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TRANSCRIPT
Symposium - Primary prevention of problematic screen media use
Contribution 1
Designing an intervention to prevent problematic use of screen media - a participatory approach
Prof. Dr. Paula Bleckmann
ECHT DABEI and Alanus University, Alfter, Germany PD Dr. Thomas Mößle
ECHT DABEI and Criminological Research Institute of Lower Saxony, Hanover
EAPRIL conference, Porto, 23rd of November 2016
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1. Prevention of problematic screen media use – the rationale behind
the intervention
2. Organization
3. Main actors
4. Particicipatory evaluation process
5. Think about changes (Handout): YOU
6. Actually realized changes
Outline
SETTING THE TRACKS – Proactive, not reactive prevention
Bild
sym
bo
le: T
hin
ksto
ck
Parents
seeking
orientation
Reactive
Intervention:
target group
youths
Proactive
Intervention:
target group
parents media
maturity
Addiciton,
obesity,
Sleep problems,
Loss of empathy,
Academic
failure,
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Organization structure
German Federal
Research Ministry
(BMBF)
Health Insurance
companies
(Betriebskrankenkassen)
€€€
controlled trial
Implementation
€€€
Delivered by
trained coaches
Parents and
teachers at
school and
kindergarten
A core team of six managed the participatory transformation
• Two
mothers
• four fathers
with 13
children aged
zero to 28,
• Two school
teachers,
• one
kindergarten
teacher,
• three
researchers
• one theater
chef
• one media
addiction
counselor
Participatory intervention design quantitative
survey (written)
feedback from …
qualitative e.g.
interviews
feedback from…
Core team
meetings with…
2012: conceptual
development
- Teachers, Parents, media
addiction experts
University students,
teachers, parents
2013: formative Parents
Teachers (Seidel)
Parents
(Master Thesis Seidel)
-
2014: post-
formative
- - Teachers, school
deputy, young
researchers
2015: training the
trainers
Teachers
Parents
- Coaches, Teachers
2016: controlled
trial
Teachers, Parents
(Ph. D. Stiller,
Schwendemann)
Teachers (Bachelor Thesis
Michailov),
Children
Coaches
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7
educators
Face-to-face
Print/ online
parents
Face-to-face
Print/ online
children
Face-to-face
Print/ online
Please write notes in your handout for three minutes:
Your ideas for changing the intervention
8
For teachers For parents For kindergarten and elementary school kids
Face-to-face - 60 minute input in the school conference
(organizational details for parent evening,
short explanation of rationale of the
intervention)
-45 minute input in a regular parent evening
grade 1 and grade 2 (focus on practical hints)
-120 minute lecture on theoretical
background
-120 minute hands-on technical support
(parents bring PC/smartphone, get help with
selecting, installing and configuring time
limitation and filter software)
-
Printed - 2 page overview of the components of the
intervention
- leporello „guide for parents“ (tipps and
tricks for everyday stress reduction for
parents of children in four age groups zero to
thirteen)
-
digital - draft documents for invitation of parents
to the events
- -
Write down what you think will be changed (added/deleted/transformed) after several rounds of feedback. Feedback was quantitative (in written questionnaires) and qualitatitive (interviews, meetings with teachers and parents). Please do not turn the page (yet).
HANDOUT front side: Write down what you think will be changed
(added/deleted/transformed) after several rounds of feedback. Feedback was
quantitative (in written questionnaires) and qualitatitive (interviews, meetings
with teachers and parents). Please do not turn the page (yet).
9
For MEDIA PROTECT coaches ECHT DABEI for teachers ECHT DABEI for parents ECHT DABEI for kids
(5-7 yrs)
Face-to-face 3 blocks of 2,5 days training course
Plus practice training with
feedback from mentor:
-45 min input for parents
(feedback based on audio
recording)
-Team-.teaching: deliver teacher
training session with one other
coach in training (feedback face-
to-face)
Two half-days or one full day
teacher training
(theory: age-adequate sequential
media education model, media
effects studies, prevention of
media risks incl. addiction, family
media education types, application
to practice, case examples from
practice discussed: working with
parents on individual and group
(parent evening) level, working
with children
45 minute input in a regular parent
evening in kindergarten and grade 1
and grade 2 (focus on practical
hints)
-120 minute lecture on theoretical
background
120 minute hands-on technical
support (parents bring
PC/smartphone, get help with
selecting, installing and configuring
time limitation and filter software)
Interactive theater play
“TiviTivi: I´ve just got to
watch TV now!”
-TiviTivi is used to 24-7
screen exposure. He asks
the children in the audience
to help him find things to
do while none of his
screens are working (due to
an electricity failure).
„Printed“ -Training Manual for coaches (500
pages)
-Case vignettes from 6 very
different families as a guide (red
thread) through manual. Media
effects studies, prevention in
theory and practice, resource and
solution-centered parent media
counseling,
-all materials for teachers, parents
and children
-80 page manual, half for reading-
up of seminar content, half
resources for transporting
suggestions from seminar into
practice afterwards
-brochure with ideas for working
with children after the TiviTivi
theater play
-real-life leisure (RLL)map: 75%
ready-made, 25% for customizing
according to leisure opportunities
(playgrounds etc.) around the
location of the school
-leporello “guide for parents”
(German, English, Russian, Turkish)
-four step-by-step guides for easy
installation of child protection
software
-for every family: voucher for 30 min
individual telephone counseling
session
-fridge magnets with cartoons
-giveaways: media maturity tower
- colouring book with
scenes from TiviTivi
-crayons
-balloons
digital Dropbox for materials online,
Power Point Presentations
-docs for all customizable materials
-guide for parents online in 4
languages
-
Key to the table: yellow: changes in the process of designing the intervention (controlled trial phase version compared to pilot version)
HANDOUT back side
Key to the table: yellow: changes in the process of designing the
intervention (controlled trial phase version compared to pilot version)
