Latest / Inside The Consulting Room - Understanding the Child Behind the Behaviour / The Digital Childhood. Episode 4.Dopamine Design And Kids Screen Time

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The Digital Childhood. Episode 4.Dopamine Design And Kids Screen Time · Inside The Consulting Room - Understanding the Child Behind the Behaviour

• 0:00
  SPEAKER_00: Back.
• 0:00
  SPEAKER_00: This is Kim Lee, Child and Adolescent Psychotherapist, and this is episode four of Childhood in the Digital World.
• 0:10
  SPEAKER_00: Now I'm in this episode going to look at this reference to dopamine design and the illusion of control.
• 0:23
  SPEAKER_00: Any parent listening to this who has a child who is immersed in a screen will recognize that when you ask your child to turn it off, the calm child you knew becomes irritable, agitated, and sometimes even angry.
• 0:43
  SPEAKER_00: And the question that follows is this why is this so difficult?
• 0:47
  SPEAKER_00: Well, I wonder.
• 0:49
  SPEAKER_00: It can look like defiance and it can look like and feel like disobedience.
• 0:56
  SPEAKER_00: But what we're actually more often seeing is something that is very powerful because screens are not neutral objects.
• 1:04
  SPEAKER_00: They become environments, and those environments are designed to hold attention.
• 1:13
  SPEAKER_00: Modern digital platforms are built on very simple psychologic principles unpredictability, reward and repetition.
• 1:24
  SPEAKER_00: You scroll, something appears.
• 1:26
  SPEAKER_00: Sometimes it's interesting, sometimes it's not.
• 1:30
  SPEAKER_00: But every so often it's exactly what you didn't know you were looking for.
• 1:35
  SPEAKER_00: And that unpredictability is what keeps the brain engaged.
• 1:41
  SPEAKER_00: People use without the necessary understanding of what dopamine actually does, and indeed how it's produced, and what happens if its production is interrupted.
• 1:56
  SPEAKER_00: So we really do need to understand it properly.
• 2:00
  SPEAKER_00: Dopamine isn't just about pleasure, it's about anticipation.
• 2:05
  SPEAKER_00: And the brain begins to expect that something rewarding might happen.
• 2:11
  SPEAKER_00: Think of gamblers.
• 2:13
  SPEAKER_00: The dopamine rush they get isn't from the winning, it's the anticipation of winning.
• 2:18
  SPEAKER_00: And so it keeps going.
• 2:20
  SPEAKER_00: Just one more.
• 2:21
  SPEAKER_00: Just one more.
• 2:23
  SPEAKER_00: So when a parent says turn it off now, they're not simply interrupting an activity, they're interrupting a reward cycle, a regulatory process, and often a source of comfort.
• 2:36
  SPEAKER_00: And so the child's nervous system reacts accordingly, not with logic, but with distress and opposition.
• 2:46
  SPEAKER_00: Now at this point, we need to widen the lens because parents are often being given guidance that manifests as clear, confident messages.
• 2:56
  SPEAKER_00: For example, that children between two and five should have no more than around an hour of screen time per day.
• 3:06
  SPEAKER_00: Well, in my introductory podcast, I challenged the evidence for this what I regard as a preposterous idea.
• 3:16
  SPEAKER_00: The notion that a two-year-old should be anywhere near a screen is nonsensical beyond belief.
• 3:24
  SPEAKER_00: And so, you know, for this reason, I have to say that some messages that parents are given are destructive.
• 3:38
  SPEAKER_00: Now you think about your two-year-old having an hour a day on a screen and that becomes normalized, or for that matter, a three, four, or five-year-old, or even a six-year-old.
• 3:48
  SPEAKER_00: So then fast forward a few years, what happens then?
• 3:52
  SPEAKER_00: Because the connection and the dopamine production that is created by this is going to become worse.
• 4:03
  SPEAKER_00: Now, we can blame the screens, we can blame the algorithms, but the fact is it just is not healthy to be allowing children so young to be anywhere near a screen.
• 4:15
  SPEAKER_00: So when we look more closely where these recommendations are concerned, the picture becomes more complex because the work underpinning this guidance wasn't long-term, it wasn't a controlled study, it was a rapid review.
• 4:30
  SPEAKER_00: And it was drawing together existing research alongside expert interpretation.
• 4:38
  SPEAKER_00: But most of that research doesn't show cause and effect, it shows association.
• 4:44
  SPEAKER_00: Children who use screens more may also struggle with sleep, attention, emotional regulation, but we cannot say with certainty that one caused the other, because there are so many other differential factors that are at play.
• 5:03
  SPEAKER_00: So I'm inclined to think that we do have to look much more intelligently, and this is going to take a while, but in the meantime, there are things we can do.
• 5:21
  SPEAKER_00: It can be overstimulating, fast moving content, passive viewing, shared interaction, communication, and learning.
• 5:32
  SPEAKER_00: And yet, in much of the research, these are grouped together.
