 As students across the nation prepare for the October 27th ACT testing date, the organization that distributes the ACT test has released the 2018 Condition of College & Career Readiness Report. This annual report provides state testing data and the latest testing trends among students. According to ACT, the national average composite score dipped in 2018 from the previous year. The same downward trend was also seen among Louisiana’s Class of 2018. At Episcopal, that trend does not hold true. Episcopal students have consistently performed better on the ACT over the last four years with a 9.38% improvement. Upper School Division Head Tom Forti says this is thanks in part to the solid academic foundation that students are provided every day in every division in every class. According to the ACT College Readiness report, research has shown this to be true, with the rigor of coursework having the greatest impact on ACT performance and college readiness.
opportunity to prepare tomorrow’s leaders to make a difference in the world. “Our teachers are some of the most caring individuals, always providing support and encouragement while also pushing students to be their best academic self,” he says. Episcopal teachers provide students the opportunity for a personalized, advanced education. Click here to read more about personalized options at Episcopal. Teachers know when a student is ready to advance to a more challenging course and they are there to support students along the way. Learning at your own pace has its benefits. According to ACT, “students who take Algebra 1, Algebra 2 and Geometry typically achieve higher ACT Mathematics scores than students who take less than three years of mathematics. In addition, students who take more advanced mathematics courses substantially increase their ACT Mathematics score.” At Episcopal, it is common for students to take advanced math courses, such as Honors Geometry or even Calculus BC, when they are ready, regardless of any predetermined track. In addition to strong academic support, students also receive tremendous social/emotional support, beginning as early as Lower School. “You’re not going to fall through the cracks here,” says Forti. “You’re always on someone’s radar.” Being on a teacher’s radar means that teachers know and care when a student is struggling. Teachers are aware of when students need additional support, such as an extension, a study hall or even just a listening ear. Supportive teachers, accessible College Counselors and a network of families and alumni, together create a strong school community committed to mission-appropriate students. Perhaps Episcopal’s greatest strength is this sense of community and a passion for excellence and exploration. Episcopal students have the opportunity to pursue their interests and push their limits, thanks to the unrelenting support and guidance of faculty and staff. Episcopal students are performing at high levels on national tests, with consistent improvement every year despite national trends. Tangible examples of the strength of the Episcopal community are reflected in improving ACT scores, consistent high performance on the PSAT resulting in significant National Merit recognition and high numbers of AP Scholars. Recent success points to a community not only healthy, but flourishing.
While test scores are impressive, the numbers cannot accurately tell the story. The Episcopal story is witnessed and felt as students take the stage for the first time in Lower School, or as an athlete earns extra playing time or even as the list of colleges and universities accepting Episcopal students grows. The Episcopal legacy is strong, as evidenced by the alumni who continue to enroll their children at their alma mater and by the community that continues to entrust the school with the hopes of the next generation. The Episcopal 2019-2020 application is now available! For more information on the application process, to schedule a tour, or learn more about the school, contact us at enrollment@ehsbr.org or 755-2684.
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 Middle School students attend the Mo Ranch Environmental Leadership Program each fall. We often struggle to find the right balance of protection and independence when it comes to our teenagers. The nineties saw the rise of the “helicopter parent,” hovering over their child. This has evolved to the “lawn mower parent,” swooping in and “mowing over” any adversity or struggle their child may face. While this is well-intentioned, loving and motivated parents can inadvertently stunt the growth of adolescent independence by stepping in and “helping” each time their teen is in need. Parents often struggle with how much support is too much. Should I bring my tween their missing homework? Should I let my teen attend that late night party? Striking the right balance of protection and independence requires thoughtful consideration and knowledge of your individual child. How do parents navigate the tween and teens years? How much independence is the “right” amount? Here are some suggestions for knowing when to step in and when to let go.
