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Screen Time And Learning A Balanced Approach

The Pros and Cons of screen time and learning a balanced approach

Screen time is a hot topic lately and many of you have probably heard about the negative effects of too much screen time, not only for children but for adults as well. We hear things like, “Limit screen time to an hour per day” or “Screens and games are addictive”. In fact, one author has called screen time “digital heroin” (Kardaras, 2016), while others say it causes kids to be “moody, crazy, and lazy” (Dunkley, 2015). Some say that too much screen time early on can have lifetime consequences, leading to high anxiety rates and low frustration tolerance (Dimmerman, 2016; Margalit, 2016). Technology has been said to disconnect people emotionally from others, which includes children disengaging with one another (or adults), but also parents being emotionally unavailable to their children. It all seems rather scary, doesn’t it?

At the same time, we live in a technologicalage. Many educators and other professionals value the idea of increasing technological skills and encourage kids to use computers and iPads at school and at home. Children are fascinated by technology from a young age, watching their parents and others around them using smart phones, computers, and other devices. As well, children are surpassing their caregivers’ skills in their use of technology; this has resulted in important advice regarding setting limits on access to, and use of, websites in order to protect children from accidentally stumbling upon things on the Internet that may be detrimental to their health and wellbeing.
If we break down some of the research regarding gaming and screen time, we see that it can have both biological (physiological) effects as well as environmental (interpersonal) effects. For example, some say that it can have effects similar to that of drug addition, that it can increase sensory overload, that it can induce stress-reactions physiologically, and that it disconnects people from face-to-face interactions and other positive engagement with the environment, such as play (that is, play that does not revolve around a screen game). However, the effects aren’t all bad, and many parents and educators would agree that technology and screen time has its place in today’s society. In a recent article published in theEarly Childhood Education Journal, the authors noted, “the most appropriate and beneficial use of [media and screen time] encompasses the interactive engagement between a child and a caring adult. In the same vein as the promotion of shared book experiences and guided reading, current research about best practices with [media and screen time] calls for shared understandings and meaning making between children, caregivers, and educators encouraging bonding and enhanced creative learning in the gold standard tradition of crayons, markers, and paint” (Sharkins, Newton, Albaiz, & Ernest, 2015, p. 10)
As with most things, there must be a healthy balance between engagement with technology and engagement with others, face-to-face and in the moment.With this type of approach, we don’t mean equal bits of technology time with non-technology time. What we mean is: there is a time and place for technology, whether it is for learning or for enjoyment. Setting aside 30 minutes in the morning and 30 minutes at night might be a way to engage in this type of balanced approach. As well, and as noted above, technology use can have its mostbeneficial effectsfor children when using it with caregivers and/or teachers.

It is so important to be present with your children and with others around you. If this means checking (leaving) your phone at the front door or in another room in the house so that you can more easily resist temptation to be on it instead of listening to how your child’s(or partner’s) day was, helping your child(or partner) set or achieve goals, or talking to your child(or partner) about upcoming plans, then so be it. Children need positive modelling and encouragement to engage in a balanced approach with technology. If parents don’t show this, then they may be implicitly setting their children up for difficulties – including theabove mentioned negative effects of technology use. So, our advice to you:

1. Connect with your children or other people in your life face-to-face, then set aside some time to check email, social media etc.
2. Help set limits or boundaries (for children, yourself, or both) on the use of technology in order to live a balanced approach.
3. If you are struggling to find and implement this balanced approach, reach out and seek some help from friends, family, or professionals.

Good luck! Now it is our turn to embody this advice – by shutting down the computer for a while. Hope you enjoyed this post today đŸ™‚

Kayla Balsden is Registered Provisional Psychologist at Rocky Mountain Psychological Services. Kayla helps parents and children live a personally meaningful and balanced life. In her spare time, Kayla enjoys spending quality time with her loved ones, exercising, and spending time outdoors.

