Mascheroni, G. and Ólafsson, K. – 2014
#Cyberbulling, #Cyberhate, #Screen Addiction
Category: Report
Type: PDF
Topics: Online activities; online risks and harms; dependence and over-dependence
Abstract: The Net Children Go Mobile project is co-funded by the Safer Internet Programme to investigate through quantitative and qualitative methods how the changing conditions of internet access and use – namely, mobile internet and mobile-convergent media – bring greater, fewer or newer risks to children’s online safety. Participating countries include Denmark, Italy, Romania, the UK, Belgium, Ireland and Portugal, the latter three joining the project on a self-funded basis. This report presents the findings of a survey that involved 3,500 children aged 9-16 who are internet users and their parents4 in seven European countries. The fieldwork was conducted between May and July 2013 in Denmark, Italy, Romania and the UK; between November and December 2013 in Ireland; and between February and March 2014 in Belgium and Portugal. Key features of the survey are: • A cognitive testing with eight children from different age groups (9-10, 11-12, 13-14, 15-16) in each country, to check children’s understandings of and reactions to the questions. • Random stratified survey sampling of some 500 children (9-16 years old) who use the internet per country. • Survey administration at home, face to face, with a self-completion section for sensitive questions.
Explore DocumentŠmahel D. et al. – 2020
#Cyberbulling, #Cyberhate
Category: Report
Type: PDF
Topics: Online practices and skills; Online risks and opportunities
Abstract: The majority of children in 19 European countries report using their smartphones ‘daily’ or ‘almost all the time’. This marks a substantial increase in both the proportion of smartphone-using children as well as the amount of their internet use compared with the EU Kids Online 2010 survey. The report maps the risks and opportunities of the internet for children in Europe. This report maps the internet access, online practices, skills, online risks and opportunities for children aged 9–16 in Europe. Teams of the EU Kids Online network collaborated between autumn 2017 and summer 2019 to conduct a major survey of 25,101 children in 19 European countries.
Explore DocumentCouncil of Europe – 2018
Category: Guidelines
Type: PDF
Topics: Rights of the Child in the Digital Environment; Online Risks (3 Cs: Content/Contact/Conduct Risks)
Abstract: The guidelines to respect, protect and fulfil the rights of the child in the digital environment were adopted by the Committee of Ministers of the Council of Europe on 4 July 2018. This publication contains the recommendations, addressed to all member states of the Council of Europe, followed by useful, thematically directed sections to guide states on fundamental principles and rights, operational principles and measures to respect, protect and fulfil the rights of the child in the digital environment, national frameworks and international co-operation and co-ordination. The purpose of the guidelines is to assist states and other relevant stakeholders in their efforts to adopt a comprehensive, strategic approach in building and containing the often complex world of the digital environment. Ensuring children’s interaction and safety in this environment is paramount. Among the many topics covered are the protection of personal data, provision of child-friendly content adapted to their evolving capacities, helplines and hotlines, vulnerability and resilience, as well as the role and responsibilities of business enterprises. In addition, the guidelines call upon states to engage with children, including in decision-making processes, to ensure that national policies adequately address developments in the digital environment. These guidelines are of interest to a very wide audience, ranging from national authority bodies, professionals, civil society, business and industry sectors, to families and children themselves.
Explore DocumentCouncil of Europe – 2018
Category: Guidelines
Type: PDF
Topics: Rights of the Child in the Digital Environment
Abstract: “The digital world offers children boundless learning and connectivity opportunities as well as challenges of real concern which must be tackled by member States in an integrated manner and in line with the Council of Europe Internet Governance Strategy 2016-2019. The Council of Europe will provide guidance and support to member States in ensuring children’s participation, protection and provision rights in the digital environment.”