Socially As part of healthy development, adolescents become more peer-focused beginning around middle school. This also means that they rely less on adult guidance. Rather than parent facilitated “play dates,” adolescents make their own plans - movie nights, mall outings, sleepovers, concerts, dances, parties. These are all common activities for teens. Some ways you can foster social independence while also considering your child’s safety include:
Academically As children approach middle school, teachers often encourage parents to step back and allow the student to take charge of her school work more independently. Parents should carefully consider how to empower their children to allow them to feel successful in school. Some ways you can foster independence academically include:
 Work Skills While many adolescents have a full schedule with school and extracurricular activities, it’s important for them to gain an awareness of their ability to contribute to their family and community. Being responsible to another adult, through a task such as mowing lawns, babysitting, or a summer job, empowers teens to feel competent. Some ways you can foster independence with work skills are:
Watching your child develop into a competent and confident adolescent is a rewarding experience. Episcopal’s mission includes preparing our students for “purposeful lives”. By motivating and encouraging responsible independence, parents and educators can partner together to help all of our students meet their full potential. Resources: National Physicians Center for Families: Building Independence in Adolescents http://www.physicianscenter.org/parents/parenting-resources/articles/building-independence-adolescents/ Psychology Today: Teaching your Adolescent Independence https://www.psychologytoday.com/us/blog/surviving-your-childs-adolescence/200907/teaching-your-adolescent-independence USA Today: Meet the ‘lawnmower parent,’ the new helicopter parents of 2018 https://www.usatoday.com/story/life/allthemoms/2018/09/19/meet-lawnmower-parent-new-helicopter-parents-types-parents-tiger-attachment/1347358002/ BARK https://www.bark.us/ Self-Sufficient Kids: 7 Ways Parents can Encourage Teens to be Self-Sufficient https://selfsufficientkids.com/self-sufficiency-tweens-teens/ Mark your calendar for the next Lunch and Learn with the Episcopal counselors. Thursday, October 25th 11 am - 1 pm The discussion will be based on the book UnSelfie: Why Empathetic Kids Succeed in Our All About Me World by Michele Borba. You do not need to have read the book to attend. Please RSVP to your division counselor.  Alicia KellyAlicia has served as a School Counselor at Episcopal since 2001. As the Middle School Counselor, she has a passion for helping pre-adolescents reach their potential, academically, emotionally, and spiritually. Alicia holds a Bachelor’s degree in Psychology, Master’s in Health Sciences- Rehabilitation Counseling, and is a Certified School Counselor and Licensed Professional Counselor. The Episcopal 2019-2020 application is now available! For more information on the application process, to schedule a tour, or learn more about the school, contact us at enrollment@ehsbr.org or 755-2684.
 Nationwide, more than 2 million students in the Class of 2017 took the ACT and more than 1.8 million took the SAT. According to the most recent reports from ACT and the College Board, college admissions tests are still a part of life for the majority of high school students in the country. In fact, the report shows that 60% of the Class of 2017 sat for the ACT and that the class of 2017 was the largest ever to take the SAT. With many college admissions decisions, scholarships and National Merit status depending on these exams, it may be overwhelming for some as they prepare for their opportunity to test. Episcopal College Counseling Director Justin Fenske offers tips to make test preparation more manageable. 1. Start with the foundation. Fenske says it is important for students to remember that even though test prep is important, everything starts with a solid academic foundation. This foundation is what Episcopal students are learning every day in class. “Doing well and working hard in classroom subjects is key to testing success,” says Fenske. “Ultimately these exams are seeking to determine whether subject information has been gained and whether the student is ready for college-level course work.” Students who want to score well on admissions tests must commit themselves to doing well on day-to-day classroom activities. This means maintaining a strong GPA and fully understanding classroom concepts. 2. Understand the test. Once a student has acquired a solid foundation in academic subjects, test preparation can truly begin. Episcopal students have a range of resources available to help them in this area, including three dedicated college counselors. Fenske, Shandi Fazely and Jody Kennard work one-on-one with students throughout the college admissions journey. Counselors provide guidance on everything from Episcopal class schedules and college admissions essays to getting the most from a college visit and meeting the application deadlines. Counselors can advise students regarding what score they need to qualify for admission into the college of their choice and they are there to motivate students and keep them on track to achieve that score. College prep truly is a team effort at Episcopal. In addition to the counseling team, Dr. Alan Newton serves as the school’s College Block Coordinator. In College Block students brush up on the foundational skills that they have learned in class. College Block is also where students begin to think in terms of how to take the test. For example, as they are reviewing writing tips they will practice marking up a paragraph the way they would be required to do for the ACT. Students also take timed practice tests, watch test prep videos and work on ACT lessons.
