If social media has been associated with depression and anxiety and many of us are living unbalanced lives, why is it that we continue to use it? The first Ted Talk discusses "stopping cues" and the fact that when scrolling through your news feed or Instagram, there is no end to it signalling us to stop. This opposes other forms of traditional media consumption, like reading a newspaper, watching the news or a show, or reading a book. There are cues to stop, like the end of the chapter or an episode. Boyd asserts another explanation for the amount of time spent on social media, which may work in conjunction with a lack of stopping cues. Users may be entering flow, which "is the state of complete and utter absorption. It’s the same sense that’s colloquially described it as being 'in the zone.' Time disappears, attention focuses, and people feel euphorically engaged" (Boyd, 2014, p. 80). As time both slips away and many platforms do not have stopping cues, users may find themselves absorbed in social media for an inordinate amount of time.
There are other biological reasons as well, such as the rush of dopamine that people experience when they receive a "like", "follow", etc. As referenced in the second video, this rush of dopamine, a 400% increase, is similar to that experienced when on cocaine. This is astounding. It's no wonder that many users are incapable of putting their phones down.
My last thought concerning the cause of the imbalanced life that many live concerns peer pressure and social norms. If the majority of a teens' peers are engaged in social media, they may experience fear of missing out. Their interpersonal interactions are intertwined with their social media interactions. As such, not being part of the online interactions leaves one feeling excluded from an integral aspect of a group's social interactions. Boyd supports this when she states that teens' "use of social media as their primary site of sociality is most often a byproduct of cultural dynamics that have nothing to do with technology" (Boyd, 2014, p. 80). Teens' need to socialize and the social norms they are subjected to perpetuate their use of social media platforms.
References
Alter, Adam. (2017, August 1). Retrieved February 1, 2020, from https://www.youtube.com/watch?v=0K5OO2ybueM
The question (Is social media associated with psychological disorders, such as depression?) is one that I would have hastily answer with a “yes” due to a number of sources I’ve encountered stating this; however, thinking more critically about it, I pondered if those users of social media platforms who exhibit symptoms of anxiety and depression were predisposed to these disorders. I also wondered what variables concerning social media use, such as the amount of time on it, were associated with poorer mental health. As such, I was curious what research had been done.
One study by Primack et al. found that the number of social media platforms used was a strong indicator of anxiety and depression (2017). Their results state that the “Use of multiple SM platforms is independently associated with symptoms of depression and anxiety, even when controlling for overall TSSM (time spent on social media)” (2017). More specifically, those who use 7-11 platforms have “substantially higher odds” of having depression and anxiety symptoms compared to those participants who use 0-2 platforms (2017).
Another study by Lin et al., examined total time spent on social media and found that “Compared to those in the lowest quartile of total time per day spent on SM, participants in the highest quartile had significantly increased odds of depression” (2016). It is unclear how many of those in the highest quartile were predisposed to anxiety and depression and whether those symptoms would have been displayed otherwise.
Speaking anecdotally, those students who I view as being addicted to social media, based on my observations, also have dispositions that would lead me to think they are less happy than those who are on their phones less. However, once again, it is impossible to state whether it is their use of social media, in terms of time spent or platforms used, that contributes to their dispositions.
As digital natives, it is unclear whether social media’s association with anxiety and depression is causal or a correlation. The studies’ sample size of 1787 people suggest that social media use exacerbates such issues; however, do they cause depression? I feel that a longitudinal study comparing the mental health of an experimental group of digital natives who utilize social media and a control group of non-social media uses would yield very interesting results.
Below are two interesting videos related to the topic. Additionally, the latter references the same study that I've referenced above.
