“Dopamine fasting” is a buzzy term for the practice of temporarily abstaining from stimulation — via smartphones, social media, video games, and other platforms that deliver reliable dopamine hits — to feel more pleasure later. Here, psychologist Wes Crenshaw, Ph.D., weighs in on the Silicon Valley and TikTok trend that is gaining momentum, particularly among people in their 20s who have ADHD.

Q: People say they go on a dopamine fast or digital detox to “reset their dopamine levels” so that they will feel heightened pleasure when they return to their screens and other forms of stimulation. Does this work?

Our minds are so habituated to a heightened level of engagement from near-constant phone or computer interaction that taking a pause seems wise. But when it comes to video games, TikTok, and other high-dopamine-hit engagements, doing a “fast” isn’t the way to go because you’re not really changing anything about your brain. It’s better to moderate your device usage to have an effect that’s less negative than stopping cold.

[Read: “My Phone Was My Drug”]

Q: Can a digital detox help your brain overcome addictions to compulsive behaviors like checking social media and high levels of stimulus delivered via texts and alerts?

The idea of using abstinence to address addiction is not supported by research. And it’s not a practical solution for behaviors integral to functioning in the modern world, such as using social media and texting. These tools, when used in moderation, are a regular part of modern life. But when these devices draw you away from more necessary activities, or impair your ability to do daily tasks, they become destructive.

I have college-age clients who put their phones in timed lock boxes for, say, three hours during their study time. Once the box is locked, there’s no opening it without a sledgehammer. This technique is referred to as “precommitment,” and in my experience, it is much more effective than other phone apps.

Q: Can individuals exert control over their dopamine levels or is sensitivity to stimulation just baked into your DNA?

[Read: “I Need a Digital Detox. How Do I Break a Social-Media Habit?”]

The timed lock box is a good example of exerting control, except you’re not really controlling your dopamine; you’re moderating your behavior. That’s about the best anyone can do. Another kind of moderation is setting an alarm to signal when it’s time to exit a game or social media, or shutting down the Internet at 10pm to avoid interrupting sleep with multiple dopamine hits.

Q: Are there risks associated with dopamine fasting? Should people be trying it?

I think the risk is that you constantly feel uncomfortable. Unfortunately, feeling uncomfortable is exactly what a lot of people are trying to escape with so-called addictions. They want things that are easy, fun, and stimulating to their brains instead of the tedium of getting business done.

Dopamine Fasting and ADHD: Next Steps

• Read: Wasting Time on Social Media? 6 Ways to Stop ADHD Brains from Doom Scrolling
• Read: Hooked on Social Media? How to Break the Habit
• Read: My ADD Sabotages My Social Skills Online

Carole Fleck is Editor-in-Chief of ADDitude.

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ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

In ADHD grandfamilies, grandparents are raising or helping to raise their grandchildren for a variety of reasons — while simultaneously learning how to parent and support a neurodivergent child, often for the first time. So much has changed in our understanding of ADHD and its comorbidities, and grandparents are working hard to catch up and help out.

If your grandchild has ADHD, you likely struggle with kickstarting the morning routine, tackling and turning in homework, doing chores, and even sitting at the dinner table. Navigating your role as a grandparent—whether you’re raising your grandchild or just contributing to childcare—requires patience and energy when your grandchild presents with inattentive, hyperactive and/or impulsive behavior.

In this webinar, grandparents will learn:

• About the three presentations of ADHD and how each can affect a child’s life at home, at school, and in peer relationships
• About evidence-based behavior management strategies to improve interactions with your grandchild
• How to address everyday struggles, such as getting ready in the morning, starting and completing homework, following directions, and balancing screen time
• How to avoid common pitfalls, such as yelling and using escalating threats

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

More on ADHD Grandfamilies

• Download: 3 Rules for Organizing Your Child (or Grandchild)
• Read: “Let Me Tell You How ADHD Runs in My Family”
• Read: A Strong Foundation

Obtain a Certificate of Attendance

If you attended the live webinar on April 26, 2023, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker:

Caroline Mendel, Psy.D., is the Senior Director of Clinical Services for School and Community Programs and a psychologist in the ADHD and Behavior Disorders Center at the Child Mind Institute. She specializes in the assessment and treatment of youth with ADHD, disruptive behavior, and other co-occurring conditions. She is skilled in behavioral parent training approaches and is a certified parent-child interaction therapy (PCIT) therapist. She also has experience providing evidence-based interventions including cognitive-behavioral therapy (CBT), interpersonal psychotherapy (IPT), and dialectical behavior therapy (DBT).

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
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Technology is an inescapable — and important — facet of everyday life for teens. Video games and social media allow adolescents to connect with friends, have fun, and learn new ideas. But for teens with ADHD, in particular, video games and social media can become addictive and lead to an unhealthy lifestyle. Some teens may resist doing homework or other tasks to stay online. It is important for caregivers and teens to discuss what makes screen use problematic and to develop strategies for screen use that is balanced and healthy.

In this webinar, caregivers will learn:

• About the symptoms of behavioral addictions and how these relate to screen use
• How video games, social media, and technology in general are designed to be addictive, and how this can be particularly problematic for teens with ADHD
• Approaches to discuss and instill healthy gaming and social media use in your teen
• Identify specific tools and treatments to help those struggling with problematic screen use

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

More on Addictive Technology & Teens with ADHD

• Download: An Ethic’s Manual for Your Teen’s Electronics
• Read: WHO Classifies Gaming Disorder As a New Mental Health Condition
• Read: “How Much Screen Time Is Too Much?”

Obtain a Certificate of Attendance

If you attended the live webinar on April 19, 2023, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker:

Jeremy Edge, LPC, IGDC, is the owner and founder of the counseling practice, Escapingthe.com, PLLC. Jeremy is an international gaming disorder certified counselor, which is the leading certification for working with people with gaming disorder. He’s also obtained a digital wellness certificate through the Digital Wellness Institute. He provides counseling services to help clients experience balanced, healthy screen use.

After personally experiencing the negative effects of problematic gaming, Jeremy devoted his work to helping those find balance with online activities. In addition to problematic screen use, Jeremy works with men of all ages, and his team works with teens, young adults, adults, and families.

He received his Master’s degree in community counseling at University of Texas San Antonio and a Bachelor’s degree in psychology from UT Tyler. Jeremy is married to a pediatrician and they live in Dallas with their two kids.

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The first college in the U.S. to exclusively serve students who learn differently (dyslexia, ADHD, autism, executive function challenges, etc.), also offers short-term programs that help neurodivergent high schoolers make the successful transition to college, academically and socially. Visit www.landmark.edu/teen to learn more about residential and online options.

