Technology is a pervasive part of everyday life for tweens and teens. They connect with friends and family through video and digital games and social media. They use their devices to relax, socialize, explore ideas and interests, solve problems, compete, work toward goals, get the news, make new friends, and have fun. But for teens with ADHD and executive function challenges, screen use can become problematic, distracting them from homework, chores, and other activities and risking addictive behavior.
Jeremy Edge, a gaming disorder counselor, explains that gaming disorder is a new entry in the International Classification of Diseases (ICD-11). While most teens game in a healthy, recreational way, a growing number do not:
- 10 percent develop compulsive behaviors, stay up late, and sometimes turn in homework late
- 5 percent have problems around gaming, often leading to fights with parents
- Between 1 and 4 percent have a diagnosed gaming disorder, characterized by the inability to stop playing and control their behaviors or time spent; they crave the activity, exhibit negative and dysregulated emotional responses, neglect responsibilities, and don’t see that they have a problem.
ADHD makes gaming more appealing, and gaming exacerbates ADHD.
The more kids play, the more negative effects occur, says Edge. “Gaming is a physically isolating activity that can lead to depression and anxiety, as well as relationship problems with parents, teachers, and friends.” Overuse can also lead to distorted thinking (I don’t have to work on this assignment now; I can figure it out later); impulse control issues; and financial strain for those involved with “loot boxes,” similar to the idea of slot machines
What You Can Do
Following are Edge’s suggestions to help a child struggling with problematic gaming and screen use:
- Be a role model and mentor. Interact with your devices and screens in an intentional, healthy, well-balanced way and discuss what you do, don’t do, and why (e.g., compose/answer emails; limit screen time and time with your device; be an active, not passive, social media user; be aware of time on social media; turn off notifications from apps; have a device-free bedtime routine).
- Understand your teen’s perspective. Put aside your ideas about “positive” ways for your teen to play. Explore possibilities through open-ended talks: “Help me understand what you think Snapchat is doing for you. What do you like? Dislike? How is it improving your relationships? Harming them?
- Have non-judgmental conversations. Point out negative behavioral, educational, or mental health outcomes: “It seems your behavior is becoming more problematic: your grades are falling; you’re angrier; you have fewer friends and are more isolated. Let’s take a break for two months and then we can discuss integrating video games back into your day.”
- Set clear boundaries and consequences. Explain why your child’s behavior is unhealthy or unsafe and what would be appropriate: “I understand where you’re coming from. But I don’t like how angry you get and how much cursing goes on. I also don’t like you giving detailed information about who you are and where you live to other people.” Focus on balance, not time online: “What do you think of having us help you put up boundaries so you can balance game-time with school? Let’s start with separating devices for school work and entertainment. Then we can try using the Freedom App, which blocks access during certain times.”
- Empower your teens. “I see this can be a great tool for you. How can you use it to enhance your life in a healthy, safe way, instead of limiting you?” “We would like you to practice self-regulation. What do you need to be successful?”
- Engage in other activities. The more you learn about your teen and what they enjoy in their games, the more you can take the positive elements and adapt them to something else that will enhance their creativity, transfer their motivations, and allow them to solve complex problems and enjoy themselves. For example, if they love competing in tournaments, try a sport with competitions like karate, rock climbing, or marathon running.
ICD-11 defines Gaming Disorder as a pattern of behavior for at least 12 months that includes the following:
This article is based on Addictive Technology and Its Impact on Teen Brains, by Jeremy Edge, LPC, IGDC. Eve Kessler, Esq., a former criminal appellate attorney, is President of SPED*NET, and a Contributing Editor of Smart Kids.