Therapist Knowledge, Attitudes Toward, and Experiences with Social Media Use in Treating Adolescent Females

Recent research on social media use suggest that over 90% of adolescents aged 13 to 17 years use the Internet and 73% spend time on social networking sites (Cingel, Lauricella, Wartella, & Conway, 2013). This makes it increasingly important for therapists to be aware of the current social media applications, as well as the risks and benefits that may accompany use. Although there is much literature on the possible benefits and risks to social media use, there is minimal research on how therapists use this information to treat an adolescent population effectively. The present study utilized a cross-sectional web-survey design to gain insight into current knowledge and attitudes of therapists regarding social media use in adolescent girls. The survey was completed by psychology clinicians and psychology practicum students (n = 98), and assessed therapist attitudes, knowledge, and experiences with social media. The survey addressed personal use of social media as well as use for adolescent clients. Results found that over 75% of participants reported they access social media profiles at least one time per day. A large majority of participants (96.8%) reported they have encountered clients with problems associated with social networking and 88.9% believed there is a need for interventions targeting social media addiction in adolescent girls. Results found that personal experiences with social media applications significantly predicted therapists’ overall attitude about social media for adolescents. Results also found that therapists’ social media use frequency significantly predicted therapists’ comfort in targeting social media topics in therapy. Results suggest therapists’ personal experiences may impact their use of interventions in therapy. Future research should look for other variables that impact therapists’ ability to discuss social media topics effectively in therapy and use social media interventions

Development of Cybermoms: A Computer-mediated Peer Support Group to Address the Needs of Young Mothers

This article presents findings from a three-year demonstration project in Sudbury, Ontario that used Internet-based technologies combined with other program elements to support teen mothers through the establishment of a computer-mediated peer support group. Based on an analysis of survey data and qualitative data from online chat messages, we conclude that most participants of the Cybermoms program gained some benefit from access to computers and the Internet, particularly in terms of online peer support. While online participation cannot immediately change life circumstances related to poverty, interactions within the program, such as the real time chat sessions with social service providers and decision-makers supported the young women in transcending some of the limitations and boundaries of their lives. Sharing experiences and knowledge helped young women to deal with the challenges of parenting and to navigate through the requirements of oppressive service systems. Other benefits of ICT technologies included schooling, labour market transitioning, and life skills that arose from interacting with others and learning ICT

Adolescent girls, social cognition and technology

Technology is almost ubiquitous among adolescents in contemporary British society. Despite this, we do not have a meaningful understanding of the interplay between adolescent girls’ developing social cognition and their use of digital devices. This study aims to address this gap in understanding. Four pre-­pubescent and eleven pubescent young women based in the Midlands and from across the socio-economic spectrum participated between 2012-­2013. Participant completed six research tools and eleven of them participated in a face-­to-­face interview. Three tools were adapted from the existing psychology literature, and the remainder were developed specifically for this study. The tools explored technology-­mediated attachment and relationships, self and identity, attribution and Theory of Mind. The findings suggest that the moral panics surrounding technology use in adolescence are misplaced; rather, adolescent girls with a good range of personal and situational resources are likely to exert considerable choice in their uses of technology, and social media in particular. Valsiner’s Zones and life course perspectives were used to conceptualise the emerging understanding of technology-­mediated social cognition in adolescent girls. This theoretical framework made it possible to do four things. Firstly, to recognize adolescents’ active choice and agency. Secondly, to articulate development opportunities within individuals, relationships and technological environments. Thirdly to locate physiological and psychological development within the broader socio-­technical realm. And finally, to see technology as neither positive nor negative but as shaping, rather than defining adolescent perspectives, behaviours and relationships. These possibilities suggest that, rather than attempting to shoehorn adolescent experience into a single paradigm or model we need to ask ourselves key questions about the interplay between the individual adolescent and the technology they choose to use

A qualitative study of children, young people and 'sexting' : English

The purpose of this small scale qualitative research was to respond to and enhance our understandings of the complex nature of sexting and the role of mobile technologies within peer teen networks. It was designed as a pilot study – to investigate a phenomenon whose nature, scale and dimensions were unknown. Thus the research itself also was small in scale and exploratory in nature and also culturally and geographically specific. We conducted focus group interviews with 35 young people years 8 and 10 in two inner city London schools. At the focus groups we asked participants to friend us on Facebook, with a research Facebook profile. We then mapped some of their activities online and returned for 22 individual interviews with selected case study young people. We also interviewed key teachers and staff at the schools. The study found that threats from peers in digital social networks were more problematic for young people that ‘stranger danger’ from adults. Digital technologies facilitated new visual cultures of surveillance, in which young women were pressured to send revealing body photos or asked to perform sexual services by text and through social networking sites. In this way, sexting aggravated peer hierarchies and forms of sexual harassment in schools, meaning that sexting was often coercive and was sometimes a form of cyberbullying. Girls were most negatively affected by ‘sexting’ in cultural contexts of increasing ‘sexualisation’ shaped by sexual double standards and boys had difficulty in challenging constructions of sexually aggressive masculinity. The research allowed for exploration of when pleasurable sexual flirtation through digital communication moved into sexual coercion and harassment, which was illustrated through narrative examples. Considering the relationship between online and offline risks it found sexual double standards in attitudes to digital sexual communication were linked to incidents of real playground sexual harassment and violence. Finally, it found that children at primary school age were being impacted by the coercive aspects of ‘sexting’ at an earlier age, than prior research indicated

