Please consider the following newly revised 300 word letter to the editor submission for the Coast Reporter, responding to Stefanie Samaras, Chatelech math teacher.

Where is the evidence?

The education system’s illusion that technology promotes learning fails to be supported by any empirical research, yet Stefanie Samaras vehemently advocates for its continued use in school settings (Coast Reporter April 16, 2010).  Elementary aged children are now using an average 8 hours per day of a variety of entertainment technologies (Kaiser Foundation 2010), resulting in 30% developmental delay (Kershaw P 2009), 30% obesity (Tremblay M 2007), and 15% mental illness (Waddell C 2007), with incidence of child, adolescent, and adult internet addiction soaring (Block M 2008). Half of grade eight children do not have job entry literacy for math, reading and printing (National Centre for Education Statistics 2005), yet the education system continues to invest scarce resources on unproven and untested educational technologies.  In his book “iBrain – The technological alteration of the human mind”, neurophysiologist Gary Small reports that children are rewiring their brains to not access frontal lobe, and poses the question “How will educators teach children with poor executive functioning and limited impulse control?” Whole school districts in the US are supplying every elementary aged child with TeacherMates (Fast Company April 2010), calling it the “$100 curriculum in a box” and referencing the teacher as a mere “moderator”. One has to wonder about the future longevity and rapidly changing role of the teacher.  On May 3, 2010 I will have the opportunity to speak with 20 representatives from the Ministries of Education, Health, and Children and Families in Victoria on the impact of technology on the developing child.  During this “technology craze” period, educators might want to revert to tried and true teaching tools that are evidence based and backed by reliable and replicable research studies, and not spend dwindling resources on technology that is antiquated before the box is even opened.

Cris Rowan,

Pediatric Occupational Therapist
Cris Rowan, OT (Reg), BScOT, BScBi, SIPT, Approved Provider for ACTBC, AOTA and CAOT
CEO Zone’in Programs Inc. and Sunshine Coast Occupational Therapy Inc.
6840 Seaview Rd.  Sechelt  BC  V0N3A4
604-885-0986 O, 604-740-2264 C, 604-885-0389 F
crowan@zonein.ca
websites: www.zonein.ca, www.suncoastot.com

Don’t throw the baby out with the bath water!

There is no empirical evidence that shows computers enhance learning, and mounting evidence that they don’t, yet school systems throughout North America are investing heavily in their use. Teachers are becoming a remnant of the past, rapidly being replaced by TeacherMates and XO’s, but at what cost? We don’t know, and that’s the problem.  Technology is invading home, school and work spheres at a rapid pace, without necessary empirical data to guide application. Studies show screen reading results in poorer retention, comprehension and increased distractibility over book reading (Mangen 2008). High speed technology is hard wiring children’s neurology to use short distance tracks, not long distance tracks to the frontal lobe (Small G 2008), a favored brain structure for learning due to its role in impulse control and executive function.  Tossing the baby out with the bath water, educators in primary school settings have reduced teaching printing to a mere 10 minutes per day (Graham S 2008), assuming computers will replace the need to print. Yet these same educators grade children based on their printing output! Math, spelling, sentence production, and short answer fill-in, all require printing skill. Technology is raising our children to be illiterate, delayed in development, obese, detached from humanity, mentally ill, unable to socialize verbally with their peers, aggressive, lacking in empathy, and unable to pay attention or control their impulses (www.zonein.ca Fact Sheet).  The fact that these children might be advanced in certain aspects of cognition is a paltry consolation. Encouraging children to detach from humanity and attach to devices will result in dire consequences, and raises the question “Will children of the 21^st century be sustainable”?

