There are four key and interrelated dimensions that determine the well -being of children and adolescents: physical health, emotional well -being, the use of digital technology and Relational environment. Each influences the others: therefore, we cannot talk about digital well -being without taking into account the physical, emotional and social ties.
In Spain, most minors receive their first mobile at age 11. They are still boys and girls, and it is essential to teach them to use it well. This not only means limiting the time they spend in front of a screen, but to evaluate how it makes them feel and if it interferes in the activities of their daily life.
Problematic use and mental health
Not all ways to use technology have the same effect. Yes Use too much or inadequately (what is known as excessive or problematic use) can generate negative emotions, such as sadness or anxiety. However, a balanced use can be positive and help us learn, communicate and entertain ourselves healthy.
To understand the relationship between the use of technology and mental health well, experts investigate how they change over time and what factors influence its impact; Above all, when that use is problematic.
Social evaluation in adolescence
Teenagers are particularly sensitive To social evaluation and the same have a crucial role at this stage for multiple reasons. First, during adolescence more time is spent with the peers and tends to prioritize the rules and expectations of the group. In addition, the brain responds more intensely to social stimuli, which can lead them to seek the approval of the group.
Through the comparison with others, they evaluate their social status and adjust their behavior to avoid exclusion or gain recognition. This process is intensified by the fact that its prefrontal cortex – the brain related to self -control – is still in development, which makes impulse control difficult, especially in group contexts.
Social networks
In a recent study we have analyzed the relationship between the perception of the use of social networks and subjective well -being – referred to the evaluation of one’s life, both from a cognitive and affective point of view – of adolescents between 9 and 14 years at four different times.
A majority of teenagers considered that their use of social networks was very high, and this proportion It increased With the years of use of networks. That is, many of those who with 9 years considered that their consumption was low, at 14 they were already self -healing of intensive users.
Its degree of subjective well -being was decreasing over time, something in which other studies on well -being in adolescence also coincide. When this well -being is related to the consumption of social networks, low consumers report higher levels of welfare subjective that average and high consumers.
Consumption usually goes to more
The study allowed us to identify patterns in the change in consumption, but these changes in the use of networks – whether increasing, maintaining or varying use – do not seem to be related to subjective welfare levels. What influences is not so much the time of use of networksbut the perception they have of themselves as users. This perception is conditioned, above all, by the comparison with its closest environment (its peers).
If a teenager considers himself a low or medium consumer of social networks, and perceives his peers as intensive consumers, this can negatively impact his self -image and well -being; But you will also feel bad if you perceive that you use them much more than their peers. On the other hand, the perception of being aligned with the group can reinforce their self -esteem.
The three pillars of a successful intervention
Taking into account the central role of equals and social comparison in adolescence, interventions psychoeducatives They can be key to promoting healthier digital well -being. At least, they should focus on three pillars: promote positive social comparisons, train emotional regulation and generate collective norms on the responsible use of networks (and other technologies).
To promote positive social comparison, group dynamics (in the classroom) can be designed that invite to reflect on the impact of networks on self -image. The comparison with oneself can be encouraged through personal goals, and make visible the diversity of reference models, beyond those that predominate in the digital environment. Besides, educate On the use of filters and image manipulation can reduce the pressure by comparison.
As for emotional regulation, it is important to provide tools for adolescents to learn to deal with the discomfort that can arise when compared to others. For example, analyzing group publications and discussing the emotions they wake up can be a useful strategy to generate awareness and learn to manage emotions in a healthy way.
Collective standards of use
Finally, it is key to create collective norms for responsible use of the networks, such as not sharing content without consent or avoiding the personal value based on the “like” number that our publications obtain. Activities can also be promoted so that adolescents cease to be mere network consumers and become “Prosumidores”(Producers) of positive digital content.
To educate in the responsible use of technology does not only limit time in front of the screen, but also teach the youngest to manage their time and take care of both their own well -being and that of others. In short, it is about promoting a collective vision of digital well -being where the idea of ”if the group is fine, me too.”
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