Dr Rowena Forsyth Poster 2

Dr Rowena Forsyth | Ep 14

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Digital Health and Communities

Dr Rowena Forsyth, a Senior Lecturer in Digital Health at the University of Sydney. Rowena’s work sits at the intersection of health sociology, cyberpsychology, and digital communities, and she has a keen interest in how people use technology collectively for decision-making, support, and connection.

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Dr Rowena Forsyth

Rowena is a Senior Lecturer in Digital Health at the University of Sydney.

Her focus is health sociology especially qualitative digital health, cyberpsychology, medical tourism and online communities.

Find out more about her work and research at Sydney University here.

Connect on Social Media:

In today’s episode of Confessions of a CyberPsychologist, I chat with Rowena about: 

Her Academic Journey

Rowena began her career studying sociology and health services research, focusing on how information was communicated between doctors and laboratory staff during the shift from paper-based to computerised systems. Through this, she became fascinated by the “collective” element of decision-making—how information exchange online can build new communities and foster shared understanding.

Medical Tourism and Online Communities

  • Growing Global Trend
    Medical tourism, where individuals travel abroad for health procedures, has been on the rise, with an estimated 5 million people worldwide engaging in it in 2015. In Australia, roughly 20,000 individuals travel for cosmetic procedures alone each year.
  • Why Go Abroad?
    Contrary to common assumptions that medical tourists are seeking luxury or extreme procedures, Rowena’s research shows they are often everyday people looking to address long-term concerns, such as post-pregnancy body changes. Cost, efficient scheduling, and specialist expertise abroad all play significant roles in their decision-making.
  • Online Support Networks
    Many medical tourists form tight-knit online communities on platforms like Facebook, often closed or private groups where members can safely discuss procedures, post updates, and share healing progress photos. These spaces provide both practical tips and emotional support, evolving into lasting friendships.
  • Shared Stigma: Feeling judged or misunderstood by friends and family, individuals turn to these online groups where their choices are not stigmatised.
  • Paying It Forward: Those who have undergone procedures will often mentor newcomers, offering everything from hospital recommendations to encouragement and first-hand recovery advice.

Professional Communities and Online Identities

  • Privacy and Boundaries
    Health professionals frequently join closed online communities to consult each other, share best practices, and keep up to date with new research. While some keep personal and professional identities separate, others prefer to be authentic across all platforms. Concerns about institutional guidelines and regulatory body oversight also influence how much they share.
  • Benefits of Online Collaboration
    Many practitioners find these digital networks crucial for:
    • Exchanging research and articles
    • Offering peer support for rare or complex cases
    • Facilitating international collaboration, often leading to co-authored publications

Digital Health for Young People

  • Trauma-Informed Approach
    Rowena is involved in a project focusing on 12-year-olds and older adolescents in the Pacific region. Using co-designed workshops and fictional scenarios, researchers explore how teens use digital tools for nutrition and physical activity guidance.
  • Early Findings
    A high percentage of young people (81% of 13-year-olds) already have smartphones and use platforms like YouTube, Instagram, and TikTok to find health information. The goal is to improve digital literacy, ensuring they access reliable, up-to-date content.

The Future of Cyberpsychology in Australia

Australia’s unique demographic landscape—large geographical distances, diverse populations—creates immense potential for cyberpsychology research. Whether it’s adolescent digital health or the ethical boundaries of online professional identity, the field continues to grow. Academic groups at the University of Sydney, including Rowena’s own team, are keen to welcome more students and researchers to explore how we can use technology wisely and ethically to enrich both patient and practitioner experiences.

Dr Rowena Forsyth's Research and Publications

Source (and more details available): Dr Forsyths Profile at the University of Sydney.

Book Chapters

  • Does Involving Clinicians in Decision Support Development Facilitate System Use Over Time? A Systematic Review. [More Information]
  • Medical Tourism.

 Journals

  • Cosmetic Medical Tourists’ Use of Online Support Communities: Sharing Information, Reciprocity, and Enduring Relationships. [More Information]
  • Health Professionals’ Use of Online Communities for Interprofessional Peer Education. [More Information]
  • How Are Clinicians’ Acceptance and Use of Clinical Decision Support Systems Evaluated Over Time? A Systematic Review. [More Information]
  • Self-reported and accelerometry measures of sleep components in adolescents living in Pacific Island countries and territories: Exploring the role of sociocultural background. [More Information]
  • “I am not just a place for implementation. I should be a partner”: a qualitative study of patient-centered care from the perspective of diabetic patients in Saudi Arabia. [More Information]
  • Increasing Access to Mental Health Services: Videogame Players’ Perspectives. [More Information]
  • Mental Health Help-Seeking Behavior of Male Video Game Players: An Online Survey. [More Information]
  • Patient-centered care in the Middle East and North African region: a systematic literature review. [More Information]
  • It Helps Me With Everything”: A Qualitative Study of the Importance of Exercise for Individuals With Spinal Cord Injury.”. [More Information]
  • Online Group Counseling for Young People Through a Customized Social Networking Platform: Phase 2 of Kids Helpline Circles. [More Information]
  • Comparative optimism about infection and recovery from COVID-19; Implications for adherence with lockdown advice. [More Information]
  • Optimising consent and adherence in high-risk medical settings: nurses’ role as information providers in allogeneic bone marrow transplant. [More Information]
  • Rules of engagement: Journalists’ attitudes to industry influence in health news reporting. [More Information]
  • Views of health journalists, industry employees and news consumers about disclosure and regulation of industry-journalist relationships: An empirical ethical study. [More Information]
  • Women’s views about maternity care: How do women conceptualise the process of continuity? [More Information]
  • Power and Control in Interactions Between Journalists and Health-Related Industries: The View From Industry. [More Information]
  • Trouble in the gap: a bioethical and sociological analysis of informed consent for high-risk medical procedures. [More Information]
  • Health Journalists’ Perceptions of Their Professional Roles and Responsibilities for Ensuring the Veracity of Reports of Health Research. J[More Information]
  • Medicine, the media and political interests. [More Information]
  • Policies and practices on competing interests of academic staff in Australian universities. [More Information]
  • Widening the debate about conflict of interest: addressing relationships between journalists and the pharmaceutical industry. [More Information]
  • Women with gestational diabetes in Vietnam: a qualitative study to determine attitudes and health behaviours. [More Information]
  • Decision Making in a Crowded Room: the Relational Significance of Social Roles in Decisions to Proceed with Allogeneic Stem Cell Transplantation. [More Information]
  • Tissue donation to biobanks: a review of sociological studies.[More Information]
  • Patient perceptions of carrying their own health information: approaches towards responsibility and playing an active role in their own health – implications for a patient-held health file. [More Information]
  • Distance versus dialogue: modes of engagement of two professional groups participating in a hospital-based video ethnographic study. 
  • Distance versus dialogue: Modes of engagement of two professional groups participating in a hospital-based video ethnographic study. [More Information]
  • Illuminating everyday realities: the significance of video methods for social science and health research. 
  • Are health systems changing in support of patient safety?: A multi-methods evaluation of education, attitudes and practice. [More Information]
  • Video Research in Health: Visibilising the Effects of Computerising Clinical Care. [More Information]
  • When requests become orders – a formative investigation into the impact of a computerized physician order entry system on a pathology laboratory service. [More Information]
  • Whiteboards: Mediating professional tensions in clinical practice. [More Information]
  • The (im)possibilities of clinical democracy. 
  • Visibilising Clinical Work: Video Ethnography in the Contemporary Hospital.  
  • A tale of two hospitals: Assessing cultural landscapes and compositions. [More Information]

Conferences

  • The challenges of adapting a face-to-face intensive qualitative research methodology course for online delivery to graduate level public health students.
  • You have to see it to believe it: Video as a tool for facilitating reflexive health care practice.
  • Video ethnography as a methodology for studying the technologization of practice. 

 Research Reports

  • Quality Domains for the Development of a Consumer Experience Report on Quality of Residential Aged Care. [More Information]
Other podcasts
Dr Masa Popovac Poster

Dr Maša Popovac | Ep 13

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Senior Advisor

Dr. Maša Popovac, an expert in cyberpsychology and developmental psychology. We delved into her extensive research on online safety and cyberbullying, her journey into the field, and her work developing practical interventions to protect young people in digital spaces.

Digital Literacy and Online Safety at the Alannah & Madeline Foundation in Melbourne, Australia.

Main CyberPsychology Expertise:

How to reduce cyberaggression, cyberbullying and online risks and build digital literacy and resilience.

Consultant Expertise:

Cyberbullying in the workplace

Other Specialisations:
  • Online safety training and interventions
  • Use of technology for health and wellbeing
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In this episode, I chat with Maša about: 

The Complexity of Online Aggression:
Maša highlighted the blurred lines between victims, perpetrators, and witnesses in the online space, explaining how individuals can often play multiple roles simultaneously. She emphasised the developmental challenges faced by young people in navigating these dynamics.

Cultural and Global Insights:
Despite differing levels of access to technology, Maša found striking similarities in the prevalence and nature of cyberbullying in South Africa, the UK, and beyond. Common tactics included defamation, exclusion, and harassment, reflecting universal social hierarchies and peer dynamics.

Effective Online Safety Strategies:
Maša underscored the importance of proactive, dialogue-based approaches for parents and educators. Key strategies include setting early boundaries, fostering open conversations about online experiences, and empowering young people to engage responsibly in digital spaces.

Challenges with Policy and Media Narratives:
The discussion also touched on the pitfalls of sensational media coverage, which often fuels moral panic rather than providing balanced, actionable advice. Similarly, knee-jerk policy reactions, like blanket bans on mobile phones in schools, may address symptoms without tackling root causes.

The Future of Cyberpsychology:
Looking ahead, Maša identified emerging areas of interest, including artificial intelligence (AI) literacy and social virtual reality. She stressed the need for dynamic, evolving research and education to keep pace with technological advancements.

Practical Applications:
Currently working in Australia with the Alannah and Madeline Foundation, Maša focuses on implementing digital literacy and online safety programs in schools. She shared insights on creating meaningful behavioural change through information, motivation, and skills-based interventions.

This episode offers valuable perspectives for parents, educators, and policymakers navigating the challenges of online safety in a rapidly changing digital world. Maša’s emphasis on holistic, evidence-based approaches provides a constructive framework for addressing cyberbullying and fostering digital resilience.

Podcasts
Social Media and Mental Health (19 March 2021)

The podcast interview covers a discussion of how social media affects our mental health and what we can do to enhance our wellbeing in the context of technology use.

Videos
Long-term Effects of Trolling (8 August 2021)

An interview with CGTN’s Stephen Cole discussing the severity of cyberaggression and cyberbullying on mental health and wellbeing and what we need to do about it.