Explore DocumentCouncil of Europe – 2021
Category: Guidelines
Type: PDF
Topics: Rights of the Child in the Digital Environment; Data Protection
Abstract: The digital environment shapes children’s lives in many ways, creating opportunities and risks to their well-being and enjoyment of Human Rights. This applies in the everyday life but also increasingly in education settings where tools designed for teaching, supervision, assessment of children are deployed without the various actors always being aware of the challenges to children’s private life and personal data protection. The introduction of digital tools to the classroom in effect opens up the school gates to a wide range and high volume of stakeholders who interact with children’s everyday activities. The majority of the devices and applications, software and learning platforms, adopted in educational settings are developed by private, commercial actors. The Guidelines on Children’s Data Protection in an Educational Setting aim at supporting organisations and individuals in the context of education to respect, protect and fulfil the data protection rights of the child in the digital environment, within the scope of Article 3 of the modernised Convention 108 (more commonly referred to as “Convention 108+”), and in accordance with the CoE instruments including the Guidelines on Children in the Digital Environment Recommendation CM/Rec(2018)7.
Explore DocumentUnited Nations – 2021
Category: Guidelines
Type: PDF
Topics: Rights of the Child in the Digital Environment
Abstract: This general comment draws on the Committee’s experience in reviewing States parties’ reports, its day of general discussion on digital media and children’s rights, the jurisprudence of the human rights treaty bodies, the recommendations of the Human Rights Council and the special procedures of the Council, two rounds of consultations with States, experts and other stakeholders on the concept note and advanced draft and an international consultation with 709 children living in a wide variety of circumstances in 28 countries in several regions. In this general comment, the Committee explains how States parties should implement the Convention in relation to the digital environment and provides guidance on relevant legislative, policy and other measures to ensure full compliance with their obligations under the Convention and the Optional Protocols thereto in the light of the opportunities, risks and challenges in promoting, respecting, protecting and fulfilling all children’s rights in the digital environment.
Explore DocumentAntonelli C., Minoliti R., Scandroglio F. – 2023
#Cyberbulling, #Fake News/Misinformation
Category: Report
Type: PDF
Topics: Screen Time; Online Risks; Cyberbullying; Data sharing, Online privacy
Abstract: This report, published by Telefono Azzurro and Doxa, is the result of a survey conducted on a sample of 804 parents of children between the ages of 12 and 18. Using a questionnaire with CAWI methodology, the research aims to obtain information on children’s digital habits, their preferred devices and activities, as well as some areas of concern such as: screen time; an overview of the most common digital risks faced by children, with a focus on CSAM (Child Sexual Abuse Material) and cyberbullying; data sharing, online privacy and age verification. The report focuses also on the emotional well-being and negative feelings perceived by both minors and their parents when engaged in the digital environment. Among the most widely perceived digital risks, the report highlights: being contacted by strangers; being victim of cyberbullying or discrimination; private data oversharing; seeing harmful or sexually explicit content. A detailed bibliography is included in the report
Explore DocumentGenerazioni Connesse (SIC - Italia) – 2023
#Screen Addiction, #Fake News/Misinformation
Category: News
Type: Web Page
Topics: Screen Time; Online privacy; Fake news
Abstract: This article summarizes some results from a survey carried out by Generazioni Connesse (supported by skuola.net, UniFirenze e La Sapienza) on a sample of 3.488 middle and high school students. One of the main results of this research is the decrease registered in 2023 in those who claim to be connected more than 5 hours per day (47% of the sample, compared to 54% in 2022 and 77% in 2021). The pandemic has given a significant boost to more intensive use of digital devices and platforms by adolescents; a result of this is a general change in the behavior adopted on social networks: although entertainment is still the main reason to be connected, a portion of the sample sees in the digital an opportunity to invest in their future, by creating or managing social pages. Some critical points are highlighted: for example, more than 8 out of 10 young people accept that websites and platforms can influence their way of knowing the world. The article focuses on the potential risk of fake news and uninformed use of artificial intelligence.