• 5:37
  SPEAKER_00: Perhaps most importantly, there's no clear evidence that any time frame is a meaningful threshold.
• 5:46
  SPEAKER_00: And the one hour reference doesn't emerge from precise scientific proof.
• 5:53
  SPEAKER_00: It's a guided figure formed from limited evidence and caution.
• 6:01
  SPEAKER_00: Now, this leaves parents in a very difficult position because here is a clear rule without a clear explanation.
• 6:11
  SPEAKER_00: And when real life doesn't fit into that rule, they feel they're getting it wrong.
• 6:18
  SPEAKER_00: Well, what we have to do is come back to something more fundamental.
• 6:24
  SPEAKER_00: Not the screen, not the numbers, but the child.
• 6:33
  SPEAKER_00: Screens are designed to hold attention.
• 6:35
  SPEAKER_00: We all know that.
• 6:36
  SPEAKER_00: They often meet real psychological needs at one level, and the infra the evidence around harm is much more complex than it appears.
• 6:47
  SPEAKER_00: So what do we do?
• 6:48
  SPEAKER_00: Well, not in theory, but in the lived reality of parenting, we slow things down, we stay alongside, we give warnings and we create endings and we offer alternatives.
• 7:08
  SPEAKER_00: Now, a child is not going to be happy about not having a spirit.
• 7:23
  SPEAKER_00: However, the grown-ups make the rules, and that's how it works.
• 7:27
  SPEAKER_00: Children don't have to like them.
• 7:30
  SPEAKER_00: Ask the question: what is this doing for my child?
• 7:35
  SPEAKER_00: Don't rely on numbers alone.
• 7:38
  SPEAKER_00: Yes, time matters, but meaning matters more.
• 7:43
  SPEAKER_00: So if a screen is meeting a need, something else must meet it as well.
• 7:50
  SPEAKER_00: I honestly believe that this is not in any way intended to blame parents, but let's rewind a couple of decades before we had screens.
• 8:04
  SPEAKER_00: Let's think about the task of parenting children, connecting with children, developing secure attached relationships, introducing them to things that require a range of skills.
• 8:23
  SPEAKER_00: Because this isn't just about managing behavior, it's about understanding experience.
• 8:29
  SPEAKER_00: And when we understand that, we move away from control and towards connection.
• 8:35
  SPEAKER_00: We move away from fear and towards clarity.
• 8:39
  SPEAKER_00: The screen is never a screen, it's a window into something your child cannot yet say.
• 8:47
  SPEAKER_00: Now, there are parents who will say, well, but life is difficult and their friends have got them, and and and I accept, yeah, that's true.
• 9:02
  SPEAKER_00: However, that is missing the point.
• 9:09
  SPEAKER_00: Many children or many young people will experiment with drugs, drugs that we know to be addictive, drugs which impair mental health.
• 9:21
  SPEAKER_00: If we say, well, lots of them do it, I'm not sure how comforting that is.
• 9:29
  SPEAKER_00: In very simple terms, I believe that parents need to have the confidence to do what they believe to be right.
• 9:41
  SPEAKER_00: It may be unpopular, and I know all about unpopularity, but it's still right.
• 9:50
  SPEAKER_00: Because what you have to do is think about what you're doing now, is you're planting something, or you're allowing something to be planted, which will grow and it will become out of control.
• 10:03
  SPEAKER_00: Now, please don't think that I am anti-screens.
• 10:07
  SPEAKER_00: I use them myself judiciously, but I'm a grown-up and I didn't grow up in an environment where screens and communicating with others through them was the norm.
• 10:22
  SPEAKER_00: That doesn't mean that what I say is right and based upon my experience.
• 10:29
  SPEAKER_00: However, I think what is important is to understand that children who can use screens and be guided to use them in a way which is helpful is fine.
• 10:49
  SPEAKER_00: A patient said to me very recently, and she's 15, that she was quite astonished that there was these warning messages about screens and screen time.
• 11:03
  SPEAKER_00: Yet here we are during the Easter break, where young people are revising and accessing information, and guess where they're accessing it from?
• 11:13
  SPEAKER_00: They're accessing it through screens.
• 11:16
  SPEAKER_00: So it seems to me that we're giving a very mixed message to young people.
• 11:23
  SPEAKER_00: So some screens okay, other screens not okay.
• 11:27
  SPEAKER_00: Government saying screens are well, I don't know.
• 11:32
  SPEAKER_00: But the point that I really want to come back to is this is about judicious use and it is about recognizing that life is is very accessible through screens.
• 11:45
  SPEAKER_00: But I know of families who say no screens, no screens until a certain age, screens only for a certain amount of time.
• 11:56
  SPEAKER_00: And there are those families still have the sort of developmental difficulties you might expect to see in adolescents, but what you don't see are the kind of behaviors which create disconnection in the family.
• 12:16
  SPEAKER_00: So I'll be back shortly with the next episode.
• 12:20
  SPEAKER_00: Thank you for listening.