here to help students determine why they got a question wrong,” says Fenske, encouraging students to check in with classroom teachers regarding challenging concepts or questions. Once the learning, practice and preparation are complete, it is time for testing. Fenske says the general recommendation is that a student take the test three times. “Our goal is for students to have a score they feel good about by the end of their junior year,” he says. As far as which test to take, Fenske says the subjects covered by the ACT and SAT are the same and the test prep should be as well. Results Episcopal’s approach to test prep is getting results. Episcopal graduate Emily Knight ʼ18 was one of only 2,760 students nationwide to earn a perfect ACT composite score. In addition all Episcopal juniors take the PSAT, which determines National Merit recognition. The Class of 2018 had eight National Merit Finalists and four Commended Scholars, representing 13% of the overall class. National Merit Finalists are students who rank among the top half of the top one percent of the qualifying test scores in their state.  Class of 2018 National Merit Finalists top left: Shannon Ahmad, The University of Texas, Austin; Charles Barksdale, Texas A&M University; William Bodron, University of Kentucky, Lewis Honors College; Emily Knight, Fordham University. Second row left: Chima Mbagwu, Harvard University; Rachel Posner, Princeton University, Elliott Rotenberg, Vanderbilt University and Kenny Schafer, Oberlin Conservatory of Music.  Class of 2018 Commended Scholars left to right: Rohit Gondi, Louisiana State University; Kelli Hu, University of Chicago, Angelina Leo, University of Georgia and Jack Melton, Vanderbilt University. Not only are students earning National Merit status, but they are also being accepted into the most competitive universities and colleges in the country. One third of the total members of the Class of 2018 were accepted into selective institutions, such as Georgetown, Harvard and Princeton. Students also earned scholarships to a range of universities and colleges throughout the country. While not all universities require an admissions test score, Episcopal students receive tremendous support to help them achieve their testing goals and position themselves for long-term success. Good luck to students taking the ACT this September! Meet the Episcopal College Counseling Team College Counselors Justin Fenske, Jody Kennard and Shandi Fazely. Shandi Fazely has been a member of the Episcopal College Counseling team since 2016 after having served since 2011 in the Episcopal admission and advancement department. She is also a certified Highlands Ability Battery consultant. Shandi graduated from North Carolina State University with a Bachelor of Science in secondary science education. She spent four years in the classroom teaching high school biology, AP biology and human anatomy before relocating to Louisiana. Shandi and her husband Michael have two daughters, Ella an Episcopal kindergartener and Norah, a future Knight. Justin Fenske joined Episcopal as the Director of College Counseling in 2014 and has been in the field since 2008. Justin graduated from the University of Michigan and earned a master’s in education from Boston University. During his time at Episcopal, his team has implemented a comprehensive high school program priding itself on individual attention to students in all grade levels. Justin is a certified Highlands Ability Battery consultant and has also spent time developing and implementing online career and college tools for high school students in the state of Michigan and as an administrator at Boston University. Jody Kennard has been a part of the Episcopal community since 2005, serving first as Director of Advancement before joining the college counseling team in 2010. After graduating from Morristown Beard School in New Jersey, she earned a Bachelor of Science in education from the University of Vermont with a double major in English and French. In addition to full-time college counseling, Jody is a certified Highlands Ability Battery consultant and a coach of Episcopal’s Girls on the Run program. Jody’s two sons are Episcopal graduates, Kenny Sheldon ’07 and Ricky Sheldon ’09.
 Netflix premiered the second season of its controversial series 13 Reasons Why on Friday, May 18, 2018. As you may recall from our communication last spring, there are many concerns about tweens and teens watching this series. Considering the timing of this release, the potential for binge-watching and isolated viewing is more prevalent during the summer months.
