BOOK
Youth Internet Habits and Mental Health, An Issue of Child and Adolescent Psychiatric Clinics of North America, E-Book
Kristopher Kaliebe | Paul Weigle
(2018)
Additional Information
Book Details
Abstract
This timely issue of Child and Adolescent Psychiatric Clinics, edited by Drs. Paul Weigle and Kristopher Kaliebe will focus on Internet Habits and Youth Mental Health. Topics discussed in the volume include, but are not limited to: Creation of a family media plan: how tech affects family dynamics and family therapy; Interplay between media habits and development from preschool through adolescence; Interplay between Autism and media habits; Interplay between Depression and media habits including online expression of suicidality and cutting; Interplay between Behaviorally disordered youth and media habits, including violent VG, cyberbullying; Eating disorders, obesity and online engagement; Internet Gaming Disorder (and tech addictions) Treatment; Sexting and online pornography engagement; Interplay between disadvantaged, gender non-conforming and minority youth and media habits; and Media sub-cultures and their intersection with mental illness.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Youth Internet Habitsand Mental Health | i | ||
| Copyright | ii | ||
| Contributors | iii | ||
| CONSULTING EDITOR | iii | ||
| EDITORS | iii | ||
| AUTHORS | iii | ||
| Contents | vii | ||
| Preface: Child Psychiatry in the Age of the Internet | vii | ||
| Assessment of Digital Media Use in the Adolescent Psychiatric Evaluation | vii | ||
| Digital Media Use in Families: Theories and Strategies for Intervention | vii | ||
| Relationship Between Adolescent Suicidality, Self-Injury, and Media Habits | vii | ||
| viii | |||
| Inattention to Problematic Media Use Habits: Interaction Between Digital Media Use and Attention-Deficit/Hyperactivity Disorder | viii | ||
| The Interplay of Media Violence Effects and Behaviorally Disordered Children and Adolescents: Guidelines for Practitioners | viii | ||
| Electronic Screen Media Use in Youth With Autism Spectrum Disorder | viii | ||
| Adolescent Eating Disorder Risk and the Online World | ix | ||
| Youth Screen Media Habits and Sleep: Sleep-Friendly Screen Behavior Recommendations for Clinicians, Educators, and Parents | ix | ||
| Geeks, Fandoms, and Social Engagement | ix | ||
| Media Engagement and Identity Formation Among Minority Youth | ix | ||
| Risky Business: Talking with Your Patients About Cyberbullying and Sexting | x | ||
| Internet and Video Game Addictions: Diagnosis, Epidemiology, and Neurobiology | x | ||
| Treatment Considerations in Internet and Video Game Addiction: A Qualitative Discussion | x | ||
| The Interplay Between Digital Media Use and Development | xi | ||
| Child Psychiatry in the Age of the Internet | xiii | ||
| Assessment of Digital Media Use in the Adolescent Psychiatric Evaluation | 133 | ||
| Key points | 133 | ||
| INTRODUCTION | 133 | ||
| Why Should the Psychiatrist Assess Internet Use by Adolescents? | 134 | ||
| CHILD INTERVIEW | 135 | ||
| The Chief Complaint | 135 | ||
| History of Presenting Illness, Review of Psychiatric Symptoms, Past Psychiatric History | 135 | ||
