Information security of children and adolescents in the modern world: psychological aspects of the problem



The authors focus on identifying the psychological aspects of the problem of information security of children and adolescents in the modern world. It is noted that new technologies are penetrating deeper into our lives, become cultural means of socialization and human development, contribute to the formation of new social practices in everyday life, require a certain style of life. Draws attention to the fact that the impact of these technologies varies in age groups, the most vulnerable are children and adolescents. After Western researchers of problems of information security of children and adolescents, identifies the category of risk associated with Internet communication: 1) risk associated with the content of the materials provided on the Internet; 2) the risk due to contacts with others; 3) the risk arising in connection with the illegal downloading of materials. 4) risks resulting from the use of personal data, children and adolescents often provide personal information. Demonstrates the necessity of analyzing how users of new technologies to diagnose risk associated with the use of technology such as the Internet, and what behavioral strategies they adapt. Stresses the importance and the need to examine how the immediate environment of children and adolescents interpreterpath information security and suggests how to counter the threat, coupled with the use of the Internet.

General Information

Keywords: information security, children and adolescents, risk, Internet communication, new technology, and preventive programs.

Journal rubric: Legal Psychology of Childhood

Article type: scientific article


For citation: Budykin S.V. Information security of children and adolescents in the modern world: psychological aspects of the problem [Elektronnyi resurs]. Psikhologiya i pravo = Psychology and Law, 2017. Vol. 7, no. 1, pp. 13–24. DOI: 10.17759/psylaw.2017070102. (In Russ., аbstr. in Engl.)


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Information About the Authors

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:, e-mail:



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