Saturday, November 26, 2011

People who multitask actually fail at multitasking!

Study finds people who multitask often bad at it

RANDOLPH E. SCHMID   08/24/09 09:38 PM ET   AP
WASHINGTON — The people who multitask the most are the ones who are worst at it. That's the surprising conclusion of researchers at Stanford University, who found multitaskers are more easily distracted and less able to ignore irrelevant information than people who do less multitasking.
"The huge finding is, the more media people use the worse they are at using any media. We were totally shocked," Clifford Nass, a professor at Stanford's communications department, said in a telephone interview.
The researchers studied 262 college undergraduates, dividing them into high and low multitasking groups and comparing such things as memory, ability to switch from one task to another and being able to focus on a task. Their findings are reported in Tuesday's edition of Proceedings of the National Academy of Sciences.
When it came to such essential abilities, people who did a lot of multitasking didn't score as well as others, Nass said.
Still to be answered is why the folks who are worst at multitasking are the ones doing it the most.
It's sort of a chicken-or-egg question.
"Is multitasking causing them to be lousy at multitasking, or is their lousiness at multitasking causing them to be multitaskers?" Nass wondered. "Is it born or learned?"
In a society that seems to encourage more and more multitasking, the findings have social implications, Nass observed. Multitasking is already blamed for car crashes as several states restrict the use of cell phones while driving. Lawyers or advertisers can try to use irrelevant information to distract and refocus people to influence their decisions.
In the study, the researchers first had to figure out who are the heavy and light multitaskers. They gave the students a form listing a variety of media such as print, television, computer-based video, music, computer games, telephone voice or text, and so forth.
The students were asked, for each form of media, which other forms they used at the same time always, often, sometimes or never.
The result ranged from an average of about 1.5 media items at the low end to more than four among heavy multitaskers.
Then they tested the abilities of students in the various groups.
For example, ability to ignore irrelevant information was tested by showing them a group of red and blue rectangles, blanking them out, and then showing them again and asking if any of the red ones had moved.
The test required ignoring the blue rectangles. The researchers thought people who do a lot of multitasking would be better at it.
"But they're not. They're worse. They're much worse," said Nass. The high media multitaskers couldn't ignore the blue rectangles. "They couldn't ignore stuff that doesn't matter. They love stuff that doesn't matter," he said.
Perhaps the multitaskers can take in the information and organize it better? Nope.
"They are worse at that, too," Nass said.
"So then we thought, OK, maybe they have bigger memories. They don't. They were equal" with the low multitaskers, he added.
Finally, they tested ability to switch from one task to another by classifying a letter as a vowel or consonant, or a number as even or odd. The high multitaskers took longer to make the switch from one task to the other.
This particularly surprised the researchers, considering the need to switch from one thing to another in multitasking.
"They couldn't help thinking about the task they weren't doing," lead author Eyal Ophir said. "The high multitaskers are always drawing from all the information in front of them. They can't keep things separate in their minds."
The next step is to look into what multitaskers are good at and see if the difference between high and low multitaskers is one of "exploring" versus "exploiting" information.
"High multitaskers just love more and more information. Their greatest thrill is to get more," he said. On the other hand, "exploiters like to think about the information they already have."
The research was funded by Stanford Major Grant, Volkswagen Grant, Nissan Grant and an Alfred P. Sloan Foundation Grant.
On the Net:
Proceedings of the National Academy of Sciences:

Wednesday, November 23, 2011

The truth about teens and multi-tasking from The Children's Digital Media Center

In this article, Dr. Patricia Greenfield and Yalda T. Uhls, from UCLA and Children’s Digital Media Center, help us make sense of some of the research being done on how multitasking affects productivity and development.
Children’s simultaneous use of different media, or media multitasking, is at an all-time high, as a recent study from the Kaiser Family Foundation demonstrates.1 The primary driver of this trend is the computer with its multiple windows, but other media contribute to multitasking because they can be used simultaneously. For example, a child who uses a computer to instant message with friends while a television is on in the background or while listening to music is multitasking.
There is also social multitasking, in which, for example, you text one person while talking face-to-face to another. And it’s important to realize that we all multitask everyday. To date, it has actually been considered a valuable skill, given that in our time-strapped society, multitasking allows you to complete many different tasks at the same time.
Multitasking is here to stay; the question is, what are the benefits or costs to multitasking, and, if there are costs, how can parents mitigate them?

