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Romans, Films

Bibliographie Écrans

BIBLIOGRAPHIE  Ecrans et développement du sujet

 Allard, L’enfant au siècle des images, Albin Michel, 2000

 Baton-Hervé

Télévision et fonction parentale, éd. L’Harmattan, 2005

Les enfants téléspectateurs. Programmes, discours, représentations, éd. L’Harmattan

Bègue Laurent:

Comportements violents et télévision, S. Roche, 2003

 En quête de sécurité. Causes de la délinquance et nouvelles réponses (pp. 139-153). Paris : Armand Colin. (2003)

 Psychologie du bien et du mal. Paris : Odile Jacob. (2011).

L’agression humaine. Paris Dunod, (2010

Traité de psychologie sociale. La science des interactions humaines. Bruxelles: De Boeck (2013). (avec Desrichard, O.

Jeux video et conduites agressives. In Coutanceau, R. & Smith, J. (Eds.). Violence aux personnes. Comprendre pour prévenir. Paris: Dunod. (2014)

La télévision favorise-t-elle les comportements violents ? De Tueurs-nés à La zone extrême, Esprit, mai, 44-62. (2010). (avec Terestchenko P)

Catharsis ou mimésis ? Violences télévisuelles et mises en scène délinquante. In L. Crocq et al. (Eds.). Victime-Agresseur (pp. 177-187). Nîmes : Editions du Champ Social.(2004c).

J-P Bellon. B. Gardette Harcèlement et cyberharcèlement à l’école, une souffrance scolaire 2.0, ESF Editeur, 2013

M.Berger .Voulons-nous des enfants barbares ? Prévenir et traiter la violence extrême, Dunod, 2

Bermejo Berros :

Génération Télévision. La relation controversée de l’enfant avec la télévision. De Boeck, 2007

Mon enfant et la télévision, de Boeck, 2008

P Bihouix et K Mauvilly, Le désastre de l’école numérique, Seuil, 2016

Bourdieu : Sur la télévision, raison d’agir, 1996

Deschamps, S. Duflo-Compoint, B. Harlé : Ecrans et santé du tout petit. Des écrans avant trois ans : quels effets, quelles recommandations ? in le Furet numéro 74, août 2014

Desmurget TV lobotomie. La vérité scientifique sur les effets de la télévision. Max Milo, 2011

Duflo-Compoint, B. Harlé, sous la direction de J. Monzée : « Psychopathologie quotidienne de l’enfant au pays des nouveaux medias : une approche neuroscientifique » in Neurosciences, Psychothérapie et développement affectif de l’enfant, ed Liber, Montréal,2014

S.Duflo, L’enfant et les écrans : entre addiction et temps volé, in Médecine et Enfance, vol 36, numéro 7, septembre 2016

Grossman, R.Blind, M. Pool. Comment la TV et les jeux vidéo apprennent aux enfants à tuer, Jouvence, 2003

Hasan, Y., Bègue, L. & Bushman, B.: Violent Video Games Stress People Out and Make Them More Aggressive. Aggressive Behavior, (2012).

Hasan, Y. Bègue, L., Sharkow, M. & Bushman, B.: The More You Play, The More Aggressive You Become: A Long-Term Experimental Study of Cumulative Violent Video Game Effects on Hostile Expectations and Aggressive Behavior. Journal of Experimental Social Psychology, 49, 224-227. (2012)

S. Jehel :

Parents, médias, qui éduque les préadolescents ? Enquête sur leurs pratiques Télévision, Radio, Jeux vidéo, Internet, Paris, éd. Erès, 2011.

Culture médiatique violente chez les préadolescents», Les Cahiers dynamiques 2/2012 (n° 55)

« Contenus médiatiques à risque et construction identitaire des préadolescents» SEJED Printemps 2011, revue en ligne www .sejed.revues.org.