Parents should become informed about the show’s content before deciding whether this show is appropriate for your child. The actors expressed that the show may not be right for everyone, especially if you are or have struggled with depression, self-harm, or suicidal thoughts. Additionally, Netflix has created a resources page with links to social/emotional supports, information about the show, and a discussion guide with tips for watching the show and ways to talk about the show with your child. Below are some resources you may find useful. If at any time you or anyone you know shows signs of mental distress or suicide risk, you should contact emergency services and/or a mental health professional immediately. Your division counselor is also available to support students and their families. Resources for Suicide Prevention and Intervention
Research has demonstrated many benefits associated with a regular mindfulness practice including:
Mindfulness is Not:It’s often helpful to consider what mindfulness is not:
 Mindfulness is simply being present and attuning to internal and external stimuli in that moment without placing value or judgment on those experiences. This sounds easy enough but is actually a skill that develops over time and requires practice. Below are some suggestions for incorporating mindfulness into your life:
Try meditation. Happify, an organization that uses positive psychology, science, and technology to help individuals “lead happier, more fulfilling lives,” has an excellent video on their website to introduce mindfulness meditation and how to begin your practice. Often, when I introduce the idea of meditation, the response is, “I can’t sit still for that long” or “I just can’t focus my mind like that.” There are many different types of meditation, including prayer, focused breathing, guided meditation, and yoga nidra. Find one that’s right for you. It’s also important to remember that meditation is a practice, meaning that it takes time to develop and to reap the benefits.
These are a few ways to incorporate mindfulness into your daily life. And remember, there is no right or wrong way to practice mindfulness. There is only your way. References Bowen, S. et al. (2014). Relative efficacy of mindfulness-based relapse prevention, standard relapse prevention, and treatment as usual for substance use disorders: A randomized clinical trial. JAMA Psychiatry, 71 (5), 547-556. Davidson, R.j., Kabat-Zinn, J., Schumacher, J., Rozenkrantz, M., Muller, D., Santorelli, S.F., … Sheridan, J.F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564-70. Goyal, M., Singh, S., Sibinga, E. M.S., et al. (2014). Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine, 174 (3), 357-368. Greater Good Science Center. (2017). What is mindfulness? Retrieved from https://greatergood.berkeley.edu/mindfulness/definition. Heffner, K.L., Crean, H.F., & Kemp, J.E. (2016). Meditation programs for veterans with posttraumatic stress disorder: Aggregate findings from a multi-site evaluation. Psychological Trauma: Theory, Research, Practice, and Policy, 8(3). 365-74. Jacobs, I., Wollny, A., Sim, C., & Horsch, A. (2016). Mindfulness facets, trait emotional intelligence, emotional distress, and multiple health behaviors: A serial two-mediator model. Scandinavian Journal of Psychology, 57, 207-14. Kuyken, W. (2016). Efficacy of mindfulness-based cognitive therapy in prevention of depression relapse: An individual patient data meta-analysis from randomized trials. JAMA Psychiatry, 73 (6). 565-74. Loucks, E.B., Britton, W.B., Howe, C.J., Eaton, C.B., & Buka, S.L. (2015). Positive associations of dispositional mindfulness with cardiovascular health: The new england family study. International Journal of Behavioral Medicine, 22, 540-550. Lutz, A., Slagter, H.A., Dunne, J.D., & Davidson, R.J. (2008). Attention regulation and monitoring in meditation. Trends in Cognitive Science, 12 (4), 163-9. Marchand, W.R., (2012). Mindfulness-based stress reduction, mindfulness based cognitive therapy, and zen meditation for depression, anxiety, pain, and psychological distress. Journal of Psychiatric Practice, 18 (4), 233-52. Mindful Schools. 2017. Research on mindfulness. Retrieved from https://www.mindfulschools.org/about-mindfulness/research/. Modessto-Lowe, V. et al. 2015 Does mindfulness meditation improve attention in attention deficit hyperactivity disorder? World Journal of Psychiatry, 5 (4), 397-403. Morin, A. 2015. 7 scientifically proven benefits of gratitude. Retreived from https://www.psychologytoday.com/blog/what-mentally-strong-people-dont-do/201504/7-scientifically-proven-benefits-gratitude. Neff, Kristen. 