| Medical/Physical History and Review of Systems | 137 | ||
| School History | 137 | ||
| Social History | 137 | ||
| Developmental History | 138 | ||
| Sexual History | 138 | ||
| Trauma History | 139 | ||
| MENTAL STATUS EXAMINATION | 139 | ||
| CAREGIVER INTERVIEW | 140 | ||
| BIOPSYCHOSOCIAL FORMULATION | 140 | ||
| ETHICAL CONSIDERATIONS | 140 | ||
| SUMMARY | 141 | ||
| REFERENCES | 141 | ||
| Digital Media Use in Families | 145 | ||
| Key points | 145 | ||
| INTRODUCTION | 145 | ||
| Terms of Reference | 146 | ||
| FAMILY MODELS AND THEORIES | 146 | ||
| Social-Ecological Model | 146 | ||
| Family Systems Theory | 148 | ||
| Developmental Model | 150 | ||
| Parenting infants and young toddlers (0–18 months old) | 150 | ||
| Parenting older toddlers and preschoolers (18 months–5 years old) | 151 | ||
| Parenting school-age children (6–12 years old) | 151 | ||
| Parenting adolescents (12–18 years old) | 152 | ||
| Parenting young adults (older than 18 years old) | 152 | ||
| CLINICIAN STRATEGIES | 153 | ||
| Intervention with an Individual | 153 | ||
| Intervention with a Parent | 153 | ||
| Consultation | 153 | ||
| Stabilizing a Crisis | 153 | ||
| Family Therapy | 153 | ||
| RESOURCES FROM THE AMERICAN ACADEMY OF PEDIATRICS | 153 | ||
| AMERICAN ACADEMY OF PEDIATRICS GUIDELINES | 155 | ||
| American Academy of Pediatrics and Limit-Setting | 155 | ||
| American Academy of Pediatrics and Media Literacy | 155 | ||
| American Academy of Pediatrics and Collaboration | 155 | ||
| AMERICAN ACADEMY OF PEDIATRICS FAMILY MEDIA USE PLAN | 155 | ||
| Feedback About the American Academy of Pediatrics Family Media Use Plan | 156 | ||
| SUMMARY | 157 | ||
| REFERENCES | 157 | ||
| Relationship Between Adolescent Suicidality, Self-Injury, and Media Habits | 159 | ||
| Key points | 159 | ||
| CASE PRESENTATION | 159 | ||
| INTRODUCTION | 160 | ||
| ADOLESCENT IDENTITY DEVELOPMENT IN A DIGITAL WORLD | 161 | ||
| LINKS BETWEEN MEDIA HABITS AND RISK-TAKING BEHAVIOR | 162 | ||
| SUICIDALITY AND NONSUICIDAL SELF-INJURY | 163 | ||
| WORKING WITH ADOLESCENTS AND FAMILIES AROUND MEDIA | 165 | ||
| DISCUSSION | 166 | ||
| REFERENCES | 166 | ||
| 171 | |||
| Key points | 171 | ||
| INTRODUCTION | 171 | ||
| RISK FACTORS ASSOCIATED WITH COMPUTER HABITS | 172 | ||
| Developmental Tasks | 172 | ||
| Computer-Mediated Communication | 173 | ||
| Problematic Internet Use | 173 | ||
| Social Media and Anxiety | 173 | ||
| Limitations | 174 | ||
| BENEFITS AND PROTECTIVE FACTORS | 175 | ||
| PARENTING AN ANXIOUS CHILD IN THE DIGITAL AGE | 176 | ||
| TECHNOLOGY AND TREATMENT OF ANXIETY | 177 | ||
| Mobile Health Apps | 177 | ||
| Electronic Health Prevention and Interventions | 178 | ||
| Electronic Health and Anxiety Related to Other Health Conditions | 178 | ||
| POKÉMON GO: VENTURING INTO THE WORLD | 179 | ||
| SUMMARY | 179 | ||
| Recommendations for Providers | 179 | ||
| ACKNOWLEDGMENTS | 180 | ||
| REFERENCES | 180 | ||
| Inattention to Problematic Media Use Habits | 183 | ||
| Key points | 183 | ||
| MEDIA USE HABITS AMONG YOUTH WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER | 184 | ||
