Teaching Sensitive Issues in Cyberpsychology

In contrast to the helpful sources of guidance and regulations for researchers designing and conducting experiments in cyberpsychology, there is very little guidance available for academics and teachers teaching sensitive issues related to behavior in the online world. There are many potential dangers for psychology students when learning about cyberpsychology, ranging from being exposed to upsetting or illegal behavior viewed in videos or images, to questioning their own sense of morality and understanding of self, to experiencing harassment or hacking. This paper will highlight our own experiences of teaching cyberpsychology to first and third year psychology students, highlighting some of the potential dangers. We suggest recommendations for academics to ensure that students are protected as far as is possible

Introducing Psychological Concepts and Methods to Cybersecurity Students

This chapter will begin with a brief review of the literature that highlights what psychology research and practice can offer to cybersecurity education. The authors draw on their wide-ranging inter-disciplinary teaching experience and in this chapter they discuss their observations gained from teaching psychological principles and methods to undergraduate and postgraduate cybersecurity students. The authors pay special attention to the consideration of the characteristics of cybersecurity students, so that psychology is taught in a way that is accessible and engaging. Finally, the authors offer some practical suggestions for academics to help them incorporate psychology into the cybersecurity curriculum

Teaching Psychological Principles to Cybersecurity Students

This paper will discuss our observations gained from teaching psychological principles and methods to undergraduate and postgraduate cybersecurity students. We will draw on and extend our previous work encouraging the teaching of psychology in computing and cybersecurity education. We pay special attention to the consideration of characteristics of cybersecurity students in terms of teaching psychology in a way that will be accessible and engaging. We then discuss the development and use of an online training tool which draws on psychology to help educators and companies to raise awareness of cybersecurity risks in students and employees. Finally, we offer some practical suggestions to incorporate psychology into the cybersecurity curriculum

Architecture handbook

2002 handbook for the Faculty of Architectur

Architecture handbook

2002 handbook for the Faculty of Architectur

Reseller adoption of manufacturers' E-business tools: The impact of social enforcement, technology-relationship fit and the mediating role of reseller benefits: Working paper series--08-16

Manufacturer-reseller relationships are increasingly becoming technology-infused as distribution managers are employing e-business tools to streamline existing channels. This research examines the role of social enforcement, relationship-technology fit and the perceived reseller benefits in reseller adoption of manufacturers' e-business tools. The results of the empirical test involving a sample of 224 resellers suggest that social enforcement and technology-relationship factors impact reseller e-business adoption, while reseller benefits play a mediating role. Implications of these findings for researchers and managers are discussed

Impacts of Text Messaging on Adolescents’ Communication Skills: School Social Workers’ Perceptions

The primary purpose of the present research was to gain a better understanding of how text messaging has affected adolescent communication skills. This research also explored school social workers’ perceptions of ways that texting has impacted adolescents’ lives. Qualitative interviews conducted with seven school social workers explored perceptions of adolescent communication with school social workers, peers, and families, along with benefits and challenges texting presents in adolescent lives. Findings from this study suggested that texting negatively affects adolescents’ communication skills, particularly with regard to face-to-face communication skills, bullying, and teasing. Social workers should be aware of positive and negative effects of texting and of how texting impacts adolescents’ communication skills and development

Impacts of Text Messaging on Adolescents’ Communication Skills: School Social Workers’ Perceptions

The primary purpose of the present research was to gain a better understanding of how text messaging has affected adolescent communication skills. This research also explored school social workers’ perceptions of ways that texting has impacted adolescents’ lives. Qualitative interviews conducted with seven school social workers explored perceptions of adolescent communication with school social workers, peers, and families, along with benefits and challenges texting presents in adolescent lives. Findings from this study suggested that texting negatively affects adolescents’ communication skills, particularly with regard to face-to-face communication skills, bullying, and teasing. Social workers should be aware of positive and negative effects of texting and of how texting impacts adolescents’ communication skills and development