Parenting in Digital Era

01:16:46
https://www.youtube.com/watch?v=THIE6DFpWk4

Ringkasan

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.

Takeaways

  • πŸ₯ Naruvi Hospitals serves as a top-tier healthcare facility in Vellore, India.
  • 🌟 Founded by Dr. JV Sampath, it aims to improve local healthcare access.
  • 🀝 Collaborates with Henry Ford Health System for medical knowledge exchange.
  • πŸ’‘ Operates under a paperless, high-tech system.
  • πŸ›οΈ Expanded capacity during COVID-19 crisis to support more patients.
  • πŸ’ͺ Emphasizes patient affordability and high-quality care.
  • πŸ† Prioritizes ethics, transparency, and patient satisfaction.
  • 🌍 Targets both local and international patient care.
  • πŸ”§ Houses advanced medical and surgical technology.
  • πŸ“ Has a robust building infrastructure for effective healthcare delivery.

Garis waktu

  • 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 β€˜fragrance of care’. 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.

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Peta Pikiran

Mind Map

Pertanyaan yang Sering Diajukan

  • 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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Gulir Otomatis:
  • 00:00:27
    naruhi hospitals promoted by the sanko
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    foundation is the brainchild of the
  • 00:00:32
    founder chairman dr jv sampath belonging
  • 00:00:36
    to velo the medical hub of india dr
  • 00:00:39
    sampa's vision to create a medical
  • 00:00:41
    destination for the people of velor in
  • 00:00:43
    particular and others from india at
  • 00:00:45
    large and also overseas resulted in the
  • 00:00:48
    establishment of a hospital here a real
  • 00:00:51
    crown jewel in the field of healthcare
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    large numbers of people belonging to
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    willow and the surrounding districts
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    have been known to travel to chennai and
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    bengaluru both nearly 200 kilometers
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    away from bellow seeking medical care
  • 00:01:07
    due to the dirt the facilities and the
  • 00:01:09
    hardships faced by the locals to access
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    available services
  • 00:01:13
    as per the vision of the chairman the
  • 00:01:16
    best in healthcare both in terms of
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    medical and nursing professionals as
  • 00:01:20
    well as sophistication were infused into
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    the institution making sure that patient
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    affordability was addressed at all times
  • 00:01:29
    less than a month after naruvi hospitals
  • 00:01:31
    opened its doors to the public the
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    second wave of kovid loomed large is
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    life
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    we took on the challenge and quickly
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    rose to the occasion catering to the
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    local population and some from
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    outstation as well adding close to 40
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    critical care beds and over 200 ward
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    beds to the covid care pool
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    much as it was hard for a one-month-old
  • 00:01:54
    hospital to handle such large volumes of
  • 00:01:56
    very sick patients naruvi hospitals was
  • 00:01:59
    able to contribute significantly in our
  • 00:02:02
    country's efforts to save people from
  • 00:02:04
    the disastrous end that kovid was
  • 00:02:07
    driving people too
  • 00:02:09
    naruvi hospitals is positioned as a
  • 00:02:11
    high-end tertiary care center
  • 00:02:13
    our focus on ethics transparency patient
  • 00:02:17
    satisfaction and an academic outlook in
  • 00:02:19
    everything we do ensures that doctors
  • 00:02:22
    nurses and others in the care team are
  • 00:02:24
    performing at their conscientious best
  • 00:02:27
    to not only treat patients ailments but
  • 00:02:29
    also to make them happy overall when
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    they leave our hospital
  • 00:02:34
    we have tied up with the henry ford
  • 00:02:36
    health system hfhs based out of michigan
  • 00:02:39
    state in the united states of america
  • 00:02:41
    hfhs is one of the old and leading
  • 00:02:44
    healthcare delivery systems in
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    midwestern america
  • 00:02:48
    the main aim of this tie up is to have
  • 00:02:50
    constant transfer of knowledge and to
  • 00:02:52
    get access to the time tested practices
  • 00:02:54
    they have been following for decades
  • 00:02:57
    which ultimately translated to patient
  • 00:02:59
    care naruvi hospitals is a completely
  • 00:03:02
    paperless and filmless hospital the
  • 00:03:04
    naruhi philosophy of care is embodied by
  • 00:03:07
    a motto fragrance of care the doctors in
  • 00:03:10
    naruvi are largely trained in the best
  • 00:03:13
    of medical institutes in india and come
  • 00:03:15
    with years of rich experience in their
  • 00:03:17
    fields of expertise
  • 00:03:19
    with the philosophy and its pallbearers
  • 00:03:21
    the medical and nursing professionals
  • 00:03:23
    the high-end equipment and the building
  • 00:03:25
    infrastructure complete the holistic
  • 00:03:27
    picture of fragrance of care the
  • 00:03:30
    hospital is 475 bedded with a 25
  • 00:03:33
    critical care bed count
  • 00:03:36
    naruvi hospitals boasts of an over 5
  • 00:03:38
    lakh square foot building spanning 14
  • 00:03:41
    levels the building is completely air
  • 00:03:43
    conditioned conforming to ashrae
  • 00:03:45
    standards with zone specific air
  • 00:03:48
    conditioning to reduce cross infection
  • 00:03:50
    between different care areas our laundry
  • 00:03:53
    is 100 barrier washed we have a
  • 00:03:56
    top-of-the-line sterilization department
  • 00:03:58
    with machines with 95 percent water
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    saving machines saving up to 300 liters
  • 00:04:03
    of water every running hour
  • 00:04:06
    we have all the major medical and
  • 00:04:08
    surgical specialties there are 16
  • 00:04:10
    modular operation theaters with laminar
  • 00:04:12
    airflow all the equipment in the icu's
  • 00:04:15
    and ots are pendant mount to avoid
  • 00:04:17
    clutter on the floor all the departments
  • 00:04:19
    are equipped to the most modern
  • 00:04:21
    standards with the best and latest
  • 00:04:22
    equipment so as to be able to provide
  • 00:04:25
    the best end-to-end treatment to our
  • 00:04:26
    patients state-of-the-art cardiac cath
  • 00:04:29
    labs the latest robotic hybrid ot ecmo
  • 00:04:32
    interventional pulmonology high-end
  • 00:04:35
    orthopedics general and bariatric
  • 00:04:37
    surgery epilepsy monitoring unit with
  • 00:04:40
    robot guided epilepsy surgery
  • 00:04:42
    neuromonitoring navigation the latest
  • 00:04:45
    lithotripter urology laser are just some
  • 00:04:48
    of the arrows in our quiver our primary
  • 00:04:51
    focus though being the local fellow
  • 00:04:53
    people and indians at large we are
  • 00:04:55
    working towards attracting overseas
  • 00:04:57
    patients as well we have started an
  • 00:04:59
    office in north sudan in kartham we're
  • 00:05:01
    in the process of tying up with the
  • 00:05:03
    governments of oman and seychelles as
  • 00:05:05
    well
  • 00:05:05
    in all naruvi hospitals is more than a
  • 00:05:08
    hospital it is an experience
  • 00:05:34
    good morning and um thank you all for
  • 00:05:35
    joining us today
  • 00:05:37
    for our webinar on parenting in the
  • 00:05:39
    digital area presented by naruvi
  • 00:05:41
    hospitals and the hindu
  • 00:05:43
    this is a very timely topic today
  • 00:05:45
    especially because over the last two
  • 00:05:46
    years we've seen how much of an impact
  • 00:05:49
    the pandemic has had
  • 00:05:51
    on the lives of children um if schools
  • 00:05:53
    you know uh brought in a host of changes
  • 00:05:56
    with online learning leading the pack um
  • 00:06:00
    you know even simple day-to-day
  • 00:06:02
    activities that children could do like
  • 00:06:03
    stepping out to play was you know soon
  • 00:06:05
    replaced with them being cooped up
  • 00:06:07
    indoors with screens and with their
  • 00:06:09
    electronic devices
  • 00:06:10
    now after two years you know we need to
  • 00:06:13
    see what kind of an impact this has had
  • 00:06:15
    um digital devices were always you know
  • 00:06:18
    gaining traction among parents and kids
  • 00:06:20
    but more so in the last two to three
  • 00:06:22
    years when you know most of them have
  • 00:06:23
    been cooped up in those so to talk to us
  • 00:06:26
    about this we have three experts today
  • 00:06:29
    um first uh dr sonia mary kurian who is
  • 00:06:33
    the head of pediatrics at nairobi
  • 00:06:34
    hospitals below she has over 20 years of
  • 00:06:37
    experience in pediatrics and neonatology
  • 00:06:39
    and she has done her diploma and allergy
  • 00:06:41
    asthma and cmc value she completed her
  • 00:06:44
    postgraduate training in kasturba
  • 00:06:46
    medical college bangalore and courtyard
  • 00:06:48
    medical college kerala
  • 00:06:50
    she has worked abroad in the united
  • 00:06:52
    kingdom where she completed her mrcpch
  • 00:06:56
    the topic she will be talking to us
  • 00:06:57
    today will be about screen time
  • 00:06:59
    mentioned
  • 00:07:00
    over to you ma'am thank you
  • 00:07:10
    okay
  • 00:07:11
    can you hear me
  • 00:07:14
    can you hear me
  • 00:07:17
    yes ma'am we can yeah okay
  • 00:07:20
    so good morning everyone thank you for
  • 00:07:22
    joining
  • 00:07:23
    uh today i'll be talking about screen
  • 00:07:25
    time in children and uh
  • 00:07:28
    like this picture and the screen shows
  • 00:07:30
    us how life was before uh the
  • 00:07:34
    coroner time and we started using more
  • 00:07:37
    digital devices children used to play
  • 00:07:39
    outside play with friends socialize
  • 00:07:42
    spend time with parents learning new
  • 00:07:44
    skills reading
  • 00:07:46
    playing with children and doing other
  • 00:07:47
    extracurricular activities and enjoying
  • 00:07:49
    meal time together as a family
  • 00:07:52
    but now with more digital devices
  • 00:07:54
    children are spending time by themselves
  • 00:07:57
    using different uh screens and are not
  • 00:08:00
    socializing as much as before
  • 00:08:03
    so
  • 00:08:04
    these days uh screen time seems to be
  • 00:08:07
    all the time
  • 00:08:08
    so today we will discuss about what is
  • 00:08:10
    screen time the neurobiology behind the
  • 00:08:14
    screen addiction benefits of digital
  • 00:08:16
    media impact of screen time and expert's
  • 00:08:20
    opinion
  • 00:08:22
    so what is screen time or what is
  • 00:08:24
    digital screen exposure it is exposure
  • 00:08:26
    to any screen it may be the tv maybe the
  • 00:08:29
    desktop the ipad the phone
  • 00:08:32
    and this is mainly used for
  • 00:08:34
    entertainment and it's unstructured time
  • 00:08:37
    so children may be
  • 00:08:38
    given the phone and from a very young
  • 00:08:40
    age and the earlier they learn to use it
  • 00:08:43
    the more they want to use it they may be
  • 00:08:45
    in a room with a background tv on and
  • 00:08:48
    those children also will be distracted
  • 00:08:50
    by the
  • 00:08:51
    screen
  • 00:08:53
    even the with online schooling children
  • 00:08:55
    were using the screen and then they
  • 00:08:57
    continued using the screen for
  • 00:08:58
    entertainment so
  • 00:09:00
    the screen is there always most of the
  • 00:09:03
    day
  • 00:09:05
    so how do children become addicted to
  • 00:09:07
    the screen
  • 00:09:08
    when there are two mechanisms i got to
  • 00:09:10
    discuss here one is the reward system so
  • 00:09:13
    uh children when they see images on the
  • 00:09:15
    screen fast moving colorful
  • 00:09:18
    loud noises
  • 00:09:19
    the ventral tegmentum in the midbrain it
  • 00:09:22
    stimulates the nucleus acumens in the
  • 00:09:24
    basal ganglia to produce dopamine so
  • 00:09:26
    dopamine is the happy hormone so
  • 00:09:28
    children will get more of dopamine
  • 00:09:30
