The Internet and Young People with Additional Support Needs (ASN):Risk and Safety.

The aim of this study was to investigate the understanding of online risks by young people with Additional Support Needs and this group’s ability to manage these risks. Six focus groups with 36 young people (13–18) were run in local schools. Discussions were recorded, transcribed and analysed using Framework Analysis. Two themes were identified ‘Identity and Connectedness’ and ‘Issues relating to Risk’. The theme ‘Issues relating to Risk’ is presented in the current article. Results showed that young people with ASN are aware of a range of risks online and have developed some strategies to manage these. Issues including supervision and the diverse range of ability within the population are also shown to present barriers to ensuring online safety. The results were discussed in light of literature relating to online risk, safety and potential psychological impact indicating that the internet may also provide important opportunities for young people with ASN to improve psychological well-being

New Technologies, New Victims : Internet Offending

The internet offending landscape remains unclear with limited research in this area. This Information Sheet aims to outline some of the current challenges in this area. New technologies refer to websites, social media, apps and devices, such as smart phones. Some young people’s actions online result in them becoming involved in offending behaviour, or finding themselves vulnerable to the behaviours of others

How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet?

The focus of this position paper is Internet use by adolescents and adults with intellectual and developmental disabilities. Drawing on existing literature in the field we will identify problems with and gaps in the current research. Our review is framed by three main questions: What constitutes a ‘normal’ life for adolescents and adults with intellectual and developmental disabilities? What constitutes ‘normal’ use of the Internet for adolescents and adults with intellectual and developmental disabilities? How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet? The key focus of this review is the complex relationship between adolescents and adults with intellectual and developmental disabilities and those providing support; how they negotiate access to and use of the Internet and how perceptions regarding risk and normalcy mediate this negotiation. As a result of this review will argue that identified gaps and problems in the research field need to be addressed by expanding both methodological and conceptual approaches. In particular we will propose the need for more in-depth qualitative research that is inclusive in nature. We will also propose that an adapted positive risk-taking framework might be useful in framing the design, implementation and analysis of future research

Sexting through the Spanish adolescent discourse

The objective of this research was to investigate the practices of sexting in a group of Spanish adolescents and thus contribute to their better understanding through a novel research in Spain. The aim is to discover the knowledge that adolescents have about the phenomenon of sexting and to investigate their behaviors and motivations towards sexting, revealing if they perceive consequences of this type of behavior. Through the qualitative approach, eight focus groups were made, composed of 89 adolescents, from 14 to 18 years old. Among the results they emphasize the ignorance of the concept of sexting, even confusing it with harassment and blackmail. Although only a fifth of the participants recognize practicing sexting, they admit that it is a very frequent practice among people of their age, especially among girls. The reasons they allude to justify their participation in sexting behaviors are fundamentally sexual in nature, while they point out that people of their age carry out sexting behavior for fun, boredom or for being fashionable. They also recognize there are certain risks derived from sexting behaviors, which affect girls more negatively. In addition, most young people are aware of situations of coercion and blackmail among their peers to send erotic-sexual content, as well as other realities such as cyberbullying and cyberstalking.El objetivo de esta investigación fue indagar en las prácticas de sexting en un grupo de adolescentes españoles y contribuir así a su mejor comprensión a través de una investigación novedosa en España. Se pretende descubrir los conocimientos que los/las adolescentes tienen sobre el fenómeno del sexting y averiguar en sus comportamientos y motivaciones hacia el sexting, revelando si perciben consecuencias de este tipo de conducta. A través de la aproximación cualitativa se realizaron ocho focus group, conformados por 89 adolescentes, que tenían entre 14 y 18 años. Entre los resultados se destacan el desconocimiento del concepto de sexting, llegando incluso a confundirlo con el acoso y el chantaje. Aunque solo un quinto de los y las participantes reconoce practicar sexting, admiten que es una práctica muy frecuente entre la gente de sus edades, especialmente entre las chicas. Los motivos que aluden para justificar su participación en comportamientos de sexting son fundamentalmente de carácter sexual, mientras que señalan que la gente de sus edades sextea por diversión, aburrimiento o por estar de moda. Asimismo, reconocen que hay ciertos riesgos derivados de las conductas de sexting, que afectan más negativamente a las chicas. Además, la gran parte de los/las jóvenes son conocedores de situaciones entre sus iguales de coacciones y chantajes para enviar contenido erótico-sexual, así como de otras realidades como el ciberacoso y el ciberstalking

Internet safety, online radicalisation and young people with learning disabilities

