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:

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

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 ktate@tlc4cs.org and tell us why this individual has stood out in your crowd.

FACES IN THE CROWD

Hannah Miller MERIDIAN EARLY COLLEGE HIGH SCHOOL, 11TH GRADE Hannah is a positive leader who is very active in her school and community. She is co-president of the Meridian S.A.D.D. Club, a Meridian Band member, a Skills USA competitor, and owns and operates Hannah G Photography. Hannah works hard to promote kindness and inclusivity by: welcoming students to school with hot chocolate, encouraging Random Acts of Kindness, helping assisted living residents make gingerbread houses, and much more. She plans to obtain a business degree, attend the Great Lakes Culinary Institute at Northwestern Michigan College, and open her own bakery. Hannah is an inspiring young person who goes out of her way to make other people’s days a little brighter!

Claytyn Wishowski COLEMAN REGIONAL AGRISCIENCE CENTER, 12TH GRADE Claytyn is a Bullock Creek student who attends the Coleman Regional Agriscience program. His senior agriscience project is a forage study of four crops (grasses harvested for livestock feed) on farmland Coleman Schools recently purchased for an Outdoor Land Lab. This spring he will work and prepare the soil and assist with planting. Claytyn will then monitor the crop growth and harvest over the summer. He will test and compare the crops for dry matter production and nutrient content. Last year, Claytyn’s FFA team placed second in the state in a corn management contest. He is also active in 4-H and the Midland County Jr. Fair Board. Claytyn plans to study agriscience in college.

Maxton Herst BULLOCK CREEK HIGH SCHOOL, 12TH GRADE Maxton puts his love of learning into action. He has taken multiple college-level classes to advance his interests in mathematics and computer science. Maxton is a vital member of the BlitzCreek Robotics Team. Not only has he been the Lead Programmer and Team Captain for the last two years, he has spent numerous hours mentoring middle school students in the robotics program. Maxton has been instrumental in the team’s fundraising endeavors, raising well over $12,000 and breaking a Guinness World Record for the largest toilet paper pyramid in the process. He has done all of this while maintaining two successful entrepreneurships. Maxton has also received the Dean’s List Award (state finalist) and the Lancer Leader Award.

Joel Beeck VOLUNTEER, BULLOCK CREEK SCHOOLS As we think about people who stand out in our community and make it better, one name comes to mind – Joel Beeck. Joel has a heart for his community and serves the district in many capacities: school board, band boosters, and Junior Achievement. As a gifted leader, Joel has the ability to empower others to see their own potential. If you know Joel, you can’t help but be drawn to his positive, encouraging attitude. Students see him as a role model and a listening ear. Consider being a volunteer like Joel and make a difference in your own community. Joel would tell you that it will be one of the most valuable things you do in life.

Kathy Knochel YOUTH INTERVENTION SPECIALIST, COMMUNITY MENTAL HEALTH OF CENTRAL MICHIGAN As a Youth Intervention Specialist, Kathy works with youth and their families to determine the underlying cause of behavioral issues and, when necessary, refers them to professional resources. She works for early intervention to divert youth from needing court intervention. Kathy also assesses youth for suicidal tendencies and provides crisis intervention in the schools. She plays a vital role in recognizing youth issues and in collaborating to find solutions. Kathy has a heart for helping youth lead successful lives and works hard to meet their needs. She is often described as kind hearted and is seen with a smile on her face. To reach Kathy for a screening, call (989) 832-6873.

Study agriscience in a whole new way at the Coleman Regional Agriscience Center. This Career-Technical Education (CTE) Program serves students from all Midland County schools and meets two hours daily.

 Two-year and Early/Middle College Program  Earn high school and college credits plus industry certifications  Prepare for more than 250 high-demand careers  FFA Leadership Training

Contact: Jennifer McCormack, Superintendent Coleman Community Schools jmccormack@colemanschools.net (989) 465-6060

National Library Week Programs April 20-25 Tea for Two* Ages 5–10 (with an adult) Library Mezzanine Monday, April 20, 6:00 pm *Registration Required. Come and see our blast from the past displays, and listen and learn about the history of the library. Check out our website gadml.org for more details about this and all of our events! Stress Relief Yoga* Ages 12–18 Youth Services Story Room Tuesday, April 21, 6:30 pm *Registration Required. The Storytellers All Ages Library Auditorium Thursday, April 23, 6:30pm Musical folktales - Music, stories, and hands-on fun with musical instruments from around the world. Children’s Author Visit — Kat Zhang All Ages Library Auditorium Saturday, April 25, 11:00am and 2:30pm Join us for a presentation with the author of “The Memory of Forgotten Things” and “The Emperor’s Riddle”.

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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Meridian students present anti-vaping campaign to peers

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Youth enjoy MCFTA ceramic camp

Coleman students are Pledge leaders for a school board meeting

Grief Center volunteer helps youth navigate grief

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.

New friends sharing laughs at YMCA Camp Timbers

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Learning chemistry at the Herbert D. Doan History Center

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Creekers for a Cause volunteer in the community

Celebrating a personal goal accomplishment