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Screen time and video game play are tied to emotional dysregulation and compulsive behavior in children, respectively. The first finding comes from a new study published in JAMA Pediatrics that found frequent use of digital devices to calm young children may lead to increased emotional dysregulation, particularly in boys and children with strong temperaments.¹

Researchers said using devices, such as mobile phones or tablets, to soothe dysregulated young children may hinder the children’s chances of learning emotion-regulation strategies over time and decrease their executive functioning. Emotional regulation allows children to “stay calm, focused, and flexible as they face new challenges,” the researchers said.

Young boys and children who were hyperactive, impulsive, and had more intense emotions were more susceptible to emotional dysregulation when parents used screen time to calm them, according to the study. However, the study insights are likely relevant to most families, as screen time has increased across most demographic groups since the beginning of the pandemic.²,³

Signs of increased emotional dysregulation could include rapid shifts between sadness and excitement, a sudden change in mood or feelings, and heightened impulsivity.

Researchers from the University of Michigan analyzed parent and caregiver responses to assess how often they used devices as a calming tool and how dysregulated their 3- to 5-year-old child’s behavior. The study lasted from August 2018 to January 2020 and included 422 parents and 422 children.

This study arrives at the same time as one published by UC San Francisco researchers in the Journal of Adolescent Health that found playing video games and watching videos could lead early adolescents to develop obsessive compulsive disorder (OCD).⁴

“Time spent playing video games is significantly correlated with problematic video game use, including spending a lot of time thinking about playing video games, feeling the need to play video games more and more, and being unable to play video games less despite trying,” researchers said.⁴

Playing video games and streaming videos were most connected to compulsive behaviors. According to researchers, each additional hour spent on video games increased the risk of developing OCD by 13%, and the risk increased by 11% for each additional hour spent watching videos.

Study participants came from a nationwide sample of 9- to 10-year-old children participating in the longitudinal Adolescent Brain Cognitive Development (ABCD) study.

Children initially reported roughly 4 hours of screen time per day. Screen time included watching TV shows, movies, or videos [e.g., YouTube], playing video games, texting, video chatting [e.g., Skype, FaceTime], and social media [e.g., Facebook, Instagram, Twitter]). (The study did not measure screens used for educational purposes.) At a two-year follow-up, 6% of the sample met the diagnostic criteria for OCD, with 4.4% of the children developing new-onset OCD. Children with OCD reported 4.4 hours per day of total screen time.

According to Roberto Olivardia, Ph.D., a clinical Psychologist and Clinical Instructor of Psychology at Harvard Medical School and ADDitude contributor, “OCD is characterized by obsessions and/or compulsions. Obsessions are persistent thoughts, impulses, or images that are intrusive and cause distress and anxiety.

“Compulsions are repetitive physical behaviors (such as hand washing or praying) or mental acts (such as saying words silently, counting, creating images) that a person feels compelled to do to undo or cope with the obsession. The compulsion may have nothing to do with the obsession.”

Researchers did not find any association between television watching and OCD. Researchers noted that traditional television viewing has fewer programming options than does YouTube, which may limit users’ engagement. “Thus, behaviors surrounding traditional television may not have the same potential for the clustering of specific content that may otherwise exacerbate intrusive thoughts or images,” researchers said.

“Future research should examine mechanisms linking these specific screen modalities to OCD development to inform future prevention and intervention efforts,” said the researchers, who cited several limitations of the study, including the difficulty for children to self-report and estimate screen time correctly. “OCD can have severely debilitating and long-lasting effects on adolescent development that extend into adulthood such as social isolation, having fewer relationships than their peers, comorbid mental illnesses, and diminished quality of life….”⁵, ⁶

Sources

¹Radesky, J.S., Kaciroti, N., Weeks, H.M., Schaller, A., and Miller, A.L. (2022). Longitudinal Associations Between Use of Mobile Devices for Calming and Emotional Reactivity and Executive Functioning in Children Aged 3 to 5 Years. JAMA Pediatr. https://doi.org/10.1001/jamapediatrics.2022.4793

²Meherali, S., Punjani, N., Louie-Poon, S., et al. (2021). Mental Health of Children and Adolescents Amidst COVID-19 and Past Pandemics: A Rapid Systematic Review. Int J Environ Res Public Health. 18: 3432. https://doi.org/10.3390/ijerph18073432

³Nagata, J.M., Cortez, C.A., Cattle, C.J., et al. (2022). Screen Time Use Among US Adolescents During the COVID-19 Pandemic: Findings from the Adolescent Brain Cognitive Development (ABCD) Study. JAMA Pediatr. 176: 94-96. https://doi.org/10.1001/jamapediatrics.2021.4334

⁴Nagata, J.M., Chu, J., Zamora, G., Ganson, K.T., Testa, A., Jackson, D.B., Costello, C.R., Murray, S.B., Baker, F.C. (2022). Screen Time and Obsessive-Compulsive Disorder Among Children 9–10 Years Old: A Prospective Cohort Study. Journal of Adolescent Health https://doi.org/10.1016/j.jadohealth.2022.10.023

⁵Subramaniam, M., Soh, P., Vaingankar, J.A., et al. (2013). Quality of Life in Obsessive-Compulsive Disorder: Impact of the Disorder and of Treatment. CNS Drugs. 27: 367-383.https://doi.org/10.1007/s40263-013-0056-z

⁶Thomsen, P.H. (2000). Obsessions: The Impact and Treatment of Obsessive-Compulsive Disorder in Children and Adolescents. J Psychopharmacol. 14: S31-S37. https://doi.org/10.1177/02698811000142S105

Many parents are unsure when to give their child a smartphone. Ultimately, the decision is a personal and nuanced one, but we do know that most children today get their first smartphone by age 11.¹ Also, many tweens are on social media platforms, even though virtually all these platforms require registered users to be at least 13 years old.¹

That said, your child’s maturity level is the most important factor to consider when deciding when to give them a smartphone. In my opinion, 10 might be too tender an age for a smartphone and the social-media access it unlocks.

[Read: Is Your Teen’s Social Media Use Dangerous?]

There’s very little research on the impact of early initiation onto social media. But a study our lab conducted shows that children younger than 11 who are on social media platforms, namely Instagram and Snapchat, are more likely to report problematic digital behaviors compared to older tweens and teens.² These behaviors include having online friends or joining social media sites that participants knew their parents would disapprove of, as well as exposure to more harassment. Parental restrictions on phone use ameliorated some of the negative effects.