Cris Rowan, Occupational Therapist

6840 Seaview Rd.

Sechelt, BC  V0N3A4

604-885-0986

crowan@zonein.ca

Crimes of Technology (139 words)

K. Pemberton’s March 27 article “Violence in the classroom” fails to highlight the salient causal factor in escalating child aggression, the over use of violent media technology (Anderson C 2009). At an average 8 hours per day exposure to entertainment technology (Kaiser Foundation 2010), subsequent child aggression is wreaking devastating consequences on classroom behavior. While the US has categorized media violence as a public health risk due to causal links to child aggression (Huesmann L 2007), Canada continues to  blame its Education Ministries for decreased funding for support workers. Increased use of restraints, seclusion rooms, and medication to address the mounting tide of child aggression is unethical and inhumane, and more likely to increase safety risks to both students and teachers. It’s time to implement media literacy and balanced technology management programs in school-based settings, before it’s too late.

Cris Rowan, BScOT, BScBi, SIPT

CEO Zone’in Programs Inc.

6840 Seaview Rd.

Sechelt, BC  V0N3A4

604-885-0986

crowan@zonein.ca

The Schools Operating Safely – Child Behavior Management Policy is one such initiative, and advocates for implementation of ten evidenced based alternatives to keep students and teachers safe.  Check it out at www.zonein.ca.  I’m speaking on this topic to BC Ministry representatives April 29, 2010, and will be featured on CBC TV’s Doc Zone in October episode on Info Overload.

The reason literacy continues to plummet and learning disabilities rise is somewhat complex and multi-factorial, but is definitely something that WILL NOT “be fixed” with a computer! Literacy rates are falling largely due to the fact that teachers have “virtually” quit teaching printing, falling under the “virtual illusion” that technology will pick up where their teaching left off. If a child can’t print, they are illiterate and will perform poorly in every subject. The reason being is that the majority of an elementary child’s graded output is produced by printing (not by using a computer). Struggling, slow printers become very frustrated and angry because they constantly have to “think” about how to make their letters and numbers, problematic for spelling, math and sentence composition, but impacting on behavior as well! How many adults would go to work and perform a task they were not shown properly, but expected to do, day after day? By grade three, these children have often been diagnosed, labeled, possibly medicated, and handed a computer. If computers could possibly solve children’s printing problems, then why as a private practice pediatric occupational therapist, am I asked to service these children? 90% of the children I service can’t print because “yes” – they overuse technology (resulting in low tone and poor coordination – especially to the muscles of the eyes), but also because teachers have quit teaching it! Studies show teachers now spend an average 10 minutes per day in printing instruction in the primary grades (S. Graham 2008). Gone are the chalk boards that used to ensure good posture and motor coordination. If a child cannot “see” the teacher make letters and numbers, how are they supposed to learn how to do it? Teachers have no standardized way to teach printing, and it is no longer a curriculum based subject, so teachers are on their own when it comes to methodology. Compared to 60 minutes per day in the 70’s, insufficient instruction on behalf of the teacher is a large part of why children can’t print. Turning to computers for children who have learning difficulties is not only short sighted, but is negating the powerful connection a teacher can form with a child, which is really the most significant determinant of that child’s ability to learn.

Teachers have fallen under the spell of “virtual technology”, that technology can actually teach children, and worse, that computers can actually replace the magic of the unique teacher-student human connection. With Disney now offering refunds for Baby Einstein DVD’s because they CAUSE delays in development, and surmounting evidence showing the detrimental effects of technology on children, why is SD 46 is pushing more technology on our children in classroom-based settings?

Research references can be found on Zone’in Fact Sheet located at www.zonein.ca.

Cris Rowan, OT (Reg), BScOT, BScBi, SIPT, Approved Provider for ACTBC, AOTA and CAOT
CEO Zone’in Programs Inc. and Sunshine Coast Occupational Therapy Inc.
6840 Seaview Rd.  Sechelt  BC  V0N3A4
604-885-0986 O, 604-740-2264 C, 604-885-0389 F
crowan@zonein.ca
websites: www.zonein.ca, www.suncoastot.com

Due to the prevalence and serious nature of the problem of videogame addictions in children, do you think it would it be an appropriate time to offer parents strategies to prevent and treat videogame addictions?

Having been a pediatric occupational therapist for over 20 years, I have witnessed first hand the negative effects of technology on child development. Following are some successful strategies I teach to parents, teachers and therapists to address technology addictions in children.

