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"content": "\u003cp>As adults witness the rising tides of teenaged anxiety, it’s tough not to notice a common thread that runs through the epidemic — something that past generations never dealt with. Clutched in the hand of nearly every teen is a smartphone, buzzing and beeping and blinking with social media notifications.\u003c/p>\n\u003cp>Parents, all too often, just want to grab their teen’s phone and stuff it in a drawer. But is social media and the omnipresence of digital interactions really the cause of all this anxiety?\u003c/p>\n\u003cp>The short answer is: It’s complicated.\u003c/p>\n\u003cp>Recent studies have noted a \u003ca href=\"https://www.washingtonpost.com/news/parenting/wp/2017/12/13/digital-double-standards-youre-probably-making-as-a-parent/\" rel=\"nofollow\">significant uptick in depression and suicidal thoughts\u003c/a> over the past several years for teens, especially those who spend multiple hours a day using screens, and especially girls. But many of the pressures teenagers feel from social media are actually consistent with developmentally normal concerns around social standing and self-expression. Social media can certainly exacerbate these anxieties, but for parents to truly help their children cope, they should avoid making a blanket condemnation. Instead, parents should tailor their approach to the individual, learning where a particular child's stressors lie and how that child can best gain control of this alluring, powerful way to connect with peers.\u003c/p>\n\u003cp>\u003cstrong>A Link Between Social Media and Mental Health Concerns\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many experts have described a rise in \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" rel=\"nofollow\">sleeplessness, loneliness, worry, and dependence\u003c/a> among teenagers — a rise that coincides with the release of the first iPhone 10 years ago. One \u003ca href=\"http://journals.sagepub.com/doi/full/10.1177/2167702617723376\" rel=\"nofollow\">study\u003c/a> found that 48 percent of teens who spend five hours per day on an electronic device have at least one suicide risk factor, compared to 33 percent of teens who spend two hours a day on an electronic device. We’ve all heard anecdotes, too, of teens being reduced to tears from the constant communication and comparisons that social media invites.\u003c/p>\n\u003cp>Through likes and follows, teens are \"getting actual data on how much people like them and their appearance,\" says \u003ca href=\"https://childmind.org/bio/lindsey-giller-psyd/\" rel=\"nofollow\">Lindsey Giller\u003c/a>, a clinical psychologist at the \u003ca href=\"https://childmind.org/\" rel=\"nofollow\">Child Mind Institute\u003c/a> who specializes in youth and young adults with mood disorders. \"And you're not having any break from that technology.\" She's seen teens with anxiety, poor self-esteem, insecurity, and sadness attributed, at least in part, to constant social media use.\u003c/p>\n\u003cp>\u003cstrong>Teenage Challenges and Stressors, Exacerbated\u003c/strong>\u003c/p>\n\u003cp>But the connection between anxiety and social media might not be simple, or purely negative. Correlation does not equal causation; it may be that depression and anxiety lead to more social media use, for example, rather than the other way around. There could also be an unknown third variable — for instance, academic pressures or economic concerns — connecting them, or teens could simply be more likely to admit to mental health concerns now than they were in previous generations.\u003c/p>\n\u003cp>It’s also important to remember that teens experience social media in a \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/09/insta\">wide range of ways\u003c/a>. The ability to raise awareness, connect with people across the world, and share moments of beauty can be \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2017/08/smartphones_haven_t_destroyed_a_generation.html\" rel=\"nofollow\">empowering and uplifting\u003c/a> for some. And many teens understand that the images they see are curated snapshots, not real-life indicators, and are less likely to let those posts make them feel insecure about their own lives.\u003c/p>\n\u003cp>Above all, says researcher \u003ca href=\"https://www.gse.harvard.edu/node/493341\" rel=\"nofollow\">Emily Weinstein\u003c/a>, who studies teens and their social media habits, parents need to keep in mind that it’s probably not \u003cem>just\u003c/em> social media that’s making their teens anxious — it’s the normal social stressors that these platforms facilitate, albeit at a different size and scale.\u003c/p>\n\u003cp>“So many of the behaviors we’re talking about have pre-digital corollaries,” says Weinstein, a postdoctoral fellow at the \u003ca>Harvard Graduate School of Education\u003c/a>. “They’re the same sort of developmental challenges that adolescents have grappled with for decades, though now they’re taking place in different spaces that can certainly amplify them and shift their quality, quantity, and scale.“\u003c/p>\n\u003cp>\"But the idea of wanting to fit in, the critical importance of peer relationships, and the process of figuring out which version of yourself you want to be and how you want to express that identity to others — those features of adolescence are not new.”\u003c/p>\n\u003cp>\u003cstrong>What’s Triggering about Social Media?\u003cbr>\n\u003c/strong>\u003cbr>\nYouth and technology expert \u003ca href=\"https://cyber.harvard.edu/people/alenhart\" rel=\"nofollow\">Amanda Lenhart\u003c/a>’s 2015 \u003ca href=\"http://www.pewinternet.org/2015/08/06/teens-technology-and-friendships/\" rel=\"nofollow\">Pew study\u003c/a> of teens, technology, and friendships reveals a range of social media-induced stressors:\u003c/p>\n\u003cul>\n\u003cli>Seeing people posting about events to which you haven’t been invited\u003c/li>\n\u003cli>Feeling pressure to post positive and attractive content about yourself\u003c/li>\n\u003cli>Feeling pressure to get comments and likes on your posts\u003c/li>\n\u003cli>Having someone post things about you that you cannot change or control\u003c/li>\n\u003c/ul>\n\u003cp>In analyses of thousands of adolescents’ reactions to digital stressors, Weinstein and her colleagues have found even more challenges:\u003c/p>\n\u003cul>\n\u003cli>Feeling replaceable: If you don’t respond to a best friend’s picture quickly or effusively enough, will she find a better friend?\u003c/li>\n\u003cli>Too much communication: A boyfriend or girlfriend wants you to be texting far more often than you’re comfortable with.\u003c/li>\n\u003cli>Digital “FOMO”: If you’re not up-to-date on the latest social media posts, will it prevent you from feeling like you can participate in real-life conversations at school the next day?\u003c/li>\n\u003cli>Attachment to actual devices: If your phone is out of reach, will your privacy be invaded? Will you miss a message from a friend when he needs you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>For Parents, Strategies on Mitigating Anxiety — Without Overreacting\u003c/strong>\u003c/p>\n\u003cp>With so many different stressors, a key piece of advice for parents is to individualize your approach. In the same way that different teenagers need different types of social support from their parents, they need different types of digital support, as well. Weinstein suggests that if your teen seems irritable or overwhelmed by social media, pay attention to what specifically is causing those feelings.\u003c/p>\n\u003cp>Giller agrees. \"Really check in with your teen about what's going on,\" she says. Parents can and should help support and problem-solve with their teen, but they should also offer validation about how difficult these situations can be.\u003c/p>\n\u003cp>Relatedly, don’t just take your teen’s phone away if you suspect drama. Doing so won’t get to the heart of the social issue at play — and it could potentially make your teen more upset by separating her from her friends and other aspects of digital media she enjoys. \u003c/p>\n\u003cp>However, as a family, you can also set screen-free times — whether it’s every evening after 9 p.m., on the car ride to school, an occasional screen-free weekend, or longer stretches over vacations and camps. “Many teens say they appreciate” these chances, says education writer \u003ca href=\"https://www.npr.org/people/302894536/anya-kamenetz\" rel=\"nofollow\">Anya Kamenetz\u003c/a>, whose upcoming book \u003ca href=\"http://www.anyakamenetz.net/\" rel=\"nofollow\">\u003cem>The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life\u003c/em>\u003c/a> explores these issues in-depth.\u003c/p>\n\u003cp>A significant part of your teen’s phone habits may be related to her parents, too. “Be good role models in your own use of tech,” advises Kamenetz. That means being mindful of \u003ca href=\"https://www.washingtonpost.com/news/parenting/wp/2017/12/13/digital-double-standards-youre-probably-making-as-a-parent/?utm_term=.a71377bb9bf3\" rel=\"nofollow\">your own distracted habit \u003c/a>of reaching for your cell, but it also means rejecting the isolation that screen time can generate. Make digital media an opportunity for real-life social opportunities, she says. Share some media activities with your teenager — playing games, watching YouTube clips, or reading up on mutual interests together.\u003c/p>\n\u003cp>And in most situations, it’s best to work \u003cem>with\u003c/em> your teen to set social media expectations. “You want to build consensus and get their buy-in,” says Kamenetz. Constant surveillance or control won’t build trust. Make it an open, mutual discussion. \u003c/p>\n\u003cp>You want to get teens to put their devices down on their own, says Weinstein, “so that you’re helping them build their ability to manage their interactions with and through technology.” And that’s increasingly looking like a key life skill that we’ll all need to develop, now and into the future.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/leahjshafer\">Leah Shafer\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they’re accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As adults witness the rising tides of teenaged anxiety, it’s tough not to notice a common thread that runs through the epidemic — something that past generations never dealt with. Clutched in the hand of nearly every teen is a smartphone, buzzing and beeping and blinking with social media notifications.\u003c/p>\n\u003cp>Parents, all too often, just want to grab their teen’s phone and stuff it in a drawer. But is social media and the omnipresence of digital interactions really the cause of all this anxiety?\u003c/p>\n\u003cp>The short answer is: It’s complicated.\u003c/p>\n\u003cp>Recent studies have noted a \u003ca href=\"https://www.washingtonpost.com/news/parenting/wp/2017/12/13/digital-double-standards-youre-probably-making-as-a-parent/\" rel=\"nofollow\">significant uptick in depression and suicidal thoughts\u003c/a> over the past several years for teens, especially those who spend multiple hours a day using screens, and especially girls. But many of the pressures teenagers feel from social media are actually consistent with developmentally normal concerns around social standing and self-expression. Social media can certainly exacerbate these anxieties, but for parents to truly help their children cope, they should avoid making a blanket condemnation. Instead, parents should tailor their approach to the individual, learning where a particular child's stressors lie and how that child can best gain control of this alluring, powerful way to connect with peers.\u003c/p>\n\u003cp>\u003cstrong>A Link Between Social Media and Mental Health Concerns\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many experts have described a rise in \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" rel=\"nofollow\">sleeplessness, loneliness, worry, and dependence\u003c/a> among teenagers — a rise that coincides with the release of the first iPhone 10 years ago. One \u003ca href=\"http://journals.sagepub.com/doi/full/10.1177/2167702617723376\" rel=\"nofollow\">study\u003c/a> found that 48 percent of teens who spend five hours per day on an electronic device have at least one suicide risk factor, compared to 33 percent of teens who spend two hours a day on an electronic device. We’ve all heard anecdotes, too, of teens being reduced to tears from the constant communication and comparisons that social media invites.\u003c/p>\n\u003cp>Through likes and follows, teens are \"getting actual data on how much people like them and their appearance,\" says \u003ca href=\"https://childmind.org/bio/lindsey-giller-psyd/\" rel=\"nofollow\">Lindsey Giller\u003c/a>, a clinical psychologist at the \u003ca href=\"https://childmind.org/\" rel=\"nofollow\">Child Mind Institute\u003c/a> who specializes in youth and young adults with mood disorders. \"And you're not having any break from that technology.\" She's seen teens with anxiety, poor self-esteem, insecurity, and sadness attributed, at least in part, to constant social media use.\u003c/p>\n\u003cp>\u003cstrong>Teenage Challenges and Stressors, Exacerbated\u003c/strong>\u003c/p>\n\u003cp>But the connection between anxiety and social media might not be simple, or purely negative. Correlation does not equal causation; it may be that depression and anxiety lead to more social media use, for example, rather than the other way around. There could also be an unknown third variable — for instance, academic pressures or economic concerns — connecting them, or teens could simply be more likely to admit to mental health concerns now than they were in previous generations.\u003c/p>\n\u003cp>It’s also important to remember that teens experience social media in a \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/09/insta\">wide range of ways\u003c/a>. The ability to raise awareness, connect with people across the world, and share moments of beauty can be \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2017/08/smartphones_haven_t_destroyed_a_generation.html\" rel=\"nofollow\">empowering and uplifting\u003c/a> for some. And many teens understand that the images they see are curated snapshots, not real-life indicators, and are less likely to let those posts make them feel insecure about their own lives.\u003c/p>\n\u003cp>Above all, says researcher \u003ca href=\"https://www.gse.harvard.edu/node/493341\" rel=\"nofollow\">Emily Weinstein\u003c/a>, who studies teens and their social media habits, parents need to keep in mind that it’s probably not \u003cem>just\u003c/em> social media that’s making their teens anxious — it’s the normal social stressors that these platforms facilitate, albeit at a different size and scale.\u003c/p>\n\u003cp>“So many of the behaviors we’re talking about have pre-digital corollaries,” says Weinstein, a postdoctoral fellow at the \u003ca>Harvard Graduate School of Education\u003c/a>. “They’re the same sort of developmental challenges that adolescents have grappled with for decades, though now they’re taking place in different spaces that can certainly amplify them and shift their quality, quantity, and scale.“\u003c/p>\n\u003cp>\"But the idea of wanting to fit in, the critical importance of peer relationships, and the process of figuring out which version of yourself you want to be and how you want to express that identity to others — those features of adolescence are not new.”\u003c/p>\n\u003cp>\u003cstrong>What’s Triggering about Social Media?\u003cbr>\n\u003c/strong>\u003cbr>\nYouth and technology expert \u003ca href=\"https://cyber.harvard.edu/people/alenhart\" rel=\"nofollow\">Amanda Lenhart\u003c/a>’s 2015 \u003ca href=\"http://www.pewinternet.org/2015/08/06/teens-technology-and-friendships/\" rel=\"nofollow\">Pew study\u003c/a> of teens, technology, and friendships reveals a range of social media-induced stressors:\u003c/p>\n\u003cul>\n\u003cli>Seeing people posting about events to which you haven’t been invited\u003c/li>\n\u003cli>Feeling pressure to post positive and attractive content about yourself\u003c/li>\n\u003cli>Feeling pressure to get comments and likes on your posts\u003c/li>\n\u003cli>Having someone post things about you that you cannot change or control\u003c/li>\n\u003c/ul>\n\u003cp>In analyses of thousands of adolescents’ reactions to digital stressors, Weinstein and her colleagues have found even more challenges:\u003c/p>\n\u003cul>\n\u003cli>Feeling replaceable: If you don’t respond to a best friend’s picture quickly or effusively enough, will she find a better friend?\u003c/li>\n\u003cli>Too much communication: A boyfriend or girlfriend wants you to be texting far more often than you’re comfortable with.