The Intersection of Child Health, Social Media, and School Technology Use | AAP

Summary

このビデオ脚本は、子どもの健康と学校の交差点、そしてそれがソーシャルメディアとテクノロジーの使用にどのように交差しているかについて議論します。青春期医療医として、パンデミック中に患者の精神衛生懸念の増加、特に抑うつ症や焦虑症、そして関係構築と発展の混乱に直面していることを指摘しています。また、子供たちが安全でないと感じたり、理解されないときに、学校での行動に影響を与えるソーシャルメディアの使用や、子供たちがオンラインで求める肯定的な経験についても触れています。教育者が子供たちがテクノロジーとの関係をどのように感情的に捉えているかを理解し、教室でそれらの経験を反映させる方法を見つけることが、子どもの精神衛生をサポートする鍵になると語っています。

Takeaways

• 📈 脚本中提到，青少年心理健康问题在疫情期间显著增加，特别是在青少年医学诊所中，患者数量增加了两倍到三倍。
• 🧒 青少年正在与抑郁、焦虑以及由于疫情导致的人际关系发展模式中断作斗争。
• 👨‍🏫 发展行为儿科学专家注意到，由于学校环境的挣扎，孩子们的问题有所增加，特别是在虚拟学校和课堂回归期间。
• 🤯 孩子们在学校和家庭中承受着来自多种因素的压力，包括经济和社会压力。
• 📱 技术的使用在疫情期间显著增加，这对孩子们的心理健康产生了积极和消极的影响。
• 📱 孩子们使用手机的行为可能源于对安全感的缺乏或对理解的渴望。
• 👨‍👩‍👧‍👦 教育工作者和家长需要理解孩子们使用手机背后的动机，而不仅仅是行为本身。
• 🏫 学校可以通过建立社区准则来帮助孩子们反思他们与技术的关系，并学习如何健康地使用技术。
• 📊 研究表明，许多11至17岁的孩子在学校期间至少会拿起手机一次，一些孩子甚至在典型的学校日中花费数小时。
• 🔕 孩子们可能会使用手机来逃避或推迟任务，学校可以提供其他方法让孩子们在感到不知所措时进行自我调节。
• 👩‍🏫 教育工作者可以利用手机袋或严格的规则作为体验式学习的机会，让孩子们思考远离手机的感觉。
• 🌐 中心的卓越工作强调了跨学科合作的重要性，以解决儿童心理健康和技术使用的问题。

Q & A

脚本中提到的青少年心理健康问题在疫情期间有何变化？

脚本中提到，疫情期间青少年心理健康问题显著增加，特别是在青少年医学诊所中，心理健康问题的患者数量翻倍甚至增加了三倍。

疫情对儿童在学校和家庭中的行为有何影响？

疫情导致儿童在学校和家庭中的行为出现了许多不同的变化，包括与父母的关系发展和模式的中断，以及在学校和家庭中出现的压力和行为问题。

为什么儿童在课堂上出现大的行为反应？

儿童在课堂上出现大的行为反应可能是因为他们感到不安全或不被理解。他们可能会通过封闭自己或表现出大的行为来反应，这可能导致纪律处分或停学。

技术在儿童心理健康中扮演了什么角色？

技术在儿童心理健康中扮演了复杂的角色。疫情期间，孩子们使用技术的时间大大增加，这既有积极的一面，比如与家人联系，也有消极的一面，比如可能导致媒体习惯加重。

社交媒体对中学生和高中生心理健康有何影响？

社交媒体的使用可能导致青少年出现焦虑行为，他们可能会频繁检查手机以确认父母是否安全或是否有新的封锁。此外，一些孩子可能会使用手机来平静自己或分散注意力。

为什么孩子会频繁检查他们的手机？

孩子们频繁检查手机可能是因为他们想要与朋友保持联系，这是青少年发展中正常且适应性的行为。他们也可能使用手机作为逃避现实或拖延的手段。

学校如何帮助学生管理他们对技术的情感关系？

学校可以通过建立社区准则来帮助学生管理他们对技术的情感关系，例如，讨论行为标准和共享社区指南，以决定如何使用或不使用这些工具。

教师如何利用手机在课堂上进行教学？

教师可以利用手机作为教学工具，例如，通过让学生将手机放在教室前面，或者使用更严格的规则，同时将其作为体验式学习的机会，让学生反思离开手机的感觉。

通知对孩子们在学校使用手机有何影响？

通知是孩子们在学校使用手机的一个重要因素。许多孩子有策略来关闭通知或过滤通知的来源，学校可以教授学生如何设置免打扰模式或关闭不必要的通知。

如何帮助教育工作者和家长就技术使用进行沟通？

教育工作者和家长可以通过提供语言和提示表单，或者发送家庭通知，来帮助他们就技术使用进行沟通。这样可以提供如何在课堂上教授孩子与技术建立健康关系的方法，并在家中继续这些做法。