Early research pointing to positive effects of playing video games showed that it could promote divided attention skills, a perceptual foundation for multitasking.2 A more recent study employed a tool that measures how effectively a participant performs on four tasks carried out simultaneously. This study showed that participants who played two hours of a shooting game called Counter-Strike improved multitasking scores significantly over those in a control group who did not play the game.3
So video games promote skills in multitasking — but many parents, educators, and researchers are left asking whether multitasking is fundamentally a good thing. Recent studies have investigated whether someone performs better or processes a task more deeply if it is done alone rather than in a multitasking environment.
One of these studies used CNN Headline News to simulate a multitasking environment and a cognitive task that many of us encounter daily: simultaneously collecting information from multiple visual and aural cues.4 The experiment showed that college students recalled significantly fewer facts from four main news stories in CNN’s visually complex environment than from the same stories presented in a visually simple format, with the news anchor alone on the screen and the news crawls and other stimuli edited out.
So what happens to learning in a classroom environment that encourages media multitasking? Researchers at Cornell University studied this in a college-level communication studies class in which students were generally encouraged to use their laptops and the Internet during lectures to explore topics in greater detail. Half the students were allowed to keep their laptops open, while the other half had to close their laptops. Students with closed laptops recalled significantly more material in a surprise quiz after class than did the students with open laptops.5 Although these results may be obvious to teachers, many schools appear to be unaware of the potentially negative impact on learning produced by multitasking when they provide wireless connections to the Internet in lecture halls with the intention of improving learning.
This research indicates that multitasking — both within-medium, as with the CNN study, and multimedia, as with the classroom Internet study — decreases our ability to process and retain information. These studies show the cognitive costs of multitasking: It can distract from the main message and from socially important tasks. Multitasking can also decrease reflection on learning — or “metacognition” — as it shifts activity away from brain areas that deeply reflect on information and learning to areas that deal with more habitual processing.6 It can also cause situational Attention Deficit Disorder, which can lead to irritability, declining productivity, and disorganization.7
Additionally, there are social costs, which concern many parents today. In an intense four-year study of modern family life, anthropologist Elinor Ochs at UCLA’s Sloan Center found that multitasking contributes to decreased family interaction. Researchers in Norway found that social multitasking with a cell phone creates generational boundaries, undermines family rituals and shared communication, and magnifies the importance of peer group while decreasing the importance of family.8
So what can mitigate some the cognitive effects of multitasking — such as decreased reflection and automatic thinking? One answer is reading. Research has shown that the amount of out-of-class reading done in college years is a statistically significant predictor of critical thinking skills.9 In addition, reading promotes imagination, increases vocabulary, and encourages reflection.10
Perhaps most importantly, parents can lead by example to encourage breaks from multitasking. This may mean setting limits on media time or turning off the TV and pulling out a board game that requires concentration on a single task. But, more generally, it means slowing down the pace a bit and encouraging family time, since the positive influences of parents on a child’s development can take place only when parents spend time with their children.
If you’re interested in learning more, please take a look at Patricia Greenfield’s article in Science magazine.

Rideout, V., Foehr, U., & Roberts, D. (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds. Menlo Park, CA: Kaiser Family Foundation.
Greenfield, P. M., Dewinstanley, P., Kilpatrick, H., & Kaye, D. (1994). Action video games and informal education: Effects on strategies for dividing visual attention. Journal of Applied Developmental Psychology, 15:105–123.
Kearney, P. In Proceedings of the DiGRA World Conference, 2005.
Bergen, L., Grimes, T., & Potter, D. (2005). How attention partitions itself during … Human Communication Research, 31 (3), 311-336.
Hembrooke, H., & Gay, G. (2003). The Lecture and the Laptop: Multitasking in wireless learning … Journal of Computing in Higher Education, 15(1), 46-65.
Foerde, K., Poldrack, R.A., & Knowlton, B.J. (2007). Secondary task effects on classification learning. Memory & Cognition, 35, 864-74.
Hallowell, E. M. (2005). Delivered from distraction: Getting the most out of life with attention deficit disorder. New York: Ballantine Books.
Ling, R. and Yttri, B. (2005). Control, emancipation and status: The mobile telephone in the teen’s parental and peer group control relationships. In R. Kraut, M. Brynin, & S. Kiesler (Eds.) Information technology at home. Oxford: Oxford.
Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students’ critical thinking skills. Research in Higher Education, 36, 23-39.
Kagan, J. (1965). Reflection-impulsivity and reading ability in primary grade children. Child Development, 36, 609-628.
By Common Sense Media
January 21, 2010

