The Mentorship Manifesto is a declaration of our responsibility to teaching digital citizenship to our kids. As parents, teachers, school leaders, or administrators, mentorship is the single most important commitment we can make to our kids.
Tag: privacy
Tweens and Teens Dating in the Digital Age
Romance, Love, and Crushes in the Digital Age
Pew Center for Internet and American Life is one of my favorite sources of useful data on how kids and families are using technology. In October 2015, they released a study showing that, (surprise!) kids are still falling in love, getting crushes, getting mad, getting even, etc.
So things haven’t changed…that much. But for those parents who worry about the new added complications of technology on dating life, I have some good news: at least in 2015, most kids were not actually meeting or “hooking up” with other people online.
It may feel like dating has moved entirely to the Internet, but according to the Pew study, only 8% of all American teens have met a romantic partner online. Though we see a few young people are using Tinder, Grindr and other “hookup” apps, these are supposed to be only used by those eighteen or older. Also, as one mother of a 9th grader told me, despite the racy implications, her son started a “traditional” dating relationship with a girl he met via Tinder. In this day and age, “traditional” meant that she drove her son to a bookstore café to meet the girl in person for the first time while she waited outside. Since then, this particular mom has met the girl’s parents, and have gotten together to go out to the kids’ basketball games and to one another’s school plays. While the kids live 20 minutes apart in different suburbs–and might not have otherwise met–their relationship itself does not seem different to his mother than if they had met at a swim meet or debate tournament.
Connection, Connection, Connection
Once teens or tweens are involved romantically, their expectations are surely affected by the availability of constant connection. This is directly in parallel with the changes in expectations in our own adult relationships. For example, my husband and I were dating before we had cell phones, and our expectations for being in contact (while far lower than these teenagers!), are still more frequent than they were before we had these devices with us at all times. Fully 85% of young people surveyed, expected to hear from their partner at least once a day. 11% expected to hear from their partners once an hour!
Teens are just getting used to all the physical and emotional changes that come with puberty and one of those is the infatuation with others their age. While in the past, flirtatious exchanges were confined to lunch and the occasional movie, today every couple can keep in never-ending contact via the phone in their pocket. When talking to your child, remind her that even though she can reach out to her crush at all times does not mean she has to. It’s okay not to text.
On the other hand, flirting, dropping hints, and trying to figure out how mutual an interest or crush is (age old preoccupations) has moved more into the digital realm. In the PEW study, 50% of teens reported that they used Facebook or other social media platforms to flirt or express romantic intentions. While they still may prefer to meet at school or through friends, social media is often times where they feel comfortable discussing their feelings.
Breaking up is Still No Fun
On the other end of the “feelings” spectrum, kids are negotiating both breaking up relationships and fending off unwanted attention in both the traditional ways (face-to-face, phone) and the digital realm (social media, texting, email). The PEW study reports that 25% of all teens have unfriended or blocked someone on social media because that person was flirting in a way that made them uncomfortable Perhaps, not surprisingly, Teen girls are more likely to receive uncomfortable flirting online with 35% reporting they’ve had to unfriend or block someone, more than twice as many as the 16% of boys who have had to do the same.
Talk to your kid
Ask your kid how other kids in their school and community ask other people “out” or to become involved. What are the local customs? If your are concerned about harassment, one way to open the door to conversations about these kinds of experiences is to ask your child if she or her friends has ever had to block someone for coming on too strong–or being too persistent. Make sure she knows that this behavior is unacceptable and that she doesn’t have to put up with it. If the behavior doesn’t stop by un-friending or blocking the perpetrator, contacting the school–or the authorities–may be necessary.
Most of what we know about dating for young people in the digital age should remind us to have empathy for kids…learning to deal with romantic feelings towards other is as awkward, terrifying and exhilarating as it ever was!
For Reference
“Teens, Technology and Romantic Relationships.” Pew Research Center Internet Science Tech RSS. 01 Oct. 2015. Web. 31 Jan. 2016.
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Supporting Kids’ Friendships in the Digital Age
I just had a chance to have a conversation with Annie Fox, M.Ed, the host of Family Confidential: Secrets of Successful Parenting. I’ve been a fan of Annie’s parenting expertise and youth mentoring for many years, so I was honored to be invited to be a guest on her podcast.
