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The Effects of Technology on the Parent-Child Relationship

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The Effects of Technology on the Parent-Child Relationship View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Smith College: Smith ScholarWorks Smith ScholarWorks Theses, Dissertations, and Projects 2013 Are you my motherboard? : the effects of technology on the parent-child relationship David S. Sullivan Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Sullivan, David S., "Are you my motherboard? : the effects of technology on the parent-child relationship" (2013). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/931 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. David Sullivan Are You My Motherboard? Effects of Technology on the Parent-Child Relationship Abstract New technologies have been evolving at a rapid pace over the last few decades. The convenience afforded by many technologies presents interesting questions in terms of attachment. Recent research on internet addiction disorder (IAD) has revealed that technology may be affecting people on a social, familial, and neurophysiological basis. This research explores the effects of technology on the parent-child relationship. The research interviewed six participants through telephone interviews: treatment participants (TP, n=2) in this research are both young men who meet criteria for IAD and completed treatment relative to their technology addiction; clinical participants (CP, n=4) in this research are clinicians that work in treatment centers that serve clients that meet criteria for IAD. Interviews were transcribed, coded, and analyzed. Due to the small sample size, this study's findings are not generalizable; however, there were still some interesting findings and considerations. This research identified some common behavioral patterns in people with IAD and their families. Additionally, study participants suggest that failure to recognize and treat IAD will likely result in persistence of symptoms. Findings may be of interest to clinicians in addition to future research. Are You My Motherboard? Effects of Technology on the Parent-Child Relationship A project based upon independent investigation, submitted in partial fulfillment of the requirements for the degree of Master of Social Work David Sullivan Smith College: School of Social Work Northampton, MA 01060 2013 ACKNOWLEDGEMENTS Like any large project, many people were involved in the creation of this thesis. I'm forever grateful of those that reached out to me to help in whatever ways that they knew how. There are several people that I would like to thank in particular, without these people, this thesis would still be a stack of blank pages. First and foremost, my parents, who have supported me in so many ways throughout the years. I have found my education at Smith to be nothing short of superb, and I couldn't have made it through without their help. My dad, went above and beyond by proof-reading my work and returning it with comments in less than three days. You guys are awesome, thank you both. My research advisor, Colette Duciaume-Wright, for helping me through what turned out to be an incredible process. There were several points in creating this thesis where her support helped me through what could have been some potentially nerve-racking experiences. Thank you for sharing your exceptional wisdom, guidance, and support. Hilarie Cash, for her extensive professional network and knowledge pertinent to technology addictions. This project was born out of a conversation that I had with Hilarie in September. I can honestly say that I've enjoyed writing this thesis, and I don’t know that I would have arrived at such an interesting topic without her intriguing perspective; and there surely wouldn't have been any reSTART participants to interview if it weren't for the wonderful program that she and Cosette Rae run. Thank you for helping me discover so many crucial resources and for being so accessible throughout my work. And last, but certainly not least, my fiancé Danni. For letting me turn various parts of our house into my "personal office" at any given moment, for taking care of our pets despite their spastic incompatibility, for researching and planning our wedding while I return to finish school, and especially for fielding my unpredictable mood swings that came out of the whole graduate school process. I could not have done this without her unconditional support. I love you. Thank you. i TABLE OF CONTENTS ACKNOWLEDGEMENTS ......................................................................................................... i TABLE OF CONTENTS ............................................................................................................. ii LIST OF FIGURES ..................................................................................................................... iii CHAPTER I INTRODUCTION .............................................................................................................. 1 II LITERATURE REVIEW ................................................................................................... 6 III METHODOLOGY ............................................................................................................. 62 IV FINDINGS .......................................................................................................................... 72 V DISCUSSION ..................................................................................................................... 80 REFERENCES ............................................................................................................................ 98 APPENDICES Appendix A: HSR Approval Form ..............................................................................................112 Appendix B: Approval from reSTART for Recruitment .............................................................113 Appendix C: Approval from Insight Intensive for Recruitment ..................................................114 Appendix D: Online Gamers Anonymous Email Approval to Recruit .......................................115 Appendix E: List Serve Email Approval to Recruit ....................................................................116 Appendix F: HSR Approval for Expansion of Recruitment ........................................................117 Appendix G: Sample Recruitment Letter ....................................................................................118 Appendix H: Sample Consent Form - Treatment Participants ....................................................119 Appendix I: Sample Consent Form - Clinical Participants ..........................................................122 Appendix J: Interview Guide .......................................................................................................125 Appendix K: Sample Data Collection Form - Treatment Participants ........................................126 Appendix L: Sample Data Collection Form - Clinical Participants ............................................128 Appendix L: Referrals for Research Participants ........................................................................129 ii LIST OF FIGURES Figure Page 1. The two-dimensional model of individual differences in adult attachment ..................... 26 2. The two regions of the prefrontal cortex (dorsolateral and orbitomedial) and the anterior cingulate cortex ................................................................................................................ 44 3. Noted areas of the limbic system: the ventral tegmental area, amygdala, nucleus accumbens, caudate nucleus, and the hippocampus ......................................................... 46 4. Medium spiny neuron firing relative to damage inflicted to the hippocampus ................ 48 iii CHAPTER I Introduction Communities in America are facing a new crisis. Mental health of American youth is deteriorating at an alarming rate as we witness high and rising rates across multiple mental health diagnoses; researchers attribute this phenomenon to a new lack of inner-connectedness (Blankenhorn, 2008). While many may argue that we feel more connected than ever due to modern technology, there is research that would suggest otherwise (Lapidot-Lefler & Barak, 2012; Siomos et al., 2012). Attachment theory posits that most individuals pass through four crucial attachment phases by four years of age (Marvin & Britner, 2008). With the advent of modern technology occupying more time in the lives of children (Common Sense Media, 2011), in lieu of parent-child interactions, what consequences can we come to expect? There is a burgeoning need to explore the effects of technology on the parent-child relationship. In their study of nearly 1,400 parents, Common Sense Media (2011) found that two year- olds are spending twice as much time watching television as they are reading books and children under eight years old are becoming increasingly tech-savvy. Why is this relevant to technology use? In his latest work, The Science of the Art of Psychotherapy, Allan Schore (2012) asserts: In 1996, I proposed, "the self-organization of the developing brain occurs in the context of a relationship with another self, another brain." This book, like its three predecessors, presents the reader with a continually expanding body of
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