Disney refunds Baby Einstein DVD’s.  Canadian Pediatric Society warns no TV for children under 2, and only 1-2 hours per day over age two.  What are the ramifications of unrestricted technology use by children?

Bio, contact info, and pic at the end of Fact Sheet.  Media kit and quotes on website www.zonein.ca.

Zone’in Fact Sheet

Reviewing the impact of technology on child development, behavior, and academic performance.

• 30% of children will enter kindergarten developmentally delayed
• 14.3% of Canadian, and 20% of US children, have been diagnosed with a mental illness
• 15% of children are obese
• 20% of children require special education assistance

Impact Statement

The past decade has seen an increase in personal electronic technology, with childhood TV, internet, video game, cell phone and iPod use similarly increasing.  Critical milestones for child motor and sensory development are not being met, impacting on foundation skills for literacy and academic performance.  Simultaneously there is an increasing incidence of childhood physical, psychological and behavior disorders, often accompanied by the prescription of psychotropic medication.  Media violence is now been classed as a public health risk due to causal links to child aggression.  Research regarding technology’s detrimental effects on critical milestones for child development, behavior, and academic performance are reviewed. Considerations for parents, teachers, health professionals, government, researchers and technology production corporations related to these trends are outlined.  Suggestions are made for health and education professionals regarding implementation of school based technology management programs, and an Unplug – Don’t Drug policy.

Technology Use Overview

• Throughout most of human history child engagement in rough and tumble outdoor play and imaginary games resulted in the achievement of adequate sensory, motor and attachment development required for attention and learning (1-3).
• Today’s average household media environment includes three TV’s, three DVD players, two videogame consoles, three iPods, two cell phones and one computer, and children now average 8 hours per day TV and videogame use, with over 65% of children using TV’s in their bedrooms (4).
• ‘Baby TV’ now occupies 2.2 hours per day for the 0-2 year old population, and television occupies 4.5 hours per day for 3-5 year olds, and 6.5 hours per day for elementary aged children and is causally linked to developmental delays (5).  This situation has prompted France to ban its broadcasters from airing TV shows aimed at children under three years of age (6).
• 173 research efforts going back to 1980 were analyzed and rated, showing 80% of the studies showed a link between the following negative health outcomes and media hours or content: obesity, smoking, sexual behavior, drug use, alcohol use, low academic achievement and ADHD (8-12).
• Each hour of TV watched daily between the ages of 0 and 7 years equated to a 10% chance of attention problems by age seven years (13).
• Passive and active TV watching results in irregular sleep patterns and sleep/wake transition disorders (14).
• Canadian children were granted a “D” grade for inactivity in 2008 by Active Healthy Kids Canada, citing TV and videogames as the primary cause (15).
• TV and videogame use accounts for 60% of childhood obesity, and is now considered a North American ‘epidemic’ (16,17).
• American Physician, Pediatrician, Psychiatrist and Psychologist Associations in 2001 declared media violence a Public Health Risk, stating violence is the leading cause of death in children (18).

Developmental Delays and Obesity

• A joint study was recently released by the BC Business Council, and University of BC researchers with Human Early Learning Partnership showing that just under 30% of BC children entering kindergarten are “developmentally vulnerable” – lacking in those basic skills they need to thrive in school and in the future.  This study, entitled A Comprehensive Policy Framework for Early Human Capital Investment in BC states “Economic analyses reveal this depletion (in human capital) will cause BC to forgo 20% GDP growth over the next 60 years, costing the provincial economy a sum of money that is 10 times the total provincial debt load.” (19)
• American Physiotherapy Association reports two-thirds of over 400 members surveyed report they’ve seen an increase in early motor delays in infants over the past six years (20).
• A 2006 Canadian study reported one in six children have a developmental disability with only 55-65% of developmental disabilities are detected prior to school age entry (21).
• Data from the 1988 National Health Interview Survey reported 17% of U.S. children had a developmental disability with 6% of child population having language impairment, 8% a learning disability, 7% ADHD and 0.5% Autism with 13.2% accessing special education assistance, resulting in 1.5 times more physician visits, 3.5 times more hospital days, twice the number of lost school days and a 2.5 fold increase in the likelihood of repeating a school grade compared to a non-developmentally disabled child (22).
• 9% of US children age 8-15 years meet criteria for ADHD (23).
• Sensory Processing Disorder affects 1 in 20 children www.SPDFoundation.net.
• A 2006 US study reported 32% of children admitted to inpatient pediatric ward demonstrated a developmental disability (24).
• In 1996, 10% of Canadian children ages 7-13 years were obese, with estimated economic costs of 1.8 billion (25).  In 2004, just eight years later, this number is 50% higher with a prevalence of obesity at fully 15% of Canadian children (26).
• US study reports obesity incidence in 2 to 5 year old toddlers increased from 2.1% to 5.0% in boys and 4.8% to 10.8% in girls over a 6 year period (27).

Psychological Disorders and Psychotropic Medication

• Recent studies document a rise in psychological disorders in children reporting increasing incidence of ADHD, autism, bipolar disorder, depression and anxiety (28-31).
• 2007 mental illness statistics for children in Canada show that 14.3% of children have a diagnosed mental health disorder with anxiety disorders 6.4%, ADD or ADHD 4.8%, conduct disorders 4.2%, depressive disorders 3.5%, substance abuse 0.8%, autism spectrum disorders 0.3%, obsessive compulsive disorders 0.2%, eating disorders 0.1%, schizophrenia 0.1%, bipolar disorder <0.1% (32).
• There are no reliable, valid, or replicable studies showing genetic evidence for any psychiatric disorders, including ADHD, Autism, bipolar disorder, schizophrenia, depression or anxiety. (33)
• People who report they are not happy watch over 30% more TV hours per day than people who report they are happy (34).
• Television exposure and total media exposure in adolescence are associated with increased odds of depressive symptoms in young adulthood, especially in young men (35).
• Behaviors associated to technology overuse may be confusing for parents, teachers and physicians, and could be easily misunderstood, possibly resulting in psychiatric diagnosis and prescription of psychotropic medication (36-39).
• Dr. David Stein reported at the International Center for the Study of Psychiatry and Psychology conference in October 2009 that 32% of children ages 0-18 years covered by Blue Cross insurance are currently on psychotropic medication.
• Between 1991 and 1995, prescriptions for psychotropic medications in the 2 – 4 year old toddler population, as well as in children and youth tripled (40-42).  80% of this medication was prescribed by family physicians and pediatricians (43).
• 28-30% of children receiving psychotropic medication are on multiple medications, with minimal knowledge regarding drug interactions or long term toxicity (44).
• Limited high quality evidence guiding appropriate dosing and inexperience in documentation of long term effects of these prescriptions in children may mean that these children undergo unquantified risks (45-48).
• Dr. Peter Breggin reported at the International Center for the Study of Psychiatry and Psychology conference in October 2009 that ADHD medication causes permanent neurotransmitter changes due to receptor down regulation, resulting in depletion of the transmitter the drug was originally designed to increase.  New psychotropic medication molecular structure has added fluoride and chloride ions to improve long acting ability, which are proven to be toxic with long term (> 4 months) administration to cell mitochondria causing eventual cell death.  ADHD medication results in growth retardation and 20% brain shrinkage, appetite loss, 50% depression, 50% Obsessive Compulsive Disorder, Tardive Dyskinesthesia, and alcohol and cocaine abuse. Psychotropic medication decreases spontaneity and increases obsessive compulsive disorder, two traits which are ALWAYS interpreted as “improvement” by the educational system.
• Research regarding stimulant medication with children is rife with conflict.  Studies have low validity and reliability ratings, and findings can rarely be replicated.  Clinical trials are generally small in sample size (30-40 children), and on children older than FDA approved regulations, resulting in prevalent “off label” prescribing.  Clinical trials are conducted for no longer than 4-8 week periods, which is insufficient to document any toxicological side effects, and authors state “Neither the long-term effectiveness nor the long-term safety of stimulant medications has ever been demonstrated”. (49)
• Three year follow-up of treated ADHD subjects showed increases in heart rate, and/or systolic and diastolic blood pressure in 20% of children taking stimulants for ADHD (50).