Highlights: What Makes a Good Friend?
Annie and I spoke about how you can use social media as a locus for talking with your kids about friendships, what makes a good friend and how to deal with conflict and change in relationships.
I shared one of the ways I work with students in my student workshops: helping kids define “what makes a good friend to play online games with, or hang out on social media with?”
And how can parents help their kids be good friends in these interactive spaces?
How can we help our kids have high enough expectations of their peers?
We don’t want our kids to tolerate mean or thoughtless treatment as a matter of course…
Here’s the video (below). Just press the play button to view.
Some of the highlights: Find Clarity Through Boundaries
We talked about how helping your child identify positive boundaries is important.
- When she has friends over, it is OK to expect the friend to hang out with you and not spend the whole time on the phone!
- Another important boundary that we can help our kids express to their friends is that they can’t be available 24/7. Kids need to know that they are not being rude if they don’t respond to a status update or text when they are supposed to be sleeping or doing homework.
- Or, as Annie pointed out, when they are out on their bike and prefer to ignore the buzz in their back pocket.
Finally, we discussed the perennial question: How do I know my child is ready for a cellphone.
Hint: It is not a certain birthday… Their skills, responsibility and need for independence (for example to travel around the community on their own) are the most relevant criteria.
It was so much fun talking with Annie. If you are on a roll an want to see all my podcast appearances ever, you can check them out here.
Please let me know your thoughts on these approaches to nurturing our kids social skills or share additional questions you’d like me to cover in a future podcast in the comments.
How Teens and Tweens are Using Social Media: It May Surprise You
Social media comes in a variety of forms, but the goal is the largely the same for kids. It serves as a “third space” for teens and tweens—an additional place outside of home and school. It’s a place where young people can “hang out,” even when they are not with their friends.
Most grownups think of social media as Facebook and Twitter. While those are the most popular ones worldwide, they may not be the ones that your kids favor. For instance, Facebook has fallen out of favor with many (though not all) younger kids because to them, it’s “for old people.” Think back to when you were a kid. You didn’t want to hang out where your parents hung out—it wasn’t cool.
There are literally hundreds of different social media platforms, and the goal is usually one of three things: To chat, share, or play. Some platforms do more than one thing. Here are some of the most popular examples:
- Chat/Messaging: Snapchat, Whatsapp, Kik
- Share pictures/videos: Snapchat, Instagram, YouTube
- Play: Minecraft, Fortnite, Roblox
How can you keep up with all of them? Well, you don’t really have to—you just need to know which apps/site(s) your child is using. Then you can learn a little bit about the platform, how your child is using it, and with whom they are connecting.
In my experience working with parents, this is a big worry for them. They fear that kids will be talking to strangers, making themselves vulnerable to predators. The reality is that while kids may use services such as Whisper to talk to strangers, most kids interested in interacting with peers they already know. To them, social media feels like a peer space. They don’t want to be talking to adults—they want to extend and enhance the time they spend with the friends they already have.
Even though they are communicating mostly with their peers, kids can sometimes lack a full understanding of the scope of their social sphere. They sometimes share things intended for a few of their friends and forget that their parents (or even a wider peer group) might see what they’ve shared. It helps to gently remind them from time to time—that you saw one of their posts, for instance. You might use it to open a discussion about who else might have seen a text message. Or what has happened to you when you’ve sent a text to someone in error. This is not to scare them, but to just be a little more aware of the effects of unintended communication.
Young teens’ and tweens’ identities are in flux, so they are especially attracted to the social media photo communication applications like Snapchat. They get the chance to test out personae. The backside of this is that sharing photos can lead to surface judgments and virtual beauty contests. It also can be stressful and time consuming keeping up ongoing Snapchat Streaks. It’s important to teach young people how to manage these challenges.
Despite all of these challenges, social media can be important to the development of your kids’ social skills. Learning social norms and appropriate behavior is difficult for kids—even in the real world. The help you offer to them is no different, despite the medium. Here are some of suggestions for Helping Kids Manage the New Rules of Digital Etiquette.
