Curriculum Design of a Sextorsion Prevention Course

Palop, Melania; Chalmeta, Ricardo; Mollar, Manuel

doi:10.21125/iceri.2016.0286

Cited by 2 publications

(3 citation statements)

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“…Undertaking both proactive and reactive activities is crucial (Albury et al, 2017). Some examples are: the use of case studies (e.g., Kopecký, 2015;Palop et al, 2016); discussions (e.g., Gregg et al, 2018;Siegle, 2010); educational campaigns, lectures, and workshops (e.g., Dobson & Ringrose, 2016;Hinduja & Patchin, 2012); the creation of information resources, a compilation of best practices (e.g., Döring, 2014;McEachern et al, 2012); real testimonies (Martín et al, 2013;Van Ouytsel, et al, 2014a, 2014b; debates (e.g., Dobson & Ringrose, 2016;Van Ouytsel et al, 2015); and cross-curricular classroom projects (Laguado et al, 2018;Theodore, 2011).…”

Section: Discussionmentioning

confidence: 99%

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Lines of Action for Sexting Prevention and Intervention: A Systematic Review

Ojeda

Rey

2021

Arch Sex Behav

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Sexting has become a new form of intimate interaction in line with contemporary communication methods. This phenomenon often leads to positive outcomes, but it can also have negative repercussions depending on the situation, such as the context of the relationship, and whether it is consensual or coercive. Despite this, the main types of sexting behaviors (sending, receiving, and third-party forwarding) must be addressed in order to promote safe and healthy practices. However, the approach to tackling this phenomenon remains unclear. This systematic review sought to summarize the lines of action proposed or conducted in the scientific literature to address sexting, to help researchers and educators create and evaluate effective programs. A systematic search of 21 databases was conducted; only articles relating to sexting education, prevention, and intervention among child and adolescent populations were considered. In total, 456 articles were identified, 91 of which were included for the purposes of this research. The results highlighted a need to respond to the aforementioned sexting behaviors and to tackle the resulting conflict situations. Although interventions across different areas are recommended (e.g., health, family, policies, legal advice, law enforcement, technology experts, and even society as a whole), most studies agree that school is the most practical setting for intervention. Thus, the 15 lines of action identified in this systematic review must all be considered to effectively address sexting in childhood and adolescence.

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Section: Discussionmentioning

confidence: 99%

“…Regarding assessment, students answered a pre-and postcourse questionnaire about their knowledge of the topic and how satisfied they were with the course. However, the impact of the activity was not reported (Palop et al, 2016).…”

Section: What Are the Types And Frequencies Of Proposed Lines Of Action For Sexting?mentioning

confidence: 99%

Lines of Action for Sexting Prevention and Intervention: A Systematic Review

Ojeda

Rey

2021

Arch Sex Behav

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“…However, it can become an abusive behavior when the recipient does not wish to receive sexual material, when it involves pressure on the other person to send sexual material, or when the material is forwarded to third parties (Morelli et al, 2016). For this reason, interventions aimed at preventing the risks associated with sexting have been developed, such as the Sextortion prevention course (Palop et al, 2016) and the School Assemblies (Strassberg et al, 2017). As with interventions focused on online grooming, there is a gap in evaluating the effectiveness of sexting interventions.…”

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confidence: 99%

A Growth Mindset and Self-Affirmation Intervention to Reduce Violent and Risky Online Behaviors: The Moderating Role of Previous Victimization

Calvete

Fernández‐González

Orue

2022

J Interpers Violence

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The Internet is the setting for several forms of violent and risky behavior among adolescents, such as cyberbullying, sexualized interactions with adults, sexting, and online dating violence. Often, these behaviors are responses to experiences of online victimization. This study examined the differential effects of a wise intervention (WI), combining growth mindset and self-affirmation strategies, on these behaviors for adolescents who had experienced victimization and those who had not. A sample of 1,085 adolescents (54.3% girls; ages 11–18 years) were randomized into two intervention conditions (WI and an anti-stress control intervention). They completed measures of violent and risky behaviors at pretest and at 3- and 6-month follow-ups and measures of victimization at pretest. The results of multilevel analyses indicated that the WI was beneficial for adolescents without experiences of victimization at pretest, as they displayed smaller increases in online peer aggressions, sexualized interactions with adults, and sexting than the adolescents in the control condition. However, the WI was not beneficial for adolescents with experiences of victimization at pretest. Moreover, the adolescents under the anti-stress control condition displayed better outcome. These findings suggest that previous victimization experiences of adolescents should be considered to select an appropriate intervention.

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Curriculum Design of a Sextorsion Prevention Course

Cited by 2 publications

References 0 publications

Lines of Action for Sexting Prevention and Intervention: A Systematic Review

Lines of Action for Sexting Prevention and Intervention: A Systematic Review

A Growth Mindset and Self-Affirmation Intervention to Reduce Violent and Risky Online Behaviors: The Moderating Role of Previous Victimization

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