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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 |