Possibilities of Psychological Intervention on Social Networks

Madro, Marek

doi:10.2478/atd-2018-0016

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…Children often do not differentiate between people who are close to them and those who they do not know as there was no one who they could consider their mother or father in the past. (Priehradná, 2006, García, Aluja, & Del Bario, 2006Madro, 2018). In agreement with Evans (2006), the authors believe that if parents are aware of the importance of adaptation and can recognize its manifestations (fear and anxiety), they can create a positive and inclusive family environment for children.…”

Section: The Period Of Adaptation In the Foster Familymentioning

confidence: 82%

Coping with Adversity in the Lives of Children in Foster Care

Tamášová

Barnová

2019

Acta Educationis Generalis

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Introduction:The theoretical-empirical study is based on two particular case studies of families bringing up children from institutional care. It deals with the real needs of foster families, with the foster parents’ perception of fostering and their experiences from the time spent with children in foster care, about the children’s behaviour in adverse situations, which the foster parents must deal with in the period of the child’s adaptation to the new environment of their households. The authors accentuate the importance of communication and emotional education from the aspect of personality development of children placed into new families. These children should be prepared for moving from a known into an unknown environment. In the conclusions, the authors give several specific recommendations within the framework of semantic categories dealt with in the chapters and subchapters of the study. Methods:The study is based on a theoretical analysis of the presented issues. For the purposes of the research, the following research methods were used - Content analysis of official documents (job description of social workers in foster family care). - Case studies of two clients of the offices of Social and Legal Protection of Children and Social Curatorship in the field offices of Central Office of Labour, Social Affairs and Family in Nitra and Bratislava Self-Governing Regions carried out in 2018. - Logical operations - analysis, synthesis, comparison. - Interviews with foster carers (Family 1 and Family 2) carried out throughout the whole year 2018. - Generalization in semantic categories which, at the same time, are the titles of the chapters and subchapters bellow, and also in the conclusions and recommendations for foster care and the social practice. Results:For personal development, children need relationships with others. Maternal and paternal love, and care are the basic elements of these relationships - as confirmed in the interviews with foster parents. Alongside with biological parenthood, the so-called “psychological parenthood” has an important role to play. The role of a psychological parent can be filled by the members of own (i.e. biological) family as well as by adoptive parents, foster parents, the biological parents’ partners (stepmothers and stepfathers) and - under certain conditions - also by personnel in facilities of social care. Their psychological needs and the extent of their satisfaction determine what they will experience and how they will feel. Discussion:It is important to prepare parents to accept the fact that foster parenthood is different from biological parenthood. Prospective foster parents often come to the offices of Social and Legal Protection of Children and Social Curatorship with the opinion that not even biological parents are being prepared for their parental roles. Foster parents already having biological children argue - as it follows from the interviews carried out throughout the research - that they are experienced parents and, so, they can bring up foster children as well. They do not realize that foster children bring something new that biological children have never experienced. Biological and foster parenthood are definitely not the same. Conclusions:In the conclusions, the authors point out that children in foster care identify with their parents’ values and opinions. For children who have faced significant adversity in their lives, it is beneficial if the family environment and education are harmonious. Such good conditions can have a positive impact on the children’s entire future lives. In the process of adaptation, the whole network of relationships within the family must be re-structuralized, which requires well-prepared family members.

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Section: The Period Of Adaptation In the Foster Familymentioning

confidence: 82%

Coping with Adversity in the Lives of Children in Foster Care

Tamášová

Barnová

2019

Acta Educationis Generalis

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“…Generally, young people seek the help they need through social networks. Therefore, the presence of an expert in these online communities can be beneficial for troubled teens (Madro, 2018).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Metaphoric Perceptions of Teachers, Students, and Parents towards Social Media

Kaban

2021

IJonSES

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Social media, one of the modern communications and socialization channels, has become one of the indispensable tools of education. This study, it was aimed to reveal the perceptions of teachers, students, and parents about the concept of “social media” through metaphor. In this study, which used a phenomenology design, which is one of the qualitative research methods, the data were collected using a structured online metaphor form. A total of 166 people participated in the study with the role of teacher, student, or parent. Among these, responses matching the metaphor structure of 136 people were analyzed using the content analysis method. As a result of the analysis, it was concluded that the metaphors were classified under the categories of “Addiction”, “Not real”, “Everything is in it”, “Communication channel”, “Usage”, “Indispensable”, “Feature”, and “Harmful”. The participants mostly used the metaphors of “bottomless well”, “life”, “drugs”, “swamp”, “news tool”, “alcohol”, “mask”, “car”, and “virus” for social media. In line with these results, to benefit from the advantages of using social media in education, it is recommended to provide awareness training to teachers, students, and parents. The study also concluded that the perceptions of the participants towards social media were generally negative.