That same study also revealed a surprising upside: Children who were on social media before age 11 showed greater civic engagement online – in the form of supportive social media posts, raising awareness of social issues, event organizing, for example – compared to children who joined later. Overall, the study also showed that early adolescents more frequently engaged in positive digital behaviors than they did negative behaviors.

Access to a smartphone essentially means access to social media. If you decide to give your child a smartphone, it’s essential that you establish rules for its use and engage in ongoing conversations about healthy online experiences.

What Age Should a Kid Get a Phone? Next Steps

• Free Download: Too Much Screen Time? How to Regulate Your Teen’s Devices
• Self-Test: Could My Child Be Addicted to the Internet?
• Read: How to Set Boundaries on Your Child’s Devices

The content for this article was derived, in part, from the ADDitude Mental Health Out Loud episode titled, “The Mental Health Fallout from Social Media Use” [Video Replay and Podcast #416] with Linda Charmaraman, Ph.D., which was broadcast live on August 16, 2022.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Sources

¹ Rideout, V., and Robb, M. B. (2019). The Common Sense census: Media use by tweens and teens, 2019. https://www.commonsensemedia.org/sites/default/files/research/report/2019-census-8-to-18-full-report-updated.pdf

² Charmaraman, L., Doyle Lynch, A., Richer, A., Grossman, J. (2022) Associations of early social media initiation on digital behaviors and the moderating role of limiting use. Computers in Human Behavior, 127. https://doi.org/10.1016/j.chb.2021.107053

Does social media harm teens? The answer is complicated.

Alarming news reports and research on social media are common — and understandably troubling to caregivers and professionals — today. One recent study found that teens who reported spending more than 3 hours a day on social media may face an elevated risk for mental health problems compared to teens who used no social media.¹ Instagram’s internal study found that its app worsens mental health in teen girls.² And that platform is one of several that have been hit with lawsuits claiming harm to youth.^{3 4 5}

However, that is not the full story. While some studies have documented associations between social media use and negative mental health outcomes, others have found no correlations, or even positive mental health associations, like increased sense of community (especially for marginalized groups) and stronger social connections.^{6 7} In fact, research at large has not established a causal link between social media use and negative mental health outcomes.

Digital media, social media, and other technologies are unavoidable. So what are parents and teens to do? From my perspective, based on research I’ve completed over the last 15 years, quality matters much more than quantity when considering the effects of social media and other digital technologies on youth. Individual personalities matter, too. What’s more, parents absolutely play an important role in shaping how their teens navigate social media and what they get from their online experiences.

What We Know About Social Media Use Among Teens

According to a Pew Research Center survey:⁸

• 95% of U.S. teens have access to a smartphone.
• Most teens use social media, and 35% say they use at least one of the top online platforms – YouTube, TikTok, Instagram, Snapchat, or Facebook – “almost constantly.”
• 55% of teens say the amount of time they spend on social media is “about right.”

The pandemic changed social technology behaviors among adolescents, with teens reporting spending more time checking social media than they did before the pandemic.⁹

[Take This Self-Test: Could My Child Be Addicted to the Internet?]

Not All Social Media Users and Experiences Are Equal

Individual experiences and circumstances, including existing mental health problems, may influence social media’s effects and explain its associations with certain mental health outcomes among youth. That’s another way of saying that researchers are still trying to determine which comes first: mental health issues or social media use.

Take teens, social media, and body image. About 20% of teens report feeling down about their body image after going on social media.¹⁰ Teen girls, however, are significantly more likely than teen boys to experience social media-related body dissatisfaction. In all, teens who experience body dissatisfaction related to social media use are also more likely to have depressive symptoms, online social anxiety, difficulty making new friends, and a tendency to spend free time alone. Still, this cross-sectional study does not tell us if the teens had pre-existing body image issues, or if social media caused these problems.

Neurodivergent people, especially those with the focus and self-regulation challenges associated with attention deficit hyperactivity disorder (ADHD), could have a harder time regulating their emotions and unplugging from screens. This may help explain why some studies show an association between ADHD symptoms and digital media use/screen time.¹¹ Some individuals with ADHD may engage in gaming, for example, to cope with negative thoughts.¹² In addition, the sleep disturbances associated with ADHD may also influence — or be influenced by — screen time.

Many Teens Say Their Online Interactions Are Primarily Positive

Most teens say that social media better connects them to their friends’ lives and feelings, and they report positive feelings associated with social media use.¹³ That’s in contrast to about a quarter of teens who say that social media makes them feel worse about their own lives, either by a little or a lot.¹³

[Read: Diagnosing a Different Kind of Social Disease]

Youth Feel the Pressure of Social Obligations

Youth today will invariably navigate friendships through social media, which comes with its own set of rules and standards. Through “likes,” comments, and other engagements, teens report feeling pressured to keep up with friends’ social media posts.⁷ Features within certain apps take advantage of this pressure to keep users hooked. One example is Snapstreaks, a feature on Snapchat that measures how many days in a row a user and a friend have sent Snaps (videos or images) to one another.

It’s not uncommon for personal networks to grow quite large — and even include people or accounts teens don’t know well in person — on social media. (For many tweens and teens, turning down a friend request or hitting the unfollow button is a non-starter.) That said, the larger a user’s personal network of social relations, the more time they spend attending to social obligations and managing their profiles.¹⁴ The more time spent on social media, the greater the chances of being exposed to ads and other content – some of which may not be for the best.

Teens “Lurk”

Social comparison is a normative aspect of adolescent development, and it happens equally in school hallways and online. As teens scroll their feeds, they’re trying to figure out who they are in relation to what they see – whether they’re smart enough, beautiful enough, tall enough, funny enough, and so on. It’s common for teens to “lurk,” or passively observe posts without interaction (e.g., “liking”, commenting) — a practice of comparison associated with social anxiety, envy, and low self-esteem.^{15 16} At the same time, some comparison via social media may allow teens to learn about and relate to others in productive, positive ways.⁹

How to Approach Your Teen’s Technology Use and Social Media Habits

1. Watch for Warning Signs

Many parents wonder whether their child is “addicted” to social media. No consensus exists on what constitutes problematic social media use, but many researchers rely on a tool developed to screen for problematic and risky Internet use that asks the following questions: How often do you…

• …experience increased social anxiety due to your Internet use?
• …feel withdrawal when away from the Internet?
• …lose motivation to do other things that need to get done because of the Internet?

In addition to the above, consider the following questions to help you understand social media’s effect on your teen: Does your child…

• …get extremely upset or violent when asked to get off their device?
• …skip their daily tasks (eating, homework, extracurriculars, bedtime) because they prefer to be on social media?
• …feel like they can’t have normal interactions without the Internet?