• Health Canada warns that Atomoxetine (Strattera), a drug commonly used to treat ADHD disorder in children, has been linked to 189 reported adverse reactions as of December 31, 2007, including 55 suicide attempts of which 43 were among children between the ages of 6 and 17 (51).
• Two world-renowned Harvard child psychiatrists Dr. Joseph Biederman and Dr. Thomas Spencer, whose work has helped fuel an explosion in the use of powerful antipsychotic medicines in children, found in a 2006 study increased prevalence of adult ADHD and call for increased detection and treatment (52).  Senator Charles E. Grassley implicated these same researchers in payments of $1.6 million of unreported income from pharmaceutical corporations over a 6 year period (53).
• Although “off label” marketing of psychotropic medication and suppression of negative results of drug trials are illegal, they are widely accepted practices by pharmaceutical companies (54).
• Studies have shown that access to “green space” for 20 minutes per day significantly reduced ADHD symptoms, yet drug use continues to climb.  Inner city children suffer from ADHD at three times the rate of children in rural areas (55).

Missing Critical Factors for Child Development

• In primitive times, human beings engaged in physical labor, and sensory stimulation was natural and simple.  Rapid advances in technology and transportation have resulted in a physically sedentary society with high frequency, duration and intensity of sensory stimuli (56).
• These environmental changes are faster than human being’s ability to adapt and evolve.  Children who immerse themselves in virtual reality may exhibit signs of sensory deprivation, as they become disconnected from the world of physical play and meaningful interactions (57).
• Canadian parents spend an average 3.5 minutes per week participating in meaningful conversation with their children (58).
• Overuse of TV and video games may result in children lacking essential connection with themselves, others and nature.  Child now fear nature, limiting outdoor play which is essential for achieving sensory and motor development (59).
• Three critical factors for healthy physical and psychological child development are movement, touch and connection to other humans (60,61).
• Developing children require 3-4 hours per day of active rough and tumble play to achieve adequate stimulation to the vestibular, proprioceptive and tactile sensory systems (57).  This type of sensory input ensures normal development of posture, bilateral coordination and optimal arousal states (62,63).
• Scottish study reports toddlers aged 3 years engaged in only 20 minutes per day of moderate to vigorous physical activity, which correlated with a decline in total energy expenditure and sedentary behavior.  Study identifies TV, video games, strollers as “culprits” (64).
• Infants with low tone, toddlers failing to reach motor milestones, and children who are unable to pay attention or achieve basic foundation skills for literacy, are frequent visitors to pediatric physiotherapy and occupational therapy clinics (65).
• The use of safety restraint devices such as infant bucket seats and toddler carrying packs and strollers, have further limited movement, touch and connection, as have TV and videogames.
• Many of today’s parents perceive outdoor play is ‘unsafe’, even though most crimes against children are instigated by family members (66), limiting essential developmental components usually attained in outdoor rough and tumble play.
• Dr. Montagu reports that when children lack touch and human connection, they may respond by ‘turning in’ (anxiety, depression) or ‘turning out’ (aggression) (67).

Academic Performance

• Students with greater than 15 minutes per day of recess had teacher reports of better classroom behavior.  30% of 3^rd graders had little or no recess (< 15 minutes per day) and 40% of schools surveyed had cut back at least one daily recess period. Since the 1970’s, children have lost 12 hours per week in free time (68).
• There is a positive correlation between physical activity and seven categories of cognitive performance: perceptual skills, intelligence quotient, achievement, verbal tests, math tests, developmental level, and academic readiness.  Studies show that a reduction of 240 minutes per week of academic class time, replaced with increased time for PE, led to higher math scores.  Adding PE time alone does not improve grades, it’s vigorous exercise that improves cognition e.g. climbing walls, exercise bikes, tread mills, dancing (69).
• In 1994 and 2003, comparative literacy studies of Canada, Germany, the Netherlands, Poland, Sweden, Switzerland and the United States were completed covering four literacy domains – prose (reading and  understanding text information e.g. stories, editorials), document (locating text information e.g. maps, schedules), and numeracy (understanding math embedded in text e.g. weather and loan interest charts) and problem solving. Participants were ranked on five levels, with level one being the lowest.  15% of Canadians scored in level one, and only 50% reached level three.  Canadians scored in the middle of the pack, and results were the same for 1994 and 2003 (70).

• More than eight million students in grades 4-12 read below grade level, and while they can decode, they cannot comprehend what they read.   Between 1971 and 2004, the reading level of America’s 17 year olds showed not improvement at all.  40% of high school graduates lack the literacy skills employers seek.  Early exposure to print is largest predictor of reading ability (71).
• Comparative study of digital (screen) reading vs. print reading reports the following problems with screen reading:
  • Attention: clicking and scrolling disrupt attention and disturb mental appreciation
  • Comprehension: reader lacks both completeness and constituent parts
  • Memory: change in physical surroundings has a negative effect on memory
  • Learning: doesn’t allow required time and mental exertion
  • Meaning:  isn’t a physical dimension, loss of totality

Mangen Quote: “The digital hypertext technology and its use of multimedia are not open      to the experience of a fictional universe where the experience consists of creating you           own mental images.  The reader gets distracted by the opportunities for doing something      else” (72).

