Annual Research Review: Harms experienced by child users of online and mobile technologies: the nature, prevalence and management of sexual and aggressive risks in the digital age / Sonia LIVINGSTONE in Journal of Child Psychology and Psychiatry, 55-6 (June 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-6 (June 2014) . - p.635-654 Titre : Annual Research Review: Harms experienced by child users of online and mobile technologies: the nature, prevalence and management of sexual and aggressive risks in the digital age Type de document : Texte imprimé et/ou numérique Auteurs : Sonia LIVINGSTONE, Auteur ; Peter K. SMITH, Auteur Année de publication : 2014 Article en page(s) : p.635-654 Langues : Anglais (eng) Mots-clés : Cyberbullying  cyber-aggression  risk factors  child harm protection  sexual messaging and pornography  internet  online and mobile technologies Index. décimale : PER Périodiques Résumé : Aims and scope The usage of mobile phones and the internet by young people has increased rapidly in the past decade, approaching saturation by middle childhood in developed countries. Besides many benefits, online content, contact or conduct can be associated with risk of harm; most research has examined whether aggressive or sexual harms result from this. We examine the nature and prevalence of such risks, and evaluate the evidence regarding the factors that increase or protect against harm resulting from such risks, so as to inform the academic and practitioner knowledge base. We also identify the conceptual and methodological challenges encountered in this relatively new body of research, and highlight the pressing research gaps. Methods Given the pace of change in the market for communication technologies, we review research published since 2008. Following a thorough bibliographic search of literature from the key disciplines (psychology, sociology, education, media studies and computing sciences), the review concentrates on recent, high quality empirical studies, contextualizing these within an overview of the field. Findings Risks of cyberbullying, contact with strangers, sexual messaging (‘sexting’) and pornography generally affect fewer than one in five adolescents. Prevalence estimates vary according to definition and measurement, but do not appear to be rising substantially with increasing access to mobile and online technologies, possibly because these technologies pose no additional risk to offline behaviour, or because any risks are offset by a commensurate growth in safety awareness and initiatives. While not all online risks result in self-reported harm, a range of adverse emotional and psychosocial consequences is revealed by longitudinal studies. Useful for identifying which children are more vulnerable than others, evidence reveals several risk factors: personality factors (sensation-seeking, low self-esteem, psychological difficulties), social factors (lack of parental support, peer norms) and digital factors (online practices, digital skills, specific online sites). Conclusions Mobile and online risks are increasingly intertwined with pre-existing (offline) risks in children's lives. Research gaps, as well as implications for practitioners, are identified. The challenge is now to examine the relations among different risks, and to build on the risk and protective factors identified to design effective interventions. En ligne : http://dx.doi.org/10.1111/jcpp.12197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Annual Research Review: Harms experienced by child users of online and mobile technologies: the nature, prevalence and management of sexual and aggressive risks in the digital age [Texte imprimé et/ou numérique] / Sonia LIVINGSTONE, Auteur ; Peter K. SMITH, Auteur . - 2014 . - p.635-654. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-6 (June 2014) . - p.635-654 Mots-clés : Cyberbullying  cyber-aggression  risk factors  child harm protection  sexual messaging and pornography  internet  online and mobile technologies Index. décimale : PER Périodiques Résumé : Aims and scope The usage of mobile phones and the internet by young people has increased rapidly in the past decade, approaching saturation by middle childhood in developed countries. Besides many benefits, online content, contact or conduct can be associated with risk of harm; most research has examined whether aggressive or sexual harms result from this. We examine the nature and prevalence of such risks, and evaluate the evidence regarding the factors that increase or protect against harm resulting from such risks, so as to inform the academic and practitioner knowledge base. We also identify the conceptual and methodological challenges encountered in this relatively new body of research, and highlight the pressing research gaps. Methods Given the pace of change in the market for communication technologies, we review research published since 2008. Following a thorough bibliographic search of literature from the key disciplines (psychology, sociology, education, media studies and computing sciences), the review concentrates on recent, high quality empirical studies, contextualizing these within an overview of the field. Findings Risks of cyberbullying, contact with strangers, sexual messaging (‘sexting’) and pornography generally affect fewer than one in five adolescents. Prevalence estimates vary according to definition and measurement, but do not appear to be rising substantially with increasing access to mobile and online technologies, possibly because these technologies pose no additional risk to offline behaviour, or because any risks are offset by a commensurate growth in safety awareness and initiatives. While not all online risks result in self-reported harm, a range of adverse emotional and psychosocial consequences is revealed by longitudinal studies. Useful for identifying which children are more vulnerable than others, evidence reveals several risk factors: personality factors (sensation-seeking, low self-esteem, psychological difficulties), social factors (lack of parental support, peer norms) and digital factors (online practices, digital skills, specific online sites). Conclusions