Parenting in Digital Era
ุงูู ูุฎุต
TLDRNaruvi Hospitals, backed by the Sanko Foundation and established by Dr. JV Sampath, represents a beacon of advanced healthcare in Vellore, India. It addresses the gap in local medical services by providing sophisticated and affordable health care, aiming to reduce the necessity for locals to travel far for medical treatments. The hospital, though newly opened during the COVID-19 crisis, quickly expanded its capacity to handle critical care, showcasing its commitment to addressing urgent health needs effectively. Aligned with principles of ethical medical practice, patient satisfaction, and transparency, Naruvi stands out due to its collaboration with the Henry Ford Health System for ongoing medical expertise exchange. It champions a paperless, environmentally mindful operational framework, with fully equipped state-of-the-art medical facilities.
ุงููุฌุจุงุช ุงูุฌุงูุฒุฉ
- ๐ฅ Naruvi Hospitals serves as a top-tier healthcare facility in Vellore, India.
- ๐ Founded by Dr. JV Sampath, it aims to improve local healthcare access.
- ๐ค Collaborates with Henry Ford Health System for medical knowledge exchange.
- ๐ก Operates under a paperless, high-tech system.
- ๐๏ธ Expanded capacity during COVID-19 crisis to support more patients.
- ๐ช Emphasizes patient affordability and high-quality care.
- ๐ Prioritizes ethics, transparency, and patient satisfaction.
- ๐ Targets both local and international patient care.
- ๐ง Houses advanced medical and surgical technology.
- ๐ Has a robust building infrastructure for effective healthcare delivery.
ุงูุฌุฏูู ุงูุฒู ูู
- 00:00:00 - 00:05:00
Naruhi Hospitals, promoted by the Sanko Foundation, is founded by Dr. J.V. Sampath from Vellore, India, with a vision to reduce the need for locals to travel for healthcare by providing high-end, affordable medical facilities. This hospital quickly adapted to challenges such as the COVID-19 pandemic by expanding its capacity for critical care.
- 00:05:00 - 00:10:00
Positioned as a tertiary care center, Naruhi Hospitals focuses on ethical practices, transparency, and overall patient satisfaction. It maintains a collaboration with the Henry Ford Health System to gain access to tried-and-tested healthcare practices, aiming to elevate patient care and knowledge exchange.
- 00:10:00 - 00:15:00
The hospital embraces technology by being completely paperless and filmless, emphasizing the โfragrance of careโ. It has a significant infrastructure with 475 beds, including 25 critical care beds, and features advanced medical equipment and operation theatres designed for optimal healthcare delivery.
- 00:15:00 - 00:20:00
Naruhi Hospitals is expanding its reach internationally, with progress on tie-ups with foreign governments to attract overseas patients. It hosted a webinar on parenting in the digital age, emphasizing the impact of the pandemic on children's screen time and the consequent shift in their activities.
- 00:20:00 - 00:25:00
Dr. Sonia Mary Kurian, Head of Pediatrics, addressed the negative shift from outdoor activities to screen addiction during the pandemic, detailing how this impacts children's development, including social skills and language acquisition. The webinar stressed the importance of managing screen time effectively.
- 00:25:00 - 00:30:00
The neurobiology of screen addiction was discussed, revealing how dopamine release makes screen activities addictive. Early and unmanaged exposure can adversely affect cognitive and social development, underscoring the need for structured screen time and awareness among parents.
- 00:30:00 - 00:35:00
Negative consequences of excessive screen time include behavioral changes, physical health issues like obesity, vision problems, and disrupted sleep patterns. Strategies to mitigate these effects include promoting healthy habits and providing alternative activities.
- 00:35:00 - 00:40:00
Expert recommendations include avoiding screen time for children under two and limiting sessions for the slightly older. Engaging with children during screen time, choosing age-appropriate content, and modeling proper tech use are stressed. Family rituals without screens foster better family interactions.
- 00:40:00 - 00:45:00
Shinika addressed adolescent digital habits, highlighting issues like internet addiction and its impact on academic performance and social interactions. Recommendations include setting clear limits and encouraging co-viewing and co-playing as a family to strengthen bonds and teach responsibility.
- 00:45:00 - 00:50:00
The psychological impacts of digital addiction in teens include social isolation and mood disorders. Effective management involves maintaining communication, understanding their world, and setting structured digital interaction times to balance online and offline activities.
- 00:50:00 - 00:55:00
Behavior management strategies were presented to help distinguish between attention-seeking and demand-driven behaviors. Techniques like consistent feedback, flexibility, and consequence management promote healthier behavior patterns in both home and social settings.
- 00:55:00 - 01:00:00
Enhancing cognitive skills through structured routines and encouraging self-motivation in children were emphasized. Parents are encouraged to develop reward-based systems to positively reinforce productive behavior.
- 01:00:00 - 01:05:00
To foster emotional intelligence, children are taught self-awareness and regulation through positive habits. Encouraging expressions and proper communication builds empathy and better interpersonal skills, essential for social functioning.
- 01:05:00 - 01:10:00
Effective parenting involves maintaining calm communication, being authoritative with flexible discipline, active listening, and modeling desired behaviors. Parents are advised to create structured, consistent interaction frameworks for better adolescent development.
- 01:10:00 - 01:16:46
The session concluded with an engagement from parents discussing limits on digital usage among teens and how proper management of online activities can affect mood and social behaviors. Partners were advised to engage in constructive dialogues with children about digital consumption.
ุงูุฎุฑูุทุฉ ุงูุฐูููุฉ
ุงูุฃุณุฆูุฉ ุงูุดุงุฆุนุฉ
What is the purpose of Naruvi Hospitals?
To provide high-quality healthcare to the people in Vellore and the wider Indian community.
Who founded Naruvi Hospitals?
It was initiated by Dr. JV Sampath under the Sanko Foundation.
How did Naruvi Hospitals contribute during the COVID-19 pandemic?
They added critical care beds and increased their ward bed capacity to support COVID-19 patients.
What distinguishes Naruvi Hospitals from other facilities?
Their focus on ethics, transparency, patient satisfaction, and academic outlook, along with a partnership with Henry Ford Health System for knowledge exchange.
Is Naruvi Hospitals involved in international healthcare collaboration?
Yes, they have a partnership with Henry Ford Health System from the United States.
What technology focus does Naruvi Hospitals have?
Naruvi Hospitals operates completely paperless and filmless, utilizing high-end medical technologies.
What is their approach to patient care?
They emphasize ethics, transparency, patient satisfaction, and an academic perspective in treatment.
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- 00:00:27naruhi hospitals promoted by the sanko
- 00:00:30foundation is the brainchild of the
- 00:00:32founder chairman dr jv sampath belonging
- 00:00:36to velo the medical hub of india dr
- 00:00:39sampa's vision to create a medical
- 00:00:41destination for the people of velor in
- 00:00:43particular and others from india at
- 00:00:45large and also overseas resulted in the
- 00:00:48establishment of a hospital here a real
- 00:00:51crown jewel in the field of healthcare
- 00:00:54large numbers of people belonging to
- 00:00:57willow and the surrounding districts
- 00:00:59have been known to travel to chennai and
- 00:01:01bengaluru both nearly 200 kilometers
- 00:01:04away from bellow seeking medical care
- 00:01:07due to the dirt the facilities and the
- 00:01:09hardships faced by the locals to access
- 00:01:12available services
- 00:01:13as per the vision of the chairman the
- 00:01:16best in healthcare both in terms of
- 00:01:18medical and nursing professionals as
- 00:01:20well as sophistication were infused into
- 00:01:23the institution making sure that patient
- 00:01:26affordability was addressed at all times
- 00:01:29less than a month after naruvi hospitals
- 00:01:31opened its doors to the public the
- 00:01:33second wave of kovid loomed large is
- 00:01:36life
- 00:01:37we took on the challenge and quickly
- 00:01:39rose to the occasion catering to the
- 00:01:41local population and some from
- 00:01:43outstation as well adding close to 40
- 00:01:46critical care beds and over 200 ward
- 00:01:49beds to the covid care pool
- 00:01:52much as it was hard for a one-month-old
- 00:01:54hospital to handle such large volumes of
- 00:01:56very sick patients naruvi hospitals was
- 00:01:59able to contribute significantly in our
- 00:02:02country's efforts to save people from
- 00:02:04the disastrous end that kovid was
- 00:02:07driving people too
- 00:02:09naruvi hospitals is positioned as a
- 00:02:11high-end tertiary care center
- 00:02:13our focus on ethics transparency patient
- 00:02:17satisfaction and an academic outlook in
- 00:02:19everything we do ensures that doctors
- 00:02:22nurses and others in the care team are
- 00:02:24performing at their conscientious best
- 00:02:27to not only treat patients ailments but
- 00:02:29also to make them happy overall when
- 00:02:32they leave our hospital
- 00:02:34we have tied up with the henry ford
- 00:02:36health system hfhs based out of michigan
- 00:02:39state in the united states of america
- 00:02:41hfhs is one of the old and leading
- 00:02:44healthcare delivery systems in
- 00:02:46midwestern america
- 00:02:48the main aim of this tie up is to have
- 00:02:50constant transfer of knowledge and to
- 00:02:52get access to the time tested practices
- 00:02:54they have been following for decades
- 00:02:57which ultimately translated to patient
- 00:02:59care naruvi hospitals is a completely
- 00:03:02paperless and filmless hospital the
- 00:03:04naruhi philosophy of care is embodied by
- 00:03:07a motto fragrance of care the doctors in
- 00:03:10naruvi are largely trained in the best
- 00:03:13of medical institutes in india and come
- 00:03:15with years of rich experience in their
- 00:03:17fields of expertise
- 00:03:19with the philosophy and its pallbearers
- 00:03:21the medical and nursing professionals
- 00:03:23the high-end equipment and the building
- 00:03:25infrastructure complete the holistic
- 00:03:27picture of fragrance of care the
- 00:03:30hospital is 475 bedded with a 25
- 00:03:33critical care bed count
- 00:03:36naruvi hospitals boasts of an over 5
- 00:03:38lakh square foot building spanning 14
- 00:03:41levels the building is completely air
- 00:03:43conditioned conforming to ashrae
- 00:03:45standards with zone specific air
- 00:03:48conditioning to reduce cross infection
- 00:03:50between different care areas our laundry
- 00:03:53is 100 barrier washed we have a
- 00:03:56top-of-the-line sterilization department
- 00:03:58with machines with 95 percent water
- 00:04:00saving machines saving up to 300 liters
- 00:04:03of water every running hour
- 00:04:06we have all the major medical and
- 00:04:08surgical specialties there are 16
- 00:04:10modular operation theaters with laminar
- 00:04:12airflow all the equipment in the icu's
- 00:04:15and ots are pendant mount to avoid
- 00:04:17clutter on the floor all the departments
- 00:04:19are equipped to the most modern
- 00:04:21standards with the best and latest
- 00:04:22equipment so as to be able to provide
- 00:04:25the best end-to-end treatment to our
- 00:04:26patients state-of-the-art cardiac cath
- 00:04:29labs the latest robotic hybrid ot ecmo
- 00:04:32interventional pulmonology high-end
- 00:04:35orthopedics general and bariatric
- 00:04:37surgery epilepsy monitoring unit with
- 00:04:40robot guided epilepsy surgery
- 00:04:42neuromonitoring navigation the latest
- 00:04:45lithotripter urology laser are just some
