16 minute read
The Complete Download on Screen Addiction
If you are in a public place reading this article, I invite you to take a look around to see how many children’s heads are bowed toward the light of a screen (phone, tablet, or other). Chances are it’s quite a few thanks to the digital age we live in.
SCREEN ADDICTION the complete download on
he truth is, screens play a part in shaping our children’s lives at home and at school, and they will continue to do so for the foreseeable future. While screens have benefits (access to greater global knowledge and educational resources being shared in real-time, just to name a few) they, like all other aspects of life, should be used in moderation. T
BEHAVIORAL ADDICTION VS SUBSTANCE ADDICTION Some may have heard, and even used, the phrase “screen addiction.” For those who haven’t, this phrase has been used to identify a rapidly growing phenomenon observable among all populations but highly noticeable in young adults, teens, tweens, and children. According to studies from the nonprofit group Common Sense Media, our children average the following screen times by age per day: + (13-19 years) average roughly 9 hours + (10-12 years) average roughly 6 hours + (0 to 8 years) average roughly 2.5 hours Does this mean a teen spending nearly a third of their day, or a tween spending nearly a fourth of their day in front of a screen is addicted? Not necessarily.
To understand why use does not equate addiction, it is important to understand the difference between behavioral addiction and physical addiction. Behavioral addiction such as “screen addiction” is similar to physical addiction such as to alcohol, meth, or heroin, except that when it comes to behavior, the addiction is to the feeling the user gets from interaction rather than physical need.
Even though “screen addiction” is not physical, the lack of screen interaction can cause similar reactions of intense emotional and negative behavioral responses when the screen is absent or taken away. This is because the same is true for all addiction - the source of the addiction becomes the greatest priority. This priority can be greater than life needs such as sleeping, eating,
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bathing, and interpersonal interaction.
NOTE: Age can determine the capacity for addiction. For children under the age of 12, behavioral addictions do not necessarily occur due to a lack of what is needed for an addiction to exist – mainly a high capacity for self-reflection and self-regulation (selfdetermined change of behavior). This is why a negative reaction, such as having a meltdown, in response to the loss of screen time would not typically be seen as addiction in children under the age of 12.
However, if a child under the age of 12 demonstrates self-reflection and the ability to self-regulate, behavioral addictions can occur.
HOW TO IDENTIFY SCREEN ADDICTION Before we dive into the identification of, and if needed, “screen addiction” correction, think about your children for a second and see if the following nine statements describe them: + It is hard for my child to stop using screen media. + Screen media is the only thing that seems to motivate my child. + Screen media is all that my child seems to think about. + My child’s screen media use interferes with family activities. + My child’s screen media use causes problems for the family. + My child becomes frustrated when he/she cannot use screen media. + The amount of time my child wants to use screen media keeps increasing. + My child sneaks using screen media. + When my child has had a bad day, screen media seems to be the only thing that helps them feel better. After Sarah E. Domoff of Central Michigan University and a team of researchers studied parents, their children, and issues surrounding screen use, they developed the Problematic Media Use Measure (PMUM) and the Problematic Media Use Measure Short Form (PMUM SF). The above statements are from the PMUM SF.
If these statements resonated in your child’s behavior, they may struggle with some degree of screen addiction.
TIPS TO OVERCOME SCREEN ADDICTION AND PREVENT IT The new Canadian Paediatric Society has published 2019 guidelines for promoting healthy screen use in school-aged children and adolescents. Here are six of their recommendations to address and improve your child’s relationship with their screen:
1. Lead with Empathy Communicating with your child about sensitive issues is best done when they know you are firmly on their side and only have their best interest in mind. This means, approaching the topic of screen media with understanding and empathy will set all conversation up for success. + Acknowledge how you understand screen media can be fun (share positive ways you use your screen media). + Acknowledge how screen media is a part of socializing and connecting with their peers (show them how you positively use screen media to connect with your friends). + Let them know your interest in their screen time comes from a place of wanting them to develop in a healthy and positive way.
2. Set Screen-time Limits: Here are suggested screen times by age: + No screen time for children younger than 2 years (except for video-calling with friends and family). + Less than 1 hour per day of routine or regular screen time for children 2 to 5 years old. + For children 5 and older screen time should be monitored and balanced with other activities (media time at school and in childcare is addressed below). + Avoid all screens for at least 1 hour before bedtime.
3. Develop a Family Media Plan Each family media plan will be unique but should include the following: + Individualized time and content limits.
+ Utilization of parental controls and privacy settings. + Co-viewing and talking about content with your children to discourage the use of multiple devices at the same time. + Obtain all passwords and log-in information for their devices. + Discuss appropriate online behaviors.
