Southeast Kentucky Behavioral Health, LLC

Tag accountability

Breaking Free: Effective Strategies to Cut Down Screen Time on Phones and Tablets

In today’s digital age, smartphones and tablets have become indispensable tools for communication, work, entertainment, and learning. However, with their constant presence, it’s easy to lose track of time and fall into unhealthy usage patterns. Excessive screen time has been linked to a variety of health issues, including eye strain, poor posture, disrupted sleep patterns, and even mental health problems like anxiety and depression (Firth et al., 2019). Fortunately, there are several strategies to help limit screen time and promote a healthier balance between digital and offline activities.

1. Set Time Limits on Apps

Most smartphones and tablets now offer built-in tools to help users monitor and control their screen time. Both Android and iOS devices have settings where you can set daily time limits for individual apps (Google, 2022). For example, Apple’s “Screen Time” feature allows users to set app limits, and Android users can use “Digital Wellbeing” for similar controls. These features provide reminders when you approach or exceed your preset time limits, helping you stay aware of your usage habits.

Setting limits not only helps you reduce unnecessary app use but also encourages you to be more intentional about how you spend your time. Studies have shown that structured restrictions can effectively help people cut down on screen time and reduce distractions (Lepp et al., 2014).

2. Turn Off Notifications

Constant notifications from apps, social media platforms, and messaging services can significantly increase your screen time. These interruptions prompt you to check your phone repeatedly throughout the day, often leading to extended periods of time spent on devices. A 2016 study found that people check their smartphones on average 150 times a day, largely driven by notifications (Svetlana et al., 2016).

To limit distractions, consider turning off non-essential notifications or using “Do Not Disturb” modes during certain times of the day, such as during work or before bed. This simple step helps reduce the urge to check your phone constantly.

3. Establish Screen-Free Zones

Creating screen-free zones in your home or workspace is another effective strategy to limit phone and tablet use. Designating certain areas, such as the dining room, bedroom, or living room, as “no-phone zones” can help reduce mindless scrolling and promote more face-to-face interactions. Additionally, making your bedroom a screen-free area can help improve sleep quality by preventing blue light exposure before bedtime (Harvard Health Publishing, 2020).

These zones can be particularly helpful in fostering healthier habits by encouraging more in-person communication and mindfulness.

4. Use Digital Detoxes or Screen-Free Days

Another highly effective method is to commit to periodic digital detoxes or screen-free days. This could mean turning off your phone for a set period, such as during weekends or evenings, or even dedicating a full day once a month to disconnecting from all digital devices. Studies have shown that digital detoxes can improve mental health and reduce feelings of stress and anxiety (Przybylski & Weinstein, 2017).

While the idea of a complete digital detox may feel daunting at first, many individuals find that taking breaks from their phones or tablets allows them to reconnect with their surroundings, hobbies, and personal relationships, ultimately leading to improved well-being.

5. Engage in Offline Activities

One of the most effective ways to reduce phone usage is by engaging in offline activities that are enjoyable and fulfilling. Exercise, reading, cooking, or pursuing hobbies like painting or gardening can be great alternatives to spending time on screens. Research suggests that outdoor activities and physical exercise are particularly beneficial for reducing screen time and boosting overall mental and physical health (Biddle & Asare, 2011).

By prioritizing these activities, you naturally reduce the temptation to spend excessive time on your devices.

6. Track Your Screen Time Regularly

Another valuable strategy is tracking your screen time regularly. By reviewing how much time you spend on your phone or tablet each day, you become more aware of your usage patterns. Both iOS and Android devices have built-in tracking features that provide insights into your daily and weekly screen time usage (Google, 2022). You can break it down further by showing which apps you spend the most time on, helping you identify areas where you could make improvements.

Tracking your usage can serve as a reminder to stay conscious of your screen time and make small adjustments, such as reducing the time spent on social media or checking email.

7. Practice Mindfulness and Digital Wellbeing

Finally, adopting mindfulness practices can help you become more aware of your screen usage. Mindfulness involves being fully present in the moment and paying attention to your thoughts, emotions, and surroundings. When it comes to screen time, mindfulness can help you recognize when you’re using your phone or tablet out of habit or boredom rather than necessity.

Apps like “Forest” or “Focus@Will” promote mindfulness by encouraging you to stay off your phone and focus on the task at hand. These apps can help improve concentration and productivity, making it easier to manage time on digital devices (Nielsen et al., 2019).

Reducing time spent on phones and tablets is essential for maintaining both mental and physical health. By implementing strategies such as setting time limits, turning off notifications, creating screen-free zones, engaging in offline activities, and practicing mindfulness, individuals can regain control over their screen time and foster healthier habits. The key to success lies in being intentional with technology use and recognizing when digital interactions start to negatively impact well-being.

