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Young People, Technology and Mental Health

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Title: Young People, Technology and Mental Health


1
Young People, Technology and Mental Health
2
Digital Natives
  • Marc Prensky coined the term digital native and
    used it to describe people who
  • represent the first generations to grow up with
    this new technology. They have spent their entire
    lives surrounded by and using computers,
    videogames, digital music players, video cams,
    cell phones, and all the other toys and tools of
    the digital age.

3
What technologies?
  • PC/laptop/netbook internet use at home
  • 58 of 5-7s (decrease from 65 in 2011)
  • 87 of 8-11s
  • 95 of 12-15s
  • Data suggests 37 of 3-4 year-olds use the
    internet via a PC, laptop or netbook.

4
What technologies?
  • One in four (28) children aged 5-15 use
    on-demand TV services.
  • Most children use gaming devices. Findings from
    parents of 3-4 year olds indicate that 44 use a
    games console or player.
  • One in three boys who play games online do so
    against people not known to them.

5
What technologies?
  • Between 2011 and 2012 there has also been a fall
    in the number of children with digital television
    (25 vs. 30) and games console/ players in their
    bedroom (56 vs. 62).
  • Data suggests 9 of 3-4s use a tablet, 6 of them
    using a tablet to access the internet.
  • Around one in five children aged 8-11 (18) and
    one in four children aged 12-15 (27) go online
    at home using a games console/ player.
  • Since 2011, children aged 12-15 are more likely
    to mostly use the internet in their bedrooms (43
    in 2012 vs. 34 in 2011).

6
What technologies?
  • 9 of 5-15s do not use the internet at all, in
    any location, unchanged since 2011.
  • Children aged 12-15 are more likely to own a
    smartphone than any other type of mobile phone,
    and use of a mobile phone to go online at home
    has increased among children aged 5-7 (5 vs. 2)
    and 12-15 (44 vs. 29).
  • Each age group is more likely than in 2011 to use
    a tablet computer to go online at home,
    accounting for around one in twenty 5-7s (6 vs.
    1) and one in ten 8-11s (9 vs. 3) and 12-15s
    (11 vs. 3).

7
Social Media
8
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13
Actions motives
  • What activities do young people undertake online?
  • What motivates young people to go online/what do
    they want?

14
Online activities

15
A little deeper..
  • How are young people participating in the digital
    world?
  • Young peoples participation is layered and those
    layers blur
  • Derek Wenmouth talked about 4 Cs of online
    participation
  • The 4 Cs give us a model to think about how
    engaged, or not, young people are with online
    communities

16
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17
10 ways to tackle cyberbullying
  • Educate students from a young age We need to
    educate pupils about cyberbullying as soon as we
    expect them to start using technology. We use an
    online maths programme for homework as young as
    year 2. The children have a password and create a
    profile and need to know how to keep their
    password safe. We had one case where an account
    got hacked as someone told their friend their
    password. That friend went into the account and
    made the avatar into the opposite sex and changed
    the name. As you can imagine, for a six year old
    that is really upsetting.
  • We also have to educate parents. There is the
    assumption that cyberbullying won't affect their
    child until secondary school. We run workshops
    for parents of children in reception about
    staying safe online, primarily to highlight areas
    they wouldn't even think of cyberbullying
    doesn't just happen on Facebook.
  • Don't forget about the bystanders I recently ran
    a parent focus group on bullying, focusing on
    what their expectations were of how a good school
    would tackle the issue. An interesting
    perspective was on how bullying affects other
    people, causing reactions that impact the victim
    even more. Getting bystanders to empathise is key
    and their role in bullying is something that a
    school's e-safety curriculum should cover.
  • Hold circle time sessions When dealing with
    friendship issues between girls, it needs to be
    done carefully, slowly and thoughtfully for
    changes to have a lasting effect. Circle time is
    an excellent way of doing this. After sorting out
    the initial conflict, you need to continue to
    work with the group over a longer period of time,
    with weekly sessions to ensure that relationships
    are reconstructed and outcomes embedded.

