Digital Dialogues
Guidance for conversations on mental health and digital technology with young people

Background
Digital technology is a significant part of young people’s daily lives, influencing them in both positive and negative ways. Online activity has been linked to poor mental health in children and adolescents. However, mental health professionals have limited guidance on addressing this growing concern.
The guidance and resources provided are based on a comprehensive program of engagement and research conducted from 2021 to 2024.
Scoping survey findings
In 2021 we surveyed mental health practitioners (n = 99) and young people (n = 320) to better understand their views on how to support young people through conversations about their online activities and how these impact on their mental health.
73%
of practitioners believed exploring online use should form an essential part of risk assessment
68%
of young people agreed health and social care practitioners should contribute to ensuring the safety of young people online
71%
of mental health practitioners reported having no access to professional guidelines or workplace policies on inquiring around online activities with young people
Project collaborators
Lucy Biddle, Helen Bould, Raphael Rifkin-Zybutz, Jane Derges, Felicity Sedgewick, Nicholas Turner, Paul Moran, Rachael Gooberman-Hill, Georgina Griffiths, Zoë Haime, and Myles-Jay Linton.
Digital Dialogues Young Persons Group (DDYPG):
The DDYPG was formed with the aim of incorporating the viewpoints of young people into our projects. The DDYPG had 11 members including Abbey Coleman, Aimee Hartley, Molly Anderton, Tanya Marwaha, Leo Barker, Belle Pettinger, Evie Calver, Emily, Trixie Panatti-Reeve, and Chris Sims. These members served as co-researchers, actively engaging in data analysis, collaborative discussions, and utilising their lived experience to shape the creation of resources.
Funders, support and partners
This research was funded by an MRC/AHRC/ESRC Adolescence, Mental Health And The Developing Mind Engagement Award. The work is supported by the Elizabeth Blackwell Institute, University of Bristol.



