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Speaker 1: On the subject of kids still because they are important.

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Speaker 1: There is a warning that key, we kids who are

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Speaker 1: spending too much time on screens are displaying behaviors that

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Speaker 1: mimic the symptoms of ADHD. This is coming out of

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Speaker 1: time that the teachers continue to battle with the rise

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Speaker 1: and bad behavior in the classroom. Now, the educational psychologist

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Speaker 1: who's made this warning, it's prediction. Who's issued this warning

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Speaker 1: is Catherine Burkett who joins me, Now, hey, Catherine, hey,

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Speaker 1: is this basically because what's happening on the screens is

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Speaker 1: that it's you spend so much time on the screen,

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Speaker 1: you destroy your ability to concentrate. Is that what's going on?

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Speaker 2: Yeah? I guess what. You've got to understand what the

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Speaker 2: brain does. Brain learns. So it's not practicing concentrating, you

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Speaker 2: what I mean, it's not destroying concentrating. It's just we're

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Speaker 2: never letting our kids spend time with our external stimulation

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Speaker 2: into their brains, and so.

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Speaker 1: The outworking of that in real life looks like ADHD.

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Speaker 2: Does it. It can mimic it, right, it can be

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Speaker 2: the same. So they're not concentrating, they're not able to

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Speaker 2: sit still, they are bluting out, they are not, they're fidgeting,

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Speaker 2: can't concentrate for long periods of time, which are some

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Speaker 2: of the behaviors that we'd used to diagnose ADHD. So yeah,

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Speaker 2: what the brain does is what the brain learns.

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Speaker 1: How much screen time is too much? Screen time?

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Speaker 2: Obviously, depending on age, younger is almost none. I'm in

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Speaker 2: World Health Organization says no, none before the age of two,

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Speaker 2: and then after that they're talking about an hour two

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Speaker 2: hours sort of thing is maximum. When we hear the

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Speaker 2: averages of five hours six hours a day for some

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Speaker 2: of our special adolescents.

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Speaker 1: We're talking about, did you say the average is five

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Speaker 1: to six hours a day.

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Speaker 2: Yeah, you look at the research coming out about how

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Speaker 2: many hours our kids spend on screen time. We do

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Speaker 2: have to be careful about this. So because they just

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Speaker 2: talk about screen time in one block, what I'm more

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Speaker 2: concerned about is screen time because at schools, and I

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Speaker 2: don't know if your kids are actually doing their homework,

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Speaker 2: that am putting quite important things into their brain they

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Speaker 2: use in their concentration. Do you know what I mean?

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Speaker 2: They might be discussing things that I've found on even

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Speaker 2: my kids used to watch TikTok and then proceeding souls

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Speaker 2: quite wrong, Catherine.

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Speaker 1: Not all not all screen time is the same as

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Speaker 1: other screen time, right, So if you spending if you

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Speaker 1: if you're on the screen and you're reading the New

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Speaker 1: York Times, it's going to actually promote concentration, isn't it

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Speaker 1: as opposed to playing strands?

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Speaker 2: Yes? Do you see? So we've got to look at

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Speaker 2: it in chances is it just passive sort of short

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Speaker 2: term information coming in that's dopamine activating, or is it

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Speaker 2: actually increasing conversations concentration information coming in? So there are yeah,

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Speaker 2: quite a big difference.

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Speaker 1: Hey that five to six hours that to day, right

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Speaker 1: for what age group?

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Speaker 2: Or they're looking at it for adolescents that research came through,

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Speaker 2: But yeah, there's it's quite scary now that they're looking

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Speaker 2: at how many hours? And I don't know if anybody

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Speaker 2: here wants to pull up I don't have that app

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Speaker 2: on my phone, but you can pull up how many

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Speaker 2: hours you've been on the phone in a day, and

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Speaker 2: it can get pretty scary how many How we can

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Speaker 2: get pulled into that scrolling and stuff.

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Speaker 1: Yeah, yeah, I'm going to do that later on. I

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Speaker 1: now now, now, well, I just you just gave me

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Speaker 1: an excuse to pick up my phone, didn't you and

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Speaker 1: get some dopamine right in there? Okay, I mean, look,

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Speaker 1: here's the thing though, as much as much as we

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Speaker 1: would like to live in a nostalgia nineteen eighties where

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Speaker 1: we don't have all of the screen stimulation and stuff,

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Speaker 1: we don't we live in the twenty twenties. So is

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Speaker 1: there is there stuff that we can do for our

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Speaker 1: kids to counteract the screen time that they're getting to

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Speaker 1: increase their concentration again.

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Speaker 2: Yeah, what I want to say is, Festival, I've raised

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Speaker 2: my own kids and this is not easy. But what

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Speaker 2: you've got to do is you can't say just get

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Speaker 2: off the phone. You've got to say you're getting dough

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Speaker 2: for me, and you're getting this absolute stimulation from the phone.

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Speaker 2: So what can we do outside of that? And yes,

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Speaker 2: getting them out playing a game of kick around or

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Speaker 2: for a walk or playing a board game or something.

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Speaker 2: It's harder to do, but in the brain, the long

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Speaker 2: term buzz from that is actually really satisfying. It's just

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Speaker 2: the short term dove meanflip from picking it up the

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Speaker 2: phone up is better. So we've got to get our

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Speaker 2: kids used to the fact that if we take them

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Speaker 2: for a walk, or go play the game or get

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Speaker 2: down to the park. We talk to them afterwards about

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Speaker 2: how did that feel, how does your body feel now,

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Speaker 2: or how's your brain feel and starting making them realize

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Speaker 2: that the lot just like we could all drink alcohol

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Speaker 2: every night if we know, but we realize that the

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Speaker 2: consequences of it is going to be abit negative. So

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Speaker 2: we've got to try and highlight them to the negative

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Speaker 2: consequences that can come.

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Speaker 1: Yeah, okay, get them out outdoors doing things that they

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Speaker 1: have to concentrate on for longer periods of time. Catherine,

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Speaker 1: it's good to talk to you. I really appreciate it.

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Speaker 1: As Katherine Burkert, educational psychologists and neuroscience trainer. For more

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Speaker 1: from Hither Duplessy Allen Drive, listen live to news talks

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Speaker 1: it'd be from four pm weekdays, or follow the podcast

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Speaker 1: on iHeartRadio