« Comment la faiblesse de la médiation parentale sur Internet favorise chez les préadolescents le développement d’une pensée magique » Enfance et Psy, n°55, 2012, dossier Cybercultures p40-5

« Les cultures médiatiques et les cultures scolaires sont-elles conciliables ou antagoniques ? » Actes des journées d’atelier du Colloque Enfances et culture du Ministère de la culture décembre 2010, publié en 2011 sur le site du Ministère de la culture, http://www.enfanceetcultures.culture.gouv.fr/.

J.P Lachaux. Le cerveau attentif. Contrôle, maitrise et lâcher prise, Odile Jacob, 2011

Lurçat :

La manipulation des enfants par la télévision et par l’ordinateur, F.X de Guibert, 2000

Le temps prisonnier ; des enfances volées par la télévision. Paris, Desclée de Brouwer, 1995. Deuxième édition 2000

Violence à la télé. L’enfant fasciné, Syros, 1989

Morozov:

Pour tout résoudre, cliquez ici, Fyp Editions, 2014

Le mirage numérique : pour une politique du Big data. Ed, Les Prairies Ordinaires, 2013

Neil Postman.: Se distraire à en mourir, Nova, 2010.

Sarda, E. & Bègue, L., La dépendance aux jeux vidéo, in N. Battaglia & F. Gierski, (Eds.) Psychologie des addictions, éd. De Boeck/Solal, 2014.

Zerhouni, O. & Bègue, L. (2013). : Medias, publicité et consommation d’alcool. In Blanc, N. (Ed). Publicité et santé. Des liaisons dangereuses ? Le point de vue de la psychologie. Paris, Editions In Press.

 

Publicités

Reset Your Child’s Brain

https://i1.wp.com/drdunckley.com/wp-content/uploads/2016/09/reset_childs_brain_3d-210x300.jpg https://i0.wp.com/drdunckley.com/wp-content/uploads/2011/10/V-Dunckley-MD-headshot-square-683x1024.jpg

 by Victoria Dunkley

A Four-Week Plan to End Meltdowns, Raise Grades, and Boost Social Skills
by Reversing the Effects of Electronic Screen-Time

Do you have a child struggling with emotional, learning, sensory, or behavioral issues that are so disruptive you’re pulling your hair out? Does the littlest thing set them off? Does your child seem “wired and tired”–that is, agitated but exhausted at the same time? Are you trying different treatments and strategies but nothing’s working?

What if one simple and free intervention provided dramatic improvement across a broad range symptoms– regardless of diagnosis? Would you be willing to try it for a month, even if it seemed inconvenient or “too hard” at first glance? (Spoiler alert: parents always say the program was much easier than they imagined it to be!)

This is precisely the scenario I present in my new book,  Reset Your Child’s Brain: A Four Week Plan to End Meltdowns, Raise Grades and Boost Social Skills by Reversing the Effects of Electronic Screen-Time. Increasing numbers of children are being diagnosed with psychiatric disorders such as ADHD, Tourette’s, autism, depression and bipolar disorder.  Other children have no formal diagnosis, yet seem out of control or stuck in terms of development.  At the same time, more and more children are being prescribed “psych meds,” requiring special education, or receiving speech or occupational therapy.  Disability benefits for mental and neurological disorders now dwarf every other disability category. What’s going on?

As you may have guessed, I firmly believe all of these trends are linked to the daily barrage of stimulating screen-time on the sensitive nervous system of growing children.  But before you let any feelings of doubt or overwhelm deter you, read on. Understanding the scientific rationale first will help you be open to what I propose.

Page Contents:

Why Screen-time Wreaks Havoc on the Nervous System
Benefits of the Reset Program
Too Much Tech in the Classroom
Testimonials and Praise for Reset Your Child’s Brain

Why Interactive Screen-time Wreaks Havoc on the Nervous System

Because electronic screen media is unnaturally intense in terms of sensory, cognitive, and psychological input–designed to keep the user engaged–it tends to overstimulate nervous system. The brain interprets all this stimulating input as a form of stress.  This in turn triggers fight-or-flight reactions and a high state of arousal, making it difficult to wind down and sleep deeply.