    they're more happy so every time they
  • 00:09:32
    see something in the screen or they
  • 00:09:34
    anticipate seeing the screen they get
  • 00:09:36
    very happy and it's like an addiction so
  • 00:09:39
    like cocaine like sugar we want more of
  • 00:09:41
    it so children will be having uh
  • 00:09:44
    wanting more of the screen time and if
  • 00:09:46
    we leave it to them they may watch it
  • 00:09:48
    most of the day the waking hours
  • 00:09:51
    but we have a prefrontal cortex in the
  • 00:09:53
    front that is telling the brain please
  • 00:09:55
    stop let's go and sleep or let's do
  • 00:09:56
    something else but the other side wins
  • 00:09:59
    and most of the time the child will go
  • 00:10:01
    into that screen addiction another thing
  • 00:10:03
    is in children the white matter is
  • 00:10:05
    developing in the brain the white matter
  • 00:10:08
    is forming connections so when we look
  • 00:10:09
    at the child talk to the child the
  • 00:10:11
    language center
  • 00:10:13
    the emotion center the literacy center
  • 00:10:16
    all these centers are developing but if
  • 00:10:18
    we don't spend time those white matter
  • 00:10:20
    changes also will not happen will not
  • 00:10:22
    develop and this will affect the child
  • 00:10:24
    in the long term
  • 00:10:27
    but we know that digital media helps how
  • 00:10:30
    does it help early learning so during
  • 00:10:32
    covert time we knew that
  • 00:10:34
    we needed the computers to teach the
  • 00:10:37
    children uh so schooling was through
  • 00:10:39
    computers we can learn lots of skills
  • 00:10:42
    through the computer we can learn our
  • 00:10:44
    classes are there dance classes are
  • 00:10:45
    there
  • 00:10:46
    different skills different hobbies we
  • 00:10:48
    can learn through the digital media
  • 00:10:51
    and there are special programs which
  • 00:10:53
    children have
  • 00:10:54
    which
  • 00:10:55
    also helps them to improve their maths
  • 00:10:57
    into their
  • 00:10:59
    reading there are many cognitive
  • 00:11:00
    development
  • 00:11:01
    we can do through online
  • 00:11:03
    programs and even social interaction to
  • 00:11:05
    talk to parents grandparents relatives
  • 00:11:08
    near and far friends social interaction
  • 00:11:10
    also the media helps
  • 00:11:13
    and also for functional development
  • 00:11:16
    but what happens is in early childhood
  • 00:11:18
    when a child a small
  • 00:11:20
    few months old few years old child when
  • 00:11:22
    they have been exposed to this
  • 00:11:25
    screen it's like a 2d communication the
  • 00:11:27
    child just watches the screen but they
  • 00:11:29
    don't understand what is happening so
  • 00:11:32
    they
  • 00:11:33
    uh we think that the child is learning
  • 00:11:36
    the nursery rhyme or the whatever
  • 00:11:38
    they're watching but actually it's just
  • 00:11:40
    they're just watching it's like
  • 00:11:42
    they don't learn anything
  • 00:11:44
    so
  • 00:11:45
    the early childhood is a period of
  • 00:11:47
    significant cognitive and behavioral
  • 00:11:49
    development that is when the child sees
  • 00:11:51
    the parents face they know the parent is
  • 00:11:54
    happy the parent is sad when they hear
  • 00:11:56
    the parents talking they learn how to
  • 00:11:58
    talk they can assess the behavior they
  • 00:12:00
    can assess the emotion of the parents so
  • 00:12:02
    the child is learning many things every
  • 00:12:04
    time we interact with the child
  • 00:12:06
    auditory visual all these
  • 00:12:10
    stimulations are coming with normal
  • 00:12:12
    interaction but with tv or any screen
  • 00:12:14
    the visual over stimulation is there and
  • 00:12:16
    the child expects fast-paced activities
  • 00:12:19
    in daily life and lack of will cause
  • 00:12:21
    them to have inattention so they are
  • 00:12:24
    even after screen they are not happy
  • 00:12:26
    and they will not learn how to talk they
  • 00:12:29
    have delayed language development
  • 00:12:30
    learning program
  • 00:12:32
    problems and also reading problems
  • 00:12:34
    because they don't know how to do it and
  • 00:12:36
    uh
  • 00:12:37
    so
  • 00:12:38
    again the child is left on to their own
  • 00:12:40
    time so inconsistent supervision also
  • 00:12:43
    will delay social interactions in
  • 00:12:45
    potential deficit intelligence delay all
  • 00:12:47
    these will develop because they are not
  • 00:12:49
    being uh they've been just left to watch
  • 00:12:51
    the screen
  • 00:12:53
    so
  • 00:12:54
    uh
  • 00:12:55
    if we discuss the consequences it can be
  • 00:12:58
    in like a head to toe problem so uh
  • 00:13:00
    children who watch screen for a long
  • 00:13:02
    time they will have headaches uh they
  • 00:13:04
    will have neck pain because of the way
  • 00:13:07
    they are watching the screen the way
  • 00:13:08
    their neck and head is uh
  • 00:13:10
    on facing the screen uh because of the
  • 00:13:12
    blue light or because of the screen
  • 00:13:14
    being held nearby they will have myopia
  • 00:13:17
    they will have vision problems eye
  • 00:13:18
    tiredness sleep disturbances because of
  • 00:13:21
    the blue light
  • 00:13:22
    children as well they
  • 00:13:25
    because they are not encouraged to talk
  • 00:13:26
    encouraged to communicate they will not
  • 00:13:28
    speak well
  • 00:13:29
    and
  • 00:13:31
    even while eating they don't eat well
  • 00:13:33
    because they're watching the screen they
  • 00:13:34
    don't know how to chew
  • 00:13:36
    full body is affected they sit all the
  • 00:13:38
    time there is physical inactivity
  • 00:13:40
    and
  • 00:13:41
    they gain weight when you take the phone
  • 00:13:43
    away from them they have conflict with
  • 00:13:45
    the parents so
  • 00:13:48
    every part of their development is
  • 00:13:49
    affected and they develop anti-social
  • 00:13:51
    behavior watch what they watch on the
  • 00:13:53
    screen they will start behaving
  • 00:13:55
    exaggerated behavior and sleep will be
  • 00:13:57
    disturbed and they will also imitate
  • 00:13:59
    what they're seeing
  • 00:14:02
    and
  • 00:14:03
    later on
  • 00:14:04
    as they watch screen they have they
  • 00:14:06
    develop obesity
  • 00:14:08
    they gain weight and
  • 00:14:11
    their behavior also completely changes
  • 00:14:13
    they become more hyperactive inattentive
  • 00:14:16
    as i said before vision problems because
  • 00:14:18
    of the eye strain even their motor skill
  • 00:14:20
    development they're not encouraged to
  • 00:14:22
    use their hand they're not encouraged to
  • 00:14:24
    do activities so they their motor skills
  • 00:14:26
    also will be reduced language
  • 00:14:28
    development is affected eating disorders
  • 00:14:30
    children eat less because they don't
  • 00:14:32
    know how to chew and eat they're
  • 00:14:33
    watching the screen they don't know what
  • 00:14:35
    they're eating or they eat too much
  • 00:14:37
    and in the classroom also they don't
  • 00:14:38
    know how to engage with the teacher
  • 00:14:40
    engage with the students how to behave
  • 00:14:42
    and later on non-communicable diseases
  • 00:14:44
    would be present
  • 00:14:46
    so we talked about
  • 00:14:48
    language delay another big problem is
  • 00:14:50
    childhood obesity
  • 00:14:52
    so as the child gains weight their body
  • 00:14:54
    mass index increases
  • 00:14:57
    if it is more than 85 percent it is
  • 00:14:59
    obvious
  • 00:15:00
    overweight and more than 95 is obesity
  • 00:15:03
    so as the weight increases they are at
  • 00:15:05
    risk of heart problems hypertension the
  • 00:15:08
    lipid levels the fat levels in the body
  • 00:15:10
    increases they're at risk for type 2
  • 00:15:13
    diabetes sleep sleep apnea they don't
  • 00:15:15
    sleep properly so they have intent
  • 00:15:18
    attention deficit they cannot
  • 00:15:19
    concentrate in class and because of the
  • 00:15:21
    weight they have social discrimination
  • 00:15:23
    and this obesity may persist onto
  • 00:15:26
    adulthood
  • 00:15:29
    so uh all these problems are there so
  • 00:15:31
    what do the experts recommend
  • 00:15:33
    the aep
  • 00:15:34
    american academy uh they say that less
  • 00:15:37
    than two years a child should not be
  • 00:15:39
    exposed to any screen time
  • 00:15:41
    they should not uh watch the screen they
  • 00:15:43
    should have already shown a screen
  • 00:15:44
    except maybe for talking to grandparents
  • 00:15:47
    because that is an interactive session
  • 00:15:48
    that they can watch what the expression
  • 00:15:50
    is of the parents grandparents so that
  • 00:15:52
    is for some that is allowed but
  • 00:15:54
    otherwise they should not be shown any
  • 00:15:56
    screen
  • 00:15:57
    between two to five years they are
  • 00:15:58
    allowed around one hour per day but that
  • 00:16:00
    also should not be continuous it should
  • 00:16:02
    be 30 minutes and then a gap should be
  • 00:16:04
    there another 30 minutes
  • 00:16:06
    and then you should not watch the screen
  • 00:16:08
    while eating
  • 00:16:10
    eating and also before sleep we should
  • 00:16:12
    stop all screen time in the bedroom and
  • 00:16:14
    especially one hour before sleep for
  • 00:16:16
    good night's sleep and whenever parents
  • 00:16:18
    are there they should go watch with the
  • 00:16:20
    child they should discuss with the child
  • 00:16:21
    what they are watching what do they
  • 00:16:23
    think about it so they are made to think
  • 00:16:25
    then they understand what is happening
  • 00:16:26
    and they will learn better and we should
  • 00:16:28
    choose media wisely we must see which is
  • 00:16:31
    age appropriate programs and how it will
  • 00:16:33
    benefit the child and
  • 00:16:36
    help in their growth and as a family you
  • 00:16:38
    must keep bedtime meal time and family
  • 00:16:40
    time screen free and we ourselves we
  • 00:16:43
    should be a good role model and limit
  • 00:16:45
    for news so we should emphasize on three
  • 00:16:47
    things sleep sleep very important for
  • 00:16:49
    growth healthy nutrition and exercise
  • 00:16:53
    the same thing which i had said uh age
  • 00:16:55
    wise the
  • 00:16:57
    screen time
  • 00:16:59
    and at home we also have to be rolled
  • 00:17:02
    bottles we have to also reduce the time
  • 00:17:04
    we spend on screen communicate uh more
  • 00:17:07
    effectively and we must be aware of all
  • 00:17:10
    the digital advertisements we must
  • 00:17:12
    be aware that this is also influencing
  • 00:17:14
    our children
  • 00:17:15
    we must go outside play with them
  • 00:17:18
    encourage their creativity encourage
  • 00:17:20
    them to be a bit bored so that they can
  • 00:17:22
    think of what should be done and remove
  • 00:17:24
    all devices from bedroom and set limits
  • 00:17:27
    and even in education then schools also
  • 00:17:30
    the teachers and parents and we should
  • 00:17:32
    have how child should not be watching
  • 00:17:35
    too much screen time behavioral changes
  • 00:17:37
    therapies can be provided by
  • 00:17:39
    psychiatrists and must encourage
  • 00:17:41
    physical activities and facilities in
  • 00:17:43
    the community should be present for
  • 00:17:45
    promoting these activities
  • 00:17:48
    thank you
  • 00:17:53
    thank you so much ma'am um for sharing
  • 00:17:55
    um your insights with us um
  • 00:17:58
    there'll be a quest answer session at
  • 00:18:00
    the end um after all our three experts
  • 00:18:03
    have spoken so if any of the uh the
  • 00:18:05
    person uh the audience who's listening
  • 00:18:07
    uh if you have any questions please drop
  • 00:18:09
    them in the q a box and we'll look at
  • 00:18:11
    them and ask the doctors at the end um i
  • 00:18:13
    would like to introduce our next speaker
  • 00:18:15
    dr ashinika uh dr shinika completed her
  • 00:18:18
    mbbs from mohan kumar mangalam medical
  • 00:18:20
    college salem in 2013. she did her md
  • 00:18:24
    psychiatry from the institute of
  • 00:18:25
    psychiatry at madurai medical college in
  • 00:18:27
    2017 and then she pursued her fellowship
  • 00:18:31
    and child and adolescent psychiatry from
  • 00:18:33
    the prestigious christian medical
  • 00:18:34
    college in bellow dr srinika is
  • 00:18:36
    currently working as the team lead for
  • 00:18:38
    the department of psychiatry and child
  • 00:18:40
    development
  • 00:18:43
    her area of interests include early
  • 00:18:45
    intervention for autism schools and
  • 00:18:48
    mental health and also neuropsychiatry
  • 00:18:52
    her
  • 00:18:52
    her topic today will be teens and their
  • 00:18:55