References
Lin, L. Y., Sidani, J. E., Shensa, A., Radovic, A., Miller, E., Colditz, J. B., … Primack, B. A.(2016). Association Between Social Media Use And Depression Among U.s. Young Adults. Depression and Anxiety, 33(4), 323–331. doi: 10.1002/da.22466
Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among U.S. young adults. Computers in Human Behavior, 69, 1–9. doi: 10.1016/j.chb.2016.11.013
Social Media and Social Isolation (2017, March 7). Retrieved January 22, 2020, from https://www.youtube.com/watch?v=R0cgYtRW1-o
Social Media Anxiety (2017, June 30). Retrieved January 22, 2020, from https://www.youtube.com/watch?v=iw9phrtO-C8
Before I begin, I'll reiterate my relative ignorance in terms of the nuances and norms of social media. With that said, the majority of my experiences are not through my own use of different platforms, but through my experiences with my students. As a person who is not a "digital native", fully comprehending the purposes of various social media norms, such as streaks or a plethora of selfies, was difficult to grasp, but Boyd's chapter on identity (2014) has shed some light on these and other practices that I often witness. Although the chapter does explain some behaviours that I viewed as odd or pointless, it does caution both adults and teens. Firstly, if one's virtual friends are varied in terms of their ages and connections to the person posting, it is important to note that "In speaking to an unknown or invisible audience, it is impossible and unproductive to account for the full range of plausible interpretations" (Boyd, 2014, p. 31-32). With that said, "Many teens post information on social media that they think is funny or intended to give a particular impression to a narrow audience without considering how this same content might be read out of context" (Boyd, 2014, p. 44). As such, this may explain why some people create different profiles, as they do not wish to have collapsing contexts. If parents, for instance, were to check on their child's social media posts and view something alarming, they need to remember that their posts may have taken"place over a long period of time and [are being read] outside the social and temporal context in which they were produced" (Boyd, 2014, p. 33). I feel that this is a cautionary tale for parents and may serve to mitigate some of the concern that parents may experience. In terms of my lack of comprehension of social media norms, the single most perplexing practice that I view are selfies posted on Snapchat. However, these are not typical selfies, but are often the top of one's head, or one's feet, etc. Boyd shed light on this practice when she states that "the norms of social media are shaped by network effects; peers influence one another about how to use a particular site and then help collectively to create the norms of that site" (2014, p. 40). With that said, teens are simply partaking in what has become a norm for Snapchat. The chapter opened my eyes to some of the nuances and behaviors that I witness on social media by better explaining why students and others partake in them. Boyd, Dana. (2014). It’s Complicated: the social lives of networked teens. New Haven, CN: Yale University Press
As I was reflecting on the readings/viewings this week, coupled with the struggles I face in the classroom and a recent lesson, the following came to mind.
One of the comments I made concerning the documentary InRealLife (2014), is that is it quite one-sided in terms of focusing on the negative aspects of the internet. Whether this or any other contentious issue, I feel it is necessary to be educated about both sides of the argument in order to better express and defend one's stance.
For a recent lesson on writing a persuasive essay, I showed "There's a Cell Phone in your Student's Head" as an argument to ban cell phones in our school division. One of the reasons I showed it was the research referenced that states that students perform worse academically in the presence of their phone, particularly if they are learning something for the first time. I found this interesting, as I see students' cell phones in high school multiple times per class, whether or not they are in use. As referenced in the video, I'm aware that my students, colleagues, and myself are prone to having a fractured presence due to cell phones and the ramifications that may have.
The other video, an interview with Simon Sinek, reiterates some of the ideas stated in the InRealLife documentary (2014), particularly when he references the release of dopamine we experience when we receive a "like", for instance. This is the same physiological reaction we have to alcohol or gambling. He points out that laws are in place concerning alcohol and gambling, but not phones. This, coupled with the struggles adolescents face during a stressful, transformative period, proliferates cell phone use.
Sinek isn't proposing that cell phones should be banned. He simply states that, like alcohol and gambling, moderation is key.
However, I was presenting both sides to the class in order to not be biased and allow them to choose the side they wanted to argue. The next video I showed focused on the use of Twitter and educators' ability to collaborate and students' ability to connect with other classes and stakeholders around the world.
Doing so allows for more authentic experiences by connecting students and teachers to one another, thereby redefining the traditional classroom, as it is not limited by the constraints of the physical classroom. Additionally, the metaphors of the industrial or mechanistic paradigm of education, such as learning silos, are challenged through collaboration. Social media and smart phones can be leveraged for more transdisciplinary teaching and problem based learning (PBL).
Being something that the students feel passionately about resulted in more authentic writing. After viewing these videos and consulting sources they sought, many of them found that although they don't want phones to be banned, there is stronger evidence for banning phones. I found this to be a surprising and mature realization for grade 10 students.
Whatever one's stance is, it is paramount that students are aware of how to practice digital citizenship. Some of the aforementioned points are in keeping with Ribble's nine elements of digital citizenship (2015), such as the idea that one must be cognizant of their digital health and wellness and digital etiquette.
References:
Kidron, B. (Director). (2014). InRealLife [Video file]. First Run Features. Retrieved January 10, 2020, from Kanapy.
Ribble, M. (2015) Digital Citizenship in Schools. 3rd edition, Washington, DC: International Society for Technology in Education.