Online and offline aggression and bullying among adolescents in the UK and South Africa (December 2017)

A presentation at the World Anti-Bullying Forum about online and offline aggression and bullying among adolescents in the UK and South Africa

Workplace Technology Research

Note: although these links redirect to the published article, the research can be requested via Research Gate. 

2019

Exploring the role of work identity and work locus of control in information security awareness.

This research explores the adherence to organisational information security and the role of work-related and individual factors such as individuals’ perceived control within the workplace, their commitment to current work identity, and the extent to which they are reconsidering commitment to work.

Hadlington, L., Popovac, M., Janicke, H., Yevseyeva, I., & Jones, K. (2019). Exploring the role of work identity and work locus of control in information security awareness. Computers & Security, 81, 41-48.

Other Research Articles
2021

Adults’ perceived severity and likelihood of intervening in Cyberbullying.

Cyberbullying is a serious issue among adult samples.

Perceptions of severity and likelihood of intervening in cyberbullying among adults varied based on the type/nature of bullying.

Older adults were more likely to intervene than younger adults.

Popovac, M., Gill, A.S., Austin, L. & Maposa, R. (2021). Adults’ perceived severity and likelihood of intervening in Cyberbullying. International Journal of Bullying Prevention.

2021

Measuring online health-seeking: Construction and Initial Validation of a new scale.

Adults engage in online-health seeking behaviour for support, information and as a supplement or alternative to offline medical care.

Individual and contextual factors influenced the nature of online health-seeking among adults.

Popovac, M. & Roomaney, R. (2021). Measuring online health-seeking: Construction and Initial Validation of a new scale. British Journal of Health Psychology.

2020

Gaming when things get tough? Examining how emotional regulation and coping self-efficacy influence gaming during difficult life situations.

People can turn to gaming when facing difficult life situations.

They do so as a distraction from life difficulties, to feel a sense of achievement to connect with others, and for in-game connection and stimulation. 

Younger players and those with lower coping self-efficacy were more likely to game during stressful life circumstances.

Caro, C. & Popovac, M. (2020). Gaming when things get tough? Examining how emotional regulation and coping self-efficacy influence gaming during difficult life situations. Games and Culture.

2019

Exploring the role of egocentrism and fear of missing out on online risk behaviours among adolescents in South Africa.

Online risk taking among adolescents is influenced by developmental and social factors.

Popovac, M. & Hadlington, L. (2019). Exploring the role of egocentrism and fear of missing out on online risk behaviours among adolescents in South Africa. International Journal of Adolescence and Youth, Open Access.

Media Articles
COVID-19 and the risk in cyberbullying among young people during lockdown

In this interview by Deutsche Welle, Masa highlights her concerns about the continuation of bullying in person once children return to school, especially if they were bullied during lockdowns. 

Or download a PDF of the article.

4 ways to end Cyberbullying - without quitting the internet

Op-Ed piece in ‘Apolitical’

‘Limiting children’s screentime won’t make the problem go away.’

In this article Dr Popovac highlights the prevention and intervention strategies that we should be taking to address cyberbullying. 

‘Working towards a coordinated multi-level approach to online safety that targets children and adolescents, parents and teachers, as well as service providers, organisations, charities and support services is key in ensuring comprehensive and impactful responses to the changing digital environment.’

Or download a PDF of the article.

Book Chapters Published
Book: The Oxford Handbook of Cyberpsychology

(Chapter) The Psychology of Online Lurking.

Popovac, M. & Fullwood, C. (2019)

This chapter covers a number of aspects related to the personal and social determinants of online lurking within the context of health and education. 

Chapter Abstract taken directly from Oxford Handbooks Online Page:

Lurking, or passive online participation, is often defined as non-participation or minimal participation in online groups or communities. Although lurking has previously been considered a negative behavior in online spaces, with lurkers accessing the social capital of online communities without providing anything in return, current perspectives consider lurking as a legitimate form of online participation. Current literature shows that lurking is a more nuanced activity than previously considered, as individuals may not only vary in their participation across different online groups but their participation may also vary over time within an online group. This chapter examines the key personal and situational factors associated with active or passive participation, as well as the differential outcomes linked to levels of engagement in online groups generally, followed by a more detailed exploration of lurking in the context of online support groups and education.

An intervention developed for young people in schools to enhance online safety.

Reducing Cyberbullying in Schools

(Chapter) An Intervention using the Information-Motivation-Behavioural Skills Model

Popovac, M. & Fine, P. (2017)

An Intervention using the Information-Motivation-Behavioural Skills Model: Tackling Cyberaggression and Cyberbullying in South African Adolescents. In Campbell, M. & Bauman, S. Reducing Cyberbullying in Schools: International Evidence-Based Best Practices. Elsevier: USA

Chapter Abstract taken directly from the Psycnet Page:

‘This chapter describes an intervention that focuses on addressing cyberaggression, including cyberbullying. Cyberaggression, a broader term encompassing a range of different experiences including cyberbullying, harassment, and stalking that occur online, is defined as “intentional harm delivered by the use of electronic means to a person or a group of people irrespective of their age who perceive(s) such acts as offensive, derogatory, harmful or unwanted”. Experiences of cyberbullying are forms of cyberaggression, but only cyberbullying shows intentionality, imbalance of power, and repetition. These distinctions in definitions are important for accurately measuring the behaviors in research contexts, but have little bearing for those experiencing these behaviors or those aiming to address them. Thus, this intervention considers both cyberaggression and cyberbullying’

Beyond the School Gates:

Popovac, M. (2017)

Beyond the School Gates: Experiences of Cyberaggression and Cyberbullying among Adolescents in the UK. Technical Report by the University of Buckingham and Sir John Cass’s Foundation.

This chapter discusses the online risks among UK adolescents and parental perceptions of risk

The Anxious Generation Page Header

The Anxious Generation – Jonathan Haidt

Jonathan Haidt is a social psychologist.

This is different from a CyberPsychologist, in that social psychology takes a broader view of issues (including digital technology) that may or may not affect a collective group of similar people within an environment or context.

A CyberPsychologist will focus more on the individual level of how a person (who has specific traits that are similar to traits others have) interacts with and is impacted by various types of digital technology. 

There are likely to be a number of CyberPsychologists who will disagree with a lot of the concepts, propositions and conclusions within this book. I would suggest that this is partly because the worldview and direction of study differs quite substantially, but also partly because he has not focussed on Digital Technology as his primary psychology speciality.

For those who do disagree with his approach to, and misreading of, the data the suggestion is that he is cherry picking research that fits his theories while ignoring research that contradicts it. Correlation does not imply causation.

Being a relatively new research area, there are many nuances, subtleties and new findings in CyberPsychology that a social scientist may not take into account when diving into these topics. 

I don’t agree with everything he lays out in this book. He seems to veer off the main topic on several occasions, creating a few tenuous links back to his topic or argument. Additionally, some of his explanations are based on his very specific worldview that does not necessarily link back to other research. It seems a one-sided argument, that does not consider or weigh up other contradictory evidence.

However, he does present a number of compelling arguments and data to the reader that showcases a correlation between the launch of smartphones / social media and the increase in mental health conditions amongst teens in the last few decades. 

  • He talks through how the role ‘helicopter parenting’ has delayed the development of a sense of independence amongst teens and how the fear of real-world dangers has played into parents giving their children smartphones at a younger and younger age. 
  • He includes how Big Tech exploits very specific developmental stages and present the case of how different online elements affect teenage girls and teenage boys differently. 
  • He finishes by providing a number of suggested solutions for parents, schools and institutions and how we may be able to reverse the social trends we are witnessing amongst younger children.

Although the book is written for a USA audience, and based a mostly on data and research from the US, the theories and solutions he presents are still mostly relevant for other English speaking Western audiences.

Whether you agree or disagree with Mr Haidt on the issues and solutions he presents in his book, it is still worth a read. But, like any argument, it is always worth balancing it with those who have an alternative perspective on the same issues around how Big Tech, smartphones and social media may be influencing us and our teens.

We still have so much to learn about the longer-term impact of Digital Technology on human behaviour and psychology, especially amongst children, but we also know more than we did a decade ago. 

You can read a review in favour of his book in The Atlantic here, and a critique of his theories, research and book in The Daily Beast here.

Below are a few interviews Jonathan Haidt has conducted explaining more about the theories, concepts and solutions he presents throughout his book.

About Jonathan Haidt:

Jonathan Haidt is a social psychologist and the Thomas Cooley Professor of Ethical Leadership at New York University’s Stern School of Business.

He is the author of The Happiness Hypothesis, The Righteous Mind and co-author of The Coddling of the American Mind.

Digital-Families

Digital families

The impact of childhood gadget use is a hot topic and often in the press.

Anecdotally, I am hearing a lot of parents’ stories about the negative impact they feel digital technology is having on their children’s emotions, self-esteem and psychological well-being. 

Simultaneously, parents are aware that their children not having a smartphone can be alienating for them at school and amongst their peer groups.

And it’s not just about ‘screen time’. It’s about their overall mobile phone reliance and behaviour.

Jonathan Haidt has just launched his new book, ‘The Anxious Generation‘, which is bound to be a fascinating read/listen, and is accompanied by a few interesting articles that summarise and discuss some of these issues.

An article in The Atlantic, by Jonathan Haidt himself, is available to read in The Atlantic and is calling for the immediate ending of phone-based childhood. The subtitle ‘The environment in which kids grow up today is hostile to human development’, provides interesting statistics and insights which are a prelude to the reading of his book.

A New Statesman article talks about, how there seems to be an increasing level of parental fear of physical danger in the real world (which has dropped steeply since the 1990s) and supply their school-going child with a smartphone ‘for physical safety reasons’. Simultaneously, parents underestimate the danger of releasing their children into the online world. Children also seem to be shifting from a state of high play time to high screen time, with teenage years being almost ubiquitously spent online.

The most impactful quote from this article is another argument for the need to restrict the use of phones in schools: “The value of phone-free and even screen-free education,” Haidt concludes, “can be seen in the choices that many tech executives make about the schools they send their children to, such as the Waldorf School of the Peninsula, where all digital devices – phones, laptops, tablets – are prohibited.” 

A Guardian article reviewing the book adds a bit of further insight: “Smartphones pull us away from our immediate surroundings and the people closest to us, rendering us, as the sociologist Sherry Turkle puts it, “forever elsewhere””. This may be one of the most insightful observations of our technology use and how it impacts our real-world social connections. 

In his book ‘Lost Connections‘, Johann Hari talks about how our loss of social connections was already on the rise before smartphones became ubiquitous. Social media seemed to promise a re-connection with that lost community that gave us meaning and purpose but instead delivered only empty connections. 

