[0:38] Point to a survey. The average smartphone user scrolls a element of 78 miles a year. That's 3-marriage thoughts. Then you can exercise for your finger, but there was that incident maybe over the evening, right? The doctor asked a nice, high alert.

[0:58] The freshman at the University of North Carolina asked her, do you think that's a few days? Recently, we learned that what too much scrolling was due into her. How many hours are you standing here for? Oh God, I'm only waiting.

[1:11] I'm

[1:14] constantly on it.

[1:16] You may have heard stories that occurs before.

[1:19] It wasn't able to focus because I would have to take out my phone every couple of minutes.

[1:26] But now you can actually see the science behind it.

[1:29] It's our phones and why you're changing.

[1:32] It's all over.

[1:33] It specifically grows here and it tries there.

[1:35] The psychiatrist right now is applying this new science and new healthcare,

[1:40] health care, which is mental health treatment centers for teens across the country.

[1:44] This is the brain that's addicted to a spinal cord.

[1:47] These are MRI images from a recent study in Korea, although red indicates increases in

[1:53] brain activity, the effects of a smartphone addiction.

[1:56] Do you want the brain to be this colourful?

[1:58] You don't.

[1:59] Why?

[1:59] Well, because this is showing when the brain is working, extra hard, compared to another

[2:05] but it's great. What I have to do is actually recycle packs.

[2:09] And Dick and smartphone users' brains were so colorful, so active.

[2:13] It made them less authentic and more easily distracted,

[2:17] but it's now informally called brain-line.

[2:20] What does that look like in their life?

[2:22] Yeah, let's take got a school for example.

[2:24] So if you class and you're trying to focus they are going to be looking around

[2:28] and not attending so much of the features they are trying to resell.

[2:32] Dr. Nelson just in merchant research

[2:34] was even greater risk. We're just starting to see these changes and we know they're connected to behavioral

[2:40] changes, pressure, anxiety, but danger is far behind me in there.

[2:45] Sessionally and really influencing in a lot of ways. Tick-tock may kind of push these videos of

[2:52] think-o-cropping at an angle before school, and maybe I'll be cool when I start insulting somebody,

[3:00] to deal with that last year, she checked in through treatment,

[3:07] where she means that.

[3:08] I don't think I can hear.

[3:14] But for women treatment, there, she's been other outlets from joining to play guitar

[3:19] that help rewire her chances of raising it.

[3:31] When you're treating from the whole search of gender-expedimentality,

[3:36] the show that actually don't allow folks to recover, to feel better,

[3:39] and

[3:48] start servings of our in-actual non-canon line-up.

[3:54] Okay, it uses that nine hours a day and a phone now she is down to less than two for her.

[4:03] Good evening, gentlemen.

[4:04] Thank you for joining us for a session on cell phones and the impact it's having on our children.

[4:13] Even us as adults, parents, tonight we just want to present information to share information

[4:20] that has caused our best over the last two years or so mentioned

[4:32] a book, the ancient generation.

[4:35] And we have been trying to figure out what's going on with our students.

[4:38] We're seeing that some of this business point nine years ago,

[4:41] we're seeing a significant change in how our kids respond, behave,

[4:45] how they learn so forth and so on.

[4:48] And so I got the book read and read and read and started sharing with our principals,

[4:52] saying, we might be on something here, we might want to look at this.

[4:54] We, as a district, want to take a look at this,

[4:57] I'll talk about it in some of our principal duties.

[5:00] From there, principals started reading it.

[5:02] And so we see this every day.

[5:04] Our teachers are talking about this every day.

[5:07] And so, during that two-year period, Mr. Richard Moore,

[5:11] his assistant principal, was going to high school this past summer.

[5:14] I asked her to do a session or session for our teachers,

[5:20] to expose our teachers to what we were learning,

[5:22] to help them in the classroom to have a better understanding of our students, as this video

[5:26] said, the rewiring of the mind. Hearing students who went to rehab,

[5:36] things of that nature were

[5:38] seen in the school building when their attention savings were dropped and we're trying to

[5:43] educate. So it is a perfect storm in these ways, it's all something that involved them.

[5:49] and I'm

[5:53] going to advice, starting at various angles.

[5:55] Some very good angles,

[6:01] but when we know soon

[6:12] session,

[6:12] no way is a large-time school system,

[6:15] attempting to do this with children.

[6:19] All we want to do is bring it forward to you

[6:22] and share with you.

[6:23] And then you take the knowledge you do

[6:25] and

[6:28] a lot of people come in and apologize to play with.

[6:31] But it is a,

[6:41] it's the board with

[7:03] several retired teachers

[7:09] give you an outline of what we're going to do.

[7:13] I will speak for a few moments and I'm going to give you the presentation that if you

[7:20] would just teach us at the beginning of the year,

[7:34] how to read that, it is working your

[7:44] kids, good information, just

[8:15] seamlessly, when you want

[8:22] to do the things that

[8:28] we're seeing

[8:28] to shift in that, we're seeing more heads-down bone action than we are face-to-face interaction.

[8:34] We're seeing more challenges with our students in the classroom, and then you want to make

[8:40] If you're interacting with the world, you don't want your child to come to school or go to a job and then you can ask the lady to get down thumbs working, not communicate, not interact with them.

[8:54] So you're here, there's more important

[9:02] parent volume on buildings.

[9:04] If we were talking about that, ask us, it's led in the water.

[9:08] If all that was happening in the school, people would say, why don't you all do this?

[9:12] Why don't you bring this up earlier? Why didn't I know?

[9:17] But this public service announcement is about

[9:23] social media accounts are free.

[9:25] I spoke to a group the other day, and I asked them,

[9:27] I mean, times you have to take out your credit card, give it to your children,

[9:30] so they can read it and Facebook account.

[9:32] They would take time.

[9:34] They use your credit card and read it.

[9:35] And no hands went up.

[9:37] So

[9:39] it's free.

[9:40] But there's a cost.

[9:42] And there's a price.

[9:43] And we think as we need a little bit of this information tonight,

[9:46] that cost and that price is too high.

[9:50] And we just want you to have information and knowledge to go back and say we're going to put some of this down.

[9:56] We're going to do whatever it is. We think we need to do it. You're a parent. You haven't even got to sit here.

[10:02] This bill of cover across schools and communities, phones have become growing concerned.

