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Book Details
Abstract
Get a quick, expert overview of the increasingly important topic of technology and social media and its impact on children and adolescents. This practical resource presents a focused summary of today’s current knowledge on topics of interest to psychiatrists, pediatricians, and other health professionals working with children and adolescents. It provides current, relevant information on a wide variety of media-related topics as they relate to child and adolescent health and mental illness, making it a one-stop resource for staying up to date in this critical area.
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Front Cover | Cover | ||
Child and Adolescent Psychiatry and the Media | i | ||
Child and Adolescent Psychiatry and the Media | iii | ||
Copyright | iv | ||
List of Contributors | v | ||
Preface | ix | ||
Contents | xi | ||
1 - The Effects of Violent Media on Children | 1 | ||
MEDIA AND TELEVISION/MOVIE VIOLENCE | 1 | ||
Experiments | 1 | ||
Societal Data | 2 | ||
VIDEO GAMES AND ADOLESCENTS | 3 | ||
Video Games and Youth Aggression | 3 | ||
Sexist Games | 4 | ||
Positive Effects of Video Game Use | 4 | ||
MEDIA VIOLENCE AND THE POLICY REALM | 5 | ||
The American Psychological Association 2015 Policy Statement and Resultant Debate | 5 | ||
MASS HOMICIDES AND MEDIA | 5 | ||
NATIONAL STUDIES OF SCHOOL SHOOTINGS | 6 | ||
CONCLUSION | 6 | ||
REFERENCES | 7 | ||
FURTHER READING | 9 | ||
2 - Distorted Reality: Reality Television and the Effects on Female Body Image | 11 | ||
INTRODUCTION | 11 | ||
FEMALE BODY IMAGE PORTRAYALS IN MASS MEDIA | 11 | ||
THE EFFECTS OF TELEVISION ON FEMALE BODY IMAGE | 12 | ||
MEDIA AND BODY IMAGE EFFECTS: THEORETICAL APPROACHES | 13 | ||
Social Comparison Theory | 13 | ||
Cultivation Theory | 14 | ||
Uses and Gratification Theory | 15 | ||
Personality Traits | 15 | ||
REALITY TELEVISION AND BODY IMAGE | 16 | ||
Cosmetic Surgery Reality Television and Body Image | 17 | ||
MEDIA LITERACY | 19 | ||
CONCLUSION | 19 | ||
REFERENCES | 20 | ||
3 - Sexting and Cyberbullying in the Developmental Context: Use and Misuse of Digital Media and Implications for Pa ... | 23 | ||
INTRODUCTION | 23 | ||
NORMATIVE CONTEXT OF DIGITAL MEDIA USE | 24 | ||
Correspondence Between Online and Offline Risk | 25 | ||
CYBERBULLYING | 26 | ||
Cyberbullying: Prevalence and Correlates | 26 | ||
Associations Between Cyberbullying and Suicidality | 27 | ||
Contextual Factors and Cyberbullying | 27 | ||
“SEXTING” AND YOUTH-PRODUCED SEXUAL IMAGES | 28 | ||
Possible Misuses of Adolescent Sexting | 29 | ||
Educational Responses to Adolescent Sexting | 30 | ||
CONCLUSION AND RECOMMENDATIONS: THE 4MS OF PARENT GUIDANCE | 30 | ||
Manner | 31 | ||
