Research Proposal - Teenager´s and Social Media

Ricardo Costa Lima

Brigham Young University—Idaho

November 22, 2015

Introduction            

We live in a world of constant change, 25 years ago teenager’s social networking happened mainly in outdoor activities with its own virtues and problems. With the continued proliferation and evolution of the World Wide Web (WWW) the teenager’s social networking also changed. According to Dr. Stephanie Huffman "social networking sites have been rapidly adopted by children and, especially, teenagers and young people worldwide, enabling new opportunities for the presentation of the self, learning, construction of a wide circle of relationships, and the management of privacy and intimacy. On the other hand, there are also concerns that social networking increases the likelihood of new risks to the self, these centering on loss of privacy, bullying, harmful contacts and more"(Huffman, 2013). This thesis is going to explore how parental and school orientation can prepare teenagers for the risks of Social Networking Sites (SNS).

Definition of the Problem

      In the United States, 95% of teens aged 12–17 use the Internet, and 88% of them are social media users. (Shin&Ismael, 2014)  Technology use has become an integral part of children’s lives, data from the ‘EU Kids Online’ survey estimates that an average 15–16 year old spends 118 min per day online (Best, Manktelow, Taylor, 2014) but even so, many parents don´t get actively engage in the online lives of their children and adolescents.

            Teenagers are particular influenced because social networking tools allow them to explore a wide range of learning and social opportunities. SNSs can be them both a “powerful ally and enemy” (Huffman, 2013).

            The risks can vary from cases like cyber-bullying, the Internet and parent–child relationships, Internet addiction, the Internet and parent-child relationships, and the impact on sleep and academic performance (Shapito&Margolin, 2014).

            Researches also find that the use of SNSs is connected with mental health problems, such as depression, psychological distress, and suicidal ideation among high school students (Sampasa-Kanyinga&Hamilton, 2015)

Explore Possible Solutions

            According to Shin&Ismael there are three identified common models of parental mediation: restrictive mediation (controlling children’s usage of and exposure to media), active mediation (talking to children about media and helping children properly consume media content), and co-use (using media together without purposeful discussions).

            Studies suggest that restrictive mediation can be efficient in decreasing negative SNSs influences, however, research also demonstrate that excessive restriction can produce negative effects like making the adolescents, especially early adolescents, more interested in the “forbidden fruit”. (Shin&Ismael, 2014)

            Active mediation is connected with positive media socialization results. According to Shin&Ismael “Scholars have argued that active mediation based on conversation and critical discussion is more likely to cultivate critical thinking skills in youths than restrictive mediation peer influence could result in undesirable outcomes and that control-based parental mediation can cause boomerang effects”.

            Another solution is related with the necessity of educate teenagers at school level with proper curricula, however, the implementation in many European countries is inconsistent. Therefore, instruction and training in SNSs related use, skills, and literacy is necessary not only for teenagers but also for parents (Vanderhoven, Schellens, Valcke, De Koning, 2014)

Proposed Solution

As already discussed, SNSs use, especially in early adolescence, are connected with many potential risks. From all proposed solutions active parental mediation – “talking with teenagers about media and helping children properly consume media content” (Shin&Ismael, 2014) seem to be the best appropriate solution. It is urgent that the efforts with our children to use SNSs productively and to give them the “awareness and comprehension of how to set and enforce reasonable limits according to their age and maturation “(McCleese&McCleese, 2010).

Along with active parental mediation proper school programs are vital to prevent SNSs risks. Educational professionals (teachers, counselors, school librarians, and others) with adequate training can target and monitor potential students SNSs risks (Huffman, 2013).

Concluding Remarks

We cannot avoid the future, “acknowledging the positives and developed a relationship of trust with our high-tech youth is vital “(McCleese&McCleese, 2010). Parents and educators must develop a constructive and balanced approach in order to minimize the risks that could result from SNSs use. Besides the parental strategies and scholar models, Elder David E. Bednar offer one question that every youth should ponder about: "Does the time you spend using various technologies and media enlarge or restrict your capacity to live, to love, and to serve in meaningful ways?” (Bednar, 2010) 

References

BENEFITS AND PITFALLS: SIMPLE GUIDELINES FOR THE USE OF SOCIAL NETWORKING TOOLS IN K-12 EDUCATION. (2013). Education, 134(2), 154-160.

Shin, W. N. (2014). Exploring the Role of Parents and Peers in Young Adolescents' Risk Taking on Social Networking Sites. Cyberpsychology, Behavior & Social Networking, 17(9), 578-583.

Spies Shapiro, L. G. (2014). Growing Up Wired: Social Networking Sites and Adolescent Psychosocial Development. Clinical Child & Family Psychology Review, 17(1), 1-18.

Sampasa-Kanyinga, H., & Hamilton, H. (2015). Original article: Social networking sites and mental health problems in adolescents: The mediating role of cyberbullying victimization. European Psychiatry, 301021-1027. doi:10.1016/j.eurpsy.2015.09.011

Vanderhoven, E., Schellens, T., Valcke, M., & De Koning, E. (2014). Involving Parents in School Programs about Safety on Social Network Sites. Procedia - Social And Behavioral Sciences, 112(International Conference on Education & Educational Psychology 2013 (ICEEPSY 2013), 428-436. doi:10.1016/j.sbspro.2014.01.1185

Best, P., Manktelow, R., & Taylor, B. (2014). Online communication, social media and adolescent wellbeing: A systematic narrative review. Children And Youth Services Review, 4127-36. doi:10.1016/j.childyouth.2014.03.001

McCleese, J., & McCleese, S. (2010). Seeking Balance. Independent School, 69(4), 50.

Bednar, D. (2009). Things as They Really Are. From a Church Educational System fireside address delivered at Brigham Young University–Idaho. Retrieved from https://www.lds.org/ensign/2010/06/things-as-they-really-are?lang=eng