If you are unsure how to decipher your teen’s emotions and behaviors, a therapist can help you understand what is inside and outside the bounds of typical adolescent development, as well as the possible impact of any existing conditions, like ADHD.

2. Understand Your Teen’s Motivations

What does your child actually do online? You don’t have to know all the answers, but understanding the quality of the content your teen consumes is much more important than an exact count of the quantity.

Your teen might be engaged in healthy conversation about homework and school, for example, while online gaming with friends.

It also helps to experience for yourself the platforms and apps your teen is using to understand the attraction. You may be able to find your child’s profile, too, and get a sense of what they do.

3. Pay Attention to Your Child’s Interactions

How many people/accounts does your child follow? How many friends do they have on each? Do they follow lots of celebrities (which is associated with increased likelihood of having depressive symptoms and online social anxiety)?¹⁰ No specific number should raise concerns, but following hundreds of accounts should raise questions. Remember that large networks may mean more social obligations, which may make your teen more likely to check social media frequently and experience anxiety over keeping up with friends and “performing” friendship.⁷

4. Have Ongoing Conversations About Online Experiences

Whether your adolescent just got a smartphone or has been on social media for a while, talking about online experiences can help them be mindful of their social media use and its effects on them. (If you don’t feel comfortable having these conversations with your child, ask another family member for help.)

• Just as you ask your child about their friends and acquaintances IRL, be curious about online friends and happenings.
• Try co-viewing your child’s social media feed, especially if they start feeling negatively about what they’re seeing. Your child might be able to point out what kinds of posts are causing their dissatisfaction. It’s OK to teach and reassure your child to unfollow, hide, or unfriend accounts and people that don’t make them feel good.
• Teens want privacy, and that’s OK. Older teens especially may have a “clean” profile for family members, schools, and future employers to see, and a second, private account where they can show their authentic selves to friends. Usually, these second accounts are innocent and silly, so don’t assume the worst.
• Check your reactions. Avoid judgmental, disproportionate responses when your child comes to you with a social media-related issue. Often, tweens and teens will keep things to themselves, afraid that their parents will tell them to deactivate their social media profiles or take away their devices altogether at the first hint of a problem. Should an issue come up, approach with curiosity and collaborate with your teen on a solution.

Social Media and Mental Health in Teens: Next Steps

• Free Download: Too Much Screen Time? How to Regulate Your Teen’s Devices
• Read: “Did I Really Just Post That?!” The Social Media Guide for Teens
• Read: Compare & Despair – Social Media & Mental Health Concerns in Teens with ADHD

The content for this article was derived, in part, from the ADDitude Mental Health Out Loud episode titled, “The Mental Health Fallout from Social Media Use” [Video Replay and Podcast #416] with Linda Charmaraman, Ph.D., which was broadcast live on August 16, 2022.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Sources

¹ Riehm, K. E., Feder, K. A., Tormohlen, K. N., Crum, R. M., Young, A. S., Green, K. M., Pacek, L. R., La Flair, L. N., & Mojtabai, R. (2019). Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth. JAMA Psychiatry, 76(12), 1266–1273. https://doi.org/10.1001/jamapsychiatry.2019.2325

² Wells, G., Horwitz, J., Seetharaman, D. (2021) Facebook knows instagram is toxic for teen girls, company documents show. The Wall Street Journal. https://www.wsj.com/articles/facebook-knows-instagram-is-toxic-for-teen-girls-company-documents-show-11631620739

³ Social Media Victims Law Center. Meta lawsuit. https://socialmediavictims.org/meta-lawsuit/

⁴Social Media Victims Law Center. Tiktok lawsuit. https://socialmediavictims.org/tiktok-lawsuit/

⁵ Social Media Victims Law Center. Snapchat lawsuit. https://socialmediavictims.org/snapchat-lawsuit/

⁶ Charmaraman, L., Hodes, R., & Richer, A. M. (2021). Young Sexual Minority Adolescent Experiences of Self-expression and Isolation on Social Media: Cross-sectional Survey Study. JMIR mental health, 8(9), e26207. https://doi.org/10.2196/26207

⁷ James, C., Davis, K., Charmaraman, L., Konrath, S., Slovak, P., Weinstein, E., & Yarosh, L. (2017). Digital Life and Youth Well-being, Social Connectedness, Empathy, and Narcissism. Pediatrics, 140(Suppl 2), S71–S75. https://doi.org/10.1542/peds.2016-1758F

⁸ Pew Research Center (2022).Teens, social media and technology 2022. https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/

⁹ Charmaraman, L. Doyle Lunch, A., Richer, A., Zhai, E. (2022) Examining early adolescent positive and negative social technology behaviors and well-being during the covid-19 pandemic. Technology in a Time of Social Distancing, 3(1). DOI: 10.1037/tmb0000062

¹⁰ Charmaraman, L., Richer, A. M., Liu, C., Lynch, A. D., & Moreno, M. A. (2021). Early Adolescent Social Media-Related Body Dissatisfaction: Associations with Depressive Symptoms, Social Anxiety, Peers, and Celebrities. Journal of developmental and behavioral pediatrics : JDBP, 42(5), 401–407. https://doi.org/10.1097/DBP.0000000000000911

¹¹ Ra, C. K., Cho, J., Stone, M. D., De La Cerda, J., Goldenson, N. I., Moroney, E., Tung, I., Lee, S. S., & Leventhal, A. M. (2018). Association of Digital Media Use With Subsequent Symptoms of Attention-Deficit/Hyperactivity Disorder Among Adolescents. JAMA, 320(3), 255–263. https://doi.org/10.1001/jama.2018.8931

¹² Weinstein, A., & Weizman, A. (2012). Emerging association between addictive gaming and attention-deficit/hyperactivity disorder. Current psychiatry reports, 14(5), 590–597. https://doi.org/10.1007/s11920-012-0311-x

¹³ Pew Research Center (2018). Teens’ social media habits and experiences. https://www.pewresearch.org/internet/wp-content/uploads/sites/9/2018/11/PI_2018.11.28_teens-social-media_FINAL4.pdf

¹⁴ Pew Research Center. (2013) Teens, social media, and privacy. https://www.pewresearch.org/internet/2013/05/21/teens-social-media-and-privacy/

¹⁵ Lin, L. Y., Sidani, J. E., Shensa, A., Radovic, A., Miller, E., Colditz, J. B., Hoffman, B. L., Giles, L. M., & Primack, B. A. (2016). ASSOCIATION BETWEEN SOCIAL MEDIA USE AND DEPRESSION AMONG U.S. YOUNG ADULTS. Depression and anxiety, 33(4), 323–331. https://doi.org/10.1002/da.22466

¹⁶ Verduyn, P., Lee, D. S., Park, J., Shablack, H., Orvell, A., Bayer, J., Ybarra, O., Jonides, J., & Kross, E. (2015). Passive Facebook usage undermines affective well-being: Experimental and longitudinal evidence. Journal of experimental psychology. General, 144(2), 480–488. https://doi.org/10.1037/xge0000057

Hi HRF:

In my coaching practice, I spend a lot of time discussing the internal triggers that drive us to get distracted. Boredom, environment, and even lack of movement all play an essential role in why we reach for our technology again and again.