• Literacy is defined as competency in handwriting, reading and communication skill. A foundation in spoken language competence in the early years, is important for the successful achievement of literacy, academic and social competence (73).
• Printing is a precursor to reading and speech fluency, and poor handwriting skill is related to language disorders.  Motor planning required for automatic letter production when printing “maps” the sensorimotor cortex for eventual visual letter recognition for reading, and word finding for oral sentence production (74).
• Rowan, C. 2007. Children who cannot print are essentially illiterate.  Teacher misperception that the computer will replace the need to print, is unfounded and shortsighted.  Slow printing speed resulting from inadequate teaching of letter and number formation, impacts on every subject and is the leading cause of illiteracy.
• ADHD should be re-termed “attention inconsistency”, as these children have episodic attention ability.  Attention Restorative Theory has three tenants: 1) attention ability is subject to fatigue and restoration 2) voluntary and interesting tasks are less fatiguing than involuntary and uninteresting tasks 3) attention ability is subject to environment modifications (75).
• Dyslexia can be artificially induced by teaching whole word method reading, and cured by teaching phonic reading. (76)
• Exposure to “green space” results in a significant reduction in ADHD, in both areas of impulse control and attention ability.  Nature not only has attention restorative benefits, but also activates all the senses to enhance multi-sensory learning ability (77,78).

Media Violence

• Violent media is a public health threat. A review of 50 years of research on the impact of violence in TV, movies, videogames and internet concludes that watching media violence significantly increases the risk that a viewer or videogame player will behave aggressively in both the short and the long term. 60% of TV programs contain violence and 40% contain heavy violence.  Most videogames contain violence.  Video game ratings are a poor indicator of content and constitute conflict of interest, as the rating process is performed by the video game industry.  Authors state the impact of violent electronic media on public health is second only to the impact of cigarette smoking on lung cancer (79).
• In the short term, media violence can increase aggression by priming aggressive thoughts and decision processes increasing physiological arousal, and triggering a tendency to imitate observed behaviors.  In the long-term, repeated exposure can produce lasting increases in aggressive thought patterns and aggression-supporting beliefs about social behaviors, and can reduce individuals normal negative emotional responses to violence (80).
• Studies regarding the effects of violent video games on children found even violent cartoons increased aggression in 9-12 year old children.  Violence is defined as doing intentional harm to another, not how graphic or gory the game is.  Increased exposure to violent videogames results in more pro-violent attitudes, hostile personalities, less forgiveness, belief that violence is typical, and causes children to behave more aggressively in their every day life (81).
• Young children are most vulnerable to media violence as they are more impressionable, can’t distinguish between fantasy and reality, cannot discern motives for violence, and learn by observing and imitating (82).

Cyberbullying

• Survey of 3,767 grade 6, 7, 8 students who attended six schools in the US found 11% had been electronically bullied and 4% indicated they had bullied a victim in the past month.  Half of the electronic bully victims reported not knowing the perpetrator’s identity (83).
• Youth who reported being harasses online were 8 times more likely to carry a weapon to school in the past 30 days (84).
• While online cyberbullying occurs off campus, resulting altercations happen on site (85).
• Internet bullying is correlated with school behavior problems, and media literacy programs may mitigate the negative effects of electronic media on youth (86).

Technology Addiction Prevalence

• A Harris Interactive Poll in the US release in April 2007 found that 8.5% of youth gamers could be classified as “pathological” or “clinically addicted” to playing video games.  A British survey of gamers indicated 12% reported being “addicted”. 2.4 % of South Korea from ages 9 – 39 have video game addiction according to a government funded survey.  Another 10.2% were found to be borderline cases at risk of addiction.  Addiction was defined as an obsession with playing electronic games to the point of sleep deprivation, disruption of daily life and a loosening grip on reality, depression and with drawl when not playing.  10 South Koreans died in 2005 from disruption in blood circulation caused by prolonged use.  S. Korea has government funded counseling and clinics for gamers. Most addictive video games are the MMORPG’s massively multiplayer online role playing games (87).
• Difficulty identifying feelings, higher dissociative experiences, lower self esteem, and higher impulse dysregulation were associated with higher incidence of internet addiction (88).
• ADHD was the most associated symptom of Internet Addiction, followed by impulsivity (89).
• Internet addicts are lonelier and have lower self-esteem and poorer social skills than moderate users (90).
• Video game addiction can be statistically predicted on measures of hostility and poor academic achievement (91).  12% of boys and 8% of girl video game players exhibit pathological patterns of play, and fit the DSM IV category of addiction.  Study also showed that pathological gamers are twice as likely to have ADD or ADHD (92).

Costs of Technology Overuse to the Health and Education Sectors

• Extrapolation from previously cited research indicates estimated annual costs to the health care system to support children with developmental disabilities, psychiatric and behavioral disorders are $9.3 billion, obesity are $3 billion and medication costs are $0.3 billion, totaling $12.5 billion. 
• Estimated annual costs to the education system for failing literacy are $10 billion, and educational support of children with developmental disabilities are $13 billion, totaling $23 billion. 
• In summary, the total annual costs to the health and education sectors to address problems that strongly correlate with child technology addictions are $35.5 billion.

Considerations and Recommendations

• In 2001 the American Academy of Pediatrics issued a policy statement recommending that children less than two years of age should not watch any TV or videogames (93), and further recommended that children older than two should restrict usage to one hour per day if they have any physical, mental or social problems, and two hours per day maximum if they don’t (94).
• Further evidence suggests some parents may have technology addictions (95), and Adult Internet Addiction has been proposed for inclusion in the Diagnostic and Statistical Manual 5th Edition (96).
• Mounting research evidence suggests that childhood is the optimal time to influence determinants of social and emotional wellbeing (97), with recent research demonstrating that prevention programs in childhood can reduce the prevalence of mental disorders, while also addressing causal factors.  For example targeted parent training within disadvantaged families can significantly reduce subsequent prevalence of behavior disorders in children, while also improving educational and social outcomes (98).
• These facts support implementation of school based technology management programs, teaching children how to balance activities they need to grow and succeed, with technology use.  A randomized controlled trial of a 6-month classroom curriculum to reduce TV and video game use resulted in not only statistically significant reduction in technology use, but also showed relative decreases in obesity (99).
• With researchers advocating for increased services for children to address increasing prevalence of child mental health disorders (100), and solid evidence that many of these disorders may be related to technology overuse, it seems warranted that the medical profession may want to consider an Unplug – Don’t Drug policy where prior to costly diagnosis and medication of child behavior, the child and family undergo a three month technology unplug trial.  Alternatively, the medical profession may consider routine technology usage histories for all their clients.

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Biography – Cris Rowan

Cris Rowan is an impassioned occupational therapist who has first-hand understanding and knowledge of how technology can cause profound changes in a child’s development, behavior and their ability to learn.