[10:08] We've been talking about this for three or four years. We hear it all at the state.

[10:12] We talk about other superintendents of teachers, a lot of time on screens every day.

[10:16] And we're guilty of it.

[10:17] because the schools may have a license at home

[10:20] and their own devices throughout the day.

[10:25] Those are the small phones,

[10:26] reducing their attention spans,

[10:30] putting their worry negative impacts on mental

[10:33] and emotional little things that

[10:43] face the face and action.

[10:45] So if you communicate like we did,

[10:46] sitting around this room and hearing a lot from them,

[11:00] that would be a C-rate,

[11:04] academic engagement,

[11:05] just to

[11:07] address the amount of screen time,

[11:09] the influence on the developing minds,

[11:11] the developing minds,

[11:14] asbestos and all those other things,

[11:16] We're talking about their minds, their minds.

[11:20] Success both in the classroom and beyond.

[11:24] So when they come to us and believe us,

[11:25] they're believing us with what?

[11:27] What are we going to be preparing for?

[11:29] Or are we having more of their energy than themselves?

[11:31] So we hope to know a lot of that with you tonight.

[11:33] As I promised, this is more so I'm going to take it from here

[11:36] and give you the presentation that she shared with our faculty.

[11:41] Now we're happy to answer questions,

[11:43] but we do have a lot of information and we don't know if we have time or answer but we'll also

[11:51] share something with us.

[11:53] Thank you

[11:57] for being here tonight.

[12:00] There's a lot of other places you can be but we think this is a really important message and we thank you for being here.

[12:07] Isn't this just the

[12:21] interest generation book?

[12:22] I'm going to sum up this book with this slide presentation that I have.

[12:28] but I'm also going to bring some things to our attention that we all, we all discuss,

[12:42] there's nothing we can do about it. And I just want us to say we can do something about it.

[12:48] Over the summer,

[12:53] I'm an administrator to lead this for our teachers, and I said, hey,

[12:58] sure that I really want to read that book I've done into and I really call somebody

[13:03] and hijacked my thoughts and put them in this book because I'm raising my hands and

[13:13] so I don't

[13:18] get started but I know this if we're going to fix the problem we have to be willing

[13:25] I appreciate you being here. The first video I'm going to show here is to say good idea

[13:34] a good concept for us

[13:38] and what our kids are doing.

[14:32] A job just as hard as that.

[14:54] A good concept for us is think about who's response is

[14:58] very responsible.

[15:00] So, when I saw that, I immediately connected it to the ancient generation. So, think about it. I feel that I was a jar, and show our kids that there is a better life than being glued to the buttons. They call us women, but many of our kids that I look around and say they don't hold time with their base in the buttons. So, this is something that I want to address with all of this. One of the things that it talks about in the ancient generation is to find someone that good humanism.

[15:28] Some people are just humanists. You spend an hour with them and everything feels better.

[15:34] Here's my example of human medicine. If I spend an hour with Matt Moore, I just feel better.

[15:41] Matt and Amelia are exactly great and they're inseparable. They're an old very cool.

[15:45] They're working, they fight, hopefully love you too, so excited to see each other.

[15:49] They're humanists, they laugh. This is a

[15:55] course that my eight-year-old said in the night yard

[15:58] because we don't play on our phones all day long.

[16:01] I think all the time I've ever been in the garage

[16:03] and make you an enjoyer voice.

[16:06] And they're created, their little rings can't do this,

[16:09] if we allow them to.

[16:14] That's how it seems all but I can't run in person.

[16:18] Didn't back without a calculator.

[16:23] I mean,

[16:27] that can't tell time.

[16:31] Seeing kids press it right,

[16:42] and we'd like everybody to

[16:53] be beginning

[16:54] on really what John and my generation.

[16:58] He separates us into these generations over here.

[17:03] If you were born between 1928 and 1945,

[17:06] you're known as the Silent Generation.

[17:09] Baby Edwards, you're 1946 and 1964.

[17:12] If you were born 1965 and 1980, you are genetics.

[17:16] If you're 1981 and 1996, you're millennials, 1996,

[17:21] or later, genetics.

[17:23] So recognize who you are.

[17:25] Identify yourself right now.

[17:27] because this is important. They get to be more and what you grew up with, matters because your

[17:32] norm is only what you need.

[17:50] I'll put them in car phones.

[17:56] So here I can find some.

[18:03] So they only

[18:04] work in the car.

[18:10] They were very sensitive. They were heavy. They were bulky. They stay in the

[18:14] car pocket. And then we quickly make

[18:21] some of the phones that you had to take, hit the bed for

[18:24] three times just to get sleep, and hit the bed. I mean, do you remember how tedious that was to

[18:29] in the text message where we go to celebrate that we can send our words to the message.

[18:33] We didn't have to use our voice to make a phone call.

[18:38] We can send it to the text message.

[18:40] Thank you for your attention.

[18:41] We thank you very much.

[18:45] But then, here we go.

[18:47] Now we're in these smart phones that you were going to thank for.

[18:52] Just think about how far we have come.

[19:01] I mean, when I think about my mother's child, I think of a phone that was like 1876 because

[19:05] she still had phone call rang on.

[19:07] But they were, you know, in graduation, but they were around I've seen those.

[19:13] So see how frequently funds are generated.

[19:20] It's causing an epidemic of mental illness.

[19:22] So mental illness is really at the heart of the problem of addiction itself.

[19:30] This in here, if you're here tonight, you obviously can say this.

[19:33] So if you're listening, if you're reading this book, mental health is important to all of this.

[19:40] But sometimes we just don't know how to go about it.

[19:43] The message should have happened quickly over the course of 2010 to 2005.

[19:50] I never tried.

[19:51] I became one in 2009.

[19:53] I had another job in 2011.

[19:55] So I was in my heart and soul with this.

[19:57] So I think that's why this book gets me so hard.

[20:00] It's because I was trying to figure out technology in racing children.

[20:06] I was in the States, but I didn't know what I didn't know.

[20:08] And I don't want us to be ourselves up over who we didn't know.

[20:11] I want us to do what kind of things.

[20:15] We're used to hearing things.

[20:16] It takes a call in early on, but quickly move to smartphones, social media, and a good line of playtime.

[20:23] Teenage of hell is never seen such a steady decline.

[20:27] What's the evolution of child who look like?

