Co-designing COMPASS, a practice-ready framework for conversations about problematic screen use and anxiety: a practitioner-only feasibility and acceptability study

In the modern world, digital life is not just a tool; it is the air young people breathe. For many, the internet offers connection, learning, and a sense of belonging. Yet, for a growing number of adolescents, these same digital environments can become entangled with deep worry and fear. The problem is rarely the amount of time spent on a screen. Instead, the issue lies in the patterns of behavior: the compulsive need to check a message, the inability to put a device down, the constant comparison with others, or the use of the internet to escape difficult feelings. When these patterns begin to feed anxiety or interfere with daily life, adults—parents, teachers, and counselors—often find themselves at a loss. They can see the warning signs, but they lack a clear, safe way to start a conversation without sounding accusatory or pushing the young person away.

This is the specific gap researchers sought to address with a new approach called COMPASS. The goal was not to create a strict set of rules for limiting screen time, but to build a practical guide for understanding why a young person is using technology in a certain way and how that use might be linked to their anxiety. The researchers, a team of psychologists, educators, and clinicians from across Australia, wanted to know if a simple, three-step conversation framework could help adults move from noticing a problem to having a helpful, non-judgmental discussion. They focused on a specific moment: when an adult has already noticed that screen use might be causing distress, but does not know how to proceed.

To test this idea, the team did not start by asking children what they thought. Instead, they turned to the adults who work with them every day. They gathered thirty-eight practitioners, including school counselors, psychologists, youth workers, and medical professionals, to review an early draft of the COMPASS guide. The guide was designed around three steps: NOTICE, CONNECT, and RESPOND. The "NOTICE" section was meant to help adults recognize specific warning signs, such as a young person struggling to stop using a device or feeling intense anxiety when they cannot check their phone. The "CONNECT" section offered prompts to help adults start a conversation with curiosity rather than blame, asking questions like "What do you like doing online?" to understand the function of the behavior. Finally, the "RESPOND" section provided guidance on what to do next, such as involving family, seeking professional help, or ensuring safety.

The researchers asked these practitioners to evaluate the draft guide through an online survey and, for a smaller group of eight, through in-depth interviews. The results revealed a clear picture of the challenges adults face. While most practitioners felt confident enough to start a conversation, nearly sixty percent were worried about sounding judgmental or anti-technology. Almost half feared they might accidentally blame the young person or their family. The most common warning signs they observed in their work were difficulty disengaging from screens, anxiety or worry, avoidance of tasks or social situations, and the constant need for reassurance or social comparison.

When the practitioners looked at the draft guide, their feedback was mixed but constructive. About three-quarters of them felt the guide was feasible and acceptable for their roles, provided they received brief training. However, they pointed out that the language needed to be clearer and less clinical. For instance, some found the phrase "winds anxiety up" confusing and preferred plain language that explained how a behavior might offer short-term relief but increase long-term worry. They also stressed that the guide needed to account for the fact that digital behavior is complex; a young person might be using a phone to avoid a difficult feeling, but the phone might also be their only source of connection. The guide needed to help adults explore this nuance without turning the conversation into an interrogation.

A significant finding from the interviews was the importance of timing and trust. Practitioners emphasized that an adult cannot simply walk up to a young person and ask about their screen use the moment they see a problem. The conversation must happen when the young person is calm, and the adult must have already established a relationship of trust. One psychologist noted that these discussions are about "discovery and exploring together," not correcting a mistake. The researchers also learned that the guide needed to address emerging technologies, such as artificial intelligence chatbots, which young people are increasingly using to seek reassurance or check their emotions. The guide had to be flexible enough to cover these new tools without becoming outdated.

The practitioners also highlighted that the "RESPOND" part of the guide needed more detail. They wanted clearer instructions on how to involve parents safely, when to make a referral to a specialist, and how to handle situations where the young person's family might not be a safe option. They requested that the guide be supported by training that included role-playing, so they could practice the difficult conversations before having them in real life. Cultural safety was another major priority; the guide needed to be adaptable for different communities, including Indigenous families and those from diverse cultural backgrounds, to ensure it did not cause harm or misunderstanding.

Despite the need for refinement, the overwhelming sentiment was one of support. Nearly all the practitioners who reviewed the guide agreed that it should continue to be developed. They saw a genuine need for a shared, practical approach to help adults navigate the complex intersection of digital life and anxiety. The study concluded that while the initial draft was a good starting point, it required further co-design with children, young people, and families to ensure the language felt respectful and the steps made sense in real-world settings. The researchers plan to take these insights, refine the guide, and then test it in schools and clinics to see if it truly helps adults have safer, more effective conversations about the digital lives of the young people they care for.