Cris received her Bachelor of Science in Occupational Therapy in 1989 from the University of British Columbia, as well as a Bachelor of Science in Biology, and is a SIPT certified sensory integration specialist.  Cris is a member in good standing with the BC College of Occupational Therapists, and an approved provider with the American Occupational Therapy Association, the Canadian Association of Occupational Therapists, and Autism Community Training. For the past fifteen years, Cris has specialized in pediatric rehabilitation, working for over a decade in the Sunshine Coast School District in British Columbia.

Cris is CEO of Zone’in Programs Inc. offering products, workshops and training to improve child health and enhance academic performance. Cris designed Zone’in, Move’in, Unplug’in and Live’in educational products for elementary children to address the rise in developmental delays, behavior disorders, and technology overuse.  Cris has performed over 200 Foundation Series Workshops on topics such as sensory integration, attention and learning, fine motor development, printing and the impact of technology on child development for teachers, parents and health professionals throughout North America.  Cris has recently created Zone’in Training Programs to train other pediatric occupational therapists to deliver these integral workshops in their own community.  Cris is an expert reviewer for the Canadian Family Physician Journal, authors the monthly Zone’in Development Series Newsletter and is author of the following initiatives: Unplug – Don’t Drug, Creating Sustainable Futures Program, and Linking Corporations to Community. Cris is author of a forthcoming book Disconnect to Reconnect – How to counteract the negative effects of technology to improve child performance at school and home.

Cris is a proud mom of Canadian Navy Submariner Officer Matt, and resides in Sechelt, British Columbia on the Sunshine Coast with her equestrian daughter Katie, husband Ian, as well as two dogs, three cats, a bird and a horse. Cris loves the outdoors and spends a great deal of time with her family exploring the natural beauty of her community.

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

Speaker and author Cris Rowan will speak at a workshop in the Comox Valley dealing with critical factors for early child development.

Rowan is known to teachers, parents and therapists throughout North America as an expert in the field of sensory integration, learning, attention, fine motor skills and the impact of technology on children’s neurological development.

Keep reading here.

Comox Valley EchoSeptember 25, 2009

The Comox Valley Children’s Daycare Society, with support from Success by 6, is sponsoring a Healthy Interactions workshop of interest to anyone who lives and/or works with young children.

Registration is only $10 for this workshop scheduled on Saturday, October 3, 9 a.m. to noon, at Glacier View Learning Centre, 241 Becher Dr., Courtenay. Refreshments will be served.

Keep reading here.

Tune into 690 AM Vancouver and listen to Kathryn Gretzinger of CBC interview Cris Rowan (bio below) on her “Ten Steps to Successfully Unplug Your Child from Technology” on Tuesday, December 30, 2008 at 12:30 PM.

For further interviews please contact Cris Rowan at 604-885-0986, 604-740-2264 cell or crowan@zonein.ca.

Ten steps to successfully unplug children from technology.

1. Become informed regarding the effects of technology on physical and mental health.

Technology overuse is related to child attention problems, poor academics, aggression, family conflict, impaired sleep, developmental delays, attachment disorders, impaired body image, obesity and early sexuality. The signs of technology addiction are tolerance, withdrawal, unintended use, persistent desire, time spent, displacement of other activities, and continued use. The American Academy of Pediatrics recommends no more than one to two hours per day of combined technology use, yet elementary children use on average eight hours per day!
Need Help? Get informed by checking out the Zone’in website www.zonein.ca to watch the Reality Check video clip, read the Unplug – Don’t Drug policy initiative, review the research, read loads of articles, and sign up for the Zone’in Development Series Newsletter.

2. Disconnect – Unplug yourself first!

As child technology use patterns parallel that of their parents, a technology addicted child is likely to live in a high technology usage household. Parents need to determine how much technology is too much, and set limits. Parents should then model balancing technology use with other activities. Schools could sponsor a Technology Reduction Week where classrooms compete to reduce technology use.
Need help? Zone’in Mixed Signals Workshop offers participants information regarding family technology reduction strategies. All Zone’in Products and Workshops include the Zone’in Technology Reduction Module (can order at www.zonein.ca).

3. Reconnect – Designate “sacred time” with your children.

The root of addiction is fear of human connection or “social anxiety”, and results from poor parent – child attachment formation. Adults may benefit from exploring past experiences of attachment with their own parents, and think about how this experience may have affected how they relate to their own child or students. Designation of “sacred time” in the day with no technology (meals, in the car, before bedtime, and holidays) is a first start toward reconnecting with your children.
Need help? Zone’in A Cracked Foundation Workshop offers participants information regarding parent-child attachment and profiles the Attachment Questionnaire.

4. Explore alternatives to technology as a class or family.

Not all children are interested in or value the same activities as adults. Fostering a tolerance for differences and respecting individual preferences can go a long way toward promoting children’s motivation to unplug.
Need Help? Have each family member make a list of ten realistic, inexpensive things to do by themselves, with a friend, with another family member, with a pet, indoors, and outdoors. Help children create a game, song, joke, poem, story or dance. Buy a book of games, create a story night, play wrestle, make up a play, build a fort of couch cushions, or family cooking night are but a few of a myriad of alternatives to technology use.

5. Enhance performance skills PRIOR to unplugging your children.

Children with technology addictions have poorly developed identities, social skills, relationship to nature and sense of spirit. Drastically or suddenly reducing technology with a child who has an addiction, will result in chaos at school and home, as the child is now alienated from what has become their whole meaning for living. Teachers and parents can help build performance skills by exposing children to activities that are “just right challenge”, not too hard, not too easy.
Need help? Zone’in offers the new Unplug’in Game for school and home settings, a development tool to build performance skills prior to unplugging from technology.

6. Meet developmental milestones through engagement in the three critical factors for child development – movement, touch and connection.

Children need to rough and tumble play 3-4 hours per day, and spend time connecting with their parent(s), teacher and other children, in order to achieve optimal physical and mental health. This type of play promotes adequate sensory development of the vestibular, proprioceptive, tactile and attachment systems needed for paying attention, printing and reading.
Need help? Zone’in Harnessing Energy and Back to Basics Workshops offer participants information regarding sensory and motor development– or – buy the new Zone’in and Move’in educational programs for schools and families.

7. Address perceptions of safety.

Parents’ perceptions of safety correlate with child time indoors in front of TV and videogames e.g. if a parent perceives the world as unsafe, that child will spend more time indoors using technology. Litigation has drastically changed playgrounds. Outdoor rough and tumble play is a biological need for children, and all children have a right to be physically active and healthy.
Need help? Zone’in Diminishing Returns workshop offers participants a variety of alternative options for ensuring ‘safe’ home and school activities to promote optimal physical and mental development, and provides the Productivity Designs for Classroom and Gym to improve student productivity.