Mobile and online risks are increasingly intertwined with pre-existing (offline) risks in children's lives. Research gaps, as well as implications for practitioners, are identified. The challenge is now to examine the relations among different risks, and to build on the risk and protective factors identified to design effective interventions. En ligne : http://dx.doi.org/10.1111/jcpp.12197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Cyberbullying: its nature and impact in secondary school pupils / Peter K. SMITH in Journal of Child Psychology and Psychiatry, 49-4 (April 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.376–385 Titre : Cyberbullying: its nature and impact in secondary school pupils Type de document : Texte imprimé et/ou numérique Auteurs : Peter K. SMITH, Auteur ; Jess MAHDAVI, Auteur ; Manuel CARVALHO, Auteur ; Sonja FISHER, Auteur ; Shanette RUSSELL, Auteur ; Neil TIPPETT, Auteur Année de publication : 2008 Article en page(s) : p.376–385 Langues : Anglais (eng) Mots-clés : Bullying victim cyber mobile-phone internet adolescence aggression computers Index. décimale : PER Périodiques Résumé : Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Methods: Two surveys with pupils aged 11–16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Results: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional ‘bully-victims’. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. Conclusions: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01846.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Cyberbullying: its nature and impact in secondary school pupils [Texte imprimé et/ou numérique] / Peter K. SMITH, Auteur ; Jess MAHDAVI, Auteur ; Manuel CARVALHO, Auteur ; Sonja FISHER, Auteur ; Shanette RUSSELL, Auteur ; Neil TIPPETT, Auteur . - 2008 . - p.376–385. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.376–385 Mots-clés : Bullying victim cyber mobile-phone internet adolescence aggression computers Index. décimale : PER Périodiques Résumé : Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Methods: Two surveys with pupils aged 11–16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Results: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional ‘bully-victims’. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. Conclusions: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01846.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Distinguishing Serious and Playful Fighting by Children with Learning Disabilities and Nondisabled Children / Dabie NABUZOKA in Journal of Child Psychology and Psychiatry, 40-6 (September 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-6 (September 1999) . - p.883-890 Titre : Distinguishing Serious and Playful Fighting by Children with Learning Disabilities and Nondisabled Children Type de document : Texte imprimé et/ou numérique Auteurs : Dabie NABUZOKA, Auteur ; Peter K. SMITH, Auteur Année de publication : 1999 Article en page(s) : p.883-890 Langues : Anglais (eng) Mots-clés : Disability  learning difficulties  play  social behaviour  social cognition  roughand-tumble Index. décimale : PER Périodiques Résumé : The ability to distinguish serious from playful fighting by two groups of children with learning disabilities (LD) (mean age=9.3 and 11.8 years) and non-LD children (mean age = 10.1 years) was examined. Children with LD were generally able to make this distinction, with older children being more accurate. However, the performance of children with LD was not as high as that of non-LD children: they used a smaller range of criteria ; some criteria were used significantly less ; and they were much more likely not to give any reason for the judgements made. On the other hand, the order in frequency of those criteria cited was similar for both non-LD children and children with LD. Physical actions of the participants, and inference about actions and/or intent were the most frequently cited criteria. These findings indicate that although children with LD use fewer social cues, and are less accurate in making judgements about the nature of behavioural episodes, the acquisition of the meaning of particular cues may follow the same sequence as for non-LD children. Possible delays in the social cognitive development of children with LD, and their implications for the social adjustment of these children, are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Distinguishing Serious and Playful Fighting by Children with Learning Disabilities and Nondisabled Children [Texte imprimé et/ou numérique] / Dabie NABUZOKA, Auteur ; Peter K. SMITH, Auteur . - 1999 . - p.883-890. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-6 (September 1999) . - p.883-890 Mots-clés : Disability  learning difficulties  play  social behaviour  social cognition  roughand-tumble Index. décimale : PER Périodiques Résumé : The ability to distinguish serious from playful fighting by two groups of children with learning disabilities (LD) (mean age=9.3 and 11.8 years) and non-LD children (mean age = 10.1 years) was examined. Children with LD were generally able to make this distinction, with older children being more accurate. However, the performance of children with LD was not as high as that of non-LD children: they used a smaller range of criteria ; some criteria were used significantly less ; and they were much more likely not to give any reason for the judgements made. On the other hand, the order in frequency of those criteria cited was similar for both non-LD children and children with LD. Physical actions of the participants, and inference about actions and/or intent were the most frequently cited criteria. These findings indicate that although children with LD use fewer social cues, and are less accurate in making judgements about the nature of behavioural episodes, the acquisition of the meaning of particular cues may follow the same sequence as for non-LD children. Possible delays in the social cognitive development of children with LD, and their implications for the social adjustment of these children, are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

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