This article has been written by John S. Collier, MSW, LCSW-S. Mr. Collier has over 25 years experience in the social work field. He currently serves and the executive Director and outpatient provider through Southeast Kentucky Behavioral Health, LLC based out of London Kentucky. John may be reached by phone (606) 657-0532 or by email at [email protected].

References

Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine, 45(11), 883-890. https://doi.org/10.1136/bjsports-2011-090185

Firth, J., et al. (2019). The effects of online social networking on mental health: A systematic review. Cyberpsychology, Behavior, and Social Networking, 22(1), 17-25. https://doi.org/10.1089/cyber.2018.0177

Google. (2022). Digital wellbeing. https://wellbeing.google

Harvard Health Publishing. (2020). Blue light and sleep. Harvard Medical School. https://www.health.harvard.edu

Lepp, A., et al. (2014). The relationship between cell phone use and academic performance. Computers in Human Behavior, 31, 87-92. https://doi.org/10.1016/j.chb.2013.10.050

Nielsen, M. F., et al. (2019). Exploring digital mindfulness: A scoping review of digital interventions promoting mindfulness. Journal of Medical Internet Research, 21(3), e11993. https://doi.org/10.2196/11993

Przybylski, A. K., & Weinstein, N. (2017). Can you connect with me now? How the presence of mobile communication technology influences face-to-face conversation quality. Journal of Social and Personal Relationships, 34(6), 741-758. https://doi.org/10.1177/0265407516637612

Svetlana, G., et al. (2016). Mobile phone dependency and the development of social media addiction. Journal of Behavioral Addictions, 5(4), 706-715. https://doi.org/10.1556/2006.5.2016.084

Double Standards in Relationships: What Do They Mean?

In relationships, fairness and equality are crucial for fostering trust and mutual respect. However, the concept of double standards often challenges these principles, creating friction and misunderstandings. A double standard in a relationship occurs when one partner applies different rules, expectations, or judgments to themselves compared to their partner. This imbalance can undermine the relationship’s foundation, leading to dissatisfaction and conflict.

Understanding Double Standards in Relationships

Double standards often manifest in expectations regarding behavior, roles, or responsibilities. These discrepancies can emerge from cultural norms, personal biases, or ingrained beliefs. For example:

  • Gender Roles: Traditional gender roles may result in expectations that men should provide financially while women handle household duties. If a partner criticizes the other for not fulfilling their “role” while not meeting their own responsibilities, it creates an imbalance (Ridgeway & Correll, 2004).
  • Infidelity and Jealousy: One partner may expect forgiveness for flirting or infidelity but become intolerant if the other exhibits similar behavior (Buss, 2017).
  • Freedom and Autonomy: A partner may demand personal space and freedom while controlling or monitoring the other’s activities, reflecting an inequitable power dynamic.

Causes of Double Standards

  1. Cultural Norms and Socialization: Society often reinforces unequal expectations, especially along gender lines. These norms can seep into personal relationships, perpetuating unfair expectations.
  2. Insecurity and Control: Double standards may arise from one partner’s insecurities, leading them to impose stricter rules on the other to feel more secure.
  3. Power Imbalance: When one partner holds more emotional or financial power, they might impose double standards to maintain control (Finkel et al., 2017).

Consequences of Double Standards

  • Erosion of Trust: When one partner perceives an imbalance in expectations, trust is often compromised.
  • Emotional Resentment: The partner subjected to the double standard may feel undervalued or disrespected, fostering resentment.
  • Inequality and Conflict: Unequal standards can lead to arguments, perpetuating a cycle of blame and dissatisfaction.

Addressing Double Standards in Relationships

  1. Open Communication: Partners should discuss their expectations and address perceived inequities.
  2. Mutual Accountability: Both partners must agree to hold themselves to the same standards they expect from each other.
  3. Therapeutic Interventions: Counseling can help identify and address ingrained patterns contributing to double standards (Gottman & Silver, 2015).
  4. Cultural Awareness: Recognizing how societal norms influence personal beliefs can empower individuals to challenge unfair expectations.

Conclusion

Double standards in relationships reflect deeper issues of inequality, insecurity, or societal influence. Addressing these imbalances requires self-awareness, open dialogue, and a commitment to mutual respect. By fostering equality and understanding, couples can create a foundation of fairness and trust, strengthening their bond.

John S. Collier, MSW, LCSW, is a seasoned clinical social worker with over 25 years of experience, serving the London, Kentucky area through Southeast Kentucky Behavioral Health, LLC. Known for his compassionate approach and commitment to quality care, Mr. Collier supports individuals and families with a focus on mental health and well-being. He is available for professional inquiries at (606) 657–0532, extension 101, or by email at [email protected].

References

Buss, D. M. (2017). The evolution of desire: Strategies of human mating. Basic Books.