Modeling | 31 | ||
Monitoring | 32 | ||
What Forms of Control and Oversight Are Indicated, If Any? | 32 | ||
Meaning | 33 | ||
Conclusions | 34 | ||
REFERENCES | 34 | ||
4 - Dystopian Movies and YA Novels | 39 | ||
INTRODUCTION | 39 | ||
DEFINING DYSTOPIA | 39 | ||
DYSTOPIAN STORIES AS ADOLESCENT PROTESTS | 39 | ||
NEUROBIOLOGY OF DYSTOPIAN TALES | 40 | ||
PSYCHOPATHOLOGY AND DYSTOPIAN NARRATIVES | 40 | ||
THERAPEUTIC USES OF DYSTOPIAN LITERATURE | 41 | ||
CONCLUSION | 41 | ||
REFERENCES | 41 | ||
5 - The Impact of Terrorism on Children and Adolescents: Terror in Their Eyes, Terror on Their Screens | 43 | ||
DEFINITION OF TERRORISM | 43 | ||
RISK AND PROTECTIVE FACTORS FOR CHILDREN AND ADOLESCENTS | 44 | ||
History and the Event | 44 | ||
Individual Factors and Vulnerabilities | 44 | ||
DEVELOPMENTAL CONSIDERATIONS | 44 | ||
Preschool-Aged Children | 44 | ||
Elementary School–Aged Children | 45 | ||
Adolescents | 45 | ||
NEUROBIOLOGICAL CONSEQUENCES OF TRAUMA IN CHILDREN AND ADOLESCENTS | 45 | ||
PREDISPOSING RISK FACTORS | 45 | ||
RESILIENCE AMONG CHILDREN AND ADOLESCENTS | 46 | ||
FAMILY FACTORS AND VULNERABILITIES | 46 | ||
COMMUNITY FACTORS | 46 | ||
CHILDREN'S RESPONSES TO MEDIA EXPOSURE OF TERRORIST EVENTS | 46 | ||
The Challenger Disaster | 47 | ||
Oklahoma City Bombing | 47 | ||
Scud Missile Attacks and News Coverage During the Persian Gulf War | 47 | ||
World Trade Center (September 11, 2001) | 48 | ||
Palestinian Children Living in a War Zone | 48 | ||
Boston Marathon Bombing | 49 | ||
TELEVISION, SOCIAL MEDIA, AND THE NEWS | 49 | ||
CHILDREN'S INTERPRETATION OF THE MEDIA: DEVELOPMENTAL CONSIDERATIONS | 49 | ||
TELEVISION AND SOCIAL MEDIA: CONSTRUCTIVE AND DESTRUCTIVE EFFECTS | 50 | ||
Positive Effects | 50 | ||
Negative Effects | 50 | ||
Social and Mobile Media as News Sources | 50 | ||
Clinical Interventions and Treatment | 51 | ||
GUIDELINES FOR PARENTS, HEALTHCARE PROVIDERS, AND EDUCATORS: TRAUMA AND THE MEDIA | 53 | ||
Parents, Educators, Healthcare Providers, Politicians, and Journalists Must Increase Their Awareness About the Potentially ... | 53 | ||
Adults Benefit from Seeking Positive Ways of Understanding and Coping With Their Own Responses to Terrorist Events to Optim ... | 53 | ||
Children Cannot Be Sheltered Entirely from Knowing About or Reacting to a Disturbing Event | 54 | ||
Some children's and adolescent's Responses May Be Confusing | 54 | ||
If a Child Chooses Not to Talk About the Events, Parents Should Respect That Decision While Monitoring for Any Emerging Sym ... | 54 | ||
Adults Need to Reassure Children That They Are Safe and Will Be Protected | 55 | ||
FURTHER RECOMMENDATIONS | 55 | ||
REFERENCES | 55 | ||
6 - Addicted Media: Substances on Screen | 61 | ||
INTRODUCTION | 61 | ||
ALCOHOL | 61 | ||