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“…Although the widespread use of Internet technology has positive effects in terms of banking, communication, and easy access to information, it also has negative effects, such as decreasing socialization by spending a lot of time on the Internet. It is stated that social media tools create new social environments (Juszczyk, 2015), are used for educational purposes (Torun, 2020) and are effective in providing psychological assistance (Madro, 2018). Accordingly, it can be said that the use of Internet technology in an unconscious, unlimited, and uncontrolled way causes individuals to be exposed Another synonym would be better.to the contents including physical, psychological, or sexual violence.…”

Section: Introductionmentioning

confidence: 99%

Do Positivity and Sensitivity to Cyber-Bullying Decrease Cyber-Bullying?

Peker

Kaşikci

2022

Acta Educationis Generalis

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Introduction: The use of social media tools is increasing day by day. In addition to its positive use, social media tools are also used in the virtual environment to harm others. This harmful use is noted as cyber-bullying. Determining the factors affecting cyber-bullying is of great importance in terms of contributing to intervention studies. This study aims to examine the moderate role of positivity and sensitivity towards cyber-bullying between cyber-victimization and cyber-bullying. Methods: The study was carried out with 342 university students, who approved voluntary participation in the process. The students who voluntarily participated in the research were 239 females (69.9%) and 103 males (30.1%), who were between 18 and 28 years old. In the data collection process, the revised cyber-bullying inventory, positivity scale, and personal information forms were used. In this research process, the moderating role of positivity and sensitivity (M) in the relationship between cyber-victimization (X) and cyber-bullying (Y) was investigated. Results: As a result of the research, it was found that 35% of the participants were exposed to cyber-bullying and 1.4% were engaging in cyber-bullying. It was also found that there was a moderate positive relationship between cyber-victimization and cyber-bullying. In addition, the results showed that there is a negative relationship between positivity and sensitivity to cyber-bullying and cyber-victimization, and cyber-bullying. As a result of the analysis, it was observed that positivity and sensitivity affected the relationship between cyber-victimization and cyber-bullying. The results indicate that a decrease in positivity and sensitivity results in cyber-bullying behaviour, whereas an increase in positivity and sensitivity decreases cyber-bullying behavior. Discussion: The concept of positivity can be said to enable individuals exposed to cyber-bullying to create alternative emotions and create alternative strategies for the problem they are experiencing. In addition, the high level of positivity of the individual experiencing cyber-victimization can be thought to help develop and maintain friendship relations by improving their psychological resources. As a result, it can be stated that the probability of cyber-bullying decreases. In another result of the research, it has been revealed that the sensitivity between exposure to cyber-bullying and cyber-bullying has a moderating effect on cyber-bullying. When the sensitivity to cyber-bullying is low, it is observed that the effect of cyber-victimization on cyber-bullying is further increased. When there is a high sensitivity to cyberbullying, the impact of cyber-victimization on cyber-bullying is increasing very little and this effect is observed to be less powerful. Limitations: The current study has also some limitations. First, the study was carried out as a cross-sectional study. A longitudinal study can be conducted to obtain more detailed results about the moderating effect. Second, positivity was used as an indicator of well-being. Therefore, it is essential to be careful while generalizing the results; different scales related to psychological well-being can be used. Third, the current study just used scales to evaluate the students’ self-report; for this reason, the choice of mixed research approaches can offer a wide perspective by taking the opinions of different individuals such as friends and parents of individuals. Conclusions: The findings provide evidence for reducing cyberbullying. In addition, the results provide useful information in the preparation of cyberbullying intervention programs.

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Possibilities of Psychological Intervention on Social Networks

Cited by 3 publications

References 13 publications

Coping with Adversity in the Lives of Children in Foster Care

Coping with Adversity in the Lives of Children in Foster Care

Metaphoric Perceptions of Teachers, Students, and Parents towards Social Media

Do Positivity and Sensitivity to Cyber-Bullying Decrease Cyber-Bullying?

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