If you are a regular reader, you know that I favor mentorship over monitoring—and using empathy as the keystone of your strategy. Here are some other resources to help you with each:
- Mentoring vs. Monitoring: Should I Spy?
- My TEDx “Empathy is The App”
- Dealing with witnessing your own exclusion on social media.
In addition to needing peer hangout time, kids do crave spaces to think about the role of social media in their lives. I just published a new curriculum, co-authored with Karen Jacobson, full of challenging and fun activities to help kids think about and manage the new and ever-changing challenges of the digital world. While it’s pitched towards teachers and group leaders, parents could get a lot out of it too. It’s called Connecting Wisely in the Digital Age: Social Emotional Exercises For Plugged in Kids. (You can buy the curriculum here.) I’ve been leading workshops with these exercises at schools around the country. Students have responded very enthusiastically!
Young people really crave opportunities to discuss these issues…Let them lead, but ask them about the latest app, or something they’ve seen their peers do in social media, and give them a chance to reflect. You’ll both learn so much!
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“Kids Don’t Understand Privacy Anymore”
A common refrain that I hear from parents that today’s kids “have no regard for privacy!” Their evidence? A teenager’s “rant” on Facebook. An inappropriate divulgence via Twitter. A photo that would be better deleted than shared.
I still remember walking home from 7th grade when a friend said she hated her parents. I had never dared to think something like that, let alone say it aloud. I rolled it around in my head. As I got to know her, I realized she had good reason to be deeply angry with her folks. But communicating her truth to me was private and profound. Now consider the same message, but this time, conveyed via social media. “I hate my parents” could easily be taken as light-hearted or a joke—or it could be much more serious than that.
The fact is that these two “social spaces” are vastly different. The issue is not that kids don’t have a sense of privacy, but instead a lack of understanding about how to manage each one of these terrains. Teaching kids how to manage these distinctions is tricky.
All of this centers around a strong set of values—which parents and other mentors, can model for kids. The new world of social media does mean we all get to ignore our values, but it does require us to help young people navigate how their ideas get filtered and shared through these new means of communication. For instance, you have a sense of when it’s OK to resolve an issue via e-mail, but you also understand when it’s best to have a face-to-face discussion. The issue for kids is no different at its core—it’s just the medium that’s different. The challenge for you lies in the nuances of each communication mechanism, be it Facebook, Instagram, Snapchat, etc. Stick to your core values. It is OK to emphasize things such as loyalty, but show your kids the difference between the the ways we communicate.
Take for example a situation where you are angry with a friend. You need to vent. You call another friend of yours and do just that. You unload all the details. You feel better. Yes, there’s a risk in this—the “venting” conversation might get back to the first friend. But imagine how different that would be if you instead vented about your friend on your blog or Tumblr—and she discovered the post 3 weeks later? The issue may actually have been resolved in person by now—but social media will “remember.” For all intents and purposes, it’s a permanent record—even though it feels ephemeral.
This is incredibly challenging for kids to understand. So what can you do?
- Set a social media policy for your family, what can be shared and not shared. Talk about it directly.
- Walk through hypothetical situations, using real friends and family. That way, your kids will understand it in the context of real empathy and real emotions.
- Have your kids look for and point out to you things that their peers are doing “wrong.” This will get them to cast a critical eye on social interactions, using real examples. It gives you a good sense of their judgement.
- If your child does complain about you on social media, DON’T return the favor. Criticizing your child in your own social media posts is always the wrong way to go. Don’t shoot your child’s laptop. Do explain why airing this kind of grievances publicly is NOT a good way to resolve family conflict. Look for alternate ways to re-establish trust and communication.
In the comments, please share your experiences with kids and privacy. How do you teach your kids, or your students to understand what to share, where to share and how to communicate their thoughts and feelings with regard to their own privacy as well as privacy for others.
PS: Would you like informative posts like this in your inbox? Along with occasional updates and offers from Raising Digital Natives? Sign up here!