4. Encourage Meaningful Screen Time As stated earlier, you should communicate how screen time can be fun. You can also show them how screen time can be beneficial. + Work with your children to choose age-appropriate content and recognize problematic content or behaviors together. + Become part of your children’s media lives (work with their schools and child-care to help them consider developing their own plans screen use). + Usher your children toward educational apps (reading, puzzles, reasoning games) rather than apps that promote activities involving violent games, excessive social media engagement, or selfie-driven interactions.
5. Be a Strong Example Remember, your children look to you for guidance. Changing your screen behavior will be a good way to direct theirs. + Review your own media habits and plan time for alternative play and activities. + Encourage daily “screen-free” times for the whole family. + Turn off your screens when they aren’t in use (this includes TVs). + Avoid your screen at least 1 hour before bedtime.
6. Monitor for Signs of Problematic Use (Prevention) Signs include: + Complaints about boredom and sadness in the absence of screen media. + Excessive talk about online experiences. + Use that interferes with sleep, school, personal interactions, offline play, and physical activity. + Emotional outbursts around the removal of screen media.
Screens are here to stay. Finding ways to help your child(ren) understand how to use these tools in moderation will not only help them interact with technology in a healthy way, it may also encourage greater family connection. ■
Check out who’s standing out in our community.
IS THERE SOMEONE YOU’D LIKE TO NOMINATE? Please email coleen@youthconnectionscoalition.org and tell us why this individual has stood out in your crowd.
FACES IN THE CROWD
Carolyn Wedll PRICKLY PEAR ELEMENTARY SCHOOL, 2ND GRADE Carolyn is a student that loves to lend a hand and watches out for “the little guy.” She is the type of person that doesn’t wait to be asked or told what to do, she simply does it! In kindergarten she was a helper and friend to a special-needs classmate that had difficulty communicating and controlling his responses. She understood his challenges and always welcomed him in class activities. Through first and second grade she has been a dependable friend for a medically fragile student that often has to stay indoors for recess, and can sometimes use an extra “push” with the wheelchair. Carolyn shows others what it means to be a friend and advocate for others.
Hailey Burger CR ANDERSON MIDDLE SCHOOL, 8TH GRADE Faith, family, friends, school and sports are very important in Hailey’s life. She is passionate about rodeo and is a member of the National Junior High School Rodeo Association, Montana High School Rodeo Association and the Helena Rodeo Team. She loves to spend time with her animals and has a special bond with her horses. Her favorite event is goat tying. She qualified for the National Finals Junior High Rodeo in both goat tying and pole bending in 2019. Hailey is a kind person and has touched many lives with her caring and sharing personality. She is a fierce competitor and loves to win. Her hard work and dedication helps her accomplish her goals and achieve success.
Bella Nyman PROJECT FOR ALTERNATIVE LEARNING Bella was Shodair Children’s Hospital Champion in 2019 and is currently one of ten national champions for the Children’s Miracle Network. Her teacher said, “I have worked with thousands of students throughout my career, but Bella stands out as one of the most resilient, hard-working, compassionate, intelligent, and driven people I’ve ever met. Her story is motivational, her willingness to help others is immense, and her care for the world and people around her is to be admired. Bella has had to fight through a lot to get to where she is, but she doesn’t hide that part of her past. In fact, just the opposite; she embraces her story and uses it to help others in need. She is one-of-a-kind.”
Kelly Ackerman THERAPIST Kelly is a therapist in private practice. She is a facilitator of Circle of Security Parenting as well as Love and Logic. She is a former board member of Youth Connections and is a frequent contributor to YC Magazine, sharing her expertise and passion for helping kids and families. She is a mom to three amazing girls who are active in the arts, which she actively supports. She believes all kids have value and worth and that active work to seek, find and engage is the key, which is done through listening to the message they tell themselves and try to tell others. Though busy with work and volunteering, she always makes time for what is important. Thanks for your contributions, Kelly!
MAPS Media Institute COMMUNITY PARTNER MAPS was established in 2004 as an educational nonprofit whose mission is “to empower, inspire and prepare Montana’s next generation for future success through professional media arts instruction, engaging community service and compassionate mentoring.” MAPS has afterschool and summer programs in Ravalli, Lewis & Clark, and Lake Counties. The MAPS Media Lab or “Road Show”, facilitates media workshops with students in rural and Reservation communities. All of MAPS programming is free-of-charge. In 2017, MAPS was recognized with a National Arts and Humanities Youth Programs award, an honor given to the top 12 creative youth organizations in the country. Their key to success is putting professional equipment into the hands of students with the guidance of compassionate, skilled artist-educators. For information: mapmediainstitute.com.
