Youth well-being, social connectedness, and personality traits, such as empathy and narcissism, are at the crux of concerns often raised about the impacts of digital life. Understanding known impacts, and research gaps, in these areas is an important first step toward supporting media use that contributes positively to youth's happiness, life satisfaction, and prosocial attitudes and behaviors. By examining existing work addressing these issues across domains, we found that a complex interplay of individual factors, type of digital media engagement, and experiences in media contexts informs outcomes related to well-being, social connectedness, empathy, and narcissism. We argue that further research is needed to uncover how, where, when, and for whom digital media practices support positive well-being and social connectedness outcomes. Specifically, research needs to move beyond correlational studies to uncover causal connections between traits like narcissism and media use. Longitudinal studies are also needed to explore patterns of media use over time and related impacts. Further research is needed to explore how specific technologies can be designed to support positive well-being, social outcomes, and prosocial personality traits. Finally, research is needed regarding parenting, educational practices, and policies that support positive digital media use and related outcomes. Although existing research suggests that digital life has mixed potentials and effects for well-being, social connectedness, empathy, and narcissism, we provide recommendations for clinicians, policy makers, and educators in partnering with caregivers and youth to support media use that promotes positive outcomes in these areas.

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Supporting social interactions is a long-term focus for Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). However, understanding how social and emotional skills are learned, and how this process can be supported by technology, is an important but underresearched area in HCI so far. To address this gap, we review existing approaches to social and emotions skills learning (SEL) in other fields, with a specific focus on SEL in education, in which a large number of evidence-based programs is widely deployed. In doing so, the primary aim of this article is to provide a foundation and set an agenda for future research on the design of technology that would support, and help teach, social and emotional skills. We identify the key challenges to successful learning shared by SEL programs in education-such as embedding skills learned in class also into everyday situations, promoting reflection, and providing additional opportunities for practice-and outline how these could be addressed by digital technology. Overall, our key argument is that much existing HCI work could be used in support of social and emotional skills learning in education, and possibly other domains, but that the topic has not been explored so far. We also highlight how the focus on supporting SEL would bring novel opportunities and challenges for HCI, as well as provide a basis for a strong HCI research agenda in this space. ACM Reference Format:Petr Slovák and Geraldine Fitzpatrick. 2015. Teaching and developing social and emotional skills with technology. ACM Trans. Comput.-Hum.

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