Social representations and information security of children and adolescents: the point of view of teachers (Part 1)

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Abstract

The focus of attention of the authors is the consideration of information security of children and adolescents as the object of social representations. Discusses the need for the theory of social representations to develop prophylactic and preventive programs in the field of information security of children and adolescents, in particular, says that the effectiveness of prevention and preventive programs is determined by how this information is understood by the target group, through what filters it passes. Briefly outlines the main provisions of the theory of social representations, discusses the functions of social representations, the mechanism of action ideas. Analyzed in a few studies, the focus of which was the presentation on new technologies, particularly mobile phones and the Internet. Presents the results of a series of studies devoted to the study of information security of children and adolescents, including the results of the first part of a research project dedicated to the analysis of how parents and teachers understand information security and what strategies to protect children and adolescents from dangerous information they are ready to use.

General Information

Keywords: information security, children and adolescents, risk, Internet communication, new technology, social representations, parents, teachers.

Journal rubric: Legal Psychology of Childhood

Article type: scientific article

DOI: https://doi.org/10.17759/psylaw.2017070101

For citation: Bovina I.B., Dvoryanchikov N.V., Gayamova S., Milekhin A.V., Budykin S.V. Social representations and information security of children and adolescents: the point of view of teachers (Part 1) [Elektronnyi resurs]. Psikhologiya i pravo = Psychology and Law, 2017. Vol. 7, no. 1, pp. 1–12. DOI: 10.17759/psylaw.2017070101. (In Russ., аbstr. in Engl.)

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Information About the Authors

Inna B. Bovina, Doctor of Psychology, Research Director, Associate Professor, Department of Clinical and Legal Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9497-6199, e-mail: innabovina@yandex.ru

Nikolay V. Dvoryanchikov, PhD in Psychology, Docent, Dean, Faculty of Legal and Forensic Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-1462-5469, e-mail: dvorian@gmail.com

Svetlana Gayamova, PhD in Psychology, associate Professor, Department of Forensic Psychology, Moscow State University of Psychology & Education, Moscow, Russia, e-mail: sgayamova@yandex.ru

Andrey V. Milekhin, PhD in Psychology, Assistant Professor at the Department of Pedagogical Psychology named after professor V.A. Guruzhapov Faculty of Psychology of Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3030-2053, e-mail: milehinav@mgppu.ru

Sergey V. Budykin, Head, Admission Office, Senior Lecturer, Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0009-0003-5226-1958, e-mail: moscow858@yandex.ru

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