Explore DocumentKovacs V.A. et al. – 2022
#Screen Addiction
Category: Article
Type: PDF
Topics: Screen Time; Sedentary lifestyle
Abstract: To date, few data on how the COVID-19 pandemic and restrictions affected children's physical activity in Europe have been published. This study examined the prevalence and correlates of physical activity and screen time from a large sample of European children during the COVID-19 pandemic to inform strategies and provide adequate mitigation measures. An online survey was conducted using convenience sampling from 15 May to 22 June, 2020. Parents were eligible if they resided in one of the survey countries and their children aged 6-18 years. 8395 children were included (median age [IQR], 13 [10-15] years; 47% boys; 57.6% urban residents; 15.5% in self-isolation). Approximately two-thirds followed structured routines (66.4% [95%CI, 65.4-67.4]), and more than half were active during online P.E. (56.6% [95%CI, 55.5-57.6]). 19.0% (95%CI, 18.2-19.9) met the WHO Global physical activity recommendation. Total screen time in excess of 2 h/day was highly prevalent (weekdays: 69.5% [95%CI, 68.5-70.5]; weekend: 63.8% [95%CI, 62.7-64.8]). Playing outdoors more than 2 h/day, following a daily routine and being active in online P.E. increased the odds of healthy levels of physical activity and screen time, particularly in mildly affected countries. In severely affected countries, online P.E. contributed most to meet screen time recommendation, whereas outdoor play was most important for adequate physical activity. Promoting safe and responsible outdoor activities, safeguarding P.E. lessons during distance learning and setting pre-planned, consistent daily routines are important in helping children maintain healthy active lifestyle in pandemic situation. These factors should be prioritised by policymakers, schools and parents. HighlightsTo our knowledge, our data provide the first multi-national estimates on physical activity and total screen time in European children roughly two months after COVID-19 was declared a global pandemic.Only 1 in 5 children met the WHO Global physical activity recommendations.Under pandemic conditions, parents should set pre-planned, consistent daily routines and integrate at least 2-hours outdoor activities into the daily schedule, preferable on each day. Schools should make P.E. lessons a priority. Decision makers should mandate online P.E. be delivered by schools during distance learning. Closing outdoor facilities for PA should be considered only as the last resort during lockdowns.
Explore DocumentLivingstone S., Kardefelt-Winther D., Saeed M. – 2019
#Cyberbulling, #Cyberhate
Category: Report
Type: PDF
Topics: Children's Internet Access; Parental Mediation and Support; Digital Activites; Digital Skills and Risks; Cyberhate; Hurtful Content and Conduct
Abstract: The internet is often celebrated for its ability to aid children’s development. But it is simultaneously criticized for reducing children’s quality of life and exposing them to unknown and unprecedented dangers. There is considerable debate about when or how children’s rights – including the rights to expression, to privacy, to information, to play and to protection from harm, as set out in the United Nations Convention on the Rights of the Child – may be realized or infringed in the digital age. With more children around the world going online every day, it is more important than ever to clarify how the internet can advance children’s opportunities in life while safeguarding them from harm or abuse. This requires evidence, from children themselves, that represents the diversity of children’s experiences at the national and global level. By talking to children, we are better able to understand not only the barriers they face in accessing the internet, but also the opportunities they enjoy and the skills and competences they acquire by engaging in these activities. This allows us to enquire about children’s exposure to online risks and possible harms, and about the role of their parents as mediators and sources of support.
Explore DocumentLivingstone S., Stoilova M. – 2021
#Cyberbulling, #Cyberhate, #Screen Addiction
Category: Report
Type: PDF
Topics: Online Risks overview (Content/Conduct/Contact/Contract Risks)
Abstract: Risk classifications guide practitioners and policymakers in their work and in communicating their results. It is timely to update risk classifications, given the variation in their use, the emerging risks in the digital environment, and our growing understanding of children’s experiences of online risks of harm. This report proposes a new CO:RE 4Cs classification, recognising that online risks arise when a child: (1) engages with and/or is exposed to potentially harmful CONTENT; (2) experiences and/or is targeted by potentially harmful CONTACT; (3) witnesses, participates in and/or is a victim of potentially harmful CONDUCT; (4) is party to and/or exploited by a potentially harmful CONTRACT. The 4Cs classification also distinguishes between aggressive, sexual and value risks, as we as important cross-cutting risks, notably to children’s privacy, health and fair treatment.
