©2018VictoriaDunckley,M.D.ResetYourChildsBrain.com
1E L E C T RON I C FA S T I NG FO R T R EATMEN T O F A DHD , D E P R E S S I ON & AU T I SM
WIRED&TIRED
OVERVIEW
Thecaseforrestrictinginteractivescreen-time
• Trends,risks,myths• Physiologicalimpacts•Mentalhealthconcerns• Benefitsofrestricting(casestudies)• Recommendations
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TRENDSONTHERISEINCHILDREN
• Psychiatricdisorders• Psychotropicmedicationuse• Chronicmedicalconditions• Disabilityfilings• Genderachievementgaps
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MEANWHILE…
MEANWHILE…
…children’selectronicsusecontinuestoclimb:
• 5-7hoursdaily• Exposureatincreasinglyyoungerages• School-basedscreen-timeisrapidlyescalating
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ISSCREEN-TIMETHECULPRIT?KNOWNRISKS:
• Obesity,metabolicsyndrome,othermedical• Mentalhealthissues&sleepdisturbance• Delinquency• Socialincompetency• Aggression• Addictions• Delayedlanguage&reading,impairedattention• Diminishedcreativity• Sensoryintegrationissues
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MYTH-BUSTING!
• Myth:“ItalldependsonWHATthey’redoing…contentmatters!“Truth:Total screen-timemoreimportantthantype orcontent:“It’sthemediumnotthemessage.”
• Myth: ComputertimeisbetterthanTV.Truth:Interactive screen-timeismoredysregulating& addictingthanpassive
• Myth:“Everythinginmoderation.”Truth:Notuniversal;somekidscan’thandleanyscreen-time
• Myth:The“DigitalDivide”Truth:Disadvantagedchildrenathighestriskforproblematicuse
• Myth:Computerskillsneedtobetaughtearlytosurviveintoday’sworld.Truth: computerskillsareoveremphasized inschool– andarerelativelyeasytolearnatanyage
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MYTH-BUSTING!
• Myth:Edtechisrevolutionizingthewaykidslearn&savesschoolsmoneyTruth:Usingtechnologytoteachisatbestneutral– andmaybeharmful*Devicesintheclassroomimpairperformance*Schoolswithmostcomputeruse=lowestscores*Kidswith<30minofscreen-timedaily=highestGPAs
• Myth:NewsoftwarecanhelpkidslearntoreadTruth:E-readinghinders literacy &comprehension
• Myth:DevicesinclasshelpsstudentsbemoreefficientTruth: Handwritingbeats laptopnote-takingforrecall,integration,&testscores;laptopsdistractothers.
Thenatureoftechnologyisatoddswithbasicdevelopmentalneeds!
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WHY BE CONCERNED?
Anydevicewithanelectronicscreenactslikeastimulant,isacentralnervoussystemirritant,andemitselectromagnetic
radiation.
Allinteractivescreentime– includingeducational– stressesthenervoussystem:• Desynchronizes thebodyclock• Alters brainchemistry &raisesstresshormones• Createsa“mismatch”(arousal:physicaldischarge)• Createsdrag onmentalenergy&ondevelopment
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NUMEROUS SCREEN-RELATED FACTORS TRIGGERSTRESS
Hyperarousal(fight-or-flight)
Reward/addictionpathways
Intensesensory
stimulation
Bright&blue-toned
light
Media-multitasking
Interactivity&rapidpace
Electro-magneticradiation
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HOW ELECTRONIC STRESS CREATES SYMPTOMS(ELECTRONIC SCREEN SYNDROME OR “ESS”)
Poorfrontallobefunctioning(emotionalregulation,focus,decision-making,impulsecontrol,empathy,creativity)
Bloodflow(frontallobeà primitiveareas),desynchronizedclock,alteredbrainchemistry&hormones
Overstimulation&stressreactions
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WHAT DOES ELECTRONIC SCREEN SYNDROME LOOKLIKE?