If you think your readership could benefit from these strategies, I would be happy to allow complementary access to below article Ten steps to successfully unplug children from videogames.

Articles on the disappearance of Brandon Crisp in Ontario, and his videogame addiction problem, has identified a growing epidemic in North American families. Continued coverage of this topic through offering parents and teachers strategies and solutions, could bring North America forward as a world leader in addressing child mental and physical health.

Sincerely,

Cris Rowan, BScOT, BScBi, SIPT, AOTA and CAOT Approved Provider
CEO Zone’in Programs Inc.
6840 Seaview Rd.
Sechelt, BC V0N3A4
604-885-0986 office, 604-885-0389 fax, 604-740-2264 cell
crowan@zonein.ca
www.zonein.ca

Please find below my editorial submission. As you have printed numerous articles recently regarding childhood mental disorders requiring medication, I thought your readers would benefit from the following information considering eliminating a causal culprit, TV and videogames. I’ve written three previously unpublished Letters to the Editor regarding this subject, and request a response if your department chooses not publish this submission. Cited research studies are listed below.

Cris Rowan, BScOT, BScBi, SIPT
Pediatric Occupational Therapist and Certified Sensory Specialist
6840 Seaview Rd.
Sechelt, BC V0N3A4
604-885-0986 office, 604-885-0389 fax, 604-740-2264 cell
crowan@dccnet.com

Editorial Submission

Editorial Title: To Unplug or Drug – Critical Decisions for the 21st Century

Alternate Title #1: Unplug or Drug – Critical Factors in Child Development

Alternate Title #2: Sedating Children – TV, Videogames and Ritalin

Movement, touch and human connection are all critical factors for normal child development, and are essential elements for attaining optimal physical and mental health. Unfortunately, North American children use an average of 6.5 hours per day of TV and videogames, and over 50% have TV’s in their bedrooms. Busy parents are spending an average 3.5 minutes per week in meaningful conversation with their children – shocking by any standards. Today’s TV and videogame addicted child is essentially deprived of movement, touch and human connection, resulting in a host of physical and mental disorders the health and education systems are just beginning to detect, much less understand.

In reaction to the rise in childhood mental disorders (ADHD, Autism, anxiety, bi-polar, depression, ADHD), the Psychiatric and Medical professions are actively assigning adult diagnoses and prescribing adult medications to children as young as 2 years of age, with limited knowledge regarding dosage specifications and long term effects. Many of the medications for psychiatric disorders are actually ‘neurotoxic’, causing the disappearance of essential neurotransmitter receptors and resulting in the need for administration of additional medications. For example, 50% of children taking Ritalin are clinically depressed, thus requiring administration of an additional anti-depressant medication.

Could there be a link between TV and videogame addictions in children, with physical and mental wellness? Let’s look at the research. In the 1970’s childhood psychiatric diagnoses were virtually unheard of, while now 15% of elementary children are taking some form of psychotropic medication (Ritalin, anti-anxiety, anti-depressants, Lithium). The past 20 years has seen an explosion of numerous forms of technology, all resulting in a sedentary and isolated child, hard wired for high speed stimulation. These children are movement and touch deprived, lacking essential connections with themselves, others and nature. Young children are visually motivated, and often cannot distinguish themselves from screen images, thus failing to establish their own identity and connection with themselves. Physical play with others is the integral ingredient for socialization and motor skill development – and no, Wii is not ‘physical play’. Due largely to perceptions of safety, Nature Deficit in today’s child is profound.

Numerous studies report causal correlation between TV and videogame use and increases in obesity, Diabetes, attention difficulties, learning problems, poor academic performance, early sexuality, sleep disorders, family conflict, addictions, and aggression, gravely impacting on childhood mental and physical health. Yet we see limited reporting of these studies by the media, with accompanying subsequent limited strategic application of this important information by parents and teachers. Why is this? Is media actually being silenced by the giants of technology (Nintendo, CBC, NBS, Apple, Microsoft), or is media possibly in denial regarding their own technology addictions, and thus not wanting to address a situation that is a bit too ‘close to home’?