\u003c/li>\n\u003cli>Digital “FOMO”: If you’re not up-to-date on the latest social media posts, will it prevent you from feeling like you can participate in real-life conversations at school the next day?\u003c/li>\n\u003cli>Attachment to actual devices: If your phone is out of reach, will your privacy be invaded? Will you miss a message from a friend when he needs you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>For Parents, Strategies on Mitigating Anxiety — Without Overreacting\u003c/strong>\u003c/p>\n\u003cp>With so many different stressors, a key piece of advice for parents is to individualize your approach. In the same way that different teenagers need different types of social support from their parents, they need different types of digital support, as well. Weinstein suggests that if your teen seems irritable or overwhelmed by social media, pay attention to what specifically is causing those feelings.\u003c/p>\n\u003cp>Giller agrees. \"Really check in with your teen about what's going on,\" she says. Parents can and should help support and problem-solve with their teen, but they should also offer validation about how difficult these situations can be.\u003c/p>\n\u003cp>Relatedly, don’t just take your teen’s phone away if you suspect drama. Doing so won’t get to the heart of the social issue at play — and it could potentially make your teen more upset by separating her from her friends and other aspects of digital media she enjoys. \u003c/p>\n\u003cp>However, as a family, you can also set screen-free times — whether it’s every evening after 9 p.m., on the car ride to school, an occasional screen-free weekend, or longer stretches over vacations and camps. “Many teens say they appreciate” these chances, says education writer \u003ca href=\"https://www.npr.org/people/302894536/anya-kamenetz\" rel=\"nofollow\">Anya Kamenetz\u003c/a>, whose upcoming book \u003ca href=\"http://www.anyakamenetz.net/\" rel=\"nofollow\">\u003cem>The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life\u003c/em>\u003c/a> explores these issues in-depth.\u003c/p>\n\u003cp>A significant part of your teen’s phone habits may be related to her parents, too. “Be good role models in your own use of tech,” advises Kamenetz. That means being mindful of \u003ca href=\"https://www.washingtonpost.com/news/parenting/wp/2017/12/13/digital-double-standards-youre-probably-making-as-a-parent/?utm_term=.a71377bb9bf3\" rel=\"nofollow\">your own distracted habit \u003c/a>of reaching for your cell, but it also means rejecting the isolation that screen time can generate. Make digital media an opportunity for real-life social opportunities, she says. Share some media activities with your teenager — playing games, watching YouTube clips, or reading up on mutual interests together.\u003c/p>\n\u003cp>And in most situations, it’s best to work \u003cem>with\u003c/em> your teen to set social media expectations. “You want to build consensus and get their buy-in,” says Kamenetz. Constant surveillance or control won’t build trust. Make it an open, mutual discussion. \u003c/p>\n\u003cp>You want to get teens to put their devices down on their own, says Weinstein, “so that you’re helping them build their ability to manage their interactions with and through technology.” And that’s increasingly looking like a key life skill that we’ll all need to develop, now and into the future.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Popularity is a loaded word. For many adults, it evokes powerful memories of jockeying for position in high school cafeterias and hallways.\u003c/p>\n\u003cp>These memories are salient for a reason, said \u003ca href=\"http://mitch.web.unc.edu/\">Mitch Prinstein\u003c/a>, a professor of psychology and author of \u003ca href=\"https://www.amazon.com/Popular-Power-Likability-Status-Obsessed-World/dp/0399563733\">“Popular: The Power of Likability in a Status-Obsessed World.”\u003c/a> The urge to be popular among our peers reaches its zenith in adolescence, “at just the same time we are developing a stable personality,” said Prinstein. “So the messages you get at age 14 about who you are and how the world works will affect how you behave when you are 40.”\u003c/p>\n\u003cp>But popularity has paradoxes. Sometimes the most popular students are also widely disliked by their peers — even when those same peers seek to emulate them. And although we are hardwired to seek popularity, it isn’t always healthy for us, said Prinstein. In fact, one form of popularity puts teens at risk for long-term consequences.\u003c/p>\n\u003cp>To make sense of these biological impulses and their social implications, Prinstein’s research focuses on two distinct types of popularity: likability and status.\u003c/p>\n\u003cp>The type of popularity that brings back memories of the middle school pecking order is related to \u003ci>status\u003c/i>. Status, said Prinstein, “is not a measure of how well a person is liked.” Rather, it reflects a person’s visibility, dominance and influence on the group.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there is another type of popularity that reflects a person’s \u003ci>likability. \u003c/i>This is the first form of popularity that kids experience. “At the age of 3, you can go in and ask kids who they like most and least. The popular kids are the ones everyone likes the most,” said Prinstein. Again and again, children are drawn to peers who treat others with respect, who know how to share and cooperate, and who make other members of the group feel good about themselves.\u003c/p>\n\u003cp>But as children enter middle school, the equation changes. “In adolescence, something happens in our brains – the neurochemical cocktail of oxytocin and dopamine,” said Prinstein. Oxytocin (sometimes called the “love hormone”) promotes a need to connect and bond with others; dopamine activates the brain’s pleasure center and is commonly associated with the high people feel from drugs. As a result, said Prinstein, teens “become almost addicted to any type of attention from peers.”\u003c/p>\n\u003cp>Unfortunately, one of the fastest ways to get attention from peers is to exercise “dominance, aggression, and power, and that is where the second form of popularity — status — is formed.” Prinstein likens status-seeking to a primate beating its chest to show dominance: “The non-human part of our brains — or rather the part of our brain that resembles other animal species — makes us attuned to that type of popularity.”\u003c/p>\n\u003cp>\u003cb>Adolescents at Risk\u003c/b>\u003c/p>\n\u003cp>Prinstein notes that “the ability to interact with peers and remain emotionally regulated predicts addiction, dropout rates, relationships issues and even child-rearing ability.” Researchers have found that two groups of teens are most at risk for long-term consequences related to their social status.\u003c/p>\n\u003cp>The first group is those who experience repeated rejection from peers. “We often interpret situations based on past, not current, experiences,” said Prinstein, so teens who experience rejection in high school come to “expect rejection” as adults, coloring their interactions with others and their self-perception.\u003c/p>\n\u003cp>But high-status popularity also carries with it long-term risk factors. People whose popularity is grounded in status “grow up and believe that the way you get what you want is to be aggressive toward others and constantly attend to your social status,” repeating patterns that seemed to work in high school, said Prinstein. High-status teens are less likely to have satisfying friendships and romantic relationships later in life. They are also at higher risk for substance abuse problems, including DUIs.\u003c/p>\n\u003cp>Prinstein’s research points to a few ways that adults can help students navigate these two types of popularity, giving teenagers valuable context for what is happening in their brains and in the hallways at school.\u003c/p>\n\u003cp>\u003cb>Teach Social and Leadership Skills\u003c/b>\u003c/p>\n\u003cp>Data suggest that even after accounting for factors such as IQ and socioeconomic status, “it is our \u003ci>likability\u003c/i> that predicts so many outcomes decades later,” said Prinstein. “It’s key to how to be successful in a modern-day world. But it’s an area we spend so little time teaching and monitoring — to everybody’s detriment.”\u003c/p>\n\u003cp>For example, when assigning group work, teachers shouldn’t assume that teenagers have the skills to work together effectively, said Prinstein. Small groups are often a microcosm of larger social dynamics — and can be both powerful and potentially painful for participants. Teachers can prepare students for more effective group work by helping them identify and practice effective leadership skills. Prinstein’s research finds that “likable leaders lead differently than high-status leaders,” giving teachers an opportunity to explicitly promote the qualities of likable leaders.\u003c/p>\n\u003cp>“Likable leaders do a really good job of making everyone on the team feel valued. They do a lot of listening and not as much talking. They help create group norms and a group harmony. They make sure everyone feels heard and that the end product has a piece of what each person contributed,” said Prinstein. “In contrast, high-status leaders insert themselves into that position and exert dominance. It’s a different mindset. [Ultimately], likable leaders are the best leaders.”\u003c/p>\n\u003cp>\u003cb>Provide Scaffolded Support\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://asu.pure.elsevier.com/en/publications/creating-informal-play-opportunities-are-parents-and-preschoolers\">Evidence suggests\u003c/a> that parents can effectively support their preschoolers’ social learning and likability through “scaffolding”: providing structure and modeling of positive social behavior and then stepping back as they grow more capable.\u003c/p>\n\u003cp>In middle and high school, parents can \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/23/as-teens-push-away-what-can-parents-do-to-support-success/\">still provide valuable social support\u003c/a>, said Prinstein. Instead of “How do I share my toys?” the question might be “How do I turn down an invitation gracefully?” or “How do I express my feelings to a friend who has hurt me?” According to \u003ca href=\"http://www.jstor.org/stable/585374?seq=1#page_scan_tab_contents\">one study\u003c/a>, when parents talked with their children about social skills — including what to look for in a friend or how to interact positively with others — they developed stronger peer relationships.\u003c/p>\n\u003cp>\u003cb>Help Teens Navigate Social Media\u003c/b>\u003c/p>\n\u003cp>Social media feeds our primal desire for peer attention, said Prinstein. Likes, followers and retweets provide what feels like measurable data about one’s social status. “We are in a status-seeking crisis as a society. There are kids who feel that their experiences haven’t really happened until they have shared them and seen how many responses they get. It erodes our ability to make our own judgments in alignment with our values.”\u003c/p>\n\u003cp>As Prinstein said, “Every media outlet tells them, ‘Gain as many followers as you can!’ But every piece of data says that this will make them lonely, depressed and at risk for relationship problems. Social media is serving some of our social needs but not all of our social needs.”\u003c/p>\n\u003cp>Prinstein said that, based on his research, he would offer this advice to teens: “You know that momentary high you might get by making yourself seem higher in status by disparaging others? It might feel good in the short term, but it’s not only damaging to others, it is damaging to \u003ci>you\u003c/i> in the long run. ”\u003c/p>\n\u003cp>Instead, he said\u003cb>, \u003c/b>“Spend your time learning how to be empathic and forge genuine relationships. Connect with people. Become a better listener. Focus on developing good friendships and being likable — caring and connected with others.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In the end, he said, “you may be better off if you are \u003ci>not\u003c/i> the most popular teen in your school.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Popularity is a loaded word. For many adults, it evokes powerful memories of jockeying for position in high school cafeterias and hallways.\u003c/p>\n\u003cp>These memories are salient for a reason, said \u003ca href=\"http://mitch.web.unc.edu/\">Mitch Prinstein\u003c/a>, a professor of psychology and author of \u003ca href=\"https://www.amazon.com/Popular-Power-Likability-Status-Obsessed-World/dp/0399563733\">“Popular: The Power of Likability in a Status-Obsessed World.”\u003c/a> The urge to be popular among our peers reaches its zenith in adolescence, “at just the same time we are developing a stable personality,” said Prinstein. “So the messages you get at age 14 about who you are and how the world works will affect how you behave when you are 40.”\u003c/p>\n\u003cp>But popularity has paradoxes. Sometimes the most popular students are also widely disliked by their peers — even when those same peers seek to emulate them. And although we are hardwired to seek popularity, it isn’t always healthy for us, said Prinstein. In fact, one form of popularity puts teens at risk for long-term consequences.\u003c/p>\n\u003cp>To make sense of these biological impulses and their social implications, Prinstein’s research focuses on two distinct types of popularity: likability and status.\u003c/p>\n\u003cp>The type of popularity that brings back memories of the middle school pecking order is related to \u003ci>status\u003c/i>. Status, said Prinstein, “is not a measure of how well a person is liked.” Rather, it reflects a person’s visibility, dominance and influence on the group.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there is another type of popularity that reflects a person’s \u003ci>likability. \u003c/i>This is the first form of popularity that kids experience. “At the age of 3, you can go in and ask kids who they like most and least. The popular kids are the ones everyone likes the most,” said Prinstein. Again and again, children are drawn to peers who treat others with respect, who know how to share and cooperate, and who make other members of the group feel good about themselves.\u003c/p>\n\u003cp>But as children enter middle school, the equation changes. “In adolescence, something happens in our brains – the neurochemical cocktail of oxytocin and dopamine,” said Prinstein. Oxytocin (sometimes called the “love hormone”) promotes a need to connect and bond with others; dopamine activates the brain’s pleasure center and is commonly associated with the high people feel from drugs. As a result, said Prinstein, teens “become almost addicted to any type of attention from peers.”\u003c/p>\n\u003cp>Unfortunately, one of the fastest ways to get attention from peers is to exercise “dominance, aggression, and power, and that is where the second form of popularity — status — is formed.” Prinstein likens status-seeking to a primate beating its chest to show dominance: “The non-human part of our brains — or rather the part of our brain that resembles other animal species — makes us attuned to that type of popularity.”\u003c/p>\n\u003cp>\u003cb>Adolescents at Risk\u003c/b>\u003c/p>\n\u003cp>Prinstein notes that “the ability to interact with peers and remain emotionally regulated predicts addiction, dropout rates, relationships issues and even child-rearing ability.” Researchers have found that two groups of teens are most at risk for long-term consequences related to their social status.\u003c/p>\n\u003cp>The first group is those who experience repeated rejection from peers. “We often interpret situations based on past, not current, experiences,” said Prinstein, so teens who experience rejection in high school come to “expect rejection” as adults, coloring their interactions with others and their self-perception.\u003c/p>\n\u003cp>But high-status popularity also carries with it long-term risk factors. People whose popularity is grounded in status “grow up and believe that the way you get what you want is to be aggressive toward others and constantly attend to your social status,” repeating patterns that seemed to work in high school, said Prinstein. High-status teens are less likely to have satisfying friendships and romantic relationships later in life. They are also at higher risk for substance abuse problems, including DUIs.\u003c/p>\n\u003cp>Prinstein’s research points to a few ways that adults can help students navigate these two types of popularity, giving teenagers valuable context for what is happening in their brains and in the hallways at school.