Teens Can Get Distracted By Gadgets

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How our revolutionary approach to treatment is helping teens and young adults across America.
Our mission to heal families is based on years of professional and personal recovery experience.
Discover what makes us different, with personalized treatments led by experts in their fields.
Newport Academy Day Schools allow students to embrace new ways of thinking while continuing their treatment and recovery work.
Discover how our team and alumni are driving positive change beyond our campuses.
The incredible success stories from our alumni inspire us every day. See for
yourself.
Explore our male residential locations that offer both serenity and quick access from the major cities.
Our female residential locations offer comfort and natural beauty to cultivate transformation and healing.
Find an outpatient location to help transition in a structured and secure environment.
Our admissions counselors are here to help you take the first step in your path to healing.
Want to know more? Find answers for parents, teens, young adults and professionals.
Stay on top of the growing number of issues facing teens and young adults.
Read our interviews with professionals in the fields of mental health and teen treatment.
Looking for ‘Likes’: Teens and Social Media Addiction
Teens’ relationship to social media addiction is a big topic today. Teenagers are among the biggest consumers of social media—but is it consuming them? Scientists are discovering an increasing number of troubling links between social networking and mental health challenges. These range from distress to teen depression. Furthermore, research is also zeroing in on the effects of social media addiction on the teenage brain. Proper treatment is key and these social media addiction facts will keep you informed on the warning signs.
“Adolescence is second only to infancy when it comes to growth. Therefore, the impact of social media on a developing teen’s mind and body can be huge,” says Kristin Wilson, MA, LPC, Director of Clinical Outreach at Newport Academy.
First of all, let’s take a look at the numbers.
Research shows that teenagers’ use of social media goes hand in hand with increased teen depression.
But is social media a catalyst for depression, anxiety, and other mental health issues? Or, is social media addiction a symptom of a mental health disorder? These are not always easy questions to answer.
“There could be many reasons a teenager would become depressed, anxious, or experience social phobias while using social media. In addition, there are just as many reasons why social media is enticing to a teen with an existing mental health issue,” Wilson says. “Most teens have difficulty regulating and expressing emotions. Kids have a huge susceptibility to peer pressure. Therefore, this puts them at risk for experiencing or exacerbating mental health issues on social media sites.”
Kids who already feel isolated and unhappy are particularly vulnerable. Teens and social media addiction are an unfortunate match. In addition, teens seek online experiences for a sense of escape and connection, according to Nicholas Kardaras, author of Glow Kids: How Screen Addiction Is Hijacking Our Kids—and How to Break the Trance. But the relief is short-lived. Hence, the constant overstimulation of social networking shifts the nervous system into fight-or-flight mode. Also, this makes disorders such as ADHD, teen depression, oppositional defiant disorder, and teen anxiety worse. “Furthermore, for teens, being addicted to Facebook or other forms of social media is a never-ending addictive loop. Therefore, they keep coming back for more, whether their emotional response is good or bad.
The frequency of a teen’s use of social media has a clear correlation to how they feel. A CNN study of 13-year-olds and their relationship with social media, called #Being13, generated profound insights. The research found that participants who checked Facebook or other networking sites between 50 and 100 times a day were 37 percent more distressed than those who checked just a few times a day. Those who checked more than 100 times a day were 47 percent more distressed on average.
Bottom line: Whether or not your teen is dealing with a mental health issue, excessive time spent social networking is never a good thing. That’s particularly true because of how social media use affects the still-developing teenage brain.
What biological and chemical processes are set off by social media use? And how do they affect the brain? Scientists have found that overuse of technology in general, and social media in particular, creates a stimulation pattern similar to the pattern created by other addictive behaviors.
A new study shows that receiving “likes” on social media activates the same circuits in the teenage brain that are activated by eating chocolate or winning money.