[20:29] Put a phone in the way, and you're like a storm human.

[20:35] John the Hite calls in a bizarre human.

[20:40] The experiences we go through early in our years instead of our wiring, our wood brand,

[20:45] There are how we experience life. So you know how we say all the time. You don't really remember what happened when you were three years old, four years old, five years old.

[20:53] We don't have a memory of what happened, but we do have a memory of what normal was. The experiences that we go through create the blue ground.

[21:05] Here's how he explains it in the book. He says it's he says it's like when you teach your handsome people

[21:15] He's like people if they don't you do it again. If they pay attention to you, you do it again and again and again

[21:21] He doesn't what you pay attention to

[21:24] Well, these cell phones that they're putting in front of them are created in a way to grab your attention and keep their attention

[21:31] and hold their attention and then that becomes their own.

[21:37] It's just what we can say before

[21:39] It's those times that we feel normal, and that was power before we came here.

[21:44] Think about your childhood, think about it right now, everybody think about it, but

[21:49] once you've your grandparents have,

[21:53] feel that you

[21:58] went through your mind, didn't involve

[22:00] the stuff up,

[22:02] didn't involve a grandparents or the face distracted by something.

[22:09] I think that my grandparents' full bloom

[22:16] is out on the farm, digging raw potatoes up out

[22:20] of the field, not knowing what I was getting in my hands, but thinking of the school all at

[22:24] at the same time, going out and beating the gals,

[22:27] getting involved, all night going over and sitting on the patio

[22:31] and the older people, watching the young people play games

[22:35] and be funny, watching the kids go down the creek

[22:38] and play and figure out what they can find in the water,

[22:40] none of them include their cell phones.

[22:43] But think about what it's like now,

[22:52] experience when I go to the room here.

[23:00] We see the world with different filters

[23:02] and lenses and experiences,

[23:05] his

[23:10] developmental cortex.

[23:12] And we know that our brain is not fully developed

[23:14] until about 25 years old,

[23:18] flexibility to protect kids.

[23:22] This is what experiences out of my future,

[23:28] done there in

[23:31] 17

[23:37] .0, non-stop.

[23:39] But you know what, this bottom picture here,

[23:41] he asked

[23:54] with my hero at my brain parents house,

[23:57] this house upon him,

[24:00] every time you go to that house,

[24:02] he will sit over there in contractions,

[24:04] His

[24:08] first memory is that he is developing right now.

[24:13] He is all boy, all play.

[24:15] The bottom right picture, and then I'll move on.

[24:17] We were painting Bill Sun's room.

[24:20] A couple of things

[24:22] in there.

[24:23] He went out and he sits at the time.

[24:25] So in

[24:55] the corner and

[25:05] see his imprint.

[25:09] We didn't see it.

[26:25] And they don't get hurt.

[26:27] And they don't take chances.

[26:28] And they don't take risks.

[26:30] And they're losing the

[26:43] H560s.

[26:47] The people who developed it, that I talked about,

[26:51] And he just said it in puberty. The brain starts developing in a total different way.

[26:56] The brain becomes very curious and begin rewiring.

[27:04] Think about this.

[27:06] John at the night says,

[27:07] kids don't learn when they're in your arms.

[27:21] So the words of play.

[27:22] We tell them who's seen their own.

[27:24] We think their dreams.

[27:25] We tell them exactly what game they're playing.

[27:27] If there's a conflict, they say, stop, stop, stop.

[27:36] Be hot, dad, hot.

[27:41] These pictures here.

[27:43] This is not by the sun.

[27:44] We shot

[27:46] again. We're really the

[27:52] only dead out and his

[28:15] 15 kids with

[28:25] tears in my eyes. What kids name do they do me?

[28:30] And this happens every all part of age difference of my years.

[28:54] Guess what happened?

[29:06] He said this. He said that I went and I

[29:11] said, say that heal. I said, yeah, he said, we took him out of his little chamber and rolled the wheelchair down to the bottom of the field.

[29:20] He crawled down the hill on

[29:28] my face showing me how

[29:39] I thought telling him to do that.

[29:57] Joke in the United States.

[29:58] That is the absolute...

[30:00] No speech waiting to be kicked in place. So think about that. Think about that as educators. We're on the playground. Other times we haven't given rules. There's times we... I'm not saying so. Don't synchronize for a distance. But then kids get into. Let them figure out how to fix the problem. The thrill and fear of makes things a factor, right? That's why I came home from a skateboard in Los Angeles. Anybody have any of those injuries that you use? You just said one.

[30:27] in the world where you've been, but that part of the brain that's developed in between

[30:31] seven and eight-fourteen, that curious, let me try it, it's a thrill, I don't even think

[30:37] about it, you don't hurt me, isn't it for that part of the brain that has to develop?

[30:41] But we have to know that taking risk, could pose as

[30:51] a kid confidence and confidence, but

[30:54] as I play, you'll suffer that video game, hang on, let's talk about four times, he specifically

[31:08] And I did not let my kids play Fortnite, because I only heard other parents complain of

[31:20] this Fortnite game makes them mean.

[31:23] It's like if they did it, they don't want to get off of it.

[31:26] And I'm going to look at

[31:39] finding things that they

[31:43] think they should never have

[31:47] been true for themselves,

[31:53] really.

[31:54] And so during the time period, all this was going on and

[32:01] up with something that I tell my kids all the time.

[32:04] Does that make sense to your wife and you can pull any up to the side, right?

[32:07] And I said, well, you

[32:11] don't probably roll around with that one,

[32:14] but I do ask him,

[32:22] let's

[32:22] call it.

[32:22] What it is.

[32:23] If you're going to waste your time, again, that doesn't make sense.

[32:28] But it's funny.

[33:00] Think about this.

[33:00] This is a mom's starting work.

[33:02] You know, when I was a young child, they were all saying, oh, and he calls it, I'm on the

[33:09] street.

[33:09] His mom's were always watching.

[33:11] And kids got to a fight, or kids got hurt, they always did those

[33:19] starting work.

[33:19] The home and

[33:24] stuff in, where you can't be so much more aware of day and

[33:28] kids inside,

[33:36] the possibility to supervise, it just looks different now.

[33:42] In the rural world, we have hundreds of years of experience,

[33:45] minimizing the risk, example,

[33:54] without 30 years of experience.