\u003c/p>\n\u003cp>\u003cb>Teach Social and Leadership Skills\u003c/b>\u003c/p>\n\u003cp>Data suggest that even after accounting for factors such as IQ and socioeconomic status, “it is our \u003ci>likability\u003c/i> that predicts so many outcomes decades later,” said Prinstein. “It’s key to how to be successful in a modern-day world. But it’s an area we spend so little time teaching and monitoring — to everybody’s detriment.”\u003c/p>\n\u003cp>For example, when assigning group work, teachers shouldn’t assume that teenagers have the skills to work together effectively, said Prinstein. Small groups are often a microcosm of larger social dynamics — and can be both powerful and potentially painful for participants. Teachers can prepare students for more effective group work by helping them identify and practice effective leadership skills. Prinstein’s research finds that “likable leaders lead differently than high-status leaders,” giving teachers an opportunity to explicitly promote the qualities of likable leaders.\u003c/p>\n\u003cp>“Likable leaders do a really good job of making everyone on the team feel valued. They do a lot of listening and not as much talking. They help create group norms and a group harmony. They make sure everyone feels heard and that the end product has a piece of what each person contributed,” said Prinstein. “In contrast, high-status leaders insert themselves into that position and exert dominance. It’s a different mindset. [Ultimately], likable leaders are the best leaders.”\u003c/p>\n\u003cp>\u003cb>Provide Scaffolded Support\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://asu.pure.elsevier.com/en/publications/creating-informal-play-opportunities-are-parents-and-preschoolers\">Evidence suggests\u003c/a> that parents can effectively support their preschoolers’ social learning and likability through “scaffolding”: providing structure and modeling of positive social behavior and then stepping back as they grow more capable.\u003c/p>\n\u003cp>In middle and high school, parents can \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/23/as-teens-push-away-what-can-parents-do-to-support-success/\">still provide valuable social support\u003c/a>, said Prinstein. Instead of “How do I share my toys?” the question might be “How do I turn down an invitation gracefully?” or “How do I express my feelings to a friend who has hurt me?” According to \u003ca href=\"http://www.jstor.org/stable/585374?seq=1#page_scan_tab_contents\">one study\u003c/a>, when parents talked with their children about social skills — including what to look for in a friend or how to interact positively with others — they developed stronger peer relationships.\u003c/p>\n\u003cp>\u003cb>Help Teens Navigate Social Media\u003c/b>\u003c/p>\n\u003cp>Social media feeds our primal desire for peer attention, said Prinstein. Likes, followers and retweets provide what feels like measurable data about one’s social status. “We are in a status-seeking crisis as a society. There are kids who feel that their experiences haven’t really happened until they have shared them and seen how many responses they get. It erodes our ability to make our own judgments in alignment with our values.”\u003c/p>\n\u003cp>As Prinstein said, “Every media outlet tells them, ‘Gain as many followers as you can!’ But every piece of data says that this will make them lonely, depressed and at risk for relationship problems. Social media is serving some of our social needs but not all of our social needs.”\u003c/p>\n\u003cp>Prinstein said that, based on his research, he would offer this advice to teens: “You know that momentary high you might get by making yourself seem higher in status by disparaging others? It might feel good in the short term, but it’s not only damaging to others, it is damaging to \u003ci>you\u003c/i> in the long run. ”\u003c/p>\n\u003cp>Instead, he said\u003cb>, \u003c/b>“Spend your time learning how to be empathic and forge genuine relationships. Connect with people. Become a better listener. Focus on developing good friendships and being likable — caring and connected with others.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the end, he said, “you may be better off if you are \u003ci>not\u003c/i> the most popular teen in your school.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 Tools To Help Kids Understand Conflict and Self-Control",
"title": "4 Tools To Help Kids Understand Conflict and Self-Control",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it: Kids have diverse opinions and they’re bound to disagree with one another. Today arguments occur not only in the hallway or classroom, but online as well. And whether or not these conflicts escalate \u003c/span>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003cspan style=\"font-weight: 400\"> depend on how well students recognize and manage their emotions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways to help build self-control in the face of rising frustration, whether students turn to meditation or build constructed arguments on the fly. Since we live in a democracy that values passionate and polarizing views -- especially in our educational systems -- it’s \u003c/span>\u003cspan style=\"font-weight: 400\">all the more important to know how to\u003c/span>\u003cspan style=\"font-weight: 400\"> help kids manage their feelings responsibly. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some tips and tools for seamlessly integrating self-control and life-skills-building into the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/mars-gen-one-argubot-academy\">\u003cb>\u003cimg class=\"alignleft wp-image-47796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Mars-Gen-One.png\" alt=\"Mars Gen One\" width=\"250\" height=\"247\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One.png 619w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-160x158.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-240x237.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-375x370.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-520x513.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-96x96.png 96w\" sizes=\"(max-width: 250px) 100vw, 250px\">Mars Gen One: Argubot Academy\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to promote healthy debate is by showing students that good arguments are based on thorough preparation. \u003c/span>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003cspan style=\"font-weight: 400\">game lets students select claims and evidence to become more persuasive. Once they learn the art of the argument, students can debate some tough topics online or in class. By practicing the game’s techniques, students will be ready for that next conflict with facts, and not have to resort to underhanded tactics or name-calling.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/listenwise\">\u003cb>\u003cimg class=\"alignleft wp-image-47791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Listenwise.png\" alt=\"Listenwise\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-240x160.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-375x250.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-520x347.png 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">Listenwise\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A website filled with podcasts covering \u003c/span>\u003ca href=\"https://listenwise.com/current_events\">\u003cspan style=\"font-weight: 400\">current events\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Listenwise is a good platform for students to practice patience when confronted with controversial ideas or opposing views \u003c/span>\u003cspan style=\"font-weight: 400\">that appear in the news on topics like race, politics and religion\u003c/span>\u003cspan style=\"font-weight: 400\">. As students listen, \u003c/span>\u003cspan style=\"font-weight: 400\">they can\u003c/span>\u003cspan style=\"font-weight: 400\"> describe and rank the strength of their emotions as the story progresses. Then, they can analyze how their reactions changed over time, reflect on how diverse opinions made them feel, and make a strategy for being mindful in the future.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/twitter\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-47794\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Twitter-e1490077019387.png\" alt=\"Twitter\" width=\"250\" height=\"250\">Twitter\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twitter has been a go-to platform for teens and adults to air grievances\u003c/span>\u003cspan style=\"font-weight: 400\">, and the consequences can have a lasting impact on people’s digital footprints. Twitter is also a valuable communications tool that can be a great way to share ideas and engage in conversations\u003c/span>\u003cspan style=\"font-weight: 400\">. Kids need to understand the risks of social sharing \u003c/span>\u003cspan style=\"font-weight: 400\">and can be taught the importance of using the tool conscientiously by seeing\u003c/span>\u003cspan style=\"font-weight: 400\"> some of the consequences of \u003c/span>\u003ca href=\"https://www.nytimes.com/2015/02/15/magazine/how-one-stupid-tweet-ruined-justine-saccos-life.html?_r=0\">\u003cspan style=\"font-weight: 400\">tweeting emotionally or impulsively\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can tweet about a topic from class. But \u003c/span>\u003cspan style=\"font-weight: 400\">before it goes out into the world\u003c/span>\u003cspan style=\"font-weight: 400\">, they can write out how they think people will react to it.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/smiling-mind\">\u003cb>\u003cimg class=\"alignleft wp-image-47793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Smiling-Mind-1020x1020.jpg\" alt=\"Smiling Mind\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-150x150.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind.jpg 1024w\" sizes=\"(max-width: 250px) 100vw, 250px\">Smiling Mind\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smiling Mind is an app that helps students practice meditation through breathing exercises and visualizations. \u003c/span>\u003cspan style=\"font-weight: 400\">Practicing some of these self-calming skills have been shown to help kids focus at school and at home. Smiling Mind can help \u003c/span>\u003cspan style=\"font-weight: 400\">kids learn lifelong skills to cope with stress and stay calm. Hopefully the next time they get into an argument, they’ll remember to just breathe.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Conflict in school is bound to arise among kids. Some tools can help kids become better at making arguments and hearing one another out or just take guided breaths to calm down.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it: Kids have diverse opinions and they’re bound to disagree with one another. Today arguments occur not only in the hallway or classroom, but online as well. And whether or not these conflicts escalate \u003c/span>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003cspan style=\"font-weight: 400\"> depend on how well students recognize and manage their emotions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways to help build self-control in the face of rising frustration, whether students turn to meditation or build constructed arguments on the fly. Since we live in a democracy that values passionate and polarizing views -- especially in our educational systems -- it’s \u003c/span>\u003cspan style=\"font-weight: 400\">all the more important to know how to\u003c/span>\u003cspan style=\"font-weight: 400\"> help kids manage their feelings responsibly. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some tips and tools for seamlessly integrating self-control and life-skills-building into the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/mars-gen-one-argubot-academy\">\u003cb>\u003cimg class=\"alignleft wp-image-47796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Mars-Gen-One.png\" alt=\"Mars Gen One\" width=\"250\" height=\"247\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One.png 619w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-160x158.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-240x237.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-375x370.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-520x513.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-96x96.png 96w\" sizes=\"(max-width: 250px) 100vw, 250px\">Mars Gen One: Argubot Academy\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to promote healthy debate is by showing students that good arguments are based on thorough preparation. \u003c/span>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003cspan style=\"font-weight: 400\">game lets students select claims and evidence to become more persuasive. Once they learn the art of the argument, students can debate some tough topics online or in class. By practicing the game’s techniques, students will be ready for that next conflict with facts, and not have to resort to underhanded tactics or name-calling.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/listenwise\">\u003cb>\u003cimg class=\"alignleft wp-image-47791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Listenwise.png\" alt=\"Listenwise\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-240x160.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-375x250.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-520x347.png 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">Listenwise\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A website filled with podcasts covering \u003c/span>\u003ca href=\"https://listenwise.com/current_events\">\u003cspan style=\"font-weight: 400\">current events\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Listenwise is a good platform for students to practice patience when confronted with controversial ideas or opposing views \u003c/span>\u003cspan style=\"font-weight: 400\">that appear in the news on topics like race, politics and religion\u003c/span>\u003cspan style=\"font-weight: 400\">. As students listen, \u003c/span>\u003cspan style=\"font-weight: 400\">they can\u003c/span>\u003cspan style=\"font-weight: 400\"> describe and rank the strength of their emotions as the story progresses. Then, they can analyze how their reactions changed over time, reflect on how diverse opinions made them feel, and make a strategy for being mindful in the future.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/twitter\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-47794\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Twitter-e1490077019387.png\" alt=\"Twitter\" width=\"250\" height=\"250\">Twitter\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twitter has been a go-to platform for teens and adults to air grievances\u003c/span>\u003cspan style=\"font-weight: 400\">, and the consequences can have a lasting impact on people’s digital footprints. Twitter is also a valuable communications tool that can be a great way to share ideas and engage in conversations\u003c/span>\u003cspan style=\"font-weight: 400\">. Kids need to understand the risks of social sharing \u003c/span>\u003cspan style=\"font-weight: 400\">and can be taught the importance of using the tool conscientiously by seeing\u003c/span>\u003cspan style=\"font-weight: 400\"> some of the consequences of \u003c/span>\u003ca href=\"https://www.nytimes.com/2015/02/15/magazine/how-one-stupid-tweet-ruined-justine-saccos-life.html?_r=0\">\u003cspan style=\"font-weight: 400\">tweeting emotionally or impulsively\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can tweet about a topic from class. But \u003c/span>\u003cspan style=\"font-weight: 400\">before it goes out into the world\u003c/span>\u003cspan style=\"font-weight: 400\">, they can write out how they think people will react to it.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/smiling-mind\">\u003cb>\u003cimg class=\"alignleft wp-image-47793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Smiling-Mind-1020x1020.jpg\" alt=\"Smiling Mind\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-150x150.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind.jpg 1024w\" sizes=\"(max-width: 250px) 100vw, 250px\">Smiling Mind\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smiling Mind is an app that helps students practice meditation through breathing exercises and visualizations. \u003c/span>\u003cspan style=\"font-weight: 400\">Practicing some of these self-calming skills have been shown to help kids focus at school and at home. Smiling Mind can help \u003c/span>\u003cspan style=\"font-weight: 400\">kids learn lifelong skills to cope with stress and stay calm. Hopefully the next time they get into an argument, they’ll remember to just breathe.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Depression Strikes Today's Teen Girls Especially Hard",
