PSY FPX 6030 Assessment 2 The Impact of Media Use on Adolescents

Assessment 2 The Impact of Media Use on Adolescents

Name

Capella university

PSY FPX 6030 Adolescent Psychology

Prof. Name

Date

The Influence of Media Consumption on Adolescent Development

The contemporary cohort of adolescents has been immersed in various forms of media since birth, with ubiquitous access shaping their daily lives. The COVID-19 pandemic underscored this dependence, as reliance on computers for education, smartphones for social interaction, and streaming services for entertainment surged during lockdown periods. Concurrently, social media engagement soared, while educational institutions equipped students with laptops, further integrating technology into their routines. This pervasive media exposure prompts an inquiry into its ramifications on adolescents’ social development. Frissen and Eggermont (2016) note that adolescents typically engage with media for approximately 11 hours per day, encompassing television, video games, tablets, and mobile devices. Extensive research suggests that heightened media usage profoundly influences adolescents’ social and psychological development, shaping their perceptions of the social sphere and self-image (Frissen & Eggermont, 2016). These developmental shifts coincide with Erikson’s Identity Development Stage, spanning ages 10 to 14, wherein media and technology serve as facilitators of adult identity attainment, functioning as transitional objects for adolescents (Frederick et al., 2014).

PSY FPX 6030 Assessment 2 The Impact of Media Use on Adolescents

Moreover, empirical evidence links increased media consumption to adverse outcomes such as childhood and adolescent obesity, loneliness, and depression (Coyne et al., 2014). The American Academy of Pediatrics (AAP) advocates for limiting screen time to two hours or less per day, with particular emphasis on avoiding screens in the bedroom due to its detrimental effects on sleep quality and academic performance (Hill et al., 2016). Despite the benefits inherent in media use, it is imperative to strike a balance and regulate exposure, particularly among children and adolescents. To this end, our organization champions the implementation of Family Media Use Plans, aligned with AAP recommendations. By collaboratively devising routines and guidelines for media consumption, families can foster healthy media habits conducive to optimal adolescent development.

References

American Academy of Pediatrics. (2016). Family Media Plan. HealthyChildren.Org. https://www.healthychildren.org/English/fmp/Pages/MediaPlan.aspx Coyne, S. M., Padilla-Walker, L. M., Fraser, A. M., Fellows, K., & Day, R. D. (2014). “Media Time = Family Time.” Journal of Adolescent Research, 29(5), 663–688. https://doi.org/10.1177/0743558414538316 Frissen, T., & Eggermont, S. (2016). Adolescence and the Media. Oxford Bibliographies Online Datasets. https://doi.org/10.1093/obo/9780199756841-0101

PSY FPX 6030 Assessment 2 The Impact of Media Use on Adolescents

Hill, D., Ameenuddin, N., Chassiakos, Y. R., Cross, C., Radesky, J., Hutchinson, J., Levine, A., Boyd, R., Mendelson, R., Moreno, M., & Swanson, W. S. (2016, November 1). Media Use in School-Aged Children and Adolescents. American Academy of Pediatrics. https://publications.aap.org/pediatrics/article/138/5/e20162592/60321/Media-Use-in-School-Aged-Children-and-Adolescents

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6030 Assessment 2 The Impact of Media Use on Adolescents

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. PSY FPX 6030 Assessment 2 The Impact of Media Use on Adolescents

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSY FPX 6030 Assessment 2 The Impact of Media Use on Adolescents

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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