脚本中提到的卓越中心是如何帮助解决儿童心理健康问题的？

卓越中心通过将儿科医生、教育工作者、教练和其他在儿童生活中重要的人聚集在一起，共同提出问题和解决问题，尝试以儿童为中心的方法来解决心理健康问题。

Outlines

00:00

📈 子どもの健康と学校の結びつき

この段落では、子どもの健康、特に学校での状況と、それがどのように社会メディアやテクノロジーの使用と重なるかについて話されています。青春期医療医として、COVID-19の大流行期間中には、患者の精神衛生問題が目立つ増加を観測しました。診療所でのデータや全国の他の青春期・精神衛生サービスの報告によると、需要が倍増したと報告されています。ティーンはうつ病や不安障害、関係構築や発展の混乱に苦しんでおり、それが学校や家庭、クリニックでさまざまな形で表れています。また、発達障害のある子どもたちやADHD、学習の差異を持つ子どもたちと働く発達行動小児科医の視点から、学校でのストレスや仮想授業、または教室への復帰による影響についても触れています。

05:01

📱 教育者によるテクノロジー使用のアプローチ

この段落では、教育者がどのようにして学校での子どもたちのテクノロジー使用を管理するかについて語られています。教育者は、子どもたちのテクノロジー使用の背景や行動の意図を理解することが重要だと強調しています。彼らは、クラスルームやスポーツチームでルールやコミュニティのガイドラインを共有することで、テクノロジーの使用を管理するいくつかのケースを経験しています。研究によると、多くの11歳から17歳の生徒が学校日中に少なくとも一度は携帯電話を使用し、それが彼らの友人と連絡を取るためであったり、学校が負担が重いと感じられた時に逃げるためであったりすることがわかっています。また、通知の管理や不要な通知のオフにする方法についても話されています。

10:01

💡 技術と教育の調和

最後の段落では、技術と教育の調和について話されています。教育者が早い段階から技術の使用について家族と話すよう求められる一方で、親も教室でのテクノロジーの使用量を判断しがちです。教育者と他の関係者が協力して、子どもたちがテクノロジーと健康的な関係を築く方法を学ぶことができると期待されています。卓越のセンターは、教育者がこのようなトピックについて話す言葉やツールを提供し、家族がメディアの使用量を判断しないように、問題解決と強みを語ることが中心としたアプローチを促進することを目指しています。

Keywords

💡子どもの健康

子どもの健康は、このビデオの中心的なテーマの一つであり、精神的健康問題や発達の変化に焦点を当てています。ビデオでは、子供たちが学校でのストレスや社会的要因から影響を受けていると指摘され、それが彼らの健康にどう影響を与えるかが議論されています。

💡精神的健康

精神的健康は、ビデオで強調されている主要な概念の一つで、子供たちが抑う症や焦虑と戦っていること、およびその増加がパンデミック中にピークを迎えたことについて説明されています。この問題は、学校や家、甚だしきに至ってはクリニックで明らかになると述べられています。

💡パンデミック

パンデミックは、子供たちが経験する精神的ストレスと健康問題の増加と直接関係しています。ビデオでは、パンデミックが家族の経済的・社会的ストレス、および子供たちの日常生活の混乱を招き、彼らの関係構築と発達に悪影響を及ぼしたと指摘されています。

💡発達行動小児科医

発達行動小児科医は、子供たちが学校でのストレスや学習の変化に直面していることを認識する専門家です。ビデオでは、その専門家が子供たちが学校で直面する課題や、ADHDや学習障害などの条件に対処する経験について語っています。

💡SNS

SNSは、子供たちが経験する精神的ストレスと密接に関連しています。ビデオでは、パンデミック中に増加したメディアの使用や、それ以降も続くヘビーなメディア習慣が、子供たちの精神的健康に与える影響について議論されています。

💡学校

学校は、子供たちが経験するストレスや挑战の多くが発生する場所としてビデオで強調されています。子供たちが学校で直面する課題や、教育者がそれらの課題に対処する方法について説明されています。

💡自己規制

自己規制は、ビデオで言及されている重要なスキルの1つであり、子供たちが携帯電話や技術を適切に使用するために必要とされています。ビデオでは、教育者が子供たちに自己規制のスキルを身につけさせる方法について議論しています。

💡教育者

教育者は、ビデオで強調されている子供たちが経験する問題に対処する役割を果たす専門家です。彼らは、子供たちが学校で直面する技術的使用やその他の課題に対処する支援を提供します。