I hear a lot of conversations around the most appropriate amount of screentime is appropriate for various ages of children, without considering the social and behavioural reasons why children seek to spend more time on their gadgets. we often forget that children learn through observation of others’ behaviour much more than what they are told to do. Social and group conformity is engrained in our ability to survive as humans. 

Before around 8-9 years old, children’s primary focus is on their role in the family. In this capacity, they observe and copy the behaviour of those older than them. Take the example of a young child pushing their doll/toy around in a pram. They are practising future adult behaviour. If they are observing their parents and older siblings staring at a shiny screen, it is not surprising that they interpret this behaviour as ‘how to adult’ and would desire to copy and mimic this behaviour in their own lives as soon as possible. Reducing the amount of time they have on the device may make it even more appealing and desirable. 

So, the question remains for me: how are we, as adults, demonstrating responsible gadget use to the younger generations? The adage ‘do as I say, not as I do’ seems hypocritical at best.

Without wishing to judge anyone, because we are all different – instead of lamenting the analogue youth, we may have enjoyed pre-Y2K, maybe we all need to carve out more in-person time to relive the values of that childhood with our children – with no digital devices insight.

Most advice around reducing the amount of time spent on digital tech involves increasing the number of activities and interests outside of the digital world.

So, my advice to parents would be summarised by a quote from point 8. of The Atlantic article, “If parents don’t replace screen time with real-world experiences involving friends and independent activity, then banning devices will feel like deprivation, not the opening up of a world of opportunities. The main reason why the phone-based childhood is so harmful is because it pushes aside everything else. Smartphones are experience blockers. Our ultimate goal should not be to remove screens entirely, nor should it be to return childhood to exactly the way it was in 1960. Rather, it should be to create a version of childhood and adolescence that keeps young people anchored in the real world while flourishing in the digital age”.

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Ruth Guest

Ruth Guest (Sersha) | Ep 1

Exploring CyberPsychology with Ruth Guest: Founder of Sersha

In this episode, we delve into the intersection of technology and psychology with Ruth Guest, a cyberpsychologist and the founder of Sersha, an innovative platform aimed at educating preteens and their families about social media safety.

Ruth’s Journey into CyberPsychology

  • Ruth shares her evolution from a career in photography and marketing to becoming a CyberPsychologist. Her passion for technology and human interaction sparked during her childhood fascination with early internet platforms like MSN, Bebo, and MySpace.
  • A pivotal moment was her decision to pursue a master’s degree in CyberPsychology, which she completed during the pandemic. This academic foundation was instrumental in launching Sersha.

The Birth of Sersha

  • Sersha is a platform designed to teach preteens how to navigate social media safely through a simulated social media experience. The goal is not only to educate children but also to foster meaningful conversations within families about online safety.
  • Ruth emphasizes the unique design of Sersha: being engaging for kids, intuitive for parents, and aimed at bridging the knowledge gap between generations.

Addressing Real Concerns for Families

  • Common worries among parents include cyberbullying, stranger interactions, exposure to inappropriate content, and excessive screen time. Sersha offers an interactive, educational solution tailored to these issues.
  • Ruth’s innovative approach incorporates real-world elements like notifications and conversation prompts to encourage family discussions about digital behaviour.

The Future of Technology and Cyber Psychology

  • We touch on the rapid pace of technological evolution, including the rise of virtual reality, wearable tech, and tools like the Apple Vision Pro.
  • Ruth emphasizes the importance of staying proactive, informed, and educated both as individuals and families, to keep updated on the digital landscape.

Sersha is Revolutionary – being:

  • Parent-Friendly: Sersha helps parents understand platforms like TikTok, Snapchat, and more without feeling overwhelmed by jargon or technicalities.
  • Child-Centred: The gamified learning experience ensures preteens are engaged while acquiring essential online safety skills.
  • Family Focused: Sersha strengthens communication and trust between parents and children by providing conversation starters.

Ruth’s recommended reading:

Connect on LinkedIn:

Get Involved with Sersha

Ruth invites parents of preteens (ages 8–13) to test Sersha’s platform and provide valuable feedback. This is an exciting opportunity to shape a tool designed to enhance digital literacy and family connections.

Closing Thought

Ruth’s passion for empowering families and educating children about online safety is a testament to the potential of CyberPsychology in shaping a safer, more connected digital world. Join her mission by exploring Sersha and actively participating in the evolving tech landscape.

What the acronyms mean:
  • IADT: Institute of Art, Design and Technology (Dublin, Ireland)
  • MVP: Minimum Viable Product
  • TAM: Technology Acceptance Model (the older we are, the less likely we are to accept technology)
  • CMC: Computer-mediated communication (how we communicate online)
Podcast Transcript

(Transcript generated directly from podcast audio using TurboScribe, and not manually corrected for transcribing errors).

Hi, my name is Carolyn Freeman. I’m a cyberpsychologist and today we’re chatting to Ruth Guest, who is also a cyberpsychologist and is founder of Socia. Welcome, Ruth, to our session.

Hi, Carolyn. Thank you so much for having me. It’s always such a pleasure to see you.

It’s a delight and a joy.

Yeah. So what we’re really going to be talking about today, Ruth, is what you’ve been doing, where you’ve been and what got you really fascinated with cyber psychology and then talk a lot about what you, your project and where you’re going with it and who it’s for.

So just a bit of background of you as a person, where you come from, what you used to do before cyber psychology. My name is Ruth Guest and I’m a cyber psychologist and the founder of Socia, online social media safety training for preteens simplified. And what we’re really building is a social media simulator to protect preteens from the risks of social media and increase and enhance family connection.

So I’m based in Dublin and I was a photographer, marketer, and just an RN creative and freelancer before I started Socia and how I got into Socia was through cyber psychology. I don’t think I would even have started the business without that degree. And so what happened was in 2020, I booked a one-way trip to Vietnam and I was like, I’m going to go to Southeast Asia.

I’m going to end up in Bali, end up in New Zealand. Just do what you do in your mid twenties, you know, they’re traveling. So I did that.

And, and I, at the same time had just finished an evening course in cyber psychology in IUDT in Dublin. And I was like, I do not, I’ll apply for the masters as well. I was like, I probably won’t go because I’ll be traveling, but why not? 2020 happened, obviously I couldn’t go to Vietnam and I got accepted into the masters.

And so I ended up moving down to Wexford where I was working full-time and doing the masters online for two years. And yeah, that’s just like, I loved the evening course in cyber psychology. It was such a lovely introduction to the topic.

But yeah, then I completely fell in love with it to the masters. So yeah. And then here we are a bit more to the story of how search was created, but that, that was really it when it comes to cyber psych.

So what was that pivot point for you in terms of knowing what cyber psychology is? Was it in uni or was there something else that happened that you went, Oh, that’s interesting? Yeah. I’ve always been interested in psychology and it’s just general psychology of how people interact. I think that’s really interesting.

But growing up as a millennial, like I remember my parents getting this, you know, the big old computers, the windows XP, whatever they are. And we’d go home from school and I’d go on MSN and I’d go on Bebo and I’d go on MySpace. I was like 14, 15 or something.

And I remember being like, this is the coolest thing ever. Like, it’s just amazing. And I was on Wikipedia all the time and YouTube and like looking at, because I love the encyclopedias growing up.

Um, so I was like, I have all the information I ever wanted my fingertips, you know? And, uh, that was where that kind of went into like my photography work and how I would present my photography through Instagram and trying to get work through Instagram, then working with influencers and working with brands and like, God, that’s really interesting. So when cyber psych came along, I was like, Oh, wow. So it’s psychology, but it’s also about, like, I have this interest in photography and, you know, how people are presenting themselves online.

I was like, this is really cool. And that’s, that’s kind of what got me into it. I would say.

Yeah. Yeah. It’s fascinating.

It is fascinating. And I just want, I do wonder if a lot of times cyber psychologists go into the cyber psychology because we’re so passionate about technology in the first place. And then there’s also passion about psychology and this kind of these two worlds intersect, which makes it such a fascinating area.

Yeah, I agree. Like, I think there’s a lot of, like, I would say a lot of cyber psychologists are like futuristic thinkers and, you know, we’re really interested in how technology impacts society because I think people always have this like really negative attitude about technology in the future. And yes, of course, there’s some horror stories that we should all be very wary of some things that’s out there, but it’s such a positive influence at the same time as well.

Do you know what I mean? And, um, but it’s, it’s interesting to see how, like, it’s cyber psychology. It’s fascinating because it’s such a niche field right now. Um, well, as it expands over the next 20 or 30 years, it’ll be so interesting to see how technology is potentially impacting babies who are like swiping on phones and like this kind of thing.

Like there’s the positives and negatives to it, but it’s, it’s encapsulated our entire daily lives now. So yeah, it’s, it’s so interesting. Absolutely.

And we’ve chatted before about, um, mass media and their perception of what they put out there to the general public on cyber psychology issues, even though they don’t call it cyber psychology. Um, and we’ve both kind of gone, Oh no, that’s not quite, um, the right kind of thinking process behind it. So what is your perspective on what the mass media puts out on what we do? I think it’s, it’s clickbait.

It’s all clickbait. And I think it’s very unfortunate, like, because what media is run by all these bank companies at BlackRock and stuff, and it’s, it’s their job to make as much money as possible. And the only way that they’re going to make as much money as possible is if they do clickbaity headlines and they don’t put out real research or real information around technology.

Like they, they will only look at lockouts and cash, you know? Um, I think that really, I think that that’s really bad because if people are only reading the news and they’re only looking at this clickbait material, um, and I’m not just talking about like the Daily Mirror or like the Sun or the Daily Mail, whatever it’s called. I’m talking about Sky News. I’m talking about CNN and all of the news organizations.

And they like it just for, for us, for people who understand that there’s so much nuance and context within how we interact online and the situations that we see online. Um, it’s very unfortunate for the people who just take their news as fact, and they have this, they’ve developed this fear around technology, um, because they don’t know how to use it. Uh, and that’s one of the things we’re doing, Saoirse, is trying to educate people about social media and how to use technology properly, because there’s nothing out there.

Yeah, which kind of led me into the next question. So what is it that got you passionate about starting Saoirse? What is, what, what is the point of it? Because if we’ve got all this, um, real, uh, clickbait media going on, are you doing Saoirse? What is, what can it do for parents? How are you, how are you helping people and change, trying to change things? Yeah, of course. So what I’m really passionate about is, um, children potentially reaching their potential, um, and getting the support that they need.

Um, because for various reasons, I didn’t really have that growing up. And, um, I do think that if kids have the potential to be who they want to be and the creative expression, I just think that their lives would be so much more fulfilled. I think that the family experience and the family unit will be a lot tighter as they go throughout their teenage years.

