"Rather than banning screens, it's about establishing rules for their use."

"There are specific criteria for diagnosing addiction , described in the diagnostic manuals for mental disorders, the DSM-5 and the ICD-11, which have incorporated behavioral addictions related to video games in recent years. In addition to intensive use, there must also be difficulty controlling that use, despite awareness of the negative consequences. This leads the person to exhibit altered behaviors and even abandon daily activities that are adaptive for life, such as going to school or work, interacting with friends or family, or eating or sleeping at regular times."

When these criteria are met, we can say that an addiction has developed, because there has been an alteration in the brain's reward system , and it has changed the way it provides gratification. Often, and even more so in the case of children and adolescents, these addictive behaviors begin as a refuge from emotional distress or a previous difficulty in the relationship with parents, in academic or social adjustment, or as a response to a stressful or traumatic event. And in many cases, though not always, the difficulty in controlling screen time is related to an underlying mental disorder.

But it's true that we overuse the word addiction. In the case of screens, and especially when it comes to children and adolescents, it's preferable to talk about "risk of addiction" or "potentially addictive behaviors," since in these age groups there are usually other factors that explain uncontrolled use, and in most cases, a true addiction hasn't fully developed yet.

"We receive referrals for severe cases of addiction that require more intensive intervention than can be offered in child and adolescent mental health centers. These are usually complex cases, often with comorbidity from other mental disorders. We still see more cases of drug addiction than behavioral addictions, but since the program began in 2005, cases of behavioral addictions have been steadily increasing, primarily problems related to video game use , because they are very rewarding and designed to hook the user. We also frequently see problems related to social media use, compulsive video and series viewing, and some cases of the onset of pathological gambling (especially online sports betting)."

Many of the children and teenagers we see have difficulties at school and in their relationships with their parents and peers, so they take refuge in something gratifying like video games.

Children and adolescents are generally very vulnerable to addiction because their brains are still developing , and those with mental health conditions are a particularly high-risk group. Many of the children and adolescents we see struggle academically and have difficulty relating to their parents, teachers, or peers, so they take refuge in something gratifying like video games, which makes them feel good because it's something they're skilled at and allows them to connect with people who value them. And so a vicious cycle is created: their mental health problems lead to overuse, and this overuse also has repercussions on their mental health , as it prevents them from developing the cognitive and socio-emotional skills they should be learning at that age, and they end up with significant problems adapting to daily life and a high probability of developing an addiction.

"The misuse of screens and exposure to certain content that minors can access through them can cause mental health problems, especially in vulnerable young people. Furthermore, at certain ages, minors lack the judgment and awareness to distinguish between truth and falsehood, or to determine what information or activities might be harmful to their healthy cognitive and social-emotional development."

Obviously, we must care for and protect them , but we must not be alarmist to the point of making extreme proposals such as banning access to mobile phones until the age of sixteen, since young people today have been born and raised in the digital age and have already had access to these devices, and it is very likely that we will encounter a lot of resistance and anger from them.

We should not be alarmist to the point of making extreme proposals such as banning access to mobile phones until the age of sixteen.

It's true that during their development we must protect children from excessive screen time, and that in early childhood, screens should be avoided altogether, prioritizing other types of more sensory, social, and emotional activities. However, around 4-6 years old, screens can be introduced, but with very strict supervision and always accompanied, never allowing them to use them alone. From age six , you can let them play games and watch videos for a little while, always under close supervision (parental control programs exist for this purpose), and above all, educate them on the proper use of technology and supervise them, both at home and at school. In my opinion, around 12-14 years old, the very controlled use of a basic mobile phone could be permitted (with the signing of a healthy use agreement), and the device's features could be gradually increased according to the maturity the child demonstrates in using it.

“I prefer to speak positively, and rather than prohibiting, I would say it's about defining 'rules of use' and gradually allowing children to be introduced to technology, in a similar way to how we teach them to use scissors, a bicycle, a microwave, and, in general, any potentially dangerous device if they don't learn how to use it properly. In other words, instead of prohibiting, we should gradually grant permission in a positive way. A restrictive or prohibitive model doesn't encourage learning or generate behavioral changes. It's essential to promote a model of digital support. I believe that access to technology should be progressive, guided, and supervised, taking into account the recommended ages for use, but also the child's maturity and needs, as outlined in the statement drafted by a group of clinical psychology professionals specializing in behavioral addictions.”

Instead of prohibiting, the approach is to gradually grant permission according to the person's maturity. A prohibitive model does not encourage learning or generate behavioral changes.

However, all of the above implies that there must be certain restrictions, both at home and at school, with usage schedules, parental controls, setting limits, etc., but these prohibitions must be well-justified for young people to accept them . On the other hand, I believe we need to listen more to minors so we can set these limits and negotiate the rules of use when appropriate. We should be able to put ourselves in their shoes and adapt the rules as they demonstrate maturity and appropriate use. After all, it was we, the adults, who got them into this mess, who designed all these devices and applications, and who, without being fully aware, allowed them to have access at such a young age. Now that we are more aware of the problems that have arisen, I believe we must take action to control it, but let's not just dwell on what should be; let's reach an agreement, listen to all perspectives, and arrive at a consensus. Let's not forget that we must also listen to them , because if we only impose our criteria on them, we won't achieve anything."

"To begin with, although it's necessary to reflect on the over-digitalization of our society, we shouldn't demonize digital technology . We live in this era, and besides, technology has tremendous utility. What we must do is find a balance, integrating new technologies with common sense . Even though it will require a great effort, parents must educate children and teenagers on the proper use of screens, but above all, we must educate ourselves, setting a good example, and being aware of how we use our mobile phones, computers, televisions, and so on."

Let's not forget that we must also listen to them, because if we only impose our criteria on them, we will not succeed.

Schools also have a crucial role to play in digital education. From the very beginning of primary school, the responsible use of screens and information and communication technologies should be a cross-curricular subject. It seems logical to me that schools should have restrictions on the unrestricted use of mobile phones and other electronic devices that can interfere with learning and the relationships between teachers and students. In fact, efforts are already underway to regulate this, although I understand that it is very complex to take into account so many different perspectives.

Finally, we professionals specializing in these issues have a responsibility to teach young people, teachers, and families the best way to achieve the responsible use of screens we've discussed. To convince young people to accept the proposed rules, we must explain our reasons and that our interest is in protecting them, not in unjustifiably restricting their freedom.

Family, school and community prevention in the use of screens

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“Indeed, the government must play a significant role in all of this. That is precisely the purpose of the statement we have issued. On the one hand, we ask the government to get involved in carrying out information and prevention campaigns . On the other hand, we ask that it promote training for families and educators in digital skills so they can better educate young people on the responsible use of technology. Furthermore, we ask that it regulate the use of ICTs in general and guarantee the implementation of a code of ethics by the technology industry that prevents the use of techniques and strategies that can generate mental health problems and addiction, whether in video games, social networks, platforms, applications, etc. It should also urge the technology industry and content companies to adopt control measures and comply with regulations. Finally, we also request that it promote research in this area and allow experts to advise them on the guidelines to follow.”