- 00:04:48of the arrows in our quiver our primary
- 00:04:51focus though being the local fellow
- 00:04:53people and indians at large we are
- 00:04:55working towards attracting overseas
- 00:04:57patients as well we have started an
- 00:04:59office in north sudan in kartham we're
- 00:05:01in the process of tying up with the
- 00:05:03governments of oman and seychelles as
- 00:05:05well
- 00:05:05in all naruvi hospitals is more than a
- 00:05:08hospital it is an experience
- 00:05:34good morning and um thank you all for
- 00:05:35joining us today
- 00:05:37for our webinar on parenting in the
- 00:05:39digital area presented by naruvi
- 00:05:41hospitals and the hindu
- 00:05:43this is a very timely topic today
- 00:05:45especially because over the last two
- 00:05:46years we've seen how much of an impact
- 00:05:49the pandemic has had
- 00:05:51on the lives of children um if schools
- 00:05:53you know uh brought in a host of changes
- 00:05:56with online learning leading the pack um
- 00:06:00you know even simple day-to-day
- 00:06:02activities that children could do like
- 00:06:03stepping out to play was you know soon
- 00:06:05replaced with them being cooped up
- 00:06:07indoors with screens and with their
- 00:06:09electronic devices
- 00:06:10now after two years you know we need to
- 00:06:13see what kind of an impact this has had
- 00:06:15um digital devices were always you know
- 00:06:18gaining traction among parents and kids
- 00:06:20but more so in the last two to three
- 00:06:22years when you know most of them have
- 00:06:23been cooped up in those so to talk to us
- 00:06:26about this we have three experts today
- 00:06:29um first uh dr sonia mary kurian who is
- 00:06:33the head of pediatrics at nairobi
- 00:06:34hospitals below she has over 20 years of
- 00:06:37experience in pediatrics and neonatology
- 00:06:39and she has done her diploma and allergy
- 00:06:41asthma and cmc value she completed her
- 00:06:44postgraduate training in kasturba
- 00:06:46medical college bangalore and courtyard
- 00:06:48medical college kerala
- 00:06:50she has worked abroad in the united
- 00:06:52kingdom where she completed her mrcpch
- 00:06:56the topic she will be talking to us
- 00:06:57today will be about screen time
- 00:06:59mentioned
- 00:07:00over to you ma'am thank you
- 00:07:10okay
- 00:07:11can you hear me
- 00:07:14can you hear me
- 00:07:17yes ma'am we can yeah okay
- 00:07:20so good morning everyone thank you for
- 00:07:22joining
- 00:07:23uh today i'll be talking about screen
- 00:07:25time in children and uh
- 00:07:28like this picture and the screen shows
- 00:07:30us how life was before uh the
- 00:07:34coroner time and we started using more
- 00:07:37digital devices children used to play
- 00:07:39outside play with friends socialize
- 00:07:42spend time with parents learning new
- 00:07:44skills reading
- 00:07:46playing with children and doing other
- 00:07:47extracurricular activities and enjoying
- 00:07:49meal time together as a family
- 00:07:52but now with more digital devices
- 00:07:54children are spending time by themselves
- 00:07:57using different uh screens and are not
- 00:08:00socializing as much as before
- 00:08:03so
- 00:08:04these days uh screen time seems to be
- 00:08:07all the time
- 00:08:08so today we will discuss about what is
- 00:08:10screen time the neurobiology behind the
- 00:08:14screen addiction benefits of digital
- 00:08:16media impact of screen time and expert's
- 00:08:20opinion
- 00:08:22so what is screen time or what is
- 00:08:24digital screen exposure it is exposure
- 00:08:26to any screen it may be the tv maybe the
- 00:08:29desktop the ipad the phone
- 00:08:32and this is mainly used for
- 00:08:34entertainment and it's unstructured time
- 00:08:37so children may be
- 00:08:38given the phone and from a very young
- 00:08:40age and the earlier they learn to use it
- 00:08:43the more they want to use it they may be
- 00:08:45in a room with a background tv on and
- 00:08:48those children also will be distracted
- 00:08:50by the
- 00:08:51screen
- 00:08:53even the with online schooling children
- 00:08:55were using the screen and then they
- 00:08:57continued using the screen for
- 00:08:58entertainment so
- 00:09:00the screen is there always most of the
- 00:09:03day
- 00:09:05so how do children become addicted to
- 00:09:07the screen
- 00:09:08when there are two mechanisms i got to
- 00:09:10discuss here one is the reward system so
- 00:09:13uh children when they see images on the
- 00:09:15screen fast moving colorful
- 00:09:18loud noises
- 00:09:19the ventral tegmentum in the midbrain it
- 00:09:22stimulates the nucleus acumens in the
- 00:09:24basal ganglia to produce dopamine so
- 00:09:26dopamine is the happy hormone so
- 00:09:28children will get more of dopamine
- 00:09:30they're more happy so every time they
- 00:09:32see something in the screen or they
- 00:09:34anticipate seeing the screen they get
- 00:09:36very happy and it's like an addiction so
- 00:09:39like cocaine like sugar we want more of
- 00:09:41it so children will be having uh
- 00:09:44wanting more of the screen time and if
- 00:09:46we leave it to them they may watch it
- 00:09:48most of the day the waking hours
- 00:09:51but we have a prefrontal cortex in the
- 00:09:53front that is telling the brain please
- 00:09:55stop let's go and sleep or let's do
- 00:09:56something else but the other side wins
- 00:09:59and most of the time the child will go
- 00:10:01into that screen addiction another thing
- 00:10:03is in children the white matter is
- 00:10:05developing in the brain the white matter
- 00:10:08is forming connections so when we look
- 00:10:09at the child talk to the child the
- 00:10:11language center
- 00:10:13the emotion center the literacy center
- 00:10:16all these centers are developing but if
- 00:10:18we don't spend time those white matter
- 00:10:20changes also will not happen will not
- 00:10:22develop and this will affect the child
- 00:10:24in the long term
- 00:10:27but we know that digital media helps how
- 00:10:30does it help early learning so during
- 00:10:32covert time we knew that
- 00:10:34we needed the computers to teach the
- 00:10:37children uh so schooling was through
- 00:10:39computers we can learn lots of skills
- 00:10:42through the computer we can learn our
- 00:10:44classes are there dance classes are
- 00:10:45there
- 00:10:46different skills different hobbies we
- 00:10:48can learn through the digital media
- 00:10:51and there are special programs which
- 00:10:53children have
- 00:10:54which
- 00:10:55also helps them to improve their maths
- 00:10:57into their
- 00:10:59reading there are many cognitive
- 00:11:00development
- 00:11:01we can do through online
- 00:11:03programs and even social interaction to
- 00:11:05talk to parents grandparents relatives
- 00:11:08near and far friends social interaction
- 00:11:10also the media helps
- 00:11:13and also for functional development
- 00:11:16but what happens is in early childhood
- 00:11:18when a child a small
- 00:11:20few months old few years old child when
- 00:11:22they have been exposed to this
- 00:11:25screen it's like a 2d communication the
- 00:11:27child just watches the screen but they
- 00:11:29don't understand what is happening so
- 00:11:32they
- 00:11:33uh we think that the child is learning
- 00:11:36the nursery rhyme or the whatever
- 00:11:38they're watching but actually it's just
- 00:11:40they're just watching it's like
- 00:11:42they don't learn anything
- 00:11:44so
- 00:11:45the early childhood is a period of
- 00:11:47significant cognitive and behavioral
- 00:11:49development that is when the child sees
- 00:11:51the parents face they know the parent is
- 00:11:54happy the parent is sad when they hear
- 00:11:56the parents talking they learn how to
- 00:11:58talk they can assess the behavior they
- 00:12:00can assess the emotion of the parents so
- 00:12:02the child is learning many things every
- 00:12:04time we interact with the child
- 00:12:06auditory visual all these
- 00:12:10stimulations are coming with normal
- 00:12:12interaction but with tv or any screen
- 00:12:14the visual over stimulation is there and
- 00:12:16the child expects fast-paced activities
- 00:12:19in daily life and lack of will cause
- 00:12:21them to have inattention so they are
- 00:12:24even after screen they are not happy
- 00:12:26and they will not learn how to talk they
- 00:12:29have delayed language development
- 00:12:30learning program
- 00:12:32problems and also reading problems
- 00:12:34because they don't know how to do it and
- 00:12:36uh
- 00:12:37so
- 00:12:38again the child is left on to their own
- 00:12:40time so inconsistent supervision also
- 00:12:43will delay social interactions in
- 00:12:45potential deficit intelligence delay all
- 00:12:47these will develop because they are not
- 00:12:49being uh they've been just left to watch
- 00:12:51the screen
- 00:12:53so
- 00:12:54uh
- 00:12:55if we discuss the consequences it can be
- 00:12:58in like a head to toe problem so uh
- 00:13:00children who watch screen for a long
- 00:13:02time they will have headaches uh they
- 00:13:04will have neck pain because of the way
- 00:13:07they are watching the screen the way
- 00:13:08their neck and head is uh
- 00:13:10on facing the screen uh because of the
- 00:13:12blue light or because of the screen
- 00:13:14being held nearby they will have myopia
- 00:13:17they will have vision problems eye
- 00:13:18tiredness sleep disturbances because of
- 00:13:21the blue light
- 00:13:22children as well they
- 00:13:25because they are not encouraged to talk
- 00:13:26encouraged to communicate they will not
- 00:13:28speak well
- 00:13:29and
- 00:13:31even while eating they don't eat well
- 00:13:33because they're watching the screen they
- 00:13:34don't know how to chew
- 00:13:36full body is affected they sit all the
- 00:13:38time there is physical inactivity
- 00:13:40and
- 00:13:41they gain weight when you take the phone
- 00:13:43away from them they have conflict with
- 00:13:45the parents so
- 00:13:48every part of their development is
- 00:13:49affected and they develop anti-social
- 00:13:51behavior watch what they watch on the
- 00:13:53screen they will start behaving
- 00:13:55exaggerated behavior and sleep will be
- 00:13:57disturbed and they will also imitate
- 00:13:59what they're seeing
- 00:14:02and
- 00:14:03later on
- 00:14:04as they watch screen they have they
- 00:14:06develop obesity
- 00:14:08they gain weight and
- 00:14:11their behavior also completely changes
- 00:14:13they become more hyperactive inattentive
- 00:14:16as i said before vision problems because
- 00:14:18of the eye strain even their motor skill
- 00:14:20development they're not encouraged to
- 00:14:22use their hand they're not encouraged to
- 00:14:24do activities so they their motor skills
- 00:14:26also will be reduced language
- 00:14:28development is affected eating disorders
- 00:14:30children eat less because they don't
- 00:14:32know how to chew and eat they're
- 00:14:33watching the screen they don't know what
- 00:14:35they're eating or they eat too much
- 00:14:37and in the classroom also they don't
- 00:14:38know how to engage with the teacher
- 00:14:40engage with the students how to behave
- 00:14:42and later on non-communicable diseases
- 00:14:44would be present
- 00:14:46so we talked about
- 00:14:48language delay another big problem is
- 00:14:50childhood obesity
- 00:14:52so as the child gains weight their body
- 00:14:54mass index increases
- 00:14:57if it is more than 85 percent it is
- 00:14:59obvious
- 00:15:00overweight and more than 95 is obesity
- 00:15:03so as the weight increases they are at
- 00:15:05risk of heart problems hypertension the
- 00:15:08lipid levels the fat levels in the body
- 00:15:10increases they're at risk for type 2
- 00:15:13diabetes sleep sleep apnea they don't
- 00:15:15sleep properly so they have intent
- 00:15:18attention deficit they cannot
- 00:15:19concentrate in class and because of the
- 00:15:21weight they have social discrimination
- 00:15:23and this obesity may persist onto
- 00:15:26adulthood
- 00:15:29so uh all these problems are there so
- 00:15:31what do the experts recommend
- 00:15:33the aep