It’s just a personal belief of mine. And so when Saoirse started, um, throughout my degree, I had a huge interest in photorealistic avatars and I just loved them. I was like, this is going to overcome uncanny Valley.

It’s like, if we can potentially then, you know, create this AI, um, and attach it to photorealistic avatars, you’d be able to deliver like level one CBD therapy to people, uh, in countries where they can’t afford therapy. Right. And then I was like, right, what if you could actually do that for kids? So that’s really how Saoirse began, you know, it was going to be a digital therapeutics product and because of that passion, but I quickly realized that I wasn’t that kind of founder.

You know, I’m not going to raise that much money to, to build a, an AI machine learning model, whatever it is. And these photorealistic avatars that weren’t really kicking in, they weren’t really popular in 2020, but then only within the last year, like Mark Zuckerberg and Lex Friedman had like, though, he saw that, that, um, that podcast that they did, and it was like virtual reality. They literally looked like humans.

It was absolutely insane. So that tech really sped up fast, definitely not the right person to create that. Um, but then I went back to the drawing board.

I went back to these parents that I was speaking to, and I was like, you know, what are you actually worried about when it comes to mental health and wellbeing with your kids? And all of them said smartphones. And instantly I knew I was like, well, that’s click bait because everyone on the news is talking about smartphones. But I was like, the real fear here is that parents are afraid that the kids can’t look after themselves without the parents online.

Right. And that’s why I was like education, I think is needed and not just like online safety, phishing scams and all this kind of thing. Like it’s, it’s about how kids interacting online with each other and with strangers on video games and things like that.

It’s the communication. It’s the nuance of communication online. And there’s no one teaching.

And as a great, why don’t we use technology to actually develop something where we can teach them that in a fun and educating way, where also we can get the parents to learn about it too. And that’s what we’re building. The conversation starters through like a notification center.

So like every time a child completes a level, the parents will get like a learning outcomes of the level, but then they’ll get like this short conversation starter to speak about the dinner table. So like they come home from a busy day at work. They cook the dinner, they get a notification on their phone and it’s like, all right, Snapchat and location or Snap Maps.

The question is, how can you stay safe with Snap Maps or something like this? And the parents from this will learn from the child. And what I think that will do is enhance family connection and trust between the parent and the child, which is ultimately what we’re selling. It’s really nothing to do with education technology, but it’s everything about keeping the family connected.

Yeah. So it’s not really so much in the schools. This is about the family units and helping them to kind of be more cohesive and have conversations that they can have with their children.

Because a lot of parents that I speak to kind of say, well, I don’t know how to set parental controls. I don’t know what to talk to them about because I’ve got no idea what Snapchat is because I don’t use it. And who knows what TikTok is? So it’s how do you have to start that conversation with your children? How do you actually have the lingo? Because they have their own lingo and their own way of talking about stuff.

So how do you engage with them? And there seems to be this real gulf between the parents and the children. So is that kind of part of what you wanted to do? Pretty much. Yeah, that’s exactly it.

It’s about, you know, kids. Kids think that their parents are like, you know, they’re like, oh, mom and dad are cool. They don’t know what this word means online.

Yeah. Like so it’s about it’s about making sure that the parents are up to date of what’s going on in the kid’s life. You know, one short question that we’re like one open ended question can lead to a significant conversation about something that’s happening online in the child’s life, whether it be a conversation with friends in school or something like that, which a parent could then flag and say, oh, hold on, I didn’t know you’re speaking to this person, or I don’t really understand what this means.

And, you know, if the parent is actively involved and actively wants to learn, the child will give that information up at a preteen level. What we’re hoping is we can solidify that connection with the parent and child. So then throughout the teen years, if shit hits the fan with the kid, which let’s say 80 percent of the time it can do with teenagers, they will be able to keep that connection going when it comes to the online world.

So they’ll be able to say, well, mom and dad, we went through that social program together. They know what’s going on online. I can talk to them about this.

And that’s really and that’s really the vision and mission for Saoirse. So having that open conversation, having that ability for the child to say I can talk to my parents about this stuff. Exactly.

Correct. The real big issues come in teenage years when children are separated from their parents and with a group of friends. And if they don’t have that open communication, then it goes a bit piton.

Yeah, that’s that’s exactly it. Obviously, it’s going to work for for every single time. Every single family is different.

But we do want to create that process and that can help help families. So that’s what we’re building at the moment. And obviously, cyber psychology has been such a big part of that as well.

So, yeah, it’s very exciting. It’s just it’s so needed. It’s such a desperate gap in the marketplace.

And for parents as well, I think they they are often going to big media or trying to find something online and to come from a cyber psychologist who kind of knows what they’re talking about, who’s passionate about this. And I think a cyber psychologist, we don’t know everything. We never will.

But I think both you and I, we’ve spoken before about this. We’re constantly learning. We’re constantly trying to find out new stuff and just sharing what we know so that others can others can benefit, too.

It’s not about keeping it to ourselves. Yeah, sure. Sure.

And I think it’s such a niche field like we touched on this earlier before the call is that like it is such a niche field that we kind of are like I would say pioneers in this industry and we kind of have to make ways and educate others about cyber psych and about, you know, like the ideal self online. How do we present ourselves? How do we communicate online? You know, all these small little things. We have to spread the word about that.

I think it is like we were saying, for me, it’s very purposeful. It feels very purposeful that I can do this. And yeah, doing it through is just like a great avenue to do it.

Yeah. In some ways, it’s almost like we’re going ahead to draw the maps so that others can follow. And yeah, that’s a beautiful way to put it.

Yeah. Yeah. And that’s that’s great.

That’s kind of a part of what I see it is what I’m doing and what you’re doing. And I see that’s why I think we connect have connected so well in the past is that we’re both passionate about going ahead and showing the way and it’s never going to be perfect, but we’re doing what we can to draw maps together. Of course.

Of course. Yeah. I think it’s so important.

And I like for me, it’s kind of like you need to like it’s a high risk, high reward situation. You have to kind of take a risk and try to build something of value. And if if you fail, like you fail, try and fail.

Exactly. I mean, for me, it’s grand play. I mean, at least you tried.

Exactly. So tell me more about social in terms of having set it up originally, and we’re speaking before about how you’ve kind of started to fund this and able to do this independently now. So chat us through what that’s all about and how it started and how you’ve been able to upscale it.

Yeah, of course. So like we did do that pivot from my digital therapeutics into like kind of like social media learning. And what we did was from there is that I we interviewed like one hundred and fifty plus parents and we tried to figure out what the biggest concerns are when it comes to social media and the online world.

And they were cyberbullying, stranger danger, pornography, violence and screen time. And which are all very obvious things, you know, with very obvious concerns. And so I went away and built a load of different wireframes and prototypes on Figma and they weren’t great, but they’re grand.

And then I tested them with an age group of like six to 13. And they were grand, like what they were, they were like videos. And then the kids would answer questions after them.

And I knew it wasn’t going to be the final product, but I had to build something. It’s almost like, you know, do you write? You write, don’t you? And you know, like the way you have to write shit to get the good stuff. Yeah.

Yeah. So draft a thousand drafts to get to the right thing. Exactly.

So I built these crap prototypes and these kids were like, yeah, they’re grand, like, you know what I mean? But like, whatever. So then one day I kind of built this page and I was like, what if, you know, it was like, looks like an Instagram feed. And then I’m going to time the kids to answer questions.

Sorry, time them to analyze the Instagram feed. And then I’ll ask them questions. I did that.

And they loved that. And the parents loved that too. They’re like, that looks like Instagram.

I was like, yeah, it does. Yeah, whatever. And that’s where I was like, shit, I’m onto something.

Kids, all they want is social media. That’s all they want to do. They want to be with their friends.

They don’t care. So I was like, why don’t we build a social media simulator? And for me, I, I jumped at that idea because I’m all into like, um, I love virtual reality and how we present ourselves there. The simulation theory.

Um, I, I love that. So anything to do with the simulation, I’m like, that’s cool. So a social media simulator, maybe combined like Duolingo style challenges.

That’s where we were for the last while. And of course it’s been developing and developing, and I can’t say where we’re at right now, um, in terms of the development, but what we do have is like a MVP out that parents and preteens can test at the moment. So we’re trying to get as many of them to test and give us very, very critical feedback so that we can bring that to our development team.

And then we hope we’ll be launching our actual product in September. So that’s where we’re at. Can’t tell you too much more about it, but it’s, uh, it’s exciting.

The direction we’re going in, really exciting. So you, what you need right now was parents to participate and help you be part of this, this next step. Exactly.

Exactly. Passionate parents who understand the value of education. They understand that like, you know, putting parental controls in your phone will only do so much.

It’s, uh, you know, taking the phone away from you. It’s only going to do so much, but education is the way forward. Um, so yeah, we’re looking for as many parents with preteens, uh, between the ages of eight and 13 to come on, play the game, tell us that it’s crap, tell us why it’s crap, tell us what you’d love to see instead, and then go from there.

And like all the feedback so far has been like, this is shit. I’m like, this is amazing. Like that’s like, so many entrepreneurs would be like devastated by that, but I love that because they’re telling us why it’s crap.

Um, you know, it gives us like a baseline to work from. Um, so yeah, it’s been good. It’s been really fun.

A lovely learning experience. Yeah. Constructive feedback.

Yeah. Yeah. It’s necessary.

Always necessary. Yeah. That’s one of the things of kind of doing something in a small group of people or just on your own, it’s, it’s having this echo chamber of your own self and not getting that feedback, which is critical to making it really good and really helpful in adding value to people who are going to use it.

Of course. Yeah. It’s so funny you say that because I, I have been in my echo chamber for such a long time and because I’m not a parent and I’m not a teacher, I’m never around kids.

Like I don’t have a clue. Like I think my, like my, we only, I’ve only one nephew and he’s almost two, do you know what I mean? So I don’t have experience of routines. Um, so when I build something, it’s really important that I get that consistent feedback from parents who are actually around kids.

Um, but it’s great. Like our team has expanded recently. We’ve brought on, um, Heather Bernard, who, uh, she’s brilliant.

She’s a mom and she is also a teacher in international schools and she’s a digital wellness educator as well. So even having her perspective is brilliant because instantly she’s like, yeah, no, you don’t say that to a parent or like, yeah, we can go down this way because it’s for kids or like, it’s fantastic. So getting outside of your echo chamber I think is super important.

Yeah. I think also being, not having children actually probably helps you as well. So when I’m back in marketing days, one of the things you used to say to us is that if you have, um, if you use the product that you’re marketing, you become one and everything that you do is based on your mindset and your bias of how that product is used.