What can we as a well meaning society concerned about the future of our children do? Media can help by accurately and adequately reporting the research regarding the detrimental effects of TV and videogames on children’s mental and physical health. Medical professionals can help by requiring that all children with psychiatric and mental health problems discontinue all forms of technology for three months prior to administration of any psychotropic medication. Teachers and parents can help by not playing School Yard Drug Pushers to the health professions where they plead for medication to ‘quiet’ their children. Universities and Governments can help through research and training of teachers and parents regarding strategies for TV and videogame reduction, as well as strategies on how to manage subsequent developmental delays. Remember when we used to play outside all day…running, jumping, building forts, climbing trees, riding bikes till dark? Our children have the right to a safe and healthy lifestyle too.

Children are our future, and we are destroying everyone’s future by drugging children with TV, videogames and Ritalin.

Supporting Research Literature

American Academy of Pediatrics, Committee on Communications (2006) Children, Adolescents, and Advertising. Pediatrics Vol 118 No 6, 2562-2569. This paper points out that exposure of children to TV advertising correlates with obesity, poor nutrition, and cigarette and alcohol use.

American Academy of Pediatrics, Committee on Public Education (2001) Children, Adolescents, and Television. Pediatrics Vol 107(2), 423-426. This policy statement describes the negative effects of television viewing as violent or aggressive behavior, substance use, sexual activity, obesity, poor body image, and decreased school performance. This statement recommends no TV or videogames for toddlers under the age of 2, and a limit of 1-2 hours per day for children.

Burdette, H and Whitaker R (2005) A National Study of Neighborhood Safety, Outdoor Play, Television Viewing, and Obesity in Preschool Children. Pediatrics Vol 116, 657-662. This study reports that mother’s perceptions of safety was related to their children’s TV viewing time.

Christakis D and Zimmerman F (2007) Violent Television During Preschool Is Associated With Antisocial Behavioural During School Age. Pediatrics Vol 120, 993-999. This study concluded that violent television programming was associated with an increased risk for antisocial behaviour for boys, but not for girls.

Christakis D, Zimmerman F, DiGiuseppe and McCarty C (2004) Early Television Exposure and Subsequent Attentional Problems in Children. Pediatrics Vol 113, 708-713. This study reports that for every one hour of television watched per day, there is a 10% increase in attention problems by the age of 7 years.

Hancox R, Milne B and Poulton R (2005) Association of Television During Childhood With Poor Educational Achievement. Archives of Pediatric and Adolescent Medicine Vol 159 No 7, 614-618. This study concluded that television viewing in childhood and adolescence is associated with poor educational achievement by 26 years of age.

Healy J (1999) Endangered Minds: Why Children Don’t Think and What We Can Do About It. Simon and Schuster Publishing Company.

Healy J (1998) Failure to Connect: How Computers Affect Our Children’s Minds – For Better or For Worse. Simon and Schuster Publishing Company.

Horvath C (2004) Measuring Television Addiction. Journal of Broadcasting and Electronic Media Vol 48(3), 378-398. Information from this paper was used in the design of the Zone’in “TVVG Help Module for Parents and Teachers”.

Jordan A, Hersey J, McDivitt J and Heitzler C (2006) Reducing Children’s Television-Viewing Time: A Qualitative Study of Parents and Their Children. Pediatrics Vol 118, 1303-1310. This study profiles barriers to reducing TV viewing time such as parents using TV as a safe and affordable distraction, parent’s own heavy TV viewing patterns, the prominent role TV plays in the family’s day to day routine, and a belief that children should spend their leisure time as they wish.

Landhuis C, Poulton R, Welch D and Hancox R (2007) Does Childhood Television Viewing Lead to Attention Problems in Adolescence? Pediatrics Vol 120, 532-537. This study found that not only does childhood television viewing contribute to attention problems in adolescence, but that these effects may be long lasting.

