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How Technoference Breaks Down Families: What MFTs Need to Know

 

Have you assessed for technoference in your client families?

Digital media and modern technology have become a part of people’s everyday lives through useful applications in work, school, communication, etc. However, research finds that it has created an interpersonal wall during shared child-parent activities known as technology interference (technoference) which negatively impacts the child-parent relationship. This is a growing problem that will worsen for future generations due to powerful institutional influence unless something is done about it. It is up to marriage and family therapists (MFTs) to begin to recognize it, repair parent-child relationships, and fight against further development of the issue.

Emerging research is finding that technology use during shared parent-child activities negatively affects both parents and children on a behavioral, emotional, and interpersonal level (Newsham et al., 2020; Sampasa et al., 2020; Stockdale et al., 2018). Parents who multitask engaging with digital media like tablets and smartphones during playtime and other engaging activities with their children impact their ability to engage and respond to their child sufficiently; these parents also report lower mental energy to attend to their children during interpersonally enriching situations (Zurcher et al., 2020). In these environments, children resort to maladaptive attention-seeking behaviors that put a strain on the family’s togetherness (McDaniel & Radesky, 2018). As this continues into adolescence, children have a lower sense of warmth toward their parents when technoference is pervasive which fosters a lower socio-emotional connection (Stockdale et al., 2018). Technoference doesn’t end at the parental use of technology, a longitudinal study found that young adults addicted to social media form poor parent-young adult relationships as well as exhibit depressive and anxiety symptoms (White-Gosseling & Poulin, 2024). Given the interpersonal nature of this issue, MFTs would be best equipped to intervene. In adjacent situations where technology is a contributing factor to interpersonal distress, MFTs have been called upon to lead the way in working with families to navigate the relational distress that arises and preparing them for issues connected to the evolving use of technology (Oravec, 2000; Sharma & Palanichamy, 2018). As technology continues to evolve, MFTs should stay at the forefront of this issue.

MFTs should expect this to be a pervasive issue due to systemic factors that reinforce the use of digital devices that contribute to technoference. It’s no secret that social media and other tech companies participate in the attention economy model by making products that are intentionally addictive to drive engagement; they collect user data and implement strategies to take advantage of each customer’s dopamine cycle (Mujica et al., 2022). The market incentivizes companies to use their funding and power to continue generating and maintaining ways to keep people attached to their digital devices. Phones have already become an essential component to life; it is to the extent that people describe the connection to their phone with language reserved for intimately close relationships (Holte & Ferraro, 2021). Parents and future parents are perpetually under this influence which makes them at-risk for technoference disrupting the relationship with their children.

The ever-increasing push of technology use to younger generations without proper regulation will only cement further dependence and risk of technoference. In the U.S. school system, an increase of technology use has emerged in classrooms as early as kindergarten; many districts are adopting one-on-one tablet programs that involve supplying tablets that kids can use in school and take home (Aladé & Donohue, 2023). While technology has been shown to be a valuable tool in the classroom to amplify the learning experience for students, parents are often uninformed and lack clarity on how to manage their children’s screen time at home leading to inconsistent rules; parents also find themselves uninformed on the impact that these devices may have on their child’s behavior (Aladé & Donohue, 2023; Gralczyk, 2019). The inconsistency of regulation leaves the door open for children to learn maladaptive behaviors around the use of technology. Incoming parents who have grown up with access to modern digital devices are likely to hold generally positive attitudes toward technology use for their children, so there’s little reason to think twice when educational institutions encourage or require technology use. These contributing factors make families prone to the aforementioned difficulties between children and their parents.

The type of use of digital devices that lead to technoference are reinforced by major institutions like big tech companies and school districts; the influence that these institutions carry ensures that this will be a continuing and expanding problem.

Recent research highlights an emerging problem of technoference negatively impacting the parent-child relationship, and it’s time for MFTs sufficiently intervene; the problems present as a variety of interpersonal and intrapersonal problems in the family. The type of use of digital devices that lead to technoference are reinforced by major institutions like big tech companies and school districts; the influence that these institutions carry ensures that this will be a continuing and expanding problem. MFTs are uniquely equipped with the tools to be influential and disrupt the patterns and processes that continue the cycle of interpersonal distress. Their systemic approach allows them to identify the broader framework that contributes to the replication of these issues while having the tools to intervene on a family system level.

In order to be more effective in identifying and treating this problem, technoference needs to become a consistent topic to address in the intake process. The assessment of technoference is not commonly included in initial intake forms and interviews, so this article serves as a call for MFTs to begin including it. A great resource for assessing technoference in parents is the Distraction In Social Relations and Use of Parent Technology (DISRUPT) developed by McDaniel (2021); it is a brief four point measure that can be easily incorporated into the intake process (see appendix for measure). To advocate for systemic change, MFTs can utilize their voice as an expert in the field to encourage school districts to prioritize informing parents on clear and applicable strategies to limit maladaptive technology use. Within the family system, MFTs can strategize with families to implement intentional time where the whole family can connect on an activity that is technology-free.