Raising Digital Natives at SXSWedu: Digital Citizenship, Empathy and Apps
I just returned from speaking at SXSWedu. I had an incredible time—what an experience. SXSWedu is unlike most education conferences because of the diversity of speakers and attendees. There were app developers, policy experts, publishers, school leaders, teachers, students, and activists all at the same conference in Austin, TX. Not quite as huge as the Interactive and Music festivals that follow, but large enough that it could feel overwhelming at times, or at least cause twinges of the “fear of missing out.” Luckily, my interactions and experiences were so engaging that I had little time to consider what might be happening elsewhere at the same moment. I can’t possibly do justice to my whole experience, nor will I try to make you hungry by detailing all the amazing tacos I ate in Austin. But here are a few of the conversations that I got to dip into that will inspire my writing, speaking, and consulting going forward.
There were a significant number of people who share my obsessions: 1) empathy in the digital age; 2) thoughtful digital citizenship; and 3) parent engagement with educational technology innovation. I was privileged in that my talk was one of the very first sessions of the conference. My Future 15 talk, “This is Their Hearts on Smartphones” offered an update on my TEDx from earlier this year. Afterwards, I got to meet some inspiring people, whom I know I’ll be talking to and learning
from again.
Digital Citizenship
I’ve been dying to meet Carl Hooker since we got to work with some other great folks on webinar on engaging parents with edtech. (Free and archived here). Carl and I talked about the huge need for parent support in teaching digital citizenship, professional development for teachers, and student workshops. I got to see him do his incredibly relevant and hysterically funny workshop on parenting in the 21st century called, “Raised by Siri.” Getting to compare notes and strategize about doing this work with a like-minded educator like Carl filled me with inspiration and excitement.
I was also thrilled to encounter Jessica Millstone, a brilliant fellow digital citizenship expert I’ve been hoping to meet for years! She’s at Brain Pop, one of my favorite ed tech companies. We got to chat at a EdTechWomen’s lovely meetup for women in educational technology where we enjoyed hors d’oeuvres, skyline views, and the company of smart women who develop, consult, and innovate in the world of ed tech.
After my talk, I also met Professor Nick Bowman—and I got to attend his panel as well. He’s a professor in the Communication Department at West Virginia University, researching how individuals construct their relationships with social media. I can’t wait to hear more about his research and to share some data here. As a former professor of Media Studies, I love to catch up with academic colleagues to hear the latest in the field.
Privacy vs. Parents: Diving Into the Controversies
SXSWedu has been the site of controversial discussions about privacy in the past, so it was great to hear from experts about the latest recommendations for best practices. Two years ago at SXSWedu, the controversial student data collection/analysis repository inBloom was a major presenter. Parents around the country were very concerned about how inBloom might use and share student data. Ultimately, pushback from concerned parents caused inBloom to close. This story is the perfect cautionary tale of educational technology NOT meeting parental concerns—exactly the kind of breakdown I am working to address.
Since my parent engagement work helps schools understand parental concerns better, this erosion of trust between parents, schools, and policy makers is very instructive to my work. So you can imagine that I was very excited to dive into discussions of privacy at SXSWedu, including a summit on Privacy and Student Data.
It was at this summit that I caught the latest research from Pew Researcher Amanda Lenhart. The Pew research on the “Internet and American Life” is one of the sources of data I share most frequently in my parent talks. Amanda Lenhart presented updates from Pew’s studies of teenagers. One key data point is that teenagers “do take steps to actively manage their reputations online.” Based on my own conversations with young adults, I find this to be true as well—and use it to reassure the parents and teachers with whom I work.
Meeting app/curriculum designers in person
One of the best reasons to go to SXSWedu was to meet people who research, develop, create, and market the tech tools used by students and educators with whom I work. I had a great time at Edutopia’s party chatting with Ronnie Burt from EduBlogs, a tool that allows students to blog and share their experiences—and Henry Lyford from Edmodo, a collaborative tool used by numerous schools that I’ve worked with. I learned so much from them about how they incorporate teacher and student feedback into their work! Getting to talk to app creators is such a great chance to learn about the feedback process, and to see how important our experience as everyday users is to these companies.