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"content": "\u003cp>It's tough to be a teenager. Hormones kick in, peer pressures escalate and academic expectations loom large. Kids become more aware of their environment in the teen years — down the block and online. The whole mix of changes can increase stress, anxiety and the risk of depression among all teens, research has long shown.\u003c/p>\n\u003cp>But a recent \u003ca href=\"http://pediatrics.aappublications.org/content/early/2016/11/10/peds.2016-1878\">study\u003c/a> published in the journal \u003cem>Pediatrics \u003c/em>suggests many more teenage girls in the U.S. may be experiencing major depressive episodes at this age than boys. And the numbers of teens affected took a particularly big jump after 2011, the scientists note, suggesting that the increasing dependence on social media by this age group may be \u003ca href=\"http://www.npr.org/2014/01/09/261108836/many-younger-facebook-users-unfriend-the-network\">exacerbating the problem\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.hopkinsmedicine.org/profiles/results/directory/profile/0023393/ramin-mojtabai\">Psychiatrist Ramin Mojtabai\u003c/a> and colleagues at Johns Hopkins University Bloomberg School of Public Health wanted to know whether rates of depression among teens had increased over the past decade. They analyzed federal data from interviews with more than 172,000 adolescents. Between 2005 and 2014, the scientists found, rates of depression went up significantly — if extrapolated to all U.S. teens it would work out to about a half million more depressed teens. What's more, three-fourths of those depressed teens in the study were girls.\u003c/p>\n\u003cp>The findings are just the latest in a steady stream of research showing that women of all ages experience \u003ca href=\"http://bjp.rcpsych.org/content/177/6/486\">higher rates\u003c/a> of depression compared to men, says psychologist and \u003ca href=\"http://catherinesteineradair.com/testimonial-view/the-big-disconnect/\">author\u003c/a> \u003ca href=\"http://catherinesteineradair.com/\">Catherine Steiner-Adair\u003c/a>. And no wonder, she says — despite gains in employment, education and salary, women and girls are still \"continually bombarded by media messages, dominant culture, humor and even political figures about how they look — no matter how smart, gifted, or passionate they are.\"\u003c/p>\n\u003cp>Today's constant online connections — via texting, Facebook, Instagram and Snapchat, — can exacerbate that harsh focus on looks and other judgments from peers, she says. The uptick in teen depression Mojtabai found after 2011 could be evidence of that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mojtabai says girls, in particular, \"are \u003ca href=\"http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/\">more likely\u003c/a> to use these new means of communication, so may be exposed to more cyberbullying or other negative effects of this latest social media.\"\u003c/p>\n\u003cp>The effects can feel devastating, says Steiner-Adair.\u003c/p>\n\u003cp>\"We know girls are very vulnerable to defining themselves in comparison to others,\" she says. Her young female patients often tell her they get their \"entire identity\" from their phone, she says, constantly checking the number of \"tags, likes, Instagram photos and Snapchat stories.\"\u003c/p>\n\u003cp>Steiner-Adair urges schools to be proactive in trying to reduce teens' feelings of being \"left out\" or judged. One tool, she says, might be a course in \u003ca href=\"http://jamanetwork.com/journals/jamainternalmedicine/fullarticle/1809754\">mindfulness\u003c/a> — a form of meditation that has been shown to offer measurable health benefits and can help reduce anxiety and depression.\u003c/p>\n\u003cp>Such training can help teach kids that their brain \"on tech\" actually needs a rest, Steiner-Adair says. Mindfulness training teaches the value of solitude and can help practitioners calm the urge to constantly check the phone — a useful skill for people of all ages and gender.\u003c/p>\n\u003cp>Meanwhile, Mojtabai says, parents and family doctors, as well as teachers and school counselors, should be on the lookout for any behavioral changes in the teens they live and work with that might be signs of depression. Symptoms can include changes in sleep patterns, appetite or energy, or a growing inability to pay attention and concentrate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Even just one counseling session to evaluate such symptoms, Mojtabai says, can help get teens back on the right track.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Depression+Strikes+Today%27s+Teen+Girls+Especially+Hard&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's tough to be a teenager. Hormones kick in, peer pressures escalate and academic expectations loom large. Kids become more aware of their environment in the teen years — down the block and online. The whole mix of changes can increase stress, anxiety and the risk of depression among all teens, research has long shown.\u003c/p>\n\u003cp>But a recent \u003ca href=\"http://pediatrics.aappublications.org/content/early/2016/11/10/peds.2016-1878\">study\u003c/a> published in the journal \u003cem>Pediatrics \u003c/em>suggests many more teenage girls in the U.S. may be experiencing major depressive episodes at this age than boys. And the numbers of teens affected took a particularly big jump after 2011, the scientists note, suggesting that the increasing dependence on social media by this age group may be \u003ca href=\"http://www.npr.org/2014/01/09/261108836/many-younger-facebook-users-unfriend-the-network\">exacerbating the problem\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.hopkinsmedicine.org/profiles/results/directory/profile/0023393/ramin-mojtabai\">Psychiatrist Ramin Mojtabai\u003c/a> and colleagues at Johns Hopkins University Bloomberg School of Public Health wanted to know whether rates of depression among teens had increased over the past decade. They analyzed federal data from interviews with more than 172,000 adolescents. Between 2005 and 2014, the scientists found, rates of depression went up significantly — if extrapolated to all U.S. teens it would work out to about a half million more depressed teens. What's more, three-fourths of those depressed teens in the study were girls.\u003c/p>\n\u003cp>The findings are just the latest in a steady stream of research showing that women of all ages experience \u003ca href=\"http://bjp.rcpsych.org/content/177/6/486\">higher rates\u003c/a> of depression compared to men, says psychologist and \u003ca href=\"http://catherinesteineradair.com/testimonial-view/the-big-disconnect/\">author\u003c/a> \u003ca href=\"http://catherinesteineradair.com/\">Catherine Steiner-Adair\u003c/a>. And no wonder, she says — despite gains in employment, education and salary, women and girls are still \"continually bombarded by media messages, dominant culture, humor and even political figures about how they look — no matter how smart, gifted, or passionate they are.\"\u003c/p>\n\u003cp>Today's constant online connections — via texting, Facebook, Instagram and Snapchat, — can exacerbate that harsh focus on looks and other judgments from peers, she says. The uptick in teen depression Mojtabai found after 2011 could be evidence of that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mojtabai says girls, in particular, \"are \u003ca href=\"http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/\">more likely\u003c/a> to use these new means of communication, so may be exposed to more cyberbullying or other negative effects of this latest social media.\"\u003c/p>\n\u003cp>The effects can feel devastating, says Steiner-Adair.\u003c/p>\n\u003cp>\"We know girls are very vulnerable to defining themselves in comparison to others,\" she says. Her young female patients often tell her they get their \"entire identity\" from their phone, she says, constantly checking the number of \"tags, likes, Instagram photos and Snapchat stories.\"\u003c/p>\n\u003cp>Steiner-Adair urges schools to be proactive in trying to reduce teens' feelings of being \"left out\" or judged. One tool, she says, might be a course in \u003ca href=\"http://jamanetwork.com/journals/jamainternalmedicine/fullarticle/1809754\">mindfulness\u003c/a> — a form of meditation that has been shown to offer measurable health benefits and can help reduce anxiety and depression.\u003c/p>\n\u003cp>Such training can help teach kids that their brain \"on tech\" actually needs a rest, Steiner-Adair says. Mindfulness training teaches the value of solitude and can help practitioners calm the urge to constantly check the phone — a useful skill for people of all ages and gender.\u003c/p>\n\u003cp>Meanwhile, Mojtabai says, parents and family doctors, as well as teachers and school counselors, should be on the lookout for any behavioral changes in the teens they live and work with that might be signs of depression. Symptoms can include changes in sleep patterns, appetite or energy, or a growing inability to pay attention and concentrate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Even just one counseling session to evaluate such symptoms, Mojtabai says, can help get teens back on the right track.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Depression+Strikes+Today%27s+Teen+Girls+Especially+Hard&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Fixated on Leadership: Why Learning How to Follow is Crucial for Success",
"title": "Fixated on Leadership: Why Learning How to Follow is Crucial for Success",
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"content": "\u003cp>Leadership ability, it would seem, is the essential ingredient of success. But is it?\u003c/p>\n\u003cp>Academies and institutes, high schools and colleges, MBA programs and charter schools all promote their ability to train 21\u003csup>st\u003c/sup> century leaders. High school seniors applying for college using the Common Application are instructed to include details about the “position/leadership” they hold as a part of their extracurricular activities. The celebration of leadership has become so routine that an educator at a California preschool was heard prompting a 5-year-old to “use her leadership voice.”\u003c/p>\n\u003cp>“The term has become so ubiquitous that it has lost its meaning,” said Ira Chaleff. He is a student of what his colleague, Harvard professor Barbara Kellerman, calls the “leadership industry,” as well as an author on the critical value of following. His most recent book, \"\u003ca href=\"http://www.amazon.com/Intelligent-Disobedience-Doing-Right-Youre/dp/1626564272\">Intelligent Disobedience: Doing Right When What You’re Told To Do Is Wrong\u003c/a>,\" explores why citizens, including young students, need to understand effective “followership,” which requires both supporting leaders’ good ideas and questioning or even resisting their bad ones. He says there are some unintended consequences of our cultural fixation on leadership and there are some ways schools and teachers can do help address them.\u003c/p>\n\u003cp>There are many costs associated with the drive to “create” leaders, according to Chaleff. Many of us mistakenly think of leaders as those special individuals who possess a certain set of traits -- confidence, charisma, vision -- that qualify them to be in charge. In fact, Chaleff says, most people shift roles depending on the work at hand: They’re followers in one sphere and leaders in others. “We have misidentified leader and follower as personality types when we should be talking about roles,” he said.\u003c/p>\n\u003cp>Kids who are brought up to believe that they should be leaders in everything -- captain of the tennis team, head of the debate team and student council president -- are being set up to fail. “You can’t be the leader of everything; kids should try lots of things, some as leaders, some as supportive team members,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another pitfall associated with a singular focus on leadership traits, rather than roles, is the dark side of leadership. Gangs, malevolent regimes and criminal organizations have effective leaders, too, but that’s not what schools, presumably, want to build. “History is full of terrible examples of people with ‘leadership skills,’ ” Chaleff said. Romanticizing leadership ignores its ugly applications and blinds us to its misuses.\u003c/p>\n\u003cp>What schools at all levels should teach, Chaleff said, is the other side of the leadership coin: followership, not the passive stereotype of a follower, but the energetic, courageous way of performing the role.\u003c/p>\n\u003cp>What’s to be gained from instructing children in effective following?\u003c/p>\n\u003cp>First, they begin to understand that followers are what allow leaders to succeed; a leader without followers is powerless. They also learn that following isn’t a passive responsibility. Effective followers actively support the designated leader, provided she is reasonably competent and striving to carry out the group’s core purpose. At the same time, they must develop a voice to speak up and object if the leader goes astray. Shrewd leaders welcome objections, and wise followers have the guts and the tools to challenge unworkable or unwise orders. Obedience taught too well, Chaleff writes, extinguishes the imperative to hold ourselves accountable for actions we take.\u003c/p>\n\u003cp>To help destigmatize the concept of following, Chaleff said, leadership should be taught as a kind of partnership between those in charge and those going along. If the group is gathered to achieve some central purpose, and all are united in reaching that goal, then leaders and followers should willingly shift roles depending on the task at hand and their relative competencies. The group revolves around the mission, in other words, rather than any one leader.\u003c/p>\n\u003cp>\u003cstrong>Formalizing Following Skills\u003c/strong>\u003c/p>\n\u003cp>Chaleff laments the lack of formal instruction on effective following. “We don’t talk enough about followership in leadership education, at K-12 or even the college level. We used to not talk about it at all. Fortunately, that is beginning to change,” Chaleff said.\u003c/p>\n\u003cp>He also believes that schools and parents, who most of the time require children to obey their rules, should work with kids to also teach them how and when to disobey, when obeying would be dangerous or immoral. Experienced teachers should encourage their students to go along when it’s appropriate, but to challenge directives when necessary.\u003c/p>\n\u003cp>“Teachers are the authority in the classroom,” Chaleff said, “Yet, if they’re doing their job, they need to train young minds to question authority, not to always obey,” he added, acknowledging the expertise and delicacy required to do this right.\u003c/p>\n\u003cp>\u003cstrong>Leading and Following in School\u003c/strong>\u003c/p>\n\u003cp>Some schools and teachers do address leadership with such nuance. At the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/science-leadership-academy/\">Science Leadership Academy\u003c/a> in Philadelphia, for example, students are taught that leadership means taking ownership of your life, making a difference in the world, and bringing others along with you. Doing something powerful with an idea requires assistance from others, and students learn how to collaborate and cooperate -- or follow, in other words -- to realize their vision.\u003c/p>\n\u003cp>“Leadership is very fluid,” said Chris Lehmann, founding principal of the school. “Sometimes you’re in charge, and sometimes you’re in a support role,” he said. Learning these skills is especially critical for the disenfranchised, he added, because this population is less apt to consider leadership a birthright.\u003c/p>\n\u003cp>Matt Kay, who teaches high school English there, emphasizes active listening and cooperation among the students. Much of the class work is done in groups, because collaborating in small teams -- or pods, as he calls them -- teaches kids how to work together and requires them to genuinely hear others’ opinions. This focus on cooperation and listening as forms of leadership up-ends the conventional notion of the leader as authoritative talker. Though he doesn’t explicitly address the idea of “followership,” Kay redefines the skills more associated with following -- paying attention and cooperating -- as central to good leadership.