Explore DocumentLobe B. et al. – 2020
#Cyberbulling, #Cyberhate, #Fake News/Misinformation
Category: Report
Type: PDF
Topics: Online Risks overview; Cyberbullying; Cyberhate; Content Risks; Disinformation; Personal Data Misuse
Abstract: Covid-19 pandemic impacted the lives of most children in Europe dramatically. The lockdown affecting most European countries in spring 2020 saw the sudden shift of most children's activities into the digital world. Since then, children's schooling, leisure time, social contacts, home life have mostly been conducted at home via digital media. Embracing new tools and services and spending several hours per day online changed dramatically daily schedules. The online world offers opportunities and new possibilities, substituting face-to-face interactions. However, it opens the door to well-known online risks (inappropriate content, overuse, cyberbullying, cyberhate, disinformation, misuse of personal data, cyber-risks, etc.) This report provides a snapshot of how children across Europe perceived and experienced different known online risks during the Covid-19 spring lockdown in eleven countries, and which steps parents and children took to mitigate and cope with these risks. In particular, changes that occurred in children’s online risk experiences during the Covid-lockdown, compared to the situation before the crisis, were identified.
Explore DocumentStalker P. et al. – 2019
#Cyberbulling, #Cyberhate
Category: Report
Type: PDF
Topics: Online Risks: Cyberbullying; Harmful/violent contents; Hate Speech; Online Social Activities
Abstract: How can we best advance children’s rights in the digital age? The starting point must be children themselves – asking about the barriers they face in accessing the internet, the opportunities they are discovering online, the digital skills they are acquiring and the risks of harm that they face. The Global Kids Online network is committed to gathering the necessary evidence by listening to children and generating cross-nationally comparable and robust data that directly reflects children’s voices, experiences and concerns. The findings presented here are based on survey results from more than 14,000 internet-using children across 11 countries. Given that our sample consists only of internet users, it is important to consider that internet access across the countries analysed in this report vary considerably; in some countries most children have internet access while in others they do not. We therefore cannot use these data to make inferences about the general child population in a given country.
Explore DocumentDe Marchi V. et al. – 2023
#Cyberbulling, #Cyberhate, #Screen Addiction
Category: Report
Type: PDF
Topics: Online Activities (especially on social networks); Screen addiction; Cyberbullying; Cyber-hate; Online gender violence
Abstract: This report aims to provide information and statistical data from a wide range of research on the topic of risks and opportunities for children in the digital world. First of all, Istat and Auditel data describe internet access and the main activities carried out by Italian families and children aged 6 to 17. The report focuses on issues such as digital device dependency and excessive screen time even for younger children, according to ISS data. The section "Connected Screens" further explores the topic by reporting data on the problematic use of social networks and video games, and discussing the hikikomori phenomenon. Another focus is on the spread of cyberbullying among preadolescents and adolescents. The regional spread of these risky behaviors is discussed, as well as the breakdown by gender and age groups of children involved in harmful situations. The report presents extensive insights on all these topics, along with an extensive bibliography and informative boxes that provide further details on digital risks, but also on online security and digital education initiatives. The report devotes a section to the guidelines established by the UN, the Council of Europe, the European Union, and the Italian government to safeguard children's rights in the digital environment. È un viaggio che abbiamo intrapreso in compagnia di tanti studiosi e protagonisti. Ci siamo inoltrati nelle “stanze digitali dell’infanzia”, di chi è da poco nato e di chi è già adolescente. Attraverso schermi, videogiochi, chat, social network abbiamo cercato di catturare l’essenza delle nuove generazioni e l’impatto che questo mondo ha sui loro desideri e fragilità. Ci siamo interrogati sulla sfida della nuova genitorialità. Abbiamo curiosato in aule, saperi e professioni di una scuola che, nel suo rigenerarsi, dilata la centralità del proprio ruolo. Ci sono rischi da arginare, opportunità da offrire, ruolo pubblico da ampliare. Questo Atlante lo abbiamo immaginato come una “cassetta degli attrezzi” per affrontare la Quarta Rivoluzione dalla parte dei bambini e delle bambine.
Explore DocumentUnicef – 2017
Category: Report
Type: PDF
Topics: Digital Opportunities (Digital Citizenship); Digital Divide; Online Risks (3 Cs: Content/Contact/Conduct Risks)
Abstract: The State of the World’s Children 2017 examines the ways in which digital technology has already changed children’s lives and life chances – and explores what the future may hold. If leveraged in the right way and universally accessible, digital technology can be a game changer for children being left behind – whether because of poverty, race, ethnicity, gender, disability, displacement or geographic isolation – connecting them to a world of opportunity and providing them with the skills they need to succeed in a digital world. But unless we expand access, digital technology mayv create new divides that prevent children from fulfilling their potential. And if we don’t act now to keep pace with rapid change, online risks may make vulnerable children more susceptible to exploitation, abuse and even trafficking – as well as more subtle threats to their well-being. This report argues for faster action, focused investment and greater cooperation to protect children from the harms of a more connected world – while harnessing the opportunities of the digital age to benefit every child.
