by Ashley Zultanky, Psy.D.
Behavior Therapy Associates | Somerset, New Jersey
Our world is dominated by screens; we use our televisions, smart phones, tablets, and even watches to connect us to information and to each other. Given the current pandemic and rapidly changing policies, our screens can be the difference between safety and illness.
In general, adults are able to schedule time to be productive and time to unwind (e.g., mindless scrolling through social media). But what about our children? School districts strive to implement more technology-based coursework and remove curricula that involves writing. Penmanship, once its own discipline, is now archaic in the realm of typing. In addition, is the level of stimulation from “blue light” too much for their still developing mind? Recent research suggests the answer is a resounding “Yes,” and we should be cautious of how much screen time our children are exposed to, especially during critical development years.
The Science Behind Screen Use
Parents may respond that they were “raised in front of the television” and turned out to be functional and independent members of society. The primary difference is the type of screen and level of access. Children today have a multitude of screen options, both at home and in school, and screen use is incredibly reinforcing to our brains. When we use our cell phones, a neurotransmitter called dopamine is released in our brains. Dopamine is involved in motivating behaviors; it is also released when we exercise, eat, and have positive interactions with others. Most cell phones, tablets, and computers also emit a “blue light,” which can trick our brains into thinking it is daylight. This blue light is primarily responsible for not feeling tired when you are using a screen late into the night and having difficulty falling asleep. As a result, a high level of screen use is commonly found with other detrimental behaviors, including binge eating and lack of movement. Studies indicate that increased screen time leads to childhood obesity and unhealthy diets (Reus & Mosley, 2018; Tamana et al., 2019).
How Does Increased Screen Time Affect Students Today?
Caretakers inadvertently encourage screen time by using them as a tool to maintain compliance when their children are very young. Walk into any family restaurant and count the number of toddlers and young children watching videos on phones while waiting for their food to arrive. This strategy might keep children quiet and distracted in the moment (or for long periods of time in some cases), but over time it may lead to them developing a “screen addiction” that can be very difficult to manage.
The American Psychological Association recommends less than an hour of screen time for children ages 2-5, and no screen time for children younger than 18 months (“The Case Against Screen Time,” 2020). The World Health Organization went further, and discourages parents of children five and younger from using any screen time (Hutton et al., 2019). Neophytou and colleagues (2019) even cautioned against age-appropriate content early in development, indicating that it can have negative effects on language development and academic ability later in life (Neophytou et al., 2019). Increased screen time may also contribute to a decrease in other forms of play and outdoor activities. Children who engage in high levels of screen use often report that they are bored more easily and fail to maintain concentration on tasks unrelated to video games or phones. Increased television viewing and gaming is associated with increased attentional difficulties, ADHD, and behavior problems in school-aged children (Reus & Mosley, 2018; Tamana et al., 2019).
Moving Forward with Limited Screen Time
In an increasingly technological world, how do we resist the temptation to provide our children with screen time? Especially during the COVID-19 quarantine period, children will use their laptops and phones to engage in distance learning and connect with friends; however, do not discount the importance of fresh air and exercise to the extent that this is safe, permissible, and provided that adequate physical/social distancing is maintained and that immediate family members in the same home are not quarantined from each other (e.g., having a catch on one’s driveway or grass with immediate family members; sitting on the patio, deck, or backyard). Monitor your child’s recreational screen use and encourage him or her to spend time engaged in outside play; consider reaping the benefits of increased family time and go outside with them (again, to the extent that this is safe and permissible, while maintaining physical/social distancing). Other constructive quarantine activities include: reading, exercising inside, cooking, meditating, crafting, learning a new language or skill, or spending time with a family pet. Use this time out of the office and classroom to reconnect with your children and help them explore the world around them in a different way.
Technology is an incredible tool that has shifted the way we engage with the world around us; yet, those of us who may remember a childhood without technology understand how crucial that time away from screens can be for our bodies and brains. Owning a cell phone was once a rite of passage; it indicated a level of maturity and was primarily used to contact immediate family and friends. Now, many parents purchase smart phones for younger children, citing a variety reasons behind this shift. Consequently, we potentially negatively affect their physical and emotional development. Despite some organizations suggesting that use of video games is a convenient way to maintain social distancing and connecting with others, parents should remain mindful and cautious of the repercussions of overuse. Managed use of screen time in accordance with APA guidelines can also be effective in connecting with those closest to us (e.g., family, friends, classmates), as well as mental health professionals and physicians.
Behavior Therapy Associates is offering Telehealth as a convenient way to maintain social distancing and allow clients to receive needed services, including Psychotherapy, Psychological Counseling, Psychological Coaching (sometimes referred to as Executive Coaching), Psychological Consulting, and Behavioral Parent Training. This includes secure video conferencing provided to individuals of all ages, parents and families, schools, other professionals, and businesses and corporations. This can be arranged easily by contacting our office at 732-873-1212 or info@BehaviorTherapyAssociates.com.
Ashley M. Zultanky, Psy.D. is a clinical psychology Post-Doctoral Fellow at Behavior Therapy Associates and is a Certified School Psychologist in New Jersey. Dr. Zultanky has experience treating children through adults individually and in groups. She has extensive training in neuropsychological, psychological, and psychoeducational assessment of a variety of populations, including learning disability, ADHD, neurodegenerative diseases, epilepsy, tumor, and traumatic brain injury. She has experience with individuals presenting with a variety of issues, including at least the following: depression, anxiety, adjustment issues, ADHD, social skills difficulties, academic and learning difficulties, developmental delays, autism spectrum disorder, anger issues, complicated bereavement, chronic illness, and history of trauma and substance abuse. She also leads social skills training groups for a variety of ages. Dr. Zultanky also has specialized experience in the areas of sport psychology, performance-related difficulties, and executive functioning.
References
Hutton, J. S., Dudley, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2019). Associations
between screen-based media use and brain white matter integrity in preschool-aged children. JAMA Pediatrics, e193869. https://doi-org.kean.idm.oclc.org/10.1001/jamapediatrics.2019.3869
Neophytou, E., Manwell, L. A., & Eikelboom, R. (2019). Effects of excessive screen time on
neurodevelopment, learning, memory, mental health, and neurodegeneration: A scoping review. International Journal of Mental Health and Addiction. https://doi-org.kean.idm.oclc.org/10.1007/s11469-019-00182-2
Reus, E. J., & Mosley, I. T. (2018). The health and development correlates of screen media
exposure in children 0-5yrs: an integrative literature review. Australian Journal of Child & Family Health Nursing, 15(2), 12–21.
Tamana, S. K., Ezeugwu, V., Chikuma, J., Lefebvre, D. L., Azad, M. B., Moraes, T. J.,
Subbarao, P., Becker, A. B., Turvey, S. E., Sears, M. R., Dick, B. D., Carson, V., Rasmussen, C., Pei, J., & Mandhane, P. J. (2019). Screen-time is associated with inattention problems in preschoolers: Results from the CHILD birth cohort study. PloS One, 14(4), e0213995. https://doi-org.kean.idm.oclc.org/10.1371/journal.pone.0213995
The case against screen time. (2020). Prevention, 72(2), 11.