8. Create individual roles.

Children benefit from knowing their role in the big picture, and self esteem comes from being productive. Realistic challenges and expectations by parents and teachers promote defined roles for children, and provide a structure where they can begin to try out new skills. When faced with a task that is perceived to be beyond a child’s skill level, frustration and poor self-esteem will be the result.
Need Help? Zone’in Mixed Signals Workshop offers participants the Child Inner Drive Directive for Schools and Homes – or – purchase the new Unplug’in Game.

9. Schedule a balance between technology use and activities.

Follow the Zone’in Concept of an hour of ‘energy in’ (technology use) equals an hour of ‘energy out’ (movement, touch and connection). Make up a weekly schedule with designated time for technology balanced with time for movement, touch and connection. When beginning the technology unplug, it’s important to alternate between familiar, predictable, structured activities and novel activities. The parent and teacher’s job is to skillfully dance the child between predictability and novelty during the initial unplug period.

Need Help? Zone’in Programs Inc. offers parents, teachers and therapists’ products, workshops and training to help address child technology addictions. See www.zonein.ca for more unplug information and suggestions, or purchase the Zone’in Technology Reduction Module.

10. Link Corporations and Community to create sustainable futures for children!

Zone’in Programs Inc. offers an invitation to all corporations involved in technology production, to re-direct a percentage of their gross profits back into building healthy communities. Free recreation passes for children, building safe parks, and school camping trips are but a few sustainability initiatives to ensure children stay unplugged.
Need help? Zone’in Why Children Can’t Sit Still workshop offers participants the Child Development Directive and the Nature Directive to optimize child health and learning. Check out www.zonein.ca for more information on the Linking Corporations to Community Initiative.

Biography – Cris Rowan, CEO Zone’in Programs Inc.

Cris Rowan is an impassioned occupational therapist who has first-hand understanding and knowledge of how technology can cause profound changes in a child’s development, behavior and their ability to learn.

Cris received her Bachelor of Science in Occupational Therapy in 1989 from the University of British Columbia, as well as a Bachelor of Science in Biology, and is a SIPT certified sensory integration specialist. Cris is a member in good standing with the BC College of Occupational Therapists, and an approved provider with the American Occupational Therapy Association, the Canadian Association of Occupational Therapists, and Autism Community Training. For the past fifteen years, Cris has specialized in pediatric rehabilitation, working for over a decade in the Sunshine Coast School District in British Columbia.

Cris is CEO of Zone’in Programs Inc. offering products, workshops and training to improve child health and enhance academic performance. Cris designed Zone’in, Move’in and Unplug’in educational products for elementary children to address the rise in developmental delays, behavior disorders, and technology overuse. Cris has performed over 200 Foundation Series Workshops on topics such as sensory integration, attention and learning, fine motor development, printing and the impact of technology on child development for teachers, parents and health professionals throughout North America. Cris has recently created Zone’in Training Programs to train other pediatric occupational therapists to deliver these integral workshops in their own community. Cris authors the monthly Zone’in Development Series Newsletter and is author of the following initiatives: Unplug – Don’t Drug, Creating Sustainable Futures Program, and Linking Corporations to Community. Cris is author of a forthcoming book Disconnect to Reconnect – How to counteract the negative effects of technology to improve child performance at school and home.

Cris is a proud mom of Canadian Navy Submariner Officer Matt, and resides in Sechelt, British Columbia on the Sunshine Coast with her equestrian daughter Katie, partner Ian, as well as two dogs, three cats, a bird and a horse. Cris loves the outdoors and spends a great deal of time with her family exploring the natural beauty of her community.

The 21st century has witnessed a rapid increase in TV, videogame, iPod, internet use and cell phone use in young children. As a pediatric occupational therapist, I’ve subsequently observed that critical milestones for child motor and sensory development are not being met, negatively impacting on child academic performance and achievement of literacy. Simultaneously there is an increasing incidence of childhood physical, psychological and behavior disorders, often accompanied by the prescription of psychotropic medication. Are these two trends related? While research is sorely lacking in this area, parents, teachers, therapists and family physicians could begin to gain information about existing research. This information would be useful for eventual recommended technology reduction programs.

Zone’in Programs Inc. will be hosting the following two new half day workshops in Edmonton on December 3, 2008 and Toronto December 5, 2008. Please find below biography for Cris Rowan, Zone’in Fact Sheet as well as accompanying research information. Cost of each workshop is $100, or $175 for full day. Visit the Zone’in website www.zonein.ca for products, workshops and training programs to address the impact of technology on child development, go to www.zoneinworkshops.com to register online, or phone Amy at 1-888-8zonein for additional information.

Morning Workshop: 9 AM – noon
A Cracked Foundation – How Virtual Parenting is Destroying Children

A Cracked Foundation raises awareness about the significant damage technology (TV, videogames and internet) has caused to the family unit, and how Virtual Parents are unknowingly inflicting The Triple Disconnect on their children and partners, and offers helpful strategies to bring families back together.

Afternoon Workshop: 1 – 4 PM
Mixed Signals – Connection to Technology is Disconnecting Child Development

Mixed Signals raises public awareness regarding the damaging impact of technology (TV, videogames and internet) on child development, and provides creative initiatives for schools, homes and communities to create ’sustainable’ children.

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

Biography

Cris Rowan…

committed to easing the job of learning for children is a well-known pediatric occupational therapist, speaker and author to parents, health and education professionals throughout North America. Cris is an expert in the field of sensory integration, learning, attention, fine motor skills and the impact of TV and videogames on child development. Cris has a BSc’s both in Occupational Therapy and in Biology and is a SIPT certified pediatric sensory specialist. Over the past decade, Cris has provided over 200 keynotes and workshops, published the monthly Development Series Newsletter, created the Zone’in, Move’in and Unplug’in educational programs for schools and homes, and started Zone’in Training programs for registered occupational therapists. Cris is author of the Unplug – Don’t Drug policy initiative for Canadian physicians, health and education government, and is in the process of completing her book A Cracked Foundation: Reversing the Effects of Technology on Child Development.

Fact Sheet

Reviewing the impact of technology on child development and behavior.

Technology Overuse

• Throughout most of human history child engagement in rough and tumble outdoor play and imaginary games resulted in the achievement of adequate sensory, motor and attachment development required for attention and learning (1-3).
• Today’s average household media environment includes three TV’s, three DVD players, two videogame consoles, three iPods, two cell phones and one computer (4).
• Children now average 6.5 hours per day TV and videogame use, with over 65% of children using TV’s in their bedrooms (5).
• ‘Baby TV’ now occupies 2.2 hours per day for the 0-2 year old population, and 4.5 hours per day for 3-5 year olds and is causally linked to developmental delays (6,7). This situation has prompted France to ban its broadcasters from airing TV shows aimed at children under three years of age (8).
• Canadian children were granted a “D” grade for inactivity in 2008 by Active Healthy Kids Canada, citing TV and videogames as the primary cause (9).
• TV and videogame use accounts for 60% of childhood obesity, and is now considered a North American ‘epidemic’ (10,11).
• Preliminary studies indicate increases in attention difficulty, poor academic achievement, aggression and sleep impairment may be attributable to childhood technology overuse (12-15).