- 00:15:34american academy uh they say that less
- 00:15:37than two years a child should not be
- 00:15:39exposed to any screen time
- 00:15:41they should not uh watch the screen they
- 00:15:43should have already shown a screen
- 00:15:44except maybe for talking to grandparents
- 00:15:47because that is an interactive session
- 00:15:48that they can watch what the expression
- 00:15:50is of the parents grandparents so that
- 00:15:52is for some that is allowed but
- 00:15:54otherwise they should not be shown any
- 00:15:56screen
- 00:15:57between two to five years they are
- 00:15:58allowed around one hour per day but that
- 00:16:00also should not be continuous it should
- 00:16:02be 30 minutes and then a gap should be
- 00:16:04there another 30 minutes
- 00:16:06and then you should not watch the screen
- 00:16:08while eating
- 00:16:10eating and also before sleep we should
- 00:16:12stop all screen time in the bedroom and
- 00:16:14especially one hour before sleep for
- 00:16:16good night's sleep and whenever parents
- 00:16:18are there they should go watch with the
- 00:16:20child they should discuss with the child
- 00:16:21what they are watching what do they
- 00:16:23think about it so they are made to think
- 00:16:25then they understand what is happening
- 00:16:26and they will learn better and we should
- 00:16:28choose media wisely we must see which is
- 00:16:31age appropriate programs and how it will
- 00:16:33benefit the child and
- 00:16:36help in their growth and as a family you
- 00:16:38must keep bedtime meal time and family
- 00:16:40time screen free and we ourselves we
- 00:16:43should be a good role model and limit
- 00:16:45for news so we should emphasize on three
- 00:16:47things sleep sleep very important for
- 00:16:49growth healthy nutrition and exercise
- 00:16:53the same thing which i had said uh age
- 00:16:55wise the
- 00:16:57screen time
- 00:16:59and at home we also have to be rolled
- 00:17:02bottles we have to also reduce the time
- 00:17:04we spend on screen communicate uh more
- 00:17:07effectively and we must be aware of all
- 00:17:10the digital advertisements we must
- 00:17:12be aware that this is also influencing
- 00:17:14our children
- 00:17:15we must go outside play with them
- 00:17:18encourage their creativity encourage
- 00:17:20them to be a bit bored so that they can
- 00:17:22think of what should be done and remove
- 00:17:24all devices from bedroom and set limits
- 00:17:27and even in education then schools also
- 00:17:30the teachers and parents and we should
- 00:17:32have how child should not be watching
- 00:17:35too much screen time behavioral changes
- 00:17:37therapies can be provided by
- 00:17:39psychiatrists and must encourage
- 00:17:41physical activities and facilities in
- 00:17:43the community should be present for
- 00:17:45promoting these activities
- 00:17:48thank you
- 00:17:53thank you so much ma'am um for sharing
- 00:17:55um your insights with us um
- 00:17:58there'll be a quest answer session at
- 00:18:00the end um after all our three experts
- 00:18:03have spoken so if any of the uh the
- 00:18:05person uh the audience who's listening
- 00:18:07uh if you have any questions please drop
- 00:18:09them in the q a box and we'll look at
- 00:18:11them and ask the doctors at the end um i
- 00:18:13would like to introduce our next speaker
- 00:18:15dr ashinika uh dr shinika completed her
- 00:18:18mbbs from mohan kumar mangalam medical
- 00:18:20college salem in 2013. she did her md
- 00:18:24psychiatry from the institute of
- 00:18:25psychiatry at madurai medical college in
- 00:18:272017 and then she pursued her fellowship
- 00:18:31and child and adolescent psychiatry from
- 00:18:33the prestigious christian medical
- 00:18:34college in bellow dr srinika is
- 00:18:36currently working as the team lead for
- 00:18:38the department of psychiatry and child
- 00:18:40development
- 00:18:43her area of interests include early
- 00:18:45intervention for autism schools and
- 00:18:48mental health and also neuropsychiatry
- 00:18:52her
- 00:18:52her topic today will be teens and their
- 00:18:55digital world uh dr shinika over to you
- 00:19:01i'm sharing my screen
- 00:19:03yes go ahead
- 00:19:09okay
- 00:19:11okay am i audible
- 00:19:14yes doctor you are your pain is visible
- 00:19:16right yes your screen is visible yeah
- 00:19:18yeah okay thank you
- 00:19:20for the nice uh introduction so uh today
- 00:19:23will be talking on the topic of teens on
- 00:19:24their digital world so uh also thanks to
- 00:19:27the viewers for joining us and thanks to
- 00:19:30uh hindu and narvi for this wonderful
- 00:19:31opportunity so the pediatrician has
- 00:19:34spoken on the physical aspects of the
- 00:19:36impact of excessive screen time in
- 00:19:38children so i'll be talking on the uh
- 00:19:41impact of excessive train time with
- 00:19:42adolescence
- 00:19:44so uh coming to the topic per se
- 00:19:47uh from the moment i wake up i will use
- 00:19:50it every day and very hard so this is
- 00:19:52the plight of all of us today including
- 00:19:54uh
- 00:19:55children and adolescents and adults as
- 00:19:57well
- 00:19:58so what the parents concerns these days
- 00:20:01what are the concerns with which parents
- 00:20:03approach us in the clinic uh child and
- 00:20:05adolescent clinic these days
- 00:20:07um how do we cut down my teen's phone
- 00:20:10news she's all time over the phone
- 00:20:12uh my son is playing pubg continuously
- 00:20:14until the phone's charge is dead so we
- 00:20:16are worried uh if he is addicted to the
- 00:20:19phone or addicted to the game
- 00:20:21my team has an insta account and he's
- 00:20:23posting very frequently in the account
- 00:20:25so we are worried about this behavior so
- 00:20:27these are the common common concerns
- 00:20:29with which we see the parents these days
- 00:20:31and bringing their adolescents to our
- 00:20:33clinic
- 00:20:35so with a brief introduction on uh
- 00:20:38what do the survey says about the screen
- 00:20:40term in adolescence so surveys show that
- 00:20:44on an average
- 00:20:45team spend three hours online which is
- 00:20:48not including the time for homework
- 00:20:51and 90 percent of the teams between 13
- 00:20:54to 17 years have used social media and
- 00:20:57most have social media accounts
- 00:20:59of course with the pandemic related
- 00:21:00lockdowns changing to virtual uh mode of
- 00:21:03online classes have actually doubled the
- 00:21:05screen time in
- 00:21:07children and now this post pandemic was
- 00:21:10logged on we are seeing the screen time
- 00:21:12is quite excessive even in children
- 00:21:14adolescence
- 00:21:15so uh we'll be touching on this topic of
- 00:21:18what is internet addiction
- 00:21:20uh
- 00:21:21when do we call an uh child or an
- 00:21:24adolescent addicted to internet
- 00:21:27uh when he or she needs to be brought to
- 00:21:30a clinic for evaluation so parents ask
- 00:21:32us frequently so is my child addicted
- 00:21:34but how do i diagnose addiction in him
- 00:21:37when do i need to bring my child to the
- 00:21:38clinic so this is the answer to them so
- 00:21:41when do we diagnose addiction
- 00:21:43when the time spent online is very
- 00:21:46excessive there's excess of time spent
- 00:21:48online
- 00:21:49not able to control the mobile use not
- 00:21:52able to control once mobile user not
- 00:21:54able to stay without phone staying all
- 00:21:56time online staying with the phone all
- 00:21:57time not able to control one's mobile
- 00:21:59use and because of this excessive use
- 00:22:02and the craving to be to stay online to
- 00:22:04to put some post in the social media to
- 00:22:06uh put some post and then insta always
- 00:22:08the urge and the craving to stay online
- 00:22:11to be with the phone online not able to
- 00:22:13stay away from the phone with this
- 00:22:15excessive views
- 00:22:16and this excessive views is causing some
- 00:22:19decline in academics there's a drop in
- 00:22:20academics parents would say my kid was
- 00:22:22actually scoring 90 percent now post
- 00:22:24lock lockdown we see the scores have
- 00:22:26dropped down to 70 percent because of
- 00:22:27this excessive time spending online so
- 00:22:29once this excessive online use is
- 00:22:31causing the decline in academics not
- 00:22:34only the decline in academics their
- 00:22:35interpersonal relationship with
- 00:22:37people is affected their interpersonal
- 00:22:39relationship with what the people around
- 00:22:42the children especially the peer group
- 00:22:44they don't maintain their friendships as
- 00:22:45before they don't talk with their
- 00:22:46friends they don't communicate with
- 00:22:47their friends
- 00:22:49they don't talk with their parents they
- 00:22:50don't respond to them appropriately
- 00:22:52they're uh they don't talk to them they
- 00:22:54don't communicate with the parents and
- 00:22:57their uh relationship with teachers is
- 00:22:59affected as well so when this excessive
- 00:23:01use is causing some decline in economics
- 00:23:04together with decline there is also the
- 00:23:07dysfunction in maintaining relationships
- 00:23:09with teachers with peer group with
- 00:23:11parents then this becomes an addiction
- 00:23:14so the use is overwhelming
- 00:23:16always wanting to stay online or always
- 00:23:18wanting to be online not able to control
- 00:23:20this and more so they don't recognize
- 00:23:22that it is a problem that is on the top
- 00:23:24of it it becomes difficult to bring them
- 00:23:26to the clinic for evaluation because
- 00:23:27they don't feel it's a problem uh so
- 00:23:29when these symptom clusters of excessive
- 00:23:32use together was declining academics
- 00:23:34together with
- 00:23:35dysfunction in relationship with others
- 00:23:37then it becomes an addictive disorder a
- 00:23:39child or an adolescent definitely needs
- 00:23:41to needs to be brought to the clinic for
- 00:23:43evaluation so what is an impact what is
- 00:23:45the impact of this addiction we talk
- 00:23:47about
- 00:23:48dr sonia was speaking more on the
- 00:23:50physical aspects of addiction with
- 00:23:52respect to the pediatric population i
- 00:23:53would like to more touch on the topic of
- 00:23:55psychological impact so what is the
- 00:23:57psychological impact of this addictions
- 00:23:59once the adolescent or teen is more and
- 00:24:00more into the mobile world more and more
- 00:24:02into the social media world they neglect
- 00:24:04others uh social isolation neglect the
- 00:24:06family neglect the peer group neglect
- 00:24:08the teachers school and all trying to
- 00:24:11try to be in a secluded environment with
- 00:24:13social isolation be more oppositional
- 00:24:15like dr sonia rightly mentioned they'll
- 00:24:17they'll become very cranky or adamant
- 00:24:18when you try to take the mobile away
- 00:24:20from them
- 00:24:21more adamancy tantrums uh behavioral
- 00:24:24issues come up and they become more
- 00:24:25oppositional
- 00:24:27and of course the declining academics as
- 00:24:29i mentioned earlier and the most
- 00:24:31important aspect which most of us forget
- 00:24:33is the chaotic slip rhythm so because of
- 00:24:35excessive use they stay
- 00:24:38up awake in the bed late nights they
- 00:24:40sleep at 2 a.m 3 a.m
- 00:24:42be in the mobile uh post something or
- 00:24:45chat with their friends because of
- 00:24:46sleeping late in the night their sleep
- 00:24:48rhythm becomes chaotic the sleep rhythm
- 00:24:50becomes disturbed because of this they
- 00:24:52become more vulnerable they become
- 00:24:55more vulnerable to develop either
- 00:24:57secondary depression or anxiety
- 00:24:58disorders so this sleep is most
- 00:25:01important thing for any person being the
- 00:25:03child beat an adolescent beat an adult
- 00:25:05so when the sleep rhythm becomes chaotic
- 00:25:07the entire rhythms in the brain goes
- 00:25:09heavy and they become more vulnerable to
- 00:25:12develop secondary depression or anxiety
- 00:25:13disorders not only that not only these
- 00:25:16emotional behavior emotional disorders
- 00:25:17like they also become more vulnerable to
- 00:25:20develop other co-morbid addictions