Tuesday, November 22, 2011

a Parent's Guide to Cyber Safety: FBI Publication

A Parent's Guide to Internet Safety

U.S. Department of Justice, Federal Bureau of Investigation  Publications

Drawing - Group of ChildrenDear Parent:
Our children are our nation's most valuable asset. They represent the bright future of our country and hold our hopes for a better nation. Our children are also the most vulnerable members of society. Protecting our children against the fear of crime and from becoming victims of crime must be a national priority.
Unfortunately the same advances in computer and telecommunication technology that allow our children to reach out to new sources of knowledge and cultural experiences are also leaving them vulnerable to exploitation and harm by computer-sex offenders.
I hope that this pamphlet helps you to begin to understand the complexities of online child exploitation. For further information, please contact your local FBI office or the National Center for Missing and Exploited Children at 1-800-843-5678.
Louis J. Freeh, Former Director
Federal Bureau of Investigation
On-line Caution - Browsers and Search EnginesIntroduction
While on-line computer exploration opens a world of possibilities for children, expanding their horizons and exposing them to different cultures and ways of life, they can be exposed to dangers as they hit the road exploring the information highway. There are individuals who attempt to sexually exploit children through the use of on-line services and the Internet. Some of these individuals gradually seduce their targets through the use of attention, affection, kindness, and even gifts. These individuals are often willing to devote considerable amounts of time, money, and energy in this process. They listen to and empathize with the problems of children. They will be aware of the latest music, hobbies, and interests of children. These individuals attempt to gradually lower children's inhibitions by slowly introducing sexual context and content into their conversations.
There are other individuals, however, who immediately engage in sexually explicit conversation with children. Some offenders primarily collect and trade child-pornographic images, while others seek face-to-face meetings with children via on-line contacts. It is important for parents to understand that children can be indirectly victimized through conversation, i.e. "chat," as well as the transfer of sexually explicit information and material. Computer-sex offenders may also be evaluating children they come in contact with on-line for future face-to-face contact and direct victimization. Parents and children should remember that a computer-sex offender can be any age or sex the person does not have to fit the caricature of a dirty, unkempt, older man wearing a raincoat to be someone who could harm a child.
Children, especially adolescents, are sometimes interested in and curious about sexuality and sexually explicit material. They may be moving away from the total control of parents and seeking to establish new relationships outside their family. Because they may be curious, children/adolescents sometimes use their on-line access to actively seek out such materials and individuals. Sex offenders targeting children will use and exploit these characteristics and needs. Some adolescent children may also be attracted to and lured by on-line offenders closer to their age who, although not technically child molesters, may be dangerous. Nevertheless, they have been seduced and manipulated by a clever offender and do not fully understand or recognize the potential danger of these contacts.
This guide was prepared from actual investigations involving child victims, as well as investigations where law enforcement officers posed as children. Further information on protecting your child on-line may be found in the National Center for Missing and Exploited Children's Child Safety on the Information Highway and Teen Safety on the Information Highway pamphlets.
What Are Signs That Your Child Might Be At Risk On-line?
Your child spends large amounts of time on-line, especially at night.
Most children that fall victim to computer-sex offenders spend large amounts of time on-line, particularly in chat rooms. They may go on-line after dinner and on the weekends. They may be latchkey kids whose parents have told them to stay at home after school. They go on-line to chat with friends, make new friends, pass time, and sometimes look for sexually explicit information. While much of the knowledge and experience gained may be valuable, parents should consider monitoring the amount of time spent on-line.
Children on-line are at the greatest risk during the evening hours. While offenders are on-line around the clock, most work during the day and spend their evenings on-line trying to locate and lure children or seeking pornography.
You find pornography on your child's computer.
Pornography is often used in the sexual victimization of children. Sex offenders often supply their potential victims with pornography as a means of opening sexual discussions and for seduction. Child pornography may be used to show the child victim that sex between children and adults is "normal." Parents should be conscious of the fact that a child may hide the pornographic files on diskettes from them. This may be especially true if the computer is used by other family members.
Your child receives phone calls from men you don't know or is making calls, sometimes long distance, to numbers you don't recognize.Drawing - Telephone
While talking to a child victim on-line is a thrill for a computer-sex offender, it can be very cumbersome. Most want to talk to the children on the telephone. They often engage in "phone sex" with the children and often seek to set up an actual meeting for real sex.
While a child may be hesitant to give out his/her home phone number, the computer-sex offenders will give out theirs. With Caller ID, they can readily find out the child's phone number. Some computer-sex offenders have even obtained toll-free 800 numbers, so that their potential victims can call them without their parents finding out. Others will tell the child to call collect. Both of these methods result in the computer-sex offender being able to find out the child's phone number.
Your child receives mail, gifts, or packages from someone you don't know.
As part of the seduction process, it is common for offenders to send letters, photographs, and all manner of gifts to their potential victims. Computer-sex offenders have even sent plane tickets in order for the child to travel across the country to meet them.
Your child turns the computer monitor off or quickly changes the screen on the monitor when you come into the room.
A child looking at pornographic images or having sexually explicit conversations does not want you to see it on the screen.
Your child becomes withdrawn from the family.
Computer-sex offenders will work very hard at driving a wedge between a child and their family or at exploiting their relationship. They will accentuate any minor problems at home that the child might have. Children may also become withdrawn after sexual victimization.
Your child is using an on-line account belonging to someone else.
Even if you don't subscribe to an on-line service or Internet service, your child may meet an offender while on-line at a friend's house or the library. Most computers come preloaded with on-line and/or Internet software. Computer-sex offenders will sometimes provide potential victims with a computer account for communications with them.
What Should You Do If You Suspect Your Child Is Communicating With A Sexual Predator Online?
  • Consider talking openly with your child about your suspicions. Tell them about the dangers of computer-sex offenders.
  • Review what is on your child's computer. If you don't know how, ask a friend, coworker, relative, or other knowledgeable person. Pornography or any kind of sexual communication can be a warning sign.
  • Use the Caller ID service to determine who is calling your child. Most telephone companies that offer Caller ID also offer a service that allows you to block your number from appearing on someone else's Caller ID. Telephone companies also offer an additional service feature that rejects incoming calls that you block. This rejection feature prevents computer-sex offenders or anyone else from calling your home anonymously.
  • Devices can be purchased that show telephone numbers that have been dialed from your home phone. Additionally, the last number called from your home phone can be retrieved provided that the telephone is equipped with a redial feature. You will also need a telephone pager to complete this retrieval.
  • This is done using a numeric-display pager and another phone that is on the same line as the first phone with the redial feature. Using the two phones and the pager, a call is placed from the second phone to the pager. When the paging terminal beeps for you to enter a telephone number, you press the redial button on the first (or suspect) phone. The last number called from that phone will then be displayed on the pager.
