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xv | |
| Preface |
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xix | |
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3 | (10) |
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An ecological model of child/adolescent risk exposure |
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5 | (5) |
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10 | (3) |
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Section II Types of Online Risks |
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2 Problematic internet use: causes, consequences, and future directions |
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13 | (20) |
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Trends in digital technology use: benefits and risks |
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14 | (1) |
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Description of behavioral addictions |
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15 | (1) |
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16 | (1) |
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Measurement of problematic internet use |
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17 | (2) |
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Correlates of problematic internet use |
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19 | (1) |
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19 | (1) |
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Biological and genetic correlates |
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19 | (1) |
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20 | (1) |
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20 | (1) |
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21 | (1) |
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Consequences of problematic internet use |
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21 | (1) |
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Physical and behavioral outcomes |
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21 | (1) |
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Psychological and social outcomes |
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22 | (1) |
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23 | (1) |
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Etiological models of problematic internet use |
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23 | (1) |
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Impulse control disorder model |
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23 | (1) |
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Cognitive-behavioral model |
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24 | (1) |
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Recommendations for research and practice |
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25 | (1) |
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26 | (1) |
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27 | (6) |
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3 The process of exploitation and victimization of adolescents in digital environments: the contribution of authenticity and self-exploration |
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33 | (24) |
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Self-presentation and identity development |
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35 | (2) |
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Exploitation of adolescents through digital technology |
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37 | (1) |
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Definitions and effects of cyberexploitation |
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37 | (1) |
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The process of cyberexploitation |
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38 | (2) |
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Gender differences in cyberexploitation |
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40 | (1) |
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The contributions of self-exploration and authentic self-expression to cyberexploitation |
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41 | (2) |
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The risks of cybervictimization |
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43 | (1) |
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Definition and effects of cybervictimization |
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43 | (1) |
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The process of cybervictimization |
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44 | (2) |
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Gender differences in cybervictimization |
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46 | (1) |
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The contribution of self-exploration and authentic self-expression to cybervictimization |
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47 | (1) |
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Limiting risks in digital environments |
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48 | (2) |
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50 | (1) |
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50 | (7) |
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4 Online contact risk behaviors and risk factors among Japanese high school students |
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57 | (12) |
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57 | (2) |
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59 | (1) |
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Participants and procedures |
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59 | (1) |
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59 | (1) |
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60 | (1) |
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60 | (1) |
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60 | (1) |
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61 | (1) |
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61 | (1) |
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62 | (1) |
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62 | (3) |
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65 | (4) |
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5 Understanding child and adolescent cyberbullying |
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69 | (28) |
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69 | (1) |
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Emergence of cyberbullying |
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70 | (2) |
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Unique features associated with cyberbullying |
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72 | (2) |
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Prevalence of cyberbullying |
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74 | (1) |
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75 | (1) |
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76 | (1) |
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77 | (1) |
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78 | (2) |
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80 | (1) |
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Consequences of cyberbullying |
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81 | (1) |
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Relative risk perception of cyberbullying |
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82 | (3) |
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85 | (1) |
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86 | (1) |
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87 | (10) |
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6 Online aggression and romantic relationships in adolescence |
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97 | (32) |
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97 | (1) |
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Significance of romantic relationships in adolescence |
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98 | (2) |
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Social media definitions and use in adolescence |
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100 | (2) |
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102 | (1) |
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103 | (1) |
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Definitions and qualities |
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103 | (2) |
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The importance of romantic relationships |
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105 | (1) |
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The importance of social media affordances |
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106 | (2) |
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Areas for future research |
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108 | (1) |
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109 | (1) |
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Definitions and qualities |
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109 | (2) |
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The importance of romantic relationships |
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111 | (2) |
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The affordances of social media |
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113 | (1) |
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Areas for future research |
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113 | (2) |
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115 | (1) |
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Definitions and qualities |
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115 | (1) |
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The importance of romantic relationships |
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116 | (2) |
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The affordances of social media |
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118 | (1) |
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Prevention and intervention efforts to mitigate the risks and consequences |
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118 | (3) |
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121 | (8) |
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7 The longitudinal associations of cyberbullying and cybervictimization: preliminary findings from a two-wave study |
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129 | (20) |
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129 | (1) |
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Face-to-face and cyberbullying perpetration and victimization |
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130 | (1) |
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Narcissism and cyberbullying/victimization |
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131 | (1) |
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Callous---unemotional traits and cyberbullying perpetration and victimization |
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131 | (1) |
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Popularity, social preference, social status insecurity, and cyberbullying/victimization |
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132 | (1) |
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Prosocial behaviors and cyberbullying perpetration and victimization |
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133 | (1) |
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Media use and cyberbullying perpetration and victimization |