Mistry K, Minkovitz, Strobino D and Borzekowski D (2007) Children’s Television Exposure and Behavioural and Social Outcomes at 5.5 Years: Does Timing of Exposure Matter? Pediatrics Vol 120, 762-769. This study reports that by the age of 5.5 years 41% of children had televisions in their bedrooms, and that television exposure was associated with fewer social skills, and poor sleep.

Mukaddes N, Bilge S, Alyanak B, Kora M (2000) Clinical Characteristics and Treatment Responses in Cases Diagnosed as Reactive Attachment Disorder. Child Psychiatry and Human Development Vol 30(4), 273-287. This study was conducted on 15 children with RAD who were misdiagnosed with PDD, and found that 66.6% of RAD children were exposed to 7.26 hours of TV use per day with age of onset at 7.16 months, and conclude that “excessive TV exposure might be a form of neglect that is specific for RAD patients”.

Murray J, Liotti M, Ingmundson P, Mayberg H, Pu Y, Zamarripa f, Liu Y, Woldorff M. Gao J, and Fox P (2006) Children’s Brain Activations While Viewing Televised Violence Revealed by fMRI. Media Psychology Vol 8 No 1, 25-37. fMRI’s of eight children showed that TV violence viewing recruits a network of brain regions involved in the regulation of emotion, arousal and attention, episodic memory encoding and retrieval, and reports that extensive TV violence viewing may result in a large number of aggressive scripts stored in long-term memory in the posterior cingulated, which facilitates rapid recall of aggressive scenes that serve as a guide for overt social behavior.

Nelson M, Neumark-Stzainer D, Hannan P, Sirard J and Story M (2006) Longitudinal and Secular Trends in Physical Activity and Sedentary Behavior During Adolescence. Pediatrics Vol 118 No 6 1627-1634. This study documents increased computer use correlates with decreased physical activity.

Paavonen E, Pennonen M and Roine M (2006) Passive Exposure to TV Linked to Sleep Problems in Children. Journal of Sleep Research Vol 15, 154-161. This study documents that active TV viewing was correlated with sleep-wake transition disorders.

Rideout V, Vandewater E and Wartella E (2003) Zero To Six: Electronic Media In The Lives of Infants, Toddlers and Preschoolers. The Henry J Kaiser Family Foundation Report, California. This report documents the recent explosion of electronic media targeted at the very youngest of children 0-6 years of age, and states that 99% of homes have a TV, 36% have a TV in their bedrooms, 50% have a videogame player, and 73% have a computer. Despite the fact that the American Academy of Pediatrics recommends toddlers under the age of 2 years should not use ANY electronic media, 68% use electronic media daily, 25% have TV’s in their bedrooms and average use is 2 hours 5 minutes per day. Regarding extent of TV usage, children are less likely to read in high use homes, TV use is not income dependent, but that there is less usage in homes where one parent holds a college degree.

Roberts D, Foehr U, Rideout V, Brodie M (1999) Kids and Media at the New Millennium: A Comprehensive National Analysis of Children’s Media Use. The Henry J Kaiser Family Foundation Report, California. This report documents that children spend on average 6.5 hours per day of combined media use (TV, videogames, computers), and 32% of 2-7 year olds and 65% of 8-18 year olds have TV’s in their bedrooms.

Thakkar R, Garrison M and Christakis D (2006) A Systematic Review for the Effects of Television Viewing by Infants and Preschoolers. Pediatrics Vol 118, 2025-2031. This study points out that although viewing educational programs broadens young children’s knowledge, viewing of cartoon content has a negative effect on children’s attentional abilities.

Thompson, D and Christakis D (2005) The Association Between Television Viewing and Irregular Sleep Schedules Among Children Less Than 3 Years of Age. Pediatrics Vol 116, 851-856. This study reports that the total number of hours of TV watched per day was associated with irregular nap and bedtime schedules.