“The brain responds to social media the same way it responds to real-life connections, with a release of dopamine—a neurotransmitter that creates feelings of pleasure and works in the reward center of the brain,” says Wilson. “Positive reinforcement comes when a teen posts something online and is met with likes, shares, and positive comments from their circle of peers. The rush of dopamine that occurs with this positive feedback creates a ‘high’. For some, this can begin the cycle of the need to recreate that feeling with more posts and thus more time on social media.”
Frequent use of social media actually rewires the developing teen brain to constantly seek out immediate gratification. Consequently, it can lead to other addictive behaviors. According to a review study published in the journal Cyberpsychology, Behavior and Social Networking, “sudden cessation of online social networking may in some chronic users cause signs and symptoms that at least partially resemble the ones seen during drug/alcohol/nicotine abstinence syndrome.” A Facebook addiction scale developed in 2012 looked at six of the core elements of addiction as applied to social networking.  
People of all ages enjoy staying in touch with family and friends via social networking. But using social media is far more complicated for teenagers.
“The work of adolescence is really twofold: to gain a sense of individuality and identity, and to find strong connections with others who are trustworthy and loyal,” says Wilson. Social media can both help and hinder teens in achieving these goals in their journey toward adulthood.
Teens can access an unlimited number of people on any given site and may find support and a sense of community. But they can also encounter the opposite, Wilson warns. Cyberbullying and harassment are widespread on social media platforms and can contribute to feelings of low self-esteem, depression, and powerlessness.
Consequently, no matter how many “likes” their posts collect, teens won’t benefit if they substitute social media for real-life friendships.
A 2013 study of 82 young adults found that the more they used Facebook, the more their life satisfaction levels declined.
“On the surface, Facebook provides an invaluable resource for fulfilling the basic human need for social connection,” the authors of the study wrote. “Rather than enhancing well-being, however, these findings suggest that Facebook may undermine it.”
Showing off one’s “best” traits on social media should help you feel better about yourself, right? That’s not necessarily the case. According to psychologists, consistently focusing on oneself actually reduces self-esteem. One study showed that increased Facebook activity was related not only to symptoms of low self-esteem, but also to narcissism.
Comparing oneself to others is a frequently cited cause of discomfort and low self-esteem for social media users. In a study examining the link between Facebook and depression, researchers found that frequent Facebook users often compare themselves with others, which leads to overthinking and rumination. Therefore, this in turn leads to feelings of depression. Teens tend to compare themselves to their peers frequently, both in real life and online. Hence, social media addiction can negatively impact self-esteem.
It’s important to realize that low self-esteem is an underlying cause of many mental-health challenges, including
The psychologist Mihaly Csikszentmihalyi used the term “flow state” to describe the experience of being completely absorbed by an activity. When we’re engaged in a flow activity, our brain waves shift to the alpha waves associated with rest and relaxation. Teens particularly benefit from flow, according to research.
But it’s nearly impossible to maintain flow when we’re constantly stopping what we’re doing in order to record our activity and share it online. As a result, we distance ourselves from the beneficial experience of being completely caught up in something we enjoy or something we’re good at.
The same goes for spending time with other people: If we’re communicating with online friends instead of paying attention to the person in front of us, we’re missing the opportunity for a moment of real, face-to-face connection.
What realistic approaches can parents take to help their teens create a healthier relationship to social media and prevent social media addiction? Parents can have a significant positive impact, Wilson says. In the #Being13 study, parents who kept a close eye on their child’s social media accounts had a profound effect on their psychological well-being, virtually erasing the negative impact on their teen of online conflict.
Ultimately, Wilson says, you can’t control everything about the way your teen interacts with social media, but you can help them create a positive sense of self that doesn’t require validation from an online world.
Pew Research Center: Teens, Social Media & Technology Overview 2015
Cyberpsychol Behav Soc Netw. 2014 Oct 1; 17(10): 652–657.
Cyberpsychol Behav Soc Netw. November 2016, 19(11): 638-648.