\u003c/p>\n\u003cp>Christine Clemens, an eighth-grade history teacher at Kent Place School in Summit, New Jersey, has tried to teach the principles of leadership for the entirety of her lengthy career. She learned from her own study of history that the Renaissance, Reformation and subsequent revolutions told the story of enlightened followers no longer tolerating absolute rule, and came to believe that the followers were more important than the leaders.\u003c/p>\n\u003cp>In class, she teaches her students that authentic leadership is a way of looking at life: What is your plan? How will you communicate it? How will you make decisions? Handle crises? Leaders are impotent without followers, she instructs, who together should form a symbiotic relationship around the mission.\u003c/p>\n\u003cp>“It’s critical for them to recognize that they won’t be successful without followers,” she said. And to model the kind of leader she wants to encourage among her students, Clemens asks open-ended questions and invites them to challenge her views. “Authority is tough,” she said. “It’s very important to keep order and have rules, but if it becomes corrosive or fearful, the kids won’t trust me, and then they won’t participate.\" Clemens welcomes student input and strives to create what she calls a community of learners.\u003c/p>\n\u003cp>Like Chaleff, Clemens believes that followers are unfairly stigmatized. “We tell girls we want them to be leaders, but we don’t elevate the status of followers enough,” she said. Lilli D., who attended a private high school that focused on building leaders, agrees. “Everyone can’t be a leader, in terms of simple logic, and the numbers of it,” she said. When students aren’t taught how to be “active followers,” as she describes herself, friction sometimes erupts between the few selected for leadership positions and the many who aren’t. “If no one knows how to follow, it just doesn’t work,” she said. In her experience, leadership education is big on the advantages of taking charge while overlooking its downside, like being responsible for the grunt work.\u003c/p>\n\u003cp>“I prefer to support and be helpful to the leader than do all the nitty-gritty,” she added.\u003c/p>\n\u003cp>Chaleff hasn’t given up hope about “follower” becoming an aspirational term. Social media, with its emphasis on following and followers, uncovers the hidden power of following. To make a difference in the world, one needs followers to amplify her message. And in the spirit of reciprocity, following someone else elevates your own ideas.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Hey, I’ve got 1,000 followers, and I follow 1,000,” Chaleff said. “That’s how the new world works.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Leadership ability, it would seem, is the essential ingredient of success. But is it?\u003c/p>\n\u003cp>Academies and institutes, high schools and colleges, MBA programs and charter schools all promote their ability to train 21\u003csup>st\u003c/sup> century leaders. High school seniors applying for college using the Common Application are instructed to include details about the “position/leadership” they hold as a part of their extracurricular activities. The celebration of leadership has become so routine that an educator at a California preschool was heard prompting a 5-year-old to “use her leadership voice.”\u003c/p>\n\u003cp>“The term has become so ubiquitous that it has lost its meaning,” said Ira Chaleff. He is a student of what his colleague, Harvard professor Barbara Kellerman, calls the “leadership industry,” as well as an author on the critical value of following. His most recent book, \"\u003ca href=\"http://www.amazon.com/Intelligent-Disobedience-Doing-Right-Youre/dp/1626564272\">Intelligent Disobedience: Doing Right When What You’re Told To Do Is Wrong\u003c/a>,\" explores why citizens, including young students, need to understand effective “followership,” which requires both supporting leaders’ good ideas and questioning or even resisting their bad ones. He says there are some unintended consequences of our cultural fixation on leadership and there are some ways schools and teachers can do help address them.\u003c/p>\n\u003cp>There are many costs associated with the drive to “create” leaders, according to Chaleff. Many of us mistakenly think of leaders as those special individuals who possess a certain set of traits -- confidence, charisma, vision -- that qualify them to be in charge. In fact, Chaleff says, most people shift roles depending on the work at hand: They’re followers in one sphere and leaders in others. “We have misidentified leader and follower as personality types when we should be talking about roles,” he said.\u003c/p>\n\u003cp>Kids who are brought up to believe that they should be leaders in everything -- captain of the tennis team, head of the debate team and student council president -- are being set up to fail. “You can’t be the leader of everything; kids should try lots of things, some as leaders, some as supportive team members,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another pitfall associated with a singular focus on leadership traits, rather than roles, is the dark side of leadership. Gangs, malevolent regimes and criminal organizations have effective leaders, too, but that’s not what schools, presumably, want to build. “History is full of terrible examples of people with ‘leadership skills,’ ” Chaleff said. Romanticizing leadership ignores its ugly applications and blinds us to its misuses.\u003c/p>\n\u003cp>What schools at all levels should teach, Chaleff said, is the other side of the leadership coin: followership, not the passive stereotype of a follower, but the energetic, courageous way of performing the role.\u003c/p>\n\u003cp>What’s to be gained from instructing children in effective following?\u003c/p>\n\u003cp>First, they begin to understand that followers are what allow leaders to succeed; a leader without followers is powerless. They also learn that following isn’t a passive responsibility. Effective followers actively support the designated leader, provided she is reasonably competent and striving to carry out the group’s core purpose. At the same time, they must develop a voice to speak up and object if the leader goes astray. Shrewd leaders welcome objections, and wise followers have the guts and the tools to challenge unworkable or unwise orders. Obedience taught too well, Chaleff writes, extinguishes the imperative to hold ourselves accountable for actions we take.\u003c/p>\n\u003cp>To help destigmatize the concept of following, Chaleff said, leadership should be taught as a kind of partnership between those in charge and those going along. If the group is gathered to achieve some central purpose, and all are united in reaching that goal, then leaders and followers should willingly shift roles depending on the task at hand and their relative competencies. The group revolves around the mission, in other words, rather than any one leader.\u003c/p>\n\u003cp>\u003cstrong>Formalizing Following Skills\u003c/strong>\u003c/p>\n\u003cp>Chaleff laments the lack of formal instruction on effective following. “We don’t talk enough about followership in leadership education, at K-12 or even the college level. We used to not talk about it at all. Fortunately, that is beginning to change,” Chaleff said.\u003c/p>\n\u003cp>He also believes that schools and parents, who most of the time require children to obey their rules, should work with kids to also teach them how and when to disobey, when obeying would be dangerous or immoral. Experienced teachers should encourage their students to go along when it’s appropriate, but to challenge directives when necessary.\u003c/p>\n\u003cp>“Teachers are the authority in the classroom,” Chaleff said, “Yet, if they’re doing their job, they need to train young minds to question authority, not to always obey,” he added, acknowledging the expertise and delicacy required to do this right.\u003c/p>\n\u003cp>\u003cstrong>Leading and Following in School\u003c/strong>\u003c/p>\n\u003cp>Some schools and teachers do address leadership with such nuance. At the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/science-leadership-academy/\">Science Leadership Academy\u003c/a> in Philadelphia, for example, students are taught that leadership means taking ownership of your life, making a difference in the world, and bringing others along with you. Doing something powerful with an idea requires assistance from others, and students learn how to collaborate and cooperate -- or follow, in other words -- to realize their vision.\u003c/p>\n\u003cp>“Leadership is very fluid,” said Chris Lehmann, founding principal of the school. “Sometimes you’re in charge, and sometimes you’re in a support role,” he said. Learning these skills is especially critical for the disenfranchised, he added, because this population is less apt to consider leadership a birthright.\u003c/p>\n\u003cp>Matt Kay, who teaches high school English there, emphasizes active listening and cooperation among the students. Much of the class work is done in groups, because collaborating in small teams -- or pods, as he calls them -- teaches kids how to work together and requires them to genuinely hear others’ opinions. This focus on cooperation and listening as forms of leadership up-ends the conventional notion of the leader as authoritative talker. Though he doesn’t explicitly address the idea of “followership,” Kay redefines the skills more associated with following -- paying attention and cooperating -- as central to good leadership.\u003c/p>\n\u003cp>Christine Clemens, an eighth-grade history teacher at Kent Place School in Summit, New Jersey, has tried to teach the principles of leadership for the entirety of her lengthy career. She learned from her own study of history that the Renaissance, Reformation and subsequent revolutions told the story of enlightened followers no longer tolerating absolute rule, and came to believe that the followers were more important than the leaders.\u003c/p>\n\u003cp>In class, she teaches her students that authentic leadership is a way of looking at life: What is your plan? How will you communicate it? How will you make decisions? Handle crises? Leaders are impotent without followers, she instructs, who together should form a symbiotic relationship around the mission.\u003c/p>\n\u003cp>“It’s critical for them to recognize that they won’t be successful without followers,” she said. And to model the kind of leader she wants to encourage among her students, Clemens asks open-ended questions and invites them to challenge her views. “Authority is tough,” she said. “It’s very important to keep order and have rules, but if it becomes corrosive or fearful, the kids won’t trust me, and then they won’t participate.\" Clemens welcomes student input and strives to create what she calls a community of learners.\u003c/p>\n\u003cp>Like Chaleff, Clemens believes that followers are unfairly stigmatized. “We tell girls we want them to be leaders, but we don’t elevate the status of followers enough,” she said. Lilli D., who attended a private high school that focused on building leaders, agrees. “Everyone can’t be a leader, in terms of simple logic, and the numbers of it,” she said. When students aren’t taught how to be “active followers,” as she describes herself, friction sometimes erupts between the few selected for leadership positions and the many who aren’t. “If no one knows how to follow, it just doesn’t work,” she said. In her experience, leadership education is big on the advantages of taking charge while overlooking its downside, like being responsible for the grunt work.\u003c/p>\n\u003cp>“I prefer to support and be helpful to the leader than do all the nitty-gritty,” she added.\u003c/p>\n\u003cp>Chaleff hasn’t given up hope about “follower” becoming an aspirational term. Social media, with its emphasis on following and followers, uncovers the hidden power of following. To make a difference in the world, one needs followers to amplify her message. And in the spirit of reciprocity, following someone else elevates your own ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_34332\" class=\"wp-caption center\" style=\"max-width: 574px\">\u003ca href=\"http://www.flickr.com/photos/bdwaydiva1/\">\u003cimg class=\"size-full wp-image-34332\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/2247340595_99d511236f_z-e13937076924691.jpg\" alt=\"2247340595_99d511236f_z\" width=\"574\" height=\"345\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>How much surveillance should parents have over their teenagers' social media lives? Why are kids' online roles so different from their realities? How does technology change the way teens relate to each other and to adults?\u003c/p>\n\u003cp>Author danah boyd, who has been spending lots of quality time with teens over the past few years, attempts to demystify teens' online actions and behaviors and provide some insight into their motivations in this excellent \u003ca href=\"http://www.sciencefriday.com/segment/02/28/2014/on-social-media-the-kids-are-all-right.html\">Science Friday\u003c/a> interview (press the play button to hear the full interview). Boyd articulates a nuanced understanding of young people's mindsets that may help translate their actions for befuddled adults.\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/137276602&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>An excerpt from danah boyd's \u003ca href=\"http://www.danah.org/itscomplicated/\">It's Complicated\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Children love to experiment with encoding messages. From pig latin to invisible ink pens, children explore hidden messages when they’re imagining themselves as spies and messengers. As children grow up, they look for more sophisticated means of passing messages that elude the watchful eyes of adults. In watching teens navigate networked publics, I became enamored of how they were regularly encoding hidden meaning in publicly available messages. They were engaged in a practice that Alice Marwick and I called “social steganography,” or hiding messages in plain sight by leveraging shared knowledge and cues embedded in particular social contexts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The practice of hiding in plain sight is not new. When ancient Greeks wanted to send a message over great distances, they couldn’t rely on privacy. Messengers could easily be captured and even encoded messages deciphered. The most secure way to send a private message was to make sure that no one knew that the message existed in the first place. Historical sources describe the extraordinary lengths to which Greeks went, hiding messages within wax tablets or tattooing them on a slave’s head and allowing the slave’s hair to grow out before sending him or her out to meet the message’s recipient. Although these messages could be easily read by anyone who bothered to look, they became visible only if the viewer knew to look for them in the first place. Cryptographers describe this practice of hiding messages in plain sight as steganography.\u003c/p>\n\u003cp>Social steganography uses countless linguistic and cultural tools, including lyrics, in-jokes, and culturally specific references to encode messages that are functionally accessible but simultaneously meaningless. Some teens use pronouns while others refer to events, use nicknames, and employ predetermined code words to share gossip that lurking adults can’t interpret. Many teens write in ways that will blend in and be invisible to or misinterpreted by adults. Whole conversations about school gossip, crushes, and annoying teachers go unnoticed as teens host conversations that are rendered meaningless to outside observers.\u003c/p>\n\u003cfigure id=\"attachment_34333\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-34333\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/danah_photo-140x140.jpg\" alt=\"Author danah boyd\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Author danah boyd\u003c/figcaption>\u003c/figure>\n\u003cp>These practices are not new. Teens have long used whatever tools are around them to try to share information under the noses of their teachers and parents. At school, passing notes and putting notes in lockers are classic examples of how teens use paper, pen, and ingenuity to share information. Graffiti on bathroom walls may appear simply to be an act of vandalism, but these scrawled markings also convey messages. As new technologies have entered into teen life, it’s not surprising that teens also use them in similarly cryptic ways to communicate with one another. Texting gossip during class serves much of the same purpose as passing a note, yet it doesn’t require having to move a physical object, which reduces the likelihood of getting caught. But encoding messages guarantees only that if all else fails, the meaning will not become accessible, even if control over the information itself is unsuccessful.