Developmental Delays and Obesity

• A 2006 Canadian study reported one in six children have a developmental disability (18), with Autism prevalence now 1 in 160 in Canada (19).
• Sensory Processing Disorder affects 1 in 20 children www.SPDFoundation.net.
• Data from the 1988 National Health Interview Survey reported 17% of US children had a developmental disability, resulting in 1.5 times more physician visits, 3.5 times more hospital days, twice the number of lost school days and a 2.5 fold increase in the likelihood of repeating a school grade compared to a non-developmentally disabled child (20).
• A 2006 US study reported 32% of children admitted to inpatient pediatric ward demonstrated a developmental disability (21).
• Only 55-65% of developmental disabilities are detected prior to school age entry (16).
• 6% of US children have speech and language impairment, 8% a learning disability, 7% ADHD and 0.5% Autism with 13.2% accessing special education assistance (17).
• In 1996, 10% of Canadian children ages 7-13 years were obese (22), with estimated economic costs of 1.8 billion (21). In 2004, just eight years later, this number is 50% higher with a prevalence of obesity at fully 15% of Canadian children (23).

Psychological Disorders and Psychotropic Medication

• Recent studies document a rise in psychological disorders in children reporting increasing incidence of bipolar disorder, depression and anxiety (24-27).
• Associated behaviors may be confusing for parents, teachers and physicians, and could be easily misunderstood, possibly resulting in psychiatric diagnosis and prescription of psychotropic medication (28-31).
• Between 1991 and 1995, prescriptions for psychotropic medications in the 2 – 4 year old toddler population, as well as in children and youth tripled (32-34). 80% of this medication was prescribed by family physicians and pediatricians (35).
• 28-30% of children receiving psychotropic medication are on multiple medications (36).
• Limited high quality evidence guiding appropriate dosing and inexperience in documentation of long term effects of these prescriptions in children may mean that these children undergo unquantified risks (37-40).

Missing Critical Factors for Child Development

• In primitive times, human beings engaged in physical labor, and sensory stimulation was natural and simple. Rapid advances in technology and transportation have resulted in a physically sedentary society with high frequency, duration and intensity of sensory stimuli (41).
• These environmental changes are faster than human being’s ability to adapt and evolve. Children who immerse themselves in virtual reality may exhibit signs of sensory deprivation, as they become disconnected from the world of physical play and meaningful interactions.
• Canadian parents spend an average 3.5 minutes per week participating in meaningful conversation with their children (42).
• Overuse of TV and videogames may result in children lacking essential connection with themselves, others and nature (43).
• Three critical factors for healthy physical and psychological child development are movement, touch and connection to other humans (44,45).
• Developing children require 2-3 hours per day of active rough and tumble play to achieve adequate stimulation to the vestibular, proprioceptive and tactile sensory systems (46). This type of sensory input ensures normal development of posture, bilateral coordination and optimal arousal states (47).
• Infants with low tone, toddlers failing to reach motor milestones, and children who are unable to pay attention or achieve basic foundation skills for literacy, are frequent visitors to pediatric physiotherapy and occupational therapy clinics (48).
• The use of safety restraint devices such as infant bucket seats and toddler carrying packs and strollers, have further limited movement, touch and connection, as have TV and videogames.
• Many of today’s parents perceive outdoor play is ‘unsafe’ (49), limiting essential developmental components usually attained in outdoor rough and tumble play.
• Dr. Montagu reports that when children lack touch and human connection, they may respond by ‘turning in’ (anxiety, depression) or ‘turning out’ (aggression) (50).
• These complex behaviors may be confusing for parents, teachers and physicians, possibly leading psychiatric diagnosis and subsequent prescription of psychotropic medication.

Costs to the Health and Education Sectors

• Extrapolation from previously cited research indicates estimated annual costs to the health care system to support children with developmental disabilities, psychiatric and behavioral disorders are $9.3 billion, obesity are $3 billion and medication costs are $0.3 billion, totaling $12.5 billion.
• Estimated annual costs to the education system for failing literacy are $10 billion (43) and educational support of children with developmental disabilities are $13 billion, totaling $23 billion.
• In summary, the total annual costs to the health and education sectors to address problems that strongly correlate with child technology addictions are $35.5 billion.

Considerations

• In 2001 the American Academy of Pediatrics issued a policy statement recommending that children less than two years of age should not watch any TV or videogames (51).
• They further recommended that children older than two should restrict usage to one hour per day if they have any physical, mental or social problems, and two hours per day maximum if they don’t (52).
• Dr. Dimitri Christakis found that each hour of TV watched daily between the ages of 0 and 7 years equated to a 10% chance of attention problems by age seven years (53).
• Further evidence suggests some parents may have technology addictions (54).
• Adult Internet Addiction has been proposed for inclusion in the Diagnostic and Statistical Manual 5th Edition (55).
• This fact supports possible implementation of school based technology reduction programs.
• A randomized controlled trial of a 6-month classroom curriculum to reduce TV and videogame use resulted in not only statistically significant reduction in technology use, but also showed relative decreases in obesity (48).

Action Plans

1. Physicians -

When evaluating child behavior, physicians may wish to consider a program of lessening exposure to technology. Known as Unplug – Don’t Drug, a system that is fully explained at www.zonein.ca, such a trial would require child and family undergo a three month period of unplugging from all forms of technology such as TV, videogames, iPods, computers and cell phones (other than as required for school and work purposes). Current practice would suggest that unless clear safety issues are present, such a trial may be beneficial prior to prescription of psychotropic medication. An Unplug – Don’t Drug trial may provide physicians and families with essential information regarding family environment and lifestyle, at the same time reducing the likelihood of further psychiatric or behavioral evaluation and treatment. Physicians could advocate for elimination of pharmaceutical advertising of psychotropic medication in parent, home and gardening magazines, and refuse pharmaceutical free samples of psychotropic medication intended for children.

2. Health Professionals –

While ensuring proper development and attachment is primarily the responsibility of parents, health professionals are frequently the first to detect delays in development and ‘abnormal’ behaviors in children, and could subsequently question parents regarding their family’s TV and videogame usage. Health professionals could follow this line of questioning with provision to parents of relevant information regarding the adverse effects of high technology usage on child development and behavior, and possibly recommend an ‘unplug’ trial if appropriate. Health professionals could train parents regarding strategies for TV and videogame reduction, as well as non-pharmaceutical strategies on how to manage behavior problems and developmental delays. Health professional can teach parents how to assist their children to balance TV and videogame use with movement. Health professionals could advocate to researchers for addition of more environmental parameters in behavioral research, such as the role of technology use and differing parenting styles.

