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Whenever I speak at a conference, someone always asks me to weigh in on the controversy surrounding whether or not to label excessive cyber behaviors as addiction.  I usually begin to tackle such questions by sharing conversations I have had with video game designers, marketing strategists, and industry executives.  These people understand how the brain works, and they use this knowledge to design games and various applications in such a way that they easily embed themselves into the reward circuitry of the brain.  This means that the dopamine circuits of the frontal brain, those most closely associated with reward and pleasure, become so highly active when playing a certain game or application, that these activities frequently become preferred.  In an increasing number of cases, this preference is so strong that individuals begin to turn away from friends and family, career opportunities, and even activities that were once a source of enjoyment.

News outlets focus on sensational and outlandish stories, like the 16-hour-a-day World of Warcraft devotees, or death from deep vein thrombosis after a 40-hour gaming binge.  The more troubling reality, however, is that the average American child spends close to five hours a day in front of a screen.  Excessive screen time correlates with obesity, attention issues, sleep troubles, poor performance in school, and social issues. America’s board rooms are even starting to become aware that employees’ screen habits can hurt the bottom line.  In a series of interviews with executives for a recent article in the New York Times, the consensus was “that the lure of constant stimulation — the pervasive demand of pings, rings and updates — is creating a profound physical craving that can hurt productivity and personal interactions.”  Realizing the potential for harm, many of the giants of Silicon Valley have begun encouraging mindfulness classes, exercise programs, and simply providing ideas to balance and integrate screen time in healthier ways. It is of course a great irony that many of the developers of these alluring cyber amusements are now realizing the potential downside.  The rest of society lags far behind, however.

While it is heartening that companies like Facebook, Zynga, Microsoft, and eBay have begun to address this problem within their own organizations, I wish they would take some responsibility in the wider world.  The Times article also pointed out that many companies view their activities through the “Fast-food Paradigm,” that while they may provide cyber “junk food,” they are not responsible for the choices people make.

As I have in the past, I call on the companies who profit from technology to spend more resources in public service campaigns to alert citizens to the dangers of excessive use of technology.  Parents need to understand age appropriate levels of screen time, and must be educated on how to properly guide their children, so that lives do not get swallowed up by the screen.  Even mental health professionals lack basic information needed to recognize cyber-related problems.  The solution lies not in eliminating these technologies, but rather in a drastic increase in awareness of how to use them responsibly.

Video games, smart phones, social networking, the Internet, and computers are powerful tools.  People adept with these technologies can use them to advance and succeed.  Controlling predator drones and monitoring battlefield activity are now achieved through video-game-like interfaces.  Facebook and Twitter are essential to sales and marketing.  Smart phones can radically increase worker productivity.  People who play moderate amounts of video games increase visual-spatial acuity and hand-eye coordination.  But we need much more consciousness about how to benefit from these technologies without diminishing our social skills.  We need more research to understand how increasing “screen dependence” is rewiring our brains.  We need to learn to use the offerings of the cyber world to increase our opportunities for fulfillment, not restrict them.

11 Tornadoes in One Month!

“Phil, he had 11 tornadoes for the month of April,” Becca told her husband.  Phil had no idea what she was talking about.  “What, are they studying the weather?” Phil asked.  “No,” Becca fired back, her face snarled.  “The teacher has a chart at the front of the room with every child’s name on it.  They get a daily grade for their behavior. Most kids get a ‘partly sunny’ every day, with the occasional shower. Our son had 11 tornadoes in April.  There were only 14 days of school that month because of vacation.”

Phil, who was called “motor mouth” in first grade, did not immediately share his wife’s dire concern.  “Did he have any hurricanes?” Phil asked with a chuckle.

“You never take our son seriously.  He’s already starting to feel bad about himself.  I told you he needed more discipline.  He just doesn’t know how to follow the rules, and that’s your fault.”

“Maybe he’s just bored.” Phil said, his humor starting to turn to irritation.  “You want him to be a little robot of conformity, but that’s not our son.  He’s different.  No, he’s unique.  He has a
dress-up corner in the basement and puts on plays for his family.  He does funny voices, and at 5-years old does a great British accent.  Yes, he has trouble sitting still, but can play army men by himself in the basement for hours at at time.  I think he’s gifted, and yes, he is a tornado of creativity.”

“But we’re not teaching him how to fit in,” Becca said plaintively.  “That’s one of our main jobs as parents,” she continued.

“No, it isn’t.  Our main job is to support and nurture him to be true to himself.”

This vignette is a true story.  Phil and Becca are friends of mine and they came to me for my opinion and advice.  While my sympathies obviously lie with Phil, especially since Connor is a lot like me, I understand Becca’s position.  These negative, school-generated messages will take root in him, sprouting self-doubt, self-sabotage, and slowly marginalizing Connor at school, and maybe beyond.  Becca is right to be afraid.

It was only at the end of the school year that I learned of their predicament.  I have made a few recommendations for this upcoming school year.  First off all, I will be meeting with Connor’s teacher and educating her about ADHD in general and Connor specifically.  I will inform her of the incredible power she has, a power that could turn a creative mind into a force for innovation and positive change. Conversely, I will be compelled to share with her the destruction to his sense of self-efficacy that her reactions could cause.  I will certainly educate her on the ADHD brain in the hope that she will not take Connor’s distracting behaviors personally, and that she will understand the need to use creative means to fully engage him.  I am also going to ask her to use a new technique.  I will give her several CDs that play a chime at irregular intervals.  With this device, she will instruct the class that the chime is a signal to take a few seconds to make sure that “you’re on task” and behaving according to expectations.  There are several CDs with the chime played at different intervals.  This method is most effective when no one knows exactly when it’s coming.  Simple modifications like this not only help ADHD students; they help the whole class.  I am always on the lookout for teaching  methods that allow teachers to more effectively reach all students.  With so many students, they really need to use their energies as effectively as possible.  The chime method does that and also decreases the potential for ADHD students to feel “different” and thus marginalized.

However, in Connor’s case, the boy is different and his parents and future teachers need to continually find ways to celebrate that fact. I see him as an actor, artist, or even social activist.  He has an uncommonly developed sense of justice and fairness.  With proper guidance and positive messages about himself, Connor is one of those ADHD movers who can go on to change the world.  These early years are crucial along that path.  Frederick Douglass said, “It is easier to raise strong children than to fix broken adults.”

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