- 00:25:22mobile addictions can lead on to uh
- 00:25:25gaming addictions they
- 00:25:26they will play games more that way they
- 00:25:28become addictive to uh games so internet
- 00:25:31gaming disorder they become they may be
- 00:25:33also get addicted to porn support
- 00:25:35addictions comes here they also may
- 00:25:38become addicted to other substance or
- 00:25:39drugs so other addictive disorders also
- 00:25:42can be co-morbid uh with the uh
- 00:25:45emotional disorders so what are the
- 00:25:46social uh impact of that they may bully
- 00:25:49others they may become subject to
- 00:25:51bullying
- 00:25:52uh access to inappropriate content
- 00:25:54either
- 00:25:55sexting or cyberbullying or disclosure
- 00:25:58of personal information all these is the
- 00:26:00social uh
- 00:26:02impact of excessive screen time and
- 00:26:04adolescence
- 00:26:06so what do uh experts recommend so when
- 00:26:09dr sonia was talking more on the uh
- 00:26:11children like expert recommendation for
- 00:26:13children i'll be touching on the
- 00:26:15adolescent what do experts recommend
- 00:26:17like how do we handle because it's a
- 00:26:19relationship of period even for a parent
- 00:26:21it's a parenting is an art so it is a it
- 00:26:23is a tough phase even for parent to
- 00:26:25handle another lesson how do we handle
- 00:26:27because uh parents come to us saying uh
- 00:26:29like can uh my idol can my adolescent
- 00:26:32have an insta account can she post in
- 00:26:35whatsapp so how do we handle this
- 00:26:37exactly so to the parents here are the
- 00:26:38recommendations from the
- 00:26:40guidelines and this is what experts say
- 00:26:42it's okay for your team to be online a
- 00:26:44total restriction of mobile use total
- 00:26:46restriction of
- 00:26:48not to go to the internet won't help
- 00:26:49because it's part of normal adolescent
- 00:26:52development
- 00:26:53being online or making online
- 00:26:55friendships it's a part of normal
- 00:26:56adolescent development that's the time
- 00:26:58when adolescent will start making
- 00:27:00friendships with online offline will
- 00:27:02start understanding themselves start
- 00:27:04exploring themselves and start exploring
- 00:27:06the world outside them
- 00:27:08it's the time they uh kind of develop
- 00:27:09their personality also so it is okay for
- 00:27:12them to be online however always make
- 00:27:15sure keep the lines of communication
- 00:27:17open
- 00:27:18make sure they understand what is an
- 00:27:19appropriate behavior online what is an
- 00:27:21inappropriate behavior
- 00:27:23and keep always discuss with them be
- 00:27:26open to discussions listen to them which
- 00:27:28actually helps when they come up with
- 00:27:30even some doubts or
- 00:27:33something it is always better we keep
- 00:27:35the lines of communication open set
- 00:27:36limits this is where most of us actually
- 00:27:38miss out we don't set limits like when
- 00:27:40we uh send our kid to play for cricket
- 00:27:43for say for half an hour uh we don't set
- 00:27:45limits for mobile time set limits for
- 00:27:47mobile time as well for say you can uh
- 00:27:50actually uh after the finishing the
- 00:27:51homework he or she can use mobile for
- 00:27:53half an hour like that you need to set
- 00:27:55time even for mobile use like how you
- 00:27:57manage the external work external world
- 00:28:00outside the mobile and also make sure
- 00:28:03uh keep your expectations clear and
- 00:28:06make sure you explain the consequences
- 00:28:07as well and stick to them
- 00:28:09so if your team is continuing continuing
- 00:28:12to use the mobile phone excessively for
- 00:28:14two three two two three days then you
- 00:28:16can see actually say them like a weekend
- 00:28:18uh outing is being cut for him or her so
- 00:28:21you can like this you can make
- 00:28:24what decision what is the consequences
- 00:28:25if the uh if this is not fulfilled but
- 00:28:27however we can offer them little
- 00:28:28flexibility if
- 00:28:30they're demand they're demonstrating
- 00:28:32responsibility
- 00:28:34and make sure
- 00:28:36uh uh whatever you think about their
- 00:28:39social media make a pact with them
- 00:28:40whether you're going to friend but
- 00:28:42they're going to follow but they're
- 00:28:44going to post or not post
- 00:28:46whether you're going to comment or not
- 00:28:47comment make a pact with them make an
- 00:28:49agreement with them so both of you are
- 00:28:52on the same page with respect to social
- 00:28:54media use
- 00:28:57and most importantly
- 00:29:00uh which will help us at the end of the
- 00:29:02day is co-viewing co-playing and
- 00:29:05co-engaging
- 00:29:07this holds good for children and
- 00:29:08adolescents as well because this is the
- 00:29:11time when you
- 00:29:12view along with them a parent co-viewing
- 00:29:14is nothing but parent and child sitting
- 00:29:16together and viewing a show or playing
- 00:29:18together a video game play engaging in
- 00:29:20an online activity so uh sitting
- 00:29:22together with your child or adolescent
- 00:29:24will help us improve the bonding improve
- 00:29:28the family interactions
- 00:29:30it is also time for
- 00:29:32them to learn by this way of co-engaging
- 00:29:34with them in a in a online activity we
- 00:29:37can also make them understand uh your
- 00:29:40own experiences
- 00:29:42uh by playing with them we can also make
- 00:29:44them understand the gaming adequates
- 00:29:46and by co-viewing with them we can also
- 00:29:48improve the family interactions and
- 00:29:50morning it's a good time for you to be
- 00:29:52with the child
- 00:29:53it is however humanly not possible to
- 00:29:55stay with them uh all through the phone
- 00:29:58or to the through the end of the tv show
- 00:30:00it's not possible because we have our
- 00:30:02own codes or our own
- 00:30:04duties to be uh
- 00:30:06completed at the end of the day so try
- 00:30:08as much as possible to stay with your
- 00:30:10child when they're online right as much
- 00:30:11as possible it's not humanly possible to
- 00:30:13stay with the mentor for the entire show
- 00:30:14of course
- 00:30:16we don't agree on that but as at least
- 00:30:18for the first time when they view
- 00:30:19something to see if the content is
- 00:30:21appropriate you can sit with them and
- 00:30:22sit through the show so co-viewing
- 00:30:24co-playing and co-engage is an important
- 00:30:26aspect when it comes to online activity
- 00:30:30and as dr sonia rightly mentioned be a
- 00:30:32good role model to them so kids actually
- 00:30:34they learn more by
- 00:30:37uh
- 00:30:38imitating others more by following what
- 00:30:40a parent do with their phone how long
- 00:30:42they use what apps they use how do they
- 00:30:44play a game in a phone all that comes by
- 00:30:47looking at their parents not by their
- 00:30:48advices so be a good role model to them
- 00:30:51uh try to be cognizant of your own
- 00:30:53mobile use of your own mobile time of
- 00:30:55the games you play all that you we need
- 00:30:57to be more cognizant because we are a
- 00:30:59good role model to them it's actually
- 00:31:01more learn by imitation or imitating
- 00:31:03their parents
- 00:31:06and
- 00:31:07when most of us know like we we know the
- 00:31:09friends offline but we forget about
- 00:31:11online friends it's in the digital era
- 00:31:13it's more importantly we also need to
- 00:31:15know about who are the online friends
- 00:31:17who do teens talk to all these uh
- 00:31:20knowing their online friends is
- 00:31:22important as well
- 00:31:23and knowing what platforms they use what
- 00:31:26software's what apps your teens use is
- 00:31:28also more important it's equally
- 00:31:30important it may be little challenging
- 00:31:32for the parents these days to be updated
- 00:31:35uh or to go at the pace with the uh team
- 00:31:38but
- 00:31:39uh we can't help it in the digital era
- 00:31:41we also need uh need to know about their
- 00:31:43platforms or software because to find if
- 00:31:45the content is appropriate if it is safe
- 00:31:47for your team so we also need to know
- 00:31:48the softwares and apps they are using
- 00:31:52and
- 00:31:53as a family we need to have a
- 00:31:56family media plan on how we use because
- 00:31:59our own news will have a greatest
- 00:32:01greatest impact on the children and
- 00:32:02adolescents
- 00:32:04so make sure as a family you all agree
- 00:32:06on
- 00:32:07no screen while eating so always make
- 00:32:10sure no one uses mobile phone or watch
- 00:32:12tv by eating and when you're having a
- 00:32:15family time when you're meeting or
- 00:32:16having family discussions please make
- 00:32:18sure there's no screens at that time and
- 00:32:20bedroom especially when uh even in kids
- 00:32:23bedroom or adults bedroom make sure
- 00:32:25you you don't take your mobiles when you
- 00:32:27go to sleep uh keep it outside the
- 00:32:29bedroom either keep it charged or keep
- 00:32:31it outside but now with mobile phones
- 00:32:33inside the bedroom
- 00:32:35at least one hour before the bedtime try
- 00:32:37to wind up the values
- 00:32:39and also for uh children you can give
- 00:32:42them like one until the homework is done
- 00:32:44screen time is not allowed so as some
- 00:32:46family you need to have a family media
- 00:32:48plan on uh when you do not want to use
- 00:32:51the screen time
- 00:32:55and uh four themes especially this is
- 00:32:57more important to understand and making
- 00:32:59them ensure that privacy settings is on
- 00:33:02like not to put up their address their
- 00:33:05personal numbers or the bank accounts
- 00:33:07all that the numbers should not be put
- 00:33:09up online and all also make sure only by
- 00:33:12ensuring privacy settings on that that
- 00:33:14doesn't mean completely they are private
- 00:33:16or the information is not shared what
- 00:33:17the content you are sharing also is
- 00:33:19important make sure the private contents
- 00:33:21or the personal information is not
- 00:33:23shared online
- 00:33:25and when we talk about uh
- 00:33:28good being a good citizen
- 00:33:30to your team we know we need to talk
- 00:33:32about how to be a good digital citizen
- 00:33:35because being a good digital citizen is
- 00:33:37very important these days
- 00:33:39respecting for respecting uh
- 00:33:42themselves and others
- 00:33:44respecting for
- 00:33:45privacy of themselves and others
- 00:33:47respecting for copyrights for
- 00:33:49intellectual property all that is
- 00:33:50important in this new digital era and
- 00:33:52what are the content that is put up the
- 00:33:54language of communication which should
- 00:33:55be kind it should be true and uh
- 00:33:58it should not have any misinformation
- 00:34:01and it should be legal and all this to
- 00:34:02be taught to one team so how to be a
- 00:34:05good digital citizenship
- 00:34:07and also the digital footprints what is
- 00:34:09the digital footprint whatever the
- 00:34:10information they leave in the media it
- 00:34:12can be either shared it can be uh even
- 00:34:14it can even become viral so uh the
- 00:34:16digital footprints even
- 00:34:19even if the person deletes it it stays
- 00:34:21online so the trial of data that is left
- 00:34:24behind is very important so make sure
- 00:34:26they leave only good digital footprints
- 00:34:31and most importantly also we need to
- 00:34:33warn them about the dangers of predators
- 00:34:36about sexting about bullying cyber
- 00:34:40bullying all that we need to want and we
- 00:34:42need to make sure that the teens discuss
- 00:34:44to us open when they encounter with
- 00:34:46bullying or sexting they need to inform
- 00:34:49the parent and inform so that parent
- 00:34:50will take appropriate steps to protect
- 00:34:52the team
- 00:34:54and at the end of the day kids are kids
- 00:34:57they are going to make mistakes
- 00:34:59they will definitely make mistakes for
- 00:35:01sure
- 00:35:02and embrace them make that as a
- 00:35:04teachable moment make them
- 00:35:08make that as a teachable moment and
- 00:35:10offer them extra kicks sorry hugs and
- 00:35:13and say i love you more often so