  • Monitor your child's access to all types of live electronic communications (i.e., chat rooms, instant messages, Internet Relay Chat, etc.), and monitor your child's e-mail. Computer-sex offenders almost always meet potential victims via chat rooms. After meeting a child on-line, they will continue to communicate electronically often via e-mail.
Should any of the following situations arise in your household, via the Internet or on-line service, you should immediately contact your local or state law enforcement agency, the FBI, and the National Center for Missing and Exploited Children:
  1. Your child or anyone in the household has received child pornography;
  2. Your child has been sexually solicited by someone who knows that your child is under 18 years of age;
  3. Your child has received sexually explicit images from someone that knows your child is under the age of 18.
If one of these scenarios occurs, keep the computer turned off in order to preserve any evidence for future law enforcement use. Unless directed to do so by the law enforcement agency, you should not attempt to copy any of the images and/or text found on the computer.
What Can You Do To Minimize The Chances Of An On-line Exploiter Victimizing Your Child?
  • Communicate, and talk to your child about sexual victimization and potential on-line danger.
  • Spend time with your children on-line. Have them teach you about their favorite on-line destinations.
  • Keep the computer in a common room in the house, not in your child's bedroom. It is much more difficult for a computer-sex offender to communicate with a child when the computer screen is visible to a parent or another member of the household.
  • Utilize parental controls provided by your service provider and/or blocking software. While electronic chat can be a great place for children to make new friends and discuss various topics of interest, it is also prowled by computer-sex offenders. Use of chat rooms, in particular, should be heavily monitored. While parents should utilize these mechanisms, they should not totally rely on them.
  • Always maintain access to your child's on-line account and randomly check his/her e-mail. Be aware that your child could be contacted through the U.S. Mail. Be up front with your child about your access and reasons why.
  • Teach your child the responsible use of the resources on-line. There is much more to the on-line experience than chat rooms.
  • Find out what computer safeguards are utilized by your child's school, the public library, and at the homes of your child's friends. These are all places, outside your normal supervision, where your child could encounter an on-line predator.
  • Understand, even if your child was a willing participant in any form of sexual exploitation, that he/she is not at fault and is the victim. The offender always bears the complete responsibility for his or her actions.
  • Instruct your children:
      • to never arrange a face-to-face meeting with someone they met on- line;
      • to never upload (post) pictures of themselves onto the Internet or on-line service to people they do not personally know;
      • to never give out identifying information such as their name, home address, school name, or telephone number;
      • to never download pictures from an unknown source, as there is a good chance there could be sexually explicit images;
      • to never respond to messages or bulletin board postings that are suggestive, obscene, belligerent, or harassing;
      • that whatever they are told on-line may or may not be true.
Frequently Asked Questions:
My child has received an e-mail advertising for a pornographic website, what should I do?
Generally, advertising for an adult, pornographic website that is sent to an e-mail address does not violate federal law or the current laws of most states. In some states it may be a violation of law if the sender knows the recipient is under the age of 18. Such advertising can be reported to your service provider and, if known, the service provider of the originator. It can also be reported to your state and federal legislators, so they can be made aware of the extent of the problem.
Is any service safer than the others?
Sex offenders have contacted children via most of the major on-line services and the Internet. The most important factors in keeping your child safe on-line are the utilization of appropriate blocking software and/or parental controls, along with open, honest discussions with your child, monitoring his/her on-line activity, and following the tips in this pamphlet.
Should I just forbid my child from going on-line?
There are dangers in every part of our society. By educating your children to these dangers and taking appropriate steps to protect them, they can benefit from the wealth of information now available on-line.
Helpful Definitions:
Internet - An immense, global network that connects computers via telephone lines and/or fiber networks to storehouses of electronic information. With only a computer, a modem, a telephone line and a service provider, people from all over the world can communicate and share information with little more than a few keystrokes.
Bulletin Board Systems (BBSs) - Electronic networks of computers that are connected by a central computer setup and operated by a system administrator or operator and are distinguishable from the Internet by their "dial-up" accessibility. BBS users link their individual computers to the central BBS computer by a modem which allows them to post messages, read messages left by others, trade information, or hold direct conversations. Access to a BBS can, and often is, privileged and limited to those users who have access privileges granted by the systems operator.
Commercial On-line Service (COS) - Examples of COSs are America Online, Prodigy, CompuServe and Microsoft Network, which provide access to their service for a fee. COSs generally offer limited access to the Internet as part of their total service package.
Internet Service Provider (ISP) - Examples of ISPs are Erols, Concentric and Netcom. These services offer direct, full access to the Internet at a flat, monthly rate and often provide electronic-mail service for their customers. ISPs often provide space on their servers for their customers to maintain World Wide Web (WWW) sites. Not all ISPs are commercial enterprises. Educational, governmental and nonprofit organizations also provide Internet access to their members.
Public Chat Rooms - Created, maintained, listed and monitored by the COS and other public domain systems such as Internet Relay Chat. A number of customers can be in the public chat rooms at any given time, which are monitored for illegal activity and even appropriate language by systems operators (SYSOP). Some public chat rooms are monitored more frequently than others, depending on the COS and the type of chat room. Violators can be reported to the administrators of the system (at America On-line they are referred to as terms of service [TOS]) which can revoke user privileges. The public chat rooms usually cover a broad range of topics such as entertainment, sports, game rooms, children only, etc.
Electronic Mail (E-Mail) - A function of BBSs, COSs and ISPs which provides for the transmission of messages and files between computers over a communications network similar to mailing a letter via the postal service. E-mail is stored on a server, where it will remain until the addressee retrieves it. Anonymity can be maintained by the sender by predetermining what the receiver will see as the "from" address. Another way to conceal one's identity is to use an "anonymous remailer," which is a service that allows the user to send an e-mail message repackaged under the remailer's own header, stripping off the originator's name completely.
Chat - Real-time text conversation between users in a chat room with no expectation of privacy. All chat conversation is accessible by all individuals in the chat room while the conversation is taking place.
Instant Messages - Private, real-time text conversation between two users in a chat room.
Internet Relay Chat (IRC) - Real-time text conversation similar to public and/or private chat rooms on COS.
Usenet (Newsgroups) - Like a giant, cork bulletin board where users post messages and information. Each posting is like an open letter and is capable of having attachments, such as graphic image files (GIFs). Anyone accessing the newsgroup can read the postings, take copies of posted items, or post responses. Each newsgroup can hold thousands of postings. Currently, there are over 29,000 public newsgroups and that number is growing daily. Newsgroups are both public and/or private. There is no listing of private newsgroups. A user of private newsgroups has to be invited into the newsgroup and be provided with the newsgroup's address.