Finkel, E. J., Hui, C. M., Carswell, K. L., & Larson, G. M. (2017). The suffocation of marriage: Climbing Mount Maslow without enough oxygen. Psychological Inquiry, 28(1), 1-41. https://doi.org/10.1080/1047840X.2017.1256692

Gottman, J. M., & Silver, N. (2015). The seven principles for making marriage work. Harmony Books.

Ridgeway, C. L., & Correll, S. J. (2004). Unpacking the gender system: A theoretical perspective on cultural beliefs in social relations. Gender & Society, 18(4), 510-531. https://doi.org/10.1177/0891243204265269

How Teens Can Manipulate Their Parents and Why They May Do So

Teenagers are in a developmental stage marked by significant emotional, cognitive, and social growth. As they strive for independence, teens may sometimes use manipulation as a tool to influence their parents and achieve their desires. This article explores common manipulative tactics employed by teens, the psychological reasons behind such behaviors, and strategies parents can use to recognize and address manipulation.

Understanding Manipulative Behaviors

Manipulation is a way of influencing or controlling another person’s actions, emotions, or decisions, often through subtle or indirect means. Teens may manipulate their parents intentionally or unconsciously, employing tactics that exploit parental emotions or expectations.

Some common methods of manipulation include:

  1. Guilt-Tripping: Teens may remind parents of sacrifices made for them or accuse them of being unfair to induce guilt and compliance.
  2. Playing Parents Against Each Other: Also known as triangulation, this involves giving conflicting information to parents to gain an advantage.
  3. Emotional Outbursts: Using anger, tears, or withdrawal to wear down parental resistance.
  4. Feigning Helplessness: Pretending to be unable to complete tasks or solve problems independently to garner assistance or attention.
  5. Promises and Bargaining: Offering to behave better or fulfill obligations in the future in exchange for immediate rewards.

Why Teens Manipulate Their Parents

Manipulative behavior in teenagers often stems from a combination of psychological and environmental factors. The motivations behind such actions can be complex and multifaceted, including:

  1. Desire for Independence
    Adolescence is a time of seeking autonomy. Teens may manipulate parents to gain freedoms they perceive as a step toward adulthood, such as staying out later or having fewer rules. Cognitive Development: During adolescence, the prefrontal cortex (responsible for decision-making and impulse control) is still developing. This immaturity can lead to impulsive decisions, including manipulative behaviors (Blakemore, 2018).
  2. Testing Boundaries
    Teens often test limits to determine how much control they can exert in family dynamics. Manipulation allows them to assess which behaviors lead to favorable outcomes.
  3. Emotional Needs
    Manipulation may signal unmet emotional needs, such as a desire for attention, affection, or validation. Teens struggling with self-esteem or feelings of neglect may resort to manipulative tactics to secure parental involvement.
  4. Avoidance of Consequences
    By deflecting blame or appealing to emotions, teens can avoid facing the repercussions of their actions, such as punishment or accountability.
  5. Peer Influence
    Social dynamics and peer pressure may drive teens to manipulate parents to obtain material goods or freedoms that align with peer group norms.

Recognizing and Addressing Manipulation

Parents can mitigate manipulation by cultivating awareness and adopting strategies that foster healthy communication and boundaries.

  1. Recognize Patterns
    Identifying recurring manipulative behaviors is crucial. Parents should pay attention to tactics like guilt-tripping or emotional outbursts and consider whether their responses reinforce these behaviors.
  2. Set Clear Boundaries
    Establishing and consistently enforcing boundaries helps teens understand acceptable behaviors. Clear rules reduce ambiguity, minimizing opportunities for manipulation.
  3. Encourage Open Communication
    Teens may manipulate because they feel their needs or opinions are not heard. Creating a safe space for honest conversations fosters trust and reduces the likelihood of deceptive tactics.
  4. Model Assertive Behavior
    Parents can demonstrate assertiveness by responding calmly and firmly to manipulation. Refraining from emotional reactions helps de-escalate situations.
  5. Teach Emotional Regulation
    Supporting teens in managing their emotions equips them with healthier ways to express their needs and frustrations without resorting to manipulation.
  6. Seek Professional Support
    If manipulation stems from deeper issues, such as anxiety or trauma, consulting a therapist can provide valuable insights and interventions.

Teen manipulation is often a natural byproduct of adolescence, reflecting their developmental quest for independence and self-expression. While such behavior can challenge parental authority, it also offers opportunities to strengthen family relationships through improved communication and boundary-setting. By understanding the reasons behind manipulative actions and addressing them constructively, parents can guide their teens toward healthier interpersonal skills.

This article was written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field. He currently serves as the executive director and outpatient therapist for Southeast Kentucky Behavior Heath, LLC based out of London Kentucky. He may be reached by phone at (606) 657-0532 extension 101 or by email at [email protected].