💡技術的使用

技術的使用は、ビデオのメインテーマの1つであり、それが子供たちの精神的健康や学校での経験に与える影響について議論されています。ビデオでは、技術が子供たちを結びつけるためのポジティブなツールである一方で、過度な使用が問題を引き起こすことも指摘されています。

💡コミュニティのガイドライン

コミュニティのガイドラインは、ビデオで提案されている教育的な解決策の1つであり、子供たちが技術を適切に使用する方法を定義するのに役立ちます。ビデオでは、教育者がクラスルームでそれらのガイドラインを確立し、子供たちが技術と健康な関係を築く支援を提供する方法について議論されています。

Highlights

Mental health concerns among adolescents have significantly increased, peaking during the pandemic.

Adolescent medicine clinics have seen a two to three-fold increase in patients.

Teens are struggling with depression, anxiety, and disrupted relationship building due to the pandemic.

Developmental behavioral pediatricians are seeing increased stress among kids with autism, ADHD, and learning differences.

Societal stress, including financial and polarized arguments, is affecting children's mental health.

Children's reactions to feeling unsafe or misunderstood can lead to behavioral issues in the classroom.

Technology use has increased among children during the pandemic, affecting their mental health.

Positive technology use includes connecting with family and educational programming.

Negative technology use can lead to heavier media habits and lack of productivity.

The intersection of social media and mental health in middle and high schoolers is a significant concern.

Children's motivations for technology use are crucial for understanding their emotional state.

Educators and parents should consider the reasons behind children's technology use.

Classroom strategies can help kids reflect on their emotional relationship with technology.

Establishing community guidelines for technology use in educational settings can be beneficial.

Notifications are a significant distraction for students, and strategies to manage them are needed.

Teachers can use phone policies as experiential learning opportunities to discuss technology's impact.

Curricula are available to help teachers discuss technology use and its effects on mental health.

The Center of Excellence aims to bridge the gap between pediatricians, educators, and other stakeholders in children's lives.

Educators are seeking guidance on how to discuss technology use with families in a non-judgmental manner.

The Center of Excellence is working to provide educators with language and resources to facilitate discussions about technology use.

Transcripts

[Music]