References

  • Dimmerman, S. (2016, February). Anxiety the leading mental health issue among Canadian children Retrieved fromhttp://www.cbc.ca/news/canada/saskatoon/kids-anxiety-epidemic-1.3433379
  • Dunkley, V. (2015, August). Screen time is making kids moody, crazy, and lazy. Retrieved from https://www.psychologytoday.com/blog/mental-wealth/201508/screentime-is-making-kids-moody-crazy-and-lazy
  • Kardaras, N. (2016, August). It’s ‘digital heroin’: How screens turn kids into psychotic junkies. Retrieved from http://nypost.com/2016/08/27/its-digital-heroin-how-screens-turn-kids-into-psychotic-junkies/
  • Margalit, L. (2016, April). This is what screen time really does to kids’ brains: Too much at the worse possible age can have lifetime consequences. Retrieved from https://www.psychologytoday.com/blog/behind-online-behavior/201604/is-what-screen-time-really-does-kids-brains
  • Sharkins, K.A., Newton, A.B., Albaiz, N.E.A., & Ernest, J.M. (2015). Preschool children’s exposure to media, technology, and screen time: Perspectives of caregivers from three early childcare settings. Early Childhood Education Journal, 43(6), . DOI: 10.1007/s10643-015-0732-3
  • Unknown Author, Occupational Therapist (2016, August).Why are our children so bored at school, cannot wait, get easily frustrated and have no real friends? Retrieved from http://yourot.com/parenting-club/2016/5/16/why-our-children-are-so-bored-at-school-cant-wait-and-get-so-easily-frustrated

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Rocky Mountain Psychological Services (RMPS) is dedicated to helping children and teens work through any issues they have towards becoming self-confident, successful young adults. We know that the earlier years of life can be challenging to navigate, which is why we are here to provide our patients with the assistance they need to succeed. Our expert psychologists understand the best methods for working with people of all ages, as our services are completely suited to your individual needs and requirements.

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MacKenzie Ebel

MacKenzie is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Arts in Psychology at Princeton University, where she also played 4 years for the women’s ice hockey team. She recently completed her Masters in Counselling Psychology through City University of Seattle.MacKenzie has worked with children, youth, and their families in a number of settings, through coaching, as a behavioural aid, and counselling through her internship placement. She is excited to continue learning about assessment administration, neurofeedback, and play therapy practices at RMPS! Currently, she is part of the assessment and neurotherapy team, as she completes her final capstone assignment and intends to join our counselling team as a Registered Provisional Psychologist.

Tammy Thomson

Tammy is a graduate of the Master of Arts in Counselling Psychology (MACP) program at Yorkville University and is trained at the master’s level in art therapy as a professional art psychotherapist and member of the Canadian Art Therapy Association. She brings more than 20 years of experience working with children, teens, and families in child development settings, children’s hospitals, and schools as an early childhood educator and elementary teacher.She completed a Bachelor of Applied Science specializing in Child Development Studies at the University of Guelph, Ontario and holds a Graduate Diploma of Teaching and Learning from the University of Canterbury in Christchurch, New Zealand. Tammy is a member of the Canadian Counsellor and Psychotherapy Association and College of Alberta Psychologists while pursuing her next goal of registration as a provisional psychologist. Tammy values a client-centered approach using play therapy and the expressive arts to support those who may find it difficult to articulate their thoughts and feelings with words. Children and families do not need any skill or prior art experience and the art studio is a safe place where children can gain a sense of independence, greater emotional regulation, and confidence through self-exploration. Expressive interventions in art therapy can treat behavioural issues, anxiety, depression, ADHD, autism, learning disabilities, physical and developmental disabilities, and attachment difficulties. As a parent of three young children herself, Tammy understands the complexities of family life using compassion to help parents feel more confident in their role of raising a successful family.

Raquel Freitas

Raquel is an Office Administrator at RMPS. Back in Brazil, her home country, she graduated as a Psychologist and worked as a clinician for the past 5 years. Although she loved working with children and adults, she discovered a new passion: manage the administrative tasks that keep the business running. 

As someone who is passionate about learning new things and developing new skills, with the career transition also came the decision to live abroad and explore a new culture. To serve empathetically and connect with people is Raquel’s main personal and professional goal.

