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    Virtual Immersion Drowns Holistic Development
    Virtual Immersion Drowns Holistic Development
    Virtual Immersion Drowns Holistic Development
    Ebook132 pages1 hour

    Virtual Immersion Drowns Holistic Development

    By David Carr, MA

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    About this ebook

    ABSTRACT- Virtual Immersion Drowns Holistic Development explores current published research offering consideration of the positive and negative attributes of Computer Enhanced Virtual Online Recreation, Discretionary Screen Time, Internet Addiction Disorder, systemic child & family development, child development, video game rating and sales practices, varieties of available age appropriate game scenarios, pro social interaction, first person shooter identity, school violence and computer recreation use in educational settings. Discussion of parental role modeling, daily recommended allowance of gaming, definitions of pathological use, a review of computer addiction research, gambling by children, alternatives to video as entertainment, and lack of physical activity. Presentation and discussion of the Carr Multi-Dimensional Skills Development Model (MDSDM) is addresses Discretionary Screen Time (DST) and Massive Multiplayer Online Role-Playing Games interfering with holistic experience and integrative personality development.

    LanguageEnglish
    PublisherDavid Carr, MA
    Release dateDec 7, 2015
    ISBN9781311212542
    Virtual Immersion Drowns Holistic Development
    Author

    David Carr, MA

    As a trained Family Therapist, previously experienced adjudicated youth wilderness program counselor, and previous home based family stabilization clinician, exploring systemic relationships is a cornerstone of my life. I enjoy research, conversation and awareness that may help people evaluate, interpret then optimize their life experiences. In 2021 many youth and families seek way to navigate the challenges of social distancing, youth violence, addiction and hopelessness. As a self employed licensed fiduciary agent since 1996, I seek ways to help buyers and investors evaluate then achieve their goals, regardless of income or financial status. Being self employed allowed me to schedule my work around my family,a logistical choice I am most thankful for. As a parent I witness the overwhelming effect of recreation media on my sons, which lead me to research the developmental effects of rectech and self publsih "Virtual Immersion Drowns Holistic Developement" My commitment to a Sustainable Future called me to found Earthlobbyist.com in 2018, an educational resource that references current news and research about the effects of carbon based climate change in a mission to heal people with climate change denial syndrome. I am a Trained Assistant Scoutmaster and active Inland Wetland Commissioner since 1999.

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      Book preview

      Virtual Immersion Drowns Holistic Development - David Carr, MA

      Virtual Immersion Drowns Holistic Development

      By David Carr, M.A

      Published by David Carr, M.A. at Smashwords

      Copyright 2015 by David Carr, M.A. All Rights reserved

      Also Published by David Carr, M.A.

      4015 Days on Smashwords

      Smashwords Edition, License Notes

      This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then please return to your favorite ebook retailor and purchase your own copy. Thank you for respecting the hard work of this author.

      TABLE OF CONTENTS

      INTRODUCTION: There’s nothing to do.

      Chapter 1: Leaning Away From Holistic Learning

      Chapter 2: Parents Are the First Teachers

      Chapter 3: One Dimensionality and Holistic Drought in the land of MMORP and MOPA

      Chapter 4: The Entertainment Software Rating Board

      Chapter 5: Most Popular Video Game Sales History since 2012

      Chapter 6: Current Research and Opinion

      Chapter 7: Spatial Skill Development and Automaticity

      Chapter 8: Modeling Positive or Negative Role Environments

      Chapter 9: Screens at School

      Chapter 10: Lack of Attention in Aggressive Decision Making and Violence

      Chapter 11: Is Task Switching Really Productive?

      Chapter 12: Pro-Social Values of Virtual Immersion

      Chapter 13: The Evolving Field of Video Addiction

      Chapter 14: Reflections, Interpretations and Conclusions

      Chapter 15: Parental Rights and Responsibilities

      Chapter 16: Time without the Screen

      Chapter 17: Multi-Dimensional Skill Developmental Model

      Chapter 18: Experiential and Relational Growth Dynamics

      Chapter 19: Nature, Depth, and Authenticity in Relational structures

      Glossary

      References

      ABSTRACT- Virtual Immersion Drowns Holistic Development explores current research offering consideration of the positive and negative attributes of Computer Enhanced Virtual Online Recreation (CEVOR), Discretionary Screen Time (DST), Internet Addiction Disorder (IAD), family development, child development, video game rating and sales practices, varieties of available age appropriate game scenarios, pro social interaction, first person shooter identity, school violence and computer recreation use in educational settings. Discussion of parental role modeling, daily recommended allowance of gaming, definitions of pathological use, a review of computer addiction research, the relationship of CEVOR to gambling, alternatives to video as entertainment, and lack of physical activity. Presentation and discussion of the Carr Multi-Dimensional Skills Development Model (MDSDM) is addresses Discretionary Screen Time (DST) and Massive Multiplayer Online Role-Playing Games (MMORPG) interfering with holistic experience and integrative personality development.