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133 | (1) |
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134 | (1) |
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134 | (1) |
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134 | (1) |
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135 | (2) |
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137 | (1) |
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137 | (1) |
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Prevalence rates of cyberbullying perpetration and cybervictimization at Time 1 and Time 2 |
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137 | (1) |
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Stability of face-to-face cyberbullying/victimization between Time 1 and Time 2 |
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138 | (1) |
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Longitudinal associations of cyberbullying at Time 2 |
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138 | (1) |
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Longitudinal associations of cybervictimization at Time 2 |
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139 | (1) |
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140 | (2) |
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142 | (1) |
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143 | (1) |
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143 | (6) |
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8 The rising threat of cyberhate for young people around the globe |
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149 | (28) |
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149 | (1) |
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150 | (2) |
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Why hate groups use online platforms |
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152 | (1) |
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Cyberhate risk for children and adolescents |
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153 | (1) |
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Frequency of cyberhate among adolescents |
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154 | (3) |
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157 | (2) |
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Correlates of involvement in cyberhate |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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160 | (1) |
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160 | (1) |
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161 | (1) |
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Information and communication technology use |
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161 | (1) |
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Being a perpetrator, victim, or bystander |
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161 | (1) |
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162 | (1) |
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162 | (1) |
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163 | (1) |
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163 | (1) |
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Peer-to-peer relationships |
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163 | (1) |
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Parent---child relationships |
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164 | (1) |
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Student---teacher relationships |
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164 | (1) |
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165 | (1) |
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165 | (1) |
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166 | (1) |
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166 | (1) |
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Implications for practice |
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167 | (1) |
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168 | (1) |
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169 | (8) |
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9 Same incident, different story? Investigating early adolescents' negative online peer interactions from different perspectives |
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177 | (14) |
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178 | (1) |
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178 | (1) |
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178 | (2) |
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180 | (1) |
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180 | (1) |
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180 | (1) |
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Different perspectives on three cases |
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181 | (1) |
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Instrument for researchers and practitioners |
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182 | (2) |
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184 | (2) |
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186 | (5) |
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Section III Special Populations and Online Risks |
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10 Parental vigilance, low self-control, and Internet dependency among rural adolescents |
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191 | (18) |
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192 | (1) |
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192 | (1) |
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Parental vigilance and Internet dependency |
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193 | (1) |
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Low self-control and Internet dependency |
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193 | (1) |
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194 | (1) |
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Evidence about the associations between parental vigilance, low self-control, and Internet dependency |
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195 | (2) |
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197 | (1) |
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197 | (1) |
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197 | (1) |
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197 | (2) |
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199 | (1) |
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199 | (3) |
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202 | (1) |
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203 | (1) |
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204 | (5) |
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11 Cyberbullying perpetration and victimization among ethnic minority youth in the United States: similarities or differences across groups? |
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209 | (24) |
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Cyberbullying experiences in childhood and adolescence |
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210 | (1) |
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Why focus on cyberbullying among ethnic minority youth? |
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211 | (2) |
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Heightened or reduced risk of cyberbullying involvement? |
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213 | (3) |
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A focus on African American youth |
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216 | (1) |
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Ethnicity as a moderator? |
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217 | (1) |
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Studying within-group factors with ethnic minority youth |
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218 | (3) |
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Moving the field forward: culturally relevant factors to consider |
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221 | (1) |
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Overlap between cyberbullying and online discrimination? |
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222 | (1) |
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Studying the familial context |
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222 | (2) |
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224 | (1) |
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225 | (8) |
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12 Racial and ethnic diversity in the social ecology of online harassment and cybervictimization: the adolescent---school context |
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233 | (22) |
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233 | (1) |
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A social framework for the adolescent-school context |
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234 | (1) |
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Cyberaggression, cyberbullying, and online hate |
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234 | (2) |
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Prevalence of cyberbullying among youth of color |
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236 | (1) |
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An ecological model of cyberbullying among the youth of color |
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237 | (1) |
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238 | (1) |
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239 | (1) |
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Adolescent---school microsystem |
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239 | (1) |
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240 | (1) |
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241 | (1) |
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Bullying, cyberbullying, and internalizing behavior at school |
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241 | (1) |
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Bullying, cyberbullying, and externalizing behavior at school |
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242 | (1) |
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Anticyberbullying and cyberharassment: programs, policies, and implications |
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242 | (1) |
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Programs focusing on the adolescent---school microsystem |
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243 | (2) |
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Beyond the focal adolescent---school microsystem: implications for policy, intervention, and theory |
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245 | (4) |
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249 | (6) |
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13 Cyberbullying and cybervictimization among youth with disabilities |
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255 | (28) |
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Michelle L. Kilpatrick Demaray |
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257 | (1) |
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258 | (1) |
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258 | (1) |
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259 | (1) |
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Prevalence and gender considerations |
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260 | (1) |
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Risk factors for victims and perpetrators of cyberbullying |
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261 | (1) |
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262 | (2) |