So you judge all the other people who use the product from your viewpoint. Whereas if you, if you don’t have, or you don’t use a product or you’re not a parent or you’re not this or you’re not that, you come to it from a very different perspective. So you actually listen to people who not in that space and don’t filter what their feedback through your bias.

So actually in a lot of ways, you not having children is a good thing because you’re coming from a, from a very different perspective and going, but actually what about what if, and I don’t understand, okay, so why? And so you’re able to build it from that passionate perspective that you can hear and listen from a non-biased viewpoint, which I think is, it’s not a disability. Actually, it’s a real advantage for you to be in that space. That’s really good.

I never actually thought of it like that before. And that’s so good to know because I always thought that it was such a disadvantage, not being part of a community of parents, you know, or not having my own, my own kids. Of course I’ve got cats, but they’re not really counted as human kids.

They don’t look at TikTok. Yeah. Yeah.

But yeah, no. So like that, that’s, that’s so interesting. It makes sense.

It makes perfect sense why that would happen, but yeah, no, like it, it’s great to, as the team expands, like it was just me and as we expand even further, even just having the parents on board, it’s so good to see how we can take that feedback and then just like build it into something that’s actually going to be valuable. Cause that’s, what’s really important. Do you know what I mean? Rather than just building something for the sake of it.

What is your vision in five years time? What if you’ve been in an ideal world and you’re kind of, this is what I really like to achieve. What would that look like? Oh God. What do I share and what do I not share is the question.

So there’s many, many paths that social can go. Right. And you could look at merging with big tech to become a head of safety, the section for head of safety or matter or something potentially.

I could see this becoming, well, it’s definitely going to be in all schools. Like I, without a doubt, I could see this in a lot of schools. I do see it I would love it to be the go-to educational tool for social media.

So when you think of language learning, what’s the first app that you think of? I don’t know. Cause I don’t have children. Do you not learn languages? No.

No. Yeah. No.

So if anyone’s listened to this, the first thing they’d probably think of is Duolingo. Right. And do you know Duolingo? Yes, I do.

Now you mentioned it. Yeah. So we would love to be the, as soon as someone thinks of, okay, my child wants to go on TikTok.

Okay. They need to get social. And what’s interesting is that like, I think like, and you know, you’ll know this, like smartphones are going to be eradicated within the next decade.

We both know this, like they’re just going now the, the adaptability of like how people consume the new kind of tech, whether it be like a Neuralink like chip or something, or the glasses or whatever it is, or even the Apple vision pro not everyone will adapt to that as quick. And obviously we have like economic differences and how people can afford it and this kind of thing. Right.

So there will be people that will still use phones. But what I see is that Saoirse becoming a leader when it comes to education with this technology advances. So like right now I’m thinking of, okay, it might be a social media simulator, but social media is going to look so different in five years time, maybe because the Apple vision pro or something.

So how can we stay ahead of the curve and be a thought leader within that and, um, a pioneer for education when it comes to, uh, social media learning. And I’d love it to be education, not just for preteens, but education for everyone because everyone needs to learn cyber safe. Right.

We’re just saying that. So exactly, exactly. Yeah.

That would be ideal. I’d love that. Oh, fab.

So for parents, this will be, if my child now gets, um, gets a new device, whatever that device is, and I’ve never used it before I go to Saoirse to find out what the device does and how to have those conversations and how to ask the right questions so that I can engage with my child without them going, you’re a bit of a Luddite. You’ve got no idea. So have intellectual conversations or informed conversations with their child.

So is that kind of where you see the benefits for parents and kind of two to five years time? Yeah, definitely. Definitely. Like the parents will be able to play, but it, of course it’s for preteens, but we do want to make that separate thing for parents to make it super accessible for them, but then also to make it interactive.

So like, let’s say for example, like something like the Neuralink, you know, happens, right. And everyone has it. And we can see social media at like a black mirror episode, social media through a contact lens or something like that.

And like, when that does happen, it might be in 10, 15 years. I, as in 15 years time, I’d be 45. I might have difficulty adapting to that because we know, um, time, the technology acceptance model, it goes lower, the older you get, right.

Um, so if that is the case, like we want to make it easy for older age groups, let’s say to understand these new technologies through some native experiences. Yeah. But also I guess in some ways, give them the choice of whether or not they’re adopted or why they should adopt it and what benefits it has, and also how to mitigate any negative implications of using the technology.

So it’s kind of not just necessary for preteens, but maybe if I was at that point, I’d be very old. So would it be that I would kind of look and go, actually, that’s not for me, but it’s really interesting because I could have conversations with other people who are using it without them going weirder. Yeah.

Um, so that’s, that’s really fascinating and being a portal, almost like you go to Wikipedia to find out about someone that you come across. Okay. Let me find out the history.

This is top of mind of, I need to know something about this technology. Let me go to social and, and finance pretty much, pretty much. So like you make the way like parents nowadays, they go to FAQ pages, right.

Or they go to like these charity websites and they’re like, this is what you need to know about some shots, you know, or this is what you need to know about your or like open AI, whatever. And it’s like this lengthy blog article. And what I’m looking at it from a cyber psychologist perspective is like, we’re not consuming media through written content anymore.

The only written articles we might read are actual genuine, genuine journalism from, from real writers, you know, where we’re books or, you know, and like, I absolutely love reading. So like, I’m not dissing it, like, but it’s a creative act. And because there’s a lot of like generative AI, which actually PT and stuff like that, there’s a lot of writing out there at the moment.

So if everyone’s attention spans are also gone to shit, are they going to read a page about open AI or why don’t we just actually put them in that experience and say, this is what this is. And this is what the benefits and the risks and blah, blah, blah.

But this is what this feels like. And that’s, what’s really important. It’s a simulated experience and how we consume media as a society.

Let’s, let’s just be clever about it. Like we’re living in the black and stone age, just reading articles all the time and websites, you know, we have the tech, why not just build it? Yeah. That’s fascinating that you say that from a simulation perspective, because I had quite a idea of virtual reality until I put a virtual reality headset on and I went, oh, that’s what it is.

I can see now. You actually have to go there into that space to really get it rather than being told about it. And when I talk about virtual reality to much older people, they go, oh, no, I have no idea.

But once you put those headsets on, they go, oh, yeah. Being able to see it is a very different thing from, or experiencing it very different from reading about it. Let me explain to you.

Completely. I remember I got an Oculus Pro three, four years ago. I can’t remember.

It was a few years ago. And I got it for Christmas. And I was in my parents’ house and like my dad was very sceptical, but you know, and he was like, oh, what’s that like a video game of some kind? And he put it on and he was like, wow, what is this? Like, this is incredible.

And it’s that, it’s, it’s that thing is that you have to experience things to understand them. And it’s like everything in life, whatever, by technology, do you know what I mean? So yeah, that’s, that’s really what we’re trying to do. I think it’s really important.

And virtual reality is a great example of that. Have you tried the new Apple Vision Pro? I haven’t yet. No.

No, neither have I. Neither have I. I’m dying to try it. Me either. I’m desperate to try it, but that’s, yeah, for another day.

Yeah. Yeah. Can’t wait for that.

That’d be really cool. Well, anything Apple is just, it changes the marketplace completely. And it’s amazing.

Yeah. And what everyone else has done before that just doesn’t happen properly until Apple launches something and then everyone has to follow because Apple just do it so well because it’s always so user-friendly. It’s so easy, which has its advantages as well.

It’s maybe too easy sometimes. Yeah. Yeah, definitely.

Like barrier to using it and getting consumed by it. I think we’re in the age of convenience. You know, I think a lot of people have given up hard work.

I say I’m very traditional now, but I think a lot of people have given up this concept that you put in efforts over a long period of time to reap the rewards, whereas people just want the rewards now. And with Apple Vision Pro, like I think it’s, it’s incredible piece of technology. Like it’s cool.

And I’m sure it’s like, like I said, the Oculus Pro is great crack, but like the Apple Vision Pro I think takes it to the next level. And, and it’s amazing, but I can, I can only see how it’s going to dumb down a lot of our societies of it’s not used properly, you know? Yeah. So that’s quite worrying.

That’s quite worrying unless actions were to taken there. Yeah. Do you think it’s about the individual taking back control of technology rather than waiting for governments and big tech to actually put legislation in place to protect us? So a lot of times people I hear them saying, well, tech, big tech needs to put this in place.

Governments need to do something, but do you think it actually is our responsibility more than theirs or equally? Or do you think, what do you think about us needing to take back control? Yeah, I think, I think it’s a combination of like all of it. Big tech or big tech, like they’re big companies, like it’s their job to make profit. I don’t know why people point fingers at big tech all the time.

Like they’re literally a company. They don’t give a shit. Like, it’s like, if you go work for these big companies, you’re a number.

So once again, they don’t give a shit. Like it’s like, what do you expect? You for being what it is. It just is what it is.

Governments are the exact same. They’re not that they make money, but they’re slow. They’re super slow.

Are they going to put in legislation? Yeah. But like, I do think a lot of that is just putting a plaster on a wound and people need to be proactive. And that’s where I think, and this is where it’s, it’s a catch 22 because like TikTok technology, a lack of attention spans making us super lazy as a society, but we can’t be lazy.

We need to be proactive in terms of educating ourselves around this technology. So it’s a complete catch 22, but that’s, I guess that’s where companies like us come in and we’re like, right, let’s just make it easy, easy to educate yourself. But there does need to be the proactive element.

And there is people who are, who get us, you know, there are a lot of people that get it, but a lot of people need to be convinced as well. Um, yeah. A lot of what you do, and I guess a lot of what I do is based in, is underpinned by academic research and by, by theories and by what other people are doing in the, in the universities and the academic world.

So it’s kind of like we’re taking that and making it bite-sized chunks that is English rather than academic speak. And it’s a very different way of talking. So, um, what you’re doing really is it’s completely underpinned by academic research.

Yes. Yeah. Completely.

Yeah. And this is the thing is that like a lot of the academic research around smartphones and things like that, that’s out there says that, um, there is no correlation between negative mental health and social media and smartphones and stuff. And that’s fascinating.

Um, and I don’t agree with it, even though it’s academic research, because I don’t think there’s enough papers and research out there, but I also think that when it comes to cyber psychology, a lot of the academic research, not saying that it’s because it’s definitely not definitely definitely not, but it’s, it’s so contextualized all of it, because everyone’s unique individual experience with the laptop, with the phone, how we interact with technology, it’s all individual to us as people. So we can’t really rely too much on research in order to get the message across. It’s all unique, unique experiences.

Absolutely. Do you know what I mean? Yeah, absolutely. And it’s also such a small part of the complete marketplace.