[34:04] In 2010 to 2012, we thought technology and onions and young kids

[34:08] was that not too much more as a woman.

[34:13] We thought it was great.

[34:14] We wanted to download all the educational apps

[34:17] and strengthen kids who do all that.

[34:21] I remember my kid clicking on Z.

[34:24] There were times when Z pumps up.

[34:31] He's done big work.

[34:36] Look him up.

[34:36] He does a lot of work in and looks because he's going.

[34:39] But he talks about the ancient generation.

[34:42] This is the summary.

[34:44] She'll have small phones, social media,

[34:47] and telecom to America.

[34:48] He'll have loads to do with decline in young people's mental health.

[34:51] And all of her actual solutions

[34:58] We are overprotecting children in the world,

[35:05] children in a playtaste childhood in the real world.

[35:08] If your child

[35:14] and you don't look at their phones,

[35:20] look at their apps, you be amazed and shocked.

[35:24] At

[36:05] the access they have to

[36:16] lift four foundational reforms.

[36:18] We can undo a bunch of

[36:22] our ideas as to improve both your own and your kids in Jomila.

[36:28] That's the summary in just this book.

[36:32] Think about this. They rely on our body language. Think about body language.

[36:35] If you're someone who gives you eye contact, is that let you know there are missing things?

[36:43] You know, our body language matters. There is no body language in cell phones.

[36:49] Maybe all red takes messages that you're like, oh, did they think that bad?

[36:54] but you don't know,

[36:59] and I've come across the wrong way.

[37:01] There was something to be said for human interaction

[37:05] and our kids are doing that less and less all the time.

[37:08] Working here in a hospital is impressive for a kid

[37:11] to shake a hand with confidence.

[37:14] It's impressive for a kid to make eye contact.

[37:17] It's impressive for a teenager to...

[37:22] It's impressive.

[37:23] And if you

[37:29] prepare it for the reward,

[37:31] and I see some business people like you,

[37:32] If you want to hire people,

[37:37] you and the others,

[37:38] shake your hand and have manners and have positive body language.

[37:44] Move you more around matters.

[37:46] Communication has a

[37:51] lot of barriers.

[37:59] Just generation.

[38:07] There's no smart phone to be poor on school.

[38:24] Is it not hard because everybody else has them?

[38:32] My kids age.

[38:42] It was a hard one to keep a pack of the seats together.

[38:45] And for the most part, none of our kids

[38:47] got cell phones until they went to their school.

[38:50] My middle son, a little bit different story.

[38:52] kids have an earlier and earlier. It wasn't the same. In my middle school,

[38:57] Charles, who's had one school in my hospital, it is. My elementary kid, I'm not

[39:03] giving myself one.

[39:09] There's been no conversation with a lot of parents. I have a very

[39:12] small hit group. But Jonathan and I talked about how important that if you have your

[39:19] parents,

[39:23] the one person is not. That one person could be right. But do they do

[39:26] I saw myself. Yes. It's not good for mental health. And so we really do wanted to be a community

[39:37] effort. We wanted to say something that we talked about because if you leave here tonight

[39:41] and can discuss this with your friends, your church family, the people you do like you,

[39:47] if you can discuss this with them and say no, let's think about this. Let's do this together.

[39:53] I promise it becomes easier.

[39:56] The other way is, no

[40:00] time was starting to write this book.

[40:02] So his number one goal, he was going behind the book, so many all the dangers of social media among females.

[40:09] That was all of his research in the beginning, was just about the dangers of social media within males.

[40:16] But then he learned that the addiction to video games, gaming among boys, was just as dangerous to mental health.

[40:26] And so he started digging into, what is calling this?

[40:29] And so that's why that's where the generation of the interest generation came from.

[40:35] He proposed to some preschools.

[40:37] You know, in our school system, when I was in high school,

[40:41] kids cannot be allowed to come during instructional time.

[40:44] That's going to make a huge benefit for us this school.

[40:48] It is really an positive thing.

[40:51] But he goes so far to say, even if they can get on during breaks and lunch,

[40:57] even if I can get on stage once every hour, they're never fully present because

[41:03] they're constantly thinking about what I miss. All the notifications that

[41:07] they miss, so they're never fully present because they're distracted and just

[41:12] thinking about their notifications. Have you ever noticed any angel I think? And

[41:16] say no, constantly, look at their own. I can just say no, so not all the

[41:21] I was like, let's just stop the notifications.

[41:26] Huge remains in here.

[41:28] I keep it really fully understand

[41:29] that he was doing that to himself.

[41:36] Those are very dangerous.

[41:37] We do have a lot of discipline issues

[41:41] or with social media.

[41:43] Kids can just be hateful, adults can be hateful.

[41:46] Kids learn to be hateful from adults that are hateful.

[41:50] You can't blind this on kids,

[41:52] but just a freedom to be keyboard warriors

[41:55] is what we call them.

[41:56] You'll say you think I'm under strain,

[41:58] but you wouldn't say I said that.

[41:59] So just the fact that kids are growing up and afraid of doing those things is really a dangerous thing.

[42:08] And we want to focus on far more unsupervised play in childhood in the Indians.

[42:14] Social skills, mindfulness, independent.

[42:17] You know, the mindfulness that my kid had that that boy is in a wheelchair.

[42:22] He needs help from the top of the heel to the bottom of the heel.

[42:26] The mindfulness that he, in that particular voice, figured out, you know, one of those

[42:31] over the

[42:34] mindfulness,

[42:55] what ends up sound like, there is a thing to wear the mind.

[45:01] Roger Biden, so round the neighborhood and there was a visit

[45:09] you owe back because you were in the comfort of the neighborhood of your friends.

[45:27] And she had a good, he says, even though it's bruises, not scars. He refers to that in here. You know, scars, starting on the warm thank you, and bruises. But bruises are important.

[46:04] in terms of the life of a psychological immune system.

[46:07] The ability of a child to handle process

[46:10] and get past frustrations, minor accidents,

[46:14] seeking exclusion, perceived injustices,

[46:18] and normal conflicts without falling

[46:20] prone to hours or days or an inner turmoil.

[46:24] There's no way we can live without human conflicts,

[46:27] but he talks about it then only.

[46:30] We have to teach you, if you're going to do this, then this will happen.

[46:36] If you don't want to tell us everything, you must first go away to choice.

[46:39] If you want to go out with your friends, you must clean your room.