      ACKNOWLEDGEMENTS- I express my appreciation and respect for the forty three dedicated teams cited in this publication, who have recognized a variety of issues, providing their tireless commitment to education and understanding of contemporary issues of virtual immersion, long before I began my work in 2014. So much has changed since computer entertainment migrated from the neighborhood arcade, to home theaters and finally into personal devices, it's hard to believe it’s only since 2007 the smart phone entered our global consciousness. While respecting every person's right to find entertainment that is meaningful and relational, I hope to provide an environment for discussion about the virtual choices we make, the outcomes of these choices, and our shared perceptions of the environments we create as a global community.

      INTRODUCTION: There’s nothing to do.

      These words haven been spoken by my twin sons multiple times since they entered sixth grade, despite the fact they are creative students, engaging people, easy friend makers, avid readers, enthusiastic builders, competent cooks, aspiring artists, inquisitive learners, boy scouts, generally happy people, and competent athletes. Not that they are the first young people to be bored, as the days of youth sometimes pass with the speed of molasses, but they are unique, since they are the only thirteen year old people living in our family home today. They are also unique in a developmental sense, since they, as virtual natives, have always lived in a world that offers consistent access to the internet cloud via streaming wireless data.

      When a society provides this incredible amount of information, opinion, and entertainment, access to strangers, anonymity, and popular culture to young people who are still learning the basics of elementary education, concrete thinking, cause and effect, and rational outcome based decision making, there are a multitude of obvious results. One of the most obvious is less time to do everything else that children have always done throughout time. Imagination, creation, free play, outdoor games, music lessons, model building, reading, and more. What an amazing moment in child development history.

      Never before have had people the option to access so much information so consistently regardless of their location and economic resources. The only limiting factor in access to streaming data is one's desire or ability to access the mobile data stream, a monthly cost of about $100/month for a 4 member family plan in May 2014, depending on your choice of providers and amount of information consumed. There is no charge to float on the data stream if you are in the right spot like a library, poaching from a neighbor, or enjoying a complimentary Wi-Fi signal in a local business. One can now pay as little as $19 per month for a land line internet connection delivering upwards of 12 mbs (megabytes per second) of all the newspapers, research, movies, television excerpts, homemade videos and more. I understand that 3 gigabytes is considered a typical 2015 monthly service maximum before additional charges may apply, yet some providers offer unlimited data streams for $60/month.

      Many people have less time to do everything else, because discretionary screen time (DST) has captured the interest and focus of a large group of people like nothing before. Virtual Immersion is a phenomenon that has swept across the world, the effects of which are being recognized by the majority of the population. New businesses and aspiring criminals sense a fresh market. We can see people from all ages and walks of life, looking at the small screens on their phones or tablets, most recently being called mobile devices, everywhere they go. Discretionary screen time (DST) is now the main waking activity of children: a lifestyle factor as relevant to health as nutrition and physical activity Sigman (2014).

      We see children waiting at bus stops, riding to school, sitting with friends or parents, silently finger swiping screens as they collect tokens, grow dragons, negotiate mazes, build cities, rescue hostages, perpetrate crimes, shoot people, shoot animals, or just assume the identity of the principal catalyst in the game they have chosen to play. 97% of children and adolescents play video games at least one hour per day Granic et al. (2014),while others may spend many more hours each day fixated on the small screen. Maybe they are not playing a game, instead watching the latest streaming video one of their friends, or anybody else, just shared. There is a possibility some people are learning, accessing class work and instructional material from the vast educational resources available to online students, but judging from 2013 national data on primary and high school test scores, there are probably a small number of educational screen watchers.

      Virtual Immersion affects children and people of all ages by offering vast amounts of choice, leaving them alone to choose what they want. Often this is most likely to play games and be entertained, as children have always done. The issue is what is being lost as a result of choosing to find everything in a mobile device, home computer or television. Who we are and how we experience life is greatly affected by our experiences of childhood. Nutrition, health, security, activity, personal friendships, eye contact, rule definition in free play, fairness, and belonging have long been accepted building blocks of a happy successful person. Every day children learn about their place in the world by their experiences of play, learning, exploration and interaction.

      Chapter One: Leaning Away From Holistic Learning

      You can be pretty sure that children are not refreshing

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