| EFFECTS OF MEDIA USE ON ATTENTION-DEFICIT/HYPERACTIVITY DISORDER | 185 | ||
| Duration | 185 | ||
| Location | 185 | ||
| Schedule | 186 | ||
| Content | 186 | ||
| INTERVENTIONS FOR EXCESSIVE MEDIA USE IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER | 186 | ||
| Psychopharmacological Treatments | 186 | ||
| Family Interventions | 186 | ||
| Advocacy Groups and Public Health Interventions | 187 | ||
| SUMMARY | 188 | ||
| REFERENCES | 189 | ||
| The Interplay of Media Violence Effects and Behaviorally Disordered Children and Adolescents | 193 | ||
| Key points | 193 | ||
| ACCESS AND CONSUMPTION | 194 | ||
| CAUSE | 194 | ||
| CURRENT RESEARCH FINDINGS | 195 | ||
| A QUESTION OF CATHARSIS | 196 | ||
| CRITICISM OF RESEARCH | 196 | ||
| BEHAVIORALLY DISORDERED YOUTHS | 196 | ||
| INTERVENTIONS | 197 | ||
| DIGITAL MEDIA QUESTIONS TO EXPLORE WITH BEHAVIORALLY DISORDERED YOUTHS | 198 | ||
| CLINICAL GUIDELINES FOR AN INTERVIEW WITH THE CAREGIVER | 198 | ||
| CLINICAL GUIDELINES FOR CAREGIVER INTERVENTION | 198 | ||
| GUIDELINES FOR WHEN CHILD/ADOLESCENT PATIENTS ARE UNRECEPTIVE TO INTERVENTIONS | 199 | ||
| FOR THE CHILD/ADOLESCENT | 199 | ||
| SUMMARY | 200 | ||
| REFERENCES | 200 | ||
| Electronic Screen Media Use in Youth With Autism Spectrum Disorder | 203 | ||
| Key points | 203 | ||
| INTRODUCTION | 203 | ||
| SCOPE OF MEDIA USE IN YOUTH WITH AUTISM SPECTRUM DISORDER | 204 | ||
| THE UNIQUE INTERPLAY BETWEEN AUTISM SPECTRUM DISORDER SYMPTOMS AND MEDIA | 204 | ||
| SEQUELAE OF UNHEALTHY AND IMPROPER ELECTRONIC AND SOCIAL MEDIA USE IN YOUTH WITH AUTISM SPECTRUM DISORDER AND FAMILIES | 205 | ||
| Physiologic | 206 | ||
| Obesity | 206 | ||
| Sleep | 206 | ||
| Internet addiction | 206 | ||
| Social | 206 | ||
| Cognitive | 206 | ||
| Emotional | 207 | ||
| Legal/Safety | 207 | ||
| TECHNOLOGY-AIDED INTERVENTIONS FOR YOUTH WITH AUTISM SPECTRUM DISORDER | 207 | ||
| iPad/Tablet | 208 | ||
| Social Media/Web Sites | 208 | ||
| Video Games | 209 | ||
| Desktop Computer Software | 210 | ||
| Online Games | 210 | ||
| Wearable Technology | 210 | ||
| FUTURE DIRECTIONS | 211 | ||
| RECOMMENDATIONS FOR FAMILIES | 213 | ||
| The Complex Interplay Between Electronic and Social Media Use in Autism Spectrum Disorder and Family Dynamics | 213 | ||
| General Recommendations for Families | 213 | ||
| Adaptations for Youth With Autism Spectrum Disorder | 213 | ||
| Taking an Electronic Screen Media History | 213 | ||
| Final Recommendations | 215 | ||
| ACKNOWLEDGMENTS | 215 | ||
| REFERENCES | 215 | ||
| Adolescent Eating Disorder Risk and the Online World | 221 | ||
| Key points | 221 | ||
| GENERAL INTERNET USE AND EATING DISORDER RISK | 222 | ||
| Internet and Social Media in the Context of Eating Disorders | 222 | ||
| Empirical Evidence | 223 | ||
| EATING DISORDER–SPECIFIC CONTENT | 224 | ||
| Pro–Eating Disorder Content | 224 | ||
| Pro-Recovery, Information, and Support Networks | 225 | ||
| RESOURCES AND FUTURE DIRECTIONS | 225 | ||
| SUMMARY | 226 | ||
| REFERENCES | 226 | ||
| Youth Screen Media Habits and Sleep | 229 | ||
| Key points | 230 | ||
| INTRODUCTION | 230 | ||