The truth is that our electronic devices and social media are designed to keep us on them for as long as possible. They’re purposely designed for us to fall down that proverbial rabbit hole! It’s a recipe for disaster for those of us who are easily distracted in the first place.

I firmly believe that we don’t need oodles of willpower to fight temptations. We just need to remove those temptations from our environment. (This is why I don’t keep ice cream in my house!)

I’ve developed strategies to help adults and students set up their electronic devices in a way that discourages potential distractions. Remember, the more effort it takes or inconvenient it is to get distracted, the easier it will be to stay focused.

[Get This Free Guide to Managing and Safeguarding Your Child’s Screen Time]

Here are 10 good ways to combat the “toll of the scroll” and engage in a digital detox.

Digital Detox Step #1: Lock It Up

When you need to be in deep flow to get work done, place your phone in a different room or lock it up in a drawer, closet, or box. My son taught me this trick! When he went to college, we purchased him a lock box for valuables, and he ended up using it to hide his phone when studying. It was literally the only way for him to detach and disengage from his phone. Out of sight, out of mind.

Digital Detox Step #2: Use Silence or Airplane Mode

Want to eliminate all the buzzing and binging of an active phone? Place it on silence or airplane mode and turn off all push notifications. Updating this simple setting for even a few hours every day will eliminate that immediate urge to hop on Instagram or TikTok. This is my #1 go-to. Turning off all the sounds allows me to forget my phone is even nearby.

Digital Detox Step #3: Hide Non-Essential Apps and Browser Tabs

Just as you would clear your physical workspace of paper or clutter; I suggest closing and hiding all non-essential apps and browser tabs on your phone or computer. This way, you only see what you are working on currently.

Digital Detox Step #4: Put It on the Last “Page”

Move your most distracting apps into a folder and place that on the last “page” of your home screen. This way, even if you look at your phone, you’re less tempted to open Instagram because it’s hidden away.

[Self-Test: Could My Child Be Addicted to the Internet?]

Digital Detox Step #5: Be Invisible

Mark yourself as invisible or as away so people know you’re not available.

Digital Detox Step #6: Remove Facial Recognition or Touch ID

My mantra for those with ADHD or focusing challenges is that if it takes more than two to three steps to do something, you’re less likely to do it. So remove facial recognition, or touch ID to open your phone. Having to enter a password each time you want to use a device works to eliminate the “toll of the scroll.”

Digital Detox Step #7: Download Music

Download your music to listen to offline and put your phone on airplane mode.

Digital Detox Step #8: Sign Out of Social Media

Instead of staying logged in, sign out of your social media accounts so you can’t jump back on at a moment’s notice. (Although this is simple, it’s been a game-changer for many of my clients.)

Digital Detox Step #9: Find a New Browser

Encourage your son to use a different internet browser for schoolwork and “entertainment.” Out of sight, out of mind!

Digital Detox Tip #10: Turn off Autoplay

Turn off the autoplay feature on Netflix! Streaming platforms default to this setting. If you must physically select your next binge episode, you’ll be more aware of how long you’ve been watching television.

It’s not easy to eliminate all the distractions from our electronic devices. But with a solid plan in place, you’ll at least be more aware of how much time you spend on them, which is a great first step!

Good Luck.

Digital Detox with ADHD: Next Steps

• Read: “My Phone Was My Drug”
• Learn: Q: “How Can My Teen Avoid Distractions While Working Online?”
• Download: An “Ethics Manual” for Your Teen’s Electronics
• Watch: “Time to Unplug: How Screen Time Impacts the ADHD Brain” 

ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

Innovative treatments for ADHD are few and far between. Current approaches are generally limited to medication, behavioral management, educational support, and therapy. Only in the past few years have new options, built on the use of technology as adjunctive treatment, emerged as a potential intervention.

Dozens of new tools — variously referred to as digital therapeutics, neurotechnologies, and digital medicine — are now being developed and marketed. But what do we know about how they work, who they help, and whether they are effective?

Because digital therapeutics are new “technologies,” some people may expect them to work miracles. But experience with these novel interventions suggests they are best viewed as adjunctive treatments for ADHD. Parents, clinicians, coaches, and physicians have limited information about how these tools work, and some may question whether they are suitable for their children or patients.

In this webinar, Dr. Randy Kulman will define digital therapeutics, neurotechnologies, and digital medicines. He will describe brain training and innovative technologies that use video games, apps, and virtual reality to treat ADHD. He will examine the availability of these tools as well as the pros and cons of neurotechnology as an ADHD treatment.

In this webinar parents, caregivers, and professionals will learn:

• The types of digital therapeutics being used for treating ADHD
• Why digital therapeutics offer a potentially powerful treatment for ADHD
• Strategies to choose a technology that can be applied to specific symptoms of ADHD
• How to use traditional ADHD interventions in conjunction with digital therapeutics

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

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Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Google Podcasts; Stitcher; Spotify; Amazon Music; iHeartRADIO.

More on Digital Therapeutics and ADHD

• Download: Brain-Building Video and Computer Games
• Read: What is Brain Training for ADHD?
• Read: Total Score! Video Games That Train the Brain to Focus

Obtain a Certificate of Attendance

If you attended the live webinar on December 8, 2022, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker:

Randy Kulman, Ph.D., is the founder of LearningWorks for Kids, an educational technology company that specializes in using video games to teach executive functioning and academic skills. He conducts neuropsychological evaluations of children with executive functioning and attention difficulties at South County Child and Family Consultants. His latest project is LW4K LIVE, a live, online, small-group executive function tutoring program that uses games such as Minecraft and Roblox to practice and improve executive functions.

