Preferred Name
Katie Sergent
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Date of Graduation
5-7-2020
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Amanda Evans
A. Renee Staton
Debbie Sturm
Abstract
This integrative literature review explores the increase of technology use in families, with a focus on how technology is disrupting in-person social interactions within the family system. Many studies have been conducted on how technology impacts a couple’s romantic relationship, and only a few have examined the relationship between the parent and child. This review is one of the first to examine how technology may affect the entire family unit from before children to raising adolescents. Each section of the family unit is examined, beginning with before children, followed by the early bonding and attachment associated with infant/childhood, and then the adolescent parent relationship. Research is then provided on how technology cues our ancestral adaptations making it more difficult for families to disconnect. This review finishes with clinical recommendations from the research. The recommendations are separated into two clinically relevant subcategories: 1) interventions; 2) and conversations.
Recommended Citation
Sergent, Kathlynn, "Navigating "technoference" in the family system" (2020). Educational Specialist, 2020-current. 18.
https://commons.lib.jmu.edu/edspec202029/18
Included in
Child Psychology Commons, Clinical Psychology Commons, Cognitive Psychology Commons, Communication Technology and New Media Commons, Counseling Psychology Commons, Counselor Education Commons, Developmental Psychology Commons, Educational Psychology Commons, Educational Technology Commons, School Psychology Commons, Science and Technology Studies Commons, Social Media Commons, Social Psychology Commons, Social Work Commons