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Environmental risk factors |
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264 | (2) |
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Outcomes associated with involvement in cyberbullying |
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266 | (1) |
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267 | (3) |
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270 | (1) |
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School-based prevention/intervention of cyberbullying |
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271 | (1) |
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Research on interventions for youth with disabilities for traditional bullying |
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272 | (1) |
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273 | (1) |
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274 | (1) |
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274 | (9) |
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14 The negative online experiences of maltreated children and adolescents |
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283 | (20) |
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Definition of child and adolescent maltreatment |
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284 | (1) |
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History of child and adolescent maltreatment |
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285 | (2) |
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Prevalence rates of child and adolescent maltreatment |
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287 | (1) |
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Outcomes associated with child and adolescent maltreatment |
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287 | (3) |
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Exposure to negative online experiences among maltreated children and adolescents |
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290 | (1) |
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291 | (1) |
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292 | (1) |
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293 | (1) |
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Recommendations for future directions |
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294 | (1) |
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295 | (1) |
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296 | (7) |
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15 LGBTQ youth and digital media: online risks |
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303 | (24) |
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304 | (1) |
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Cyberbullying and LGBTQ youth |
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305 | (2) |
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Excessive digital media use among LGBTQ youth |
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307 | (2) |
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Misinformation and LGBTQ youth |
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309 | (1) |
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Suicide contagion and corumination among LGBTQ youth |
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310 | (2) |
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Sexual health and LGBTQ youth |
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312 | (2) |
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Sexual exploitation and LGBTQ youth |
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314 | (1) |
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315 | (2) |
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317 | (10) |
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16 Gendered nature of digital abuse in romantic relationships in adolescence |
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327 | (24) |
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327 | (3) |
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Digital technologies and dating violence |
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330 | (1) |
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Background: the role of gender in teen dating violence |
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331 | (3) |
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Gender differences in cyber dating abuse |
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334 | (2) |
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Gender role norms and cyber dating abuse |
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336 | (2) |
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Cyber dating abuse and sexual orientation |
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338 | (2) |
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School-based programs to prevent or reduce violence in teen dating relationships |
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340 | (1) |
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341 | (1) |
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342 | (9) |
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Section IV Interventions and Policies |
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17 Advances in the cyberbullying literature: theory-based interventions |
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351 | (28) |
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Shifting from atheoretical to theoretical |
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352 | (1) |
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Defining and measuring cyberbullying |
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352 | (2) |
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354 | (1) |
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Correlates of cyberbullying |
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355 | (1) |
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Cyberbullying interventions and theory |
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356 | (1) |
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Theories of Reasoned Action and Planned Behavior |
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357 | (1) |
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358 | (1) |
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359 | (1) |
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360 | (1) |
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Social Ecological Theory/Ecological Systems Theory |
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361 | (1) |
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362 | (1) |
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363 | (2) |
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365 | (1) |
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365 | (2) |
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Theory of Normative Social Behavior |
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367 | (1) |
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367 | (1) |
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The Barlett Gentile Cyberbullying Model |
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368 | (3) |
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371 | (1) |
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372 | (7) |
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18 Online risk interventions: implications of theory of mind and other considerations |
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379 | (24) |
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Theoretical framework of cyberbullying |
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380 | (1) |
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Moral development and cyberbullying |
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380 | (2) |
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Theory of mind and cyberbullying |
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382 | (6) |
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Risk and protective factors of cyberbullying |
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388 | (1) |
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388 | (1) |
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389 | (1) |
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School and community level |
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389 | (1) |
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Implications for cyberbullying intervention programs and prevention efforts |
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389 | (1) |
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Future program development considerations: Selection and implementation practices |
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390 | (4) |
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Guidelines and considerations for specific cyberbullying interventions |
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394 | (1) |
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394 | (9) |
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19 Using focus groups and quality circles to enable pupil voice in European teenagers from socioeconomically disadvantaged backgrounds |
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403 | (24) |
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Introduction: the Blurred Lives Project |
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403 | (2) |
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Quality circles and sequential focus groups |
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405 | (1) |
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Experiences of quality circles and sequential focus groups in the Blurred Lives Project |
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406 | (1) |
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406 | (3) |
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409 | (3) |
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Eindhoven, the Netherlands |
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412 | (2) |
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414 | (3) |
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Belfast, Northern Ireland |
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417 | (2) |
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419 | (2) |
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421 | (2) |
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423 | (4) |
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Section V Concluding Remarks |
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427 | (8) |
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428 | (1) |
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428 | (1) |
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428 | (2) |
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430 | (1) |
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431 | (1) |
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431 | (1) |
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Recommendations and new research directions |
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432 | (1) |
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Recommendations for educators |
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433 | (1) |
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Recommendations for parents |
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433 | (1) |
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Recommendations for policies |
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434 | (1) |
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435 | (1) |
| Concluding statement |
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435 | (2) |
| Index |
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437 | |
Daugiau apie elektronines knygas