Serge Hefez, a psychiatrist, expressed concern about the increasing isolation of children due to excessive screen time. He linked this issue to a disturbing incident where a 14-year-old student stabbed a school supervisor after being reprimanded. The student had no prior history of mental health issues or violence and was described as well-adjusted by peers. However, he showed no remorse for his actions.

Hefez noted that this lack of empathy among young people may be influenced by their constant exposure to violent media and video games. He reflected on how many adolescents today seem disconnected from reality and struggle with understanding human emotions and the value of life. This growing trend raises alarms about the mental health of youth and their ability to connect with others in meaningful ways.

The psychiatrist's observations highlight a broader societal concern regarding children's emotional development in an age dominated by digital interactions, suggesting that many are slipping into an isolated world that is difficult for adults to reach.

Original article

This article doesn’t give you actionable information—it doesn’t tell you what to do, like setting screen time limits or talking to kids about emotions. It’s more like pointing out a problem without offering a clear plan. It has some educational depth because it explains how too much screen time might make kids feel less connected to others and struggle with empathy, which helps you understand the issue better. It’s personally relevant if you’re a parent, teacher, or someone who cares about kids, since it talks about how kids are growing up today. However, it doesn’t use emotional manipulation—it’s not trying to scare you with big words or dramatic stories; it just shares a psychiatrist’s concerns. It doesn’t serve a public service function either, as it doesn’t provide resources like helplines or guides for parents. There are no practical recommendations, so you can’t take direct steps from reading it. It does have long-term impact potential because it makes you think about how screens affect kids’ futures, but it doesn’t give tools to make lasting changes. Finally, it has a constructive emotional impact by encouraging you to think critically about kids’ mental health without making you feel hopeless. Overall, it’s informative but not super helpful unless you already know what to do with the information.

The text presents a clear case of confirmation bias by accepting the psychiatrist's assumptions without evidence. Serge Hefez links excessive screen time to a violent incident involving a 14-year-old student, stating, "He linked this issue to a disturbing incident where a 14-year-old student stabbed a school supervisor." The text does not provide data or studies to support this connection, relying solely on Hefez's opinion. This favors the narrative that screen time is harmful, suppressing alternative explanations for the student's behavior, such as individual psychological factors or other environmental influences.

Linguistic and semantic bias is evident in the emotionally charged language used to describe the incident and its implications. Phrases like "disturbing incident," "lack of empathy," and "disconnected from reality" evoke fear and concern, framing the issue in a negative light. For example, the statement, "This growing trend raises alarms about the mental health of youth," uses alarmist language to emphasize the perceived danger. This manipulation favors a narrative of crisis, potentially overshadowing more nuanced discussions about youth development and technology.

The text also exhibits cultural and ideological bias rooted in a Western worldview that assumes a direct link between media consumption and behavior. Hefez notes, "He reflected on how many adolescents today seem disconnected from reality and struggle with understanding human emotions and the value of life." This assumes that Western values regarding emotional development and the value of life are universal, ignoring diverse cultural perspectives on these topics. It suppresses non-Western viewpoints that might interpret the role of media differently.

Sex-based bias is absent in the text, as it does not discuss or differentiate between male and female experiences or behaviors. The focus is solely on adolescents in general, without reference to biological sex categories.

Selection and omission bias is present in the exclusion of counterarguments or alternative perspectives. The text does not mention studies or experts who might argue that screen time can have positive effects or that violence in media does not necessarily lead to real-world aggression. By omitting these viewpoints, the text reinforces a one-sided narrative that favors Hefez's perspective.

Framing and narrative bias is evident in the structure of the text, which presents Hefez's observations as a broader societal concern without questioning their validity. The sequence of information—starting with the violent incident and ending with a warning about isolation—guides the reader toward a conclusion that excessive screen time is a significant threat. For instance, the final statement, "suggesting that many are slipping into an isolated world that is difficult for adults to reach," frames the issue as an urgent problem requiring attention, without exploring potential solutions or alternative interpretations.

Institutional bias is subtle but present in the text's reliance on a psychiatrist's opinion as authoritative. By positioning Hefez as an expert, the text implicitly endorses his views without challenging his assumptions or methodology. This favors the authority of mental health professionals, potentially suppressing dissenting voices from other fields like sociology or education.

Overall, the text employs multiple forms of bias to promote a narrative that excessive screen time is harmful to youth, favoring alarmist and Western-centric perspectives while omitting counterarguments and alternative viewpoints.

The text conveys a sense of concern, which is the dominant emotion. Serge Hefez, the psychiatrist, expresses worry about children's increasing isolation due to excessive screen time. This concern is evident in his description of the disturbing incident involving the 14-year-old student, where he links the child's actions to a broader issue of emotional disconnection. The words "concern," "disturbing," and "alarms" clearly show the strength of this emotion, emphasizing the seriousness of the situation. The purpose of this concern is to draw attention to a growing problem and prompt readers to consider its implications.

Another emotion present is sadness, particularly in the description of adolescents struggling with understanding human emotions and the value of life. The phrase "disconnected from reality" evokes a sense of loss and loneliness, highlighting the emotional void experienced by these young people. This sadness serves to create sympathy in the reader, encouraging them to feel for the children and recognize the depth of the issue.

There is also an underlying sense of urgency, as Hefez's observations suggest that many children are "slipping into an isolated world" that is difficult for adults to reach. The use of the word "alarms" and the description of the trend as "growing" convey a need for immediate action. This urgency is meant to inspire readers to take the issue seriously and consider ways to address it.

The writer uses emotional language to persuade readers by painting a vivid picture of the consequences of excessive screen time. By describing the incident of the student stabbing a supervisor and linking it to emotional disconnection, the writer makes the issue feel personal and immediate. The repetition of ideas, such as the emphasis on isolation and disconnection, reinforces the emotional impact and keeps the reader focused on the central concern.

This emotional structure shapes opinions by presenting the issue as a pressing and widespread problem that requires attention. However, it can also limit clear thinking by evoking strong feelings that may overshadow other perspectives or contributing factors. Recognizing the use of emotions in the text helps readers distinguish between facts and feelings, allowing them to form a more balanced understanding of the issue. By being aware of how emotions guide their reaction, readers can stay in control of their interpretation and avoid being swayed solely by emotional appeals.