So it’s a bit of a dipstick of a hundred people, a thousand people, but it’s not the entire population, which is very difficult to do research on. And it’s such a new academic field that to do something that really gets into, um, the nuances of so many different types of people is tricky and because technology moves on so quickly that once it often, once it’s published that little bit of research may be out of date. So, um, I think a lot of what you and I do is kind of look at the, as you say, it’s really interesting to see that what comes on academic research, but actually what else are we seeing? What are the anecdotal evidence? What else? And, and kind of making connections and might not be completely grounded in research because we don’t have time to do the research, but kind of going actually this and therefore that.

So, and, and it’s, we can spend 20 years researching, but as we said, we’re talking about earlier, a lot of people would have been, they’re no longer teens or actually they might be dead or they might not be in the space. So, and it might’ve gone too far down the rabbit hole for us to pull it back. So what we need is to take what we know and put it out there in a way that to help people have that information rather than just consuming it from mass media.

Exactly. Exactly. I think we need to move like super fast, you know, because, uh, cyber psychology is one of those things that’s just, like you said, it’s going to move fast.

If you publish a piece of work, it’s going to be completely outdated. Um, but that, that’s why I don’t know, like, like that’s why I really enjoyed like, um, my thesis, like on TikTok and self-presentation, um, because TikTok is still the same and social media and how you present yourself is always very consistent, but not consistent across different platforms. But it’s, um, it’s just interesting.

Like I thought that that would be like a piece of research that’s like completely not, like I’d say completely gone by now, four years, two years later, whatever it is. Um, but it’s still quite relevant. So like, it’s interesting that there’s parts of the internet and technology that stay over time.

Um, and those parts seem to be around self-presentation and communication, um, like CMC, like, you know, how we communicate online. And that’s really what the focus of Saoirse is because that’s how we can kind of stay ahead of the curve is that how we communicate and how we present ourselves never changed, but the medium changes. Does that, am I making sense of that? Yeah.

Completely. And that’s, it’s, it’s the psychology and the human behavior behind the use. So what’s driving us as individuals.

So what is that rather than actually what you’re using, what gadgets you’re using to accomplish that. Yeah. And I’m incredibly grateful for academics because I don’t think I’d be where I am without that academic platform, but there is an element of both you and I have to take that step out of that and kind of go, actually, that we have to look at it from an individual perspective in order to get what’s out, what we know out there.

So people, ordinary people like you and me really can understand it better. Um, so, um, so what you’re doing for me is just revolutionary and so, so needed. And I think, um, what, and part of why we do these podcasts is to really tell people what you’re doing so that they can come to you, a help out with your podcast, um, or being part of your building the platform, but also then to share it with others so that others can have this knowledge.

Yeah. And I’m also like with you, Carolyn, like, I think it’s amazing that you’re doing this podcast. Cause like we were saying this before, before we, uh, went live, um, that like the, like the podcast like this is so needed to see how people, cause the amount of people who messaged me on LinkedIn and they’re like, Oh, I’m thinking of doing cyber psychology course, you know, where do I go from there? Because there’s no like cyber psych jobs, you know? Yeah.

And, um, it’s, I think it’s really valuable for people to like, understand, like you said, just, just get that information out there in layman’s terms. And also if they do want to go study it, they can see what kind of other opportunities are out there for them. And I think it’s amazing what you’re doing too.

Oh, thank you. Thank you. Yeah.

Very exciting. Very exciting going forward. So one of the things I want to find out from you is how people can actually get onto or find out more about what you do and how they can connect with you.

Um, all the links in the, in the details and the notes below the podcast, but what is the best way to get in touch with you? Yeah. They can message me on LinkedIn or they can find me on LinkedIn. It’s just Ruth Guest.

There’s not many of us there. So, um, I think that might be two or something. Um, uh, or you can go to search.ai, um, and you can contact us there, or you can, if you’d like to contribute, you can play a game, give us feedback.

We would love that. Just as we finishing up Ruth, one of the things that I asked you to come with is your recommendation of cyber psychology books that people can read, parents or young people, or those in the industry that you go, actually, this is a really good book to start with. Um, what would that, that be? It can be one book or three books and we’ll link to those books as well in the notes.

Yeah. So the first one, um, is the Oxford Handbook of Cyber Psychology. It’s a little bit academic.

Um, I actually have it here because I know you’re going to ask me this. So, um, yeah, so it’s a beast, but it’s, um, yeah, I think we, there were, it was, this is like on sale for like 50% off or something throughout the master. So I was like, I’m buying that it’s, if you’re not really into academic reading, don’t bother.

Um, saying that though, there’s a couple of other books. Like I told you, I’m really into like the simulation theory. Yeah.

And so this is David J. Chalmers reality plus virtual worlds and the problems of philosophy. This is a really good book. And it talks about like, um, uh, consciousness, uh, virtual reality.

Um, you know, what does the future look like when it comes to that? Are we living in a simulation? Um, all this kind of, uh, conceptual philosophical topics, which is just absolutely fascinating. And then there’s two more books, um, that I really liked when I was in the course. Um, this is a lovely at the infinite reality by Jim Blazkowicz and Jeremy Billinson.

I absolutely love it. I’m actually going to read it again this week. And it, once again, talks about virtual reality and, you know, how our brains recognize where reality ends and virtual begins.

So very interesting, but not maybe as heavy as the other book, if you know what I mean. Yep. So definitely very accessible.

And then by Sherry Turkle, we have the second self computers and human spirit, definitely, um, philosophical, um, and a little bit more academic too, but it really kind of looks at, um, you know, how computers kind of affect us as people and our, our spirit as she calls it, um, in the book. And, uh, it’s a little bit outdated because I think this is the 20th anniversary edition. So this is really going back.

Um, she talks a lot about like interaction with like robots and things like that. Um, but it really gives you a good idea of, um, of how we interact with tech, but yeah, they’re my, they’re my four books. So I couldn’t pick just one.

No, I know what you mean. I’d do the same thing. These are my top two books.

Yeah, exactly. Exactly. No, they’re, they’re so good though.

Like there’s so many interesting books out there. Um, but they would definitely be my, be my favorites. Uh, yeah.

Yeah. Fabulous. Thanks so much, Ruth.

Um, is there anything else that you want to chat about, um, before we finish up? I don’t, I don’t think so. I think I actually don’t think so. No, but I like, I think if there was a finish with anything, like it would just be that people should be aware of where technology is going.

You know, I think people should look to the future more often when it comes to us and understand that the only way to live with technology is to educate yourself because it’s not a bad thing. You should just embrace it. You know, that’s, that’s really what I would get from us.

And if you want to join Saoirse, go to the website. Exactly. Yeah, I completely agree.

It’s about educating ourselves and being more aware of what it’s doing to us. And so we can take back the control personally and make decisions rather than just let technology happen to us. We choose it.

Exactly. Have a sense of control around us, you know, and I think like we mentioned this before the, before we went on the call, is that like, for me, I think you’d agree with me. Cyberpsychology has given me a new lease of life, but is also helped me understand myself so much better because we talk around about how we present ourselves online and things like that.

And it’s kind of like, now I understand what I present and you know, what implications are there and what that means. So it’s, yeah, it’s, it’s an incredible thing. Brilliant.

Yeah. Well, Saoirse, it’s been so amazing chatting to you as always, and I look forward to seeing in September what you’re going to be launching. Yeah, of course.

And yeah, we’ll get hold of you and it will be great to catch up and keep seeing what you’re doing. So thanks for joining us today on Confessions of a CyberPsychologist. Thank you so much, Carolyn.

Appreciate you having me on. You’re very welcome. Cheers.

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Other podcasts
242A. Good or Bad Gadgets

Are phones and gadgets good or bad for you? Yes!

Experts regularly debate, agree and disagree about how good or bad digital technology (DigiTech) is for us – whether we are young, old, working or playing. Until we are further down the line in this great social experiment called Digital Technology and Social Media, the expert opinion (including mine) comes down to the individual expert bias and perspective.  

A recent Guardian article summarises the opinions gathered from a few expert interviews and showcases their divided opinions on how good or bad DigiTech is. We know both from a historical and an anecdotal perspective that the introduction of any form of technology changes us culturally and individually. DigiTech is no exception.

I think a better set of questions to ask is – How does using digital technology…:

1. Impact my mental and physical well-being?

2. Improve or add to my life goals?

3. Add to or take away from my ‘in-person’ community / relationship with others?

And probably the most important question of all is:

4. Do I feel like I’m in control of, or being controlled by, my DigiTech use?

If the answer to any of these is not what you’d like it to be, then maybe something needs to change. 

The greatest concern is around the impact on children. Research is increasingly revealing that children under 13 (and probably really children under 16) should be restricted in their use of DigiTech. If a phone is needed from a safety perspective, there are plenty of alternatives to a smartphone.

They are cognitively, emotionally, psychologically, socially, and developmentally too young. Ruth Guest from Sersha uses a great comparison of giving a child a smartphone being in the same category as giving a child a set of keys to your car

More than anything, the thing we have most lost out on, is human connectivity and the life benefits that come from a deep, relational, accountable, reliable community. This is where children and teens are losing out the most.

In a Netflix documentary called ‘Live to 100, Secrets of the Blue Zones‘, Dan Buettner looks at the key elements that promote longer life in pockets of areas where both men and women are living substantially longer and healthier lives than the average. In this series, and in his Ted Talk, he lists just a few key attributes that contribute to a longer life.

One of these is being actively involved and participating in an in-person community. International travel and leaving our communities in search of career and personal fulfilment have gone some way to weaken ties with those intimate relational communities. And we don’t always work hard enough to build a community in the place we find ourselves for work. 

Similarly, in her Ted Talk, Susan Pinker has come to a matching conclusion. It seems to be that having people around us that we can rely on in our physical space is an important element of longevity and a life well lived.

Granted, not all relationships are created equal, but if we are spending the majority of our lives creating (often international) digital connections with others, rather than investing in (local) in-person relationships we are losing out on a fundamental element of what it is to be human.

We are living with unprecedented levels of online connection, but physical ‘aloneness’ – resulting in a major loneliness epidemic.

They say that loneliness strips you of 7 years of your life. Being lonely is stressful. It’s hard work. It’s mentally exhausting. It’s soul-destroying. It is why solitary confinement is such a harsh form of punishment and being a social outcast is so emotionally and psychologically devastating. 

Even those who are introverts – who need time on their own to emotionally and mentally recover from the energy required to engage with others – still need regular social interactions. 

The thing is, in the same way that eating too much of the wrong type of food too often leads to progressive weight gain, leading to negative longer-term physical consequences, spending too much time engaging in online communities and not enough time in our off-line communities results in a negative longer-term emotional and social consequences.