TOBACCO | 63 | ||
MARIJUANA | 66 | ||
OTHER SUBSTANCES | 68 | ||
FUTURE DIRECTIONS | 69 | ||
CONCLUSION | 69 | ||
REFERENCES | 69 | ||
7 - Media Literacy for Clinicians and Parents | 75 | ||
THE INTERACTION BETWEEN TASKS OF DEVELOPMENT AND MEDIA | 75 | ||
How Young Children Perceive and Use Media | 75 | ||
Infancy through toddlerhood | 75 | ||
Preschool years | 76 | ||
How School-Age Children and Adolescents Perceive and Use Media | 77 | ||
The role of temperament and traits | 77 | ||
Summary | 77 | ||
FAMILY CONTEXT AND MEDIA | 78 | ||
Understanding Media Content | 79 | ||
Sexual Content | 80 | ||
SPECIAL CLINICAL CIRCUMSTANCES | 81 | ||
The Striving Family | 81 | ||
Difficulties with Peer Relations | 81 | ||
The Child With Attention-Deficit/Hyperactivity Disorder | 81 | ||
Children with Developmental Disorders | 81 | ||
UNDERSTANDING RATING SYSTEMS AND MONITORING | 82 | ||
Rating Systems | 82 | ||
Television | 82 | ||
Movies | 82 | ||
Computer/video games | 82 | ||
Music/recordings | 85 | ||
Rating Systems Summary and Discussion | 87 | ||
Monitoring and Blocking Devices | 88 | ||
CONCLUSIONS | 89 | ||
REFERENCES | 89 | ||
8 - Functional Assessment of Social Media in Child and Adolescent Psychiatry | 93 | ||
INTRODUCTION | 93 | ||
SOCIAL MEDIA PLATFORMS POPULAR WITH YOUTH | 93 | ||
THE EVOLUTION OF SOCIAL MEDIA | 94 | ||
SOCIAL MEDIA IN EARLY CHILDHOOD | 95 | ||
SOCIAL MEDIA IN SCHOOL-AGED CHILDREN | 95 | ||
SOCIAL MEDIA IN ADOLESCENTS | 95 | ||
DIGITAL MEDIA PLATFORMS POPULAR WITH YOUTH: SOCIAL VIDEO GAMES | 95 | ||
SOCIAL MEDIA AND DIGITAL MEDIA EXPOSURE FOR AMERICAN YOUTH: 2017 | 96 | ||
INFLUENCE OF SOCIAL AND DIGITAL MEDIA ON YOUTH DEVELOPMENT AND BEHAVIOR | 96 | ||
Social Media, Self-Esteem, and Peer Friendships | 96 | ||
Social Media's Impact on Female and Male Identity and Body Image | 97 | ||
Social Media's Influence on Sexual Attitudes and Behaviors | 97 | ||
Social Media and Aggression | 98 | ||
Social Media's Impact on Anxiety and Depression | 98 | ||
PARENTAL PERCEPTIONS | 99 | ||
FUNCTIONAL ASSESSMENT OF SOCIAL AND DIGITAL MEDIA IN PSYCHIATRIC EVALUATION OF YOUTH | 100 | ||
WHAT IS A FUNCTIONAL MEDIA ASSESSMENT? | 100 | ||
WHAT ARE THE COMPONENTS OF A FUNCTIONAL ASSESSMENT OF SOCIAL MEDIA? | 100 | ||
THE SOCIAL MEDIA DIET | 100 | ||
SETTINGS | 101 | ||
ANTECEDENTS | 101 | ||
BEHAVIORS | 101 | ||
CONSEQUENCES | 101 | ||
FUNCTIONS OF SOCIAL AND DIGITAL MEDIA | 102 | ||
FUNCTIONAL APPROACH TO SOCIAL AND DIGITAL MEDIA PROBLEM SOLVING | 102 | ||
CLINICAL APPLICATIONS | 102 | ||
CLINICIAN'S MEDIA LITERACY | 103 | ||
FUTURE DIRECTIONS | 103 | ||
APPENDIX 8.1: VIDEOGAME QUESTIONNAIRE | 105 | ||
REFERENCES | 106 | ||
9 - The Use of Film, Literature, and Music in Becoming Culturally Competent in Understanding African Americans | 109 | ||
