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Psychology and Law

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2222-5196

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

License: CC BY-NC 4.0

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Social representations and information security of children and adolescents: the point of view of teachers (Part 2) 588

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

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

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

Milekhin A.V.
vice-rro-rector, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: milehinav@mgppu.ru

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
e-mail: moscow858@yandex.ru

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.

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.

Column: Juvenile Legal Psychology

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

For Reference

References
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