References

  • Blakemore, S.-J. (2018). Inventing Ourselves: The Secret Life of the Teenage Brain. PublicAffairs.
  • Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
  • Grolnick, W. S., & Seal, K. (2020). Parenting Practices that Promote Intrinsic Motivation in Adolescents. Journal of Adolescence and Youth Development, 42(3), 295–310.
  • American Psychological Association. (2020). Understanding Adolescents: The Importance of Brain Development. Retrieved from www.apa.org
Understanding the Differences Between an Individualized Education Plan (IEP) and a 504 Plan

For parents of children with disabilities or special needs, understanding the options available under federal laws can be crucial for ensuring that their child receives appropriate educational support. Two common frameworks—Individualized Education Plans (IEPs) and 504 Plans—offer accommodating and services for students, but they serve different purposes and fall under separate laws. This article explains the key differences to help parents make informed decisions about their child’s education.

Overview of IEPs and 504 Plans

What is an IEP?

An Individualized Education Plan (IEP) is a customized program created for students who qualify for special education under the Individuals with Disabilities Education Act (IDEA). This plan is designed to meet the unique needs of a student with a qualifying disability that impacts their ability to learn in a general education setting.

• Legal Framework: Governed by IDEA, a federal law ensuring services for students with disabilities (U.S. Department of Education, 2021).

• Eligibility: Requires a specific disability as defined under IDEA (e.g., autism, ADHD, speech/language impairments) that adversely affects educational performance.

What is a 504 Plan?

A 504 Plan provides accommodations to ensure that students with disabilities have equal access to education. Unlike an IEP, it does not include specialized instruction but focuses on removing barriers in the learning environment.

• Legal Framework: Governed by Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination based on disability (U.S. Department of Education, 2020).

• Eligibility: Covers a broader range of disabilities that substantially limit one or more major life activities, including learning.

Key Differences Between an IEP and a 504 Plan

Feature IEP 504 Plan

Law IDEA Section 504 of the Rehabilitation Act

Purpose Provides specialized instruction and related services. Provides accommodations to access the general education curriculum.

Eligibility Must have a qualifying disability under IDEA that impacts educational performance. Requires a disability that substantially limits one or more major life activities.

Services Includes specialized education services, therapies, and accommodations. Focuses solely on accommodations like extended time, preferential seating, or assistive devices.

Plan Development Developed by an IEP team, including parents, teachers, and specialists. Created by a school team, often with fewer formal requirements for input.

Review Process Reviewed annually, with a re-evaluation every three years. Typically reviewed annually but less formalized.

Examples of Support

IEP Services

• Specialized instruction in reading, math, or other subjects.

• Speech and language therapy.

• Behavioral interventions or supports.

• Physical or occupational therapy.

504 Plan Accommodations

• Extended time for tests and assignments.

• Preferential seating to reduce distractions.

• Access to assistive technology.

• Modified class schedules or reduced homework.

Which Plan is Right for My Child?

When to Consider an IEP

If your child has a disability that requires specialized instruction, an IEP might be the better option. This plan is tailored to address significant learning challenges and includes measurable goals and objectives to track progress.

When to Consider a 504 Plan

A 504 Plan may be appropriate for children who can succeed in a general education setting with specific accommodations. For example, a child with ADHD who needs extra time to complete tests but does not require specialized instruction could benefit from a 504 Plan.

How to Begin the Process

1. Request an Evaluation: Parents can request an evaluation through their child’s school to determine eligibility for an IEP or a 504 Plan.

2. Collaborate with the School Team: Work with teachers, counselors, and administrators to determine which plan best meets your child’s needs.

3. Review and Advocate: Regularly review the plan to ensure it continues to address your child’s needs. Do not hesitate to advocate for changes if necessary.

Both IEPs and 504 Plans are valuable tools to help students with disabilities succeed in school. Understanding the differences between these plans allows parents to better advocate for their child’s educational rights and ensure they receive the support they need to thrive.

This article has been written by John Collier, MSW, LCSW.

References

• U.S. Department of Education. (2021). Individuals with Disabilities Education Act (IDEA). Retrieved from https://www.ed.gov

• U.S. Department of Education. (2020). Section 504, Rehabilitation Act of 1973. Retrieved from https://www.ed.gov

• Wright, P. W. D., & Wright, P. (2020). Wrightslaw: Special Education Law, 2nd Edition. Harbor House Law Press.

• Bateman, B., & Linden, M. A. (2021). Better IEPs: How to Develop Legally Correct and Educationally Useful Programs. Attainment Company.

• Zirkel, P. A. (2022). The overlap and differences between Section 504 and IDEA. Journal of Special Education Leadership, 35(2), 88-96.