- 00:35:17to conclude
- 00:35:18uh media and digital devices are an
- 00:35:20integral part of today's world
- 00:35:23benefits of these devices if used
- 00:35:25moderately and appropriately could be
- 00:35:27great
- 00:35:28if the teams are spending extra time
- 00:35:31time online and they cannot control
- 00:35:33their use if they cannot stay away from
- 00:35:35online uh mobile use and if this
- 00:35:37excessive use is causing decline in
- 00:35:40scholastic performance if this is
- 00:35:41causing disturbance in relationship with
- 00:35:43peers or parents then definitely there
- 00:35:46is
- 00:35:48these are the red flag sites of
- 00:35:49addiction and internet addiction and
- 00:35:51these teens should be brought for
- 00:35:53help to a mental health professional
- 00:35:56so uh
- 00:35:58these are the tips for controlling
- 00:36:00screen for parents because parents uh
- 00:36:02only the parents behavior influence the
- 00:36:04teen's behavior so this is most
- 00:36:06important for all of us
- 00:36:07so uh focus on uh co-engage and co-view
- 00:36:11as much as possible think about your own
- 00:36:13media use
- 00:36:14uh always prioritize face-to-face
- 00:36:16communication be snack aware and protect
- 00:36:19your own sleep so these are the tips for
- 00:36:21controlling screens for parents so thank
- 00:36:23you for this wonderful opportunity to
- 00:36:25take up questions at the end of the
- 00:36:26session
- 00:36:31thank you so much um doctor we've
- 00:36:33actually got quite a few questions
- 00:36:35during your presentation which i'll ask
- 00:36:36you know at the end of the session sure
- 00:36:38moving on to our next speaker uh welcome
- 00:36:41dr wenkley swear and doctor
- 00:36:43venkateshwaran completed his um under
- 00:36:45graduation from the pondicherry
- 00:36:46institute of medical sciences and his pg
- 00:36:49from psg imsr 0.2 he also completed a
- 00:36:52fellowship
- 00:36:53at the cmc verlo and has worked at the
- 00:36:56cmc velour as an assistant professor in
- 00:36:58child psychiatry he is currently working
- 00:37:01as a visitor
- 00:37:02as a visiting consultant in kanji
- 00:37:04kamakoti child trust hospital meta
- 00:37:06hospitals and the apollo children's
- 00:37:08hospitals
- 00:37:09dr venkateshwar's areas of interest
- 00:37:11include autism adhd adolescent related
- 00:37:14problems and gadget addiction he has
- 00:37:16published articles in various peer
- 00:37:18reviews review journals authored
- 00:37:20chapters and books on practical
- 00:37:22pediatrics given talks and shared
- 00:37:25sessions in various national and
- 00:37:26international pediatric and psychiatric
- 00:37:28conferences
- 00:37:30he today dr venkaishman will be sharing
- 00:37:32parenting tips with all of us doctor
- 00:37:34over to you
- 00:37:38thank you
- 00:37:39and
- 00:37:46amelia
- 00:38:00so as my topic suggests parenting
- 00:38:02tips i'll give you specific situations
- 00:38:05okay
- 00:38:06how to manage
- 00:38:07kids when they are facing disabilities
- 00:38:09when they are anxious
- 00:38:10how to deal with the behavioral issues
- 00:38:12how to improve cognitive functions like
- 00:38:14attention and organization overall how
- 00:38:16to work on emotional intelligence and
- 00:38:18communicating with catalysts okay so
- 00:38:20these are the areas we will see
- 00:38:23so anxiety okay so anxiety is basically
- 00:38:26worries
- 00:38:27if your child or teen is excessively
- 00:38:29worrying
- 00:38:30and before going into these situations i
- 00:38:32will tell you one thing when it is
- 00:38:34severe any any of these conditions when
- 00:38:36it is severe are not limiting their
- 00:38:38child's
- 00:38:39functioning or causing sleep disturbance
- 00:38:45in success then
- 00:38:47you have to take medical agreement
- 00:38:49what i am telling you when it is there
- 00:38:51uh when you are facing the situation
- 00:38:53day-to-day situations when it is mind
- 00:38:55probably you try managing the thesis
- 00:38:58sometimes the anxiety all the anxiety
- 00:39:00are not abominable okay it is not that
- 00:39:02when the tide is anchored it is very
- 00:39:04distorted
- 00:39:05for example two to three years here are
- 00:39:07thunders lightning is quite normal when
- 00:39:10they they will start understanding
- 00:39:11concept about death around four to five
- 00:39:13years uh when they go when you have some
- 00:39:15death in your life
- 00:39:17or somebody the child will be very
- 00:39:18anxious that is quite normal
- 00:39:20and
- 00:39:21a school age they will have some uh
- 00:39:23school class etc as long as it is not
- 00:39:26limiting then you may not worry about it
- 00:39:28okay so what are the techniques so there
- 00:39:30are two areas in anxiety one is manifest
- 00:39:33anxiety manipulating means that
- 00:39:36a cell is going through palpitations
- 00:39:39or very narrow okay so this is basically
- 00:39:43or keeps writing in some situations this
- 00:39:46is called manifest anxiety the second is
- 00:39:48what is that negative thought related to
- 00:39:50leading to that anxiety what is going in
- 00:39:52the child's mind okay so these are the
- 00:39:54things manifest anxiety you can practice
- 00:39:58relaxation techniques see for the time
- 00:40:00like i'm not going into this describing
- 00:40:02each and every
- 00:40:03steps in the
- 00:40:04exercise but for young children you can
- 00:40:07google it okay
- 00:40:09muscle relaxation technique for younger
- 00:40:11children okay so they can simply
- 00:40:13practice
- 00:40:14uh this technique so the manifest
- 00:40:16anxiety that is
- 00:40:18palpitations or traumas or the child is
- 00:40:20actually
- 00:40:22trembling okay
- 00:40:23when you practice relaxation techniques
- 00:40:26it will come down
- 00:40:27for older children or adults i would
- 00:40:29suggest abdominal breathing
- 00:40:31okay so slowly ask them to breathe in
- 00:40:35hold for a few seconds and breathe out
- 00:40:38in this i like to introduce a slight
- 00:40:40modification so there are two ways one
- 00:40:42is focus on their breathing okay or
- 00:40:44focusing on their breathing and slowly
- 00:40:46breathing and breathing out for 10
- 00:40:47minutes 15 minutes or if the child like
- 00:40:50drawing okay when they keep breathing
- 00:40:52they can think about a picture like the
- 00:40:54child drawing a picture okay so this is
- 00:40:56a distraction technique okay so think
- 00:40:58about a beautiful picture that tells
- 00:41:00this mental image of that picture and
- 00:41:02slowly breathing in without whenever a
- 00:41:04child is visibly anxious they can either
- 00:41:06practice this
- 00:41:08relaxation technique for children or
- 00:41:11simple breathing techniques with this
- 00:41:12modification see the breathing
- 00:41:14techniques i want to add a point it is
- 00:41:16commonly underplayed because
- 00:41:19everybody is telling me to breathe so
- 00:41:21what is so funny about it okay
- 00:41:24it actually improves our radar though
- 00:41:26okay now body like there is a
- 00:41:29system called sympathetic and
- 00:41:30parasympathetic okay the sympathetic is
- 00:41:32like an accelerator
- 00:41:37so when you practice this deep breathing
- 00:41:39technique actually you are applying a
- 00:41:40break that is the parasympathetic
- 00:41:42nervous system and it will give you a
- 00:41:44forming effect okay so this is the
- 00:41:46technique which parents can encourage
- 00:41:48their children when they are visibly
- 00:41:50anxious
- 00:41:51the second thing is what is the thought
- 00:41:53related leading to this visible anxiety
- 00:41:55symptoms or manifest anxiety basically
- 00:41:58in anxiety the thoughts are worrying
- 00:42:01okay what the what what if i pay what if
- 00:42:04i don't get that required afterwards
- 00:42:06what if my peers don't call me for the
- 00:42:09party or anything okay so when they have
- 00:42:11these worries okay
- 00:42:14then you can tell them to slowly sit and
- 00:42:17listen to their thoughts okay so or ask
- 00:42:19them to write their thoughts and to help
- 00:42:22them to challenge their thoughts
- 00:42:24sometimes what happens all these
- 00:42:26thoughts
- 00:42:27will be very
- 00:42:28very unchallenged manner they accept it
- 00:42:30okay um
- 00:42:32it will be definitely a failure
- 00:42:34definitely the teacher is going to scold
- 00:42:36me the situation may not happen but they
- 00:42:38will have this flow of thought when they
- 00:42:40are anxious okay so make them sick and
- 00:42:43ask them to write down their thought in
- 00:42:44anxiety basically it is worrying okay
- 00:42:47once they write down help them to
- 00:42:49practice these steps
- 00:42:51how many times in the past has really
- 00:42:53happened how many times you ended up
- 00:42:55getting scolding from your teacher okay
- 00:42:57so maybe 90 percent of the time you
- 00:43:00would have done well okay so basically
- 00:43:03uh
- 00:43:05experience from the past okay second is
- 00:43:07what will you address your friend when
- 00:43:10a friend goes to a similar situation
- 00:43:11what is that you like to do and if this
- 00:43:14way of thinking is really going to
- 00:43:15change the impact tomorrow in the school
- 00:43:17or the situation okay so in these steps
- 00:43:20you try to uh
- 00:43:22help them to challenge the thought so
- 00:43:23that they come to a relationship
- 00:43:28tomorrow okay so this is how they have
- 00:43:30to challenge negative thought that is
- 00:43:32basically lots of worries and
- 00:43:34now what if uh anticipatory failure if
- 00:43:37they challenge a thought they will
- 00:43:38become less anxious and able to perform
- 00:43:40better okay so these are the two simple
- 00:43:42steps in handling anxiety
- 00:43:45so next situation depression okay
- 00:43:48um
- 00:43:50many kids especially in the early and
- 00:43:53early adolescent beating stages
- 00:43:56many of the almost majority of the
- 00:43:58adolescents go through this
- 00:44:00move fluctuations and depressive
- 00:44:02symptoms which is part of growing up
- 00:44:04it is very common no need to medicalize
- 00:44:07or stigmatize it but if it is persistent
- 00:44:10especially beyond four weeks or beyond
- 00:44:12two weeks or if it is passing clinically
- 00:44:14the significant dysfunction that is very
- 00:44:18dull
- 00:44:19all the time
- 00:44:20no medical courses or expressing
- 00:44:22suicidal ideas then definitely you have
- 00:44:24to take clinical opinions but
- 00:44:26move from a day-to-day more security
- 00:44:28style feels low often then you can try
- 00:44:30practicing these simple steps
- 00:44:33three
- 00:44:35accept the major thing in depression is
- 00:44:37acceptance okay what happens many times
- 00:44:39when the adolescents come and tell
- 00:44:40parents like i am going through this
- 00:44:42because of these things happen i am
- 00:44:44going through this
- 00:44:45depressed feeling many time they will
- 00:44:47say no you have to change your mind you
- 00:44:49cannot be depressed for all these things
- 00:44:50you have to be strong
- 00:44:52so what if there are so many problems
- 00:44:54will come later in their life so how are
- 00:44:55you going to face all these things will
- 00:44:57happen okay please don't do it if they
- 00:44:59come and express some depressive
- 00:45:02symptoms to you
- 00:45:03accept that and try to be there for okay
- 00:45:05it is very common even i have been
- 00:45:07through this when i was at your age
- 00:45:10don't worry
- 00:45:11so we will be able to deal with it okay
- 00:45:13so that acceptance itself will
- 00:45:16be able to
- 00:45:17make them comfortable and repeating
- 00:45:19speed is only percent of the time will
- 00:45:20be help them to overcome the reflection
- 00:45:22but many a time we don't answer we will
- 00:45:24teach them how to poke up at that time
- 00:45:25so don't don't accept them so second
- 00:45:28step is right uh help them to activate
- 00:45:30what is this activation
- 00:45:32see even this american academy of
- 00:45:33psychiatry they have uh advocated
- 00:45:35physical activity to improve their
- 00:45:37presence
- 00:45:38so if they can practice some physical
