Technology as a disruptive agent: Intergenerational perspectives

YesThis study explores how British South Asian parents perceive their children’s technology consumption through their collectivist lenses and interdependent values. The findings for this qualitative study indicate that second and third generation South Asian parents acknowledge the benefits of children’s technology use; but largely perceive technology as a disruptive agent, whereby children are becoming isolated and increasingly independent within the household. The analysis aims to understand how parents view their children’s relationship with others as a result of technology consumption. Accordingly, this paper proposes an extension of the Construal of self conceptualisation and contributes a Techno-construal matrix that establishes a dyadic connection between technology consumption and cultural values. Overall, the study reveals that children display less inter-reliance and conformance typically associated with collectivist cultures, resulting from their technology use. Consequently, parents interpret their children’s shift from interdependence to more independence as a disruptive and unsettling phenomenon within the household

Protecting and Promoting Young People’s Social and Emotional Health in Online and Offline Contexts

Young people’s use of mobile phones and access to the Internet have increased dramatically in the last decade, especially among those aged 9–15 years. Young people now rely on information and communication technologies for a considerable proportion of their social interaction, which can potentially have both positive and negative effects on their social and emotional well-being. Of particular concern is the extent to which ICT provides opportunities for cyberbullying . This chapter provides an overview of these issues, before reviewing research suggesting that positive social and emotional learning opportunities could enhance young people’s online and offline relationships, as well as their academic performance. Among young people, supportive relationships with peers, parents, and teachers are associated with less bullying perpetration and victimization, fewer psychological health problems, and more effective coping strategies and with positive academic performance and positive social/emotional adjustment. Finally, this chapter highlights the importance of whole-community approaches to enhancing young people’s social and emotional skills and to address negative online behaviors. Findings from a large-group randomized controlled trial addressing these issues, the Cyber Friendly Schools Project , are discussed. This study identified whole-school policy and practices that appear to enhance young people’s online and offline peer relationships and well-being