[46:43] Well, I told my boys, if you want to go far, you must save money to get it all far.

[46:49] I will match what you saved the summer and we'll go get it all far.

[46:53] But whatever you save is what I will match.

[46:55] If you want to say 100 dollars, or if you

[47:00] want to say a couple thousand, or if you want to say a couple thousand dollars.

[47:05] My boys were on a mission, and they say, and they want us to get rid of the opportunity they could.

[47:13] They want to get rid of all of our experience they could. They

[47:19] went to a company.

[47:30] This is great.

[47:41] It's actually what they say.

[47:43] But he talks about the importance of that.

[47:46] You have to teach it.

[47:47] Yes, yes, yes, he has a psychological immune system.

[47:51] In the middle here, he talks about the importance of

[48:00] my summer

[48:01] and the baseball coach, Tim Forbun, said,

[48:04] you should let your parents know every day

[48:06] but they're in and less every day.

[48:15] But we also need less every day.

[48:21] And so, young adults, we're constantly raising future.

[48:29] I don't want to mess that up.

[48:31] There's nothing, I take more

[48:43] care on.

[48:43] Even if they get hurt, they usually get

[48:49] this picture here

[48:50] is an uphill spill.

[48:52] Every summer, for

[48:57] ways they get together by boring or

[49:01] all,

[49:01] it's a starting in my yard where they keep falling.

[49:04] And if you get it over the barn, it was a long run

[49:06] and you get it through the window.

[49:09] There were all kinds of rules.

[49:11] And these kids got together and put it all to the next.

[49:14] They signed up for the next one.

[49:15] Otis No, which was found for T-shirt designs,

[49:18] get T-shirt wars, a sweet lace and thoughts

[49:22] doesn't even charge us for a shirt in watermelons.

[49:24] He says, this is the coolest thing I've ever seen.

[49:27] He comes in watches, like it's,

[49:29] there's like 30 plus kids that get together and they run it.

[49:34] And the rule is, no look at me now that I'm in the intro.

[49:39] We're not videoing, but several of them after we did this

[49:44] for about two summers, so you should make it.

[49:48] That's why I'm new in this.

[49:49] is to not be on technology, so

[49:59] it gives me kids.

[50:00] I want to say kids get outside.

[50:24] This is a manufacturer.

[50:29] They have brought,

[50:36] say, these kids pay away with a little girl.

[50:42] It was the latest experience to watch.

[50:45] And as I'm reading this book, the anxious generation,

[50:49] so many things that he says,

[50:53] this right here

[50:54] is one of the greatest things we can do with our kids.

[50:57] Just let them get outside and play.

[50:59] So 2004 Facebook was innovative.

[51:01] Some of you may remember the time period 2007 was the first time something

[51:09] worthy and old you weren't old.

[51:12] In 2009, Facebook and Twitter came up with a light book.

[51:16] Do you remember the time

[51:20] there became out

[51:25] of that you got 25 lights?

[51:27] I could go to an app and purchase lights.

[51:33] We started learning that kids care what you think.

[51:36] It matters how many lights you got.

[51:39] In 2010, the iPhone 4 was the first front facing camera.

[51:48] Okay, so we can now take selfies.

[51:51] Why is that such a big deal?

[51:54] Because all of a sudden we can see what we look like that much more.

[51:58] And we can now start coming up with filters

[52:01] to make ourselves look like we're really not.

[52:05] So what do we really say that's real?

[52:08] And what is filtered?

[52:09] You know what I'm talking about?

[52:13] 2016, there was 79% of teens having sworn in

[52:21] 2016.

[52:26] He talks about in the book, he calls that a fundamental shift.

[52:29] So they go about the age of your children, the age you were, the experiences.

[52:36] By 2022, one third of all teens say they own our

[52:47] crypto mind for attention.

[52:49] or

[52:56] they made that really, they had about five to ten minutes to make without interruption.

[53:04] It began this study when there was a huge decline in mental health

[53:10] and

[53:13] they noticed less and less people congregating around together outside of the court yard

[53:18] and more people going to the nurses with anxiety and depression and suicidal thoughts.

[53:25] That's where the

[53:36] kids went to their comments, adults went to their comments,

[53:40] and they were assessed with their comments and their action.

[53:45] The great rewiring of childhood is the funnest childhood replaced play-based childhood is the major cause of the international enemy.

[54:02] We are embodying creatures children should learn how to manage their bodies in the physical world before they start spending more time at the time of the virtual world.

[54:12] We shouldn't want to see bruises, not scars.

[54:16] This was a 14-year-old young lady from Rhode Island who wrote this into the free press. This is from a 14-year-old's perspective.

[54:22] Parents are also protecting our children in the rural world while under-protected in online.

[54:29] They should show that I have no risk of challenges of many talents by building physical, psychological, and social competency.

[54:36] It gives kids confidence that they can face new situations which should be anxiety.

[54:41] But she talked about,

[54:44] don't think it's the last time I've played or any of my building.

[54:47] I don't think I'll make my way. My kids don't go outside and play, but I'm not at their will.

[54:51] but never younger. So we just, we, we are responsible for some of this. And so I

[54:57] think like for some of this,

[55:01] he discusses two major distinct differences.

[55:05] Disco room versus agenda. And I share some features of my family and

[55:13] in your

[55:13] minds, the difference and discover versus demand. The brain keeps in view when you

[55:20] detect opportunities such as coming across a tree full of bright tears. When you

[55:26] in your room are hungry. That's the smell of it. You are flooded with excitement and

[55:31] curiosity. This is the smell of it. So if you let your kids go to work and play

[55:37] things and discover things,

[55:43] that's the ability. The brain,

[55:47] we went to Hawaii and

[55:49] watching my kids go through with the band before. So we're going to go on this

[55:53] hike. It was going to last about five hours and everybody in the family was

[55:56] worried that they were all going to be able to do it.

[56:02] When I could go with the

[56:03] He was incredible. He was in full love with the self-emotional. He was crazy excited about everything we saw.

[56:09] He wanted to take anything that we found wrong on the tree. He was honest.

[56:18] It was amazing.

[56:19] We see turtles bigger than our eyes on this. They

[56:26] experience it. Don't want to video with somebody doing that.

[56:29] You know the story, isn't it? You're experiencing for yourself.

