Since the adolescent brain is built for connection, the pulling force of a cell phone can be hard to resist. “Even things that are neutral or benign can play a role in those teen vulnerabilities,” James said. “Teenagers care about the idea of their friends, they care very much about the status of friendship, their place in the world and how people think of their place.”
But adults also feel persuasive design features such as notifications, unlimited reels and stripes. Recognizing this can increase empathy and build commonality, which can transform adults from “we and them” mentality to technical approaches.
To help students notice how technology affects their thinking patterns, the center creates a glossary of seven thought traps derived from cognitive behavioral therapy. These include “thinking reading”, “personalization” and “all-or-nothing thinking”. Just understanding these pitfalls can make them more manageable. “Our hope is that it opens up a larger conversation about some of the psychological vulnerabilities we all have,” James said. “We can admit that something we read may not be real.” Young people are also encouraged to see the evidence they have and ask themselves what they will give themselves, what they will give themselves, what they will give themselves, what they will give themselves.
Start with the value, not the application
When kids seem to be stressed or stuck to the screen, many parents first ask, “What is Instagram?” or “Why does Tiktok pull you in?” James recommends a way to focus on the needs of the child rather than the technology itself. A useful tool is the Value Sorting Activity, which requires students to choose personal values such as honesty, creativity, or justice, and reflect on how technology can help or hinder those values. “In some cases, there is the same value, and that may be both,” James explained.
This reflection provides space for student agents. Young people are not told what is important, but are named what is important to them. This often inspires more meaningful conversations. James also highlighted a study in which researchers use values as frameworks to study design techniques like notifications and pop-up ads. “They create a connection between those design features and values that adolescents tend to care about,” James said. She notes that emphasizing values such as autonomy and equity is often an effective motivation for students because neither parents nor devices, they want to be told what to do.
Technical habits, not technical humiliation
Many students are already conflicted about their relationship with the screen. In the interview, they told James something like “I don’t want to look back at my childhood and think I wasted it in a meaningless game” or “My friends always stick to their phones, and I am me too. I hate that.”
To help children feel increasingly lonely, more empowering centers pose a technical habit challenge. Students use guided worksheets to pair and interview each other, first of all, to do the following questions: “What are the technical habits you feel good about?” James said, with positive questions that bring positive questions to students and we see good things that they are already taking care of their digital well-being.
Then they reflect on the habits they want to change, which may include less checking for an application or using it in a different way. Students create a five-day plan, brainstorm alternatives, and identify someone holding them accountable. It is crucial that students choose their own goals. For example, a student wants to continue using Snapchat, but please reduce the location of your boyfriend. Her goal is not to quit, but to use the app in a better way with her values.
