Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective.

Melina A Throuvala,Daria J Kuss,Mark D Griffiths,Mike Rennoldson

doi:10.3390/ijerph18063227

Melina A Throuvala, Daria J Kuss + Show 2 more

Open Access

https://doi.org/10.3390/ijerph18063227

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Abstract

Evidence suggests that problematic use of gaming, the internet, and social media among adolescents is on the rise, affecting multiple psycho-emotional domains. However, research providing a comprehensive and triangulated stakeholder perspective of perceived harms is lacking. How are adolescent online harms experienced and conceptualized by students, parents, and teachers? The present study comprised part of a qualitative needs assessment investigation with the use of focus groups and individual interviews among key stakeholder groups assessing perceived impacts with a focus on the negative consequences and perceived harms. The study’s sample consisted of students (N = 42, Mage = 13.5, SD = 2.3), parents (N = 9, Mage = 37, SD = 5.6) and teachers (N = 9, Mage = 34, SD = 4.9) from the UK. Data were analysed with thematic analysis. Findings focused primarily on social media use impacts and indicated that processes underlying impacts experienced by adolescents may be conceptualized on a severity continuum. Stakeholder consensus on perceptions of challenges and perceived harms formed the second theme, with impacts further analysed as relating to time displacement, peer judgement, sensory overload and context of the adolescent with functional (performance, task switching, use of multiple devices), cognitive (loss or deterioration of attentional focus, attention deficit), and emotional consequences (stress, anxiety, obsessive-compulsive/checking behaviours). A third theme formed was individual vulnerabilities predisposing poor mental health outcomes. The final theme related to impacts dependent on context and meaning attached. Findings suggest a consideration of a spectrum approach encompassing a broader range of potential psychological challenges and perceived harms beyond safety concerns and addiction in understanding problematic adolescent online experiences. Understanding perceived harms can aid the objective setting of interventions and consideration of mental health literacy in school curricula.

Highlights

Screen time impacts were conceptualized across stakeholder groups, but varied in perceptions of severity and quality according to specific online activity
There were no stark perceived differences in the conceptualization of harms across stakeholder groups
Understanding stakeholder conceptualizations—student, parent, and teacher—for online-related psychological harms experienced by adolescents was sought in order to develop a more coherent understanding of perceived impacts and potential harms as perceived by each stakeholder group

Summary

Introduction

Children and adolescents are increasingly engaged in technologies primarily to gather social capital, maintain constructive interpersonal relationships, and seek help online [1]. Time spent on non-digital interactions between 2003 and 2017 for adolescents and young adults in the US has demonstrated declines of 140 h a year [2], which suggests an increase in digital use in young people. Excessive use of digital activities and smartphones may result in multiple mental and physical problems, such as behavioural addiction, cognitive impairment, and emotional distress [1,3]. In the UK, a sharp rise in children and adolescents in the UK being treated by National Health Service (NHS)

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