    digital world uh dr shinika over to you
  • 00:19:01
    i'm sharing my screen
  • 00:19:03
    yes go ahead
  • 00:19:09
    okay
  • 00:19:11
    okay am i audible
  • 00:19:14
    yes doctor you are your pain is visible
  • 00:19:16
    right yes your screen is visible yeah
  • 00:19:18
    yeah okay thank you
  • 00:19:20
    for the nice uh introduction so uh today
  • 00:19:23
    will be talking on the topic of teens on
  • 00:19:24
    their digital world so uh also thanks to
  • 00:19:27
    the viewers for joining us and thanks to
  • 00:19:30
    uh hindu and narvi for this wonderful
  • 00:19:31
    opportunity so the pediatrician has
  • 00:19:34
    spoken on the physical aspects of the
  • 00:19:36
    impact of excessive screen time in
  • 00:19:38
    children so i'll be talking on the uh
  • 00:19:41
    impact of excessive train time with
  • 00:19:42
    adolescence
  • 00:19:44
    so uh coming to the topic per se
  • 00:19:47
    uh from the moment i wake up i will use
  • 00:19:50
    it every day and very hard so this is
  • 00:19:52
    the plight of all of us today including
  • 00:19:54
    uh
  • 00:19:55
    children and adolescents and adults as
  • 00:19:57
    well
  • 00:19:58
    so what the parents concerns these days
  • 00:20:01
    what are the concerns with which parents
  • 00:20:03
    approach us in the clinic uh child and
  • 00:20:05
    adolescent clinic these days
  • 00:20:07
    um how do we cut down my teen's phone
  • 00:20:10
    news she's all time over the phone
  • 00:20:12
    uh my son is playing pubg continuously
  • 00:20:14
    until the phone's charge is dead so we
  • 00:20:16
    are worried uh if he is addicted to the
  • 00:20:19
    phone or addicted to the game
  • 00:20:21
    my team has an insta account and he's
  • 00:20:23
    posting very frequently in the account
  • 00:20:25
    so we are worried about this behavior so
  • 00:20:27
    these are the common common concerns
  • 00:20:29
    with which we see the parents these days
  • 00:20:31
    and bringing their adolescents to our
  • 00:20:33
    clinic
  • 00:20:35
    so with a brief introduction on uh
  • 00:20:38
    what do the survey says about the screen
  • 00:20:40
    term in adolescence so surveys show that
  • 00:20:44
    on an average
  • 00:20:45
    team spend three hours online which is
  • 00:20:48
    not including the time for homework
  • 00:20:51
    and 90 percent of the teams between 13
  • 00:20:54
    to 17 years have used social media and
  • 00:20:57
    most have social media accounts
  • 00:20:59
    of course with the pandemic related
  • 00:21:00
    lockdowns changing to virtual uh mode of
  • 00:21:03
    online classes have actually doubled the
  • 00:21:05
    screen time in
  • 00:21:07
    children and now this post pandemic was
  • 00:21:10
    logged on we are seeing the screen time
  • 00:21:12
    is quite excessive even in children
  • 00:21:14
    adolescence
  • 00:21:15
    so uh we'll be touching on this topic of
  • 00:21:18
    what is internet addiction
  • 00:21:20
    uh
  • 00:21:21
    when do we call an uh child or an
  • 00:21:24
    adolescent addicted to internet
  • 00:21:27
    uh when he or she needs to be brought to
  • 00:21:30
    a clinic for evaluation so parents ask
  • 00:21:32
    us frequently so is my child addicted
  • 00:21:34
    but how do i diagnose addiction in him
  • 00:21:37
    when do i need to bring my child to the
  • 00:21:38
    clinic so this is the answer to them so
  • 00:21:41
    when do we diagnose addiction
  • 00:21:43
    when the time spent online is very
  • 00:21:46
    excessive there's excess of time spent
  • 00:21:48
    online
  • 00:21:49
    not able to control the mobile use not
  • 00:21:52
    able to control once mobile user not
  • 00:21:54
    able to stay without phone staying all
  • 00:21:56
    time online staying with the phone all
  • 00:21:57
    time not able to control one's mobile
  • 00:21:59
    use and because of this excessive use
  • 00:22:02
    and the craving to be to stay online to
  • 00:22:04
    to put some post in the social media to
  • 00:22:06
    uh put some post and then insta always
  • 00:22:08
    the urge and the craving to stay online
  • 00:22:11
    to be with the phone online not able to
  • 00:22:13
    stay away from the phone with this
  • 00:22:15
    excessive views
  • 00:22:16
    and this excessive views is causing some
  • 00:22:19
    decline in academics there's a drop in
  • 00:22:20
    academics parents would say my kid was
  • 00:22:22
    actually scoring 90 percent now post
  • 00:22:24
    lock lockdown we see the scores have
  • 00:22:26
    dropped down to 70 percent because of
  • 00:22:27
    this excessive time spending online so
  • 00:22:29
    once this excessive online use is
  • 00:22:31
    causing the decline in academics not
  • 00:22:34
    only the decline in academics their
  • 00:22:35
    interpersonal relationship with
  • 00:22:37
    people is affected their interpersonal
  • 00:22:39
    relationship with what the people around
  • 00:22:42
    the children especially the peer group
  • 00:22:44
    they don't maintain their friendships as
  • 00:22:45
    before they don't talk with their
  • 00:22:46
    friends they don't communicate with
  • 00:22:47
    their friends
  • 00:22:49
    they don't talk with their parents they
  • 00:22:50
    don't respond to them appropriately
  • 00:22:52
    they're uh they don't talk to them they
  • 00:22:54
    don't communicate with the parents and
  • 00:22:57
    their uh relationship with teachers is
  • 00:22:59
    affected as well so when this excessive
  • 00:23:01
    use is causing some decline in economics
  • 00:23:04
    together with decline there is also the
  • 00:23:07
    dysfunction in maintaining relationships
  • 00:23:09
    with teachers with peer group with
  • 00:23:11
    parents then this becomes an addiction
  • 00:23:14
    so the use is overwhelming
  • 00:23:16
    always wanting to stay online or always
  • 00:23:18
    wanting to be online not able to control
  • 00:23:20
    this and more so they don't recognize
  • 00:23:22
    that it is a problem that is on the top
  • 00:23:24
    of it it becomes difficult to bring them
  • 00:23:26
    to the clinic for evaluation because
  • 00:23:27
    they don't feel it's a problem uh so
  • 00:23:29
    when these symptom clusters of excessive
  • 00:23:32
    use together was declining academics
  • 00:23:34
    together with
  • 00:23:35
    dysfunction in relationship with others
  • 00:23:37
    then it becomes an addictive disorder a
  • 00:23:39
    child or an adolescent definitely needs
  • 00:23:41
    to needs to be brought to the clinic for
  • 00:23:43
    evaluation so what is an impact what is
  • 00:23:45
    the impact of this addiction we talk
  • 00:23:47
    about
  • 00:23:48
    dr sonia was speaking more on the
  • 00:23:50
    physical aspects of addiction with
  • 00:23:52
    respect to the pediatric population i
  • 00:23:53
    would like to more touch on the topic of
  • 00:23:55
    psychological impact so what is the
  • 00:23:57
    psychological impact of this addictions
  • 00:23:59
    once the adolescent or teen is more and
  • 00:24:00
    more into the mobile world more and more
  • 00:24:02
    into the social media world they neglect
  • 00:24:04
    others uh social isolation neglect the
  • 00:24:06
    family neglect the peer group neglect
  • 00:24:08
    the teachers school and all trying to
  • 00:24:11
    try to be in a secluded environment with
  • 00:24:13
    social isolation be more oppositional
  • 00:24:15
    like dr sonia rightly mentioned they'll
  • 00:24:17
    they'll become very cranky or adamant
  • 00:24:18
    when you try to take the mobile away
  • 00:24:20
    from them
  • 00:24:21
    more adamancy tantrums uh behavioral
  • 00:24:24
    issues come up and they become more
  • 00:24:25
    oppositional
  • 00:24:27
    and of course the declining academics as
  • 00:24:29
    i mentioned earlier and the most
  • 00:24:31
    important aspect which most of us forget
  • 00:24:33
    is the chaotic slip rhythm so because of
  • 00:24:35
    excessive use they stay
  • 00:24:38
    up awake in the bed late nights they
  • 00:24:40
    sleep at 2 a.m 3 a.m
  • 00:24:42
    be in the mobile uh post something or
  • 00:24:45
    chat with their friends because of
  • 00:24:46
    sleeping late in the night their sleep
  • 00:24:48
    rhythm becomes chaotic the sleep rhythm
  • 00:24:50
    becomes disturbed because of this they
  • 00:24:52
    become more vulnerable they become
  • 00:24:55
    more vulnerable to develop either
  • 00:24:57
    secondary depression or anxiety
  • 00:24:58
    disorders so this sleep is most
  • 00:25:01
    important thing for any person being the
  • 00:25:03
    child beat an adolescent beat an adult
  • 00:25:05
    so when the sleep rhythm becomes chaotic
  • 00:25:07
    the entire rhythms in the brain goes
  • 00:25:09
    heavy and they become more vulnerable to
  • 00:25:12
    develop secondary depression or anxiety
  • 00:25:13
    disorders not only that not only these
  • 00:25:16
    emotional behavior emotional disorders
  • 00:25:17
    like they also become more vulnerable to
  • 00:25:20
    develop other co-morbid addictions
  • 00:25:22
    mobile addictions can lead on to uh
  • 00:25:25
    gaming addictions they
  • 00:25:26
    they will play games more that way they
  • 00:25:28
    become addictive to uh games so internet
  • 00:25:31
    gaming disorder they become they may be
  • 00:25:33
    also get addicted to porn support
  • 00:25:35
    addictions comes here they also may
  • 00:25:38
    become addicted to other substance or
  • 00:25:39
    drugs so other addictive disorders also
  • 00:25:42
    can be co-morbid uh with the uh
  • 00:25:45
    emotional disorders so what are the
  • 00:25:46
    social uh impact of that they may bully
  • 00:25:49
    others they may become subject to
  • 00:25:51
    bullying
  • 00:25:52
    uh access to inappropriate content
  • 00:25:54
    either
  • 00:25:55
    sexting or cyberbullying or disclosure
  • 00:25:58
    of personal information all these is the
  • 00:26:00
    social uh
  • 00:26:02
    impact of excessive screen time and
  • 00:26:04
    adolescence
  • 00:26:06
    so what do uh experts recommend so when
  • 00:26:09
    dr sonia was talking more on the uh
  • 00:26:11
    children like expert recommendation for
  • 00:26:13
    children i'll be touching on the
  • 00:26:15
    adolescent what do experts recommend
  • 00:26:17
    like how do we handle because it's a
  • 00:26:19
    relationship of period even for a parent
  • 00:26:21
    it's a parenting is an art so it is a it
  • 00:26:23
    is a tough phase even for parent to
  • 00:26:25
    handle another lesson how do we handle
  • 00:26:27
    because uh parents come to us saying uh
  • 00:26:29
    like can uh my idol can my adolescent
  • 00:26:32
    have an insta account can she post in
  • 00:26:35
    whatsapp so how do we handle this
  • 00:26:37
    exactly so to the parents here are the
  • 00:26:38
    recommendations from the
  • 00:26:40
    guidelines and this is what experts say
  • 00:26:42
    it's okay for your team to be online a
  • 00:26:44
    total restriction of mobile use total
  • 00:26:46
    restriction of
  • 00:26:48
    not to go to the internet won't help
  • 00:26:49
    because it's part of normal adolescent
  • 00:26:52
    development
  • 00:26:53
    being online or making online
  • 00:26:55
    friendships it's a part of normal
  • 00:26:56
    adolescent development that's the time
  • 00:26:58
    when adolescent will start making
  • 00:27:00
    friendships with online offline will
  • 00:27:02
    start understanding themselves start
  • 00:27:04
    exploring themselves and start exploring
  • 00:27:06
    the world outside them
  • 00:27:08
    it's the time they uh kind of develop
  • 00:27:09
    their personality also so it is okay for
  • 00:27:12
    them to be online however always make
  • 00:27:15
    sure keep the lines of communication
  • 00:27:17
    open
  • 00:27:18
    make sure they understand what is an
  • 00:27:19
    appropriate behavior online what is an
  • 00:27:21
    inappropriate behavior
  • 00:27:23
    and keep always discuss with them be
  • 00:27:26
    open to discussions listen to them which
  • 00:27:28
    actually helps when they come up with
  • 00:27:30
    even some doubts or
  • 00:27:33
    something it is always better we keep
  • 00:27:35
    the lines of communication open set
  • 00:27:36
    limits this is where most of us actually
  • 00:27:38
    miss out we don't set limits like when
  • 00:27:40
    we uh send our kid to play for cricket
  • 00:27:43
    for say for half an hour uh we don't set
  • 00:27:45
    limits for mobile time set limits for
  • 00:27:47
    mobile time as well for say you can uh
  • 00:27:50
    actually uh after the finishing the
  • 00:27:51
    homework he or she can use mobile for
  • 00:27:53
    half an hour like that you need to set
  • 00:27:55
    time even for mobile use like how you
  • 00:27:57
    manage the external work external world
  • 00:28:00
    outside the mobile and also make sure
  • 00:28:03