Empathy
On the empathy front, I was delighted to meet Rachel Zindler and Hannah Rosenthal from Teaching2gether, a new organization that is doing some amazing work around inclusion and rethinking special needs education. Teaching2gether did a great session that helped educators feel empathy for all of their different learners by offering simulations of various learning differences and physical disabilities so educators could experience how they would impair engagement in a typical classroom. The experiential strategy made for great conversations and allowed the audience to engage at a much deeper level than is typical for a panel presentation.
At this session, I met another app designer: Michele Walker, a guidance counselor and mother who created the app Choiceworks to help her own quirky kids thrive in school and at home. Since I use Choiceworks at home, Michele is a hero to me!
Finally, as a co-author of a brand-new curriculum, it was exciting to meet Andrea Lovanhill, who works with the highly regarded anti-bullying curriculum, Second Step. I loved that we met on an escalator and she took the time to have a quick lunch with me so I could learn more about Second Step.
Overall, experiences like this left me feeling like the trek to SXSWedu was highly worthwhile. So many great people were willing to talk and engage—it was an honor to be on the program and get to share my work in such smart company. This post only describes a fraction of the encounters and fantastic conversations I had at SXSWedu. I look forward to continuing the conversations and collaborating with my digital citizenship comrades in the very near future!
Top Ten Concerns about Children and Technology
One of my favorite parts of Raising Digital Natives is presenting to parent groups, teachers and administrators. Frequently, parents and teachers share their experiences with me, so I learn as much as I teach. Being exposed to the concerns parents and teachers have about kids in the digital age is extremely informative and valuable to shaping the the ways Raising Digital Natives can help families and schools.
For educators, this list offers a helpful orientation to parent concerns that you may wish to address directly in your parent engagement communication. Here are some more ideas for how educators can respond to parent concerns. I’ve collected some of these common concerns from recent conversations with parents.
See if you identify with any of these concerns:
- How much “screen time” is too much?
These days, it seems children never get a break from technology. Whether at school or at home, for work or for play, there’s always a screen in the room. But at what point do the harms of digital devices outweigh their benefits? When is it time to disconnect? - How much video game time is too much?
Kids love their video games. If left alone, many kids would have no problem at all spending an entire day building and exploring on Minecraft. While this type of gaming does have its benefits, most adults will agree that a day-long gaming marathon is excessive. - Are social skills at risk?
Sometimes, kids will choose playing with a computer over playing with their friends. While gaming can be social, is this damaging to their socialization? Does excessive screen time cause kids to miss out on learning how to deal with important social scenarios? How harmful is the lack of real, face-to-face interaction to their social development? In Chapter five of my book, Screenwise: Helping Kids Thrive and Survive in Their Digital World, I address the idea that empathy is the app and that kids can learn to consider the people they game with or share social networks with in thoughtful ways. - How do you ensure safety on the Internet?
It’s no secret that the Internet is chock-full of content that is not appropriate for children. Younger children may be unaware that this type of content—as well as more serious online dangers—exist, they also may not know how to avoid them. How do you protect your children and stay Web-safe without infringing on their browsing privacy? - Is traditional learning at risk?
When tablets replace notebooks in the classroom, opportunities for digital learning are arguably limitless. However, perhaps children do benefit from old-school, pen-and-paper techniques. By eliminating the traditional methods of teaching, are their developmental learning tools suffering in some way? - How can a child focus with so many distractions?
“But I need my computer to do homework!” Children can’t be good students without finishing their work, often on computers and/or tablets. But computers, tablets, and other devices are often multi-purpose. That means that they also have games and other opportunities to connect with friends. When tempted by things more fun than homework, how is it possible to let kids use technology but still keep them focused? In Screenwise, I share how to co-create solutions to distractions, while acknowledging that we ALL get distracted. - Can kids still find fun without technology?
Are the days of riding bikes and climbing trees entirely behind us? When video games and computers offer instant and easy distractions, what happens to the “traditional” ways that kids play? Can kids still independently find amusement, and can we trust them to find creative and productive ways to stay entertained? - What should parents of different age groups expect?
While many of these questions persist as kids grow, oftentimes, new ones arise. Every age group uses and understands technology in different ways. What particular issues should parents of a six-year-old be concerned about, and how do they differ from those of a twelve-year-old? - Does social media create “FOMO?”