Papa Was a Missing Stone: An Exploration into the Lived Experiences of Father-Absent African American Women

This qualitative phenomenological study examines the lived experiences of adult father-absent African American women to extrapolate from their stories the meaning they attached to the experience and to hear in their own words how they perceived the absence of their father shaped their lives and affected them socially, emotionally, behaviorally, and educationally. Twelve semi-structured interviews were conducted via Zoom audio-conferencing with adult African American women who ranged in age from 20-62 years of age living in various parts of the U.S. The findings of this study revealed that father-daughter relationship bonds held a special meaning to each participant as most of them longed for the presence, protection and love of their fathers. According to the shared stories and perceptions of the participants, living without a father greatly affected the way they viewed the world, relationships with men, relationships with family members, and it had a significant impact upon their lives socially, emotionally, behaviorally and educationally. The women of this study reported that their relationships suffered because they did not have what they considered healthy male-female interactions as a model for their own relationships. This study also revealed that more research is needed regarding father absence and education. The findings of this study can possibly be used to encourage male relatives such as uncles, cousins, older brothers, and community leader to assume the role of social father provide male support, guidance and encouragement to father-absent young women in their families and communities. The findings of this study can also function as a catalyst to more in-depth discussions about the mental and emotional well-being of young Black women as well as the Black community to assure them that seeking mental and emotional support is nothing to be ashamed of

Adolescent materialism, parental and peer materialism, parental and peer support and adolescent well-being

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of MSc by ResearchRecent research highlights how the current materialistic culture of the UK has a detrimental effect on young people's lives. The present study aimed to investigate how parent and peer relationships impacts on adolescent materialism and wellbeing. A correlational design was employed, utilising standardised questionnaires, previously validated as appropriate tools for the topics and age of participants. Participants (N= 166) aged 13-15 were recruited from two secondary schools in South England. Adolescents completed measures of materialism, peer support, parental support, perceived peer group pressure, contingent self-worth and wellbeing. Parents (N=47) of participants completed measures of materialism and parental support. Parents' and perceived peers' materialism significantly predicted adolescent materialism, accounting for 51% of the variance in adolescent materialism. Several new findings to existing research on adolescent materialism are presented. Peer support moderated the effect of perceived peers' materialism on adolescents' own materialism. Pro-social behaviour predicted lower materialism, and additionally was a partial mediator of the relationship between perceived peer group pressure and adolescent materialism. Adolescent materialism predicted poorer well-being. Perceived parental support predicted higher well-being. Whilst higher materialism of parents and peers are associated with increases in adolescent materialism, social support may help reduce the negative consequences of adolescent materialism

Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

This dissertation provides an examination of contributing factors to high quality teacher-student relationships during adolescence. High quality teacher-student relationships have been linked to better academic, emotional, and social functioning for students in elementary, middle, and high school. While the importance of teacher-student relationships is well documented, less is known about contributors to the relationship, especially during adolescence. Previous research has identified that in younger populations a student\u27s gender, income, behavioral characteristics, and parental involvement can influence the nature of the teacher-student relationship. This dissertation provides an important extension of contributing factors into the adolescent age group, where teacher-student relationships offer an additional source of adult support and positively impact bonding to school norms and emotional functioning. This dissertation uses 820 participants from the NICHD Study of Early Child Care and Youth Development. Collection of data for use in this study occurred in 2006, which adolescents were 15 years of age. Data were collected from adolescents via questionnaires in the lab and home and from parents in the home only. Demographic data included gender and income. Additional data was collected from measures of teacher relationships, maternal and paternal involvement, and behavioral problems. A series of hierarchical linear regression analyses were conducted to determine the extent to which parental involvement and behavioral characteristics predict the quality of teacher-student relationships as well as to what extent behavioral characteristics and income moderate the relationship between parental involvement and teacher-student relationship quality. Results from this dissertation indicate that both gender and income are significantly related to teacher-student relationship quality, with girls experiencing more high quality relationships. Income results were mixed. Students from high-income homes experienced more quality in overall relationships with teachers while low-income students endorsed better individual teacher relationships. Furthermore, ratings of both maternal and paternal involvement were significantly related to higher ratings of teacher-student relationship quality. Taken together, research indicates that parents who are involved in a student\u27s education influence the relationship the child has with his/her teacher, thereby improving academic success and emotional functioning. The dissertation concludes with implications for educators, schools, and counselors

Patterns of attachment and reflective functioning in families of adolescents with eating disorders

This study investigated attachment patterns and mentalising capacity of adolescent girls with eating disorders, their mother’s reflective capacity, and family functioning. Girls with eating disorders scored higher rates of insecure attachment, lower attachment coherence and higher hypermentalising than non-clinical girls. Although mothers’ reflective functioning did not differ between groups, a proportion of clinical mothers scored very low reflective functioning compared to controls. Clinical families presented with higher depression, anxiety, communication difficulties and conflict