These questions have become especially prominent as governments around the world consider restrictions on youth social media use. Australia recently introduced legislation limiting social media access for children under 16, and similar conversations are happening in other countries, including Canada.

At the centre of many of these discussions is a larger concern: the issue may not only be how much time young people spend on screens, but what experiences are being replaced.

In his book The Anxious Generation, social psychologist Jonathan Haidt argues that childhood has shifted from a more play-based experience toward a phone-based one. While researchers continue to discuss the complexity of social media’s effects, this idea raises an important question: how can we help young people develop healthy relationships with technology while protecting the experiences that support emotional development?

When discussing social media, it is easy to focus only on the number of hours spent online. However, the relationship between technology and mental health is more complicated.

Social media platforms are designed to keep users engaged. Features such as endless scrolling, notifications, and personalized recommendations encourage people to continue using them, often longer than they intended.

For young people whose brains are still developing, this can be particularly challenging.

Childhood and adolescence are important periods for developing skills such as emotional regulation, attention, independence, and self-control.

While technology itself is not necessarily harmful, concerns arise when online experiences begin replacing important parts of development, including sleep, face-to-face relationships, physical activity, creativity, and unstructured play.

Another concern surrounding social media is the way it changes social experiences.

Adolescence has always been a time when young people compare themselves to others and seek acceptance from peers. Social media can amplify this process by creating a space where popularity, appearance, achievements, and social experiences are constantly visible.

Young people may find themselves comparing their everyday lives to carefully selected versions of someone else’s. Over time, this can contribute to feelings of inadequacy, anxiety, or pressure to present themselves in a certain way.

Helping youth recognize that online content rarely reflects the full reality of someone’s life is an important part of developing healthier digital habits.

One of the key ideas discussed in The Anxious Generation is that addressing youth mental health involves more than simply removing phones. It also requires considering what children and teens need more of.

Independence, creativity, in-person friendships, and opportunities to navigate challenges are important parts of development. Through real-world experiences, young people practice problem-solving, managing emotions, building confidence, and connecting with others.

Creating healthier relationships with technology is not just about saying “less screen time”. It is also about making space for experiences that support growth.

As technology continues to evolve, families may benefit from focusing on balance rather than perfection.

Helpful strategies may include:

• Creating phone-free times or spaces
• Prioritizing sleep without devices nearby
• Encouraging hobbies and activities away from screens
• Supporting in-person friendships
• Having open conversations about online experiences
• Modelling healthy technology habits as adults

Rather than only asking, “How much time are kids spending online?” it may be helpful to ask, “What role is technology playing in their lives?”

Social media is unlikely to disappear, and technology will continue to be part of how young people learn and connect. The goal is not necessarily to remove technology entirely, but to help children and adolescents use it in ways that support their well-being.

By creating boundaries around technology while protecting opportunities for connection, independence, and play, we can help young people develop the skills they need both online and offline.

References and Further Reading:

Haidt, J. (2024).The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Press.

Lederman, M. (2026, June 9). Ban social media for young people? Good luck with that. The Globe and Mail. theglobeandmail.com

The Globe and Mail. (2026, June 8). Ottawa planning social media ban for users under 16.
https://www.theglobeandmail.com/politics/article-ottawa-social-media-ban-under-16-online-harms-bill/

The post Growing Up in a Digital World: Social Media, Childhood, and Mental Health appeared first on Stuckler & Associates.

Along with these changes often comes another reality: more screen time.

Whether it’s watching videos, gaming with friends, scrolling social media, or texting, screens often become a larger part of daily life during the summer months.

For many parents, this can lead to questions like, “How much is too much?” or “How can I encourage my child to spend more time offline without constant arguments?”

The good news is that helping children find a healthy balance doesn’t have to mean eliminating screens altogether. Instead, summer can be an opportunity to create routines and experiences that naturally encourage children to spend more time engaging with the world around them.

It is important to remember that, according to the Child Mind Institute, increased screen time during summer is not unusual. Without school, extracurricular activities, and homework providing structure, children naturally have more unstructured time.

Rather than striving for a completely screen-free summer, consider focusing on balance.

Technology has many positive uses, from staying connected with friends to exploring hobbies and learning new skills. The goal is not to remove screens entirely, but to ensure they are one part of a well-rounded summer.

Children are more likely to choose activities that are accessible and engaging. Instead of asking, “What should we do today?” try creating opportunities that invite play without requiring extensive planning.

