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Clinical Round Tables

Artificial Intelligence and Technology-based Interventions

Clinical Round Table 17 - Parenting in the Age of AI: Rethinking How We Feel, Think, and Develop

Friday, June 26, 2026
11:00 AM - 12:30 PM PDT
Location: Yerba Buena Salon 4, B3 Level
Keywords: Technology / Mobile Health, Parenting , Children
Level of Familiarity: Moderate
Recommended Readings: Nagarajan, R., Ramachandran, P., Dilipkumar, R., & Kaur, P. (2024). Global estimate of burnout among the public health workforce: A systematic review and meta-analysis. Human Resources for Health, 22, 30. https://doi.org/10.1186/s12960-024-00917-w,   Toledo-Vargas, M., Chong, K. H., Maddren, C. I., Howard, S. J., Wakefield, B., & Okely, A. D. (2025). Parental technology use in a child’s presence and health and development in the early years: A systematic review and meta-analysis. JAMA Pediatrics, 179(7), 730–737. https://doi.org/10.1001/jamapediatrics.2025.0682,   Shafran, R., Bond, L., Carlbring, P., Cohen, Z. D., Creed, T. A., Davey, E., … & Wade, T. D. (2026). From innovation to implementation: Artificial intelligence in cognitive behaviour therapy training and supervision. Behaviour Research and Therapy, 197, 104945.,   ,  
Parenting and child development are unfolding within a cultural moment of social acceleration, rapid AI diffusion, and rising mental health burden. This panel brings together five contributions that examine how artificial intelligence and the experience of accelerated time are reshaping how children and adolescents feel, think, and develop, and how clinicians are trained to work with them.
The opening contribution offers a theoretical review of AI use among children up to 13 in socioeconomically disadvantaged urban Brazilian contexts, asking under what ethical, familial, and developmental conditions AI may support cognition without weakening the link between effort, responsibility, and achievement. It sets the conceptual ground for the discussions that follow.
The second contribution situates AI within Hartmut Rosa’s theory of social acceleration and a scoping review on acceleration, burnout, and mental health, proposing temporal experience as a transdiagnostic clinical variable.
The third contribution discusses parental self-efficacy in mediating offspring’s digital technology use, addressing generational gaps and the design of psychoeducational interventions for caregivers.
The fourth contribution analyzes parental technoference and AI-mediated childhood as a transactional process affecting parental availability, co-regulation, and the developmental impact of conversational AI and AI-enabled toys.
The fifth contribution turns to clinical training, examining contributions, limitations, and ethical challenges of AI in CBT therapist development, with attention to clinical competence, supervision, and professional responsibility.
Across these perspectives, the panel argues that AI in childhood and parenting cannot be understood apart from the accelerated cultural moment that produces demand for it. The discussion offers an integrated view linking case formulation, parental mediation, and the training of the next generation of CBT clinicians.

Outline:
1. Theoretical review: AI use in childhood within socioeconomically disadvantaged contexts; family mediation, cognitive vulnerability, and the development of responsibility.
2. Cultural-clinical ground: social acceleration, mental health burden, and the temporal context of AI integration in CBT.
3. Parental self-efficacy in mediating offspring’s digital technology use, with implications for psychoeducation and caregiver support.
4. Parental technoference and AI-mediated childhood: co-regulation, conversational AI, AI-enabled toys, and CBT-informed case formulation.
5. AI in CBT therapist training: clinical competencies, supervision, ethical challenges, and the limits of automation in relational learning.
6. Integrated discussion: how the accelerated cultural moment shapes both clinical phenomena and the training of the next generation of CBT clinicians.

Learning Objectives:

  • Evaluate the developmental, ethical, and family-related conditions under which AI may support or compromise children’s cognition, agency, and development of responsibility, particularly in underserved contexts.
  • Analyze how social acceleration and the cultural moment of AI integration intersect with mental health, treating temporal experience as a transdiagnostic clinical variable in CBT.
  • Identify the role of parental self-efficacy and parental technoference in shaping children’s interactions with digital technologies, conversational AI, and AI-enabled toys.
  • Discuss the contributions, theoretical limitations, and ethical challenges of integrating AI into CBT therapist training, including clinical competence, supervision, and professional responsibility.
  • Long-term Goal: Develop an integrated framework linking time acceleration, AI use, and CBT case formulation across human development, parenting, and clinical training.
  • Long-term Goal: Evaluate and design CBT-informed strategies for parental mediation, child digital wellbeing, and ethical AI integration in clinical practice and supervision.