\u003c/p>\n\u003cp>When Carmen, a Latina seventeen-year-old living in Boston, broke up with her boyfriend, she “wasn’t in the happiest state.” She wanted her friends to know how she was feeling. Like many of her peers, Carmen shared her emotions by using song lyrics. Thus, her first instinct was to post song lyrics from an “emo” or depressing song, but she was worried that her mother might interpret the lyric in the wrong way. This had happened before. Unfortunately, Carmen’s mom regularly “overreacted” when Carmen posted something with significant emotional overtones. Thus, she wanted to find a song lyric that conveyed what she felt but didn’t trigger her mom to think she was suicidal.\u003c/p>\n\u003cp>She was also attentive to the way in which her mother’s presence on Facebook tended to disrupt the social dynamics among her friends. Carmen and her mom are close and, for the most part, Carmen loves having her mom as one of her friends on Facebook, but her mom’s incessant desire to comment on Facebook tends to discourage responses from her friends. As Carmen told me, when her mother comments, “it scares everyone away. Everyone kind of disappears after the mom post.” She wanted to make sure to post something that her friends would respond to, even if her mom jumped in to comment.\u003c/p>\n\u003cp>Carmen settled on posting lyrics from “Always Look on the Bright Side of Life.” This song sounds happy but is sung during a scene in the Monty Python movie Life of Brian in which the main character is being crucified. Carmen knew that her immigrant Argentinean mother would not understand the British cultural reference, but she also knew her close friends would. Only a few weeks earlier, she and her geeky girlfriends had watched the film together at a sleepover and laughed at the peculiar juxtaposition of song lyric and scene. Her strategy was effective; her mother took the words at face value, immediately commenting on Facebook that it was great to see her so happy. Her friends didn’t attempt to correct her mother’s misinterpretation. Instead, they picked up their phones and texted Carmen to see if she was OK.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Part of what makes Carmen’s message especially effective is that she regularly posts song lyrics to express all sorts of feelings. As a result, this song lyric blended into a collection of other song lyrics, quotes, and comments. She did not try to draw attention to the message itself but knew that her close friends would know how to interpret what they saw. And they did. Her friends had the cultural knowledge about what references were being made to interpret and contextualize the message underneath the song lyric. Thus, she conveyed meaning to some while sharing only a song lyric with many more.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34332\" class=\"wp-caption center\" style=\"max-width: 574px\">\u003ca href=\"http://www.flickr.com/photos/bdwaydiva1/\">\u003cimg class=\"size-full wp-image-34332\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/2247340595_99d511236f_z-e13937076924691.jpg\" alt=\"2247340595_99d511236f_z\" width=\"574\" height=\"345\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>How much surveillance should parents have over their teenagers' social media lives? Why are kids' online roles so different from their realities? How does technology change the way teens relate to each other and to adults?\u003c/p>\n\u003cp>Author danah boyd, who has been spending lots of quality time with teens over the past few years, attempts to demystify teens' online actions and behaviors and provide some insight into their motivations in this excellent \u003ca href=\"http://www.sciencefriday.com/segment/02/28/2014/on-social-media-the-kids-are-all-right.html\">Science Friday\u003c/a> interview (press the play button to hear the full interview). Boyd articulates a nuanced understanding of young people's mindsets that may help translate their actions for befuddled adults.\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/137276602&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>An excerpt from danah boyd's \u003ca href=\"http://www.danah.org/itscomplicated/\">It's Complicated\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Children love to experiment with encoding messages. From pig latin to invisible ink pens, children explore hidden messages when they’re imagining themselves as spies and messengers. As children grow up, they look for more sophisticated means of passing messages that elude the watchful eyes of adults. In watching teens navigate networked publics, I became enamored of how they were regularly encoding hidden meaning in publicly available messages. They were engaged in a practice that Alice Marwick and I called “social steganography,” or hiding messages in plain sight by leveraging shared knowledge and cues embedded in particular social contexts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The practice of hiding in plain sight is not new. When ancient Greeks wanted to send a message over great distances, they couldn’t rely on privacy. Messengers could easily be captured and even encoded messages deciphered. The most secure way to send a private message was to make sure that no one knew that the message existed in the first place. Historical sources describe the extraordinary lengths to which Greeks went, hiding messages within wax tablets or tattooing them on a slave’s head and allowing the slave’s hair to grow out before sending him or her out to meet the message’s recipient. Although these messages could be easily read by anyone who bothered to look, they became visible only if the viewer knew to look for them in the first place. Cryptographers describe this practice of hiding messages in plain sight as steganography.\u003c/p>\n\u003cp>Social steganography uses countless linguistic and cultural tools, including lyrics, in-jokes, and culturally specific references to encode messages that are functionally accessible but simultaneously meaningless. Some teens use pronouns while others refer to events, use nicknames, and employ predetermined code words to share gossip that lurking adults can’t interpret. Many teens write in ways that will blend in and be invisible to or misinterpreted by adults. Whole conversations about school gossip, crushes, and annoying teachers go unnoticed as teens host conversations that are rendered meaningless to outside observers.\u003c/p>\n\u003cfigure id=\"attachment_34333\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-34333\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/danah_photo-140x140.jpg\" alt=\"Author danah boyd\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Author danah boyd\u003c/figcaption>\u003c/figure>\n\u003cp>These practices are not new. Teens have long used whatever tools are around them to try to share information under the noses of their teachers and parents. At school, passing notes and putting notes in lockers are classic examples of how teens use paper, pen, and ingenuity to share information. Graffiti on bathroom walls may appear simply to be an act of vandalism, but these scrawled markings also convey messages. As new technologies have entered into teen life, it’s not surprising that teens also use them in similarly cryptic ways to communicate with one another. Texting gossip during class serves much of the same purpose as passing a note, yet it doesn’t require having to move a physical object, which reduces the likelihood of getting caught. But encoding messages guarantees only that if all else fails, the meaning will not become accessible, even if control over the information itself is unsuccessful.\u003c/p>\n\u003cp>When Carmen, a Latina seventeen-year-old living in Boston, broke up with her boyfriend, she “wasn’t in the happiest state.” She wanted her friends to know how she was feeling. Like many of her peers, Carmen shared her emotions by using song lyrics. Thus, her first instinct was to post song lyrics from an “emo” or depressing song, but she was worried that her mother might interpret the lyric in the wrong way. This had happened before. Unfortunately, Carmen’s mom regularly “overreacted” when Carmen posted something with significant emotional overtones. Thus, she wanted to find a song lyric that conveyed what she felt but didn’t trigger her mom to think she was suicidal.\u003c/p>\n\u003cp>She was also attentive to the way in which her mother’s presence on Facebook tended to disrupt the social dynamics among her friends. Carmen and her mom are close and, for the most part, Carmen loves having her mom as one of her friends on Facebook, but her mom’s incessant desire to comment on Facebook tends to discourage responses from her friends. As Carmen told me, when her mother comments, “it scares everyone away. Everyone kind of disappears after the mom post.” She wanted to make sure to post something that her friends would respond to, even if her mom jumped in to comment.\u003c/p>\n\u003cp>Carmen settled on posting lyrics from “Always Look on the Bright Side of Life.” This song sounds happy but is sung during a scene in the Monty Python movie Life of Brian in which the main character is being crucified. Carmen knew that her immigrant Argentinean mother would not understand the British cultural reference, but she also knew her close friends would. Only a few weeks earlier, she and her geeky girlfriends had watched the film together at a sleepover and laughed at the peculiar juxtaposition of song lyric and scene. Her strategy was effective; her mother took the words at face value, immediately commenting on Facebook that it was great to see her so happy. Her friends didn’t attempt to correct her mother’s misinterpretation. Instead, they picked up their phones and texted Carmen to see if she was OK.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Part of what makes Carmen’s message especially effective is that she regularly posts song lyrics to express all sorts of feelings. As a result, this song lyric blended into a collection of other song lyrics, quotes, and comments. She did not try to draw attention to the message itself but knew that her close friends would know how to interpret what they saw. And they did. Her friends had the cultural knowledge about what references were being made to interpret and contextualize the message underneath the song lyric. Thus, she conveyed meaning to some while sharing only a song lyric with many more.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg\" alt=\"2722304966_67efa7cf89_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Elizabeth Blair\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Researcher danah boyd is obsessed with how teenagers use the Internet. For the legions of adults who are worried about them, that's a good thing.\u003c/p>\n\u003cp>With a Ph.D from the University of California, Berkeley, and a masters from MIT, and as a senior researcher with Microsoft, boyd is something of a star in the world of social media. For her new book \u003cem>It's Complicated\u003c/em>, she spent about eight years studying teenagers and how they interact online. She says she wrote the book in part to help parents, educators and journalists relax. \"The kids are all right,\" she says.\u003c/p>\n\u003cp>Before Facebook, before Myspace, boyd was an early adopter of the Internet. She got hooked when she was a teenager in the mid-1990s living with her family in a small town in Pennsylvania. It was \"inspiring and exciting\" to suddenly have access \"to people who were more interesting than the people I went to school with,\" she says.\u003c/p>\n\u003caside class=\"pullquote alignright\"> \"My phone is my escape from all of the things at school and other things that stress me out.\"\u003c/aside>\n\u003cp>Today boyd is one of those people who seems to have memorized several maps of the World Wide Web. She roams like the rest of us, but she also seems to know exactly where to go and what to do when she gets there. She's got a variety of different Twitter accounts. \"I have both my formal, professional @zephoria account, but then I also have a personal account which is me joking around with friends — and then I have an even sillier account which is me pretending to be my 7-month-old son,\" says boyd. \"Flickr,\" she says, \"has been a home for a long time to share photos with friends,\" and LinkedIn is where she spends professional time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the subject of Facebook, boyd rolls her eyes. Yes, she's there, but she finds it a very hard space to manage.\u003c/p>\n\u003cp>\"I have to simultaneously deal with professional situations, friends from the past, friends from the present all in one environment and I don't share the same thing in those worlds. For me it's a world of context collapse,\" says boyd.\u003c/p>\n\u003cp>\"\u003ca href=\"http://www.zephoria.org/thoughts/archives/2013/12/08/coining-context-collapse.html\">Context collapse\u003c/a>\": boyd isn't sure whether she or a fellow social scientist coined the phrase, but she refers to it a lot. She says, like adults, teenagers are figuring out how to present themselves in different contexts. One of the chapters in her new book is all about why teenagers seem to behave so strangely online. \"They're trying to figure out the boundaries with regard to their peers. So what is cool? What is funny? What will get them a lot of attention good or bad?\" says boyd.\u003c/p>\n\u003cp>As they get older, says boyd, they want to look even cooler. Sometimes that's reflected in the name they use online. \"So you'd see people being like 'carebear3344' and then they'd realize that they're no longer 13 and talking about Care Bears is no longer cute. So they have to write something more sophisticated. So then we pick up a Jack Kerouac reference and all of sudden somebody's Darma Bum,\" says boyd.\u003c/p>\n\u003cp>To write \u003cem>It's Complicated,\u003c/em> boyd spent about eight years studying teenagers and their social media behavior. She traveled to 16 U.S. states. She visited different communities, rich and poor, urban and rural. She interviewed over 160 teenagers, promising them confidentiality.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-34230\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85.jpg\" alt=\"9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85\" width=\"228\" height=\"341\">High school students in Washington, DC are all too familiar with some of the issues boyd raises in her book. They don't call it \"context collapse,\" but they've experienced it. Fourteen-year-old Faith Sydnor says she and her friends use social media to talk to each other, which is why they've left Facebook. \" 'Cause older people are getting on there. We want our own social network to ourselves. I guess so we won't get in trouble,\" says Sydnor.\u003c/p>\n\u003cp>Teenagers, boyd writes in her book, are \"desperate to have access to a social world like that which adults take for granted.\" Jamahri Sydnor — also 14 — thinks a lot of adults don't understand that her smartphone is a place to relax and have fun. \"My phone is my escape from all of the things at school and other things that stress me out,\" says Sydnor. \"So I think that being on your phone is a good thing. And like games, social networking, it's a good thing because you can escape.\"\u003c/p>\n\u003cp>For the most part, boyd says, teenagers are doing online what they've always done. The difference now is that — if that teenager isn't careful — the world can see it. For her book she also talked to a lot of adults: Parents, ministers, teachers. Once, an admissions officer from an Ivy League school contacted her about an essay they'd received from an African-American teenager from South Central Los Angeles. \"He wrote really beautifully about wanting to leave behind the gangs that surrounded him growing up,\" says boyd.\u003c/p>\n\u003cp>The school loved the essay. But then they checked out his Myspace profile and found out it was full of references to gang activity. boyd says the admissions officer asked her 'Why would he lie to us?' \"And this question was fascinating to me,\" says boyd, \"Because — I didn't know this particular kid — but, my guess, having spent a lot of time in this region of Los Angeles — is that he was working on survival.