Explore DocumentEnglander E. et al. – 2017
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying
Abstract: Is cyberbullying essentially the same as bullying, or is it a qualitatively different activity? The lack of a consensual, nuanced definition has limited the field’s ability to examine these issues. Evidence suggests that being a perpetrator of one is related to being a perpetrator of the other; furthermore, strong relationships can also be noted between being a victim of either type of attack. It also seems that both types of social cruelty have a psychological impact, although the effects of being cyberbullied may be worse than those of being bullied in a traditional sense (evidence here is by no means definitive). A complicating factor is that the 3 characteristics that define bullying (intent, repetition, and power imbalance) do not always translate well into digital behaviors. Qualities specific to digital environments often render cyberbullying and bullying different in circumstances, motivations, and outcomes. To make significant progress in addressing cyberbullying, certain key research questions need to be addressed. These are as follows: How can we define, distinguish between, and understand the nature of cyberbullying and other forms of digital conflict and cruelty, including online harassment and sexual harassment? Once we have a functional taxonomy of the different types of digital cruelty, what are the short- and long-term effects of exposure to or participation in these social behaviors? What are the idiosyncratic characteristics of digital communication that users can be taught? Finally, how can we apply this information to develop and evaluate effective prevention programs?
Explore DocumentZhu C. et al. – 2021
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying
Abstract: Background: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children. Methods: A systematic review of available literature was completed following PRISMA guidelines using the search themes “cyberbullying” and “adolescent or children”; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication & Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children's Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors. Results: The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned. Conclusion: The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying.
Explore DocumentDíaz K.I., Fite P.J. – 2019
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying (cyber-victimization)
Abstract: Background: There is limited research examining outcomes associated with cyber victimization among middle school age youth, which is a time of increased online usage and risk for problem behaviors. Objective: The current study evaluated associations between cyber victimization, lifetime substance use, and anxiety and depression symptoms over an academic year while also considering physical and relational victimization. Method: Surveys were completed by 260 students (53% male, ages 11–15) in middle school within a small, rural area in the fall and spring of an academic year. Results: Regression analyzes indicated that cyber victimization was linked to increased risk for substance use concurrently and prospectively. Cyber victimization, however, was not related to anxiety or depression symptoms at either time point when also considering physical and relational victimization.
Explore DocumentLópez-Pradas I. et al. – 2017
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying (cybergossip)
Abstract: The use of social networking sites and instant messaging apps, despite playing a key role in building social relations, poses a risk, such as cybergossip. This research focused on the study and measurement of the cybergossip phenomenon and the psychometric properties of the Cybergossip-Q-Primary instrument. Cybergossip involvement in the development of cyberbehaviours performed in cyberbullying was analyzed. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) was adapted to primary school-age children. The sample comprised 866 students (52.9% girls) with ages ranging from 10 to 13years (M = 11.21, SD = 0.90). Using both exploratory and confirmatory factor analyses, the fit of a one-dimensional structure for the cybergossip instrument and a two-dimensional structure for cyberbullying (cyberaggression and cybervictimization) were contrasted. A structural equations analysis revealed a significant relationship between cybergossip and cyberbullying. The results in relation to cybergossip, cyberaggression, cybervictimization, and the consequences of misinterpreting information are discussed.