18
10 ways to tackle cyberbullying
  • Involve police community support officers
    (PCSO) One of the things we have found to be
    really powerful is involving our school's PCSO. A
    bullying incident may not involve prosecution,
    but it helps parents and students gain a better
    understanding of the legal dimensions involved.
    It's particularly important when it comes to
    addressing issues that arise when students are in
    possession of an indecent image or video of
    another child, where discussions are also an
    issue of child protection.
  • Empathy is the key with cyberbullying People
    need to understand they cannot hide behind a
    screen, computer, tablet or phone and bully
    others. The cyber world is part of the real world
    and should not be seen as being separate. The
    approach we adopt is for perpetrators to develop
    their empathic skills. It is so important for
    young people to be able to imagine the effect
    their words and actions may have on their victim.
  • Know the law when it comes to cyberbullying If
    the school suspects that an indecent image has
    been shared, particularly in a cyberbullying
    context, the device may be confiscated. In
    general, such images should not be viewed unless
    there is a clear reason to do so, such as
    checking the device to see if any offence has
    been committed. School staff should not go on a
    fishing expedition through a pupil's device and
    should always act within the school's protocols,
    safeguarding and child protection policies.

19
10 ways to tackle cyberbullying
  • Run workshops for parents During these
    discussions we talk about the definition of
    bullying, the type of young person that may
    become a perpetrator or victim, different types
    of bullying and what to do if your child is
    affected. We also run specific e-safety
    workshops, where we look at the different ways
    children cyberbully and how parents can help
    protect their child online.
  • Educate people about what's not bullying We run
    Together Against Bullying roadshows, which are
    attended by the whole school community, including
    parents. We discuss everything about bullying,
    including what is not bullying, such as a
    difference of opinion, a fight or an argument.
    The problem a lot of schools have with parents is
    that they think everything is bullying, including
    the tiniest spat.
  • Useful sayings to teach pupils I always say to
    young people, treat your online passwords like
    your toothbrush, don't share them with anyone,
    not even your best friend, and change them
    regularly. And keep your tweets sweet and your
    status gracious. These are easy for children to
    remember.
  • Make anti-bullying strategies peer led At our
    school bullying ambassadors come up with ideas to
    prevent bullying and present them to the school
    in groups of four to six. Recently they had the
    idea of having a bench with cushions in the
    playground where pupils can sit and talk to
    ambassadors. They also talk to parents about
    their work.

20
E-CBT consultation
  • Marc Prensky coined the term digital native
    and used it to describe people who represent
    the first generations to grow up with this new
    technology. They have spent their entire lives
    surrounded by and using computers, videogames,
    digital music players, video cams, cell phones,
    and all the other toys and tools of the digital
    age.
  • This description fits perfectly the young people
    we spoke to in focus groups and they
    instinctively appreciated the value of supporting
    people, in particular younger people, using the
    toys and tools of the digital age.

21
E-CBT consultation
  • The young people we spoke to understood that
    talking about the look and functionality of a
    tool is crucial because people simply will not
    use a tool if its poorly designed and the better
    the design the more people will engage with it.
  • The focus group participants suggested that in an
    environment where there is no direct human
    contact the tool has to go some way towards
    developing a sense of trust.
  • There were some disagreements about how feasible
    this was but we feel that the use of
    anthropomorphic terms to describe elements of how
    a tool feels to a young person perhaps suggests
    that there is a basis for this happening.

22
E-CBT consultaion
  • The young people we spoke to felt that there were
    potential benefits in using electronic tools to
    support children and young peoples emotional
    wellbeing but that there were also risks
    associated with this.
  • Many of the young people were already using
    online tools, social media, apps and online
    counselling/mentoring and felt that these were
    beneficial to them.
  • Discussions about how using unmoderated websites
    could lead to exposure to inappropriate or
    damaging content, bullying, trolling and other
    dangers.
  • There is a real need for more information in an
    accessible format so that people can make
    informed choices about the appropriateness of the
    various tools which are supposed to benefit young
    peoples mental health.

23

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25
youngminds
  • Parents Helpline 0808 802 5544
  • Booklets for parents, professionals and children
    and young people
  • www.youngminds.org.uk
  • Training and development matthew.daniel_at_youngminds
    .org.uk
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