Social representations and information security of children and adolescents: the point of view of teachers (Part 2)

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Abstract

The purpose of the presented study is to analyze the social representations about the information security of children and adolescents in groups of teachers. The study is based on the ideas of the social representations theory, in particular, on the connection between social practices and social representations. The object of the study was teachers of secondary schools, the sample was 102 people aged 22 to 65 years, (M = 39.36 years, SD = 11.12 years, 91 women and 11 men). As a matter of the experience of schoolchildren all respondents were divided into three groups: teachers of children, teachers of adolescents, teachers of children and adolescents. The subject of the study was to reveal the specificity of the representations of teachers about the information security of children and adolescents. The supposed to revel the specificity of the representations as a matter of experience with schoolchildren of various ages. To test the assumptions, a questionnaire was developed, it consisted of 6 parts: In the first part, respondents were asked to evaluate this or that type of information, in terms of the threat it poses to the safety of children and adolescents. In the next four parts of the questionnaire, respondents were asked to answer questions of so-called «vignettes» (hypothetical situations), in each case it was necessary to propose a plan of action in the situation. The last part contained socio-demographic issues. As the volume of the article is limited, the present section discusses the results of the threat assessment and two hypothetical situations out of four.

General Information

Keywords: information security of children and adolescents, the theory of social representations, information that threatens the health and development of children, teachers actions to ensure information security of children and adolescents.

Journal rubric: Legal Psychology of Childhood

Article type: scientific article

DOI: https://doi.org/10.17759/psylaw.2017060202

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 2) [Elektronnyi resurs]. Psikhologiya i pravo = Psychology and Law, 2017. Vol. 7, no. 2, pp. 19–32. DOI: 10.17759/psylaw.2017060202. (In Russ., аbstr. in Engl.)

References

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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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