The primary goal of this interventional study is to explore whether 3 months of arts-based digital interventions can change the way in which teenagers (13-16 years of age) use social media and are affected by them. The main questions it aims to answer are: * Can we give teenagers new, stimulating, and more goal-oriented ways of using social media through arts-based digital trainings and active discussions around social media? * Can these arts-based digital interventions also help teenagers to overcome the negative consequences of social media overuse (such as depression, anxiety, and reduced attention and cognitive performance)? Secondarily, this study also aims to explore the brain and behavioral traits associated with these arts-based interventions to better understand how they work. Researchers will compare a music composition intervention with two other interventions: an active control intervention based on visual-arts instead of music (i.e., photography), and a passive approach to control for the mere pass of time. Participants will: * Complete a baseline and a post-intervention evaluation where researchers will obtain measures of cognitive performance (attention and executive functions, mainly), mood, mental health, brain structure and function, and social media usage and attitudes towards these platforms. * Complete weekly measures regarding their use of social media platforms and their mood. * Complete 3-month arts-based composition / edition intervention (based on music or visual-arts/photography), or the equivalent time with no intervention (passive control group). The motivation of this study was driven by the observation that, in recent years, there has been an increasing use of social media and digital devices in teenagers, while the scientific community still does not fully understand the effects of the overuse of these digital means and platforms. Moreover, some of the negative effects described to be associated with the passive overuse of social media tap on the same brain structures that are benefited by musical and artistic trainings. Hence, we thought it could be worth trying to use arts-based training to help teenagers compensate for or overcome the negative effects of social media at the neural, cognitive, mood and mental health levels. This study introduces novelty through three main aspects. Firstly, it employs a digital art creation approach that requires no classical art training, making it more accessible and less intimidating. Secondly, it incorporates commonly used digital devices (e.g., phones/tablets) and motivating environments into the learning process, integrating the development of new digital skills and the practice of critical thinking around the use of SM into normal classroom activities. Finally, the study employs a multi-methodological approach to explore the brain mechanisms underlying mental-health and cognitive changes resulting from arts-based interventions. Finally, we believe that conclusions from SMART will: * set the basis for developing preventive and therapeutic interventions for depression and anxiety in teenagers, * promote educational programs that provide optimal tools for adolescents to navigate social media in a healthy manner, and * inspire educational policy.
Age range
13 Years – 16 Years
Sex
ALL
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Post - Pre changes in attitudes and importance given to social media
Timeframe: From enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in social media profiles followed in social media
Timeframe: From enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in mood and emotional reaction while being online
Timeframe: From enrollment to the end of the post-intervention evaluation (roughly at week 14).
Weekly evolution of screentime
Timeframe: From week 1 to week 12 of the intervention (or 3-month no intervention period for the control group).
Weekly evolution of mood
Timeframe: From week 1 to week 12 of the intervention (or 3-month no intervention period for the control group).
Post - Pre changes in self-esteem
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in Depression (CDI)
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in Anxiety (SCARED)
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in Mood
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in Attention
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in verbal learning and memory
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in auditory working memory
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in functional connectivity at rest
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in neurophysiological correlates of pre-attentive auditory detection
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in brain morphology / anatomy
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).
Post - Pre changes in brain structural connectivity
Timeframe: Difference from enrollment to the end of the post-intervention evaluation (roughly at week 14).