Julie Payne, DMFT, LMFT, is an AAMFT Professional member holding the Clinical Fellow and Approved Supervisor designations and a Clinical Assistant Professor at Chapman University in the Marriage and Family Therapy Program. She has over 17 years of clinical experience working in community-based mental health and private practice settings. Dr. Payne is currently licensed and practicing in California and Texas specializing in working with families and individuals living with chronic illness/pain, military families, children and adolescents, and trauma.

David.Jimenez

David Jimenez, is a first year MFT Student at Chapman University. Jimenez values each person’s ability to create their own meaning; that includes both the learning process to understand what is meaningful and the act of living by those terms. He’s inspired by the successes and joy of those around him, as it fosters an environment of love, kindness, and optimism. He has taken on the opportunity to contribute towards seeing those aforementioned conditions around him through his future work as a marriage and family therapist. He hopes that this article can contribute to a future of families with an opportunity to reevaluate the type of relationships they want to share with each other.

Kimberly Licona, is a second year MFT Trainee at Chapman University. Licona gravitates towards getting to know client’s stories and experiences by coming from an empathic, non-judgmental, and understanding lens. She wants to meet the clients where they are and collaborate to help them reach their goals. Her population of interest is children and adolescents who struggle with anxiety, depression, trauma, and behavioral issues as well as helping families build better relationships with each other.


Aladé, F. & Donohue, T. H. (2023). Exploring parents’ technology attitudes and practices in the context of school-issued one-to-one devices in kindergarten. Journalism and Media. 4(2), 547-563. https://doi.org/10.3390/journalmedia4020034

Gralczyk, A. (2019). Smartphone and tablet in the everyday life of preschool children. Impact and educational options in the opinion of parents and teachers of kindergarten. Social Communication, 5(2), 85-102. https://doi.org/10.2478/sc-2019-0012

Holte, A. J., & Ferraro, R. F. (2021). Tethered to texting: Reliance on texting and emotional attachment to cell phones. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 40(1), 1–8. https://doi-org.chapman.idm.oclc.org/10.1007/s12144-018-0037-y

McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent distraction with technology and associations with child behavior problems. Child Development, 89(1), 100-109. https://doi.org/10.1111/cdev.12822

McDaniel, B. T. (2021). The DISRUPT: A measure of parent distraction with phones and mobile devices and associations with depression, stress, and parenting quality. Human Behavior and Emerging Technologies, 3(5), 922–932. https://doi.org/10.1002/hbe2.267

Mujica, A. L., Crowell, C. R., Villano, M. A., & Uddin, K. M. (2022). Addiction by design: Some dimensions and challenges of excessive social media use. Medical Research Archives, 10(2). https://doi.org/10.18103/mra.v10i2.2677

Newsham, G., Drouin, M., & McDaniel, B. T. (2020). Problematic phone use, depression, and technology interference among mothers. Psychology of Popular Media, 9(2), 117. http://dx.doi.org.chapman.idm.oclc.org/10.1037/ppm0000220

Oravec, J. A. (2000). Internet and computer technology hazards: Perspectives for family counselling. British Journal of Guidance & Counselling, 28(3), 309-324. http://dx.doi.org/10.1080/03069880050118966

Sampasa, K. H., Goldfield, G. S., Kingsbury, M., Clayborne, Z., & Colman, I. (2020). Social media use and parent–child relationship: A cross‐sectional study of adolescents. Journal of Community Psychology, 48(3), 793–803. https://doi-org.chapman.idm.oclc.org/10.1002/jcop.22293

Sharma, M. K., & Palanichamy, T. S. (2018). Psychosocial interventions for technological addictions. Indian Journal of Psychiatry, 60(Suppl 4), S541-S545. doi:10.4103/psychiatry.IndianJPsychiatry_40_18

Stockdale, L. A., Coyne, S. M., & Padilla-Walker, L. M. (2018). Parent and child technoference and socioemotional behavioral outcomes: A nationally representative study of 10-to 20-year-old adolescents. Computers in Human Behavior, 88, 219-226. http://dx.doi.org.chapman.idm.oclc.org/10.1016/j.chb.2018.06.034

White-Gosselin, C.-É., & Poulin, F. (2024). Associations between young adults’ social media addiction, relationship quality with parents, and internalizing problems: A path analysis model. Canadian Journal of Behavioural Science, 56(1), 61–69. https://doi-org.chapman.idm.oclc.org/10.1037/cbs0000326

Zurcher, J. D., King, J., Callister, M., Stockdale, L., & Coyne, S. M. (2020). “I can multitask”: The mediating role of media consumption on executive function’s relationship to technoference attitudes. Computers in Human Behavior, 113, 106498. https://doi.org/10.1016/j.chb.2020.106498

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