so let's talk a little bit about the

intersection of child health and schools

and how that intersects as well with

social media and Technology use I'll say

as an adolescent medicine physician we

have seen a real increase in mental

health concerns among our patients which

really peaked during the pandemic I can

share in our adolescent medicine clinic

alone our numbers doubled to tripled and

we're seeing data from around the

country that many other Adolescent and

Mental Health Services just saw such an

increased demand we know that teens are

struggling with depression with anxiety

With A disruption of patterns in their

relationship building and development

due to the pandemic and we're seeing

that come out in so many different ways

at school at home and even in our

clinics what do you seen among younger

kids so I'm a developmental behavioral

pediatrician and I work with kids who

have autism ADHD learning differences so

we really see when kids are struggling

in the school setting we often hear

about it uh from families and that has

definitely risen uh since the pandemic

and virtual schooling as well as the

return to the classroom kids were under

a lot of stress from so many different

factors including uh financial and

socioeconomic doors their parents are

under a lot of stress um there's just

been a lot more societal stress and

polarized arguments and I think that

kids absorb that that is natural that

they are kind of watching the world

around them and saying am I safe you

know and so one of the ways that kids

react when they're not feeling safe or

they're not feeling understood is either

with shutting down or big behaviors when

they show big behaviors in the classroom

that can lead to disciplinary action or

suspension ion and and a lot of teachers

have expressed to us that they're seeing

kids feel a lot more

disregulated not having a strong social

skills or problem solving skills and

that this has been kind of a cross from

all the way from preschool up to the

high school years so uh it's natural for

us to wonder what role technology is

playing because kids had so much more

technology use during the pandemic we

know some of it was pretty positive that

they were connecting with family members

or they were watching educational

programming but some of it was not as

productive um or research has shown has

led to heavier media habits even after

pandemic restrictions were lifted so

kids just got in the habit of using

videos more video games uh their phones

or social media now when it comes to the

intersection of social media and mental

health in middle schoolers and high

schoolers what are the biggest things

you see or that you would want teachers

to be aware of I think that one pattern

we see is that there isn't an absolute

pattern that every kid is experiencing

which is so true about child development

in general but I think we see everything

from teens who really want to keep their

phone close and engage in checking

behaviors and anxiety-driven behaviors

are their parents okay is there going to

be another shutdown is there going to be

violence uh we also see kids who have a

hard time self-regulating and wanting to

use their phone to calm themselves or to

distract themselves and uh so those

behaviors can be interpreted in many

different ways uh but it a lot of it has

roots in and struggling with their own

well-being what I love about the way you

describe that and that we're really

trying to focus on at our Center of

Excellence on social media and youth

mental health is that you're wondering

about the child's motivations for using

their phone or being on technology what

is it about their emotional state that

is driving a behavior because when

you're a parent or teacher all you're

seeing is the behavior you're seeing oh

they're checking their phone again or

they're just obsessed with it or they're

they're withdrawing from me and they're

just on their phone but really to

support youth mental health we need to

wonder about what's going on in that

child's mind uh I know that's hard for

busy teachers and administrators to do

on a child by child level um but I

wonder also if there's things that can

be done in the classroom to help kids

reflect on their emotional relationship

with technology what is it that's

driving me to my phone is that helping

or did it just distract me and now I

feel more lost or disorganized and um

what are the places that kids are

seeking out online that actually give

them really positive

affirming uh experiences and which are

the ones that sometimes are great but

sometimes feel like a waste of time so

you know how how can we as adults try to

think more about what this Behavior

means when we do see it say in school I

think building on what you said I think

centering on the kid and where the kid's

head is at that moment and I think

educators are so uniquely skilled in

managing large groups of kids whereas we

as providers have the luxury of usually

one patient at a time but I think that

centering on where is that kid and

what's what's behind that behavior and

we have seen cases where uh some

educators are in some types of groups or

organizations or sports teams there'll

be an open conversation about what are

standards of behavior and how do we want

to have some shared Community guidelines

for how we're going to use or not use

these tools so acknowledging that if the

phone's there there's going to be a

compulsion possibly for some kids to

reach for it not saying that it's all

bad or all good but establishing some

Community guidelines in some cases can

be helpful but every classroom and every

culture within that classroom is

different so this is a unique challenge

for educators yeah we recently did a

study tracking uh 11 to 17 year-olds

phones over the course of a week and

found that uh lots of them picked up

their phone at least once during their

school day which makes sense but some

kids were spending hours on their phone

during a typical school day um and we

interviewed high schoolers to ask them

tell us about this what does this mean

why are kids on their phone in school uh

the usual reason was for my friends we

need to coordinate I want to keep in

touch with them kids it's it's

developmentally normal and adaptive for

teenagers we used to pass notes exactly

to want that connection in the middle of

your day it's it's thrilling it's fun

it's affirming who you are and who your

your peer group is they also told us

though that sometimes it can be a

procrastination or an escape technique

if school's feeling like too much it's

like well let me just go get a break and

look at some Tic Tac or play a video

game because it calms my brain down one

kid said it resets me a little bit so

that's an important idea for for schools

is do you have other ways that kids

reset when they're feeling overwhelmed

uh and they can regulate um another

thing kids told us is notifications are

a lot also and many of them have

strategies for turning off notifications

or filtering who notifications are from

but that could be something that

classrooms could do too if you do allow

kids to have their phones having ways to

set do not disturb or turning off

unnecessary

notifications um and if you're a teacher

who uses uh a technique like everyone

puts their phone in a bag uh at the

front of the classroom or their stricter

rules still use that as an experiential

learning opportunity like for kids how

did that feel to be away from your phone

did did you get used to it over time did

you uh feel anxious about it and why I

think that these are nice teachable

moments of course if you're a teacher

who has the bandwidth to uh to think

about it but there are curricula

available um to to give teachers the

words and tools to talk about these

topics one thing I really love about the

work we're able to do in the center of

excellence is that I feel like for so

long pediatricians have been trying to

solve many of these issues in our Silo

and Educators in their Silo and coaches

or other folks who are so important in

the lives of kids are solving in their

Silo and I think we have the opportunity

to try to really bring in questions and

problem solve together and try to come

up with some approaches that are so

child centered but can apply to all

these really important groups and kids

lives yeah as we've started this work

with the center I've gotten more and

more questions from Educators especially

early Ed or Elementary School age saying

Help Us figure out how to talk to

families about tech use because it's

such a uh tricky topic parents feel

judged really easily uh or parents are

judging the amount of tech that's used

in the classroom and it can just be too

hot of a topic where people don't know

how to communicate about it so that is

something we're paying a lot of

attention to um and I I hope that the

center is able to both give Educators

some language and some maybe some tip

sheets maybe some other things to send

home to say here's how we do this in the

classroom how we're trying to teach kids

to have healthy relationships with

technology and here's some ways you can

carry that forward at home um instead of

just feeling like we're judging families

for what your your kids are on media too

much at home or you know I would love

for it to be more problem solving and

strength spased language that's saying

like we know sleep is so important here

are some tips to make you know the

balance between technology and sleep a

little bit easier for kids who are

struggling in

school