\" She believes it's possible he needed to affiliate with a gang for his own safety.\"And so what happened was Myspace became a place of performing those gang affiliations,\" says boyd. \"Those Myspace pages were never designed for the college admissions officer. And so here's this college admissions officer not understanding the context in which this teen is operating.\"\u003c/p>\n\u003cp>Context is everything, says boyd. She believes teenagers' behavior online is often misinterpreted without it. Amanda Lenhart, a senior researcher and director of teens and technology at the Pew Research Center, agrees. Lenhart says boyd digs deeper. \"She goes out and she does the legwork and spends the time to talk with these kids and then takes the time to glean it and digest it and put it out there for the rest of us to use,\" says Lenhart.\u003c/p>\n\u003cp>Author dana boyd says she was going to call her new book \u003cem>Like D'oh!, \u003c/em>because so many of the teenagers she interviewed think all of this is obvious. But instead, perhaps to help adults feel better, it's called\u003cem> It's Complicated: The Social Lives Of Networked Teens.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Online%2C+Researcher+Says%2C+Teens+Do+What+They%27ve+Always+Done&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "In the world of social media research, danah boyd is a star. She says most adults misread and overreact to the online lives of teenagers. But as the title of her new book suggests, \u003cem>It's Complicated\u003c/em>.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg\" alt=\"2722304966_67efa7cf89_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/2722304966_67efa7cf89_z-e1393374399758-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Elizabeth Blair\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Researcher danah boyd is obsessed with how teenagers use the Internet. For the legions of adults who are worried about them, that's a good thing.\u003c/p>\n\u003cp>With a Ph.D from the University of California, Berkeley, and a masters from MIT, and as a senior researcher with Microsoft, boyd is something of a star in the world of social media. For her new book \u003cem>It's Complicated\u003c/em>, she spent about eight years studying teenagers and how they interact online. She says she wrote the book in part to help parents, educators and journalists relax. \"The kids are all right,\" she says.\u003c/p>\n\u003cp>Before Facebook, before Myspace, boyd was an early adopter of the Internet. She got hooked when she was a teenager in the mid-1990s living with her family in a small town in Pennsylvania. It was \"inspiring and exciting\" to suddenly have access \"to people who were more interesting than the people I went to school with,\" she says.\u003c/p>\n\u003caside class=\"pullquote alignright\"> \"My phone is my escape from all of the things at school and other things that stress me out.\"\u003c/aside>\n\u003cp>Today boyd is one of those people who seems to have memorized several maps of the World Wide Web. She roams like the rest of us, but she also seems to know exactly where to go and what to do when she gets there. She's got a variety of different Twitter accounts. \"I have both my formal, professional @zephoria account, but then I also have a personal account which is me joking around with friends — and then I have an even sillier account which is me pretending to be my 7-month-old son,\" says boyd. \"Flickr,\" she says, \"has been a home for a long time to share photos with friends,\" and LinkedIn is where she spends professional time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the subject of Facebook, boyd rolls her eyes. Yes, she's there, but she finds it a very hard space to manage.\u003c/p>\n\u003cp>\"I have to simultaneously deal with professional situations, friends from the past, friends from the present all in one environment and I don't share the same thing in those worlds. For me it's a world of context collapse,\" says boyd.\u003c/p>\n\u003cp>\"\u003ca href=\"http://www.zephoria.org/thoughts/archives/2013/12/08/coining-context-collapse.html\">Context collapse\u003c/a>\": boyd isn't sure whether she or a fellow social scientist coined the phrase, but she refers to it a lot. She says, like adults, teenagers are figuring out how to present themselves in different contexts. One of the chapters in her new book is all about why teenagers seem to behave so strangely online. \"They're trying to figure out the boundaries with regard to their peers. So what is cool? What is funny? What will get them a lot of attention good or bad?\" says boyd.\u003c/p>\n\u003cp>As they get older, says boyd, they want to look even cooler. Sometimes that's reflected in the name they use online. \"So you'd see people being like 'carebear3344' and then they'd realize that they're no longer 13 and talking about Care Bears is no longer cute. So they have to write something more sophisticated. So then we pick up a Jack Kerouac reference and all of sudden somebody's Darma Bum,\" says boyd.\u003c/p>\n\u003cp>To write \u003cem>It's Complicated,\u003c/em> boyd spent about eight years studying teenagers and their social media behavior. She traveled to 16 U.S. states. She visited different communities, rich and poor, urban and rural. She interviewed over 160 teenagers, promising them confidentiality.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-34230\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85.jpg\" alt=\"9780300166316_custom-534fe58ff89d565ff072b630cc335c80792e2e6b-s2-c85\" width=\"228\" height=\"341\">High school students in Washington, DC are all too familiar with some of the issues boyd raises in her book. They don't call it \"context collapse,\" but they've experienced it. Fourteen-year-old Faith Sydnor says she and her friends use social media to talk to each other, which is why they've left Facebook. \" 'Cause older people are getting on there. We want our own social network to ourselves. I guess so we won't get in trouble,\" says Sydnor.\u003c/p>\n\u003cp>Teenagers, boyd writes in her book, are \"desperate to have access to a social world like that which adults take for granted.\" Jamahri Sydnor — also 14 — thinks a lot of adults don't understand that her smartphone is a place to relax and have fun. \"My phone is my escape from all of the things at school and other things that stress me out,\" says Sydnor. \"So I think that being on your phone is a good thing. And like games, social networking, it's a good thing because you can escape.\"\u003c/p>\n\u003cp>For the most part, boyd says, teenagers are doing online what they've always done. The difference now is that — if that teenager isn't careful — the world can see it. For her book she also talked to a lot of adults: Parents, ministers, teachers. Once, an admissions officer from an Ivy League school contacted her about an essay they'd received from an African-American teenager from South Central Los Angeles. \"He wrote really beautifully about wanting to leave behind the gangs that surrounded him growing up,\" says boyd.\u003c/p>\n\u003cp>The school loved the essay. But then they checked out his Myspace profile and found out it was full of references to gang activity. boyd says the admissions officer asked her 'Why would he lie to us?' \"And this question was fascinating to me,\" says boyd, \"Because — I didn't know this particular kid — but, my guess, having spent a lot of time in this region of Los Angeles — is that he was working on survival.\" She believes it's possible he needed to affiliate with a gang for his own safety.\"And so what happened was Myspace became a place of performing those gang affiliations,\" says boyd. \"Those Myspace pages were never designed for the college admissions officer. And so here's this college admissions officer not understanding the context in which this teen is operating.\"\u003c/p>\n\u003cp>Context is everything, says boyd. She believes teenagers' behavior online is often misinterpreted without it. Amanda Lenhart, a senior researcher and director of teens and technology at the Pew Research Center, agrees. Lenhart says boyd digs deeper. \"She goes out and she does the legwork and spends the time to talk with these kids and then takes the time to glean it and digest it and put it out there for the rest of us to use,\" says Lenhart.\u003c/p>\n\u003cp>Author dana boyd says she was going to call her new book \u003cem>Like D'oh!, \u003c/em>because so many of the teenagers she interviewed think all of this is obvious. But instead, perhaps to help adults feel better, it's called\u003cem> It's Complicated: The Social Lives Of Networked Teens.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Online%2C+Researcher+Says%2C+Teens+Do+What+They%27ve+Always+Done&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_32909\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mkhmarketing/8468788107/sizes/z/in/photolist-dUmKE4-9cfdY8-dCNDST-9x7HDV-8qRDgX-8XvWXL-ec2WUa-9JxFkX-9xaAmy-aKiLeB-dV5Q7M-7Bo8Hb-7kmeU1-aoTUHC-8MeEM3-8MbLYp-8NGKC2-7BjpRa-8MeYCC-8MeW8L-8NGQyP-9EsAeJ-e1LKVj-bA7J6x-e2Ejb8-e2Ejbz-e2KXUy-9JAu9u-e1EPSV-dZxizs-dUnPaB-e1QGUD-dUtnoh-dUnZDe-dUnZaM-8AEGzs-e3tpK2-e3tjUp-e3z2Af-e1GtBw-ak1V9j-c6P5qQ-c3jJAY/http://\">\u003cimg class=\"size-full wp-image-32909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/8468788107_255777d512_z.jpg\" alt=\"8468788107_255777d512_z\" width=\"640\" height=\"229\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z-320x115.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://twitter.com/aarti411\">\u003cstrong>By Aarti Shahani\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online -- and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don'ts of social media?\u003c/p>\n\u003cp>At Lincoln High School in San Francisco's Sunset district, counselor Ian Enriquez teaches students three very big words: \"Disinhibition, reputation, anonymity.\"\u003c/p>\n\u003cp>Enriquez is using a \u003ca href=\"http://www.commonsensemedia.org/educators/curriculum\">curriculum created by the non-profit Common Sense Media\u003c/a>, a media watchdog group for parents that also offers resources for teachers. Schools in nearby Santa Clara county have adopted this curriculum into a semester-long course for all middle and high school students. Enriquez, who's doing just a one-day workshop, jokes that despite the title, “It’s not common sense.”\u003c/p>\n\u003cp>\"You want the kids in the homerooms to start thinking about what it means to be disinhibited,\" he says. Disinhibition, for those who might not know, means acting impulsively, without showing due restraint, in a way that’s aggressive or plays up another personality trait. The teenagers get it right away.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Would you say that your friends act differently online than they do in person?” Enriquez asks.\u003c/p>\n\u003cp>“Yeah, and they look different!\" responds sophomore Megan McKay.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”\u003c/aside>\n\u003cp>Like many schools throughout the country, Bay Area schools hold workshops on cyberbullying, but don’t have uniform practices for teaching social media etiquette beyond that. While teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">use platforms like Facebook as a tool to engage students in learning\u003c/a>, ongoing instruction on digital citizenship itself is the exception, not the rule.\u003c/p>\n\u003cp>Enriquez, who counsels students on health, racism, homophobia, and other topics that aren’t purely academic, believes the district should institute a mandatory social media curriculum. Enriquez says cyberbullying and viral rumors have been a problem ever since kids posted on that once-popular site MySpace. “When I started at this high school 10 years ago, almost every school fight I was aware of occurred because of something that happened in the virtual world.”\u003c/p>\n\u003cp>\u003cstrong>NOT A PRIORITY\u003c/strong>\u003c/p>\n\u003cp>Dennis Kelly, president of the \u003ca href=\"http://www.uesf.org\">United Educators of San Francisco\u003c/a>, the local teachers union, says teachers are already drowning in work -- especially now with Common Core. While social media is important, Kelly says, so are other things. “All students should learn to swim, but should it be school’s responsibility to teach them swimming?”\u003c/p>\n\u003cp>Back in the 1980s and '90s, schools introduced sex education into the classroom, in response to the AIDS epidemic.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>But social media is not a scientific, biological reality -- it's a business, and Kelly says it's not the job of public schools to dedicate scarce teaching resources, especially when that business might not be here for long. “It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”\u003c/p>\n\u003cp>But others believe that's not necessarily the case. Michelle Finneran Dennedy, the Chief Privacy Officer at McAfee, an Internet security company, says that while apps come and go, social media is here to stay.\u003c/p>\n\u003cp>\"We want PTAs to own this. We would love to see the unions start to train teachers on this,\" she says.\u003c/p>\n\u003cp>Dennedy, who teaches \u003ca href=\"http://www.mcafee.com/us/campaigns/fight_cybercrime/cru/information/safety_curriculum.html\">social media etiquette\u003c/a> through McAfee's program to students around the world, says even when kids love to share, they don't want a permanent digital trail of every phase of their private life. They want to know \"you're allowed to be that rough-and-tumble girl that turns into a prom queen. And I think it's important for us, as the technical world in particular, to allow them to have that human exploration without exploiting it.\"\u003c/p>\n\u003cp>As to the argument that Facebook restricts its platform to kids at least 13 years old and has \u003ca href=\"https://www.facebook.com/notes/facebook-safety/introducing-a-facebook-guide-for-educators-and-community-leaders/625839830770136\">resources for educators\u003c/a> (as do \u003ca href=\"http://help.instagram.com/502946753134317\">Instagram\u003c/a> and \u003ca href=\"http://www.pinterest.com/richhubbard/twitter-resources-for-educators/\">Twitter)\u003c/a>, Dennedy points out younger kids slip in anyway, and the educators who get involved are a self-selecting few. She says schools can play a critical role in teaching online etiquette to students, and can give feedback to companies that are building this new virtual reality.\u003c/p>\n\u003cp>\"I don't think it's easy,\" she says. \"I feel for educators, and I do think it's a public-private partnership.\"\u003c/p>\n\u003cp>\u003cstrong>CROSSING THE LINE\u003c/strong>\u003c/p>\n\u003cp>The students at Lincoln High School don't have a definitive take. Enriquez has them debate a hypothetical situation: Say Matt's parents are fighting and he stays over his buddy Jeff's house. Jeff gets tired of hosting him, so he Tweets or posts on Facebook: “Someone else take Matt? His parents are fighting.\"\u003c/p>\n\u003cp>Junior Eric Lamp says that violates trust. “I would get rid of the post. I don't want people to get hurt,” he says.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>But if you're Matt, you can't get rid of the post. Jeff, the publisher, has to do it.\u003c/p>\n\u003cp>How does that make Lamp feel? He shrugs his shoulders. “I feel kind of helpless. You have no power over your confidential information.\"\u003c/p>\n\u003cp>But Lamp says he's not sure it's serious enough to get a teacher involved.\u003c/p>\n\u003cp>\u003cem>Parents, teachers, students, weigh in: Should schools be responsible for teaching dos and don'ts of social media? Take our poll at KQED’s education blog: Facebook.com/mindshift.kqed\u003c/em>\u003c/p>\n\u003cp> Listen to the full California Report story here:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/124027162&color=ff6600&auto_play=false&show_artwork=true\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32909\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mkhmarketing/8468788107/sizes/z/in/photolist-dUmKE4-9cfdY8-dCNDST-9x7HDV-8qRDgX-8XvWXL-ec2WUa-9JxFkX-9xaAmy-aKiLeB-dV5Q7M-7Bo8Hb-7kmeU1-aoTUHC-8MeEM3-8MbLYp-8NGKC2-7BjpRa-8MeYCC-8MeW8L-8NGQyP-9EsAeJ-e1LKVj-bA7J6x-e2Ejb8-e2Ejbz-e2KXUy-9JAu9u-e1EPSV-dZxizs-dUnPaB-e1QGUD-dUtnoh-dUnZDe-dUnZaM-8AEGzs-e3tpK2-e3tjUp-e3z2Af-e1GtBw-ak1V9j-c6P5qQ-c3jJAY/http://\">\u003cimg class=\"size-full wp-image-32909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/8468788107_255777d512_z.jpg\" alt=\"8468788107_255777d512_z\" width=\"640\" height=\"229\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/8468788107_255777d512_z-320x115.