Understanding and Managing Digital Overload in Children and Young People | Secondary

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About The Webinar

Understanding and Managing Digital Overload in Children and Young People | Secondary

This webinar will provide headteachers, teachers and practitioners with an understanding of the concept of information overload and practical guidance and advice on how to support children and young people who may suffer from the risks associated with too much digital media.

Research studies have shown strong links between increased screen time and the development of anxiety and depression. It’s important to manage the information young people are exposed to and enable them to be aware of the risks posed by an overload of digital media and being exposed to too much online content.

In this webinar, Cayley Jorgensen, mental health practitioner, researcher, public speaker and director of FaceUp South Africa, explores what is considered too much digital consumption, what symptoms may be associated with information overload and how to implement preventative strategies to support children who may have been impacted.

Learning Outcomes

  • Understanding the concept of information overload, what it’s comprised of and the impact it has on children and young people

  • Exploring a range of statistical data and research studies to further delineate the negative effects of information overload on children and young people

  • Recognising the various ways in which upsetting content can be managed in order to reduce the risk of being exposed to an overload of information

  • Exploring self-defence strategies for information overload in order to prevent children and young people from feeling overwhelmed by the information they’re exposed to online

  • Understanding the differences between skills-based learning and problem-based learning, as well as the range of skills that can be taught to children of different age groups

Cayley Jorgenson

About The Expert

Cayley Jorgenson

Mental health practitioner, researcher, and public speaker.
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