    uh keep your expectations clear and
  • 00:28:06
    make sure you explain the consequences
  • 00:28:07
    as well and stick to them
  • 00:28:09
    so if your team is continuing continuing
  • 00:28:12
    to use the mobile phone excessively for
  • 00:28:14
    two three two two three days then you
  • 00:28:16
    can see actually say them like a weekend
  • 00:28:18
    uh outing is being cut for him or her so
  • 00:28:21
    you can like this you can make
  • 00:28:24
    what decision what is the consequences
  • 00:28:25
    if the uh if this is not fulfilled but
  • 00:28:27
    however we can offer them little
  • 00:28:28
    flexibility if
  • 00:28:30
    they're demand they're demonstrating
  • 00:28:32
    responsibility
  • 00:28:34
    and make sure
  • 00:28:36
    uh uh whatever you think about their
  • 00:28:39
    social media make a pact with them
  • 00:28:40
    whether you're going to friend but
  • 00:28:42
    they're going to follow but they're
  • 00:28:44
    going to post or not post
  • 00:28:46
    whether you're going to comment or not
  • 00:28:47
    comment make a pact with them make an
  • 00:28:49
    agreement with them so both of you are
  • 00:28:52
    on the same page with respect to social
  • 00:28:54
    media use
  • 00:28:57
    and most importantly
  • 00:29:00
    uh which will help us at the end of the
  • 00:29:02
    day is co-viewing co-playing and
  • 00:29:05
    co-engaging
  • 00:29:07
    this holds good for children and
  • 00:29:08
    adolescents as well because this is the
  • 00:29:11
    time when you
  • 00:29:12
    view along with them a parent co-viewing
  • 00:29:14
    is nothing but parent and child sitting
  • 00:29:16
    together and viewing a show or playing
  • 00:29:18
    together a video game play engaging in
  • 00:29:20
    an online activity so uh sitting
  • 00:29:22
    together with your child or adolescent
  • 00:29:24
    will help us improve the bonding improve
  • 00:29:28
    the family interactions
  • 00:29:30
    it is also time for
  • 00:29:32
    them to learn by this way of co-engaging
  • 00:29:34
    with them in a in a online activity we
  • 00:29:37
    can also make them understand uh your
  • 00:29:40
    own experiences
  • 00:29:42
    uh by playing with them we can also make
  • 00:29:44
    them understand the gaming adequates
  • 00:29:46
    and by co-viewing with them we can also
  • 00:29:48
    improve the family interactions and
  • 00:29:50
    morning it's a good time for you to be
  • 00:29:52
    with the child
  • 00:29:53
    it is however humanly not possible to
  • 00:29:55
    stay with them uh all through the phone
  • 00:29:58
    or to the through the end of the tv show
  • 00:30:00
    it's not possible because we have our
  • 00:30:02
    own codes or our own
  • 00:30:04
    duties to be uh
  • 00:30:06
    completed at the end of the day so try
  • 00:30:08
    as much as possible to stay with your
  • 00:30:10
    child when they're online right as much
  • 00:30:11
    as possible it's not humanly possible to
  • 00:30:13
    stay with the mentor for the entire show
  • 00:30:14
    of course
  • 00:30:16
    we don't agree on that but as at least
  • 00:30:18
    for the first time when they view
  • 00:30:19
    something to see if the content is
  • 00:30:21
    appropriate you can sit with them and
  • 00:30:22
    sit through the show so co-viewing
  • 00:30:24
    co-playing and co-engage is an important
  • 00:30:26
    aspect when it comes to online activity
  • 00:30:30
    and as dr sonia rightly mentioned be a
  • 00:30:32
    good role model to them so kids actually
  • 00:30:34
    they learn more by
  • 00:30:37
    uh
  • 00:30:38
    imitating others more by following what
  • 00:30:40
    a parent do with their phone how long
  • 00:30:42
    they use what apps they use how do they
  • 00:30:44
    play a game in a phone all that comes by
  • 00:30:47
    looking at their parents not by their
  • 00:30:48
    advices so be a good role model to them
  • 00:30:51
    uh try to be cognizant of your own
  • 00:30:53
    mobile use of your own mobile time of
  • 00:30:55
    the games you play all that you we need
  • 00:30:57
    to be more cognizant because we are a
  • 00:30:59
    good role model to them it's actually
  • 00:31:01
    more learn by imitation or imitating
  • 00:31:03
    their parents
  • 00:31:06
    and
  • 00:31:07
    when most of us know like we we know the
  • 00:31:09
    friends offline but we forget about
  • 00:31:11
    online friends it's in the digital era
  • 00:31:13
    it's more importantly we also need to
  • 00:31:15
    know about who are the online friends
  • 00:31:17
    who do teens talk to all these uh
  • 00:31:20
    knowing their online friends is
  • 00:31:22
    important as well
  • 00:31:23
    and knowing what platforms they use what
  • 00:31:26
    software's what apps your teens use is
  • 00:31:28
    also more important it's equally
  • 00:31:30
    important it may be little challenging
  • 00:31:32
    for the parents these days to be updated
  • 00:31:35
    uh or to go at the pace with the uh team
  • 00:31:38
    but
  • 00:31:39
    uh we can't help it in the digital era
  • 00:31:41
    we also need uh need to know about their
  • 00:31:43
    platforms or software because to find if
  • 00:31:45
    the content is appropriate if it is safe
  • 00:31:47
    for your team so we also need to know
  • 00:31:48
    the softwares and apps they are using
  • 00:31:52
    and
  • 00:31:53
    as a family we need to have a
  • 00:31:56
    family media plan on how we use because
  • 00:31:59
    our own news will have a greatest
  • 00:32:01
    greatest impact on the children and
  • 00:32:02
    adolescents
  • 00:32:04
    so make sure as a family you all agree
  • 00:32:06
    on
  • 00:32:07
    no screen while eating so always make
  • 00:32:10
    sure no one uses mobile phone or watch
  • 00:32:12
    tv by eating and when you're having a
  • 00:32:15
    family time when you're meeting or
  • 00:32:16
    having family discussions please make
  • 00:32:18
    sure there's no screens at that time and
  • 00:32:20
    bedroom especially when uh even in kids
  • 00:32:23
    bedroom or adults bedroom make sure
  • 00:32:25
    you you don't take your mobiles when you
  • 00:32:27
    go to sleep uh keep it outside the
  • 00:32:29
    bedroom either keep it charged or keep
  • 00:32:31
    it outside but now with mobile phones
  • 00:32:33
    inside the bedroom
  • 00:32:35
    at least one hour before the bedtime try
  • 00:32:37
    to wind up the values
  • 00:32:39
    and also for uh children you can give
  • 00:32:42
    them like one until the homework is done
  • 00:32:44
    screen time is not allowed so as some
  • 00:32:46
    family you need to have a family media
  • 00:32:48
    plan on uh when you do not want to use
  • 00:32:51
    the screen time
  • 00:32:55
    and uh four themes especially this is
  • 00:32:57
    more important to understand and making
  • 00:32:59
    them ensure that privacy settings is on
  • 00:33:02
    like not to put up their address their
  • 00:33:05
    personal numbers or the bank accounts
  • 00:33:07
    all that the numbers should not be put
  • 00:33:09
    up online and all also make sure only by
  • 00:33:12
    ensuring privacy settings on that that
  • 00:33:14
    doesn't mean completely they are private
  • 00:33:16
    or the information is not shared what
  • 00:33:17
    the content you are sharing also is
  • 00:33:19
    important make sure the private contents
  • 00:33:21
    or the personal information is not
  • 00:33:23
    shared online
  • 00:33:25
    and when we talk about uh
  • 00:33:28
    good being a good citizen
  • 00:33:30
    to your team we know we need to talk
  • 00:33:32
    about how to be a good digital citizen
  • 00:33:35
    because being a good digital citizen is
  • 00:33:37
    very important these days
  • 00:33:39
    respecting for respecting uh
  • 00:33:42
    themselves and others
  • 00:33:44
    respecting for
  • 00:33:45
    privacy of themselves and others
  • 00:33:47
    respecting for copyrights for
  • 00:33:49
    intellectual property all that is
  • 00:33:50
    important in this new digital era and
  • 00:33:52
    what are the content that is put up the
  • 00:33:54
    language of communication which should
  • 00:33:55
    be kind it should be true and uh
  • 00:33:58
    it should not have any misinformation
  • 00:34:01
    and it should be legal and all this to
  • 00:34:02
    be taught to one team so how to be a
  • 00:34:05
    good digital citizenship
  • 00:34:07
    and also the digital footprints what is
  • 00:34:09
    the digital footprint whatever the
  • 00:34:10
    information they leave in the media it
  • 00:34:12
    can be either shared it can be uh even
  • 00:34:14
    it can even become viral so uh the
  • 00:34:16
    digital footprints even
  • 00:34:19
    even if the person deletes it it stays
  • 00:34:21
    online so the trial of data that is left
  • 00:34:24
    behind is very important so make sure
  • 00:34:26
    they leave only good digital footprints
  • 00:34:31
    and most importantly also we need to
  • 00:34:33
    warn them about the dangers of predators
  • 00:34:36
    about sexting about bullying cyber
  • 00:34:40
    bullying all that we need to want and we
  • 00:34:42
    need to make sure that the teens discuss
  • 00:34:44
    to us open when they encounter with
  • 00:34:46
    bullying or sexting they need to inform
  • 00:34:49
    the parent and inform so that parent
  • 00:34:50
    will take appropriate steps to protect
  • 00:34:52
    the team
  • 00:34:54
    and at the end of the day kids are kids
  • 00:34:57
    they are going to make mistakes
  • 00:34:59
    they will definitely make mistakes for
  • 00:35:01
    sure
  • 00:35:02
    and embrace them make that as a
  • 00:35:04
    teachable moment make them
  • 00:35:08
    make that as a teachable moment and
  • 00:35:10
    offer them extra kicks sorry hugs and
  • 00:35:13
    and say i love you more often so
  • 00:35:17
    to conclude
  • 00:35:18
    uh media and digital devices are an
  • 00:35:20
    integral part of today's world
  • 00:35:23
    benefits of these devices if used
  • 00:35:25
    moderately and appropriately could be
  • 00:35:27
    great
  • 00:35:28
    if the teams are spending extra time
  • 00:35:31
    time online and they cannot control
  • 00:35:33
    their use if they cannot stay away from
  • 00:35:35
    online uh mobile use and if this
  • 00:35:37
    excessive use is causing decline in
  • 00:35:40
    scholastic performance if this is
  • 00:35:41
    causing disturbance in relationship with
  • 00:35:43
    peers or parents then definitely there
  • 00:35:46
    is
  • 00:35:48
    these are the red flag sites of
  • 00:35:49
    addiction and internet addiction and
  • 00:35:51
    these teens should be brought for
  • 00:35:53
    help to a mental health professional
  • 00:35:56
    so uh
  • 00:35:58
    these are the tips for controlling
  • 00:36:00
    screen for parents because parents uh
  • 00:36:02
    only the parents behavior influence the
  • 00:36:04
    teen's behavior so this is most
  • 00:36:06
    important for all of us
  • 00:36:07
    so uh focus on uh co-engage and co-view
  • 00:36:11
    as much as possible think about your own
  • 00:36:13
    media use
  • 00:36:14
    uh always prioritize face-to-face
  • 00:36:16
    communication be snack aware and protect
  • 00:36:19
    your own sleep so these are the tips for
  • 00:36:21
    controlling screens for parents so thank
  • 00:36:23
    you for this wonderful opportunity to
  • 00:36:25
    take up questions at the end of the
  • 00:36:26
    session
  • 00:36:31
    thank you so much um doctor we've
  • 00:36:33
    actually got quite a few questions
  • 00:36:35
    during your presentation which i'll ask
  • 00:36:36
    you know at the end of the session sure
  • 00:36:38
    moving on to our next speaker uh welcome
  • 00:36:41
    dr wenkley swear and doctor
  • 00:36:43
    venkateshwaran completed his um under
  • 00:36:45
    graduation from the pondicherry
  • 00:36:46
    institute of medical sciences and his pg
  • 00:36:49
    from psg imsr 0.2 he also completed a
  • 00:36:52
    fellowship
  • 00:36:53
    at the cmc verlo and has worked at the
  • 00:36:56
    cmc velour as an assistant professor in
  • 00:36:58
    child psychiatry he is currently working
  • 00:37:01
    as a visitor
  • 00:37:02
    as a visiting consultant in kanji
  • 00:37:04
    kamakoti child trust hospital meta
  • 00:37:06
    hospitals and the apollo children's
  • 00:37:08
    hospitals
  • 00:37:09
    dr venkateshwar's areas of interest
  • 00:37:11
    include autism adhd adolescent related
  • 00:37:14
    problems and gadget addiction he has
  • 00:37:16
    published articles in various peer
  • 00:37:18
    reviews review journals authored
  • 00:37:20
    chapters and books on practical
  • 00:37:22
    pediatrics given talks and shared
  • 00:37:25
    sessions in various national and
  • 00:37:26
    international pediatric and psychiatric
  • 00:37:28
    conferences
  • 00:37:30
    he today dr venkaishman will be sharing
  • 00:37:32