Emma Donnelly

Emma is a Registered Psychologist with the College of Alberta Psychologists. She completed her Bachelor of Arts in Psychology in her hometown at Brandon University, after which she moved to Calgary to earn her Master’s of Science in School and Applied Child Psychology at the University of Calgary.Emma has a passion for working with children and families and has experience doing so in a number of settings, including schools, homes, early intervention programs, and within the community. She specializes in assessment, including psychoeduational, social-emotional-behavioural, and autism assessment. Emma uses a client centred approach to counselling, supported by cognitive behavioural therapy, as well as play-based and attachment-based techniques. She believes in meeting clients where they are at and prides herself in working together with her clients to achieve their goals, improve their functioning, and enjoy their daily life.

Amanda Stoner

Amanda is a Registered Psychologist with the College of Alberta Psychologists. Amanda earned her doctoral degree in Psychology at Brock University in Ontario in 2017, with a specialization in developmental psychology. Amanda provides formal assessment services at RMPS. 

Since 2009, Amanda has received formal training and work experience in private practice settings in conducting psycho-educational assessments for students ranging from preschool through university. Amanda is skilled at test administration, interpretation of data, and report writing for various referral questions including ADHD, Learning Disorders, Autism Spectrum Disorder, Anxiety, Giftedness, and Intellectual Disabilities. Amanda enjoys working with people of all ages from diverse backgrounds, and she tries to make the testing environment feel relaxed and comfortable while maintaining integrity in testing protocol.

Denise Riewe

Denise has completed a Bachelor of Health Sciences through the University of Lethbridge and a Master of Counselling with Athabasca University. She is a Registered Provisional Psychologist with the College of Alberta Psychologists and a member of the Psychological Association of Alberta.Denise has over 9 years of experience supporting children, youth and their families in both residential and community-based practices. Denise is experienced in working with high and at-risk youth, supporting children and their families with strength-based approaches. She practices from a client-center approach supported by Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, Theraplay, and other play and art-based modalities.

John Pynn

John is a Registered Provisional Psychologist with the College of Alberta Psychologists. He completed his Master of Arts in Counselling Psychology at Yorkville University. He brings more than 20 years of experience working with children, teens, and families in a variety of settings. He brings a relaxed and collaborative atmosphere to sessions.John uses an integrated counselling approach including client-centred, Cognitive Behavioural Therapy (CBT), and Solution-Focussed therapy (SFT) to find the best-fit for clients. He has experience with a variety of mental health concerns including anxiety, depression, anger, self-
esteem, relationships, parenting, ADHD, grief/loss, addictions, and trauma. This broad experience comes from working in schools, social service agencies, group-care, and clinical settings. He also draws from the practical experience of being a parent to two teenagers as well as a husband. Supporting and empowering clients with mental health concerns is something John genuinely enjoys. John also provides counselling for adults and holds a Gottman level 1 certification for couples therapy.

Zara Crasto

Zara is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Science in Psychology at the University of Calgary and her Graduate Diploma in Psychological Assessment at Concordia University of Edmonton. 

Zara has spent over five years working alongside children, adolescents, and their families in a variety of settings. These include public and private schools, in-home support, residential programs, early-intervention programs, and non-profit organizations. Currently, Zara is part of the assessment and neurotherapy team. As a lifelong learner, Zara plans to go back to graduate school and eventually become a psychologist one day.

Kellie Lanktree

Kellie is a Registered Psychologist with the College of Alberta Psychologists. She completed a Bachelor of Child and Youth Care with the University of Victoria and a Master of Education in Counselling Psychology through the University of Lethbridge.Kellie has over 10 years experience supporting children and youth with developmental disorders/delays and their families. Kellie has experience working in schools, clinical settings, and within homes to provide support and therapeutic interventions. Through her time at RMPS, Kellie has also gained experience in helping individuals affected by trauma, grief/loss, separations, emotional dysregulation, depression, and anxiety. Kellie practices through developmental, attachment-based and trauma-informed lenses, and draws from a variety of play-based approaches such as Synergetic Play Therapy, Child-centered play therapy, DIR/Floortime, art-based mediums, and mindfulness-based practices. Kellie also provides Neurofeedback therapy, and is working on receiving her certification through BCIA. Kellie believes in meeting children and their families where they are at and that there is no “one size fits all” for therapy.