If you can relate to this, below are a few suggested things to think through:

  • How strong are your current offline connections?
  • Who, in your social or family circle, could you call at any time and know they will physically be able to help you?
  • On a scale of 1 to 10, how lonely do you feel (with 10 being really lonely)?
  • If you wanted to spend more time with friends/family or meet new people, what could you do or where could you go that doesn’t involve using digital technology? 
  • What changes do you need to make to my DigiTech use to increase the amount of time you physically spend with others?
241. DigiTech at School

Technology, education and pre-teen years

I seem to be having a number of discussions with parents (particularly mothers) about the quantity and type of technology that is being used within schools for the purposes of education.

Screentime and homework
The biggest concern, especially for parents of children in younger age groups, has been children only being able to access homework via their smartphones. The parent’s concern is mostly around the issue of limiting their child’s screen time – not being able to do so if they need it for their homework. 
 
Parent’s who have raised this concern with me have expressed the fear that they may be the only parent who has this concern, and they don’t have enough agency to make any change against the school their child attends. 
 
For these parents, I ask them if there are other parents who feel the same and, if there are, to go together to raise their concerns with the school. We often think we are the only ones who feel a certain way and do not want to speak up in case we are a lone voice in a crowd. But, it is often that others feel the same as we do, but are also concerned they are the only ones to be so. 
 
Focus and distraction
From a neuro-cyberpsychology perspective I have a lot of concern for the level of technology / screen based use in the education of young people. Using constantly shifting information and media reduces the brains capacity for ‘deep’ information processing – resulting in rapid attention shifting/decreased ability to sustain attention and reduced ability to deliberate. It reduces the ability to pay attention and focus while increasing distractibility. The brain is still growing at super-speed at this age – and is still building those key neural pathways for overall (although are still neuroplastic in adulthood) brain structure and sets the groundwork for adult behaviour and capabilities. 
 
Children of this age should not have the kind of exposure they do to screens and content that they do. It is a parent’s prerogative as to how much screen exposure a child gets, but schools and teachers should minimise engagement in online content and should not be giving them homework that can only be/is mostly accessed via a screen.
 
Left-behind or left out?
I often hear the argument that they will be ‘left behind’ their peers if they do not engage in digital technology. But this is not true. Just look at how little exposure the big tech CEO’s (the very people who develop the hard and software used) give their children to digital technology. 
 
What is of greater relevance is the notion of children being teased or ostracised by peer-groups because they don’t have the same access as others in the group.
Post-apocalyptic 'educational' content
The second concern is some the type of content that children are exposed to, as part of their education. A concerned mum recently asked me to review a hyper-realistic animation video her 10 year old son had to watch as part of the English curriculum. The is video part of The Literacy Shed materials available for educational use – and can be viewed here. 
 
Having been disturbed by the video her son had to watch, the mum found other  parents who were equally  concerned about the content. 
 
I suspect that not all parents would like their pre-teen children to be exposed to action-based or violent content – whether animated, AI generated, real or CGI. Even if the content is used for ‘educational purposes’. Surely there is plenty of alternative content that can be used to achieve exactly the same educational purposes that is not of an intense or violent nature or has triggering potential?
De-sensitisation and information processing
I’m guessing a child would need to watch the video a number of times in order to be able to answer the questions. Some psychologists refer to repeated exposure to disturbing/extreme content as ‘fear conditioning’ and studies show that constant exposure to this type of  content can lead to desensitisation to violence, decrease in empathy and suppression of effective information processing. Although the studies were done on older video-gamers, it seems a little ironic to me that children are expected to process information to answer specific questions after repeated watching of post-apocalyptic/violent material that may reduce their ability to process information. 
 
Pre-teens and peer acceptance
Around the double-digit-age mark, children start separating their self-identity-base from the family, creating bonds with peers and are beginning to feel pressure to conform. They are hyper-sensitive to criticism and resist the possibility of being viewed as an outsider. So if a child feels uncomfortable with this type of content, they are unlikely to admit as much to teaches and peers – especially if their peers are playing/watching a lot of violent video games (which a surprising number are at this age). 
 
Developmental pace and emotional safeguarding
Every child is different and develops at a different pace to others – so what will trigger or soothe them differs accordingly. One 9 year old viewing the content as being ‘cool’ is no indication that all children at a similar age will feel just as ‘cool’ about it.
 
The context of the video watching plays a role in how children feel. For some children watching a potentially ’scary’ movie or content could feel safe when they are with a trusted adult/parent – where they know they are physically, emotionally and psychologically protected and safe-guarded.
 
Watching the same content on their own, in front of peers or within a school environment will have a different impact – as they will not feel that same level of safeguarding that comes from those they trust to protect them. 
 
Social developmental and online risk
From a developmental perspective, this is the age range that children are most vulnerable to the internet and online harms/risks. This is when they are starting to learn the differences between right and wrong, good and bad, justice and injustice. They are not ‘little adult’s’. They are psychologically incapable of making as much sense of the world as grown-ups are.
 
As every child mentally develops at different rates, so what is ok for one, will be very much not ok for another. Boys are also more vulnerable and less resilient than girls at age 9/10 y.o. – so it is interesting that the content in the video is focussed on more male-based characteristics of fighting, defending and conquering. 
 
Personality and hyper-sensitivity
From a personality perspective, some people are a lot more hyper-sensitive than others and more vulnerable when exposed to external stimuli. They feel more deeply and have a stronger brain mirroring network – which means that they are highly socially and emotionally intelligent and are more likely to internally experience similar emotions, feelings and actions of others (virtual or in-person) they are watching or engaging with.
 
Exposure to this type of content for a highly-sensitive 9-10 year old would, therefore, be experienced at a much deeper level than for others of the same age. 
Do phones belong in schools?

This is a highly sensitive and polarising topic. Mobile phones have been banned in schools in France, Italy and Portugal. In October 2023 the UK government announced that ‘Mobile phone use to be banned during the school day, including at break time’, in an attempt to tackle online bullying, decrease distractions and increase attention and focus. 

A recent Guardian article reports on some of the benefits of reducing hyper-connectivity in the school environment and the resulting increase in attention and face-to-face connectivity. It show-cases a Massachusetts (USA) school that has introduced a Light Phone with minimal functionality, that results in less time spent on screens, fewer distractions and more meaningful interactions in and out of classes.  

A Rutgers University–New Brunswick study found that mobile use during educational sessions can reduce overall test scores. 

The study found that having a device didn’t lower students’ scores in comprehension tests within lectures but did lower their scores in the end-of-term exam by at least 5 percent, or half a grade. This finding shows for the first time that the main effect of divided attention in the classroom is on long-term retention.

In addition, when the use of electronic devices was allowed in class, performance was also poorer for students who did not use devices as well as for those who did’.

What is the 'digital technology use in schools' solution?

That is not an easy question to answer.

We are still in the middle of a digital technology social experiment – on-boarding all available technology and finding out the longer-term (positive and negative) consequences as we go along. Sometimes after investing a lot of money and social capital into the said technology. 

It will take us a few decades to really understand the human and social consequences of our digital technology use in the education system. But, it does seem that teachers and parents needs to take a more cautionary approach to what and how much digital integration is included.

Maybe we need to revert to a greater degree of ‘non-digital education’. It worked for many generations, and still has that capacity to be a highly effective form of learning. 

Tech Habits at Home

How do your tech habits compare to the average UK person?

When I first tell people what I do, they seem to have an interesting need to launch into a series of guilt-like confessions about their technology use, probably because we all feel some level of guilt over the amount of time we spend in front of our screens – because, somehow, we know doing so has changed and affected us. 

So, to get you to think about a few ways you use technology, here are a few questions for you to answer and compare with the average UK user. 

80% of people report having their mobile phone with them for all by 2 hours of the working day.

Most of us tend to check our phones just before we go to sleep at night and again first thing in the morning – even before going to the toilet.

On average, we check our phones around 100 times a day (you can double this number for 16 – 24-year-olds)). That is equal to about every 10 mins. This has increased by 20% since the beginning of Lockdown 1.

Most people leave notifications on and check them within 30 secs of receipt – regardless of the source.

People use the internet for an average of 4h 25m every day.

We spend around 2h 25m on social media, on average, every day.

That is more time than what we spend eating and drinking. 

changing expectations

Changing social engagements and expectations

Most people get a little frustrated when someone checks their phone in the middle of a conversation. But, most of us do it… on a regular basis.

It never used to be socially acceptable to pick something up and start reading it while talking to another. Not many people would pick up a newspaper or a book and start reading it in the middle of a conversation. Yet, we regularly do this with our mobile. It’s become normal.

As a society, we’ve slipped seamlessly into some previously unacceptable social habits with our tech and media usage – especially when others are present. As individuals, workers, families and as a culture, we need to address, challenge and reshift these norms to ones that are more focussed on those physically present with us, rather than those virtually present in another part of the world. 

The interesting phenomenon we are now facing hinges on how much less time we spend building and maintaining the stronger and deeper relationships we have with physical others (which tend to be more enduring and grounding), in contrast to the time spent and reliance we are placing on the shallower and more shifting nature of online relationships. That is not to say there is no value in online relationships, but rather that our cognitive and emotional ‘presence’ has dramatically shifted over the past two decades without us really taking stock of what that means individually and collectively.  

We are doing both ourselves and others a disservice by not being fully present with others. 

A few hints and tips for work: 

  • Don’t take your phone with you into a meeting – unless you are waiting for a call, there is rarely anything so important that it can’t wait until the meeting is finished
  • Keep your phone out of sight while working – having your phone in view while working increases the chance of you randomly checking your phone for messages and notifications, causing you unnecessary distractions and attention shifts

A few hints and tips for home: 

  • Switch your work phone off when you get home
  • Don’t load work emails and work-related apps onto your personal phone
  • Set yourself hours in the day when you can say, ‘I’m no longer working’ – try to stick to it 
  • Keep your phone in your bag or pocket while out with a friend – better yet, leave it at home
  • Negotiate with your family a set of ‘house rules’ and limitations on what and when tech is used in the home
  • Education yourself and your family on why sleep is such a necessary part of current and future mental wellness (Matthew Walkers book on ‘Why We Sleep’ is a good start)
  • Try switching off all technology at least 1-2 hours before bed – giving your brain time to ‘de-escalate’ from the whirlwind that work and life can create.
  • If you can, use separate devices for home and work tasks – giving your brain the cues that you are ‘transitioning’ out of work and into home life and visa versa.

Your psychology and automated processing systems need a daily and weekly rhythm that allows you to regulate your physical, emotional and cognitive energy levels. 