Additionally, Dr. Kulman is the author of numerous essays and book chapters on the use of digital technologies for improving executive functioning skills in children. His current research projects include a study of the use of Minecraft for improving executive functioning skills and an investigation of the effectiveness of commercial neurotechnologies for treating ADHD and emotional regulation disorders. He serves on advisory boards for the Boston Celtics and ADDitude Magazine. He is an occasional writer for Psychology Today, ADDitude Magazine, Autism Parenting Magazine, and Commonsensemedia.org. He is the author of three books; Train Your Brain for Success: A Teenager’s Guide to Executive Functions,  Playing Smarter in a Digital World, and the recently published The Gaming Overload Workbook for Teens.  (#CommissionsEarned)

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

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Play Attention: Improve executive function & self-regulation with NASA inspired technology. Tufts University School of Medicine found Play Attention significantly improved attention, executive function, academic performance and behavioral control of ADHD students. Your program will include a Lifetime Membership and a Personal Executive Function Coach to customize your plan along the way. Home and professional programs available. Call 828-676-2240 or click here to schedule your free 1:1 consultation! | www.playattention.com

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At the same time, there is growing concern over the negative effects of social media and excessive Internet use on teen mental health, including its links to anxiety, attention deficit hyperactivity disorder (ADHD), and other conditions. (To be clear, research has found both positive and negative associations between social media, Internet use, and wellbeing.³)

Social media addiction and Internet addiction are not official diagnoses, but researchers are learning more about the intersection of media use and wellbeing, including what may constitute problematic use and behaviors.

If you are concerned about your child or teen’s social media use, answer the questions below and share the results with a licensed mental health professional.

This self-test was adapted from The Problematic and Risky Internet Use Scale (PRIUSS). It is designed to screen for the possibility of problematic internet use, and it is intended for personal use only. This test is not intended as a diagnostic tool.

Time is Up!

Time's up

Can’t see the self-test questions above? Click here to open this test in a new window.

Social Media Addiction and Problematic Internet Use: Next Steps

• Free Download: How to Regulate Your Teen’s Devices
• Read: ADDitude Survey on Social Media and Youth Mental Health
• Read: How Can I Help My Teen Better Manage Screen Time?
• Watch: The Mental Health Fallout from Social Media Use
• Resource Hub: Mental Health Out Loud

Sources

¹ Pew Research Center (2022). Teens, social media and technology 2022. https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/

² Riehm, K. E., Feder, K. A., Tormohlen, K. N., Crum, R. M., Young, A. S., Green, K. M., Pacek, L. R., La Flair, L. N., & Mojtabai, R. (2019). Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth. JAMA Psychiatry, 76(12), 1266–1273. https://doi.org/10.1001/jamapsychiatry.2019.2325

³ James, C., Davis, K., Charmaraman, L., Konrath, S., Slovak, P., Weinstein, E., & Yarosh, L. (2017). Digital life and youth well-being, social connectedness, empathy, and narcissism. Pediatrics, 140(Suppl 2), S71–S75. https://doi.org/10.1542/peds.2016-1758F

The social isolation of the pandemic predictably led to rampant feelings of loneliness, despair, and apathy among adolescents in the prime of their social-skills development, and the troubling effects of shuttered schools and canceled activities continue to linger.

In a new ADDitude survey of 1,187 caregivers, half said their adolescent’s “friendships and/or other relationships have deteriorated” over the last two to three years, and that their child continues to be unmotivated to participate in sports, clubs, or other activities — even now that a relatively normal school year is underway. The pandemic’s stark and sudden interruption of kids’ social development has cast a long shadow, especially for those with ADHD who may already struggle to make and keep friends.

For many who graduated from high school at the peak of the pandemic, memories of their final years sting. “I missed out on important developmental changes and interactions,” said a 19-year-old survey respondent diagnosed with ADHD and bipolar disorder.

[Click to Read: Safeguarding ADHD Youth Against Depression in the Age of COVID]

A mother of a 10-year-old in New Jersey said her son is no longer interested in “parties or events with friends he used to hang with, and he worries about things that he doesn’t need to think about, including family money and our house flooding again.”

A Lifeline or an Affliction?

For many children cut off from friends and activities, social media became a lifeline during the pandemic. According to the ADDitude survey, 72 percent of kids aged 10 and older who have ADHD use social media today. Of those, 35 percent reported adverse mental health effects, including anxiety, sadness, sleep problems, and depression. These negative outcomes are about 70 percent higher than those seen in adolescents who don’t use social media.

Overall, 15 percent of adolescents with ADHD who use social media reportedly experience eating problems, and 14 percent have engaged in self-harm, according to the survey. The picture is even more bleak for young females with ADHD who use social media. Fully half of these girls’ caregivers reported adverse mental health effects from social media use by their kids, with 21 percent reportedly experiencing eating issues and nearly 18 percent engaging in self-harm.

According to caregivers, 58 percent of girls with ADHD have been bullied on social media and 44 percent in text messages. “My daughter was bullied online, her account was hacked, and explicit photos of my daughter were shared online,” said the mother of a 15-year-old in Canada. “My daughter went from a happy, healthy, successful singer, dancer, and actor to withdrawing from everything.”

[Related Reading: How to Protect Your Child From Cyberbullying]

As many as 42 percent of survey respondents said their child has experienced trauma, and 63 percent of those said their child was receiving mental health care today; more than half reportedly started therapy during the pandemic. Still, a majority of caregivers said long waiting lists; scheduling, cost, and insurance barriers; and a lack of local providers have made it “difficult to very difficult” to access care.

“The mental health system is quite broken,” said a mother of a child with ADHD, anxiety, depression, and an eating disorder. “The real help only kicks in when your child is actively suicidal.”

Safeguarding Your Child’s Mental Health

1. Ensure that your child is using technology and social media in healthy ways.

Linda Charmaraman, Ph.D., suggests the following strategies:

• Watch for warning signS of problematic Internet use. There’s no consensus just yet, but this self-test could help you pick up on potential red flags.
• Quality is much more important than quantity. Try to understand what your teen actually does online/on social media, and pay attention to who they’re interacting with.
• Have ongoing conversations about online experiences. Try co-viewing your child’s social media feed, especially if they tell you that they’re feeling negatively about what they’re seeing. By co-viewing, you may be able to see the posts that are causing body image concerns, anxiety, and other forms of dissatisfaction.

2. Watch for signs of cyberbullying.

Your child might be a victim of cyberbullying if you notice that they…

• have increased or decreased their device use.
• hide screens or devices when others are near.
• avoid discussions about social media/device use.
• are suddenly performing poorly in school or are refusing to attend.
• become withdrawn, sad, or angry after being online.^{1 2}

This article covers strategies to help your child deal with bullies in school.

3. Take a trauma-informed approach at home.

Honor the four Rs of trauma-informed care:

• Realize the widespread impact of trauma
• Recognize signs and symptoms of trauma
• Respond instead of reacting by using validation and de-escalation skills
• Resist re-traumatization by incorporating stress management and relaxation skills to cope with distress

Read this article for additional trauma guidance for parents and caregivers.

