problem campain cas 325B

Problem Campaign Project Part 3

PROBLEM IDENTIFICATION PORTION: (5 points) (GROUP MEMBER #1 ILIANA SANDOVAL)

OUTLINE main points from first paper

important statistics

status of the problem

cultural aspects

PROBLEM EXPLANATION PORTION:

Theoretically social network sites (SNS) can be seen as a critical resource for students to interact with peers. SNS can provide a way for adolescents to interact with their peers in ways that are not possible with face-to-face interactions. For example the text lists/// apa citation pg 297/// major ways that SNS can transform peer interaction. One example of this effect would be the increase in frequency of interaction. Instant updates and messages from peers enables children to respond immediately to a situation. A key part to understanding the effects of SNS on adolescents is that people are more inclined to share private personal information about themselves online than in person. This transformation affects all adolescents differently, but even amidst positive intended interaction, it can lead to exclusion, cyber bullying and decreased feelings of self beauty. This being said, these social connections are still extremely important for adolescents to develop healthy prosocial behavior. The solution is not to eliminate online interaction completely but rather increase in person socialization.

Beginning in early adolescence, ages 11 through 14, rapid changes are occurring in the body. Childrens’ height and weight increases and the onset of early signs of puberty become noticeable. During this time girls experience growth in height, hip width, the development of breasts and menarche, typically around ages 12 to 13. For boys, there is an increase in height, which is slower but still taller than their peer counterparts. Adolescent boys experience spermarche, first ejactualtion, around ages 13 to 14. The physical changes that adolescents undergo can raise feelings of uncomfortability and awkwardness, due to such rapid changes in their body. Peer interaction is a way for adolescents to feel understood in these changes and can help normalize what they are experiencing.

In addition to physical norms contributing to the increase of screen time, there are cognitive developments at adolescence that have a broad effect on the usage of SNS. According to Santrock (2019), during adolescence, the prefrontal cortex is not fully developed yet to hold the maturity to regulate the limbic system’s emotional instability or reward concentration. Furthermore, at the ages 14 through 16 increased desire for instant gratification peaks. Both control factors are presumably responsible for significant hours of screen time at adolescents. A study by Twenge and Campbell (2018) links high rates of screen time, anything above an hour, to higher rates of anxiety and depression in teens. Teens are understanding their emotions and self identity, typically for the first time, and throughout this time, they are vulnerable to perceptions of self image and worth. SNS can have a detrimental effect on teens in this way and both girls and boys can develop negative views of themselves, and in turn, lower self-esteem. Cognitive norms can present negative contributing factors to the issue SNS presents for teens in the form of mental health and well-being, and perception of their peers and others.

CONTRIBUTING SOCIOEMOTIONAL NORMS:

A third developmental norm that can be seen as a contributing factor to the increase of screen time among teens are social emotional norms. Adolescents are greatly influenced by peer, family, and friend interaction in this domain of development. As teens emerge from early adolescence into late adolescents, they are able to think more abstractly and are more capable of managing their emotions and behaviors (Santrock, 2019, p.150). Adolescent socioemotional growth is defining of ability to self-regulate and their

PROBLEM CAMPAIGN RATIONALE PORTION: (5 points) (ALYSSA NUSBAUM)

OUTLINE the proposed solution to the problem:

Because social networking sites have the potential to cause lower self-esteem and increased screen time has been linked to higher instances of anxiety and depression (Twenge and Campbell, 2018), an appropriate solution may be to encourage face-to-face interaction among teens as opposed to limiting screen time. While increased screen time and social media can be a detriment to adolescents’ well-being, as outlined above, it is also an invaluable form of communication and connection in this age of technology that should not be discounted. As such, rather than limiting or eliminating screen time altogether, it would be more appropriate to instead foster spaces in which adolescents meet in person as well as online. This would be a beneficial solution for numerous reasons, the first among which includes that it would be a culturally competent solution.

Encouraging more in-person interactions among adolescents would be a culturally competent solution because, in addition to having adolescents meet their peers who provide them with differing perspectives of the world outside of one’s inner circle, but also in fostering cultural competence within the meetings themselves. For example, making the space culturally competent by demonstrating behaviors, attitudes, and structures that encourage and value diversity and embrace differences is one method of doing so. This way, the solution is also developmentally appropriate, as it involves encouraging the social behavior so vital to normal social development for adolescents (Santrock, 2019). Additionally, this solution also helps adolescents to further develop their social cognition, as the more adolescents interact with their peers, the more social knowledge and skills they receive. Moreover, the solution to have adolescents meet in person on a regular basis is theoretically reasonable because it creates an opportunity for adolescents to engage in social networking that helps to foster a positive self-image in contrast to what may be seen on social media, as well as serving as a safe and constant space for adolescents to engage with others in a way screens do not allow.

PROBLEM CAMPAIGN PROPOSAL: (10 points) (GROUP MEMBER #4 and/or #5)

UTILIZE the main points from the OUTLINE into an integrated PROPOSAL format.

Using the template given, create a PROPOSAL that clearly identifies the problem, states the importance of the problem, shows the status of the problem with empirical data, creates

a cultural, theoretical and developmental explanation of the problem and a proposed solution.

The completed proposal should either be in the LETTER TEMPLATE format or the PRESS RELEASE FORMAT

.