THE ROLE OF CULTURAL COMPETENCE | 110 | ||
A NEW WAY TO TEACH: VIA FILM, LITERATURE, PHOTOGRAPHY, AND MUSIC | 110 | ||
MUSIC'S INFLUENCE IN AFRICAN AMERICAN CULTURE | 111 | ||
POWER OF THE WRITTEN WORD | 112 | ||
THE WAR OF IMAGES | 113 | ||
SUMMARY | 114 | ||
REFERENCES | 115 | ||
10 - Mass Media Outreach for Child Psychiatrists | 117 | ||
WHY GET INVOLVED WITH THE MEDIA? | 117 | ||
The Need to Raise Public Awareness About Mental Illness and Effective Treatment | 117 | ||
The Need to Reduce Stigma and Other Barriers to Care | 117 | ||
The Need to Counteract Media Misinformation that Contributes to Stigma | 118 | ||
The Need to Counterbalance Information From Special Interests | 118 | ||
THE POTENTIAL OF MASS MEDIA TO TEACH, AND COUNTERACT STIGMA | 118 | ||
HOW TO WORK WITH MASS MEDIA OUTLETS | 119 | ||
WHAT OTHERS HAVE DONE TO EDUCATE THE PUBLIC ABOUT MENTAL ILLNESS | 121 | ||
SUMMARY | 122 | ||
REFERENCES | 122 | ||
11 - The Use of Telepsychiatry in Caring for Youth and Families: Overcoming the Shortages in Child and Adolescent P ... | 125 | ||
INTRODUCTION | 125 | ||
OVERVIEW OF TELEPSYCHIATRY | 125 | ||
TELEPSYCHIATRY VERSUS TRADITIONAL PRACTICE | 126 | ||
CLINICAL CONSIDERATIONS | 128 | ||
The Telepsychiatry Encounter | 128 | ||
Patient Selection | 128 | ||
Patient Safety and Emergencies | 129 | ||
TECHNOLOGY AND SECURITY | 129 | ||
REQUIREMENTS AND REGULATIONS | 129 | ||
PAYMENT AND REIMBURSEMENT | 130 | ||
TRAINING AND EDUCATION | 130 | ||
SUMMARY | 130 | ||
GLOSSARY | 130 | ||
REFERENCES | 131 | ||
12 - Your Brain on Video Games: The Neuroscience of Media | 133 | ||
GENERAL PROCESSES | 133 | ||
Epigenetics and Telomeres | 133 | ||
SPECIFIC TOPICS RELATED TO THE NEUROSCIENCE OF MEDIA | 134 | ||
SMARTPHONES, SOCIAL MEDIA, AND THE BRAIN'S ATTENTION NETWORKS | 134 | ||
NEUROBIOLOGICAL EFFECTS OF TELEVISION AND VIDEO GAMES | 135 | ||
VIOLENT MEDIA EFFECTS ON THE BRAIN | 136 | ||
MEDIA ADDICTION AND INTERNET GAMING DISORDER | 136 | ||
CONCLUSIONS | 137 | ||
REFERENCES | 138 | ||
13 - The Role of Media in Promoting and Destigmatizing Mental Illness in Youth | 141 | ||
STIGMA: CAUSES AND EFFECTS | 141 | ||
How Does Stigma Differ for the Young? | 142 | ||
Peer Perceptions | 142 | ||
HOW STIGMA AFFECTS HELP-SEEKING | 142 | ||
Stigma From Healthcare and Mental Health Providers | 143 | ||
SOURCES OF STIGMA IN THE MEDIA | 143 | ||
Stigma in Movies | 143 | ||
Stigma on Television | 143 | ||
Media for Young Children | 144 | ||
Stigma and Video Games | 144 | ||
Stigma in News Reports | 145 | ||
MEDIA INTERVENTIONS THAT MAY REDUCE STIGMA | 145 | ||
Social Media and Internet Interventions | 146 | ||
Video Games to Counter Stigma | 147 | ||
Using Movies Against Stigma | 148 | ||
Acknowledging Media as Part of Therapy | 148 | ||