- 00:45:40activity like a quick skipping or a
- 00:45:42punching a boxing bag or going for a
- 00:45:44jogging or a regular physical activity
- 00:45:47in a day-to-day physical attribute then
- 00:45:48it is protective against depression okay
- 00:45:51so the improvement by answering the
- 00:45:53neural chemicals in your brain okay so
- 00:45:56and other
- 00:45:58stuff in activation
- 00:46:00try to encourage them to stick with
- 00:46:02their routine as much as possible
- 00:46:04because when they feel depressed and
- 00:46:06they feel low what naturally they will
- 00:46:08do is they they will move away from the
- 00:46:09roti okay so it will cause more and more
- 00:46:12depression they lie still because it
- 00:46:14cause more depression and depression
- 00:46:15causes a dysfunctional routine and this
- 00:46:18becomes a cycle okay so break this cycle
- 00:46:20so this discussion has to come before if
- 00:46:22the teen is going through frequent
- 00:46:24depressive symptoms so tell them
- 00:46:26whenever you feel low try to stick with
- 00:46:28your routine as much as possible which
- 00:46:30will help you to cut short the duration
- 00:46:32of depression and also it reduces the
- 00:46:34severity okay so work with them in
- 00:46:36keeping them active whenever they have
- 00:46:39the depressed move okay another like
- 00:46:42same thing that thought on a thought
- 00:46:44[Music]
- 00:46:46challenging okay as i told foreign here
- 00:46:48depression the negative thought will be
- 00:46:51worthless helpless i am not worth so
- 00:46:54nobody is there for me those thoughts
- 00:46:55will come so same steps except listen to
- 00:46:59the thought write down that thought uh
- 00:47:01help them to challenge it okay whether
- 00:47:03is it really true in the past how many
- 00:47:06times it has happened like that second
- 00:47:08how will you audit your friend third is
- 00:47:10this way of thinking really helps you so
- 00:47:12how should i replay it how should i
- 00:47:14change my thinking in a more positive
- 00:47:16manner okay that is reframing so if you
- 00:47:18could see this is all principles taken
- 00:47:20from something called cbd the core cbd
- 00:47:23is very difficult to teach the parents
- 00:47:26but these are some steps which they can
- 00:47:27follow in their day-to-day life so once
- 00:47:30they reframe their thought and they have
- 00:47:32developed the habit of positive thinking
- 00:47:35then slowly whenever they get depressed
- 00:47:37they themselves will go through this
- 00:47:38process and have an overall positive
- 00:47:40thinking in the end this is like driving
- 00:47:42the car only initially there will be
- 00:47:43confusion between brake clutch and
- 00:47:45accelerator but as you keep driving it
- 00:47:48will spontaneously come like this all
- 00:47:50these thought challenges usually it will
- 00:47:52be like a process but you develop
- 00:47:55make them develop this habit as they
- 00:47:57pass by so they will have the
- 00:47:59spontaneous positivity they themselves
- 00:48:04okay
- 00:48:05the third is problem solving
- 00:48:07nowadays like there are so many problems
- 00:48:09like they are bordered with many issues
- 00:48:12so
- 00:48:12you can teach them the simple techniques
- 00:48:14of problem solving like state the
- 00:48:16problem
- 00:48:17and ask them to write different problems
- 00:48:20and you will take most important problem
- 00:48:22that immediately that should be solved
- 00:48:23don't get confused with all the problems
- 00:48:25you have
- 00:48:26my friend is not talking with me i have
- 00:48:28exams around the corner my dad is not
- 00:48:30spending medical time for example okay
- 00:48:32so and uh take most important one and
- 00:48:35try to think of different solutions
- 00:48:37evaluate pros and cons for each one and
- 00:48:40pick one and see if it works okay this
- 00:48:41is the exercise again as i said it is
- 00:48:43like driving the car initially like you
- 00:48:46do it as an exercise you teach them to
- 00:48:48have this habit of skating and
- 00:48:51writing and thinking of different
- 00:48:53solutions but as they practice this
- 00:48:56suddenly like they'll be good at problem
- 00:48:57solving any problem they won't
- 00:48:59impulsively react okay they will have
- 00:49:00the habit of thinking of different
- 00:49:03solutions and slowly picking the best
- 00:49:05one for them okay so that their problem
- 00:49:07solving it is a cognitive skill will
- 00:49:09improve over time if they practice
- 00:49:13these techniques from the very young age
- 00:49:16so the problem solving is a very
- 00:49:17important part of management of
- 00:49:19depression
- 00:49:20next is behavioral issues
- 00:49:23so i'm not going to discuss what are the
- 00:49:25causes of behavioral issues for the lack
- 00:49:26of time but how to handle behavioral
- 00:49:28issues i'll call i'll state something
- 00:49:31called what are the functions of the
- 00:49:32behavior okay most commonly we see these
- 00:49:35three functions whenever the child has
- 00:49:37this behavior called tantrums
- 00:49:39uh throwing things or being aggressive
- 00:49:42or excessively crying okay so these are
- 00:49:44the
- 00:49:45three situations one is to get social
- 00:49:47attention
- 00:49:48uh social attention this is especially
- 00:49:50common in a small kid okay you would
- 00:49:51have told them you should not throw the
- 00:49:54remote or something the child will throw
- 00:49:56and see you okay i said okay you see me
- 00:49:59okay i'm going to i have thrown this
- 00:50:01okay you give me attention okay this is
- 00:50:03the way to get social attention which is
- 00:50:04very common in a small kids
- 00:50:07defense you tell them something to hold
- 00:50:09the clothes you tell them something to
- 00:50:10read okay the older children are rather
- 00:50:13than what i won't do what may come okay
- 00:50:15so this is defense and demands i want
- 00:50:18this i want that okay you have to give
- 00:50:20me okay this is demand so these are the
- 00:50:22three common functions so
- 00:50:24how to deal with it the social attention
- 00:50:27if it is a minor issue especially a
- 00:50:29smaller kid just ignore more ways if you
- 00:50:31become panic and if you react to it if
- 00:50:34you keep shouting at the kid the girl is
- 00:50:36going to do it more and more because i
- 00:50:38will not know the implications of it so
- 00:50:40every time the tail wants attention he's
- 00:50:41going to go and you are going to attempt
- 00:50:43this is going to become a pattern
- 00:50:45because
- 00:50:46and when it is when it becomes a pattern
- 00:50:48then it is difficult to change okay so
- 00:50:52you can give a feedback firmly one thing
- 00:50:54i know you should not go like okay once
- 00:50:56in a while you can do a form feedback
- 00:50:58still that child is going try to ignore
- 00:51:01and uh appreciate when the child is not
- 00:51:03throwing it
- 00:51:04for example the second is depends here i
- 00:51:07want parents to be very flexible what
- 00:51:09happens the child will express this i
- 00:51:11won't do attitude in many situations
- 00:51:14the parent will be struggling with the
- 00:51:16child for each and every situation so if
- 00:51:18you look overall their routine will be
- 00:51:20intense parent-cell conflict for each
- 00:51:22and everything they keep fighting with
- 00:51:24the child okay so here
- 00:51:26so you know what is the impact okay the
- 00:51:28child is not aware of it so you'll be
- 00:51:30flexible for seventy eighty percent of
- 00:51:32them small small things don't take
- 00:51:34everything at a time and try to address
- 00:51:36it so try to be flexible for small small
- 00:51:39mountains and set limits only for the
- 00:51:42most important things okay so this is i
- 00:51:44leave it to parents to decide which is
- 00:51:46important which is less important most
- 00:51:48often from start they starting of the
- 00:51:50day to end the child will be struggling
- 00:51:52with their parents whether the child
- 00:51:53will have lots of different and the
- 00:51:56parent will be struggling it results in
- 00:51:57a very chaotic
- 00:51:59chaotic atmosphere
- 00:52:00it demands again whenever there is a
- 00:52:03tantrums
- 00:52:05here here again i want the parents to be
- 00:52:07little flexible okay if you want to eat
- 00:52:09heal before the behavior okay you are
- 00:52:11busy you have a relative in the house
- 00:52:13you will not be able to set limits okay
- 00:52:15don't
- 00:52:16say no for the sake of saying no okay so
- 00:52:19you say no the child behave badly then
- 00:52:21you give whatever the child wants then
- 00:52:23this is not going to help it results in
- 00:52:25understanding that okay let me behave
- 00:52:28like this i'll get it okay don't do that
- 00:52:30either if you are not in a position to
- 00:52:32set limit into the demands or try to
- 00:52:34negotiate but
- 00:52:36if you are telling no whatever it may be
- 00:52:38it is more okay you can firmly tell them
- 00:52:41once or twice no whatever you do i'm not
- 00:52:43going to give to still the behavior
- 00:52:44continues ignore or give a time out okay
- 00:52:47so when you practice this initially it
- 00:52:49appears the behavior increases but over
- 00:52:52the time if you practice try to be
- 00:52:53flexible and set limits when you set
- 00:52:55limits you maintain till in so over the
- 00:52:58time the behavior gets shaped because
- 00:53:00behavior is something that not develops
- 00:53:02today and cause problem tomorrow over
- 00:53:05the years this pattern develops and
- 00:53:07results in severe behavioral problems
- 00:53:09okay so follow these basics overall
- 00:53:12these are the steps
- 00:53:13when you handle a behavioral problem
- 00:53:15dissociate the child in the behavior
- 00:53:16don't label the child you are a bad
- 00:53:18child okay you are a bad boy okay don't
- 00:53:20do that you are a very good boy but your
- 00:53:22behavior is not suiting you okay so
- 00:53:24dissociate don't make them friends make
- 00:53:26them enemies they tell them the behavior
- 00:53:28the second thing is as i said if you
- 00:53:30have lots of behavioral issues don't
- 00:53:32address everything at a time for example
- 00:53:34you are shifting from one room to
- 00:53:35another room so you cannot carry all the
- 00:53:36things from this room to another book
- 00:53:38okay you have to do one by one okay or
- 00:53:40how much ever you could do so divide and
- 00:53:43take most important behavior
- 00:53:45and work on it
- 00:53:47so this differential reinforcement i am
- 00:53:49not going to technical aspects of it in
- 00:53:51simple terms what it is
- 00:53:53what we end up doing is we mostly will
- 00:53:55have negative communication whenever the
- 00:53:57child is not doing that we spend lots of
- 00:53:59time in
- 00:54:01setting limits or shouting at them or
- 00:54:04punishing them or whatever it is okay
- 00:54:06but whenever they are doing we will
- 00:54:08ignore so reverse it okay so if the if
- 00:54:11you want your child to hold the cheek
- 00:54:12when they get them okay rather than
- 00:54:14shouting at them whenever they are not
- 00:54:16doing it when they catch the good
- 00:54:17behavior when you are doing it you
- 00:54:19appreciate the genuine appreciation and
- 00:54:22structurally ignore they are not doing
- 00:54:23it okay when you keep ignore means you
- 00:54:25can express your displeasure okay i'm
- 00:54:27not happy that you have not done it but
- 00:54:28don't react too much it means
- 00:54:31you can express your discussion but
- 00:54:32don't make it as a big deal okay don't
- 00:54:35criticize subtly ignore and appreciate
- 00:54:37for the positive behavior when you keep
- 00:54:39doing it over the time you see the
- 00:54:41change like the the child will end up
- 00:54:43doing more often rather than not doing
- 00:54:46it so this is differential very
- 00:54:47important that is a good behavior and
- 00:54:49try to underplay the negative behavior
- 00:54:51if you see over months two years the
- 00:54:53child will develop lots of good behavior
- 00:54:56uh you generally don't recommend
- 00:54:58punishment and nagging as well