ADHD, Social Media, and Mental Health: Next Steps

• Join Us! Mental Health Out Loud Event on Eating Disorders in Teens
• Read: Special 2022 Mental Health Report from ADDitude
• Download: How to Regulate Your Teen’s Devices
• Sign Up: Mental Health Out Loud: Eating Disorders and Body Image Among Teens
• Read: Q: My Teen Has Only Online Friends — Will Screen Time Limits Help?
• Read: The Social Media Guide for Teens

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Sources

¹American Defense League. Cyberbullying warning signs. https://www.adl.org/resources/tools-and-strategies/cyberbullying-warning-signs

²U.S. Department of Health and Human Services. Prevent Cyberbullying. https://www.stopbullying.gov/cyberbullying/prevention

You are not alone. Social media is designed to addict, entertain, provide immediate feedback, and deliver dopamine hits in response to every tap and click.

The online world’s addictive nature is also why so many people, especially those who struggle with mental health issues, purposely or accidentally get lost in it to avoid uncomfortable feelings like loneliness, anxiety, and boredom. For individuals with ADHD, the lure of the Internet and social media are especially difficult to resist, thanks in large part to traits like impulsivity, hyperfocus, and time blindness.

To avoid wasting time on your phone and/or computer, move with intention – not as a passive observer. Follow the 6 Ls below to help you find balance and become more deliberate with your screen time.

How to Limit Social Media Use: 6 Ways to Break Bad Internet Habits

1. Learn

Before going online or turning to a social media app, define what you want to get from that particular experience. Ask yourself: What do I want to learn? Determine a goal before you engage to avoid impulsive and/or passive scrolling for hours. Consider writing down your specific goal or question before you connect as a visual reminder of your purpose.

[Read: Hooked on Social Media? How to Break the Habit]

2. Later

Similarly, actively think “later” when tempted to fall into the rabbit hole of an unrelated Internet search or social media side quest. If something else tries to draw your attention away from your intended goal, ask yourself: Is this important, or can it wait? Bookmark the page, save the post on Facebook or Instagram, or save the video to your Favorites on TikTok. Then, in a future online session, plan to review that link with the intention of learning that information.

3. Lessen the Lures

Social media apps (and the Internet at large) are designed to attract and retain your attention. To escape their trap, try the following:

• Disable notifications for most apps on your phone and computer.
• Avoid following or subscribing to too many social media accounts and profiles to limit notifications.
• Make sure to enable a pop-up blocker on your desktop computer and phone.
• Keep your browser windows small to cut off distracting visuals (like ads) and links.

4. Limits

Limiting your online/social media use is probably the toughest of the Ls to implement, but it’s the most crucial. (The Internet won’t set limits for you, though there are apps and programs on browsers and devices designed to limit screen time or block access to certain websites.)

• Decide how much time you’ll spend online. (It’s best to set and follow consistent social media/Internet time limits daily.)
• Set a timer every time you go online. Try to set a timer on a device other than the one in use, and physically place the device a distance away. That way, you’ll have to interrupt your Internet use to turn off the alarm. If the idea of a timer doesn’t work for you, try creating a playlist timed to your allotted screen time use. You’ll know your time has come to an end when the music stops.
• Apart from time limits, consider how many platforms and websites you will allow yourself to use during your time online – another way to add intention to your Internet use.

[Read: My ADHD Sabotages My Social Skills Online]

5. Lump

Try to lump all your screen time use into one time of day. Perhaps screen time could be a reward once you’ve wrapped up work or have completed tasks and chores. Or maybe you’ll only allow yourself to scroll through social media while you are exercising on a stationary bike or walking. Either way, avoid scheduling these time blocks first or last in your day, as the light from screens could interfere with your sleep-wake patterns.

6. Leave It

Take a vacation from the Internet by unplugging for at least a full day each month. Fully stepping away from social media and screens can help you recognize other activities in your life that are beneficial and rejuvenating. Make sure to reconnect with others and with yourself when you disconnect from the Internet.

Doom Scrolling and Wasting Time on Social Media: Next Steps

• Free Download: Keep Track of Your Time
• Read: Compare and Despair on Social Media
• Read: Can’t Stop Clicking? Here’s How to Beat “Infomania”

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

This journey is particularly precarious for teens with ADHD, who begin adolescence with a legacy of feeling different and misunderstood. Weak executive functioning skills create challenges at school and at home, and perfectionist tendencies may both motivate and exhaust them. Teens with ADHD may require prolonged parental involvement — and they are hard on themselves as a result. Depression and low self-esteem are not uncommon. And it’s precisely these teens who are likely to make unhelpful and unhealthy social comparisons, especially on social media.

As caregivers, how can we look out for the safety, security, and well-being of our kids while allowing them a sense of agency? Sometimes, waiting it out is the key. Teens need to come to decisions on their own to feel like they’re exercising autonomy. When the opportunity does present itself, use the strategies below to boost your teen’s self-esteem in the face of ADHD.

1. Pay attention to what triggers comparisons.

Time spent on screens has increased across the board since COVID. The age of social media has thrust children into maturity before many of them can handle it, both cognitively and emotionally. Feelings of low self-esteem, poor self-image, and negative well-being often result in envy, blame, and lying.

While teens are looking for their peer groups, limiting social media use can help minimize negative social comparisons. Though it’s a natural part of identity formation, comparing our insides to other people’s outsides can create a competitive outlook on life and set unrealistic expectations. Pay attention to what triggers these comparisons in your kids. Talk to them about how they might respond differently or avoid the triggers altogether.

[Download: Too Much Screen Time? How to Regulate Your Teen’s Devices]

2. Some communication is better than none.

Teens with ADHD walk on eggshells. Though they may not always make the best choices, your adolescent wants control over how you think of them. As a result, they tend to gloss over their struggles. They fear embarrassment and try to avoid disappointment.

Instead of interrogating a quiet teen, create an agreement that you’re allowed to ask one question per day. Or let your teen choose one experience they want to share each day. As they begin to reveal negative events in their life, ask them how they would like to be supported. When teens have a sense of autonomy and you have a level of understanding, both parties win.

3. Setting the stage for friendship

We all have memories of our own adolescence when we were snubbed or left out. While it’s tempting to want to be noticed and included, it’s important for your child to spend time with people who know and care about them. If you know the parents of your child’s friends, invite them over to dinner! Use this as an opportunity to help kids socialize appropriately and connect based on similar interests. While you’re at it, remind them that being different is not a bad thing. In fact, it’s often an asset as an adult.