Using Media to Reduce Stigma Among Health Professionals | 148 | ||
SUMMARY | 149 | ||
REFERENCES | 149 | ||
14 - Media's Role in Mitigating Culturally Competent Understanding of Latino Youth | 153 | ||
INTRODUCTION | 153 | ||
Impact of Racial/Ethnic Biases on Healthcare Disparities and Child Development—Can Media Affect Provision of Care Among Lat ... | 153 | ||
The Role of Cultural Humility in Training—Education Is Bliss When Treating Latinos | 154 | ||
How Does Media Represent Young Latinos? Teaching Practitioners Through Music, Films, TV, Social Media, and Literature | 155 | ||
IMAGES ARE WORTH A THOUSAND WORDS | 155 | ||
Films | 155 | ||
Television | 156 | ||
MUSIC: LATIN EXPLOSION | 158 | ||
SOCIAL MEDIA | 160 | ||
LITERATURE | 160 | ||
Media's Portrayal of Latino Children and Effects on Development | 161 | ||
SUMMARY | 162 | ||
REFERENCES | 163 | ||
15 - Family Life in Television and Film: What Every Clinician Should Know | 165 | ||
THE ROLE OF FAMILIES IN TELEVISION AND FILM | 165 | ||
A BRIEF HISTORY OF FAMILY STRUCTURES ON TELEVISION | 165 | ||
THE EVOLUTION OF FAMILY THERAPY THEORY | 166 | ||
MEDIA DEPICTIONS OF FAMILIES | 167 | ||
Divorce and Stepfamilies | 167 | ||
Single Parent Families | 168 | ||
Sexual Minority Parents | 168 | ||
Families of Color | 169 | ||
CONCLUSIONS | 170 | ||
REFERENCES | 170 | ||
16 - Digital Media Use by Young Children: Learning, Effects, and Health Outcomes | 173 | ||
LEARNING FROM MEDIA | 173 | ||
Theoretical Background | 173 | ||
Learning From Educational Television | 174 | ||
Video Deficit | 174 | ||
Word learning and television | 175 | ||
Learning From Interactive Media | 176 | ||
Science, Technology, Engineering and Mathematics Learning From Media | 176 | ||
COGNITIVE AND SOCIAL EMOTIONAL MEDIA EFFECTS | 177 | ||
Violence, Aggression, and Fear | 177 | ||
Prosocial Effects | 178 | ||
MEDIA USE AND HEALTH EFFECTS | 178 | ||
Sleep | 178 | ||
Obesity | 179 | ||
Exercise | 179 | ||
Pain Management | 179 | ||
Attention and Executive Function | 180 | ||
Autism and social development | 180 | ||
CONCLUSION | 181 | ||
REFERENCES | 182 | ||
FURTHER READING | 186 | ||
17 - Use of Digital Media for Self-Expression in Children and Adolescents | 187 | ||
INTRODUCTION | 187 | ||
INTERNET SAFETY | 187 | ||
YOUTH JURIES | 189 | ||
Juries | 189 | ||
Vignettes | 190 | ||
Youth Juries | 191 | ||
OPEN EDUCATIONAL RESOURCE | 192 | ||
REFERENCES | 193 | ||
Index | 195 | ||
A | 195 | ||
B | 195 | ||
C | 195 | ||
D | 196 | ||
E | 197 | ||
F | 197 | ||
G | 197 | ||
H | 197 | ||
I | 197 | ||
J | 198 | ||
K | 198 | ||
L | 198 | ||
M | 198 | ||
N | 199 | ||
O | 199 | ||
P | 199 | ||
Q | 199 | ||
R | 199 | ||
S | 200 | ||
T | 201 | ||
U | 201 | ||
V | 201 | ||
W | 201 | ||
X | 201 | ||
Y | 201 |