1.1 Background Young people with learning disabilities are increasingly using the Internet but can be vulnerable to being victimised online. As learning disability services develop guidance on how to support Internet use, it is important to explore what support is necessary. 1.2 Methods This research used interviews and focus groups to explore what children, young people, their parents and teachers thought about Internet safety, extremism and online radicalisation. 1.3 Results Results showed that the students were active Internet users and were confident about online safety but parents were concerned about the risks associated with Internet use. Following taking part in a peer education project that focussed on Internet safety and specifically about risks of online radicalisation and extremism, the students understood possible links between grooming and online radicalisation and their teachers increased their understanding of the importance of digital engagement for their students

El uso informal del Smartphone en adolescentes de centros de protección: Un reto para promover la intervención socioeducativa

Currently, there is widespread social concern about the use of Information and Communication Technologies among adolescents, specifically regarding devices such as the Smartphone. The use of mobile phones has become popular in this group, having a different impact on their lives. In view of the fascination that this device produces on them, it is possible to carry out a study on its use. The main objective of this work is to know the patterns that are deduced from the informal use of the Smartphone as the starting point in the design and implementation of socio-educative intervention, particularly with adolescents who are part of the child welfare system, taking into account the vulnerability and complexity that surroundsthis collective. This research is framed in the qualitative methodology, andis part of the narrative approach, based on the collection of data with thetechnique of the story and the interview. The results and conclusions revealthe existence of different use patterns of the mobile phone by adolescents. It should be noted that adolescents subject the use of the device to the constant use of certain apps, due to popularity, easy handle and free-of-charge system. The use of instant messaging systems apps is notorious, particularly WhatsApp and Snapchat in any age bracket. Instagram stands out as the social network that most teenagers use. In general, these applications are used for recreational purposes. Despite having playful content, the influence of video games is not relevant to the use of the Smartphone by the collective. Finally, it is important to emphasize the comunicative purpose with which the minors use the Smartphone, with the aim of keeping in touch with colleagues and sentimental partners.En la actualidad existe una preocupación social generalizada sobre el uso que realizan los/as adolescentes de las Tecnologías de la Información y Comunicación, y concretamente de dispositivos como el Smartphone. La utilización del teléfono móvil se ha popularizado entre este colectivo, repercutiendo de diferente forma en su vida. Por ello, a la vista de la fascinación que le produce es pertinente realizar un estudio sobre su empleo. El objetivo central de este trabajo es conocer los patrones que se desprenden del uso informal del Smartphone como punto de partida en el diseño e implementación de la intervención socioeducativa, en particular con adolescentes que se integran en el Sistema de Protección de Menores considerando su elevada vulnerabilidad y la complejidad que envuelve a este colectivo. Esta investigación es de tipo cualitativo y se enmarca en el enfoque narrativo, a partir de la recogida de datos con la técnica del relato y de la entrevista. Los resultados y conclusiones ponen de manifiesto que el Smartphone responde a diversos patrones de uso en los/as adolescentes. Cabe indicar que supeditan el dispositivo al empleo constante de ciertas App por su popularidad, fácil manejo y gratuidad. Es notoria la utilización de aplicaciones de los sistemas de mensajería instantánea, destacando WhatsApp y Snapchat en cualquier tramo de edad de la etapa de la adolescencia. De las redes sociales que utilizan sobresale Instagram. En general las App las emplean con finalidad recreativa. No obstante, acogiendo un cometido esencialmente lúdico, los videojuegos no presentan una afluencia relevante en el colectivo. Por último, señalar que realizan un uso notorio del Smartphone con un propósito comunicativo, para mantenerse en contacto principalmente con sus coetáneos y la pareja sentimental

El uso informal del Smartphone en adolescentes de centros de protección: Un reto para promover la intervención socioeducativa

En la actualidad existe una preocupación social generalizada sobre el uso que realizan los/as adolescentes de las Tecnologías de la Información y Comunicación, y concretamente de dispositivos como el Smartphone. La utilización del teléfono móvil se ha popularizado entre este colectivo, repercutiendo de diferente forma en su vida. Por ello, a la vista de la fascinación que le produce es pertinente realizar un estudio sobre su empleo. El objetivo central de este trabajo es conocer los patrones que se desprenden del uso informal del Smartphone como punto de partida en el diseño e implementación de la intervención socioeducativa, en particular con adolescentes que se integran en el Sistema de Protección de Menores considerando su elevada vulnerabilidad y la complejidad que envuelve a este colectivo. Esta investigación es de tipo cualitativo y se enmarca en el enfoque narrativo, a partir de la recogida de datos con la técnica del relato y de la entrevista. Los resultados y conclusiones ponen de manifiesto que el Smartphone responde a diversos patrones de uso en los/as adolescentes. Cabe indicar que supeditan el dispositivo al empleo constante de ciertas App por su popularidad, fácil manejo y gratuidad. Es notoria la utilización de aplicaciones de los sistemas de mensajería instantánea, destacando WhatsApp y Snapchat en cualquier tramo de edad de la etapa de la adolescencia. De las redes sociales que utilizan sobresale Instagram. En general las App las emplean con finalidad recreativa. No obstante, acogiendo un cometido esencialmente lúdico, los videojuegos no presentan una afluencia relevante en el colectivo. Por último, señalar que realizan un uso notorio del Smartphone con un propósito comunicativo, para mantenerse en contacto principalmente con sus coetáneos y la pareja sentimental.Ministerio de Educación, Cultura y Deporte | Ref. FPU16/0085

How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet?