Federal Bureau of Investigation
Cyber Division
Innocent Images National Initiative
11700 Beltsville Drive
Calverton, MD 20705

Contact your local FBI office for further informa

Saturday, November 19, 2011

Cyber Predator vs. Jerry Sandusky

There are many lessons to be learned about child safety from the events at Penn State -- perhaps none more relevant to our "techy" time in history than the vast majority of child sexual predators live offline and are VERY familiar to their victims. Jerry Sandusky did not use a computer to groom his victims, but instead used face-to-face kindness, generosity, trust, and opportunity.

The Berkman Center at Harvard has disputed the "cyber predator" as a common event and have strongly encouraged everyone who has children or works with children to look at offline predators as posing the greatest risk. It is crucial to focus on the fact that 90% of all child sexual abuse comes at the hands of a person who the child knows and trusts (60% involve some one in the child/teen's family).

The fact that Jerry Sandusky was able to use his charitable foundation and access to Penn State athletic facilities to find, groom, and abuse children does not surprise me in the least. He did what many pedophiles do: they find a public venue to identify vulnerable children and then rely on the adults surrounding the child to look the other way, to be in denial, to rationalize deviant and violent behavior. Yes, there is an expectation by clever pedophiles that the egregious nature of their offense will be allowed to proceed because no one who knows the pedophile (as a stand up guy) will want to get involved accuse the pedophile of an unspeakable act (shame on you JoePA and every one on your staff!).

So, remember that the Sandusky story is really SOP for pedophiles -- as is the lack of action by Penn State. Cyber space can be aa dangerous place for sure -- but the most skilled sexual predators are next door, at the YMCA, coaching youth sports, or running an organization for at risk youth.

Christopher Mulligan LCSW

Friday, November 18, 2011

10 Reasons to Cancel Your Teen’s Data Plan


10 Reasons to Cancel Your Teen’s Data Plan

Teenagers in today’s society have a wealth of information at their fingertips. Just by using a web-enabled cell phone, they have access to everything the internet has to offer. News outlets across the United States have reported the unseen dangers, but many parents remain unaware of the trouble that can result. Here are ten reasons you might want to consider canceling your teen’s data plan.

  1. Difficult to Monitor – Despite the parental controls that some service providers offer, a tech-savvy teen can still hide their tracks on a mobile device.
  2. Sexually Inappropriate Content – Not having a data plan makes sending questionable images to another cell phone much more difficult. The lack of online capabilities can greatly reduce the access your teen has to sexually inappropriate content, whether that means pornography or sharing ill-advised photos of themselves.
  3. Bullying – The bullying epidemic among older kids and teens is no secret. Limiting the capabilities of your teen’s cell phone can help protect them from some forms of bullying, or prevent them from being a bully to others.
  4. The Distraction Factor – Today’s teens spend an enormous amount of time using social networking sites from their phones, leaving them completely distracted from the world around them. Not having the ability to access such sites at their fingertips throughout the entirety of their day forces them to interact with their surroundings; everything from their grades to the conversation at the dinner table can improve when there’s no media plan available.
  5. Cheating – Having access to search engines during a difficult test can tempt even the most honest teen. Removing that temptation can help steer your teen away from making a decision that can have an adverse effect on their academic future.
  6. Usage Fees – The charges for data usage can be exorbitant, especially if your teen is downloading music, games and ringtones. Opting to have data usage disabled can save a small fortune, especially if you have more than one teenager on a family plan.
  7. Driving Dangers – While disabling data use doesn’t prevent texting, it can limit the available distractions. Have a talk with your teen driver about the dangers of texting while driving, but it might be a good idea to also consider dropping the data plan from their line for this reason as well.
  8. Peer Pressure and Risky Behavior – Today, everything from nudity to fighting is encouraged among groups of teens, simply for the purpose of recording and sharing the photos and video footage. Limiting the capabilities of your teen’s device can curtail his or her involvement in such risky or illegal behavior.
  9. Spreading of Harmful Rumors and Gossip – Though most wouldn’t use the term “blackmail,” that’s exactly what some teens are doing when they use photos and video caught on a cell phone to torment a classmate. Though disabling your teen’s data usage won’t protect them from being the victim of voyeurism, it will prevent them from sharing embarrassing footage of others.
  10. Too Much Information – Many social networking sites like Facebook offer the ability to “check in” from a mobile device. This publishes the user’s current location, sometimes complete with a map. For na├»ve teens, this doesn’t seem like an issue, but it can be dangerous if their privacy settings allow strangers to see the information.
Simply restricting your teen’s access to these services won’t keep them safe from the dangers of our high-tech society. It’s imperative to explain your reasons for not allowing mobile web access, and to have a conversation about the behaviors that a cell phone simply documents.