3. Education Professionals -

Classroom teachers, special education staff, and school administrators are also early players in the identification of child development or behavior as ‘abnormal’, and often unknowingly create undue pressure on parents and physicians to pursue a diagnosis and medicate these students. Many parents have reported they have been told by their child’s school system that either the parents seek medical help for their child, or the school will put their child in a special education class (not desirable by any parent). Teachers who have children on medication in their classroom will be the first to say these medicated children become more ‘manageable’, a further incentive to refer more students for diagnosis and medication. Children on medication unfortunately don’t do as well as teachers and parents would like to think long term. Research shows children on psychotropic medication have lower academic scores, increased drop out rates from high school, lower paying jobs, and lower entrance into university. Another factor to consider in the present rise in diagnosis and medication of children is that the Canadian education system supports physical and mental diagnoses with increased funding, attractive to any school administration. Schools could implement yearly technology reduction programs, provide education to parents, as well as increase a child’s physical work in classrooms, gyms and at recess.

4. Parents –

Parents are the foundation for child development. If a child doesn’t form a healthy attachment with their primary parent(s), their ability to pay attention and do well at school will be affected. The critical period for early attachment formation is 0 – 7 months, and attachment is best formed through play. Creating a balance between TV and videogame use and play is one of the many jobs of being a successful parent. For example, allowing one hour of “box time” for one hour of hard physical outdoor work (bike up hill, haul wood, dig in garden), encouraging daily hugs, playful wrestling, nature games, and no TV in bedrooms or during dinner will go a long way toward a building a healthy, happy child. Children really want their parents, not a babysitter in a box.

5. Zone’in -

Zone’in Programs Inc. is a company that provides products, workshops and training to reverse the detrimental effects of technology on the developing child. Zone’in Products were designed by a pediatric occupational therapist to address sensory impairment, motor delays and skill development necessary prior to unplugging from technology. Zone’in Foundation Series Workshops offer health and education professionals up to date research, education and proven tools and techniques to address physical, psychological and behavioral disorders in children. Zone’in Training provides instructor training for pediatric occupational therapists to lead Foundation Series Workshops.

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The 21st century has witnessed a rapid increase in TV, videogame, iPod, internet use and cell phone use in young children. As a pediatric occupational therapist, I’ve subsequently observed that critical milestones for child motor and sensory development are not being met, negatively impacting on child academic performance and achievement of literacy. Simultaneously there is an increasing incidence of childhood physical, psychological and behavior disorders, often accompanied by the prescription of psychotropic medication. Are these two trends related? While research is sorely lacking in this area, parents, teachers and family physicians should start tracking family technology usage patterns, and begin technology reduction programs. A family, medical system and school initiative would be to have families of children with behavior problems undergo an “unplug” from technology trial prior to costly diagnosis and prescription of untested psychotropic medication. A family unplug trial could be a wonderful opportunity to reconnect with each other through use of board games, cards, cooking nights, art and crafts. Families can make this unplug trial fun and easy by using the new Unplug’in game! Trapped in a TV, Unplug’in players travel through four dimensions of Me, We, Earth and Spirit gaining points and skill necessary to successfully unplug from technology. Disconnect to reconnect with the new and revolutionary Unplug’in game!

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

Biography

Cris Rowan…
committed to easing the job of learning for children is a well-known pediatric occupational therapist, speaker and author to parents, health and education professionals throughout North America. Cris is an expert in the field of sensory integration, learning, attention, fine motor skills and the impact of TV and videogames on child development. Cris has a BSc’s both in Occupational Therapy and in Biology and is a SIPT certified pediatric sensory specialist. Over the past decade, Cris has provided over 200 keynotes and workshops, published the monthly Development Series Newsletter, created the Zone’in, Move’in and Unplug’in educational programs for schools and homes, and started Zone’in Training programs for registered occupational therapists. Cris is author of the Unplug – Don’t Drug policy initiative for Canadian physicians, health and education government, and is in the process of completing her book A Cracked Foundation: Reversing the Effects of Technology on Child Development.

September 9, 2008

Vancouver BC – Zone’in Programs Inc would like to announce the release of the timely and innovative Unplug’in game, which addresses TV and videogame addictions in children. The premise of the board game is that kids are stuck in a TV, and need to gain points to get out. By playing Unplug’in, kids experience skill building in the Me, We, Earth and Spirit dimensions, necessary for an eventual ‘unplug’. Traveling between dimensions, kids pick up points by answering questions, and use Journey Cards, Do’in Cards, What Ifs Cards and Unplug’in Cards to enhance imagination, provide alternative activities to TV and videogames, problem solve, and create awareness about technology usage. The Unplug’in game is for ages 5-12, and can be played with 1-5 players in either school or home settings.

Unplug’in is the brain child of pediatric occupational therapist Cris Rowan, CEO of Zone’in Programs Inc, a corporation addressing the effects of technology on child performance through offering products, workshops and training programs. Unplug’in can be ordered online at www.zonein.ca.

Biography
Media can visit Cris Rowan’s website www.zonein.ca which has a media kit, research section and a number of published articles on the impact of technology on child development. Cris authored the Unplug – Don’t Drug policy initiative for Canadian physicians and health government, and has performed over 200 parents and teacher workshops through out North America. Cris is finishing a book titled A Cracked Foundation: Repairing the Damage of Technology on Child Development and can be contacted for an interview on her cell 604-740-2264.

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

The three critical factors for normal child development are not being met in today’s ‘techno’ based world. Children need to touch, move and connect with other human beings in order to be physically and mentally healthy, a lot, up to four hours per day. When children don’t get enough movement, touch and connection, we see developmental delays, attachment disorders and a host of behavioral problems the education and medical systems are only beginning to detect, much less understand. Parents and teachers everywhere, are struggling to cope with child energy that is all over the map, from hyper and charged to zoned out and lethargic. The results of uncontrolled technology use are becoming an increasing problem in homes and school across the globe. The childhood ‘diagnosis and drug mania’ that is sweeping across North America, is unprecedented and profound. ADHD, ADD, Autism, Anxiety Disorders, Attachment Disorders, Bi-polar Disorder, Depression (and we’re only at the ‘D’s’) are but a few of the rising incidence of diagnoses assigned to North American children. Procedures for assessing and diagnosing these children are exhaustive, completely overwhelming the education and health care systems, often resulting in medication as a first line of treatment. Psychotrophic (mind altering) medications are now being prescribed to 15% of elementary children. Ritalin use is so prevalent, one Canadian elementary teacher reports 7 of her 24 students are now ‘popping’ this pill. What parents and teachers often don’t know is that these drugs have not been tested for use with children, and reviews of existing studies, show these drugs often have no therapeutic effect. It’s anyone’s guess as to what will happen to the children who use these drugs long term. Addiction, neurotoxicity (death of neurons), and altered neurochemistry (having to take more to achieve the same results) are all unknown factors for children taking psychotrophic medications.