4. Emphasize strengths over challenges.

What does your teen like to do and feel good about? What’s going well in their lives? When we spend more time focusing on their strengths, or islands of competence, we can help expand on them. While parents can shore up their teens’ challenges, we ultimately want kids to walk away with a sense of what they can do. As a parent or caregiver, making casual statements about what your child has done well will not go unnoticed.

[Watch: Nurturing Resilience and Motivation in Children with ADHD]

5. Happiness is different than contentment

Happiness is fleeting, but contentment reflects ongoing satisfaction. We can’t snap our fingers and change, but we can create a few rituals that make us smile. Ask your child what activities they might enjoy doing to break up the monotony. Try breakfast for dinner, popcorn-and-movie nights, or visiting a place you both love. Encourage getting outside to generate endorphins and consider offering agreed-upon rewards to increase motivation.

6. Look backward to move forward

Everyone has found different ways to make it through, but how do we take those ways and move forward with them? As a family, look at what’s helped your child thus far. Write down each idea on a large piece of paper and put it in a place where they’ll see it often. When your teen has a chance to see what’s worked in the past, they’ll be better equipped to face future setbacks.

Comparison, Self-Esteem in Teens with ADHD: Next Steps

• Read: The Promise and Dangers of #ADHD TikTok
• Read: Shake Loose of Your Limiting Beliefs – a Guide for Teens with ADHD
• Read: “My Teen Thinks His ADHD Makes Him ‘Worthless.’”

The content for this article was derived, in part, from the Facebook live event titled, “How to End Teen Compare and Despair,” with Sharon Saline, Psy.D., which was broadcast on April 22, 2022.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Researchers have known for years that social media has differential effects on how young people think about themselves depending on who they are and how they use it. There is now increased public scrutiny on social media and its impact on youth wellbeing amid the mental health crisis of the last few years. In fact, Congress is gearing up now to consider the Children and Teens’ Online Privacy Protection Act and the Kids Online Safety Act, both drafted in direct response to new research on social media and mental health.

Due to rejection sensitive dysphoria, emotional dysregulation, low self-esteem, and social challenges, young people with ADHD and other neurodivergent social media users may be at elevated risk for experiencing mental health repercussions.

But is all digital media use necessarily dangerous for neurodivergent youth? Could some platforms even help teens who are learning to establish friendships, for example? Could some amount or type of social media use help our kids feel connected? And what red flags should caregivers heed?

In this special Mental Health Out Loud conversation, Linda Charmaraman, Ph.D., will answer these questions and many more from the ADDitude community. Topics of discussion will include the following:

• What the research tells us about social media use and mental health among kids and teens
• Why neurodivergent youth can face elevated risk for depression, anxiety, self-harm, and more adverse outcomes from social media use
• How social media can be harnessed to improve a user’s social connectedness and empathy
• What parental guidelines and conversations are associated with positive social media use, especially among teen girls
• What red flags signal problematic social media use
• How to establish social-media limits that improve sleep and mental-health outcomes without socially isolating youth

Listen to the Replay

Enter your email address in the box above labeled “Replay” to listen to the Q&A recording and access related resources. This event is only available in audio format.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Google Podcasts; Stitcher; Spotify; Amazon Music; iHeartRADIO.

More on Social Media and Mental Health

• Download: Too Much Screen Time? How to Regulate Your Teen’s Devices
• Read: “Did I Really Just Post That?!” The Social Media Guide for Teens
• Read: AAP Recommends Mental Health Screening for All U.S. Youth

Meet the Expert Speaker

Linda Charmaraman, Ph.D., is a senior research scientist at the Wellesley Centers for Women and director of the Youth, Media & Wellbeing Research Lab. Her research interests include technology and adolescent health, digital citizenship, innovative research methods to include overlooked and hidden populations, and how social identities (e.g., gender, race/ethnicity, sexual orientation, political affiliation) affect wellbeing.

Listener Testimonials

“The whole concept of social obligations that Dr. Charmaraman spoke about was new to me. I will definitely change how I interact with my high schooler. Thank you.”

“This conversation was very timely for me. Personally, I use very little social media, so I was glad to be alerted to the ‘streaks’ trend with SnapChat.”

“The presenter touched on many real-life scenarios. This was very helpful!”

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
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Hi NetflixMom:

I understand! Days are long, classes are exhausting, and it can be very beneficial to take a break once the school day ends and before homework begins. Students, especially those with ADHD and executive functioning challenges, need that crucial “brain break” to re-energize, transition their brain from the demands of school to those of homework, and replenish an empty gas tank.

I’ll also assume that your son doesn’t intend to binge-watch Netflix when he comes home from school. It just “happens.” However, streaming services make it way too easy for us to fall down that rabbit hole. Remind me to tell you the story of my “Schitts’ Creek” marathon that lasted 24 hours. I’m not proud.

Turn Off the TV in 3 Steps

So, how can we control binge-watching? Try these three steps.

Step 1: Turn off Autoplay

First, it’s important to understand that the autoplay feature on streaming services removes the decision-making from watching more TV. And streaming platforms default to this setting! Think about it. How often do you look up and not even realize that a new episode or season of your favorite series has begun?

So, start by turning off the autoplay setting. Then your son will have to physically select his next episode to watch. This will make him much more aware of how long he’s been watching TV. (And yes, it’s reminiscent of the days when we had to get off the couch to change the channel on the television.)

[Read This eBook: Video Games & the ADHD Brain)]

Step 2: Set a Time Limit

Second, have him set a time or episode limit. It’s too easy to say “five more minutes” when no boundary or plan has been established. Blocking out time helps counteract falling into that all-too-familiar black hole of binge-watching. He will hold himself more accountable, knowing he must turn off the TV at 4:30 p.m.

Bonus tip: A timer or an alarm is his best friend. Setting one will visually allow him to know how much time has passed, how much longer he has left, and where he sits in time. This is a crucial tool for students who have difficulty transitioning from one activity to the next.

Step 3: Activate the Sleep Timer

Buried deep in your TV’s settings is a handy sleep timer function. Just choose how long — within reason — he plans to watch TV and unwind. When that time ends, he doesn’t even need to turn off the TV — the TV will automatically shut off, which sends the message that it’s time to transition to homework.

Procrastination be gone!

Binge-Watching with ADHD: Next Steps

• Learn: The Truth About ADHD & TV
• Download: Best Parental Control Apps
• Learn: ADHD Brain’s on Screens — Decoding a Complicated Relationship

ADHD Family Coach Leslie Josel, of Order Out of Chaos, will answer questions from ADDitude readers about everything from paper clutter to disaster-zone bedrooms and from mastering to-do lists to arriving on time every time.

Submit your questions to the ADHD Family Coach here!

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.