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Information Safety of Children and Adolescents in the Views of Parents 1011
Budykin S.V., PhD Student, Department of Clinical and Legal Psychology, Faculty of Legal Psychology, Moscow State University of Psychology and Education, Moscow, Russia, Moscow State University of Psychology and Education, firstname.lastname@example.org
Dvoryanchikov N.V., PhD in Psychology, associate professor, dean, faculty of legal psychology, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
Bovina I.B., PhD, Professor, Department of Clinical and Legal Psychology, Faculty of Legal Psychology, Moscow State University of Psychology & Education, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
The study aims to analyze the everyday concepts of information security in groups of parents.Based on the ideas of the theory of social representations, in particular, about the connection between social practices and social representations, were identified three groups of respondents - parents of children (group 1), the parents of adolescents (group 2),a group of childless adults (group 3) - groups having a different distance with respect to the object of the representation. The study involved 115 participants aged 20 to 50 years (97 women and 18 men).We made the following assumptions: 1) Group 3 will differ from group 1 and group 2 in the evaluation of information security threats (various topics will be considered as threatening, the parents of children and adolescents will proceed from the fact that the threat is primarily for children of their age, and the control group, the source will be a common understanding of the threat);2) in a group 3 there will be major regulatory elements, in groups 1 and 2 - the functional elements (scripts).It is also assumed that in group 2, there is a great complexity of the script as compared to the other groups.It was shown the following: firstly, the hierarchy of themes arrayed in view of information security threats practically coincides in all groups; secondly, action plans hardest arranged in one group, to a lesser extent - in group 3.This applies to situations in which the child faces a moderately dangerous information, there is no difference in the situation of a collision with the most dangerous information. This work was supported by grant RFH № 15-06-10649.