here requires mental energy and a leap of faith — but the payoff can be enormous.
Throughout the book, I present the stories and case studies of real children. Many of these stories are based on my formal work with my own patients and on my informal experience with children of friends and family, and some are from reports I’ve received from parents, grandparents, teachers, and therapists who’ve completed the website course, read my articles, or heard me speak. To protect identities, I’ve changed descriptive details and occasionally created composites, but the effects of screen-time and of the Reset Program are accurate to what actually happened. That said, even though I took pains not to exaggerate results, I realize that some stories sound a little too good to be true. Is it possible that something as simple as an electronic fast could resolve so many issues and situations so neatly? In fact, yes. Done properly, the Reset Program is that effective, and its benefits are that widespread. Further, these benefits can be maintained as long as the appropriate screen-time restrictions are maintained. That doesn’t mean it’s always easy, but for many parents, the most convincing proof that Electronic Screen Syndrome is real is seeing how the Reset Program improves the life of their own child.
Chapter 1 Take-Home Points
• When traditional mental health or educational resources are ineffective or insufficient for treating children with psychosocial issues, an environmental cause might be screen-time usage, manifesting as Electronic Screen Syndrome (ESS).
• The introduction and ubiquitous use of interactive screen devices represents a widespread new source of environmental toxicity, and it’s capabilities to produce nervous system dysregulation are largely underestimated.
• Symptoms and issues associated with ESS are not due solely to screen addiction or violent content; even “moderate” screen-time can trigger fight-or-flight reactions.
• The concept of ESS was developed to capture the unifying features that explain the variety of symptoms and dysfunction that screen-time can induce.
• ESS is characterized by overstimulation and hyperarousal and defined by the presence of mood, cognitive, and/or behavioral symptoms that are relieved with strict removal of electronic devices (the Reset Program).
• Interactive screen-time is more likely to create hyperarousal and dysregulation compared with passive screen-time, and it is more likely to disrupt sleep and be associated with mood, cognitive, and social problems.
• Electronic devices create electromagnetic fields (EMFs), but whether and how EMFs negatively impact the brain is controversial and complicated; for more, see appendix B, “Electromagnetic Fields (EMFs) and Health: A ‘Charged’ Issue.”
• Uncertainty about ESS and reluctance or resistance to trying an “electronic fast” are normal. The Reset Program requires changes in everyone’s daily life in terms of screen-time usage. Anticipating these changes, and acknowledging and accounting for resistance, is essential for success.
* I note this particular activity because many of my adolescent female patients spend substantial time scrolling through pictures or filming short segments of things around them, and then view them throughout the day; using a phone or camera for this purpose represents a source of screen-time that may be overlooked.
* The American Academy of Pediatrics recommends that children under the age of three be screen-free (of both passive and interactive screen activities).
ALL REVVED UP AND NOWHERE TO GO
How Electronic Screen Media Affects Your Child’s Brain and Body
It is not stress that kills us, it is our reaction to it.
— Hans Selye
On the eve of his big sister Liz’s high school graduation, nine-year-old Aiden sits with his parents and relatives at a celebration dinner, bored by their “adult” conversation and irritated at all the attention showered upon Liz.* He can’t wait to get back to his video game! Before dinner, Mom had (annoyingly) called him away to join the family, and then she got mad when he spent a few minutes getting to the next level and saving his game. So many people in the house make him restless; he squirms uncomfortably and drums his fingers on the table, waiting to be excused.
Finally, he is allowed to escape the dinner table, and he settles into a corner of the living room couch to play his Nintendo DS. For the next hour or so, he is completely oblivious to the company in the house. Although he’s already played much longer than his mother likes, she lets him continue, knowing these family situations are a little overwhelming for him. And besides, the game keeps him occupied. What’s the harm? she thinks. It’s just for today.
However, in the meantime, a perfect storm is brewing. As the play continues, Aiden’s brain and psyche become overstimulated and excited — on fire! His nervous system shifts into high gear and settles there while he attempts to master different situations, strategizing, surviving, accumulating weapons, and defending his turf. His heart rate increases from 80 to nearly 100 beats per minute, and his blood pressure rises from a normal 90/60 to 140/90 — he’s ready to do battle, except that he’s just sitting on the couch, not moving much more than his eyes and thumbs. The DS screen virtually locks his eyes into position and sends signal after signal: “It’s bright daylight out, nowhere near time for bed!” Levels of the feel-good chemical dopamine rise in his brain, sustaining his interest, keeping him focused on the task at hand, and elevating his mood. The intense visual stimulation and activity flood his brain, which adapts to the heightened level of stimulation by shutting off other parts it considers nonessential.
The visual-motor areas of his brain light up. Blood flows away from his gut, kidneys, liver, and bladder and toward his limbs and heart — he’s ready to fight or escape! The reward pathways in his brain also light up and are reinforced by the flood of dopamine. He is so absorbed in the game, he doesn’t notice when his little sister, Arianna, comes over until she puts her chubby hand on the screen, trying to get his attention.
“DooOOON’T!!” he shouts and roughly shoves her out of the way. Arianna falls backward, bursts into tears, and runs to their mother, who silently curses herself for letting Aiden play this long.
“All right, that’s it. Time to start getting ready for bed. Get your pajamas on and you can have a snack before you go to bed,” she says, pulling the DS out of Aiden’s hands and turning it off in one fell swoop.
Aiden looks at his mother with rage. How dare she ruin his game because of his stupid sister!
“Fine!” he shouts, runs up the stairs, and slams his bedroom door. His primitive brain is fully engaged now, turning him into an enraged animal ready to fight off all challengers. He rips all the sheets off his bed and then throws his lamp on the floor, providing a satisfactory crash and shatter. Thinking about how wronged he’s been and filled with visions of revenge, he kicks the wall a few times and then pounds on his bedroom door, putting a big hole in it.
Downstairs, his relatives sit in quiet shock and murmur to each other how they’ve never seen him act like this. Dad runs up the stairs to contain his son. Calmly, his dad holds him in a bear hug from behind, waiting for the rage to subside.
As the dopamine in his brain and the adrenaline in his body begin to ebb, his rage loses its focus. Now, the pent-up energy takes on a disorganized, amorphous form.