Sunday, November 13, 2011

Focusing on the Self Rather than Caring for Others

A Shift Toward Self

Published Jul 25, 2011 12:00 AM

A study shows fame as the top value promoted in TV programs targeted to pre-teens in 2007, with emphasis on community feeling and kindness to others far less than before.
"Don't you know who I am? Remember my name. Fame! I'm gonna live forever."
— Irene Cara, "Fame"

Being famous is now the number one value emphasized by television shows popular with 9- to 11-year-olds, according to a recent study by UCLA psychologists.
On a list of 16 values, fame jumped from 15th in both 1987 and 1997 to first in 2007. From 1997 to 2007, the quality of benevolence (being kind and helping others) fell from second to 13th, and tradition dropped from fourth to 15th.
The study assessed the values of characters in popular television shows in each decade from 1967 to 2007, with two shows per decade evaluated.
"I was shocked, especially by the dramatic changes in the last 10 years," says Yalda T. Uhls, a UCLA doctoral student in developmental psychology and the lead author of the study. "I thought fame would be important but did not expect this drastic an increase or such a dramatic decrease in other values, such as community feeling. If you believe, as I do, that television reflects the culture, then American culture has changed drastically."
Community feeling (being part of a group) was the top value in 1967, 1977 and 1997 and was number two in 1987, the study found. By 2007, however, it had fallen out of the top 10, to 11th.
"The rise of fame in preteen television may be one influence in the documented rise of narcissism in our culture," explains the study's senior author, Patricia M. Greenfield, a UCLA distinguished professor of psychology and director of the Children's Digital Media Center @ Los Angeles. "Popular television shows are part of the environment that causes the increased narcissism, but they also reflect the culture. They both reflect it and serve as a powerful socialization force for the next generation."
The top five values in 2007 were fame, achievement, popularity, image and financial success. In 1997, the top five were community feeling, benevolence, image, tradition and self-acceptance. In 2007, benevolence dropped to 12th and community feeling to 11th. Financial success went from 12th in 1967 and 1997 to fifth in 2007.
The two least emphasized values in 2007 were spiritualism (16th) and tradition (15th); tradition had been ranked fourth in 1997.
Uhls and Greenfield analyzed Nielsen demographic data to determine the most popular shows with 9- to 11-year-olds and then surveyed 60 participants, aged 18 to 59, to determine how important each value was in episodes of the various shows.
"The biggest change occurred from 1997 to 2007, when YouTube, Facebook and Twitter exploded in popularity," Uhls says. "Their growth parallels the rise in narcissism and the drop in empathy among college students in the United States, as other research has shown. We don't think this is a coincidence. Changes we have seen in narcissism and empathy are being reflected on television. In the past, children had their home, community and school; now they have thousands of 'friends' who look at their photos and their posts and comment on them. The growth of social media gives children access to an audience beyond the school grounds."
"If you have 400 or more Facebook friends, which many high school and college students do, you are on stage," Greenfield says. "It's intrinsically narcissistic."
"Preteens are at an age when they want to be popular, just like the famous teenagers they see on TV and the Internet," adds Uhls, who has an 11-year-old daughter and formerly worked as a movie studio executive. "With Internet celebrities and reality TV stars everywhere, the pathway for nearly anyone to become famous, without a connection to hard work and skill, may seem easier than ever. When being famous and rich is much more important than being kind to others, what will happen to kids as they form their values and their identities?"
To learn about the Children's Digital Media Center @ Los Angeles, visit .

New Porn Policy in the UK!

UK Internet Users Forced To Choose Whether They Want Porn Or Not

LONDON – A coalition of major U.K. Internet providers said Tuesday that it would begin forcing customers to choose whether to have access to pornography and other potentially unsavoury websites, rather than simply offering consumers the option to block them.
Or, if you live in the UK you can also say "yes" - it's your call.
The family advocate behind the move says it will push families to think about what their children are looking at online, but civil libertarians worry that adults could be caught up in — and potentially get used to — online censorship.
“The choice needs to be framed as a choice about parental controls,” said Jim Killock, the chief executive of Britain’s Open Rights Group. “Adults should not be being asked to make choices about content they may wish to view, or may need to view in the future.”
Like their counterparts elsewhere, British Internet providers have long offered customers the option of installing parental blocks to protect children from objectionable content — including not just pornography and gambling but also websites that promote eating disorders, self-harm or suicide.
But a government-ordered review into the sexualization of children published in June recommended that parents be forced to make an explicit choice whether to include the blocks. The review’s author, family advocate Reg Bailey, told BBC television that the issue with existing parental controls is that “the default position is that they’re turned off.”
He said forcing the choice is a way to confront parents with the question: “Do you actually want to access adult material on the Internet through this device?”
“That persuades parents in many ways to have a conversation with children and young people about whether that’s a good thing or a bad thing,” he told the broadcaster. “It’s a much more active process than it is at present.”
Killock said he didn’t have a problem with stronger parental controls — so long as they remained just that. The danger, he said, was that forcing adult consumers to explicitly state whether they wanted to access pornography or other material might intimidate some into agreeing to a form of censorship.
“If you’re faced with the question: ‘Do you wish to switch on adult content, yes or no?’ then people will switch it off because they might think: ‘Oh my partner won’t approve,’” he said. “It’s inappropriate to get adults to start living in a censored world.”
The four providers who’ve pledged to implement the new measure are the BT Group PLC, British Sky Broadcasting Ltd., Virgin Media and the TalkTalk Telecom Group PLC. None of the providers gave a precise timeline for when the measure would be put into place.