    parenting tips with all of us doctor
  • 00:37:34
    over to you
  • 00:37:38
    thank you
  • 00:37:39
    and
  • 00:37:46
    amelia
  • 00:38:00
    so as my topic suggests parenting
  • 00:38:02
    tips i'll give you specific situations
  • 00:38:05
    okay
  • 00:38:06
    how to manage
  • 00:38:07
    kids when they are facing disabilities
  • 00:38:09
    when they are anxious
  • 00:38:10
    how to deal with the behavioral issues
  • 00:38:12
    how to improve cognitive functions like
  • 00:38:14
    attention and organization overall how
  • 00:38:16
    to work on emotional intelligence and
  • 00:38:18
    communicating with catalysts okay so
  • 00:38:20
    these are the areas we will see
  • 00:38:23
    so anxiety okay so anxiety is basically
  • 00:38:26
    worries
  • 00:38:27
    if your child or teen is excessively
  • 00:38:29
    worrying
  • 00:38:30
    and before going into these situations i
  • 00:38:32
    will tell you one thing when it is
  • 00:38:34
    severe any any of these conditions when
  • 00:38:36
    it is severe are not limiting their
  • 00:38:38
    child's
  • 00:38:39
    functioning or causing sleep disturbance
  • 00:38:45
    in success then
  • 00:38:47
    you have to take medical agreement
  • 00:38:49
    what i am telling you when it is there
  • 00:38:51
    uh when you are facing the situation
  • 00:38:53
    day-to-day situations when it is mind
  • 00:38:55
    probably you try managing the thesis
  • 00:38:58
    sometimes the anxiety all the anxiety
  • 00:39:00
    are not abominable okay it is not that
  • 00:39:02
    when the tide is anchored it is very
  • 00:39:04
    distorted
  • 00:39:05
    for example two to three years here are
  • 00:39:07
    thunders lightning is quite normal when
  • 00:39:10
    they they will start understanding
  • 00:39:11
    concept about death around four to five
  • 00:39:13
    years uh when they go when you have some
  • 00:39:15
    death in your life
  • 00:39:17
    or somebody the child will be very
  • 00:39:18
    anxious that is quite normal
  • 00:39:20
    and
  • 00:39:21
    a school age they will have some uh
  • 00:39:23
    school class etc as long as it is not
  • 00:39:26
    limiting then you may not worry about it
  • 00:39:28
    okay so what are the techniques so there
  • 00:39:30
    are two areas in anxiety one is manifest
  • 00:39:33
    anxiety manipulating means that
  • 00:39:36
    a cell is going through palpitations
  • 00:39:39
    or very narrow okay so this is basically
  • 00:39:43
    or keeps writing in some situations this
  • 00:39:46
    is called manifest anxiety the second is
  • 00:39:48
    what is that negative thought related to
  • 00:39:50
    leading to that anxiety what is going in
  • 00:39:52
    the child's mind okay so these are the
  • 00:39:54
    things manifest anxiety you can practice
  • 00:39:58
    relaxation techniques see for the time
  • 00:40:00
    like i'm not going into this describing
  • 00:40:02
    each and every
  • 00:40:03
    steps in the
  • 00:40:04
    exercise but for young children you can
  • 00:40:07
    google it okay
  • 00:40:09
    muscle relaxation technique for younger
  • 00:40:11
    children okay so they can simply
  • 00:40:13
    practice
  • 00:40:14
    uh this technique so the manifest
  • 00:40:16
    anxiety that is
  • 00:40:18
    palpitations or traumas or the child is
  • 00:40:20
    actually
  • 00:40:22
    trembling okay
  • 00:40:23
    when you practice relaxation techniques
  • 00:40:26
    it will come down
  • 00:40:27
    for older children or adults i would
  • 00:40:29
    suggest abdominal breathing
  • 00:40:31
    okay so slowly ask them to breathe in
  • 00:40:35
    hold for a few seconds and breathe out
  • 00:40:38
    in this i like to introduce a slight
  • 00:40:40
    modification so there are two ways one
  • 00:40:42
    is focus on their breathing okay or
  • 00:40:44
    focusing on their breathing and slowly
  • 00:40:46
    breathing and breathing out for 10
  • 00:40:47
    minutes 15 minutes or if the child like
  • 00:40:50
    drawing okay when they keep breathing
  • 00:40:52
    they can think about a picture like the
  • 00:40:54
    child drawing a picture okay so this is
  • 00:40:56
    a distraction technique okay so think
  • 00:40:58
    about a beautiful picture that tells
  • 00:41:00
    this mental image of that picture and
  • 00:41:02
    slowly breathing in without whenever a
  • 00:41:04
    child is visibly anxious they can either
  • 00:41:06
    practice this
  • 00:41:08
    relaxation technique for children or
  • 00:41:11
    simple breathing techniques with this
  • 00:41:12
    modification see the breathing
  • 00:41:14
    techniques i want to add a point it is
  • 00:41:16
    commonly underplayed because
  • 00:41:19
    everybody is telling me to breathe so
  • 00:41:21
    what is so funny about it okay
  • 00:41:24
    it actually improves our radar though
  • 00:41:26
    okay now body like there is a
  • 00:41:29
    system called sympathetic and
  • 00:41:30
    parasympathetic okay the sympathetic is
  • 00:41:32
    like an accelerator
  • 00:41:37
    so when you practice this deep breathing
  • 00:41:39
    technique actually you are applying a
  • 00:41:40
    break that is the parasympathetic
  • 00:41:42
    nervous system and it will give you a
  • 00:41:44
    forming effect okay so this is the
  • 00:41:46
    technique which parents can encourage
  • 00:41:48
    their children when they are visibly
  • 00:41:50
    anxious
  • 00:41:51
    the second thing is what is the thought
  • 00:41:53
    related leading to this visible anxiety
  • 00:41:55
    symptoms or manifest anxiety basically
  • 00:41:58
    in anxiety the thoughts are worrying
  • 00:42:01
    okay what the what what if i pay what if
  • 00:42:04
    i don't get that required afterwards
  • 00:42:06
    what if my peers don't call me for the
  • 00:42:09
    party or anything okay so when they have
  • 00:42:11
    these worries okay
  • 00:42:14
    then you can tell them to slowly sit and
  • 00:42:17
    listen to their thoughts okay so or ask
  • 00:42:19
    them to write their thoughts and to help
  • 00:42:22
    them to challenge their thoughts
  • 00:42:24
    sometimes what happens all these
  • 00:42:26
    thoughts
  • 00:42:27
    will be very
  • 00:42:28
    very unchallenged manner they accept it
  • 00:42:30
    okay um
  • 00:42:32
    it will be definitely a failure
  • 00:42:34
    definitely the teacher is going to scold
  • 00:42:36
    me the situation may not happen but they
  • 00:42:38
    will have this flow of thought when they
  • 00:42:40
    are anxious okay so make them sick and
  • 00:42:43
    ask them to write down their thought in
  • 00:42:44
    anxiety basically it is worrying okay
  • 00:42:47
    once they write down help them to
  • 00:42:49
    practice these steps
  • 00:42:51
    how many times in the past has really
  • 00:42:53
    happened how many times you ended up
  • 00:42:55
    getting scolding from your teacher okay
  • 00:42:57
    so maybe 90 percent of the time you
  • 00:43:00
    would have done well okay so basically
  • 00:43:03
    uh
  • 00:43:05
    experience from the past okay second is
  • 00:43:07
    what will you address your friend when
  • 00:43:10
    a friend goes to a similar situation
  • 00:43:11
    what is that you like to do and if this
  • 00:43:14
    way of thinking is really going to
  • 00:43:15
    change the impact tomorrow in the school
  • 00:43:17
    or the situation okay so in these steps
  • 00:43:20
    you try to uh
  • 00:43:22
    help them to challenge the thought so
  • 00:43:23
    that they come to a relationship
  • 00:43:28
    tomorrow okay so this is how they have
  • 00:43:30
    to challenge negative thought that is
  • 00:43:32
    basically lots of worries and
  • 00:43:34
    now what if uh anticipatory failure if
  • 00:43:37
    they challenge a thought they will
  • 00:43:38
    become less anxious and able to perform
  • 00:43:40
    better okay so these are the two simple
  • 00:43:42
    steps in handling anxiety
  • 00:43:45
    so next situation depression okay
  • 00:43:48
    um
  • 00:43:50
    many kids especially in the early and
  • 00:43:53
    early adolescent beating stages
  • 00:43:56
    many of the almost majority of the
  • 00:43:58
    adolescents go through this
  • 00:44:00
    move fluctuations and depressive
  • 00:44:02
    symptoms which is part of growing up
  • 00:44:04
    it is very common no need to medicalize
  • 00:44:07
    or stigmatize it but if it is persistent
  • 00:44:10
    especially beyond four weeks or beyond
  • 00:44:12
    two weeks or if it is passing clinically
  • 00:44:14
    the significant dysfunction that is very
  • 00:44:18
    dull
  • 00:44:19
    all the time
  • 00:44:20
    no medical courses or expressing
  • 00:44:22
    suicidal ideas then definitely you have
  • 00:44:24
    to take clinical opinions but
  • 00:44:26
    move from a day-to-day more security
  • 00:44:28
    style feels low often then you can try
  • 00:44:30
    practicing these simple steps
  • 00:44:33
    three
  • 00:44:35
    accept the major thing in depression is
  • 00:44:37
    acceptance okay what happens many times
  • 00:44:39
    when the adolescents come and tell
  • 00:44:40
    parents like i am going through this
  • 00:44:42
    because of these things happen i am
  • 00:44:44
    going through this
  • 00:44:45
    depressed feeling many time they will
  • 00:44:47
    say no you have to change your mind you
  • 00:44:49
    cannot be depressed for all these things
  • 00:44:50
    you have to be strong
  • 00:44:52
    so what if there are so many problems
  • 00:44:54
    will come later in their life so how are
  • 00:44:55
    you going to face all these things will
  • 00:44:57
    happen okay please don't do it if they
  • 00:44:59
    come and express some depressive
  • 00:45:02
    symptoms to you
  • 00:45:03
    accept that and try to be there for okay
  • 00:45:05
    it is very common even i have been
  • 00:45:07
    through this when i was at your age
  • 00:45:10
    don't worry
  • 00:45:11
    so we will be able to deal with it okay
  • 00:45:13
    so that acceptance itself will
  • 00:45:16
    be able to
  • 00:45:17
    make them comfortable and repeating
  • 00:45:19
    speed is only percent of the time will
  • 00:45:20
    be help them to overcome the reflection
  • 00:45:22
    but many a time we don't answer we will
  • 00:45:24
    teach them how to poke up at that time
  • 00:45:25
    so don't don't accept them so second
  • 00:45:28
    step is right uh help them to activate
  • 00:45:30
    what is this activation
  • 00:45:32
    see even this american academy of
  • 00:45:33
    psychiatry they have uh advocated
  • 00:45:35
    physical activity to improve their
  • 00:45:37
    presence
  • 00:45:38
    so if they can practice some physical
  • 00:45:40
    activity like a quick skipping or a
  • 00:45:42
    punching a boxing bag or going for a
  • 00:45:44
    jogging or a regular physical activity
  • 00:45:47
    in a day-to-day physical attribute then
  • 00:45:48
    it is protective against depression okay
  • 00:45:51
    so the improvement by answering the
  • 00:45:53
    neural chemicals in your brain okay so
  • 00:45:56
    and other
  • 00:45:58
    stuff in activation
  • 00:46:00
    try to encourage them to stick with
  • 00:46:02
    their routine as much as possible
  • 00:46:04
    because when they feel depressed and
  • 00:46:06
    they feel low what naturally they will
  • 00:46:08
    do is they they will move away from the
  • 00:46:09
    roti okay so it will cause more and more
  • 00:46:12
    depression they lie still because it
  • 00:46:14
    cause more depression and depression
  • 00:46:15
    causes a dysfunctional routine and this
  • 00:46:18
    becomes a cycle okay so break this cycle
  • 00:46:20
    so this discussion has to come before if
  • 00:46:22
    the teen is going through frequent
  • 00:46:24
    depressive symptoms so tell them
  • 00:46:26
    whenever you feel low try to stick with
  • 00:46:28
    your routine as much as possible which
  • 00:46:30
    will help you to cut short the duration
  • 00:46:32
    of depression and also it reduces the
  • 00:46:34
    severity okay so work with them in
  • 00:46:36
    keeping them active whenever they have
  • 00:46:39
    the depressed move okay another like
  • 00:46:42
    same thing that thought on a thought
  • 00:46:44
    [Music]
  • 00:46:46
    challenging okay as i told foreign here
  • 00:46:48
    depression the negative thought will be
  • 00:46:51
    worthless helpless i am not worth so
  • 00:46:54
    nobody is there for me those thoughts
  • 00:46:55
    will come so same steps except listen to
  • 00:46:59
    the thought write down that thought uh
  • 00:47:01
    help them to challenge it okay whether
  • 00:47:03
    is it really true in the past how many
  • 00:47:06
    times it has happened like that second
  • 00:47:08
    how will you audit your friend third is
  • 00:47:10
    this way of thinking really helps you so
  • 00:47:12
    how should i replay it how should i
  • 00:47:14
    change my thinking in a more positive