Cyberpsychol Behav Soc Netw. 2014 May;17(5):281-6.
Cyberpsychol Behav Soc Netw. 2010 Aug;13(4):357-64.
Psychiatr Danub. 2012 Mar;24(1):90-3.
Psychol Sci. 2016 Jul;27(7):1027-35.
#Being Thirteen: Social Media and the Hidden World of Young Adolescents’ Peer Culture
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In many ways, the ubiquity of laptops and mobile devices in lectures has been a boon to higher education—students can now respond instantaneously to online polls, collaborate in real time on written work, and engage with a range of media more flexibly than ever before. With those advantages, of course, come an equal and opposite set of possible disadvantages, and for many instructors the latter outweigh the former. As a result, an increasing number of instructors now include specific policies regarding technology in the classroom, many of them opting to ban laptops and mobile devices outright. Other instructors, however, opt to embrace—or at least resign themselves to—these technologies as means of rethinking the dynamic between student and instructor in teaching spaces.  The debate has ardent proponents on both sides, and below we lay out the case for each. 
If you've been anywhere near a college campus, you've probably noticed the extent to which students are glued to their mobile devices. What do they do with them when they walk into the classroom? In one survey at six different universities, college students reported using their phones an average of 11 times per day in class. In another study, 92% of college students reported using their phones to send text messages during class.
Recently, a faculty member asked us for advice about policies regarding mobile devices in class. Indeed, this is a hot topic on our campus and at universities across the country. We were able to point him to a number of studies examining mobile devices in the college classroom. Not surprisingly, the evidence suggests that cell phones generally are a distraction for students.
Broadly, we are not wired to multitask well (e.g. Mayer and Moreno), and using cell phones during class is no exception. Several studies have compared students who texted during a lecture versus those who did not. Those who texted frequently took lower quality notes, retained less information, and did worse on tests about the material (e.g. see Kuznekoff and Titsworth, and Rosen et al). Students themselves realize that cell phone usage does not promote learning; in one survey, 80% of students agreed that using a mobile phone in class decreases their ability to pay attention. 
What is worse is that mobile device usage is distracting to neighboring students. In several surveys, students have reported that texting is distracting to nearby students. A study on laptops in a simulated classroom found that students in the vicinity of another student who was multitasking on a laptop during class scored worse on a test than those who were not near multitaskers. While cell phone screens are smaller—and thus perhaps less distracting—than a laptop, one could reasonably expect that a similar phenomenon of distraction applies to cell phones.
On the other hand, smart phones and other mobile devices can be used for positive purposes in the classroom. For example, instructors might choose to employ a variety of applications, including Poll Everywhere and Learning Catalytics, which can be accessed by mobile devices. These applications encourage class participation and provide instructors with instantaneous feedback about student learning. 
Whether laptops should be allowed in the classroom may be a bit more nuanced, as some students prefer to take notes on their computer. However, the temptation for distraction is large. Fried found that most students using a computer in class spend considerable time on activities not related to taking notes, and furthermore identified a negative correlation between student success in class and in-class laptop use. Additionally, as mentioned above, neighboring students are easily distracted when a student on a computer strays from the immediate task at hand. For best practices about using laptops in the classroom, see this guide created by Michigan’s Center for Research on Teaching and Learning.
Should instructors explicitly prohibit students from using mobile devices in class? It’s certainly worth considering, and potentially including in the syllabus. It’s also worth talking with your students about the reasons why you do not want mobile devices to be used in class.
Lastly, it’s worth thinking about ways to maximally engage your students during class so that the temptation for students to respond to a text message or do a Google search is minimized.
Professors are worried about students who multitask during lecture and rightfully so. In the article cited below "The Laptop and the Lecture," students who spend more time on task tend to do better on the tests for that class. Why are students off task? What should professors and teaching fellows do to avoid making problematic assumptions about students' abilities or mental health?
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