Any adolescent would be able to tell you that a hashtag is used on social media to group information together by topic, theme, or content. Search #Prom2018 and you will certainly find a plethora of prom photos posted on Instagram. Sometimes it also provides an opportunity for teens to cleverly caption a photo and obtain more likes or followers, #squadgoals. Nevertheless, the purpose here is simple. Just as we strive to be culturally competent across racial and ethnic groups, we should also strive to learn just as much about adolescent online culture, especially if adolescents are the primary population of clients we are working with. As you’ll see in the next section, the more you know, the better questions you can ask!
Any adolescent would be able to tell you that a hashtag is used on social media to group information together by topic, theme, or content. Search #Prom2018 and you will certainly find a plethora of prom photos posted on Instagram. Sometimes it also provides an opportunity for teens to cleverly caption a photo and obtain more likes or followers, #squadgoals. Nevertheless, the purpose here is simple. Just as we strive to be culturally competent across racial and ethnic groups, we should also strive to learn just as much about adolescent online culture, especially if adolescents are the primary population of clients we are working with. As you’ll see in the next section, the more you know, the better questions you can ask!
Assesing for an addiction to Social Media
Assesing for an addiction to Social Media
"What do you enjoy doing on the computer?"
"What do you enjoy doing on the computer?"
"What do you enjoy doing on the computer?"
Taking Your Tech Temp:
Is Social Media Making You Heated?
Using technology and social media may elicit real, intense emotional responses. Asking "How did you feel when you saw ____ online?" assists adolescents in learning how to check-in and check-up on their emotions.
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Dismissing or minimizing an adolescent's feelings could be invalidating or cause shame. Through this exercise, you can encourage adolescents to recognize their own triggers and process their reactions to build the capacity for emotional regulation and resiliency.
Moving From !@#$%^&* to Regulation & Resiliency
Objective #1:
Identify Trigger on Social Media
The following examples have been derived from clinical practice experience.
Have adolescents consider their own triggers, aside from those listed.
Loss of snap streaks
Being blocked by someone
Subtweet about you
Significant other liking/commenting on others' posts
Not enough likes on post/picture
Significant other DM'ing another person
Losing high number followers
Seeing posts or photos of friends out without you
Friends getting more likes on posts than you
Experiencing cyberbullying
Being "left on read" or ignored
OTHER:
Name Trigger
Objective #2:
Label Emotion Elicited by Online Trigger
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Have adolescents click below and discover they are not alone.
They can see the percentage of adolescents who may also feel similarly to them.
Objective #3:
Work to Understand Emotions
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The following examples have been derived from clinical practice experience.
Have adolescents work to gain their own personal insight into their feelings.
Objective #4:
Assess Emotion Regulation Skills
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Have adolescents take the quiz below to determine their ability to regulate their emotions effectively. *Results have been validated to provide clinically accurate results.
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References
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Butler, E. A., Egloff, B., Wilhelm, F. H., Smith, N. C., Erikson, E. A., & Gross, J. J. (2003). The social consequences of expressive suppression. Emotion, 3, 48-67.
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Gross, J.J., & John, O.P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362.
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Ochsner, K. & Gross, J. J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9, 242-249.
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The Expanded Dialectical Behavior Therapy Skills Training Manual: Practical DBT for Self-help, and Individual and Group Treatment Settings (2011) Book by Cortney Sidwell Pederson and Lane Pederson. Premier Publishing & Media; 1 edition (January 27, 2012)
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