  • 00:47:16
    manner okay that is reframing so if you
  • 00:47:18
    could see this is all principles taken
  • 00:47:20
    from something called cbd the core cbd
  • 00:47:23
    is very difficult to teach the parents
  • 00:47:26
    but these are some steps which they can
  • 00:47:27
    follow in their day-to-day life so once
  • 00:47:30
    they reframe their thought and they have
  • 00:47:32
    developed the habit of positive thinking
  • 00:47:35
    then slowly whenever they get depressed
  • 00:47:37
    they themselves will go through this
  • 00:47:38
    process and have an overall positive
  • 00:47:40
    thinking in the end this is like driving
  • 00:47:42
    the car only initially there will be
  • 00:47:43
    confusion between brake clutch and
  • 00:47:45
    accelerator but as you keep driving it
  • 00:47:48
    will spontaneously come like this all
  • 00:47:50
    these thought challenges usually it will
  • 00:47:52
    be like a process but you develop
  • 00:47:55
    make them develop this habit as they
  • 00:47:57
    pass by so they will have the
  • 00:47:59
    spontaneous positivity they themselves
  • 00:48:04
    okay
  • 00:48:05
    the third is problem solving
  • 00:48:07
    nowadays like there are so many problems
  • 00:48:09
    like they are bordered with many issues
  • 00:48:12
    so
  • 00:48:12
    you can teach them the simple techniques
  • 00:48:14
    of problem solving like state the
  • 00:48:16
    problem
  • 00:48:17
    and ask them to write different problems
  • 00:48:20
    and you will take most important problem
  • 00:48:22
    that immediately that should be solved
  • 00:48:23
    don't get confused with all the problems
  • 00:48:25
    you have
  • 00:48:26
    my friend is not talking with me i have
  • 00:48:28
    exams around the corner my dad is not
  • 00:48:30
    spending medical time for example okay
  • 00:48:32
    so and uh take most important one and
  • 00:48:35
    try to think of different solutions
  • 00:48:37
    evaluate pros and cons for each one and
  • 00:48:40
    pick one and see if it works okay this
  • 00:48:41
    is the exercise again as i said it is
  • 00:48:43
    like driving the car initially like you
  • 00:48:46
    do it as an exercise you teach them to
  • 00:48:48
    have this habit of skating and
  • 00:48:51
    writing and thinking of different
  • 00:48:53
    solutions but as they practice this
  • 00:48:56
    suddenly like they'll be good at problem
  • 00:48:57
    solving any problem they won't
  • 00:48:59
    impulsively react okay they will have
  • 00:49:00
    the habit of thinking of different
  • 00:49:03
    solutions and slowly picking the best
  • 00:49:05
    one for them okay so that their problem
  • 00:49:07
    solving it is a cognitive skill will
  • 00:49:09
    improve over time if they practice
  • 00:49:13
    these techniques from the very young age
  • 00:49:16
    so the problem solving is a very
  • 00:49:17
    important part of management of
  • 00:49:19
    depression
  • 00:49:20
    next is behavioral issues
  • 00:49:23
    so i'm not going to discuss what are the
  • 00:49:25
    causes of behavioral issues for the lack
  • 00:49:26
    of time but how to handle behavioral
  • 00:49:28
    issues i'll call i'll state something
  • 00:49:31
    called what are the functions of the
  • 00:49:32
    behavior okay most commonly we see these
  • 00:49:35
    three functions whenever the child has
  • 00:49:37
    this behavior called tantrums
  • 00:49:39
    uh throwing things or being aggressive
  • 00:49:42
    or excessively crying okay so these are
  • 00:49:44
    the
  • 00:49:45
    three situations one is to get social
  • 00:49:47
    attention
  • 00:49:48
    uh social attention this is especially
  • 00:49:50
    common in a small kid okay you would
  • 00:49:51
    have told them you should not throw the
  • 00:49:54
    remote or something the child will throw
  • 00:49:56
    and see you okay i said okay you see me
  • 00:49:59
    okay i'm going to i have thrown this
  • 00:50:01
    okay you give me attention okay this is
  • 00:50:03
    the way to get social attention which is
  • 00:50:04
    very common in a small kids
  • 00:50:07
    defense you tell them something to hold
  • 00:50:09
    the clothes you tell them something to
  • 00:50:10
    read okay the older children are rather
  • 00:50:13
    than what i won't do what may come okay
  • 00:50:15
    so this is defense and demands i want
  • 00:50:18
    this i want that okay you have to give
  • 00:50:20
    me okay this is demand so these are the
  • 00:50:22
    three common functions so
  • 00:50:24
    how to deal with it the social attention
  • 00:50:27
    if it is a minor issue especially a
  • 00:50:29
    smaller kid just ignore more ways if you
  • 00:50:31
    become panic and if you react to it if
  • 00:50:34
    you keep shouting at the kid the girl is
  • 00:50:36
    going to do it more and more because i
  • 00:50:38
    will not know the implications of it so
  • 00:50:40
    every time the tail wants attention he's
  • 00:50:41
    going to go and you are going to attempt
  • 00:50:43
    this is going to become a pattern
  • 00:50:45
    because
  • 00:50:46
    and when it is when it becomes a pattern
  • 00:50:48
    then it is difficult to change okay so
  • 00:50:52
    you can give a feedback firmly one thing
  • 00:50:54
    i know you should not go like okay once
  • 00:50:56
    in a while you can do a form feedback
  • 00:50:58
    still that child is going try to ignore
  • 00:51:01
    and uh appreciate when the child is not
  • 00:51:03
    throwing it
  • 00:51:04
    for example the second is depends here i
  • 00:51:07
    want parents to be very flexible what
  • 00:51:09
    happens the child will express this i
  • 00:51:11
    won't do attitude in many situations
  • 00:51:14
    the parent will be struggling with the
  • 00:51:16
    child for each and every situation so if
  • 00:51:18
    you look overall their routine will be
  • 00:51:20
    intense parent-cell conflict for each
  • 00:51:22
    and everything they keep fighting with
  • 00:51:24
    the child okay so here
  • 00:51:26
    so you know what is the impact okay the
  • 00:51:28
    child is not aware of it so you'll be
  • 00:51:30
    flexible for seventy eighty percent of
  • 00:51:32
    them small small things don't take
  • 00:51:34
    everything at a time and try to address
  • 00:51:36
    it so try to be flexible for small small
  • 00:51:39
    mountains and set limits only for the
  • 00:51:42
    most important things okay so this is i
  • 00:51:44
    leave it to parents to decide which is
  • 00:51:46
    important which is less important most
  • 00:51:48
    often from start they starting of the
  • 00:51:50
    day to end the child will be struggling
  • 00:51:52
    with their parents whether the child
  • 00:51:53
    will have lots of different and the
  • 00:51:56
    parent will be struggling it results in
  • 00:51:57
    a very chaotic
  • 00:51:59
    chaotic atmosphere
  • 00:52:00
    it demands again whenever there is a
  • 00:52:03
    tantrums
  • 00:52:05
    here here again i want the parents to be
  • 00:52:07
    little flexible okay if you want to eat
  • 00:52:09
    heal before the behavior okay you are
  • 00:52:11
    busy you have a relative in the house
  • 00:52:13
    you will not be able to set limits okay
  • 00:52:15
    don't
  • 00:52:16
    say no for the sake of saying no okay so
  • 00:52:19
    you say no the child behave badly then
  • 00:52:21
    you give whatever the child wants then
  • 00:52:23
    this is not going to help it results in
  • 00:52:25
    understanding that okay let me behave
  • 00:52:28
    like this i'll get it okay don't do that
  • 00:52:30
    either if you are not in a position to
  • 00:52:32
    set limit into the demands or try to
  • 00:52:34
    negotiate but
  • 00:52:36
    if you are telling no whatever it may be
  • 00:52:38
    it is more okay you can firmly tell them
  • 00:52:41
    once or twice no whatever you do i'm not
  • 00:52:43
    going to give to still the behavior
  • 00:52:44
    continues ignore or give a time out okay
  • 00:52:47
    so when you practice this initially it
  • 00:52:49
    appears the behavior increases but over
  • 00:52:52
    the time if you practice try to be
  • 00:52:53
    flexible and set limits when you set
  • 00:52:55
    limits you maintain till in so over the
  • 00:52:58
    time the behavior gets shaped because
  • 00:53:00
    behavior is something that not develops
  • 00:53:02
    today and cause problem tomorrow over
  • 00:53:05
    the years this pattern develops and
  • 00:53:07
    results in severe behavioral problems
  • 00:53:09
    okay so follow these basics overall
  • 00:53:12
    these are the steps
  • 00:53:13
    when you handle a behavioral problem
  • 00:53:15
    dissociate the child in the behavior
  • 00:53:16
    don't label the child you are a bad
  • 00:53:18
    child okay you are a bad boy okay don't
  • 00:53:20
    do that you are a very good boy but your
  • 00:53:22
    behavior is not suiting you okay so
  • 00:53:24
    dissociate don't make them friends make
  • 00:53:26
    them enemies they tell them the behavior
  • 00:53:28
    the second thing is as i said if you
  • 00:53:30
    have lots of behavioral issues don't
  • 00:53:32
    address everything at a time for example
  • 00:53:34
    you are shifting from one room to
  • 00:53:35
    another room so you cannot carry all the
  • 00:53:36
    things from this room to another book
  • 00:53:38
    okay you have to do one by one okay or
  • 00:53:40
    how much ever you could do so divide and
  • 00:53:43
    take most important behavior
  • 00:53:45
    and work on it
  • 00:53:47
    so this differential reinforcement i am
  • 00:53:49
    not going to technical aspects of it in
  • 00:53:51
    simple terms what it is
  • 00:53:53
    what we end up doing is we mostly will
  • 00:53:55
    have negative communication whenever the
  • 00:53:57
    child is not doing that we spend lots of
  • 00:53:59
    time in
  • 00:54:01
    setting limits or shouting at them or
  • 00:54:04
    punishing them or whatever it is okay
  • 00:54:06
    but whenever they are doing we will
  • 00:54:08
    ignore so reverse it okay so if the if
  • 00:54:11
    you want your child to hold the cheek
  • 00:54:12
    when they get them okay rather than
  • 00:54:14
    shouting at them whenever they are not
  • 00:54:16
    doing it when they catch the good
  • 00:54:17
    behavior when you are doing it you
  • 00:54:19
    appreciate the genuine appreciation and
  • 00:54:22
    structurally ignore they are not doing
  • 00:54:23
    it okay when you keep ignore means you
  • 00:54:25
    can express your displeasure okay i'm
  • 00:54:27
    not happy that you have not done it but
  • 00:54:28
    don't react too much it means
  • 00:54:31
    you can express your discussion but
  • 00:54:32
    don't make it as a big deal okay don't
  • 00:54:35
    criticize subtly ignore and appreciate
  • 00:54:37
    for the positive behavior when you keep
  • 00:54:39
    doing it over the time you see the
  • 00:54:41
    change like the the child will end up
  • 00:54:43
    doing more often rather than not doing
  • 00:54:46
    it so this is differential very
  • 00:54:47
    important that is a good behavior and
  • 00:54:49
    try to underplay the negative behavior
  • 00:54:51
    if you see over months two years the
  • 00:54:53
    child will develop lots of good behavior
  • 00:54:56
    uh you generally don't recommend
  • 00:54:58
    punishment and nagging as well
  • 00:55:01
    nagging means like you the
  • 00:55:03
    mother will want the child to study
  • 00:55:19
    not good for the long-term maintenance
  • 00:55:20
    of their child okay don't mark them
  • 00:55:22
    don't punish them okay so try to
  • 00:55:24
    practice these techniques whenever you
  • 00:55:26
    have a problematic behavior
  • 00:55:28
    the sibling really this is also part of
  • 00:55:30
    behavior management because most often
  • 00:55:32
    parents come with they are not going
  • 00:55:34
    well okay
  • 00:55:35
    so this is a simple thing the first
  • 00:55:36
    thing uh two things most of the parents
  • 00:55:38
    will do okay but if you are not doing
  • 00:55:40
    please do you treat them properly okay
  • 00:55:42
    if you are buying uh something for a
  • 00:55:44
    child you have to better to get for both
  • 00:55:59
    so you have the habit of rewarding for
  • 00:56:00
    the performance to one side
  • 00:56:03
    okay so
  • 00:56:04
    treat them fairly and don't compare each
  • 00:56:06
    child is different so this nowadays
  • 00:56:08
    there is a very good awareness most of
  • 00:56:10
    the parents are treating badly and they
  • 00:56:12
    are not comparing but it is very
  • 00:56:13
    important
  • 00:56:14
    and second thing is what is true okay
  • 00:56:17
    many times like your sibling rivalry
  • 00:56:18
    they will bring in the end okay when it
  • 00:56:21
    is very bad okay many times they don't
  • 00:56:23
    bring your issues to me once in a while
  • 00:56:25