[56:33] But if they have no, okay,

[56:39] hands down Africa with a mission trip, it's the sale room to

[56:42] stay alive and remain to that home, that's really exciting, but if that line starts to

[56:47] roar and grow out and be closer to you, what do you think you can get into the sale room

[56:52] or if in a moment?

[56:56] But we have to give kids the opportunity to go on these differences with their own, or

[57:01] they're going to come at home and not ever have one of those differences, and then we'll

[57:05] be able to sleep again

[57:23] in 2010.

[57:27] And you had to look at it and it's like we'll be here.

[57:30] You're up for those? To the information. I bet there was a set and when you look it up,

[57:38] you set down the kitchen table and you look, it was all in there together. Well now,

[57:42] when I see internet and homes, kids are looking at things in their own room, on their own,

[57:49] not with the family.

[57:53] You know, we said we were simultaneously

[57:58] one third of things that we had

[58:00] they are on social media sites I was constantly by 2018 we are truly a phone

[58:05] based adolescent felt

[58:09] that borrow rights statement in the court from 2010 to

[58:13] 2021 there was a suicide rate jump on one of girls increased 166.

[58:24] This is the

[58:24] thing that may jump and hide deep into all of this. It raised 167 percent from

[58:35] 2010-20021, so we wanted to know what happened between 2010 and 2021.

[58:50] You're hearing an

[58:54] exchange of culture and everything. Students talk to each other less in my classes,

[59:00] at recess at lunch and during downtime because they begin to sing much of their time

[59:04] changing their bones. Social media became a distraction but they left eye contact

[59:09] frequently left together and they lost the practice of making conversation.

[59:16] When we go into a doctor's office, it's uncomfortable for our kids, but I'm not even talking to people.

[59:25] We don't, I don't let them hear your phones in.

[59:41] As we know that, it's hard to have a phone.

[1:00:00] It's never not within. So, for all out of Facebook, it colleges, key press centers are

[1:00:06] for mental health, special depression, and legion, and personal mental health care services.

[1:00:12] Girls use social media with a voice. Yet, boys gravitate towards watching YouTube videos and

[1:00:18] learning more than videos with video games. In 2013, one in seven females stand more than

[1:00:26] hours per week on social media.

[1:00:33] We don't allow kids to work 40 hours a week

[1:00:36] while we're going to spend

[1:00:40] one set of things that's admitted to be on their phones,

[1:00:45] social media, or 40 hours a week. It was possible to send 40 hours a week before they could hear

[1:00:57] all the internet.

[1:01:15] It's just a risk for all you to give kids too much to do so.

[1:01:23] Jinsy, and we're identified by our cell phone though, Jinsy is the first kids,

[1:01:29] These are kids who are staying out.

[1:01:31] And you can

[1:01:39] group up and play mode.

[1:01:41] Genics, legit group up, flying out.

[1:01:54] You got to give them something afternoon.

[1:01:56] Just for

[1:01:58] people, families got to give them.

[1:02:08] This is so hard.

[1:02:09] This way of thinking walks through.

[1:02:11] For parents, they will feel uncomfortable to challenge.

[1:02:13] They use the phones.

[1:02:15] Let's be honest.

[1:02:17] Is it easy to challenge or give them?

[1:02:20] It's a fight, it's a battle.

[1:02:23] Clear expectations is key.

[1:02:27] Disgumper is always a sign that I'm giving something new, not this is going wrong, explain

[1:02:31] your lies to your child.

[1:02:33] I say downtown, whatever it is I explain to them.

[1:02:35] If you do think about something uptown,

[1:02:39] think to your wife, let's not stand.

[1:02:41] I

[1:02:48] should kill my three

[1:02:53] and say this.

[1:02:54] Think about what it's like.

[1:02:56] The first time you follow your kill, my three and sixty, you follow every move they make.

[1:03:01] How fast they go, where they go or

[1:03:12] you go and actually make

[1:03:23] the decisions.

[1:03:25] You do a little bit less

[1:03:35] the same concept when we, an

[1:03:43] internet-based and quick-shaking

[1:03:46] what

[1:03:49] there's no that they're saying, because there are some people in this world working

[1:03:54] right on where

[1:03:58] you're getting energy,

[1:04:07] we can change

[1:04:11] stock getting elementary,

[1:04:17] we've got

[1:04:18] a member that's not a job to bear against going up, they don't need more friends, they need

[1:04:22] a parent,

[1:04:29] but in do what we can,

[1:04:33] we need smartphones before we get to hospital, it is way too

[1:04:37] interest. Start with the youngest first like this gift we can give them. This big

[1:04:43] show over here at the right is this last year, the elementary schools have play day

[1:04:47] where they just

[1:04:52] cannot make technology. And my kid came home and said,

[1:04:56] boom, this key is still we could bring. Each thing that fits

[1:05:10] with stories equals

[1:05:28] to do that. We need more things like that.

[1:05:51] But if we as adults have our face and

[1:05:53] and violence while they're rolling up,

[1:05:55] I

[1:06:10] can use these fingers and I'm talking to my fans.

[1:06:53] My kids are all like,

[1:07:17] and Mom, do you think you live?

[1:07:28] Because do you know what we do as a family?

[1:07:34] When you go to your bedroom,

[1:07:49] try to do so many things

[1:07:51] and pay

[1:07:53] attention to protect your kids.

[1:08:01] No smart box before.

[1:08:06] I'm free schools and far more than

[1:08:12] four.

[1:08:17] And I challenge

[1:08:22] and take one concept.

[1:08:24] If you can read the book,

[1:08:28] I'm gonna give a few books to my family.

[1:08:30] Get on my business, it's a fun

[1:08:38] thing.

[1:08:38] Don't ignore the fact

[1:08:39] and don't feel helpless and out of control.

[1:08:43] First, my parents and your small group to do the same.

[1:08:48] When they go over to the lab,

[1:08:50] we reinforce by not being a parachute

[1:08:52] with dogs and a charger in their own room

[1:08:54] at the reach of their kids.

[1:08:56] Kids have not allowed that ever,

[1:08:57] about 10 their bedrooms, and they go in.

[1:09:00] Kids need memories, most kids respect,

[1:09:03] and appreciate memories,

[1:09:11] but he knows.