MAJOR CHANGES – for details, see back side of handout
1. Start earlier: Work with kindergartens as well as elementary schools
2. More sustainability: Intensive seminars with the teaches (kindergarten
and elementary school) so they are empowered to continue the
preventive work
3. Adapt to setting: chose seminar content and components of
intervention according to the requirements of the individual setting
4. More individual help: Additional telephone vouchers for parents
5. Train trainers: Does every school deserve an ECHT DABEI coach?
6. Foster screen-free activities: The local real-life leisure map
7. More written materials, more online resources
8. TiviTivi
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TiviTivi interactive theater play
To be continued…
You are welcome to visit our workshops to see examples from ECHT
DABEI/Media Protect):
• From the teacher training: Materials and methods for working with parents
(Jasmin Zimmer, Wednesday 14:00)
• A paradoxical intervention from the teacher training: Shut up oh ye digital
sceptics: Marketing to Children and Public Perception Management (Paula
Bleckmann, Friday, 10:40)
Please take a zigzag leporello with you (Children and the Media: A Guide for
Parents) www.medienratgeber-fuer-eltern.de
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References
Jerusalem, M.; Mittag, W. (2002): Primärprävention des Rauchens bei Kindern und
Jugendlichen. In: Zeitschrift für Medizinische Psychologie 11, S. 171-176.
GKV-Spitzenverband (2014). Leitfaden Prävention. https://www.gkv-
spitzenverband.de/media/dokumente/presse/publikationen/Leitfaden_Praevention-
2014_barrierefrei.pdf
Rehbein, F.; Kliem, S.; Baier, D.; Mößle, T.; Petry, N. M. (2015): Prevalence of Internet
Gaming Disorder in German Adolescents. Diagnostic contribution of the nine DSM-5
criteria in a statewide representative sample. In: Addiction
Wahi, G.; Parkin, P. C.; Beyene, J.; Uleryk, E. M.; Birken, C. S. (2011): Effectiveness of
Interventions Aimed at Reducing Screen Time in Children. A Systematic Review and
Meta-analysis of Randomized Controlled Trials. In: Arch Pediatr Adolesc Med 165 (11),
S. 979–986.
Zamora, P.; Pinheiro, P.; Okan, O.; Bitzer, E.; Jordan, S.; Bittlingmayer, U. et al. (2015):
„Health Literacy“ im Kindes- und Jugendalter. In: Präv Gesundheitsf 10 (2), S. 167–172.
DOI: 10.1007/s11553-015-0492-3. .
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References
Bleckmann, P.; Mößle, T. (2014): Position zu Problemdimensionen und
Präventionsstrategien der Bildschirmnutzung. In: Sucht 60 (4), S. 235-247.
Bitzer, E. M.; Bleckmann, P.; Mößle, T. (2014): Prävention problematischer und
suchtartiger Bildschirmmediennutzung Eine deutschlandweite Befragung von
Praxiseinrichtungen und Experten. KFN-Forschungsbericht 125. Niedersachsen,
Kriminologisches Forschungsinstitut. Hannover.
Bleckmann, P.; Rehbein, F.; Seidel, M.; Mößle, T. (2014): MEDIA PROTECT – a
program targeting parents to prevent children´s problematic use of screen media. In:
Journal of Children´s Services 9 (3), S. 207–219.
Jeong, S. & Lee, B. H. (2013). A Multilevel Examination of Peer Victimization and
Bullying Preventions in Schools. Journal of Criminology, 2013 (Article ID 735397)
14.12.2016 15
Discussant´s comments
- Contribution 1
Why is the prevention of problematic use of screen media not included in the
curricula to an unbroken Early High Tech Hype, or at best included as a late
add-on: „ schools on the whole stay the same, we need to use computers in
schools, and we need to alert students to their risks.“ (counterproductivity of
information and deterrence type approaches Mobbing caused by mobbing
prevention?)
Wouldn´t it be better to change schools so that they didn´t push children into
media addictions? High technical use skills are associated with addiction and
contact with problematic content
How can we change schools so they don´t end up as being risk factors for
IGD. See quest for belonging quest for recognition for achievement quest for
autonomy – more real life in schools? 14.12.2016 16
Discussant´s comments
- Contribution 2 (Zimmer):
If the „Fear of the unknown hypothesis“ is so unsubstantiated, at least for
young educational professionals, why is it so widespread?
Who finances research on media education habitus? Is there an interest of
mega-corporations in the media sector to finance studies and training sessions
that follow the „Early High Tech“ rationale. If early childhood professionals
object to this, they can be told they are „backward“ and need to change their
mind . What if the early childhood professionals are right and the corporations
are really pushing this for their profit, not for children´s benefit?
Who influences the government agenda for education in the digital age?
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Discussant´s comments
- Contribution 3 (Michailov)
Why is the prevention of problematic media use not part of the teacher training
curriculum?
Does the intervention really work for children of disadvantaged family
backgrounds? Do we need to train family helpers and other professionals in
the individual family support system in the same way?
„Compensation“ of excessive screen media use in the family could mean two
things: Either creating a screen-free environment to foster direct interaction
with people and with the world. Or teaching active-productive use of digital
technology to compensate for passive-receptive use in the family
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