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40 DEVELOPMENTAL ASSETS
40 Developmental Assets are essential qualities of life that help young people thrive, do well in school, and avoid risky behavior.
Youth Connections utilizes the 40 Developmental Assets Framework to guide the work we do in promoting positive youth development. The 40 Assets model was developed by the Minneapolis-based Search Institute based on extensive research. Just as we are coached to diversify our financial assets so that all our eggs are not in one basket, the strength that the 40 Assets model can build in our youth comes through diversity. In a nutshell, the more of the 40 Assets youth possess, the more likely they are to exhibit positive behaviors and attitudes (such as good health and school success) and the less likely they are to exhibit risky behaviors (such as drug use and promiscuity). It’s that simple: if we want to empower and protect our children, building the 40 Assets in our youth is a great way to start.
Look over the list of Assets on the following page and think about what Assets may be lacking in our community and what Assets you can help build in our young people. Do what you can do with the knowledge that even through helping build one asset in one child, you are increasing the chances that child will grow up safe and successful. Through our combined efforts, we will continue to be a place where Great Kids Make Great Communities.
Turn the page to learn more!
The 40 Developmental Assets ® may be reproduced for educational, noncommercial uses only. Copyright © 1997 Search Institute ® , 615 First Avenue NE, Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org. All rights reserved.
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CEO of the YMCA exercising with youth
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Boy Scouts help at Festival of Trees
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Dad and daughter spending quality time together
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Our Redeemer’s Lutheran Church youth group having fun
SUPPORT 1. Family support: Family life provides high levels of love and support. 2. Positive family communication: Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s). 3. Other adult relationships: Young person receives support from three or more nonparent adults. 4. Caring neighborhood: Young person experiences caring neighbors. 5. Caring school climate: School provides a caring, encouraging environment. 6. Parent involvement in school: Parent(s) are actively involved in helping young person succeed in school.
EMPOWERMENT 7. Community values youth: Young person perceives that adults in the community value youth. 8. Youth as resources: Young people are given useful roles in the community. 9. Service to others: Young person serves in the community one hour or more per week. 10. Safety: Young person feels safe at home, at school, and in the neighborhood.
BOUNDARIES & EXPECTATIONS 11. Family boundaries: Family has clear rules and consequences and monitors the young person’s whereabouts. 12. School boundaries: School provides clear rules and consequences. 13. Neighborhood boundaries: Neighbors take responsibility for monitoring young people’s behavior. 14. Adult role models: Parent(s) and other adults model positive, responsible behavior. 15. Positive peer influence: Young person’s best friends model responsible behavior. 16. High expectations: Both parent(s) and teachers encourage the young person to do well.
CONSTRUCTIVE USE OF TIME 17. Creative activities: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. 18. Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. 19. Religious community: Young person spends one or more hours per week in activities in a religious institution. 20. Time at home: Young person is out with friends “with nothing special to do” two or fewer nights per week.
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COMMITMENT TO LEARNING 21. Achievement motivation: Young person is motivated to do well in school. 22. School engagement: Young person is actively engaged in learning. 23. Homework: Young person reports doing at least one hour of homework every school day. 24. Bonding to school: Young person cares about her or his school. 25. Reading for pleasure: Young person reads for pleasure three or more hours per week.
POSITIVE VALUES 26. Caring: Young person places high value on helping other people. 27. Equality and social justice: Young person places high value on promoting equality and reducing hunger and poverty. 28. Integrity: Young person acts on convictions and stands up for her or his beliefs. 29. Honesty: Young person “tells the truth even when it is not easy.” 30. Responsibility: Young person accepts and takes personal responsibility. 31. Restraint: Young person believes it is important not to be sexually active or to use alcohol or other drugs.
SOCIAL COMPETENCIES 32. Planning and decision making: Young person knows how to plan ahead and make choices. 33. Interpersonal competence: Young person has empathy, sensitivity, and friendship skills. 34. Cultural competence: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. 35. Resistance skills: Young person can resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently.
POSITIVE IDENTITY 37. Personal power: Young person feels he or she has control over “things that happen to me.” 38. Self-esteem: Young person reports having a high self-esteem. 39. Sense of purpose: Young person reports that “my life has a purpose.” 40. Positive view of personal future: Young person is optimistic about her or his personal future.
CHS Business Professionals of America compete at MSU
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Reading for fun at Kessler
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Winners from HHS of the Weld Off
Friends enjoying safe and healthy game night