[1:09:13] And he has so many, all my friends,

[1:09:16] we see his family many nights,

[1:09:19] After

[1:09:21] 9 p.m. and just have a conversation, we watch the same thing on TV, who has had

[1:09:27] some

[1:09:32] kids, had a strike at home, sad goals,

[1:09:38] do your kids, if you have kids, great kids,

[1:09:40] if you want to address them, sit down and talk about it, you know, just sit down and say,

[1:09:46] I love you enough that I want to protect you, the addiction is

[1:10:01] maybe Instagram addicted to

[1:10:03] their kids,

[1:10:08] starting to talk about something else that I

[1:10:13] think is serious,

[1:10:38] you talk me some

[1:10:42] Many times we get attention to what knowledge I

[1:10:51] heard you slow down and pay attention to what matters to us with the picture of our yard boys

[1:10:56] Trophy

[1:11:01] you can find it

[1:11:07] doesn't

[1:11:07] Get

[1:11:10] your

[1:11:22] kids outside of play get along the screens. It will pay off. Thank you for listening

[1:12:21] of

[1:12:34] the video I showed you, the

[1:12:52] free play learned.

[1:15:19] Local government meeting. Local government meeting. Local government meeting.

[1:15:30] 5 days, 7 days. He didn't rest here, he

[1:15:35] didn't take it from home.

[1:15:40] 6, 7, 8 years ago. They probably did with it now.

[1:15:43] Someone had rather been honest with him. He's not going to sleep at all.

[1:15:46] It's going to

[1:15:54] be pretty seen in the last time.

[1:15:56] But that's what this is really to the next two.

[1:15:59] We

[1:16:04] should speak to him in the

[1:16:12] services.

[1:19:38] Anyways, two sizes. You actually put it on my hand.

[1:19:47] Here's a separate.

[1:26:27] Hey kiddo, it's about time for bed, okay?

[1:26:29] Okay.

[1:26:31] Well, remember.

[1:26:32] There's a box in the corner over there with all the pornographic material

[1:26:36] that's ever been made in the world, even the really weird stuff that could scar you for life.

[1:26:41] I'm trusting you not to look in there, okay?

[1:26:43] Oh, okay.

[1:26:43] Feelings are for losers.

[1:26:45] Oh, and this guy's going to be in your corner all night.

[1:26:47] Just randomly spewing out hateful things.

[1:26:50] Just ignore him, okay?

[1:26:52] Well, I'm thinking of it.

[1:26:53] There's an order form on your desk where you can purchase illegal drugs.

[1:26:56] The mean girls from your school are going to be standing there talking about you all night.

[1:27:00] And this Russian hacker's going to keep asking for your password.

[1:27:04] I'm not hacker. Amazon customer service.

[1:27:08] It just needs you to ignore them, okay?

[1:27:10] Love you, buddy.

[1:27:12] We ask too much of our kids when we give them a smartphone.

[1:27:14] Let's change the norm together.

[1:27:16] Maybe we go around the wrong and share so-so securely numbers.

[1:27:19] Join the movement at smartphonefreechildhoodus.com.

[1:27:22] Yeah.

[1:27:23] I'll get that anyway.

[1:27:59] There's a lot of time you see this road and road,

[1:28:01] telling you to be true about your age.

[1:28:02] And if you

[1:28:05] have periods or a little shot

[1:28:08] of period in which

[1:28:13] That's a time for this to come in.

[1:28:15] They pay attention and they form relations.

[1:28:17] All these things, I'm having a slow person in neurons

[1:28:20] are actually growing.

[1:28:21] They're finding each other based on

[1:28:22] what the child is doing.

[1:28:24] So we grow up in a real world.

[1:28:26] And that's very physical.

[1:28:29] Kids are a physical, malice, very physical.

[1:28:31] And there's a lot of touch.

[1:28:43] I push out all the other form.

[1:28:59] I'm dead shit.

[1:29:00] Jesus Christ.

[1:29:00] I will be on anyone.

[1:29:03] That way is to making our bones and other decisions.

[1:29:22] I'm going to do it.

[1:29:22] I won't

[1:29:31] risk her dead.

[1:29:32] Even from learning the connection between the hard work.

[1:30:33] We're big deal. And people were saying, I'm sorry, I'm addicted to the big deal. We're all more girls, we can't move on. That's it. Yes, there are. I can't put a cigarette on us, hold it constantly. And then the back of those, if you recall, if you don't want to, what should you see?

[1:30:47] I'll

[1:30:55] begin my question in a matter of whether or not the D.C. was a D.C.

[1:30:59] I mean, first, I'd like to just go down the road.

[1:31:03] Whether each of you believes that the D.C. team is not the D.C.

[1:31:07] I've heard virtually all of them touch on just enough.

[1:31:11] You believe the D.C. is not the D.C.?

[1:31:13] I believe the D.C. is not the D.C.

[1:31:15] Mr. Johnson.

[1:31:18] Congressmen, cigarettes and D.C.

[1:32:03] I'm going to

[1:36:03] start off today on a little bit of a heavy note, but I promised that I would

[1:36:07] will lighten up. The dots on this screen represent an adult life in months

[1:36:14] assuming a life expectancy of 90. So if you're 18 years old right now, this is

[1:36:21] an optimistic estimate of the months that you have left. Take a second to take

[1:36:27] that in.

[1:36:29] Probably not as many as you would expect. And I'm sorry to say that it

[1:36:35] does get worse because about a third of that time

[1:36:40] is going to be spent sleeping.

[1:36:42] On average, 126 of those months will go to school

[1:36:49] in your career.

[1:36:51] About 18 will be spent driving 36 cooking and eating,

[1:36:57] 36 doing chores and errands, and about 27

[1:37:02] then in the bathroom and taking care of personal hygiene.

[1:37:06] So that leaves you with 334 months, optimistically, for everything else.

[1:37:19] So this is where you tick the boxes on your bucket list.

[1:37:23] This is where you pursue your passions and travel the world and leave your mark.

[1:37:31] How you spend this time is going to determine the quality of your life.

[1:37:35] But this time isn't just something that you spend, it's also something that you invest.

[1:37:43] Because what you do with it will quite literally determine the kind of person you become.

[1:37:50] The body, mind, and character that you will have in the future are being actively shaped

[1:37:57] by how you choose to use your time today.

[1:38:02] So take a second and ask yourself, what do you want to do with that free time?

[1:38:07] What

[1:38:10] things do you want to do that you haven't done?