The focus of this position paper is Internet use by adolescents and adults with intellectual and developmental disabilities. Drawing on existing literature in the field we will identify problems with and gaps in the current research. Our review is framed by three main questions: What constitutes a 'normal' life for adolescents and adults with intellectual and developmental disabilities? What constitutes 'normal' use of the Internet for adolescents and adults with intellectual and developmental disabilities? How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet? The key focus of this review is the complex relationship between adolescents and adults with intellectual and developmental disabilities and those providing support; how they negotiate access to and use of the Internet and how perceptions regarding risk and normalcy mediate this negotiation. As a result of this review we will argue that identified gaps and problems in the research field need to be addressed by expanding both methodological and conceptual approaches. In particular we will propose the need for more in-depth qualitative research that is inclusive in nature. We will also propose that an adapted positive risk-taking framework might be useful in framing the design, implementation and analysis of future research

“You want to know that you’re safe”: Experiences of risk, restriction and resilience online among people with an intellectual disability

People with intellectual and developmental disabilities remain more digital excluded than many other groups within society. Perceived vulnerability of people with intellectual and developmental disabilities by those providing support may increase their digital exclusion and the digital divide. Few studies have considered online risk from the perspective of adults with intellectual and developmental disabilities. Online risks have previously been classified as contact, conduct and content but little is known about how adults with intellectual disabilities experience these specific risks. Underpinned by post-postivist and phenomenological epistemologies, perceptions and meanings of online risks for people with intellectual and developmental disabilities were gathered. Individual interviews were conducted with thirteen adults with intellectual and developmental disabilities who all identified themselves as self advocates. Interview discussions considered online risk experiences of being online and using social media. Data were audio recorded, transcribed verbatim and analysed using thematic analysis. Overarching themes of risk experiences, awareness and support to manage salient risks, and developing independence and resilience through online participation were identified. Accounts also identified concerns around online risks and carer gatekeeping as potential instrumental factors in digital exclusion, such exclusion was considered detrimental to wellbeing. Adults with intellectual disabilities with low support needs appeared more able to manage online risk than may be presupposed by a vulnerability-focused perspective. The importance of utilising language salient to the person when discussing risk was also highlighted. Experiential learning to better understand and manage salient online risks appears a way forward for both research and practice

An investigation into the experiences of adults with intellectual disabilities of online risks: Online contract, conduct, content and contact, including online negative comments and/or messages

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Professional Doctorate in Counselling Psychology.Background: Despite numerous benefits to being online, a digital inequality exists; where those with intellectual disabilities often have their internet access and use restricted, as a result of barriers, such as gatekeeping (Chadwick et al., 2013, 2017). Large gaps in the literature exist, in relation to the online risks which people with intellectual disabilities may encounter and how experiencing online risks may impact people with intellectual disabilities. In better understanding the online risks experienced, and how they impacted people with intellectual disabilities, we can better support people with intellectual disabilities to manage these threats as part of a positive risk-taking approach to internet membership, thus closing the digital inequality divide (Seale, 2014; Seale & Chadwick, 2017). This thesis addresses these gaps and seeks to contribute to counselling psychology’s social justice agenda by improving digital inclusion, through better understanding online risks for adults with intellectual disabilities. Method: Fifteen adults with intellectual disabilities were interviewed remotely using semi-structured interviews. Findings: The data from the interviews were analysed using Template Analysis, which evidenced four main themes: 1) The Types of Online Risk; 2) The Psychological Impact of Online Risk; 3) The Management of Online Risk and 4) The Support for Online Risk. The study findings offer novel insights, where all participants had knowledge of online risks, and those who had experienced victimisation reported experiencing a wide range of negative emotions immediately following the event, but in some instances, there was also personal growth, and the majority of participants were able to delineate different coping strategies which they use to manage online risks. The implications and recommendations based on the findings for practitioners including counselling psychologists are outlined. The researcher provided an original contribution to knowledge in the form of phenomenological experiences of adults with intellectual disabilities of online risks, including online negative comments and/or messages