A major cause of social stress for children and teenagers is the Fear Of Missing Out, or FOMO. Will the sad feeling of not getting invited to the birthday party be made worse by scrolling through the group selfies from the party on Instagram. How do we avoid this, and how do we deal with it if it arises? Kids talk about how to manage Exclusion in the Instagram Age in this post. - Is the parent/teacher connection at risk?
Rest in Peace, Red Pen. With tablets replacing traditional homework methods, parent involvement almost inevitably decreases. This is a surprise to some parents—something they weren’t expecting. When it’s harder to see teacher feedback on homework, how can parents bridge that gap with educators in order to continue to help their kids in the same way? I’ve also written some guidelines for parent/teacher communication in the digital age.
Getting Your Child a Phone?
Are you ready? Are they ready? Join my Cell Phone Boot Camp to get ready to support them through this important transition. Already got your child a phone and now wishing you’d been more prepared? This class will also be helpful for a family that has recently purchased a phone for their child (in the past year) and would like some help making it work.
Thank you, and I look forward to hearing from you!
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Photo credit: “Parent Appreciation Day” by Jose Kevo is licensed under CC BY-SA 2.0. Unchanged from original.
To Spy or Not to Spy: New Parenting Issues in the Digital World
Many parents ask me—should I spy on my kids or is that an invasion of privacy? Apps like “My Mobile Watch Dog” and “TeenSafe” give parents the power to read all their kids’ texts. But then what? I tell parents: Mentoring is more powerful than monitoring.
I always start by examining their goals. What is your objective? What are you looking for? What do you hope to see or NOT to see? What would be a yellow flag to you? What about a red flag?
It helps to understand your own goals before you take action. Has there been an incident that spurred a spying strategy? Or is it a general fear about what your child could be doing—because you don’t know about it?
In addition to looking at your goals, set a plan before you start. Think about what your response will be if or when you encounter:
- Bad (or inappropriate) language;
- Negative talk about other kids;
- Negative talk about adults or teachers;
- Negative talk about you or other parents.
- Inappropriate pictures.
When you put all these together, it’s easy to see why this is such a source of stress for families. Do you wish there was a course on this? After years of research and talking with families, I’ve created:
Cell Phone Boot Camp (for parents)
This is an online class this summer for families who are getting their child a phone this year, or are in the first year with a phone and want to decrease conflicts and improve family communication about the phone.
This course will cover:
- Assessing your family’s current digital situation
- Planning and organizing your physical space at home to maximize positive outcomes
- Common digital citizenship challenges for new smartphone users
- What social skills kids need to be successful with their phones and more.
- Planning for boundaries around when your child will have access to the device
Mentoring vs. Monitoring: Be honest with yourself about your goals
The new digital world that our kids inhabit leaves parents feeling like they have less and less control to do the work of parenting. A natural inclination is to take some control back. Impose rules on device use, or monitor kids’ activities. After all, how can we have influence over them if we feel like they are isolated from us?
While this can be effective (and maybe even necessary), let me make a brief case for mentoring rather than monitoring.
- First of all, if you are covert about your spying, you could lose the opportunity for mentoring. You may feel that it’s your right as a parent, but your child will see it as a breach of trust. When this happens, your child may “close off” or feel that she has to be sneaky now. In other words, you could actually do more damage by spying, and have the opposite effect of what you intend.
- Plus, your kids may already be on to you. They are clever, and I’ve seen a few kids go to great lengths to evade covert spying. For instance, keeping and managing two Instagram accounts—a “family-friendly” one and another “real” account, using a fake/code name. You can usually tell which one is real by their engagements with other kids, etc.
- Speaking of other kids, spying on your child’s communication means that you are reading other kids’ communications, too. There are a lot of issues around that, from invasion of privacy to assumed responsibility. Do you tell the other parent up front, or wait until an issue arises? What if another parent is reading your child’s communications to their kid? Would you want them to call you about your child’s communication? To my point about goals, it really helps think these things through in advance.
- You may never see your kids’ friends the same way if you are reading their texts. Or your own. Are you ready?
What if you decide to spy?
