Chapter 17 – Young People and the Internet

Chapter Summary

The Positive Role of Technology

• The use of technology in the classroom is recognised as a fundamental learning tool which stimulates the language, cognitive, and social development of young children.
• Socialising with their peers and developing their own identities within the online world increases during the adolescent years.
• Communication of offline relationships and online relationships are strongly correlated, with adolescents interacting with people with whom they are familiar.
• The Internet provides individuals with even more options for identity experimentation.
• The increase in online communication for young people appears to encapsulate an appreciated image of oneself, which supports and is supported by one’s peers.

Gaming

• Much experimentation occurs through game playing and affords opportunities for language and cognitive development.
• This occurs when young people experiment with areas such as problem-solving, the formation of thought constructs, or providing cultural understanding.
• A vital component of game playing is the element of fun. Gaming, whether video or computer-based, provides all the elements which constitute play.
• Older children and adolescents may understand that violent video game play is simply a form of play.
• They distinguish fantasy aggression and violence from real-world behaviour that includes intent to harm a real victim.
• According to catharsis theory, playing violent video games could provide a safe outlet for aggressive and angry feelings.
• Many games require social and emotional skills to play the game at the maximum level; these skills are also necessary to succeed in the workplace and adult life.

Cyberbullying

• It is an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him- or herself.
• Does not occur face to face and it presents an imbalance of power between the cyberbully and the cybervictim.
• Disinhibition exists where people behave differently online from the way they do in the real world; this is facilitated by online anonymity.
• Cyberbullying behaviours include flaming, denigration, outing and trickery, masquerading/fraping/impersonation, cyberstalking, sexting, and happyslapping.

Psychological Effects on the Cybervictim and Tackling Cyberbullying

• Cybervictims report anger, anxiety, and feeling sad, as well as difficulty concentrating in school, affecting both their learning ability and their consequential success at school.
• Victims of cyberbullying have increased school truancy and feelings that school is no longer a safe place.
• Psycho-social consequence of cybervictimisation is the negative effect that cyberbullying can have on a young person’s mental health.
• Anti-bullying programs vary across the world, with many educating young people about the role of being a bystander, and developing a positive school climate, while encouraging parents to speak with their children regularly about online safety.
• Parents and teachers need to guide them from a very early age, with regard to acceptable online behaviour and also of the dangers that exist.