Some simple ideas include:

• Keeping sports equipment, sidewalk chalk, or bubbles easily accessible.
• Visiting local parks, splash pads, or libraries.
• Setting up craft supplies for creative projects.
• Encouraging bike rides, neighbourhood walks, or backyard games.
• Planning family activities such as baking, gardening, or picnics.

When interesting alternatives are available, children are often more willing to step away from their devices.

Although it might sound counterintuitive, boredom can also be a great strategy. As parents, it can be tempting to fill every quiet moment with entertainment. However, developmental psychologists say boredom is not something to fear.

When children have the chance to be bored, they often begin creating their own activities. They build forts, invent games, read books, draw pictures, explore outdoors, or simply use their imagination.

These moments help children develop creativity, problem-solving skills, independence, and confidence. While it may take time for children to adjust, giving them space to entertain themselves can be incredibly valuable.

Routines are also very helpful to implement. Children often respond better to consistent routines than to changing rules.

Rather than negotiating screen time throughout the day, consider creating predictable expectations. For example:

• Screens after outdoor play.
• Devices away during meals.
• No phones or tablets before bedtime.
• Family screen-free time in the evenings.

When expectations are clear and consistent, there is often less conflict and fewer power struggles.

Another helpful strategy can be prioritizing connection. One of the greatest benefits of summer is having more opportunities to connect with others.

Encourage children to spend time with friends, cousins, grandparents, or neighbours whenever possible. Family walks, game nights, trips to the pool, or simply talking over dinner can provide meaningful moments of connection that screens cannot replace. Children are often less interested in their devices when they are engaged in enjoyable experiences with the people around them.

According to the American Academy of Pediatrics, arguably one of the most effective strategies to implement is modelling a balance. Children learn as much from what we do as from what we say.

If adults are frequently checking emails, scrolling social media, or reaching for their phones during family time, children notice. Modelling healthy technology habits (such as putting phones away during meals or choosing outdoor activities together) can reinforce the behaviours we hope to encourage.

Remember; summer does not have to be completely screen-free to be meaningful. Technology is an important part of modern life and can certainly have a place in children’s routines.

However, summer also offers something unique: time to explore, create, connect, and simply be a child. Rather than focusing only on reducing screen time, consider what you would like to add to your child’s summer. More laughter with friends. More evenings spent outside. More family traditions. More opportunities for independence and creativity.

When children have meaningful experiences to look forward to, screens naturally become just one part of a balanced summer; not the centre of it.

References and Further Reading

American Academy of Pediatrics. (n.d.). Family media plan.
https://www.healthychildren.org/MediaUsePlan

Child Mind Institute. (2026). Screen time and summer.
https://childmind.org/article/screen-time-and-summer/

Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Press.

The Guardian. (2026, July 15). Kids, summer, smartphones, mental health, parents and independence.
https://www.theguardian.com/commentisfree/2026/jul/15/kids-summer-smartphones-mental-health-parents-independence

The post Making the Most of Summer: Helping Children Find Balance Beyond Their Screens appeared first on Stuckler & Associates.

Some individuals are now turning to AI chatbots for emotional support, advice, and conversations that resemble therapy sessions. These tools are available at any time, often at little to no cost, and can provide immediate responses when someone needs to talk. For many people, this accessibility is appealing.

However, as AI becomes increasingly present in conversations about mental health, an important question emerges: can AI truly replace therapy?

One reason people may feel comfortable opening up to AI is that it offers a sense of anonymity. Sharing difficult thoughts and emotions can feel intimidating, and some individuals may find it easier to express themselves when they do not fear judgment.

AI tools can also help users organize their thoughts, learn general coping strategies, reflect on emotions, or explore different perspectives. For someone feeling overwhelmed, simply putting their feelings into words and receiving a supportive response may provide a sense of relief.

In this way, AI may serve as a helpful tool for reflection, similar to journaling, reading mental health resources, or using wellness apps.

While AI can provide information and generate supportive responses, therapy involves much more than having a conversation.

One of the most important parts of effective therapy is the relationship between the client and therapist. Therapists do not simply respond to what is being said; they notice patterns, ask meaningful questions, adapt treatment based on the individual, and build an understanding of a person over time.

A therapist considers not only the words someone shares, but also their experiences, relationships, history, emotions, behaviours, and goals. Therapy also creates a safe space where difficult feelings can be explored with a trained professional who understands how to navigate complex mental health concerns.

Human connection itself is often an important part of healing.

Although AI can feel supportive, it has important limitations. AI does not truly understand emotions, form relationships, or recognize concerns in the same way a trained mental health professional can.

Mental health struggles are often complicated. Two people experiencing similar symptoms may need very different types of support depending on their personal circumstances. Therapists use clinical training, ethical guidelines, and professional judgment to determine how best to support each individual.