- 00:55:01nagging means like you the
- 00:55:03mother will want the child to study
- 00:55:19not good for the long-term maintenance
- 00:55:20of their child okay don't mark them
- 00:55:22don't punish them okay so try to
- 00:55:24practice these techniques whenever you
- 00:55:26have a problematic behavior
- 00:55:28the sibling really this is also part of
- 00:55:30behavior management because most often
- 00:55:32parents come with they are not going
- 00:55:34well okay
- 00:55:35so this is a simple thing the first
- 00:55:36thing uh two things most of the parents
- 00:55:38will do okay but if you are not doing
- 00:55:40please do you treat them properly okay
- 00:55:42if you are buying uh something for a
- 00:55:44child you have to better to get for both
- 00:55:59so you have the habit of rewarding for
- 00:56:00the performance to one side
- 00:56:03okay so
- 00:56:04treat them fairly and don't compare each
- 00:56:06child is different so this nowadays
- 00:56:08there is a very good awareness most of
- 00:56:10the parents are treating badly and they
- 00:56:12are not comparing but it is very
- 00:56:13important
- 00:56:14and second thing is what is true okay
- 00:56:17many times like your sibling rivalry
- 00:56:18they will bring in the end okay when it
- 00:56:21is very bad okay many times they don't
- 00:56:23bring your issues to me once in a while
- 00:56:25the parents have to sit and discuss
- 00:56:27who's at fault and
- 00:56:29who should have done differently okay
- 00:56:31this is very important you i i don't
- 00:56:33expect you to sit with them daily and do
- 00:56:35this but once in a while you cannot just
- 00:56:36like that no okay sort of sort out your
- 00:56:38issues within yourself don't come to me
- 00:56:40we cannot have this attitude once in a
- 00:56:42while try to find the truth and uh
- 00:56:45try to deal with it
- 00:56:47encourage interaction here another
- 00:56:49mistake i see is interaction where they
- 00:56:51will do it when they have problems okay
- 00:56:54when the siblings are fighting that time
- 00:56:57they will say the elder has an elder
- 00:56:58sibling you have to take care of your
- 00:57:00brother okay do this do that it will not
- 00:57:02work at that time encourage interaction
- 00:57:04otherwise when they are cardio like when
- 00:57:06they are good okay when the
- 00:57:09elder one don't do anything that time
- 00:57:11encourage interaction the interaction
- 00:57:13range from playing together or the
- 00:57:15range from taking care of basic needs of
- 00:57:17the younger one all these things you can
- 00:57:19do when they don't have a problem so
- 00:57:21don't encourage interaction
- 00:57:23during the from the problem when they
- 00:57:25are fighting don't do that okay so
- 00:57:26encourage infection otherwise slowly
- 00:57:28they will start having positive
- 00:57:30infection in the long run
- 00:57:31and consequence management whatever may
- 00:57:33be who may be at fault there are some
- 00:57:36things which the
- 00:57:37children should not do like hitting
- 00:57:40fighting using abusive language showing
- 00:57:42things so tell them responsible for
- 00:57:45consequences okay once because four may
- 00:57:48be false you are hit them so that is
- 00:57:49wrong so this
- 00:57:51knows zero rate behavior has to be very
- 00:57:53clearly told to the board for the supply
- 00:57:55okay when you have these things the
- 00:57:58probably the sibling value will come
- 00:58:00down to a significant level
- 00:58:04okay so next topic is improving
- 00:58:06cognitive skills the most often like
- 00:58:08parents ask like how to improve my
- 00:58:09child's attention how to improve
- 00:58:12planning organization these are the
- 00:58:14examples of cognitive skills we call it
- 00:58:15as executive functions of the brain okay
- 00:58:18this is the power of the routine okay so
- 00:58:20daily chart i would encourage each
- 00:58:22parent to have a daily routine chart for
- 00:58:25all their children
- 00:58:26uh
- 00:58:27like starting from what or time to get a
- 00:58:29time to uh
- 00:58:31eat breakfast like
- 00:58:33time to school study time everything
- 00:58:35once you have a daily routine chart you
- 00:58:37should include all these
- 00:58:39aspects of routine so for overall
- 00:58:42development holistic development
- 00:58:43physical activity has to be the routine
- 00:58:45fine motor like art scraps or some kind
- 00:58:48of fine motor active
- 00:59:01without any structure or the child can
- 00:59:03discuss some stories with parents
- 00:59:05without any structure they can cook
- 00:59:07together they can go for a walk together
- 00:59:09sometimes what happens our day-to-day
- 00:59:11routine will become too structured and
- 00:59:14too
- 00:59:15need-based okay when i encourage
- 00:59:17physical activity the parents will think
- 00:59:19only about whether i put in cricket you
- 00:59:20will be a cricketer in the
- 00:59:22long run whether i put in tennis he will
- 00:59:24be a good tennis player no like it is
- 00:59:26not all needed sometimes the child needs
- 00:59:28this unstructured
- 00:59:30or meaningless interaction sometimes
- 00:59:33which gives them that psychological
- 00:59:35uh
- 00:59:36piece and people stimulate them okay so
- 00:59:38it will help them to do well in these
- 00:59:39other areas okay so other commonly
- 00:59:42ignored areas
- 00:59:45will not engage children their host work
- 00:59:47okay so that is also very important okay
- 00:59:49so they should learn all the
- 00:59:51self-care and households from the very
- 00:59:53end game okay as much as they could
- 00:59:55depends on the child's developmental
- 00:59:56level
- 00:59:58[Music]
- 01:00:01once you include all these things in the
- 01:00:03routine
- 01:00:05you should reward them so what happens
- 01:00:08here
- 01:00:08when they don't do they will start
- 01:00:10criticizing it the thing i have told
- 01:00:13they will start criticizing them when
- 01:00:15they don't follow the routine this chart
- 01:00:17is to encourage them rather to criticize
- 01:00:19them okay by having a having a chat and
- 01:00:22if you force them to do it the chat will
- 01:00:24not work okay when you start rewarding
- 01:00:27the children when they do this follow
- 01:00:29this chart and add a rewarding means you
- 01:00:32can have a star or something you can
- 01:00:34monetize them okay you for every seven
- 01:00:36starts each one you can take them out or
- 01:00:38some some way to mod it's a small gift
- 01:00:40or something
- 01:00:41once you start rewarding random
- 01:00:43criticisms it means for example i'll
- 01:00:44tell you a situation there is an open
- 01:00:46training and you close the drainage by
- 01:00:48yourself i come and appreciate you good
- 01:00:50you are a very good citizen then you
- 01:00:52will feel good okay imagine the same
- 01:00:54situation there is an open drainage and
- 01:00:57i i stand there you come across
- 01:01:01i call you okay uh madam please close it
- 01:01:03i'll give you 10 000. you get annoyed
- 01:01:05with me okay so this is how the reward
- 01:01:07also works the reward should come at the
- 01:01:09end of the year when they do
- 01:01:11and you appreciate them for successfully
- 01:01:13doing may not be hundred percent depends
- 01:01:16on the child's level you can encourage
- 01:01:1760 70 80 or even 90 percent okay when
- 01:01:20they do it you appreciate them slowly it
- 01:01:23will improve okay so this chart is to
- 01:01:25reward them rather than
- 01:01:27taking the thing which the child has not
- 01:01:29done and criticizing on it okay many a
- 01:01:31times its reward chart and other thing a
- 01:01:33radial chart fails because
- 01:01:36you will end up fighting this okay you
- 01:01:38wouldn't do it today and the child will
- 01:01:39demand reward without
- 01:01:42uh
- 01:01:43doing that work and the parents will say
- 01:01:45we wouldn't do it you wouldn't do that
- 01:01:47so they end up arguing them okay so this
- 01:01:49is like we should end up uh rewarding
- 01:01:52more rather than criticizing so it will
- 01:01:54definitely work
- 01:01:55okay and attention so this will improve
- 01:01:57planning and organization the planning
- 01:01:59and organization is a executive function
- 01:02:02which will be which should be developed
- 01:02:03from the very young age okay this is a
- 01:02:05very important for the brain maturity
- 01:02:08attention so
- 01:02:10many times like the parents say that my
- 01:02:12child is not focusing again as i said
- 01:02:14for depression and anxiety when it is
- 01:02:16very severe then they get complaints
- 01:02:17from school and they cause significant
- 01:02:19uh dysfunction in uh academics then you
- 01:02:22have to take a professional help with a
- 01:02:24smile distraction then one of the things
- 01:02:26i would recommend is definitely the
- 01:02:28physical activity into overall neuro
- 01:02:30chemicals and improve their attention
- 01:02:32and then there is a schedule i told you
- 01:02:34that focusing tasks that will also
- 01:02:36improve them to
- 01:02:38help them to improve their attention
- 01:02:40third in
- 01:02:41environment the study environment should
- 01:02:43be less cluttered if the table is full
- 01:02:45of books if the table is full of some
- 01:02:48stickers all the play item in the room
- 01:02:50another child being in the room and lots
- 01:02:52of speakers and posters in the room so
- 01:02:54naturally they will have they are prone
- 01:02:57for poor focus on the studies so keep
- 01:03:00the room simple keep the table less
- 01:03:02clutter
- 01:03:03and
- 01:03:05uh you brief for time and role for
- 01:03:07studying for example if the child is not
- 01:03:09really focusing
- 01:03:10give some 20 25 minutes sections rather
- 01:03:12than making them sit for one hour one
- 01:03:14and a half hours okay give them 20
- 01:03:16minutes to half an hour let them have a
- 01:03:18break preferably a physical break have a
- 01:03:22short skipping session or a jumping
- 01:03:24session let them go around and come back
- 01:03:27then have another half an hour either if
- 01:03:29you give breaks in burden session keep
- 01:03:32the environment less distracted
- 01:03:33encourage them with more physical
- 01:03:35activity and for activity which can
- 01:03:38really help them to focus overall these
- 01:03:40steps will improve child's attention in
- 01:03:42the long run okay this will stimulate
- 01:03:45the brain this will reduce the
- 01:03:47environmental
- 01:03:48distractions and overall child's
- 01:03:50attention in turn academics will improve
- 01:03:55the next is emotional intelligence this
- 01:03:56is for older children and adolescents
- 01:03:58okay nowadays it is only iq is not
- 01:04:01important eq
- 01:04:03emotional quotient and adversity
- 01:04:05questions are being
- 01:04:08emphasized more and more because uh this
- 01:04:10is the era that you cannot function
- 01:04:12alone we have to
- 01:04:14be a team player okay if you cannot be a
- 01:04:16team player then we will not be
- 01:04:18successful in any uh
- 01:04:21domain in life okay so here overall
- 01:04:23introduce this concept of emotional
- 01:04:25intelligence from the very young age
- 01:04:27beyond the simple components in
- 01:04:29emotional development one is
- 01:04:30self-awareness self-regulation
- 01:04:32self-motivation interpersonal skills
- 01:04:34what is self-awareness
- 01:04:35we have to teach the adolescents or team
- 01:04:38to be aware of their emotions whenever
- 01:04:40you are upset whenever you are anxious
- 01:04:42whenever whenever you are angry
- 01:04:45be aware okay so
- 01:04:48they can give yourself to that okay i am
- 01:04:50angry define it and they will have a
- 01:04:52control if they are not aware of it
- 01:04:55definitely they are not going to
- 01:04:56regulate it okay this awareness is
- 01:04:59very important before regulation many
- 01:05:01times all this anger management
- 01:05:03technique do a simple debriefing or a
- 01:05:06puncture below all these things will not
- 01:05:08work if they don't have an awareness
- 01:05:10how to improve awareness simply by
- 01:05:12introducing the concept of awareness