    the parents have to sit and discuss
  • 00:56:27
    who's at fault and
  • 00:56:29
    who should have done differently okay
  • 00:56:31
    this is very important you i i don't
  • 00:56:33
    expect you to sit with them daily and do
  • 00:56:35
    this but once in a while you cannot just
  • 00:56:36
    like that no okay sort of sort out your
  • 00:56:38
    issues within yourself don't come to me
  • 00:56:40
    we cannot have this attitude once in a
  • 00:56:42
    while try to find the truth and uh
  • 00:56:45
    try to deal with it
  • 00:56:47
    encourage interaction here another
  • 00:56:49
    mistake i see is interaction where they
  • 00:56:51
    will do it when they have problems okay
  • 00:56:54
    when the siblings are fighting that time
  • 00:56:57
    they will say the elder has an elder
  • 00:56:58
    sibling you have to take care of your
  • 00:57:00
    brother okay do this do that it will not
  • 00:57:02
    work at that time encourage interaction
  • 00:57:04
    otherwise when they are cardio like when
  • 00:57:06
    they are good okay when the
  • 00:57:09
    elder one don't do anything that time
  • 00:57:11
    encourage interaction the interaction
  • 00:57:13
    range from playing together or the
  • 00:57:15
    range from taking care of basic needs of
  • 00:57:17
    the younger one all these things you can
  • 00:57:19
    do when they don't have a problem so
  • 00:57:21
    don't encourage interaction
  • 00:57:23
    during the from the problem when they
  • 00:57:25
    are fighting don't do that okay so
  • 00:57:26
    encourage infection otherwise slowly
  • 00:57:28
    they will start having positive
  • 00:57:30
    infection in the long run
  • 00:57:31
    and consequence management whatever may
  • 00:57:33
    be who may be at fault there are some
  • 00:57:36
    things which the
  • 00:57:37
    children should not do like hitting
  • 00:57:40
    fighting using abusive language showing
  • 00:57:42
    things so tell them responsible for
  • 00:57:45
    consequences okay once because four may
  • 00:57:48
    be false you are hit them so that is
  • 00:57:49
    wrong so this
  • 00:57:51
    knows zero rate behavior has to be very
  • 00:57:53
    clearly told to the board for the supply
  • 00:57:55
    okay when you have these things the
  • 00:57:58
    probably the sibling value will come
  • 00:58:00
    down to a significant level
  • 00:58:04
    okay so next topic is improving
  • 00:58:06
    cognitive skills the most often like
  • 00:58:08
    parents ask like how to improve my
  • 00:58:09
    child's attention how to improve
  • 00:58:12
    planning organization these are the
  • 00:58:14
    examples of cognitive skills we call it
  • 00:58:15
    as executive functions of the brain okay
  • 00:58:18
    this is the power of the routine okay so
  • 00:58:20
    daily chart i would encourage each
  • 00:58:22
    parent to have a daily routine chart for
  • 00:58:25
    all their children
  • 00:58:26
    uh
  • 00:58:27
    like starting from what or time to get a
  • 00:58:29
    time to uh
  • 00:58:31
    eat breakfast like
  • 00:58:33
    time to school study time everything
  • 00:58:35
    once you have a daily routine chart you
  • 00:58:37
    should include all these
  • 00:58:39
    aspects of routine so for overall
  • 00:58:42
    development holistic development
  • 00:58:43
    physical activity has to be the routine
  • 00:58:45
    fine motor like art scraps or some kind
  • 00:58:48
    of fine motor active
  • 00:59:01
    without any structure or the child can
  • 00:59:03
    discuss some stories with parents
  • 00:59:05
    without any structure they can cook
  • 00:59:07
    together they can go for a walk together
  • 00:59:09
    sometimes what happens our day-to-day
  • 00:59:11
    routine will become too structured and
  • 00:59:14
    too
  • 00:59:15
    need-based okay when i encourage
  • 00:59:17
    physical activity the parents will think
  • 00:59:19
    only about whether i put in cricket you
  • 00:59:20
    will be a cricketer in the
  • 00:59:22
    long run whether i put in tennis he will
  • 00:59:24
    be a good tennis player no like it is
  • 00:59:26
    not all needed sometimes the child needs
  • 00:59:28
    this unstructured
  • 00:59:30
    or meaningless interaction sometimes
  • 00:59:33
    which gives them that psychological
  • 00:59:35
    uh
  • 00:59:36
    piece and people stimulate them okay so
  • 00:59:38
    it will help them to do well in these
  • 00:59:39
    other areas okay so other commonly
  • 00:59:42
    ignored areas
  • 00:59:45
    will not engage children their host work
  • 00:59:47
    okay so that is also very important okay
  • 00:59:49
    so they should learn all the
  • 00:59:51
    self-care and households from the very
  • 00:59:53
    end game okay as much as they could
  • 00:59:55
    depends on the child's developmental
  • 00:59:56
    level
  • 00:59:58
    [Music]
  • 01:00:01
    once you include all these things in the
  • 01:00:03
    routine
  • 01:00:05
    you should reward them so what happens
  • 01:00:08
    here
  • 01:00:08
    when they don't do they will start
  • 01:00:10
    criticizing it the thing i have told
  • 01:00:13
    they will start criticizing them when
  • 01:00:15
    they don't follow the routine this chart
  • 01:00:17
    is to encourage them rather to criticize
  • 01:00:19
    them okay by having a having a chat and
  • 01:00:22
    if you force them to do it the chat will
  • 01:00:24
    not work okay when you start rewarding
  • 01:00:27
    the children when they do this follow
  • 01:00:29
    this chart and add a rewarding means you
  • 01:00:32
    can have a star or something you can
  • 01:00:34
    monetize them okay you for every seven
  • 01:00:36
    starts each one you can take them out or
  • 01:00:38
    some some way to mod it's a small gift
  • 01:00:40
    or something
  • 01:00:41
    once you start rewarding random
  • 01:00:43
    criticisms it means for example i'll
  • 01:00:44
    tell you a situation there is an open
  • 01:00:46
    training and you close the drainage by
  • 01:00:48
    yourself i come and appreciate you good
  • 01:00:50
    you are a very good citizen then you
  • 01:00:52
    will feel good okay imagine the same
  • 01:00:54
    situation there is an open drainage and
  • 01:00:57
    i i stand there you come across
  • 01:01:01
    i call you okay uh madam please close it
  • 01:01:03
    i'll give you 10 000. you get annoyed
  • 01:01:05
    with me okay so this is how the reward
  • 01:01:07
    also works the reward should come at the
  • 01:01:09
    end of the year when they do
  • 01:01:11
    and you appreciate them for successfully
  • 01:01:13
    doing may not be hundred percent depends
  • 01:01:16
    on the child's level you can encourage
  • 01:01:17
    60 70 80 or even 90 percent okay when
  • 01:01:20
    they do it you appreciate them slowly it
  • 01:01:23
    will improve okay so this chart is to
  • 01:01:25
    reward them rather than
  • 01:01:27
    taking the thing which the child has not
  • 01:01:29
    done and criticizing on it okay many a
  • 01:01:31
    times its reward chart and other thing a
  • 01:01:33
    radial chart fails because
  • 01:01:36
    you will end up fighting this okay you
  • 01:01:38
    wouldn't do it today and the child will
  • 01:01:39
    demand reward without
  • 01:01:42
    uh
  • 01:01:43
    doing that work and the parents will say
  • 01:01:45
    we wouldn't do it you wouldn't do that
  • 01:01:47
    so they end up arguing them okay so this
  • 01:01:49
    is like we should end up uh rewarding
  • 01:01:52
    more rather than criticizing so it will
  • 01:01:54
    definitely work
  • 01:01:55
    okay and attention so this will improve
  • 01:01:57
    planning and organization the planning
  • 01:01:59
    and organization is a executive function
  • 01:02:02
    which will be which should be developed
  • 01:02:03
    from the very young age okay this is a
  • 01:02:05
    very important for the brain maturity
  • 01:02:08
    attention so
  • 01:02:10
    many times like the parents say that my
  • 01:02:12
    child is not focusing again as i said
  • 01:02:14
    for depression and anxiety when it is
  • 01:02:16
    very severe then they get complaints
  • 01:02:17
    from school and they cause significant
  • 01:02:19
    uh dysfunction in uh academics then you
  • 01:02:22
    have to take a professional help with a
  • 01:02:24
    smile distraction then one of the things
  • 01:02:26
    i would recommend is definitely the
  • 01:02:28
    physical activity into overall neuro
  • 01:02:30
    chemicals and improve their attention
  • 01:02:32
    and then there is a schedule i told you
  • 01:02:34
    that focusing tasks that will also
  • 01:02:36
    improve them to
  • 01:02:38
    help them to improve their attention
  • 01:02:40
    third in
  • 01:02:41
    environment the study environment should
  • 01:02:43
    be less cluttered if the table is full
  • 01:02:45
    of books if the table is full of some
  • 01:02:48
    stickers all the play item in the room
  • 01:02:50
    another child being in the room and lots
  • 01:02:52
    of speakers and posters in the room so
  • 01:02:54
    naturally they will have they are prone
  • 01:02:57
    for poor focus on the studies so keep
  • 01:03:00
    the room simple keep the table less
  • 01:03:02
    clutter
  • 01:03:03
    and
  • 01:03:05
    uh you brief for time and role for
  • 01:03:07
    studying for example if the child is not
  • 01:03:09
    really focusing
  • 01:03:10
    give some 20 25 minutes sections rather
  • 01:03:12
    than making them sit for one hour one
  • 01:03:14
    and a half hours okay give them 20
  • 01:03:16
    minutes to half an hour let them have a
  • 01:03:18
    break preferably a physical break have a
  • 01:03:22
    short skipping session or a jumping
  • 01:03:24
    session let them go around and come back
  • 01:03:27
    then have another half an hour either if
  • 01:03:29
    you give breaks in burden session keep
  • 01:03:32
    the environment less distracted
  • 01:03:33
    encourage them with more physical
  • 01:03:35
    activity and for activity which can
  • 01:03:38
    really help them to focus overall these
  • 01:03:40
    steps will improve child's attention in
  • 01:03:42
    the long run okay this will stimulate
  • 01:03:45
    the brain this will reduce the
  • 01:03:47
    environmental
  • 01:03:48
    distractions and overall child's
  • 01:03:50
    attention in turn academics will improve
  • 01:03:55
    the next is emotional intelligence this
  • 01:03:56
    is for older children and adolescents
  • 01:03:58
    okay nowadays it is only iq is not
  • 01:04:01
    important eq
  • 01:04:03
    emotional quotient and adversity
  • 01:04:05
    questions are being
  • 01:04:08
    emphasized more and more because uh this
  • 01:04:10
    is the era that you cannot function
  • 01:04:12
    alone we have to
  • 01:04:14
    be a team player okay if you cannot be a
  • 01:04:16
    team player then we will not be
  • 01:04:18
    successful in any uh
  • 01:04:21
    domain in life okay so here overall
  • 01:04:23
    introduce this concept of emotional
  • 01:04:25
    intelligence from the very young age
  • 01:04:27
    beyond the simple components in
  • 01:04:29
    emotional development one is
  • 01:04:30
    self-awareness self-regulation
  • 01:04:32
    self-motivation interpersonal skills
  • 01:04:34
    what is self-awareness
  • 01:04:35
    we have to teach the adolescents or team
  • 01:04:38
    to be aware of their emotions whenever
  • 01:04:40
    you are upset whenever you are anxious
  • 01:04:42
    whenever whenever you are angry
  • 01:04:45
    be aware okay so
  • 01:04:48
    they can give yourself to that okay i am
  • 01:04:50
    angry define it and they will have a
  • 01:04:52
    control if they are not aware of it
  • 01:04:55
    definitely they are not going to
  • 01:04:56
    regulate it okay this awareness is
  • 01:04:59
    very important before regulation many
  • 01:05:01
    times all this anger management
  • 01:05:03
    technique do a simple debriefing or a
  • 01:05:06
    puncture below all these things will not
  • 01:05:08
    work if they don't have an awareness
  • 01:05:10
    how to improve awareness simply by
  • 01:05:12
    introducing the concept of awareness
  • 01:05:13
    many times we don't define it when we
  • 01:05:15
    don't define it we won't understand okay
  • 01:05:18
    this is there is something called
  • 01:05:19
    awareness if you keep monitoring your
  • 01:05:21
    emotions whenever you have those
  • 01:05:23
    emotions be aware of it and tell
  • 01:05:25
    yourself that you are angry
  • 01:05:27
    if they do it definitely they will have
  • 01:05:29
    better control over the emotions so this
  • 01:05:31
    is self-awareness
  • 01:05:32
    self-regulation
  • 01:05:34
    okay if they are very anxious or angry
  • 01:05:36
    they can follow the same deep breathing
  • 01:05:38
    techniques or just move away and sit in
  • 01:05:40
    a calm place if you practice deep
  • 01:05:42
    breathing or distraction techniques it
  • 01:05:44