• Dysregulatedmood• irritable,tearful,depressed,rageful
• Impairedcognition• poorfocus,forgetful,disorganized,(hallucinationsinsome)
• Dysfunctionalbehavior• oppositional,impulsive,lowempathy
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ESSMIMICS &EXACERBATESPSYCHIATRIC DISORDERS
Mood
depression
bipolar
[lightatnightrisk]
Cognitive
ADHD
learningdisorders
psychosis
Behavior
oppositional/defiance
impulsecontrold/o
conductd/o
Anxiety
socialphobia
PTSD
panicattacks
OCD
Neuro
autism
tics/Tourette’s
sensoryprocessing
d/o
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ESS&ADHDOVERLAP:VULNERABILITIES
• Dopaminedysfunction• Troubleregulatingarousal/sleepdisturbance• Impulsivity• Poorexecutivefunctioning• Highmovementneeds• Difficultyfilteringirrelevantstimuli• Drawntonovelstimuli• Higherriskforaddiction/compulsions• Exploitationofunmetneeds(competency,control,sustainedfocus,“goodatit”)
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ESS&AUTISMOVERLAP:VULNERABILITIES
• Dopamineandserotonindysfunction• Troubleregulatingarousal,sleepdisturbance• Lowmelatonin• Repetitivemovements/behaviors• Sensitivitytostimulants• PronetoticsandOCD• Cognitiverigidity• Social/communicationdeficits
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WHATARETHECONSEQUENCES?
Technologyoveruseexactslargecostsontheindividual,thefamily,andonsociety:
• unnecessarymedicationuse• inefficienttreatment• misuseofhealthandeducationresources• technology&otheraddictions• academicfailure,unemployment
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TECHADDICTION:BRAINSCANFINDINGS
• Graymatteratrophy• Thinnercortex• Whitematterfragmentation• Reduceddopaminereceptors&transporters• Abnormalprocessing(decision-making)• Similartoalcohol/substanceabusedamage
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WHAT’STHESOLUTION?
TheResetProgram:
Astrict,extended“electronicfast”(orscreenfast)followedbymethodicalscreenmanagementbasedontolerability andriskfactors—NOTblanketguidelines.
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THE RESET:BENEFITS OF AN ELECTRONIC FAST
Astrict,extended,3-4weekelectronicfasthelps“reset”thebrain:• resynchronizesbodyclock• providesdeeprest,shiftsbrainbloodflow• normalizesstresshormones&brainchemistry• Improvesmood,cognition,sleep&behaviorAndsimultaneously:• clarifiesdiagnosis&optimizestreatment• minimizesneedformedication• providesbaselineforscreen-timetolerability
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THE RESET:PHYSIOLOGICAL BENEFITS OF AN ELECTRONIC FAST
Screen-free
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CASE#1SOPHIA
15yo girlwithautismandADHD
• Stableforseveralyrs,on2meds,one“as-needed”• Sudden12lb weightgainplusagitation,repetitivemovements,cryingspells,hittingselfandmother• Uncovered:motherallowingsmartphoneplay.Why?...• …newiPadprogramatschool• Weightgainduetoincreaseduseof“as-needed”med• Symptomsreduceduponeliminatingsmartphoneuse;resolveduponeliminatingiPadprogram;lostweight
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CASESTUDYLILY
16yo girlwith“bipolardisorder”andsocialproblems
• Presentedwithmoodswings,disruptivebehavior,academicfailure• “Kickedout”ofschool;homeschoolingunsuccessful• 30lb weightgain in2yrs• Excessivecomputertime,phoneuse• Electronicfast:1st week“brutal.”By6weeks-smiling,compliant,lessarguing,goodfocus• 6months-backinschool,lostweight,goodgrades,madefriends.Lowdoseofmildmoodstabilizer,ragesresolved.
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CASESTUDYRYAN
8 yo boy,goodstudent,nomentalhealthhistory
• Gradualonsetoffallinggrades,depressedmood,disinterestinlearning,disruptiveinclass
• Given3diagnoses(ADHD,depression,autism),multiplemedtrials,multipleservicesathomeandschoolwithpoorresults
• Dailyvideogames,smartphonegiven1yr prior• Electronicfastx4weeksàmood,play,behavior,andgradesdramaticallyimproved
• Mothercontinuedelectronics’restrictionbybanningallhandhelddevices,allvideogames,nophone
• Childcontinuestodowell3yearslater;nomeds,noservices
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CASESTUDYRILEY
17yo boy,ADHD&depression
• Brightbutfailinggradesinhighschool;depressed,ontwomeds;irritable,defiant,UNMOTIVATED
• Videogaming,severalhoursdaily• Electronicfastx6weeksàmood,behavior,andgradesdramaticallyimproved
• Gaveupgaming(afterseveralrelapses),gotpart-timejob• Beganrunning,lostweight,stoppedmeds• 2yearscommunitycollege,transferredtoUCLA,obtaineddriver’slicense• Stillstable5yearslater:nomeds,geologydegree.NOGAMING.