There are also situations such as crisis concerns, safety risks, trauma, or significant mental health difficulties, where support from a qualified professional is especially important.

AI will likely continue to influence the future of mental health care. Rather than viewing technology and therapy as competitors, it may be more helpful to consider how they can work alongside one another, using it as a tool, not a replacement.

AI may become a useful resource for learning, reflection, or support between therapy sessions. However, the empathy, connection, and individualized care provided by a therapist remain difficult to replace.

Technology can provide information, but therapy offers something uniquely human: a relationship built on understanding, trust, and connection.

References and Further Reading:

Stren, O. (2025, October 22). The chatbot will see you now: I traded my human therapist for an AI equivalent.

https://torontolife.com/deep-dives/the-chatbot-will-see-you-now-i-traded-my-human-therapist-for-an-ai-equivalent/

The post Can AI Replace Your Therapist? Understanding the Role of Technology in Mental Health Support appeared first on Stuckler & Associates.

• Will I like my teacher?
• What if I don’t know anyone in my class?
• What if the work is too hard?
• What if something embarrassing happens?

These thoughts are a natural response to change. Even children who generally enjoy school may experience some “back-to-school jitters” before returning to the classroom.

Anxiety itself is not necessarily a bad thing. In fact, it is our brain’s way of preparing us for situations that feel unfamiliar or important. The goal isn’t to eliminate anxiety altogether, but to help children learn that they can cope with those uncomfortable feelings.

Children don’t always tell us they’re feeling anxious, so as a parent, the Child Mind Institute suggests that recognizing warning signs can help. Instead, anxiety may show up in other ways. Some common signs include:

• Complaining of headaches or stomach aches without a medical cause
• Trouble falling asleep or changes in sleep habits
• Becoming more irritable or emotional than usual
• Wanting extra reassurance
• Avoiding conversations about school
• Saying they don’t want to go back

It’s important to remember that these behaviours don’t necessarily mean something is wrong. They may simply be your child’s way of communicating that they’re feeling overwhelmed.

How can you help your child? The Child Mind Institute recommends that parents start preparing their children early. Rather than waiting until the night before school starts, begin easing back into school routines a week or two in advance. Gradually adjusting bedtimes, wake-up times, and daily routines can help the transition feel less abrupt.

If possible, visiting the school, walking the route, or talking about what the first day might look like can also help reduce uncertainty.

Another helpful strategy can be attempting to listen before you solve. When children share their worries, our first instinct is often to reassure them by saying things like, “You’ll be fine,” or “Don’t worry.” While these responses come from a place of love, children sometimes benefit more from feeling heard before trying to solve the problem. Try saying: “That sounds really stressful,” or “I can understand why you’re feeling nervous.” Once your child feels understood, you can begin talking together about ways to handle the situation.

Along with reassurance, Harvard Health and CBT principles suggest building confidence. Instead of trying to convince children that nothing bad will happen, remind them of challenges they’ve successfully managed before. You might say: “Remember how nervous you were before soccer started? You figured it out, and I think you can handle this too.” Helping children recognize their own ability to cope can build confidence that lasts well beyond the first day of school.

It’s important to also focus on keeping goodbyes calm and consistent. For younger children especially, long or emotional goodbyes can sometimes make separation more difficult.

A warm hug, a reassuring goodbye, and confidence that you’ll see each other later can help children feel secure while allowing them to settle into their day.

Some nervousness before school is completely normal, and often improves as children settle into their routines. However, some parents may wonder when concern/professional help is warranted. If anxiety becomes intense, lasts for several weeks, or begins interfering with your child’s ability to attend school, sleep, socialize, or enjoy everyday activities, it may be helpful to seek additional support. Working with a psychologist or mental health professional can help children develop healthy coping skills and build confidence in managing anxiety.

Starting a new school year brings change, and with change often comes uncertainty. By listening, preparing together, and responding with patience and encouragement, parents can help children see that feeling nervous doesn’t mean they can’t succeed.

Often, the goal isn’t to remove anxiety altogether. It’s to help children discover that they are capable of facing new situations, even when they feel a little scared.

References and Further Reading:

Child Mind Institute. (n.d.). Back-to-school anxiety.
https://childmind.org/article/back-school-anxiety/

Harvard Health Publishing. (2018, August 23). Back-to-school anxiety.
https://www.health.harvard.edu/blog/back-to-school-anxiety-2018082314617

The post Back-to-School Anxiety: Helping Your Child Feel More Confident This School Year appeared first on Stuckler & Associates.