    is well and good if you cannot practice
  • 01:05:46
    when you are anxious and angry just move
  • 01:05:48
    away be in a calm place this itself will
  • 01:05:50
    help
  • 01:05:51
    when you are depressed activate okay try
  • 01:05:54
    to involve in a physical activity or try
  • 01:05:56
    to stick with your routine okay this is
  • 01:05:58
    basically self-regulation
  • 01:06:00
    any problem no need to immediately sort
  • 01:06:03
    out the problem okay they can
  • 01:06:05
    uh take time regulate their emotion then
  • 01:06:08
    come for problem solving what what will
  • 01:06:10
    happen is once they are emotional the
  • 01:06:12
    parents are also emotional they try to
  • 01:06:14
    solve the problem at that time so it
  • 01:06:16
    will end up in a bigger form it will end
  • 01:06:18
    up in a bigger problem ultimately the
  • 01:06:19
    problem which fast these emotions will
  • 01:06:21
    not be a big thing
  • 01:06:22
    whatever they have done out of this
  • 01:06:24
    emotion will become a bigger thing okay
  • 01:06:26
    so regulate
  • 01:06:28
    the self motivation i was i was telling
  • 01:06:30
    about nagging before that they keep
  • 01:06:32
    telling each and everything what the
  • 01:06:34
    child should do that do that if we
  • 01:06:36
    introduce the concept of self motivation
  • 01:06:39
    see even i don't like to keep
  • 01:06:42
    keep nagging you i do not want to keep
  • 01:06:44
    telling you everything if you could
  • 01:06:46
    develop this self motivation introduce
  • 01:06:48
    this concept if you could function of
  • 01:06:49
    your own i like to be your friend rather
  • 01:06:52
    than mother keep telling everything so
  • 01:06:55
    it is self motivation you can also tell
  • 01:06:57
    some stories of a substitute people to
  • 01:06:59
    improve your self motivation but
  • 01:07:01
    basically the self motivation if we
  • 01:07:03
    improve introduce this concept then they
  • 01:07:05
    will
  • 01:07:06
    you will not end up nagging them and
  • 01:07:08
    they will have very good confidence at
  • 01:07:10
    the end of the day
  • 01:07:11
    interpersonal skills
  • 01:07:13
    is a very broad area briefly additional
  • 01:07:16
    theory of mind ask them to just think
  • 01:07:18
    from others whenever you have fight with
  • 01:07:20
    your friend whenever you don't agree
  • 01:07:21
    with someone like just for a moment take
  • 01:07:24
    a break think from others perspective
  • 01:07:26
    and uh react and xyz method what is this
  • 01:07:30
    xyz method don't keep bottling
  • 01:07:32
    everything don't keep within yourself
  • 01:07:35
    whenever you have some problem with a
  • 01:07:36
    parent or a friend gently gently tell
  • 01:07:39
    them this is situation this behavior you
  • 01:07:41
    don't like gently express okay so
  • 01:07:43
    whenever they do so they won't keep
  • 01:07:45
    bottling it and they will have a very
  • 01:07:47
    good interpersonal
  • 01:07:49
    relationship in the long run that is
  • 01:07:50
    theory of mind and the proper
  • 01:07:52
    communication then and their genital
  • 01:07:53
    proper complications
  • 01:08:00
    they'll be a much better person the last
  • 01:08:03
    how to communicate with the adolescents
  • 01:08:05
    okay
  • 01:08:07
    we call it as calm communication
  • 01:08:09
    authoritative parenting listening and
  • 01:08:11
    moral okay this communication as i was
  • 01:08:13
    talking about naively
  • 01:08:15
    whenever you want to tell something to
  • 01:08:16
    your adolescent don't keep telling just
  • 01:08:18
    write it in the notebook at the end of
  • 01:08:20
    three four days or a week that you will
  • 01:08:22
    find it most important thing to
  • 01:08:23
    communicate just take that and make them
  • 01:08:26
    sit and properly communicate it is about
  • 01:08:28
    the quality of the communication rather
  • 01:08:29
    than quantity of the communication if
  • 01:08:31
    you keep planning to
  • 01:08:32
    keep telling everything every time then
  • 01:08:35
    your words will not be taken seriously
  • 01:08:38
    and your
  • 01:08:39
    tantrums will be meaningless okay so
  • 01:08:41
    communicate
  • 01:08:43
    with the quality stay right you take
  • 01:08:45
    important things communicate whenever
  • 01:08:47
    the adolescent is receptive that is
  • 01:08:51
    important in communication next is
  • 01:08:53
    authoritative parenting on one end every
  • 01:08:55
    authority authoritarian parenting that
  • 01:08:57
    is like
  • 01:08:58
    punishing for each and everything
  • 01:09:00
    ridiculing them
  • 01:09:01
    uh
  • 01:09:02
    giving punishment for each and
  • 01:09:04
    everything the
  • 01:09:10
    [Music]
  • 01:09:18
    will be like a friend you will have lots
  • 01:09:21
    of unstructured communication you will
  • 01:09:23
    discuss with them largely spend time but
  • 01:09:26
    ten percent of the time for important
  • 01:09:28
    things you will set limits yes i think
  • 01:09:30
    limits will not be emotional screaming
  • 01:09:31
    shouting uh hitting or something setting
  • 01:09:34
    limits very firm and very assertive this
  • 01:09:36
    is authoritative
  • 01:09:39
    let's listen
  • 01:09:40
    more you listen you will understand
  • 01:09:41
    better about them what what you will do
  • 01:09:44
    you will end up judgmental will pass
  • 01:09:46
    when they tell about something you will
  • 01:09:48
    start passing judgments okay no no no
  • 01:09:50
    this is wrong that is wrong
  • 01:09:52
    like this so they will next time they
  • 01:09:54
    won't tell you okay so they will keep it
  • 01:09:55
    themselves it will result in a bigger
  • 01:09:57
    problem in the long run the more you
  • 01:09:58
    listen you will understand them better
  • 01:10:00
    be
  • 01:10:05
    is very important and it is very
  • 01:10:07
    difficult to be a good role model okay
  • 01:10:09
    here being a role model you have to
  • 01:10:11
    change your own personality you have to
  • 01:10:12
    be very dynamic when you have to
  • 01:10:15
    perform well you are performing before
  • 01:10:17
    your children okay to see you and learn
  • 01:10:19
    rather than listen to you and turn okay
  • 01:10:21
    you tell something and you practice
  • 01:10:22
    something definitely then you are a poor
  • 01:10:24
    role model then they will learn what you
  • 01:10:26
    practice rather than what you tell okay
  • 01:10:28
    so here this model everybody keep
  • 01:10:30
    insisting everybody keep telling but it
  • 01:10:33
    is the most difficult
  • 01:10:35
    uh
  • 01:10:36
    to be a very good role model so if you
  • 01:10:37
    practice this communication technique so
  • 01:10:40
    then you will
  • 01:10:41
    you will end up
  • 01:10:43
    communicating better to our adolescents
  • 01:10:46
    thank you
  • 01:10:50
    thank you doctor thank you so much uh
  • 01:10:53
    we've got a number of questions through
  • 01:10:54
    the uh presentations um thank you our
  • 01:10:58
    doctor sonia has been answering almost
  • 01:11:00
    13 of them
  • 01:11:01
    um there's one question here for dr
  • 01:11:03
    shinika that i thought i'll ask um this
  • 01:11:05
    is from a parent who said that says that
  • 01:11:08
    you know teens take it personally when
  • 01:11:10
    we set uh the limits for digital usage
  • 01:11:13
    uh you know basically set time they
  • 01:11:15
    think that the parent doesn't like them
  • 01:11:17
    and hence they set limits what do we do
  • 01:11:21
    sorry can you come again with the
  • 01:11:22
    question please sorry um uh dr
  • 01:11:25
    what parent has said teens take it
  • 01:11:27
    personally when we set time limits for
  • 01:11:29
    digital usage they think that parents
  • 01:11:31
    don't uh like them and hence they set
  • 01:11:34
    time limits what do we do
  • 01:11:36
    so
  • 01:11:37
    it's like
  • 01:11:38
    giving them a feedback we need to give
  • 01:11:40
    them a feedback like
  • 01:11:42
    when the parents
  • 01:11:43
    uh take responsibility for the children
  • 01:11:45
    like they do set limits in the offline
  • 01:11:48
    world like they allow game time they
  • 01:11:50
    allow cricket time they allow uh
  • 01:11:53
    whether they can go outside or not like
  • 01:11:55
    that parents also hold responsible for
  • 01:11:58
    setting limits online
  • 01:12:00
    making them giving a feedback to them
  • 01:12:02
    like uh
  • 01:12:04
    if at all uh
  • 01:12:05
    this limit setting holds good for both
  • 01:12:07
    not only for the offline world but all
  • 01:12:09
    the for the online world we need to give
  • 01:12:11
    them feedback make them understand as
  • 01:12:14
    well as listen to them sometimes like uh
  • 01:12:16
    dr venkateshwar and rightly mention we
  • 01:12:18
    don't listen to them we don't
  • 01:12:19
    communicate with them so uh making lines
  • 01:12:22
    of communication open
  • 01:12:24
    uh giving them feedback like they the
  • 01:12:26
    limit setting is both holding good for
  • 01:12:28
    online and offline it's not that because
  • 01:12:30
    they don't like it it's limit setting
  • 01:12:32
    helps all of them uh
  • 01:12:34
    the it is not only for the uh online to
  • 01:12:38
    stay online it is like help them have a
  • 01:12:41
    routine follow the routine so that it
  • 01:12:43
    doesn't have an academic impact it
  • 01:12:44
    doesn't affect their interpersonal
  • 01:12:45
    relationship
  • 01:12:47
    uh in that way we can give a feedback to
  • 01:12:48
    them and make them understand that limit
  • 01:12:50
    setting is not only for the online it's
  • 01:12:52
    for the offline as well it's similar to
  • 01:12:54
    the offline day make an online limit
  • 01:12:56
    setting
  • 01:12:57
    true true
  • 01:12:58
    thank you thank you so much doctor we're
  • 01:13:00
    actually running out of times this time
  • 01:13:02
    just for one last question
  • 01:13:04
    um any of you can answer that it's from
  • 01:13:06
    a parent who said uh who was asked is
  • 01:13:09
    excessive screen time usage or you know
  • 01:13:11
    usage of digital devices result in mood
  • 01:13:14
    swings
  • 01:13:15
    it's something that you've addressed in
  • 01:13:16
    your presentations but would you like to
  • 01:13:18
    you know speak about that yes uh this
  • 01:13:21
    excessive screen time which when goes on
  • 01:13:24
    little in the late in the nights will
  • 01:13:26
    definitely have an impact on the mood
  • 01:13:28
    state of a child or an adolescent for
  • 01:13:30
    say they're waking up late in the nights
  • 01:13:32
    their sleep actually becomes chaotic
  • 01:13:34
    this chaotic sleep rhythm will
  • 01:13:37
    actually disregulate their mood this
  • 01:13:39
    regulate their emotional state they
  • 01:13:40
    won't be able to regulate their own
  • 01:13:42
    emotions they'll either be depressed or
  • 01:13:44
    angered when the phone is snatched away
  • 01:13:46
    from them or
  • 01:13:48
    they get they they may even throw a
  • 01:13:50
    temper tantrum when they uh uh when they
  • 01:13:52
    take the mobile phone away from them so
  • 01:13:54
    kind of this descriptive sleep rhythm
  • 01:13:57
    the chaotic slip will actually
  • 01:13:58
    disregulate the mood and also this
  • 01:14:00
    excessive use over the time it will
  • 01:14:02
    become compulsive so what initially they
  • 01:14:04
    started using it was a pleasure they
  • 01:14:06
    used a game started playing games uh
  • 01:14:09
    they started posting it what initially
  • 01:14:11
    started as a pleasure for them later
  • 01:14:13
    will becomes a compulsive behavior so
  • 01:14:15
    when this compulsive behavior
  • 01:14:17
    starts in like it becomes a compulsion
  • 01:14:19
    for them to stay online for them to use
  • 01:14:21
    for them to always post so when it
  • 01:14:23
    becomes a compulsive behavior definitely
  • 01:14:25
    the mood state becomes disregulated
  • 01:14:27
    thereby they become vulnerable for
  • 01:14:29
    developing either comorbid depression or
  • 01:14:30
    anxiety
  • 01:14:32
    thank you thank you thank you dr shinika
  • 01:14:34
    thank you dr sonia and thank you dr
  • 01:14:36
    venkateshwar so much for joining us
  • 01:14:38
    today um we've got a lot of questions a
  • 01:14:40
    lot of audience responses and you know a
  • 01:14:43
    lot of them were addressed in the course
  • 01:14:44
    of your presentations as well uh thank
  • 01:14:46
    you all thank you all parents who joined
  • 01:14:48
    us today as well
  • 01:14:50
    thank you so much doctors yeah yeah
  • 01:14:52
    thank you thank you so much thank you
  • 01:15:27
    [Music]
  • 01:15:53
    [Music]
  • 01:16:10
    [Music]
  • 01:16:45
    you
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