Parents and professionals connecting to facilitate care and enhance educational support.
As promised in Part 1, Clarifying Gray Areas in Family Tech Use: Separating Red Herrings from Red Flags, this follow-up post offers resolutions for the common tech dilemmas many families face. How do I moderate my child’s screen time when all of their assignments are online and have to be handed in electronically? My kid needs a phone so we can stay in contact, especially in case of emergency. My kid reminds me thattheyown the phone or device. In fact, it was a gift we gave to them.
As a clinical psychologist, I have the privilege and challenge of helping families communicate about and problem solve a myriad of concerns. These concerns typically involve academics, relationships, and, for the past several years, issues related to family screen time and use of technology in the home.
FOMO, or the fear of missing out, has become a popular term in American culture. The phrase is regularly referenced and was defined in a recent study as “a pervasive apprehension that others might be having rewarding experiences from which one is absent. FOMO is characterized by the desire to stay continually connected with what others are doing.”
Assistive technology, as applied to students with learning disabilities, can be seen as an “equalizer;” it allows students who learn differently to manage certain tasks that they are not able to perform without that specific technology. Assistive technology tools help learning disabled students work around challenges they face in school and at home by targeting the different academic areas they are struggling with.
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