| SLEEP REQUIREMENTS FOR CHILDREN AND ADOLESCENTS | 230 | ||
| Consequences of Insufficient Sleep for Cognitive, Psychological, and Physical Well-Being | 231 | ||
| WHAT ARE THE BEDTIME SCREEN HABITS OF INFANTS, CHILDREN, AND ADOLESCENTS? | 232 | ||
| SCREEN MEDIA, ESPECIALLY NEAR BEDTIME, IS ADVERSELY ASSOCIATED WITH SLEEP TIME AND QUANTITY | 232 | ||
| MECHANISMS THROUGH WHICH SCREENS AFFECT SLEEP | 233 | ||
| Time Displacement of Sleep | 233 | ||
| Psychological Stimulation from Media Content Disrupting Sleep | 234 | ||
| Effects of Light-Emitting Screens on Child and Adolescent Sleep | 234 | ||
| INTERNET AND VIDEO GAME ADDICTION AND SLEEP | 235 | ||
| MODERATING FACTORS | 235 | ||
| INTERVENTIONS, POLICIES, AND STRATEGIES DESIGNED TO IMPROVE CHILD AND ADOLESCENT SLEEP | 235 | ||
| CLINICIAN’S PERSPECTIVE | 236 | ||
| RECOMMENDATIONS FOR CLINICIANS, EDUCATORS, AND PARENTS | 239 | ||
| FUTURE DIRECTIONS | 239 | ||
| ACKNOWLEDGMENTS | 239 | ||
| REFERENCES | 239 | ||
| Geeks, Fandoms, and Social Engagement | 247 | ||
| Key points | 247 | ||
| INTRODUCTION | 247 | ||
| THE HISTORY OF YOUTH STUDIES | 248 | ||
| THE GEEK | 249 | ||
| SOCIAL MEDIA ENGAGEMENT | 251 | ||
| COSPLAY | 253 | ||
| COMIC BOOKS | 256 | ||
| FANFICTION | 258 | ||
| GAMING | 260 | ||
| GEEK MUSIC | 262 | ||
| FURRIES AND BRONIES | 263 | ||
| SUMMARY/DISCUSSION | 265 | ||
| REFERENCES | 265 | ||
| Media Engagement and Identity Formation Among Minority Youth | 269 | ||
| Key points | 269 | ||
| INTRODUCTION | 269 | ||
| Media Habits of Adolescents | 271 | ||
| DIFFERENCES IN MEDIA HABITS BETWEEN RACIAL AND ETHNIC GROUPS | 272 | ||
| Total Media Use | 272 | ||
| Television and Video Viewing | 273 | ||
| Music | 273 | ||
| Gaming | 273 | ||
| Computer Use | 273 | ||
| Reading | 274 | ||
| SOCIAL IDENTITY THEORY | 274 | ||
| THE ECHO CHAMBER | 275 | ||
| CO-CREATED REALITIES | 276 | ||
| NEWS MEDIA COVERAGE AND PERCEPTIONS OF RACE | 276 | ||
| FROM RACIST STATEMENTS TO HATE CRIMES | 278 | ||
| ONLINE VERSUS OFFLINE RACISM | 279 | ||
| EFFECTS OF RACISM ON IDENTITY FORMATION | 280 | ||
| PROTECTIVE FACTORS | 281 | ||
| SUMMARY AND RECOMMENDATIONS FOR PROFESSIONALS | 282 | ||
| REFERENCES | 283 | ||
| Risky Business | 287 | ||
| Key points | 287 | ||
| INTRODUCTION | 287 | ||
| CYBERBULLYING | 288 | ||
| Cyberbullying Prevalence | 289 | ||
| Previous research | 289 | ||
| New research | 289 | ||
| Cell Phone Ownership | 291 | ||
| Previous research | 291 | ||
| New research | 292 | ||
| Is There Any Increased Risk for Young Children in Owning Cell Phones? | 294 | ||
| Previous research | 294 | ||
| New research | 294 | ||
| SEXTING | 295 | ||
| First: Sexting Is Neither Rare nor Ubiquitous | 295 | ||
| Previous research | 295 | ||
| New research | 295 | ||
| Second: Sexting Is Not Confined to Adolescence | 296 | ||
| Internet and Video Game Addictions | 307 | ||
| Key points | 307 | ||
| INTRODUCTION | 307 | ||
| DIAGNOSIS OF INTERNET GAMING DISORDER AND OTHER TYPES OF INTERNET AND VIDEO GAME ADDICTIONS | 308 | ||
| CLINICAL CONSIDERATIONS IN ASSESSING FOR INTERNET AND VIDEO GAME ADDICTION | 310 | ||
| EPIDEMIOLOGY OF INTERNET AND VIDEO GAME ADDICTION | 310 | ||