Each time a child picks up a screen device, not one but many changes occur in the brain that lead to overstimulation and hyperarousal.  Reward pathways are strongly activated which eventually become desensitized. Large amounts of dopamine are released. Blue-toned light (inherent to screens) desynchonizes the body clock and suppresses melatonin, the sleep signal.  Vivid colors and rapid changes in movement or page loads overwhelm the visual system.  Enormous amounts of information are taken in and processed, draining mental reserves and fracturing attention. Media multi-tasking and interactivity raise arousal and stress levels. Manmade radiation from both the device and from wireless communications perturb brain waves.

Over time, these changes lead to chronic stress, resulting in blood flow shifting from the more developed part of the brain (frontal lobe) to the more primitive parts of the brain. Because the frontal lobe governs emotional regulation, attention, creativity, and social behavior, any of these areas can become impaired.  Chronic stress also raises cortisol levels, which complicates frontal lobe functioning even further.  High cortisol impairs the hippocampus (needed for memory), disturbs sleep, and eventually causes atrophy (shrinkage) of the brain.  (It also causes weight gain and high blood sugar.)

When the changes become significant enough to impact frontal lobe functioning–or in other words how the child feels, thinks, behaves, or socializes–on a day-to-day basis, this is what I call Electronic Screen Syndrome (ESS).

Because of the impact on the frontal lobe and other parts of the brain and body, Electronic Screen Syndrome can mimic or exacerbate virtually any psychiatric disorder.  This phenomenon has lead to rampant misdiagnosis, inappropriate use of medication, and misuse of mental health and education resources.   Medications, in turn, often have their own host of both short and long term side effects.  Children who are aggressive are often medicated, because of safety issues.  Children with attention issues are also often medicated, because they’re failing in school. You can see how misdiagnosis is not a road you want to go down with your child! Sometimes medications are needed and helpful, but should always be minimized.

Contrary to popular belief, these dysregulating effects are much more potent with interactive screen-time, or the kind inherent to activities like gaming, internet use, texting, social media, iPad use, and so on. As such, even so-called “educational” screen-time causes overstimulation, which is a major reason why so many kids are having problems; parents mistakenly believe that educational video games and apps are harmless. And once the nervous system is “revved up,” that state tends to self-perpetuate. Thus, simply moderating screen use often fails.

You can see that there are a lot of myths and misconceptions surrounding screen-time. The confusion occurs because various powerful industries have “skin in the game” and constantly reinforce these false beliefs, so we must educate ourselves. To do so, we must look at not just the research (in part because a lot of the research is produced by the industries themselves), but at what we know about how the brain works and what it needs to be healthy, what it needs to develop properly.

Over the past decade, I’ve prescribed the Reset Program–a strict and extended “electronic fast”–for more than 500 children, teens, and young adults who’d failed to respond to conventional treatment alone. Offered in my free email course and now in much greater detail here in this book, you’ll learn the science behind of how electronics use causes the nervous system to malfunction, how that malfunction translates into different symptoms in different children, and why the Reset yields such powerful benefits in terms of mood, focus, behavior, and sleep. The book provides dozens of case studies and is packed with advice about support, school-related screen-time, protective measures, and house rules during and after the fast.

Whether your child has ADHD, autism, bipolar disorder, learning difficulties, or no diagnosis at all but is struggling for seemingly no reason, this program can help your child get back on track.

http://drdunckley.com/reset-your-childs-brain/

 

Romans, Films

Romans

1984 de George Orwell (Auteur), Amélie Audiberti (Traduction)

2084: La fin du monde de Boualem Sansal Editions Gallimard

Le Meilleur des mondes Poche de Aldous Huxley

Lointain souvenir de la peau de Russell Banks

(Babel)

Films

Her (Oscar® 2014 du meilleur scenario original)

WordPress.com.

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