If you do spy—and there are some situations, including new stages of experience (i.e. first time users) that may warrant this—then here are a few tips:
- Be honest. Tell your kids up front that you are going to be watching, and why you feel you need to do this. Demonstrate to them how your relationship will be better and more open because of this. After all, you are being honest with them—not covert.
- Show how it will help. Tell your kids that you are going to help them understand how to communicate better. Socializing via text and social media is complicated, and you’ll help them navigate it. Assure them that they won’t lose their own style of communicating.
- Set a duration. Be clear that if they meet your expectations in how to communicate, that you will feel the need to check less frequently or you will stop completely unless you sense there is serious trouble and your child isn’t telling you.
- Create an alternative. Instead of spying, are you open to having them give you a tour of their social media accounts once a month?
- Raise a flag. Have your child point out to you when they get a message that’s not appropriate. Prompt them, if necessary. If they learn to do this on their own, not only can you use the opportunity to teach them, but you’ll also be building up your trust in your child as well.
What if you see something you don’t like?
Suppose you see something you don’t like. An inappropriate picture exchanged, mean or hurtful words about a classmate, or worse—an accusation or threat. What do you do?
- First, try not to over-react. You could be missing a lot of context by seeing this one infraction. I’m not saying not to take it seriously—just make sure you remain calm and think it through before reacting. You have to tread very carefully, and it helps to have a strategy.
- Ask, don’t accuse. You need more context to assess the situation and make good decisions. Ask some open-ended questions about what’s going on, rather than confronting your child directly.
- Assess and take action. How serious is the situation, and how urgent is it? For instance, if you have reason to believe your child is being bullied, in an abusive relationship, or getting threatening texts from a peer (or an adult), you need to act immediately. But if we are talking about the everyday social dramas of elementary, middle, and even high school, it is more helpful to be supportive and not overbearing.
- Teach “repair.” It’s ideal if the child can fix the issue on his/her own, and your mentoring can really help here. Teach your child that if a post or text message upsets them, it is better to calm down and speak to the person directly (if possible), or to seek help from a parent or other adult if the situation is too serious to handle on their own.
Building a strong, honest, and open relationship with your child is the best defense against the “digital issues” your family faces day to day. Protection apps like “Phone Sheriff” (and hundreds of other similar apps) are simply no match for your experience, and won’t help your child develop good judgment in communicating. Issues are an opportunity for learning—for you and your child!
PS: Getting Your Child a Phone? Are you ready? Are they ready? Join my Cell Phone Boot Camp to get ready to support them through this important transition. Would you like informative posts about raising kids in the digital in your inbox by the author of Screenwise: Helping Kids Thrive and Survive in Their Digital World? Sign up here.
Photo credit: “Looking For Clues” by Casey Fleser is licensed under CC BY 2.0.
Every Day is Picture Day
Remember picture day at school? I hated picture day. There was a permanence to it that was terrifying. I knew my parents would have that wallet-sized photo of me forever, so I felt like I had one shot to get it right. Smile right, wear the right clothes, and make sure your eyes were open, for heaven’s sake! I am not sure who thought those glasses were the right size for my face, but it was the eighties (yes, that is me!)
For today’s kids, every day is picture day.
Armed with smartphones, their friends are taking pictures of them constantly. At any time, someone can snap a picture of your child—asleep on the school bus on the way home from a class trip, possibly drooling a little. In the locker room changing, or a in whole host of other inopportune moments.
It’s not just their friends—it’s you, too! You love your kids, and you want to capture the precious moments of them growing up. Look at your smartphone—how many images of your little darlings are there? Unless you are Jodi Foster, there are not as many pictures of you as a kid. Remember how we all felt for Chelsea Clinton in the 90s? You are the major source for your child’s digital presence.
Do you wish there more pictures of you as a tween? Probably not. Think about your top ten most embarrassing moments as a tween and imagine if there were pictures to record each of your failings. Or hairstyles. Shared. With everybody.
Photos mean something different to our kids than they did to us. They live in a more visual culture. Cameras are everywhere, built into the devices we carry with us at all times. Digital photos cost nothing to take, nothing to store, and nothing to share. Having a photo to mark every experience more of an expectation for these kids, but the proliferation of images also lowers the impact of each photo in our kids’ minds. We fret over the their “permanent” record but don’t spend enough time thinking about the permanence and publicity in using our social media wall as a family album. Digital images feel ephemeral to our kids, rather than permanent, which can distort their decision-making process.