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CASESTUDYCAELYN
19yearoldyoungwoman,ASD&anxiety
• Failedseveraldayprogramsduetodisruptivebehavior,failedcollegeclasses
• Dailyphone&computeruse,animeobsessed• “walkingoneggshells”• Severeemotionaloutbursts,rigidthinking,argumentative,refusedallchores• Electronicfastx4weeksàmoreevenmood,betterfrustrationtolerance,ableto“gowiththeflow”
• Continuedeliminationofphone,earnedcomputertime• Abletocompletecollegecourses,toleratelifeskillstraining,enjoyscreenfreeinterests(swimming,art,reading)
• Bettereyecontactandverbalskills• Neededperiodicfasting,troubletoleratingphone
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CASESTUDY:TAYLOR
6 yo girl withattentionandhyperactivityissues -- butbright.ADHD?
• Attentionspan“5seconds”,hyper,frequentnotesfromteacher
• Dailymeltdowns,constantarguing&defiance• Hadtorepeatpreschoolduetoinattention&poorbehavior
• iPadandotherdevicessinceinfancy• Electronicfastx4weeks→attention20-60min,joinedjujitsuclass,bettereyecontact
• Now:Playsoutside,engagesingameswithbrother,improvedmanners• Meltdowns– cutinhalf(10%ofday)• Compliantwithtasks,needs1-2remindersonly• AFTERFAST:familydecidedtocontinuebeingdevice-free
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SHANNON,MOTHEROF10YEAROLDBOY:2TEACHERS’FEEDBACK:
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MARSHA,MOTHEROF6YEAROLDBOY
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ELIMINATEORMODERATE?POST-RESETDECISIONTREE
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RECOMMENDATIONS:HOUSERULES
• Noscreensinthebedroom• Homeworkinacommunityarea• Onescreenatatime• Designatescreen-freetimes,zones,andactivities• Use“devicebasket”• Mom&dadhavescreenrules,too!“AccountabilityAct”
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EVIDENCE-BASEDPROTECTIVEPRACTICES
• Eyecontact• Face-to-facetime,lovingtouch,physicalplay• Reading• Mindfulness• Nature,greenspaces,art
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EVIDENCE-BASEDPROTECTIVEPRACTICESTHEBODYCLOCK
• Avoidscreensaftersundown• Brightlightinmornings• Robustexercise,especiallyinmornings• Filteringsoftwaretowarm/darkenscreens• Incandescentbulbs,redbulbinbedroom?
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RECOMMENDATIONS:“BIGPICTURE”
• Pacetechnologyexposureaccordingtodevelopmentalandindividualneeds• Restrictingduringyouthprotectsfrontallobeà highertolerancelaterPLUSmaximizeschild’spotential• Useelectronicfaststo“reset”physiologicalsystemswhenchildrenaredysregulated;reintroduceslowlyastolerated• Havingphysicaljob/choresimprovesoutcomes;ASD/ADHDkidsmayneedjobBEFOREpursuinghighereducation• Inschool,allowfasts,opting-outofiPad/laptopprograms,&othertech-relatedaccommodations(e.g.screen-free,WiFi-free,nolight-at-night)
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FINALTHOUGHTS…
• Whenpeoplesayitisnotrealisticforkidstogiveupscreenscompletely,Isayitisnotrealisticforustoexpectkidstothrivewhenscreensholdthemback.
• Ironically,weareteachingchildrenwithmethodsthatimpairconcentrationandcreativity,weareexercisingthemwithmediumslinkedtoobesity,andweareparentingthemwithdevicesthatcausetempertantrums.Itsimplydoesn’tmakesense.
• Everytimewetalkabouttheeffectsofscreentimeweplantaseed.Wehavebrainscience,research,andrealityonourside.Thingsaredifferentnowthaneventwoyearsago;thepublicismuchmoreaware.Providingthesciencegivesthemessagesometeeth.Sokeeptalkingbecausepeoplearelistening.
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Itits
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Whenattemptingtoreconcilethefutureoftechnologywithchildren’shealth,rememberthis:
“First,donoharm.”
Formoreinformation,visitwww.ResetYourChildsBrain.com
REMEMBER…