[1:38:15] Who do you want to spend that time with?

[1:38:19] What is worth investing it in?

[1:38:25] Now I would be willing to bet that scrolling through TikTok,

[1:38:30] binge-watching Netflix, and playing video games probably did not come to mind.

[1:38:37] But today, the average 18-year-old in the United States is on pace to spend.

[1:38:46] 93% of their remaining free time looking at a screen.

[1:38:52] That is not counting time for school.

[1:38:58] So wrap your head around how sad that is. Imagine getting to the age of 90, seeing this

[1:39:08] visualization of how you spent all your time after the age of 18, and thinking about all

[1:39:15] the things you could have done that you did not do because you got distracted.

[1:39:24] And I also want you to ask yourself, what do you think over 26 years of screen time would

[1:39:31] do to you?

[1:39:33] What is that an investment in?

[1:39:38] How would it change you?

[1:39:41] It's well established that there's a link between high screen time and mental health issues,

[1:39:46] such as depression and anxiety.

[1:39:48] But recently, we've started to unveil the cognitive consequences of excessive tech use as well.

[1:39:58] When we're staring at our screens, we are constantly switching our attention between different pieces of information.

[1:40:04] The average TikTok is about 15 seconds long, and over 55% of web pages are viewed for 15 seconds or less.

[1:40:13] And if you're switching your attention every 15 seconds for an average of eight hours

[1:40:20] and 39 minutes a day, you are training yourself to become chronically distracted.

[1:40:27] Think about what that will do to your career, to your relationships, and to your ability

[1:40:35] to pursue the things that matter most to you.

[1:40:40] Unfortunately, the consequences of screen time are not limited to our mental health and

[1:40:47] our cognition.

[1:40:48] Because every social media platform carries a message that affects what we believe.

[1:40:55] They influence the way we see ourselves and the way we see the world purely based on

[1:41:01] how they are designed.

[1:41:05] Instagram inherently says that your worth is largely defined by what you look like and what

[1:41:13] you do on vacations. It compels you to capture all the most meaningful moments of your life

[1:41:20] on camera and share them with your entire social network. And it implicitly says that

[1:41:28] it's more valuable to have a thousand people that will give you transient social approval

[1:41:32] than a few that deeply care about you, even when it's not your best day.

[1:41:40] Snapchat inherently

[1:41:42] currently says that the quality of our relationships is best measured by the frequency of our communication,

[1:41:49] regardless of what we're actually saying.

[1:41:52] You get a point added to your Snapchat streak, even if you just send a picture of the side of your face with the caption's streaks.

[1:42:03] Twitter says that anything worth saying can and should be reduced to an arbitrary number of characters.

[1:42:11] It says that the world is black and white, that it's more important to be updated about

[1:42:17] everything than deeply informed about anything.

[1:42:24] And when you start to compare the messages these platforms are sending with those of

[1:42:29] technologies from the past, you begin to get a sense of what we might be losing.

[1:42:36] Because the inherent structure of a book says that the world is complex and it takes time

[1:42:42] to understand. It compels us to walk in the shoes of other people and see things from

[1:42:49] their perspective with context. And it forces us to focus on one train of thought for an

[1:42:56] extended period of time, which nurtures our attention. And the letter tells us that

[1:43:02] our communication doesn't need to be frequent. It just needs to be deep.

[1:43:10] So when you factor

[1:43:10] After all that in, it quickly becomes clear that the opportunity cost of this screen time

[1:43:16] is impossible to calculate.

[1:43:19] And I have never shown this visualization to anyone that actually wants to spend 93%

[1:43:27] of their remaining free time staring at a screen.

[1:43:32] So there is a stark difference between how much time we say our screens are worth and

[1:43:39] how much time we actually give them.

[1:43:40] And it is critical to realize that is not an accident.

[1:43:46] That is by design.

[1:43:49] It's a consequence of a business model that has incentives which are fundamentally misaligned

[1:43:55] with your well-being.

[1:43:58] Because you are the product that social media sells.

[1:44:04] These services are free because they are monetizing you.

[1:44:09] They profit by helping advertisers change your future behavior, whether that be where

[1:44:16] you spend your time, how you spend your money, or even who you vote for.

[1:44:21] In order to do that, they have to do two things.

[1:44:25] They need to figure out which ads are going to influence you by collecting as much data

[1:44:30] about you as they possibly can, and then they need to show you as many of those ads as possible.

[1:44:37] So

[1:44:40] social media is free because you pay for it with your time.

[1:44:46] Their profit is directly linked to how long they can get you to scroll.

[1:44:52] And every social media platform is in a battle with each other to capture as much of your

[1:44:59] for free time.

[1:45:00] As possible,

[1:45:03] so let's run a thought experiment. I want you to ask yourself, how much would you pay for your favorite social media platform if it charged you a monthly subscription fee? So pick the app that you use the most. And raise your hand if you would pay at least $5 a month.

[1:45:25] OK, how about $10 a month?

[1:45:28] 20? I don't see any hands anymore. Well, let's do a quick,

[1:45:35] calculation to figure out how much we're effectively paying for an app like TikTok.

[1:45:41] We'll assume that you value your time at a rate of $20 per hour

[1:45:47] and you're spending two hours a day on the platform, or 30 days in a month. So you're effectively

[1:45:54] paying $1,200 per month for TikTok. So when you start to do this kind of analysis, it quickly becomes

[1:46:01] clear that most of us are drastically overpaying for social media.

[1:46:08] My ask of you is this, figure out what it means for you to get a good deal out of social

[1:46:15] media platforms.

[1:46:17] In order to do that, you have to do two things.

[1:46:20] You have to ask yourself, what value do these services provide?

[1:46:25] And second, you have to ask, how much of your time is that value worth?

[1:46:31] Now, I want to be clear that I am not saying social media is without value.

[1:46:35] It can be an incredibly powerful tool.

[1:46:38] It can foster relationships, it can introduce you to new ideas, it can even spark social

[1:46:43] movements, but we need to learn to use it in moderation.

[1:46:50] Don't let yourself get to the age of 90.

[1:46:52] Only to look back on your life and realize that while you were trying to avoid FOMO, you

[1:46:58] actually missed out on living.

[1:46:59] That free time is your most valuable resource.

[1:47:05] Do not give it away for free.

[1:47:07] Thank you.

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