So, I want you to try something radical. Right now. If you have a kid who is 9 or older, do not share another picture of her. That is, until you ask her permission.
Yes, ask permission. It sends a message, and will accomplish some important things:
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It teaches your child that her image is her own. It makes her recognize that sharing is a choice and that some things are private. Because you showed her that consideration and modeled some respect for her privacy, she’ll be more likely to ask before she shares a picture of her friend.
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It teaches good boundaries. It’s important for a child to know that she can say no. The very act of asking for permission creates a moment of stop-and-think. This pause is very helpful—we could all benefit from it.
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It teaches empowerment. Asking permission affords power to your child. It’s now her choice, not yours. It’s a wonderful gift, and she’ll start to expect the same consideration from her friends. Your daughter will feel empowered to say, “don’t share that,” when someone takes a photo of her. She can insist, “show me that you are erasing that.”
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It teaches self-control. Now that you’ve established the guidelines of respect, urge your child to ask herself for permission to take or share a “selfie.” Social media is part of journaling, recording feelings, and celebrating small moments. You don’t want to quash that, but you want her to think about the risks.
Taking this step creates a respectful relationship. Your child will have a better understanding of this complex social exchange because you’ve modeled it. It will help her understand why it’s important, too. Talk to your child directly about how it makes her feel, and urge her to think about how others would feel when she’s the one taking the photo of her friends.
By respecting your children’s wishes, you are teaching the basics of good social media manners. This will pay dividends beyond beyond photo sharing. It will form a good foundation for your child to make better decisions about the new participatory media landscape.
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Photo Credit: Second Photo is by Daniela Reinsch
What 20 year olds REALLY do on Snapchat (hint: NOT sexting)
Guest Post
By Raising Digital Natives Intern, Gemmie F. (20 years old)
Since downloading the Snapchat app last fall, it’s become one of my go-to ways to communicate with the people in my life. I love it. I don’t care if my roommate is in the next room, if I want her to bring me something so I don’t have to get off the couch I’m going to send a picture of my best “please do me a favor” face with a caption such as “Please bring me my charger” or “Want to order me some sushi?” While my example makes me sound extremely lazy, Snapchat is a great way to keep in touch with my friends and family, sometimes even when they’re physically close to me.
Raising Digital Natives founder, Devorah Heitner, asked me to write about “the non-sexting uses of Snapchat.” Is that what adults think Snapchat is used for? Is that what other people use it for? Well the thought had never occurred to me but I guess you could use Snapchat to “sext;” although I wouldn’t recommend it. It’s really easy to screenshot a Snap—meaning someone can keep it as a photo on their phone and do the usual damage—sharing it with others, posting it on the Internet or even using it as blackmail. As a journalism major who’s absolutely terrified of not having a job when I graduate, I am vigilant about protecting my online image. A future employer seeing anything online that makes me look less than employable is the stuff of my nightmares.
My uses for Snapchat are very quotidian–and light-hearted. I mainly use it to communicate with my friends and with my sister who lives on the other side of the country from me. Especially with my sister living so far away it feels a lot more personal to get a captioned photo than a simple text. The visual aspect gives me a better idea of what she’s been up to and in general makes me feel a lot closer to her.
I also use it to talk to my friends (i.e. asking my roommate for favors). I even have one friend who will only make plans via Snapchat. I would prefer a phone call but if I want to see her I need to send about 15 pictures of my face with the caption “So I’m meeting you at what time?” Every Snapchat I send is captioned. It’s a quick, easy way to have mini conversations. And sometimes it’s just fun to send unattractive selfies to my friends.
Snapchat may not be the most productive invention of the century, but for my friends, sister and I, it’s an easy, fun, visual way to keep in touch. Without it how would I know that my friend who’s studying abroad in Prague keeps seeing dogs inside cafés?
Gemmie Fo, Northwestern University
Here are a few recent snaps:
An update from my little sister who’s in Colorado for the summer.
My roommate just saying hi (I may have been sitting next to her when this was sent…).