Teen internet addiction

Teenage Internet Addiction Symptoms Treatment Help

Teen Internet Addiction Overview
It’s no secret that many teens are big fans of video games and the Internet. But for some young people, what started as an interest in technology, a means of entertainment, or a way to keep in touch with friends may morph into a serious behavior disorder.
Teen Internet addiction is much more than just a strong desire to be online. As is the case with other behavior disorders — such as compulsive gambling — teen Internet addiction is marked by a progressive loss of control over one’s ability to avoid, regulate, or limit a behavior. In this case, the behavior in question is spending time on the Internet.
Though some people continue to regard teen Internet addiction as little more than a parenting issue, many experts in the field of addictions and compulsions have identified teen Internet addiction as a real issue that is deserving of continued study. In fact, Internet addiction was seriously considered for inclusion in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V).
Though teen Internet addiction did not make it into DSM-V, the substance-related disorders work group (which evaluated proposed changes to the DSM) recommended that Internet addiction be included in the appendix of DSM-V, and called for further research on the topic.

Causes of Internet Addiction
As is the case with other compulsive behavior disorders, no one cause has been identified as definitively leading to teen Internet addiction. As is also the case with other addictions and compulsions, teen Internet addiction is thought to be more prevalent among teens who are also struggling with disorders such as depression, Attention Deficit Hyperactivity Disorder (ADHD), anxiety, poor self-image, and low self-esteem.

For teens who become enamored with online MMORPGs (massively multiplayer online roleplaying games) such as World of Warcraft and Everquest, the likelihood of addiction may be greater because these games never end. With new quests and adventures continually being added to the game, the user never reaches a point where the game has been mastered or otherwise completed — thus, there is always the enticement to return for more.
For those who are at risk of developing teen Internet addiction, the rush of playing triggers a release of endorphins (brain chemicals associated with pleasure) that mimics what occurs in the brains of individuals who are addicted to alcohol and other drugs, or to behaviors such as gambling.
For teens who are struggling with other mental health or behavioral challenges, and who have difficulty with “real life” social situations) the power, sense of community, and adrenaline rush of online gaming can be extremely enticing.
Symptoms of An Internet Addiction
The core components of teen Internet addiction are similar to those of any other addiction or compulsion. Young people who struggle with teen Internet addiction are likely to meet many if not all of the following criteria:
  • Tolerance — Needing to play more and more in order to experience the same “rush”
  • Obsession — Spending most offline time thinking about past online experiences and planning for future online sessions
  • Frustration, anxiety, and/or irritability when not able to go online
  • Abandoning friends and other hobbies in order to focus on online activities
  • Continuing to spend time online even after negative repercussions (such as school problems, deteriorating relationships, and even health problems)
The following are among the specific signs that could indicate the presence of teen Internet addiction:
  • Most non-school hours are spent on the computer or playing video games
  • Falling asleep in school
  • Falling behind with assignments
  • Worsening grades
  • Lying about computer or video game use
  • Choosing to use the computer or play video games, rather than see friends
  • Dropping out of other social groups (clubs or sports)
  • Being irritable when not playing a video game or being on the computer
Physical symptoms associated with teen Internet addiction may include the following:
  • Carpal tunnel syndrome (associated with repetitive motions such as excessive keyboard use)
  • Insomnia
  • Poor nutrition (failing or refusing to eat in order to remain online)
  • Poor personal hygiene (again, neglecting this important issue in order to focus on online activities)
  • Headaches, back pain, and neck pain
  • Dry eyes and vision problems
In short, if a teen demonstrates an inability to stop spending time online — or cannot limit his/her time on the Internet — especially when Internet use is creating problems in other areas of his/her life, then teen Internet addiction may be to blame.
Treatment for An Internet Addiction
Determining the optimal course of treatment for a young person who is struggling teen Internet addiction depends upon a range of factors, including the teen’s age, the nature and severity of the compulsive behavior, and the presence of co-occurring disorders.1
Some teens may respond best to outpatient therapy (such as weekly sessions with a counselor or therapist), while others may be best served by enrollment in a therapeutic teen wilderness program or a residential program for teens.
Specific therapies and therapeutic activities will vary from teen to teen, but the following may be among the many options that will have the best impact on a young person who has been dealing with teen Internet addiction.
  • Structured and closely supervised schedule with little or no access to Internet-connected devices
  • Individual, group, and family therapy
  • Behavior modification
  • Cognitive Behavioral Therapy (CBT)
  • Dialectical Behavioral Therapy (DBT)
  • Equine therapy
  • Expressive arts therapy
  • Recreation therapy

Saturday, November 5, 2011

Children's Digital Media Center: Teens and the Internet

By Yalda T. Uhls |Patricia M. Greenfield
Children's Digital Media Center Los Angeles
At the Children's Digital Media Center in Los Angeles, we have spent the last eight years exploring life on line and the developmental implications for both adolescents and emerging adults. From the early days of chat rooms to today's pervasive use of social networking sites such as MySpace or Facebook, we have seen digital media grow and change at a rapid pace to the point where adolescents are living a large part of their life electronically - especially online. In this article, we will describe how young people use the Internet, with a focus on social network sites; discuss our assessment of risks and benefits; and provide some ideas for parents.
Research shows that adolescents use a variety of Internet applications to connect with their peers and to explore adolescent concerns such as identity and sexuality, all issues that teenagers grapple with off-line (1, 2, 3).   A 2008 report by the Pew Internet & American Life Project found that 93% of teenagers go on-line and 65% use a social networking site.

