Promoting Digital Wellness: Feedback for Healthcare and Academia

In prior newsletters we expanded on the data and statistics on the impact of technology use on our young people, and what parents can do to encourage healthy use of technology at home. This quarter we’ll expand on what healthcare professionals and school administrators can do to evaluate, treat and guide families toward healthier relationships with their digital devices and services. 

Healthcare Professionals

- Utilizing screening tools that offer validated, quick screening questions for problematic social media use and digital dependence can be incorporated into treatment plans and check-ups. The Social Media Disorder Test (SMDT) 4-Item Screening, the Priuss-3/Priuss-18 (Problematic and Risky Internet Use Screening Scale) and the HEADS-4 Digital Media Addendum are just a few evidence-informed psychometric instruments available that can be utilized. 

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- Medical doctors may inform families and patients how digital burnout/dependence and social anxiety can manifest as unexplained headaches, GI issues, sleep dysregulation, and chronic fatigue. If physical health concerns are ruled out, have appropriate mental health referrals/resources available to patients and their families. 

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- Mental health practitioners can adapt traditional therapeutic modalities (like CBT, ACT) to address the unique cognitive distortions created by online echo chambers, idealized self-presentation, and algorithmic reinforcement.

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- Therapists can explore the complexity of digital identity formation and assist adolescents and young adults with anchoring their self-worth outside of online validation metrics. They can also assist families in session development of a healthy Family Social Media Plan.

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School Administrators

- Low-cost policy changes like school wide cell phone storage during classes, integrating digital literacy into curriculum like health, physical education or life science subjects or “mindful transition” breaks can help mitigate unhealthy use at school and beyond. 

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- Group based interventions run by licensed/credentialed personnel focused on emotional regulation skills, social comparison mitigation, and conscious media consumption for at-risk students. 

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- Shifting certain disciplinary approaches, like detention time. Instead teaching them skills needed to manage their emotions (meditation and progressive muscle relaxation skills) and resolve conflicts (assertive communication practice) have been shown to have significant positive effects on students. 

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With an improved community-based approach, we can be confident we are effectively supporting young people toward a healthy productive life with technology integrated into it, not dominating it.