Vandewater E, Lee J and Shim M (2005) Family Conflict and Violent Electronic Media Use in School-Aged Children. Media Psychology Vol 7 No 1, 73-86. This research showed that family conflict is positively related to violent electronic media use, and that family tensions will be reflected in children’s interest in media with violent content.

Waldman M, Nicholson S and Adilov N (2006) Does Television Cause Autism? Cornell University, New York. This study showed that heavy TV use prior to age 3 years positively correlates to increase in prevalence of Autism.

Zimmerman F, Christakis D and Meltzoff A (2007) Television and DVD/Video Viewing in Children Younger Than 2 Years. Archives of Pediatric Adolescent Medicine Vol 161 No 5, 473-479. This study showed that by 3 months of age, 40% of children regularly watched television, DVD’s or videos, and by 24 months 90%. Average duration rose form 1 hour per day for children less than one year old to 1.5 hours by 24 months.

Zimmerman F and Christakis D (2007) Associations Between Content Types of Early Media Exposure and Subsequent Attentional Problems. Pediatrics Vol 120, 986-992. This study showed that viewing of television prior to age 3 was significantly associated with attention problems.

I’m sure you’re aware they found Brandon Crips’s body
yesterday. We urgently need to provide parents with
effective ways to unplug their kids, so they don’t have to
resort to the ‘cold turkey’ technique that Brandon’s parents
used.

I’ve attached my “Ten steps to successfully unplug your
child from TV and videogames” handout I use in workshops.
I’ve created a development game called Unplug’in where
children build performance skills in four dimensions Me, We,
Earth, and Spirit so they can unplug themselves. I’m doing
two workshops in Toronto Dec. 5 on reducing technology use
and reconnecting to children (for parents and health and
education professionals.

We need to talk. I’m in Vancouver today inbetween workshop
days for the BC Native schools and reachable by cell
604-740-2264.

Love to chat!

Cris

I love the irony of locating Hayley Mick’s Tot Terror story directly above Siri Agrell shocking dialogue of Bully: Scholarship Edition videogame in Tuesday’s Globe Life section. One doesn’t have to think too hard to figure out what little Cory is so afraid of! While I don’t know Cory specifically, my work with children, parents and teachers in the capacity as a pediatric occupational therapist and lecturer has uncovered that many of our children play extensive violent videogames, as well as watch violence on TV – news, movies, reality shows, hockey… But not to worry, because your article reports that if little tots get scared, Dr. Minde will just drug 10% of them…even though “there is limited research into their effects on young minds and a lack of clinical guidelines”. Maybe it’s finally time to step back and look at the salient causal factor for why our little guys are scared…the explosion of technology.

In the 70’s 0% of children were on psychotrophic medication, now a whopping 15%! In the 70’s kids also played outside all day, running, jumping, riding bikes, creating forts, playing imaginary games. Now elementary aged children spend 6.5 hours per day plugged into some form of technology, creating an epidemic of childhood TV and videogame addictions which have resulted in a host of mental and physical disorders the health and education systems are only beginning to detect, much less understand. Over 50% of North American children have TV’s in their bedrooms, and the dining room table has largely been replaced by a big screen, vastly limiting essential connection time with parents. From ‘We’ to ‘Wii’, parents are busier than they’ve ever been, and tired when they get home, turning to the Virtual Babysitter for entertainment. Canadian Statistics report parents spend an average 3.5 minutes per week in meaningful conversation with their children. Consequently, we see diagnoses of Autism, Asbergers, ADHD, Fetal Alcohol/Drug Syndromes, Anorexia/Bulimia and numerous “disorders” (Bipolar, Reactive Attachment, Sensory Processing, Developmental Coordination, Anxiety, Separation Anxiety, Obsessive Compulsive, Oppositional Conduct) incrementally rise, overloading the school and health systems. Literacy and academic performance levels are dropping, causing immense concern by parents and teachers as they struggle to cope.