2017. What is self-compassion? Retrieved from http://self-compassion.org/the-three-elements-of-self-compassion-2/. Tomfohr, L.M., Pung, M.A., Mills, P.J., & Edwards, K. (2015). Trait mindfulness is associated with blood pressure and interleukin-6: Exploring interactions among subscales of the five facet mindfulness questionnaire to better understand relationships between mindfulness and health. Journal of Behavioral Medicine, 38, 28-38. Wagner, W. G. (2008). Counseling, psychology, and children. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Wong, S.Y. et al. (2016). Mindfulness-based cognitive therapy v. group psychoeducation for people with generalized anxiety disorder: Randomized controlled trial. The British Journal of Psychiatry, 209 (1), 68-75.  Bullying behaviors have received a lot of publicity in recent years, and for good reason. There have been laws passed against bullying, which can hold parents, children, and school systems accountable for a child’s aggressive acts. This is motivated by findings that repetitive aggressive actions can cause significant emotional distress, depression, trauma symptoms, and suicidal thoughts. Parents have fears that their child may be a victim or aggressor in a bullying situation and often feel ill-equipped to address the outcomes. However, parents and schools can partner to increase knowledge about bullying and lead prevention efforts in their home and school community. An important first step in prevention is helping students understand what bullying is. Episcopal Middle School students are taught the acronym RIP to define bullying - unwanted, aggressive behavior that is Repetitive, Intentionally harmful, and involves an imbalance of Power, such as size, age, or social status. Bullying behaviors can take several forms, including:
 How can we tell if a child is the victim of bullying? How do we distinguish typical adolescent “moodiness” and a desire for independence from something more serious? Below are some warning signs that your child may be experiencing bullying:
Below are some suggestions for supporting your child as he or she navigates their social world. Remember that while our older children may appear as if they have everything under control and don’t want our support, the truth is that they often are MORE in need as they get older.
friendship retreat, service learning experiences, and class field trips. In our Upper School, student vestry members speak in chapel on topics such as inclusivity and building community. Advisory lessons about choosing kindness, effective communication, and being an upstander continue in high school at a developmentally appropriate level. Bullying is not a rite of passage and should not be viewed as a normal part of childhood. At Episcopal, we’d like to partner with parents and students to keep our school a safe and healthy community where all are welcome. References: https://www.stopbullying.gov/prevention/index.html https://www.commonsensemedia.org/cyberbullying/how-can-i-determine-whether-my-kid-is-a-cyberbully http://www.thebullyproject.com/parents  Alicia Kelly
has served as a School Counselor at Episcopal since 2001. As the Middle School Counselor, she has a passion for helping pre-adolescents reach their potential, academically, emotionally, and spiritually. Alicia holds a Bachelor’s degree in Psychology, Master’s in Health Sciences- Rehabilitation Counseling, and is a Certified School Counselor and Licensed Professional Counselor.  I remember back when I was a preteen and enjoyed using three way calling - yes, a high tech feature - to connect with multiple friends. We rode bikes to the nearest playground to hang out, and our main video game systems were Atari and then Nintendo, with two player options if your friend was right beside you. Today's preteens are finding their playground online - it's called instagram, Snapchat, twitter, and a variety of other venues. Video gaming is now digital, connecting teens all over the world. Times and interests for adolescents haven't changed but the WAY they connect has shifted. The online world available to teens brings a host of new challenges in parenting. As an adult, I enjoy technology, browsing Pinterest and Facebook in the grocery store line or while relaxing after work. The dangers that those leisurely activities present are few. But what dangers do I worry about for our children online? As a middle school counselor, my primary concerns are the physical and emotional well being of our students. Cyberbullying, online predators, and exposure to violence and pornography can be damaging to their physical and emotional well-being.