We all understand that parenting is a demanding job, with long hours, limited positive feedback and limited immediate gratification. One study quoted in the article suggested that in Europe 7% of parents are suffering from burnout. This study noted that burnout is defined as severe exhaustion, deriving no satisfaction from being a parent and distancing oneself from the children. Mothers suffered burnout more than fathers, but fathers did account for 30% of the cases. Those parents that were most at risk for burnout were perfectionists with limited social support. They were also highly invested in their children and expected a lot from them. Another consistent trait was guilt… parents who felt that they could not measure up to their own standards, let alone what they thought society expected of them. Depression and anxiety were also identified in these parents, both as a predetermining risk factor but also as a consequence of burnout. While some of these parents had fantasies about running away, thinking that their families would be better off without them, we know that parents cannot resign from this job. 

So how do we address this problem? Urge parents who are struggling to cope to seek help. Maybe parents need to be a little selfish sometimes’ and see self-care as a parenting practice that makes life better for their children. In addition, find a trusted babysitter and do not feel guilty about it.

Alter, Stuckler & Associates are a team of registered psychologists and a social worker that provide compassionate psychological care. We have provided service to individuals, couples and families from Thornhill, Markham, Vaughan and throughout the Greater Toronto Area for more than 30 years. Have a question for our team? Contact us today.

The post Parental Stress & Burnout: The Importance of Self-Care for Parents appeared first on Stuckler & Associates.

Now is the time for Ontario to examine and implement new initiatives, such as the Hope Squad. Our youth are struggling and mental health issues are on the rise. The Hope Squad operates within a school from Grades 4-12 and are the eyes and ears of ‘at risk’ youth. Hope Squad members are nominated by their peers and with the support of their parents become involved in training programs that are age specific. The training program begins in the junior grades with a focus on anti-bullying, compassion and resiliency and then explores stress, stigma and suicide prevention in the senior grades. Through the educational process children learn about connecting with others, inclusion and promote school spirit, all the while encouraging a compassionate and supportive environment.

Below are links to Hope Squad videos and media coverage:

People Magazine Article June 2019
NBC Nightly News Hope Squad
Circles4Hope Community Model
Hope Squad Program
Springville High Hope Squad Member A Peer Based Support System
ABC 4 Utah Hope Squad Elementary

Please contact us if you wish to learn more.

Alter, Stuckler & Associates are a team of registered psychologists and a social worker that provide compassionate psychological care. We have provided service to individuals, couples and families from Thornhill, Markham, Vaughan and throughout the Greater Toronto Area for more than 30 years. Have a question for our team? Contact us today.

The post Hope Squad: How Can It Help Reduce Youth Suicides? appeared first on Stuckler & Associates.

• Feeling depressed, irritable, angry, anxious or overwhelmed
• Fatigue
• Lack of interest or motivation
• Difficulty concentrating
• Tension
• Trouble sleeping

When we can’t change a stressor we need to cope and reduce its impact. Building resilience is one such coping method. How do we build resilience?

• Positive self-talk. Repeatedly telling ourselves that we are strong and able to cope especially in the face of a stressor that we cannot change, can help us remain confident and calm.
• Self-care. Getting enough sleep, eating well, being physically active, making time for activities that we enjoy and avoiding the overuse of alcohol and drugs will improve our ability to better tolerate stress and recover more effectively
• Relaxation techniques: learning deep breathing techniques, mindfulness, humour, playing music, think forward (imagining a future scene when things look and feel different), break away and distract yourself.
• Seek help

Human beings have a tendency to ruminate more on bad experiences than positive ones. It is an evolutionary adaptation that helps us avoid danger and react quickly in times of crisis. But constant negativity can get in the way of happiness and add to our stress and worry level and ultimately damage our health.

Alter, Stuckler & Associates are a team of registered psychologists and a social worker that provide compassionate psychological care. We have provided service to individuals, couples and families from Thornhill, Markham, Vaughan and throughout the Greater Toronto Area for more than 30 years. Have a question for our team? Contact us today.

The post Coping with Stress: How to Build Resilience appeared first on Stuckler & Associates.

