The views and experiences of adolescents with ‘communication and interaction needs’ of using communication technologies: a small-scale qualitative study

Abstract

Background Communication technologies can provide children and young people (CYP) with communication and interaction needs novel opportunities for social interactions. Initial studies suggest that communication technologies can provide unique, virtually enabled social opportunities for CYP with communication and interaction needs due to adaptability features and ability of technology to suit unique communicative styles (van Schalkwyk et al., 2017; Zilka, 2018). Research Aim This study explored how adolescents with communication and interaction needs used technology to access social opportunities as well as what types of support they found most useful in regard to online activity. The study adds to current understanding by directly exploring the experiences of 8 adolescents with communication and interaction needs and their own experiences of using communication technologies. Research design Descriptive data about participants main reasons for using communication technologies was collated using an online survey. Semi-structured interviews were then used to explore the reported experiences and perceptions of eight adolescents who have identified communication and interaction needs and use technology to socialise. Thematic analysis was used to analyse the transcripts within each case, and then across the aggregated cases. Key findings The findings from this study suggested participants valued the autonomy with which they could participate in social interactions online, as well as the choices they could make related to their own personal interests. Synchronous communication with new and existing friends was important to participants and was viewed as valuable social time. However, increased opportunities for social interaction also presented increased chances of misinterpreting online communication and others’ intent, which related to feelings of upset and instances of cyberbullying. Social support from family members, such as parents and elder siblings, were described to be valuable in dealing with online harm and managing negative experiences effectively. The relevance of such findings and the implications for schools and educational psychologists are considered. The thesis concludes with future directions for study