A few hints and tips for managers: 

  • Negotiate digital working practices with your staff and teams.
  • Let people manage their own digital engagement levels after working hours, but make it clear that there is no expectation around communication response times after working hours
  • Set a precedent that if one person sends an email or message to a project platform after work hours, it doesn’t mean that everyone is expected to also do so.
Digital Decluttering

Digital Decluttering – removing unnecessary tech

A lot of us tend to purchase and use digital technology without thinking about the consequences. Once we engage with tech, we get to experience the benefits that technology provides and start engaging with it more. Until it becomes hard to distinguish between the time and attention digital tech consumes and the benefits that technology gives. The smartphone, for instance, promises to make us so much more efficient, informed and productive. Which in so many ways it has. But, in so many ways it steals our time, distracts us, keeps us awake and keeps us preoccupied.

If you had to count the number of digital devices you engage with daily (including your smart meter, smartwatch, smartphone, laptop, etc) you may be surprised at how many devices you juggle. Or it may be that you are not at all surprised yet may feel slightly beholden to check and engage with them on a regular basis.

Many people advocate taking a ‘digital detox’. The problem with a detox (complete abstinence from technology for a certain period of time), is that once that detox time is completed, we tend to revert to old habits – despite being adamant at the end of the detox period not to do so.

 

Digital decluttering should be about taking a more strategic (and then tactical) approach to how you use digital technology. Maximising the benefits and minimising the negative impact is an individual decision and depends on your job and home-based responsibilities. Making a choice to spend more physical time and mental energy with physically present people has greater (physical and mental) health benefits than spending time and mental energy with ‘digital people’.

Much like any project involving minimalism, a better option is to reduce the amount of technology available to use. In an interview with Jordan Harbinger, Cal Newport (a computer scientist trained at MIT) talks through his insights into Digital Decluttering.

Cal explains more in this video.

What Cal doesn’t take into account is that within this decluttering, we need to consider the separation of work and home-based technology use. One area where having more technology is useful (especially for consultants, managers and the self-employed) is the option of having a personal phone and a professional phone. Although it is tempting to give your personal phone number out for business purposes and upload work emails onto your personal phone, it does mean that you never mentally leave work.

It is too easy to check those emails just before going to bed. 

It is too easy to reply to that WhatsApp message on a Sunday. It’s too easy to pick up that call on a Friday evening because your client is working late and has a question they forgot to ask you earlier.

By having a professional phone, it’s much easier to turn it off or leave it in your work bag or in the drawer of your home office in the evenings and weekends. It becomes just that little bit less easy to check and respond. 

A few additional YouTube interviews with Cal Newport on his book are included below.

Lost Connections Post Header

Lost Connections – Johann Hari

In this book, Johann Hari goes in search of the answers to help him understand more about the depression that surfaced in his teens and became a big part of his life.

His passion for investigating and writing on various subjects seems to come from a deep desire to find specific answers to deeply personal questions shared by many of us in the West. 

In this book Johann talks to many experts around the world to uncover what is driving the majority of the depression epidemic, how medication is being used to try to solve the personal and social issues that are endemic, and what we can do as individuals to reverse this trend.

The title of the book is a clue into what the cause and potential solution are for the state of depression amongst many in the West.

The overriding principle is that our individualistic life focus has resulted in our pursuit of independence from the group and the severing of ties to our communities that ground us in who we are as part of a group. 

Although we are searching for and think we have found connections in online groups and friends, these online shallow connections cannot replace the deeper offline connections that are essential to our human grounding. 

In the West, moving away from where we grew up is not uncommon. We go away to Uni. We move towns/counties/countries with a new job, for a partner, or in search of a new lifestyle. 

Each new move is a separation from established connections towards new connections. With limited opportunities to build or sustain offline connections wherever we go, many turn online to find substitute connections. 

Although this book is about ‘Uncovering the real causes of depression – and the unexpected solutions’, the premise of the book is true for many who turn to online apps, games, gambling, porn and social media tools. There is a direct link between spending time online and anxiety/depression. 

The solutions Johann provides are, therefore, not just for those who struggle with depression, but for those who find themselves spending more time online than they feel they ought to and need to find a way back to building better, deeper, more real connections with others. 

You can find out more about his book Stolen Focus including some additional notes and snippets to his interviews on the Stolen Focus website

About Johann Hari:

Johann Hari is a journalist and author. You can read more about him on his official website

Because Internet Article Header

Because Internet – Gretchen McCullough

Because Internet is an exploration of how the language used on the Internet, and in particular on social media and text messaging, has changed how we communicate with others. 

The book explores how language and communication have evolved, even exploring how it changed with the advent of the landline. It also analyses the differences in languages between the generations and those who are familiar with the use of ‘digital language’ and those who are less so. 

About Gretchen McCullough:

Gretchen is ‘an internet linguist. She analyses the language of the internet, for the people of the internet’. You can find her website here. 

Trust on Social Media

Who is more trusting? People with a private or public profile?

“There are two sides to every coin”

I have many friends who use Instagram. I often hear different views, some love it for the content, some are annoyed to see people not presenting their real self. There are always two sides, being online can make you happy or unhappy; connected or isolated; confident or losing more self-esteem…the same technology but with different effects.

Better decisions

Our responsive behaviours online become intriguing for researchers like me to better understand the impact of technology. Over the years, some friends have closed their social media accounts due to privacy concerns and others are using social media for everything. Personally, I love social media but have seen both the good and bad sides of it. I even tried doing a social media detox and have also noticed myself switching between private to public from time to time. When it comes to how we use social media, there is no simple right or wrong decision. We make the best decision for ourselves with what we know. To me, the more important part is how to make better decisions so we can actively avoid the negatives. This where Cyberpsychology – a study of human behaviours and technology – can help.

It’s a paradox

Trust on is particularly important because there are 3 billion people who spend an average of 2.5 hours a day on social media. That’s a lot of information being collected, shared and viewed by family, friends and complete strangers. There are many reasons that we use and post on social media, one of them is self-disclosure. It’s human nature to want to share our experiences. Creating a social media profile fulfils the needs of social connectedness and belonging, but the process of disclosure can also reduce privacy. We need trust to disclose, but the more we disclose online, the less privacy we have. With less privacy, do we expose ourselves to more risks? With more risks, do we trust less? There are a lot of questions about this shared paradoxical relationship.

“Trust is a confident relationship with the unknown.” – Rachel Botsman

Why is trust important? Let me ask you a question? Have you ever had a successful and happy relationship for distrusting someone? Rachel Botsman explained in her TedTalk that not trusting is riskier because it can cost us valuable relationships and opportunities, while trusting can open up personal and commercial opportunities especially for collective consumption such as Airbnb. A business which was made possible because of technology and trust.

Almost everything we do on social media is linked to trust. Do we trust that the platform will protect our data? Do we trust what we read? Do we trust others to see our posts? Who do we trust to see our photos? And the list goes on. While social media continues to transform us, our changing behaviours on social media become fascinating for researchers. My interest for my Masters dissertation was in the responsive behaviour of selecting profile privacy status.

On Instagram for instance, there are two distinct statuses: A private or public profile.  Setting your profile status is a common way to protect your privacy. Over half of people on social media have changed their privacy settings according to European Commission guidelines. If you change your profile to private, you will limit the self-disclosed information to approved friends only. I was interested in how this behaviour indicates our trust and maybe even changes our trust? There was no information I could find so I designed a research study to find the answer to the question:

If you have a private Instagram account, do you have a higher or lower level of trust, compared to those who have a public account? (What is your guess?)

Discovery

People with private profiles generally have a higher level of trust than people with public profiles.

Is this the same as what you thought?

Existing research can provide some explanation to this. Based on the well-known Communication Privacy Theory (CPT), higher trust is indicative of stronger privacy boundaries, that is what private profiles provide. The private profile offers individual protection to the owner but also collectively to people who are linked to the owner.

My research study involved 59 participants and their profile privacy status and general levels of trust. The correlations between their status and level of trust were strong but what about impact of privacy status on others? Does profile change our trust?

The second part of my study was about whether being exposed to a certain type of privacy status will alternate our level of trust. The results only showed that users with private accounts actually increased their level of trust regardless what types of profile they were exposed too. I was hoping to find a stronger link to the Cultivation Theory which suggests that persistent exposure cultivates one’s world view. There are many possible explanations, but only future research can tell us how profiles can change our view on trust.

The Evolution of Trust

We share our information on social media to establish trust. However, using social media can also take away our trust. Understanding, protecting and nurturing our trust is paramount, especially in the digital era.

Placing our trust in people to bring happiness, enjoyment and prosperity is our main goal. I remember watching Rachel Botsman’s Tedtalk back in 2008 and being overwhelmed by her idea that “The currency of the new economy is trust”. Just look at the example of Airbnb again, it is a collaborative consumption that empowers people to make meaningful connections. No one would have thought that letting strangers stay in your house would become one of the biggest businesses in the world, before Covid-19 anyway. This pandemic has also been a fascinating topic for researchers from how stories were told, how fear and misinformation can affect our trust in others.

We, as a user of any sort of technology, whether it is social media or a virtual meeting tool, have the power to make decisions on how it is affecting us and how it is affecting others.

Remember, there are two sides to every coin. For example, we can either decide to build more trust, or alternatively, allow trust to be taken away! The good news is that people are very good at evolving and learning to make better decisions. That is what motivates me to continue exploring and helping others to be happier with technology. After all, technology and social media are not going away anytime soon.

Work-Life Balance

Tips to keep work and home separated when remote working

Research shows that we don’t automatically develop good strategies to separate our work and home-based digital technology use. We tend to just take on new technology without considering what the impact of using it will be. Only a third of us will put a strategy in place to separate our work and home life – often when we realise we can’t keep going at the pace we were. 

It is especially important for those who work from home, to develop strategies to physically, mentally and emotionally detach from work – to help reduce anxiety, stress and overall mental wellness.

These strategies can include: 

  • Carving out a specific work space, including work stationery and equipment that is dedicated to work alone.
  • Closing all work-related notepads and laptops at the end of the workday and workweek, ensuring they remain closed until ‘officially’ starting work the following day again.
  • Creating a ‘transition zone’ where you spend a few minutes reconfiguring headspace and expectations between work and home life. You can use this time to write down a work-based To-Do list for the next day or develop a particular ritual that helps signal to your brain that work is done and now it’s time to focus on and enjoy home life.
  • If possible, have a separate work phone that gets left on silent or switched off within the dedicated workspace after official working hours are over for the day, or week.
  • If a separate work phone isn’t possible, have a conversation with supervisors or work colleagues about expected response times to emails and work requests – especially when these are sent outside of official work times. This may require switching off email notification settings to reduce the temptation to check emails after hours.
  • Make every effort to remain ‘fully present’ in home life outside of working hours. Jotting down any random work thoughts or things you need to add to your To-Do list, so you can park them until working hours.

Everyone has their own strategies for separating their work and home life, but making every effort to keep them separated gives the mind, body and emotions time to rebuild lost energy, catch up on lost sleep and build better relationships with family and friends.