Students and Social Media: How Much is Too Much?
THURSDAY, MARCH 15, 2018 | 1:00 PM CENTRAL | 60 MINUTES
Instant communication with one another (and the world) has tremendous benefits. At the same time, it has serious drawbacks that tend to offset those advantages. The evidence is mounting that students’ overreliance on their cherished devices is interfering with their critical thinking and problem-solving skills, ultimately impacting their emotional health, mental health, and academic performance.
How can your institution assist students in the digitally-obsessed information age?
Register today for the Magna Online Seminar, Students and Social Media: How Much is Too Much?, presented by Aaron Hughey, EdD. You’ll explore ways to develop and implement a blueprint for effectively assisting students who are experiencing emotional and mental challenges due to their overindulgence in social media.
Through the evidence-based best practices and insights gleaned through this seminar, you’ll be able to respond more effectively to the needs of students who are experiencing emotional and mental health challenges due to their overinvolvement with social media.
Upon completion of this seminar, you’ll be able to:
- Understand how today’s students are qualitatively different from their predecessors 15-20 years ago
- Articulate why technology has both benefits and challenges
- Describe the prevalence of emotional and mental issues among today’s college students
- Describe the emerging relationship between overinvolvement with social media and emotional issues
- Educate students, faculty, staff, and student affairs professionals regarding social media and how overinvolvement can precipitate stress, anxiety, depression, and even suicide and violence
- Recognize basic symptomology and warning signs associated with overinvolvement with social media, as well as response techniques
- Characteristics of today’s college students and the similarities/differences from previous generations
- How technology has affected the way students learn
- Emotional and mental issues among today’s college student population
- The increase in addiction disorders in today’s college students
- Overinvolvement with social media and emotional and mental health issues
- Social media and stress, anxiety, depression, violence, and suicide
- Emotional states and their connection to social media
- Symptomology and warning signs
- Intervention techniques
This seminar is designed for anyone at any institution who is responsible for the mental and emotional well-being of college students, especially faculty, administrators, and staff of departments that provide direct services to students, including college counseling centers, student health centers, career and academic advising services, housing and residence hall professionals and paraprofessionals, student activities and organizations, academic support services, and programs and services for at-risk students.
more on social media and students in this IMS blog
Don’t miss out on the opportunity to attend these personally helpful sessions.
Register Now for this 2 part webinar
“There is a long history of people worrying and complaining about new technologies and also putting them up on a pedestal as the answer…
As a society, I think we’re beginning to recognize this imbalance, and we’re in a position to ask questions like “How do we live a more balanced life in the fast world? How do we achieve adequate forms of slow practice?”
David Levy – See more at: http://tricycle.org/trikedaily/mindful-tech/#sthash.9iABezUN.dpuf
xiv. fast world and slow world practices. always-on lifestyle.
p. 3. our devices have vastly extended our attentional choices, but the human attentional capacity remains unchanged. how to make wise choices and figure out what constitutes a wise choice, so we can use our digital tools to their best advantage and to ours.
by paying attention how you use your cellphone, how you handle email, how you feel when you are on FB or Pinterest, or when you multitask, you will be able to see which aspects of your current online practices are working well and which aren’t. seeing these will clearly will allow you to make constructive changes.
premise: we function more effectively and more healthfully online when we are more attentive, relaxed, and emotionally balanced. Also stated as negative: we function less effectively and less healthfully online when we are distracted, physically uncomfortable, and emotionally upset. that happens often when we are online. Good news – we can do something about it.
P. 4 engage and strengthen two forms of attention : 1. the ability to stay focused on what you are doing at the moment. 2. self-observation / self-awareness
p. 24. each excercise follows the same six-part structure
step 1: perform primary practice (email, FB etc)
step 2: observe what are you doing and feelig, paying special atention to what is happening in your mind and body as you engage in your primary practicestep 3: log your observation, in written form
step 4: consolidate observations by summarizing
step 5: formulate personal guidelines based on consolidated observatins
step 6: share and discuss with others
p. 25-26. mindfulness: the ability to direct your attention where you want it to go – to have a choice. in a world, where we are surrounded by advertisements, sales pitches, the biggest, best, and brightest promised of happiness and fulfillment that money can buy, not to mention the clear constant information overload of emails, status updates, tweets, photo albums, Netflix queues, RSS feeds, playin whack-a-mole with phone notifications. I wish I could say that we, could get away, but i don’t think that as a society we can, or even that we should (this is where Turkle cannot help).
p. 27 two modes of attention
p. 27 one is like a flash light in a dark room: you see a chair; move to the left, you see something else.
p. 28 the other mode is to go beyond focusing on a single object, but opening up to the surrounding environment. like the same flash beam, but instead intense narrowed one, this is a diffused allowing to cover more, but with less visual acuity.
p. 29 both modes can exclude each other
p. 30 attentional shift, attentional choice
how to deploy our task focus (focused attention) to our self-awareness (open attention)
the brain has two different attentional systems: one is top-down and is under conscious control. the bottom-up system, an earlier evolutionary development, is completely automated. scanning the enthronement for potential threats, alerting us to them whether we want or not, since it is hard wired.
p. 31-32 interruption have two varieties: external ones: sounds, smells, movements, physical contact. internal interruptions are: hunger, mental activity (remembering late appointment).
we cannot turn alerting mechanisms, but we can minimize distractions.
we cannot turn everything off and eliminate all interruptions. what we can do is to notice them as they arise and make a decision how to proceed and face them – whether to respond in the moment or ignore them.
it is now clearly established that we can mainly focus on only one thing at the a time. thus we have the ability to prioritize and focus on only one task.
34. emotions and the stress response
p. 40 strengthening task focus
mindful breathing – optional
simplest and most widespread form of attention training uses the breath as the object of focus. when mind wanders, bring back focus on your in- and out-breath: focusing, opening (noticing) and choosing. focus on your breath, notice when you have strayed and choose to come back to the breath
p. 41 strengthening self-observation / awareness
p. 42 Exercise 1. Observing email
more on mindfulness in this IMS blog
more on the contemplative practices, contemplative computing specifically in this IMS blog