How can we, as parents, help our children navigate their digital world safely? Here are some suggestions:
For more discussion on safety in the digital world, join the Episcopal Counseling Team for a book study of Screenwise: Helping Kids Thrive (and survive) in their Digital World by Devorah Heitner, PhD on October 19th at 10 A.M. in the Alumni House Parlor Room. Sources: Common Sense Media- https://www.commonsensemedia.org/ Teen Safe https://www.teensafe.com/ NetSmartz http://www.netsmartz.org/Parents Bailey, Tricia “Talking to Your Kids About Social Media Safety” retrieved from https://identity.utexas.edu/id-perspectives/talking-to-your-kids-about-social-media-safety Heitner, Devorah (2016) Screenwise: Helping Kids Thrive (and Survive) in Their Digital World. New York, NY: Bibliomotion, Inc.   Alicia KellyAlicia Kelly has served as a School Counselor at Episcopal since 2001. As the Middle School Counselor, she has a passion for helping preadolescents reach their potential, academically, emotionally, and spiritually. Alicia holds a Bachelor's degree in Psychology, Masters in Health Sciences - Rehabilitation Counseling, and is a Certified School Counselor.   On August 13, 2016, many people in Baton Rouge and the surrounding areas awoke to water rushing into their homes in what was later referred to as the 100-Year Flood. Media outlets reported that more than 30,000 people were rescued and about 110,000 homes were damaged in the Baton Rouge area, totaling approximately $20.7 billion in damage. The reports of Harvey’s devastation in Houston and other areas of Texas and southwestern Louisiana are eerily familiar to those from our own city just one year ago. Children and teens exposed to natural disaster might experience a range of emotional and psychological reactions, including sleep disturbance, anxiety, depression, difficulty concentrating, developmental regression, and withdrawal from friends and family. Parental and peer support are key to the recovery process. Here are some ways to help children cope with the aftermath of a natural disaster:
For additional resources, you can visit the following sites: American Psychological Association’s Help Center for Disasters & Terrorism - http://www.apa.org/helpcenter/disaster/index.aspx American Red Cross, “Recovering Emotionally” - http://www.redcross.org/get-help/disaster-relief-and-recovery-services/recovering-emotionally#During-the-Holidays FEMA, Helping Children Cope with Disaster - https://www.fema.gov/pdf/library/children.pdf  Jodi MantonJodi Manton has served as the Upper School Counselor since 2015 where she provides academic and social/emotional services to Upper School students and their families. She is a Licensed Professional Counselor (LPC), Nationally Certified Counselor (NCC), and Certified School Counselor. She has a master's degree in education with a concentration in mental health counseling and a Certificate of Education Specialist with a concentration in school counseling from Louisiana State University.  I have started, erased, and restarted this blog three times now. When I was asked to write a blog about stress, I couldn’t help but think of all of the major events our community has been through this year, and every time I began to type the list, I found myself thinking, “This is just too much.” Yet in the face of it all, our community has thrived. And while it is true that we are stronger because of what we have experienced, many individuals in our community, city, and state are experiencing elevated levels of stress. Results of a survey released by WalletHub in April 2017 found Louisiana to be the second most stressed state with a score only marginally lower than the most stressed state in the nation, Alabama. The American Psychological Association’s Stress in America 2017 Snapshot reported the first statistically significant increase in stress since the survey was first administered in 2007. Anecdotally, I have had multiple conversations with people discussing the more elevated than usual baseline stress level that some are experiencing and the tendency to be more sensitive and reactive to what they might have considered minor stressors in the past. 6 Tips for dealing with stressAs we approach this busy time of year, we often find ourselves feeling overwhelmed. Here are some suggestions for dealing with stress in a healthy way:
"Often we get so caught up in taking care of everyone around us, we forget to check in with ourselves. Check in with yourself regularly, and listen to what your mind and body are telling you you need." 
These are just a few suggestions for coping with end-of-the year stress. I challenge you to try one or more of these over the next few weeks and see if they work in your life. 1 Sansone RA, et al. "Gratitude and Well Being: The Benefits of Appreciation," Psychiatry (Nov. 2010): Vol. 7, No. 11, pp. 18–22 2 NPR (2017, April 25) “Just Show Up: Sheryl Sandberg on How to Help Someone Who’s Grieving.” Retrieved from http://www.npr.org/templates/transcript/transcript.php?storyId=525453115  Jodi MantonJodi is a Nationally Certified Counselor (NCC) and is currently serving as the Upper School Counselor at Episcopal School of Baton Rouge. She has a Master’s of Education with a concentration in Mental Health and a Certificate of Education Specialist with a concentration in School Counseling from Louisiana State University. Prior to working as a school counselor, she worked in various clinical settings, including a community-based family clinic, a university mental health clinic, and a substance abuse detox facility. Jodi’s areas of focus and experience include school counseling, adolescent and family counseling, individual and group counseling, identity development, girls’ and women’s wellness, military personnel and veterans, academic and career counseling, and substance abuse treatment.  “How Connected is Too Connected? Finding Balance in the Digital Age” As I scrolled through research for this post on my iPad, my husband asked what I was reading about. “I’m researching for a blog post about the impact being connected has on our daily lives.” A knowing grin crept onto his face, and I didn’t need to ask why. I stood for a moment to satisfy the alert from my Apple Watch, cleared the notifications from my iPhone, turned on my Bluetooth headphones to stream the Beethoven station on Pandora (one of my favorite work stations), and opened my MacBook to begin writing this post. I entered this endeavor knowing that my digital devices and media consumption have become an integral part of my daily life as they have for so many Americans. The Nielsen Company’s audience report for the first quarter of 2016 revealed that adults in the U.S. spend an average of 10 hours per day consuming media (2016). Deloitte’s Global Mobile Consumer Survey (2016) found that 77% of Americans have ready access to a smartphone and 40% of consumers reported checking their phones within 5 minutes of waking. Another interesting finding is that many individuals reported using their phones in many settings and while engaging in other activities, including shopping (93%), at work (93%), and spending leisurely time (90%). I can’t say that I am surprised by these statistics, as they ring true for me personally. I typically check my email from my smartphone as I’m making my morning coffee and then again multiple times throughout the day. When I’m waiting in the doctor’s office or in line at the grocery store, I often find myself scrolling through my Instagram or Facebook feeds, liking and commenting on posts made by my “friends.” And anyone that knows me knows that I am an avid consumer of podcasts and almost always listen to them as I’m cleaning the house, exercising, or driving the car.
And yet, despite these benefits, I do wonder about the potential negative impact of technology in our daily lives. If we are spending 10 hours a day consuming media, what impact is that having on our relationships? If I am focused on taking the perfect photo to document a moment on social media, am I truly in that moment? In Alone Together, MIT social psychologist Sherry Turkle (2011) laments the effects of online presence on our identity development. Where once she was hopeful that social media would provide ample opportunity to explore and “try on” different identities, the reality is that we are becoming more and more confined by the identities we create on Twitter and Facebook, putting a great deal of time and effort into cultivating the perfect online persona for our followers. Turkle also describes the infringement of technology on our relationships, such as the limits of expression and empathy through electronic communication and our device's ability to contaminate our time with others by drawing our attention away from the individual immediately in our presence. NYU Stern School of Business psychologist Adam Alter (2017) describes the addictive nature of digital devices and social media in his book Irresistible, citing statistics that 60% of adults keep their cellphones next to them when they sleep and half of those check their emails during the night. He cautions that our relationship with our devices is to the detriment of our personal relationships, our attention spans, and our ability to retain information. Despite these potentially negative outcomes, the reality is that digital devices and social media will likely remain a part of our daily lives and can actually enhance our lives in many ways. So how do we mitigate the bad while keeping the good? Balance. Striving to be mindful of our media consumption and digital use and its role in our lives. Some strategies for this include:
These are just a few ways that you can maintain more control over your digital use and avoid allowing it to control you. You could also see improvement in your personal relationships and mental well-being. I encourage you to try one or all of these as an experiment this week to see if there is any positive outcome in your life. References: Alter, Adam. (2017). Irresistible: The rise of addictive technology and the business of keeping us hooked. New York, NY: Penguin Press. Deloitte. (2016). 2016 global mobile consumer survey: U.S. edition. Retrieved from https://www2.deloitte.com/us/en/pages/technology-media-and-telecommunications/articles/global-mobile-consumer-survey-us-edition.html The Nielsen Company. (2016). The Nielsen total audience report: Q1 2016. Retrieved from http://www.nielsen.com/content/dam/corporate/us/en/reports-downloads/2016-reports/total-audience-report-q1-2016.pdf Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York, NY: Basic Books.  Jodi MantonJodi is a Nationally Certified Counselor (NCC) and is currently serving as the Upper School Counselor at Episcopal School of Baton Rouge. She has a Master’s of Education with a concentration in Mental Health and a Certificate of Education Specialist with a concentration in School Counseling from Louisiana State University. Prior to working as a school counselor, she worked in various clinical settings, including a community-based family clinic, a university mental health clinic, and a substance abuse detox facility. Jodi’s areas of focus and experience include school counseling, adolescent and family counseling, individual and group counseling, identity development, girls’ and women’s wellness, military personnel and veterans, academic and career counseling, and substance abuse treatment. |
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