has been taken by any government body. Broadcasters, as well, avoid accountability for broadcasting questionable images and ideas, hiding under the umbrella of freedom. Nevertheless, parents, teachers and child-care professionals feel that young audiences should not have unfettered access to television and what they do access should be viewed with a critical eye. It is parents, then, who have the greatest responsibility in monitoring, regulating and teaching about the television their children view in the home. This project asks parents and teenagers to share their interpretation of this rule-making process, to discuss what rules are enforced and how they are enforced and to explain why, if none are in place, rules are unnecessary. This project further reveals the role of communication in the family as a means to assess media comprehension as well as the three skills groups that teenagers and parents employ when watching television, giving breath and nuance to the notion that audiences are ’active’ or ’critical’. » (p. iii)