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://twitter.com/aarti411\">\u003cstrong>By Aarti Shahani\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online -- and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don'ts of social media?\u003c/p>\n\u003cp>At Lincoln High School in San Francisco's Sunset district, counselor Ian Enriquez teaches students three very big words: \"Disinhibition, reputation, anonymity.\"\u003c/p>\n\u003cp>Enriquez is using a \u003ca href=\"http://www.commonsensemedia.org/educators/curriculum\">curriculum created by the non-profit Common Sense Media\u003c/a>, a media watchdog group for parents that also offers resources for teachers. Schools in nearby Santa Clara county have adopted this curriculum into a semester-long course for all middle and high school students. Enriquez, who's doing just a one-day workshop, jokes that despite the title, “It’s not common sense.”\u003c/p>\n\u003cp>\"You want the kids in the homerooms to start thinking about what it means to be disinhibited,\" he says. Disinhibition, for those who might not know, means acting impulsively, without showing due restraint, in a way that’s aggressive or plays up another personality trait. The teenagers get it right away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Would you say that your friends act differently online than they do in person?” Enriquez asks.\u003c/p>\n\u003cp>“Yeah, and they look different!\" responds sophomore Megan McKay.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”\u003c/aside>\n\u003cp>Like many schools throughout the country, Bay Area schools hold workshops on cyberbullying, but don’t have uniform practices for teaching social media etiquette beyond that. While teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">use platforms like Facebook as a tool to engage students in learning\u003c/a>, ongoing instruction on digital citizenship itself is the exception, not the rule.\u003c/p>\n\u003cp>Enriquez, who counsels students on health, racism, homophobia, and other topics that aren’t purely academic, believes the district should institute a mandatory social media curriculum. Enriquez says cyberbullying and viral rumors have been a problem ever since kids posted on that once-popular site MySpace. “When I started at this high school 10 years ago, almost every school fight I was aware of occurred because of something that happened in the virtual world.”\u003c/p>\n\u003cp>\u003cstrong>NOT A PRIORITY\u003c/strong>\u003c/p>\n\u003cp>Dennis Kelly, president of the \u003ca href=\"http://www.uesf.org\">United Educators of San Francisco\u003c/a>, the local teachers union, says teachers are already drowning in work -- especially now with Common Core. While social media is important, Kelly says, so are other things. “All students should learn to swim, but should it be school’s responsibility to teach them swimming?”\u003c/p>\n\u003cp>Back in the 1980s and '90s, schools introduced sex education into the classroom, in response to the AIDS epidemic.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>But social media is not a scientific, biological reality -- it's a business, and Kelly says it's not the job of public schools to dedicate scarce teaching resources, especially when that business might not be here for long. “It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”\u003c/p>\n\u003cp>But others believe that's not necessarily the case. Michelle Finneran Dennedy, the Chief Privacy Officer at McAfee, an Internet security company, says that while apps come and go, social media is here to stay.\u003c/p>\n\u003cp>\"We want PTAs to own this. We would love to see the unions start to train teachers on this,\" she says.\u003c/p>\n\u003cp>Dennedy, who teaches \u003ca href=\"http://www.mcafee.com/us/campaigns/fight_cybercrime/cru/information/safety_curriculum.html\">social media etiquette\u003c/a> through McAfee's program to students around the world, says even when kids love to share, they don't want a permanent digital trail of every phase of their private life. They want to know \"you're allowed to be that rough-and-tumble girl that turns into a prom queen. And I think it's important for us, as the technical world in particular, to allow them to have that human exploration without exploiting it.\"\u003c/p>\n\u003cp>As to the argument that Facebook restricts its platform to kids at least 13 years old and has \u003ca href=\"https://www.facebook.com/notes/facebook-safety/introducing-a-facebook-guide-for-educators-and-community-leaders/625839830770136\">resources for educators\u003c/a> (as do \u003ca href=\"http://help.instagram.com/502946753134317\">Instagram\u003c/a> and \u003ca href=\"http://www.pinterest.com/richhubbard/twitter-resources-for-educators/\">Twitter)\u003c/a>, Dennedy points out younger kids slip in anyway, and the educators who get involved are a self-selecting few. She says schools can play a critical role in teaching online etiquette to students, and can give feedback to companies that are building this new virtual reality.\u003c/p>\n\u003cp>\"I don't think it's easy,\" she says. \"I feel for educators, and I do think it's a public-private partnership.\"\u003c/p>\n\u003cp>\u003cstrong>CROSSING THE LINE\u003c/strong>\u003c/p>\n\u003cp>The students at Lincoln High School don't have a definitive take. Enriquez has them debate a hypothetical situation: Say Matt's parents are fighting and he stays over his buddy Jeff's house. Jeff gets tired of hosting him, so he Tweets or posts on Facebook: “Someone else take Matt? His parents are fighting.\"\u003c/p>\n\u003cp>Junior Eric Lamp says that violates trust. “I would get rid of the post. I don't want people to get hurt,” he says.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>But if you're Matt, you can't get rid of the post. 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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. 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"content": "\u003cfigure id=\"attachment_29617\" class=\"wp-caption center\" style=\"max-width: 960px\">\u003ca href=\"http://www.flickr.com/photos/langwitches/3458534773/\">\u003cimg class=\"size-full wp-image-29617\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/3458534773_7019696088_o.jpg\" alt=\"3458534773_7019696088_o\" width=\"960\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/3458534773_7019696088_o.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/3458534773_7019696088_o-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/3458534773_7019696088_o-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/3458534773_7019696088_o-320x240.jpg 320w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>A wonderful visual depiction of how educators can tap into their networks to expand and continually improve their teaching practice from a trove of rich resources. Illustrated by \u003ca href=\"http://www.flickr.com/photos/langwitches/\">Langwitches,\u003c/a> the image refers to \u003ca href=\"http://educationaltechnology.ca/couros/799\">Alec Couros's original post\u003c/a> exploring question, \"What does the network mean to you?\"\u003cbr>\n[Via \u003ca href=\"http://www.educatorstechnology.com/2013/06/a-beautiful-visual-on-connected-teacher.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+educatorstechnology%2FpDkK+%28Educational+Technology+and+Mobile+Learning%29\">ETML\u003c/a>]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "A new Pew Research study of teenagers and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. \r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Facebook and YouTube Offer Guidelines to Help Schools and Parents",
"title": "Facebook and YouTube Offer Guidelines to Help Schools and Parents",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_23089\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 542px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/dantaylor/2044337954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-23089\" title=\"2044337954_0e59b3d184_z 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg\" alt=\"\" width=\"542\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg 542w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-400x221.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-320x177.jpg 320w\" sizes=\"(max-width: 542px) 100vw, 542px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Dan Taylor\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">instructional videos\u003c/a> that hit on topics from cyberbullying to privacy. And Facebook\u003ca href=\"http://allfacebook.com/edutopia-school-social-media-guidelines_b88674\"> has teamed up with Edutopia\u003c/a> to help schools create social media guidelines.\u003c/p>\n\u003cp>As schools figure out their social media policies, Facebook is reportedly \u003ca href=\"http://articles.latimes.com/2012/jun/04/business/la-fi-facebook-kids-20120605\">exploring allowing children under the age of 13\u003c/a> to use the site. \"Recent reports have highlighted just how difficult it is to enforce age restrictions on the Internet, especially when parents want their children to access online content and services. We are in continuous dialogue with stakeholders, regulators and other policy makers about how best to help parents keep their kids safe in an evolving online environment\" a \u003ca href=\"http://www.neowin.net/news/wsj-facebook-considering-under-13-access\">Facebook statement\u003c/a> says.\u003c/p>\n\u003cp>In the meantime, companies are sprouting up to quell (or stoke, depending on perspective) parent fears. From FBI Child ID, which \"stores a photo of your child, along with a detailed description that might help others find him or her,\" to Footprints, which is a location-sharing app to \"help parents track their children's movements,\" parents are searching for solutions to \"ease their fears,\" according to a recent \u003cem>\u003ca href=\"http://www.nytimes.com/2012/05/17/technology/personaltech/digital-guardians-that-help-ease-the-fears-of-parents.html\">New York Times article\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>The Times \u003ca href=\"http://www.nytimes.com/2012/06/26/technology/software-helps-parents-monitor-their-children-online.html?pagewanted=all\">also reports\u003c/a> that there are also slang translation apps to help parents make sense of text speak, sites that track a child's Facebook and social media pages looking for inappropriate \u003c!--more-->language, another site that alerts a parent when a child tries to access an inappropriate site, and one that monitors the time spent on Facebook.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://wp.me/p2io8W-5ri\">HOW SHOULD SCHOOLS AND PARENTS BE INVOLVED IN KIDS' ONLINE LIVES?\u003c/a>\u003c/em>\u003cbr>\n\u003cem> \u003cstrong>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">HOW WELL ARE SCHOOLS TEACHING CYBER ETHICS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">SHOULD PARENTS HAVE THE BACKDOOR KEY TO THEIR KIDS' FACEBOOK ACCOUNTS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cstrong>THE PITFALLS AND PROMISES OF SOCIAL MEDIA AND KIDS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Schools are also trying to figure out policies that work. New York City issued dramatic new social media guidelines in an attempt to stem inappropriate teacher-student social media interactions. \"If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site,\" the guidelines state, \u003ca href=\"http://www.nytimes.com/2012/05/02/nyregion/social-media-rules-for-nyc-school-staff-limits-contact-with-students.html?pagewanted=al\">as reported in The New York Times\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN PARENTS DO?\u003c/strong>\u003c/p>\n\u003cp>As school policies and rules online continue to change, parents can talk openly with kids about being smart digital citizens, and can learn together.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">YouTube digital citizenship videos \u003c/a>together as a family. Set up a lesson a day and talk through the different topics presented. This also gives the parent the space to learn from and with the child.\u003c/li>\n\u003cli>Talk about what qualifies as unkind, hurtful online behavior and warrants a report to Facebook under its new reporting mechanism.\u003c/li>\n\u003cli>Read the news together and talk about provocative stories that highlight topics around social media.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Flickr:Dan Taylor By Matt Levinson Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of instructional videos that hit on topics from cyberbullying to",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23089\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 542px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/dantaylor/2044337954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-23089\" title=\"2044337954_0e59b3d184_z 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg\" alt=\"\" width=\"542\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg 542w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-400x221.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-320x177.jpg 320w\" sizes=\"(max-width: 542px) 100vw, 542px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Dan Taylor\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">instructional videos\u003c/a> that hit on topics from cyberbullying to privacy. And Facebook\u003ca href=\"http://allfacebook.com/edutopia-school-social-media-guidelines_b88674\"> has teamed up with Edutopia\u003c/a> to help schools create social media guidelines.\u003c/p>\n\u003cp>As schools figure out their social media policies, Facebook is reportedly \u003ca href=\"http://articles.latimes.com/2012/jun/04/business/la-fi-facebook-kids-20120605\">exploring allowing children under the age of 13\u003c/a> to use the site. \"Recent reports have highlighted just how difficult it is to enforce age restrictions on the Internet, especially when parents want their children to access online content and services. We are in continuous dialogue with stakeholders, regulators and other policy makers about how best to help parents keep their kids safe in an evolving online environment\" a \u003ca href=\"http://www.neowin.net/news/wsj-facebook-considering-under-13-access\">Facebook statement\u003c/a> says.\u003c/p>\n\u003cp>In the meantime, companies are sprouting up to quell (or stoke, depending on perspective) parent fears. From FBI Child ID, which \"stores a photo of your child, along with a detailed description that might help others find him or her,\" to Footprints, which is a location-sharing app to \"help parents track their children's movements,\" parents are searching for solutions to \"ease their fears,\" according to a recent \u003cem>\u003ca href=\"http://www.nytimes.com/2012/05/17/technology/personaltech/digital-guardians-that-help-ease-the-fears-of-parents.html\">New York Times article\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>The Times \u003ca href=\"http://www.nytimes.com/2012/06/26/technology/software-helps-parents-monitor-their-children-online.html?pagewanted=all\">also reports\u003c/a> that there are also slang translation apps to help parents make sense of text speak, sites that track a child's Facebook and social media pages looking for inappropriate \u003c!--more-->language, another site that alerts a parent when a child tries to access an inappropriate site, and one that monitors the time spent on Facebook.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://wp.me/p2io8W-5ri\">HOW SHOULD SCHOOLS AND PARENTS BE INVOLVED IN KIDS' ONLINE LIVES?\u003c/a>\u003c/em>\u003cbr>\n\u003cem> \u003cstrong>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">HOW WELL ARE SCHOOLS TEACHING CYBER ETHICS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">SHOULD PARENTS HAVE THE BACKDOOR KEY TO THEIR KIDS' FACEBOOK ACCOUNTS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cstrong>THE PITFALLS AND PROMISES OF SOCIAL MEDIA AND KIDS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Schools are also trying to figure out policies that work. New York City issued dramatic new social media guidelines in an attempt to stem inappropriate teacher-student social media interactions. \"If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site,\" the guidelines state, \u003ca href=\"http://www.nytimes.com/2012/05/02/nyregion/social-media-rules-for-nyc-school-staff-limits-contact-with-students.html?pagewanted=al\">as reported in The New York Times\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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