Cris Rowan and Kathleen Morris are two pediatric therapists who have made it their mission to bring this crucial information forward to the general public through providing child development workshops. Cris Rowan, founder of Zone’in Training reports that “Technology is here to stay, but it is addictive. We therefore need to bring together researchers and government to develop regulations that restrict technology use to protect our most vulnerable, our children.” Rowan encourages parents and teachers to come on board to assist with the formation of child development Foundation Teams, to begin to formulate ‘unplug – don’t drug’ initiatives.

Media can visit Cris Rowan’s websites www.zoneinproducts.com, www.zoneinworkshops.com and www.zoneintraining.com which have a media kit, research section and a number of published articles on the impact of technology on child development. Cris has performed over 200 parent and teacher workshops, and is presently doing a lecture series at Simon Fraser University. Cris is finishing a book titled A Cracked Foundation: Repairing the Damage of Technology on Child Development and can be contacted for an interview on her cell 604-740-2264.

Cris Rowan, BScOT, BScBi
CEO Zone’in Programs Inc
6840 Seaview Rd.
Sechelt, BC V0N3A4
1-888-896-6346, 1-877-896-6346 fax
crowan@zonein.ca

The Ten Deadly Sins of TV and Videogames

1. Increased Aggression – family conflict, bullying, societal violence
2. Addiction – ‘child diagnosis mania’ is sweeping North America with unnecessary medication of very young children, social isolation
3. Physical Impairments – developmental delay, obesity, diabetes, eating disorders, sleep problems
4. Mental Impairments – anxiety, depression, stress, burnout, boredom
5. Attachment Disorders – ADD, ADHD, Autism, Reactive Attachment Disorder
6. Failure to Form Identity – you become what you watch
7. Disintegration of the Family Unit – disconnection from others
8. Decline of the School Empire – declining literacy, poor attention, lower academics, increased curriculum expectations
9. Destruction of Nature – who will save the world in front of a TV?
10. Creation of an Unsustainable Planet!

What Can YOU Do?

Ban violent ALL videogames – they are inadvertently killing your children! Medical profession should prescribe a three month trial ‘unplug’ before drugging children with psychotropic medication. Balance technology use with exercise; an hour ‘plugged’ = an hour ‘unplugged’. For optimal development, children need to play outside at least 2-3 hours per day, rough and tumble play. Families that play together stay together. Increase gym, recess, music, dance, drama, arts in schools to improve physical, mental and imaginative states. Get back to nature…now! Children are our future, and there is no future in virtual reality.

Television/Videogame Addiction Questionnaire

		Yes	No
1.	Tolerance: “I watch the same amount of TV, or play the same amount of videogames as I used to, but it’s not as fun anymore.”
2.	Withdrawal: “I can’t imagine going without TV or videogames.”
3.	Unintended Use: “I often watch TV or play videogames for longer than I intended.”
	Persistent Desire: “I’ve tried to stop using TV and/or videogames, but I can’t.”
5.	Time Spent: “TV and videogames take up almost all my play time.”
6.	Displacement of Other Activities: “I sometimes watch TV or play videogames, when I should be spending time with my family or friends, doing my homework or going to bed.”
7.	Continued Use: “I keep watching TV or playing videogames, even though I know it isn’t good for me.”

Total number of “yes” answers __________

If you answered “yes” to 3 or more questions, you are addicted to TV, videogames or both.

Cris Rowan, BScOT, BScBi
CEO Zone’in Programs Inc
6840 Seaview Rd.
Sechelt, BC V0N3A4
1-888-896-6346, 1-877-896-6346 fax
crowan@zonein.ca

When adult research is prolific regarding the positive benefits of movement, touch and connection to all things human, why wouldn’t these critical elements be recommended as first line treatment for children? It’s just as easy for a doctor to write a prescription for a three month ‘unplug’ trial from TV and videogames, as a prescription for Ritalin. Our culture appears to be obsessed with a ‘quick fix’ take a pill mentality, as opposed to doing the right thing for the long term sustainability of our children.

When exactly did it become abnormal for children to need to move? Society need only look to the past to see the changes technology has made in today’s human condition. Remember back when you were a child? You used to run, ride bikes and play all day. Slides were high, swings were long and merry-go-rounds and jungle gyms used to be a fixture in even the smallest town’s parks. Now children have reached ‘addiction’ level of 6.5 hours per day of TV and videogames, with research showing subsequent physical, mental and academic problems (obesity, diabetes, sleep and eating disorders, aggression, family conflict, early sexual experiences, attention problems, learning difficulties, and poor academic performance). Even though our society has become physically sedentary and ‘techno obsessed’, society doesn’t have the right to push this sedentary trend onto small children, and then medicate them when they get ‘hyper’. The human body needs to move, and when it doesn’t, it gets either agitated or ‘zoned out’, neither energy state conducive to listening or learning.

Cris Rowan, a pediatric occupational therapist concerned about the medication trend, has created a new and revolutionary program for children called Zone’in www.zonein.ca. Zone’in helps children learn to know and tone their energy zones, thus creating self responsibility for energy states. To help children reduce television and videogame (TVVG) use, the Zone’in website has a free download TVVG Help Module for parents and teachers, consisting of the following TVVG Addiction Scale, as well as the Survivor Unplugged Challenge and the TVVG Schedule.

Television/Videogame Addiction Questionnaire

Total number of “yes” answers __________

If you answered “yes” to 3 or more questions, you are addicted to TV, videogames or both.

The obvious and more healthy alternative to medicating young children is to unplug them from technology. Unplug, don’t drug, it’s that simple. Unplugging children from all forms of technology e.g. television, videogames, cell phones, computers, iPods, MSN, Facebook, and Myspace, may actually eliminate the perceived need to drug them. Three months with no technology would do more for the mental and physical health of children than any medication on the market.

Media can visit Cris Rowan’s websites www.zoneintraining.com, www.zoneinworkshops.com and www.zoneinproducts.com which have a media kit, research section and a number of published articles on the impact of technology on child development. Cris has performed over 200 parents and teacher workshops, and is doing a lecture series at Simon Fraser University. Cris is finishing a book titled A Cracked Foundation: Repairing the Damage of Technology on Child Development and can be contacted for an interview on her cell 604-740-2264.

Cris Rowan, BScOT, BScBi
CEO Zone’in Programs Inc
6840 Seaview Rd.
Sechelt, BC V0N3A4
1-888-896-6346, 1-877-896-6346 fax
crowan@zonein.ca