Looking to Canadian Education and Health Ministries, as well as our Universities for guidance might be the answer. Teachers need more training and clearer directives and strategies to manage these children, both behaviorally and academically, requiring preliminary university research and liaison with government and schools. Government really needs to recalibrate curriculum requirements for today’s developmentally delayed child. As gaps in performance widen, so should the goal posts for expectations. Recent initiatives of adding playground equipment and increase are definitely a start. Health and Education Ministries should join together to form initiatives to assist teachers and parents in TV and videogame reduction strategies.

In conclusion, if we take rising mental and physical disorders, combine this with new and improved violent videogames and addictions, add un-researched psychotrophic medications with unrealistic curriculum expectations, we have all the necessary ingredients for The Perfect Storm…a storm of epic proportion that could destroy our children. Socrates once said “Could I climb to the highest place in Athens, I would lift my voice and proclaim: ‘Fellow citizens, why do ye turn and scrape every stone to gather wealth, and take so little care of your children, to whom one day you will relinquish it all?’” Children are our future, and there is no future in virtual reality.

PS – Cory’s parents should consult a pediatric occupational therapist regarding possible tactile sensitivity (needs to separate food).

Cris Rowan, BScOT, BScBi, SIPT
CEO Rowan Training Systems and Zone’in Programs Inc
6840 Seaview Rd
Sechelt, BC V0N3A4
604-885-0986, 604-885-0389 fax, 604-740-2264 cell
crowan@zonein.ca
websites: www.zonein.ca

Your editorial Online addiction is not a game raises needed awareness regarding the seriousness of this issue. Would it be appropriate to offer parents tools and techniques to “recognize the problem” and “catch excessive use before it veers into dependency”? Future commentary on this issue could also provide parents with a variety of strategies on how to convince their children to reduce a much coveted activity. Pointing out that child technology use patterns parallel parent use patterns, is also useful information for empowering eventual self responsibility by children.

Having been a pediatric occupational therapist for over 20 years, I have witnessed first hand the negative effects of technology on child development. Following are some tools and techniques that have proven successful for parents, teachers and therapists to address technology addictions in children. If you think your readership could benefit from these strategies, I would be happy to allow the Globe and Mail complementary access.

• TV and Videogame Addiction Questionnaire
• The Survivor Unplugged Challenge – guidelines for a one week technology ‘unplug’ for classrooms or homes
• The TV and Videogame Schedule – families record TV and videogame time, and balance with alternate activities
• TV and Videogame Fact Sheet
• Unplug – Don’t Drug policy initiative

Your editorial has opened awareness with the general public, who are interested in exploring videogame addictions in greater detail. It is imperative that society act quickly in this area in order to prevent a reoccurrence of the unfortunate situation of the Crisp family.

Sincerely,

Cris Rowan, BScOT, BScBi, SIPT, Approved AOTA and CAOT Provider
CEO Zone’in Programs Inc.
6840 Seaview Rd.
Sechelt, BC V0N3A4
604-885-0986 office, 604-885-0389 fax, 604-740-2264 cell
crowan@zonein.ca
website www.zonein.ca

Due to the prevalence and serious nature of the problem of videogame addictions in children, do you think it would it be an appropriate time to offer parents strategies to prevent and treat videogame addictions?

Having been a pediatric occupational therapist for over 20 years, I have witnessed first hand the negative effects of technology on child development. Following are some successful strategies I teach to parents, teachers and therapists to address technology addictions in children.

If you think your readership could benefit from these strategies, I would be happy to allow complementary access to below article Ten steps to successfully unplug children from videogames.

Articles on the disappearance of Brandon Crisp in Ontario, and his videogame addiction problem, has identified a growing epidemic in North American families. Continued coverage of this topic through offering parents and teachers strategies and solutions, could bring North America forward as a world leader in addressing child mental and physical health.

Sincerely,

Cris Rowan, BScOT, BScBi, SIPT, AOTA and CAOT Approved Provider
CEO Zone’in Programs Inc.
6840 Seaview Rd.
Sechelt, BC V0N3A4
604-885-0986 office, 604-885-0389 fax, 604-740-2264 cell
crowan@zonein.ca
www.zonein.ca