Wednesday, November 2, 2011

Pornography and Teens from iKeep


Parents should be concerned about their children’s exposure to obscene content online. As Dr. Michael Rich, Associate Professor of Pediatrics at Harvard Medical School and Associate Professor of Society, Human Development, and Health at Harvard School of Public Health, points out:

“Pornography has many many different effects, but the central one that exists regardless of age– at its base, pornography commodifies the sexual act. [Pornography] turns something that is intimate, human communication and intimate connection with another human into something which can be bought and sold” [1].
Studies show that young men repeatedly exposed to pornography are more likely to objectify women, and young women who view pornography are more likely to self-objectify and tolerate sexual harassment from men [2].Some children may seek out sexually explicit content online out of curiosity, but accidental exposure is also common. One national survey found that 25% of its participants (ages 10 to 17) had experienced unwanted online exposure to pornography in the past year (3).
Parents who keep current, keep communicating, and keep checking can help children understand why pornography is harmful and know what to do when obscene content is encountered.

Keep Current
Be aware of the different ways the internet can be accessed in your home. Many parents are aware of how to limit and filter the home computer or laptop, but the internet can also be accessed through a cell phone, a gaming system, or the “help function” button on any computer program. Install filters on all kinds of connected technology (computer, cell phone, game consoles). A variety of filters can be purchased commercially. K9 Web Protection is a free filter designed for Windows and Mac computers. Family Shield is a free filter service which has options for game consoles. For cell phones, contact your service provider to discuss options for filtering or limiting internet access.
Keep computers and other connected technology consoles in public areas of the house where a parent can monitor the content being accessed or viewed.

Keep Communicating
Filters help, but they don’t prevent all contact with inappropriate content. Discuss with your children why you use filters and monitoring software. The discussion will set a benchmark for your family standards and help your children understand what you expect. In an age-appropriate, but open manner, discuss with your children the reasons obscene content is dangerous for them.

Have your children help keep the computer safe from inappropriate content– children can help you locate the internet access points in your home. Always encourage them to let you know if they discover a problem.
Determine an action plan for encounters with inappropriate content (both in the home and out of the home). For example: turn off the screen and tell an adult, or call for a ride home. Practice the action plan in family meetings or informal discussions.

Keep Checking
Make sure your children know you will keep checking all connected devices including cell phones. Help them understand the internet is a public forum and never completely private. Review internet histories regularly. Check text messages on cell phones.

On a regular basis, discuss the risks of viewing obscene content. In this way, you can allow for children to feel safe discussing the topic and make appropriate adjustments to filtering systems.

1. iKeepSafe Coalition. (n.d.). Dr. Michael Rich—Porn Commodifies Sex [Video]. Retrieved from!
2. Flood, M. (2009, November 2). The Harms of Pornography Exposure Among Children and Young People. Child Abuse Review, 18. Retrieved from,%20The%20harms%20of%20pornography%20exposure%2009.pdf

Tuesday, November 1, 2011

Get Unplugged! Outdoor Recreation Program for Tech Addicted Kids/Teens

Outdoor-Recreational Activities for “Tech” Dependent/Addicted Kids and Teens

Christopher Mulligan LCSW is now offering a therapeutic program designed to help children and teens break the destructive cycle of compulsive internet and video gaming use. Children and teens will participate in a variety of outdoor activities that will improve physical conditioning, develop new recreational skills, and connect members to our natural surroundings. Rather than focus strictly on decreasing or restricting access to technology our program is intended to promote motivation to live a healthy and balanced life.  

In order to create new and adaptive behaviors “tech” dependent/addicted children and teens must get “unplugged” from their home environment. Participating in outdoor recreational activities is the most effective way to help technology dependent/addicted children and teens develop an awareness of how technology is limiting the quality of their lives.

By engaging in recreational activities that involve outdoor exercise, physical competence and teamwork children and teens will develop social skills, problem solving skills as well an expanded range of recreational interest. By creating these changes group members will learn the benefits of “plugging in” to a non-technological dependent life style. According to the Kaiser Family Foundation the average child/teen is spending 7.35 hours per day engaged with some type of technology. When “switch-tasking” is included (using more than one tech device at the same time) this number jumps to an incredible 10.50 hours! These numbers are creating a ever expanding group pf children and teens who are suffering serious social, biological, and emotional consequences.

Prior to the start of each group session there will be a group check-in where therapists will facilitate introductions, allow for the exploration of each person’s history including what brings them to the program, and set the stage for the activities of the day.

Therapists will review and emphasize the importance of the safety of members and discuss how communication, trust, focus, perseverance, resilience and accountability factor into the activities chosen for that group.  Throughout the group therapists will supervise and process individual and group dynamics and connect these dynamics to “tech” dependence and addiction. After the completion of the group activities therapists check-in with the group and review reflections and lessons from the day. 


Activity 1: Day Hike
Activity 2: Bike Ride
Activity 3: Ocean swimming/boogie boarding
Activity 4: Park Day (Capture the flag/kick ball/hand ball)
Activity 5: Park Day (Relay races/Tag medley)
Activity 6: Park Day (Water fun – water balloons, water guns, etc.)
Activity 7: Park Day (Nerf Base Ball/Nerf football)
Activity 8: Introduction to core strength (Balance ball, free weights, stretching, etc.)
Activity 9: Ropes course
Activity 10: Two night camping trip
Activity 11: Introduction to rock climbing
Activity 12: Introduction to rappelling
Activity 13: Fresh water fishing
Activity 14: Horseback riding


This program meets for 16 Saturdays between 12pm and 4pm. Each week we will engage in a different outdoor activity – building fitness, physical skills, team work AND MOST OF ALL POSITIVE MEMORIES OF NON TECHNOLOGICAL RECREATION.

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For more information, contact Christopher Mulligan LCSW at 310/287-1640 or email