| RISK FACTORS AND COMORBIDITIES OF INTERNET AND VIDEO GAME ADDICTION | 311 | ||
| ADDICTIVE FEATURES OF VIDEO GAMES | 312 | ||
| PSYCHOSOCIAL RISK FACTORS | 313 | ||
| PSYCHIATRIC COMORBIDITIES | 314 | ||
| NEUROBIOLOGY OF INTERNET AND VIDEO GAME ADDICTION | 314 | ||
| Importance of a Neurobiological Addiction Model | 314 | ||
| The Dual Processing Model | 315 | ||
| The Go Network: Stimulation Seeking in Internet and Video Game Addiction | 316 | ||
| The Stop Network: Impulsivity in Internet and Video Game Addiction | 317 | ||
| Long-Term Brain Effects | 317 | ||
| SUMMARY | 318 | ||
| REFERENCES | 319 | ||
| Treatment Considerations in Internet and Video Game Addiction | 327 | ||
| Key points | 327 | ||
| INTRODUCTION | 327 | ||
| ADDICTION MEDICINE DEFINED | 327 | ||
| A DIGITAL DRUG | 328 | ||
| Disinhibition | 329 | ||
| Content Stimulation | 329 | ||
| Ease-of-Access | 329 | ||
| Dissociation (Time Distortion) | 329 | ||
| Perceived Anonymity | 330 | ||
| Activation of Neurobiological Reward Pathways | 330 | ||
| A VIRTUAL SLOT MACHINE | 330 | ||
| TREATMENT CONSIDERATIONS | 331 | ||
| SPECIFIC TREATMENT INTERVENTIONS | 331 | ||
| IMPLICATIONS OF CURRENT CLINICAL AND NEUROBIOLOGICAL RESEARCH ON THE TREATMENT OF INTERNET AND VIDEO GAME ADDICTION AND REL ... | 331 | ||
| COGNITIVE–BEHAVIORAL THERAPY | 332 | ||
| MOTIVATIONAL INTERVIEWING, MOTIVATIONAL ENHANCEMENT, AND HARM REDUCTION | 332 | ||
| MOTIVATIONAL INTERVIEWING AND MOTIVATIONAL ENHANCEMENT | 332 | ||
| READINESS FOR CHANGE AND TREATMENT | 333 | ||
| Precontemplation | 333 | ||
| Contemplation | 334 | ||
| Preparation | 334 | ||
| Action | 334 | ||
| Maintenance | 334 | ||
| Relapse | 334 | ||
| ABSTINENCE VERSUS MODERATED OR MINDFUL TECHNOLOGY USE | 335 | ||
| A PRACTICAL ADDICTION MEDICINE TREATMENT OUTLINE FOR INTERNET AND VIDEO GAME ADDICTION AND RELATED USE DISORDERS | 335 | ||
| Patient Engagement | 335 | ||
| Pattern Disruption | 335 | ||
| Trigger Identification | 336 | ||
| Management of Urges, Cravings, and Compulsions (Pharmacologic and Other Therapeutic Interventions) | 336 | ||
| PHARMACOTHERAPY AND MEDICALLY AUGMENTED THERAPIES | 336 | ||
| Blocking, Monitoring, and Filtering | 338 | ||
| Real-Time Living Strategies | 339 | ||
| REWARD DEFICIENCY SYNDROME | 339 | ||
| RELAPSE PREVENTION | 340 | ||
| INTERNET AND VIDEO GAME ADDICTION: A NEW DRUG OF CHOICE | 340 | ||
| ACKNOWLEDGMENTS | 340 | ||
| REFERENCES | 341 | ||
| The Interplay Between Digital Media Use and Development | 345 | ||
| Key points | 345 | ||
| INTRODUCTION | 345 | ||
| CHANGES IN YOUTHS’ MEDIA DIET | 346 | ||
| CHILDREN (0–8 YEARS) | 347 | ||
| Infants and Toddlers | 347 | ||
| Preschool Children (2–8 Years) | 347 | ||
| TRANSITION FROM CHILD TO TEEN (8–12 YEARS) | 348 | ||
| ADOLESCENCE (13–18 YEARS) | 349 | ||
| GENDER DEVELOPMENT AND MEDIA | 349 | ||
| MEDIA TYPES AND USAGE TRENDS ACROSS DEVELOPMENT | 350 | ||
| Text and Messaging | 350 | ||
| Mobile Media | 350 | ||
| Television | 350 | ||
| Video Games | 351 | ||
| Video Sharing | 351 | ||
| Social Media | 351 | ||
| Advertising and Consumerism Across Platforms | 352 | ||
| SUMMARY | 353 | ||
| REFERENCES | 353 |