- 01:05:13many times we don't define it when we
- 01:05:15don't define it we won't understand okay
- 01:05:18this is there is something called
- 01:05:19awareness if you keep monitoring your
- 01:05:21emotions whenever you have those
- 01:05:23emotions be aware of it and tell
- 01:05:25yourself that you are angry
- 01:05:27if they do it definitely they will have
- 01:05:29better control over the emotions so this
- 01:05:31is self-awareness
- 01:05:32self-regulation
- 01:05:34okay if they are very anxious or angry
- 01:05:36they can follow the same deep breathing
- 01:05:38techniques or just move away and sit in
- 01:05:40a calm place if you practice deep
- 01:05:42breathing or distraction techniques it
- 01:05:44is well and good if you cannot practice
- 01:05:46when you are anxious and angry just move
- 01:05:48away be in a calm place this itself will
- 01:05:50help
- 01:05:51when you are depressed activate okay try
- 01:05:54to involve in a physical activity or try
- 01:05:56to stick with your routine okay this is
- 01:05:58basically self-regulation
- 01:06:00any problem no need to immediately sort
- 01:06:03out the problem okay they can
- 01:06:05uh take time regulate their emotion then
- 01:06:08come for problem solving what what will
- 01:06:10happen is once they are emotional the
- 01:06:12parents are also emotional they try to
- 01:06:14solve the problem at that time so it
- 01:06:16will end up in a bigger form it will end
- 01:06:18up in a bigger problem ultimately the
- 01:06:19problem which fast these emotions will
- 01:06:21not be a big thing
- 01:06:22whatever they have done out of this
- 01:06:24emotion will become a bigger thing okay
- 01:06:26so regulate
- 01:06:28the self motivation i was i was telling
- 01:06:30about nagging before that they keep
- 01:06:32telling each and everything what the
- 01:06:34child should do that do that if we
- 01:06:36introduce the concept of self motivation
- 01:06:39see even i don't like to keep
- 01:06:42keep nagging you i do not want to keep
- 01:06:44telling you everything if you could
- 01:06:46develop this self motivation introduce
- 01:06:48this concept if you could function of
- 01:06:49your own i like to be your friend rather
- 01:06:52than mother keep telling everything so
- 01:06:55it is self motivation you can also tell
- 01:06:57some stories of a substitute people to
- 01:06:59improve your self motivation but
- 01:07:01basically the self motivation if we
- 01:07:03improve introduce this concept then they
- 01:07:05will
- 01:07:06you will not end up nagging them and
- 01:07:08they will have very good confidence at
- 01:07:10the end of the day
- 01:07:11interpersonal skills
- 01:07:13is a very broad area briefly additional
- 01:07:16theory of mind ask them to just think
- 01:07:18from others whenever you have fight with
- 01:07:20your friend whenever you don't agree
- 01:07:21with someone like just for a moment take
- 01:07:24a break think from others perspective
- 01:07:26and uh react and xyz method what is this
- 01:07:30xyz method don't keep bottling
- 01:07:32everything don't keep within yourself
- 01:07:35whenever you have some problem with a
- 01:07:36parent or a friend gently gently tell
- 01:07:39them this is situation this behavior you
- 01:07:41don't like gently express okay so
- 01:07:43whenever they do so they won't keep
- 01:07:45bottling it and they will have a very
- 01:07:47good interpersonal
- 01:07:49relationship in the long run that is
- 01:07:50theory of mind and the proper
- 01:07:52communication then and their genital
- 01:07:53proper complications
- 01:08:00they'll be a much better person the last
- 01:08:03how to communicate with the adolescents
- 01:08:05okay
- 01:08:07we call it as calm communication
- 01:08:09authoritative parenting listening and
- 01:08:11moral okay this communication as i was
- 01:08:13talking about naively
- 01:08:15whenever you want to tell something to
- 01:08:16your adolescent don't keep telling just
- 01:08:18write it in the notebook at the end of
- 01:08:20three four days or a week that you will
- 01:08:22find it most important thing to
- 01:08:23communicate just take that and make them
- 01:08:26sit and properly communicate it is about
- 01:08:28the quality of the communication rather
- 01:08:29than quantity of the communication if
- 01:08:31you keep planning to
- 01:08:32keep telling everything every time then
- 01:08:35your words will not be taken seriously
- 01:08:38and your
- 01:08:39tantrums will be meaningless okay so
- 01:08:41communicate
- 01:08:43with the quality stay right you take
- 01:08:45important things communicate whenever
- 01:08:47the adolescent is receptive that is
- 01:08:51important in communication next is
- 01:08:53authoritative parenting on one end every
- 01:08:55authority authoritarian parenting that
- 01:08:57is like
- 01:08:58punishing for each and everything
- 01:09:00ridiculing them
- 01:09:01uh
- 01:09:02giving punishment for each and
- 01:09:04everything the
- 01:09:10[Music]
- 01:09:18will be like a friend you will have lots
- 01:09:21of unstructured communication you will
- 01:09:23discuss with them largely spend time but
- 01:09:26ten percent of the time for important
- 01:09:28things you will set limits yes i think
- 01:09:30limits will not be emotional screaming
- 01:09:31shouting uh hitting or something setting
- 01:09:34limits very firm and very assertive this
- 01:09:36is authoritative
- 01:09:39let's listen
- 01:09:40more you listen you will understand
- 01:09:41better about them what what you will do
- 01:09:44you will end up judgmental will pass
- 01:09:46when they tell about something you will
- 01:09:48start passing judgments okay no no no
- 01:09:50this is wrong that is wrong
- 01:09:52like this so they will next time they
- 01:09:54won't tell you okay so they will keep it
- 01:09:55themselves it will result in a bigger
- 01:09:57problem in the long run the more you
- 01:09:58listen you will understand them better
- 01:10:00be
- 01:10:05is very important and it is very
- 01:10:07difficult to be a good role model okay
- 01:10:09here being a role model you have to
- 01:10:11change your own personality you have to
- 01:10:12be very dynamic when you have to
- 01:10:15perform well you are performing before
- 01:10:17your children okay to see you and learn
- 01:10:19rather than listen to you and turn okay
- 01:10:21you tell something and you practice
- 01:10:22something definitely then you are a poor
- 01:10:24role model then they will learn what you
- 01:10:26practice rather than what you tell okay
- 01:10:28so here this model everybody keep
- 01:10:30insisting everybody keep telling but it
- 01:10:33is the most difficult
- 01:10:35uh
- 01:10:36to be a very good role model so if you
- 01:10:37practice this communication technique so
- 01:10:40then you will
- 01:10:41you will end up
- 01:10:43communicating better to our adolescents
- 01:10:46thank you
- 01:10:50thank you doctor thank you so much uh
- 01:10:53we've got a number of questions through
- 01:10:54the uh presentations um thank you our
- 01:10:58doctor sonia has been answering almost
- 01:11:0013 of them
- 01:11:01um there's one question here for dr
- 01:11:03shinika that i thought i'll ask um this
- 01:11:05is from a parent who said that says that
- 01:11:08you know teens take it personally when
- 01:11:10we set uh the limits for digital usage
- 01:11:13uh you know basically set time they
- 01:11:15think that the parent doesn't like them
- 01:11:17and hence they set limits what do we do
- 01:11:21sorry can you come again with the
- 01:11:22question please sorry um uh dr
- 01:11:25what parent has said teens take it
- 01:11:27personally when we set time limits for
- 01:11:29digital usage they think that parents
- 01:11:31don't uh like them and hence they set
- 01:11:34time limits what do we do
- 01:11:36so
- 01:11:37it's like
- 01:11:38giving them a feedback we need to give
- 01:11:40them a feedback like
- 01:11:42when the parents
- 01:11:43uh take responsibility for the children
- 01:11:45like they do set limits in the offline
- 01:11:48world like they allow game time they
- 01:11:50allow cricket time they allow uh
- 01:11:53whether they can go outside or not like
- 01:11:55that parents also hold responsible for
- 01:11:58setting limits online
- 01:12:00making them giving a feedback to them
- 01:12:02like uh
- 01:12:04if at all uh
- 01:12:05this limit setting holds good for both
- 01:12:07not only for the offline world but all
- 01:12:09the for the online world we need to give
- 01:12:11them feedback make them understand as
- 01:12:14well as listen to them sometimes like uh
- 01:12:16dr venkateshwar and rightly mention we
- 01:12:18don't listen to them we don't
- 01:12:19communicate with them so uh making lines
- 01:12:22of communication open
- 01:12:24uh giving them feedback like they the
- 01:12:26limit setting is both holding good for
- 01:12:28online and offline it's not that because
- 01:12:30they don't like it it's limit setting
- 01:12:32helps all of them uh
- 01:12:34the it is not only for the uh online to
- 01:12:38stay online it is like help them have a
- 01:12:41routine follow the routine so that it
- 01:12:43doesn't have an academic impact it
- 01:12:44doesn't affect their interpersonal
- 01:12:45relationship
- 01:12:47uh in that way we can give a feedback to
- 01:12:48them and make them understand that limit
- 01:12:50setting is not only for the online it's
- 01:12:52for the offline as well it's similar to
- 01:12:54the offline day make an online limit
- 01:12:56setting
- 01:12:57true true
- 01:12:58thank you thank you so much doctor we're
- 01:13:00actually running out of times this time
- 01:13:02just for one last question
- 01:13:04um any of you can answer that it's from
- 01:13:06a parent who said uh who was asked is
- 01:13:09excessive screen time usage or you know
- 01:13:11usage of digital devices result in mood
- 01:13:14swings
- 01:13:15it's something that you've addressed in
- 01:13:16your presentations but would you like to
- 01:13:18you know speak about that yes uh this
- 01:13:21excessive screen time which when goes on
- 01:13:24little in the late in the nights will
- 01:13:26definitely have an impact on the mood
- 01:13:28state of a child or an adolescent for
- 01:13:30say they're waking up late in the nights
- 01:13:32their sleep actually becomes chaotic
- 01:13:34this chaotic sleep rhythm will
- 01:13:37actually disregulate their mood this
- 01:13:39regulate their emotional state they
- 01:13:40won't be able to regulate their own
- 01:13:42emotions they'll either be depressed or
- 01:13:44angered when the phone is snatched away
- 01:13:46from them or
- 01:13:48they get they they may even throw a
- 01:13:50temper tantrum when they uh uh when they
- 01:13:52take the mobile phone away from them so
- 01:13:54kind of this descriptive sleep rhythm
- 01:13:57the chaotic slip will actually
- 01:13:58disregulate the mood and also this
- 01:14:00excessive use over the time it will
- 01:14:02become compulsive so what initially they
- 01:14:04started using it was a pleasure they
- 01:14:06used a game started playing games uh
- 01:14:09they started posting it what initially
- 01:14:11started as a pleasure for them later
- 01:14:13will becomes a compulsive behavior so
- 01:14:15when this compulsive behavior
- 01:14:17starts in like it becomes a compulsion
- 01:14:19for them to stay online for them to use
- 01:14:21for them to always post so when it
- 01:14:23becomes a compulsive behavior definitely
- 01:14:25the mood state becomes disregulated
- 01:14:27thereby they become vulnerable for
- 01:14:29developing either comorbid depression or
- 01:14:30anxiety
- 01:14:32thank you thank you thank you dr shinika
- 01:14:34thank you dr sonia and thank you dr
- 01:14:36venkateshwar so much for joining us
- 01:14:38today um we've got a lot of questions a
- 01:14:40lot of audience responses and you know a
- 01:14:43lot of them were addressed in the course
- 01:14:44of your presentations as well uh thank
- 01:14:46you all thank you all parents who joined
- 01:14:48us today as well
- 01:14:50thank you so much doctors yeah yeah
- 01:14:52thank you thank you so much thank you
- 01:15:27[Music]
- 01:15:53[Music]
- 01:16:10[Music]
- 01:16:45you
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