Here are four ways to help keep your relationship with your teenager intact:

1. Keep the lines of communication open – You might not always like what your teen has to say but it is important that they feel they can confide in you. That way you can help them make good choices and assist them in times of struggle. Their peer group is such a strong source of influence during these years that if you can have a voice too (and ideally be a voice of reason), your teen will listen to your advice.
2. Try not to judge – It’s hard not to judge our teens choices, especially when we don’t agree with them. It is possible they aren’t happy with themselves either but have too much pride to let you know.  Try to keep an open mind and be willing to consider all sides. Furthermore, try to be mindful of your tone and body language as you listen to them.
3. Spend quality time together – When the relationship is strained, the last thing you may want to do is spend time with your teen, especially if most of that time is spent arguing. All relationships get stuck in a rut. Suggest doing an activity your teen enjoys (movies, dinner, ice cream, shopping). Whatever it is, it is a way to spend it together doing what they enjoy and a way to break the cycle of fighting.
4. Try to empathize (whether or not you understand or relate) – For many parents, when their kids complain about something that occurred on social media (i.e., a friend deleted pics of your teen, a friend of theirs posted pics of a get together they weren’t invited to), they don’t understand why it’s a big deal. Regardless of whether you can understand where your teen is coming from, situations like this can be a big deal to them and they want your support and compassion. Using phrases like, “That must be very upsetting” and validating their feelings is important.

Alter, Stuckler & Associates are a team of registered psychologists and a social worker that provide compassionate psychological care. We have provided service to individuals, couples and families from Thornhill, Markham, Vaughan and throughout the Greater Toronto Area for more than 30 years. Have a question for our team? Contact us today.

The post 4 Ways to Improve Your Relationship with Your Teenager appeared first on Stuckler & Associates.

All of these scenarios can be quite common for people who struggle with anxiety. It is comforting to have a routine and a sense of predictability and any changes can derail that. Many people find they are creatures of habit and thrive when they know what to expect. As a result, change of any kind can trigger anxious feelings. With change comes a certain degree of uncertainty and the unknown is scary. Yet, change is often a good thing!

Here are some tips to navigate transitions and times of change in a way that helps keep your anxiety at bay:

1. Practice relaxation and mindfulness: Make sure that you are using relaxation to help with the physical feelings of anxiety you may be experiencing. Taking deep breaths, going for walks, listening to mindfulness recordings (i.e., Calm, Headspace etc) can help lessen your symptoms.
2. Try to zone in on your anxious thoughts: What is going through your head? Is there evidence to show your worry thoughts are realistic? What is more likely to happen? Write these things down, it helps to see it in front of you and get the thoughts out of your head.
3. Think about other times you’ve made changes/experienced a transition: How did it turn out? Were many of your fears unwarranted?
4. Stick to a routine: While there can be an element of flexibility to the routine, the less time we give ourselves to ruminate the better! Build in activities such as going to the gym, spending time with friends and family and other things you enjoy. This will boost your mood and lessen your anxiety.

Alter, Stuckler & Associates are a team of registered psychologists and a social worker that provide compassionate psychological care. We have provided service to individuals, couples and families from Thornhill, Markham, Vaughan and throughout the Greater Toronto Area for more than 30 years. Have a question for our team? Contact us today.

The post School’s Out: 5 Tips to Help Navigate End of Year Transitions and Anxiety appeared first on Stuckler & Associates.

Here are 5 tips to help you access support for your child and yourself.

1. Share the report with your child’s school.

• If you are comfortable sharing the information in the report it is advisable to share it with the school. This will ensure your child has access to the support he/she needs. The school has its own procedures in place so that an individual education plan (IEP) can be created for your child on the basis of the report.
• The report will contain many helpful recommendations for the school to follow.

2. Share the report with your child’s doctor.

• If you are considering medication, it will be important to visit your child’s doctor to discuss the options that are available. Medication is not a “one size fits all” solution and may require some trial and error. Depending on the severity of your child’s condition and the symptoms they are experiencing, therapy and medication may be the best treatment approach.

3. Connect with a parent support group.

• Many parents themselves experience a range of emotions after their child has received a diagnosis. Joining a group with other parents who have gone through a similar experience can be helpful. This can be an opportunity to share stories, ask questions and get answers.

4. Read books and check out online resources.

• The psychologist, your child’s teacher and/or physician can recommend books and websites with helpful information for you. Find out which ones are reputable, with evidence-based treatment approaches.

5. Look into community agencies that offer resources for parents and children.

• Many of the agencies that are government funded have lengthy waitlists so make sure to get on the list right away. This way you can access free supports for yourself and your child. This may include therapy (individual, group, family etc.), parent groups and or further treatment/assessments.

Alter, Stuckler & Associates are a team of registered psychologists and a social worker that provide compassionate psychological care. We have provided service to individuals, couples and families from Thornhill, Markham, Vaughan and throughout the Greater Toronto Area for more than 30 years. Have a question for our team? Contact us today.

The post Your Child Has Received a Diagnosis, Now What? appeared first on Stuckler & Associates.