Explore DocumentBrighi A. et al. – 2019
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying (cyber-victimization)
Abstract: Cyberbullying perpetration (CBP) and problematic Internet use (PIU) are the most studied risky online activities for adolescents in the current generation. However, few studies have investigated the relationship between CBP and PIU. Still lacking is a clear understanding of common or differentiated risk and protective pathways for adolescents interacting in the cyber world. The aim of this study was to understand the role of individual (emotional symptoms) and environmental variables (parental monitoring) underpinning both CBP and PIU, with time spent online as a mediator of these factors. Furthermore, we investigated gender and school level differences in these dynamics. A questionnaire was filled in by 3,602 students from Italian Lower Secondary Schools and Upper Secondary Schools. Structural equation modeling was used to test the effects of emotional symptoms and parental monitoring on CBP and PIU mediated by time spent online, controlling for school level. In addition, the model was implemented for girls and boys, respectively. Negative emotional symptoms and low levels of parental monitoring were risk factors for both CBP and PIU, and their effect was mediated by the time spent online. In addition, parental monitoring highlighted the strongest total effect on both CBP and PIU. Risk and protective pathways were similar in girls and boys across Lower Secondary and Upper Secondary Schools, although there were some slight differences. CBP and PIU are the outcomes of an interplay between risk factors in the individual and environmental systems. The results highlight the need to design interventions to reduce emotional symptoms among adolescents, to support parental monitoring, and to regulate the time spent online by adolescents in order to prevent risky online activities.
Explore DocumentPowell A., Henry N. – 2016
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying (revenge-porn)
Abstract: Online forms of sexual harassment and abuse as experienced by adults represent an emerging yet under-researched set of behaviors, such that very few studies have sought to estimate the extent of the problem. This article presents the results of an online survey of 2,956 Australian adult (aged 18 to 54 years) experiences of technology-facilitated sexual violence (TFSV) victimization. The prevalence of TFSV was analyzed in relation to a 21-item scale developed in accordance with prior conceptual research identifying multiple dimensions of TFSV including digital sexual harassment, image-based sexual abuse, sexual aggression and/or coercion, and, gender and/or sexuality-based harassment (including virtual sexual violence). Results revealed significant differences in lifetime TFSV victimization for younger (18-24) and non-heterosexual identifying adults. Lifetime TFSV victimization for men and women was not significantly different, though women were more likely to report sexual harassment victimization and men were more likely to report victimization through the distribution of non-consensual images, as well as gender and/or sexuality-based harassment. The authors conclude that although women and men report experiencing similar overall prevalence of TFSV victimization, the nature and impacts of those experiences differ in particular gendered ways that reflect broader patterns in both gender relations and “offline” sexual harassment.
Explore DocumentRao S. – 2022
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying (cyber-stalking)
Abstract: The double phenomena of cyber bullying and cyber stalking have received a lot of media and academic attention in recent years, especially after the locker room incident in May 2020 and quite rightly so. The surreptitious nature of this crime, coupled with the fact that it is mostly prevalent in school going children and teenagers in college; usually hushed up by guilty parents and/or siblings, make it difficult to pinpoint the locus of this crime and in fact many embarrassed parents even refuse to recognize it as a crime, debunking it’s seriousness by calling it as “misdirected playfulness” and that “kids will be kids”. This is extremely unfortunate as according to Microsoft’s ‘Global Youth Online Behavior Surveyi’ of 25 countries, India ranked third with 53% of respondents (children aged between 8-17) saying they have been bullied online, behind China (70%) and Singapore (58%). Moreover, these kinds of cyber-crimes finds a high incidence of occurrence mainly in pre-teens and teenagers, both categories of children who while undergoing many hormonal changes and attitude shifts, are also highly stressed because of studies, competitive exams and peer as well as parental pressure. At an age where a chance stray remark or image can irreparably upset an already fragile psychological imbalance, these phenomena simply cannot be ignored. In November 2017, an MBBS student in Kerala jumped to her death from the highest floor of her college building. An examination of her Facebook profile showed her displeasure over the nasty comments made one of her peers. Police suspect that cyber bullying provoked her to take this extreme step. In another incident 20 year old Gurmehar Kaur was repeatedly trolled and cyber abused after her long campaign against violence on social media platforms. While so far these incidents have been few and far between, in recent years such kind of extreme reactions to social media onslaughts have been on the rise and a matter of debate on state, national and of course social media platforms. In this paper, we examine the twin menace of cyber bullying and cyber stalking both from a national as well as international perspective and try to analyse why remedial action, especially in India, is so slow and insignificant as well as the present legal responses Recourses Also, it is hoped through this paper to reiterate the imperative to take urgent measures to counter this menace on a priority basis.
Explore DocumentKreski N.T. et al. – 2023
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying
Abstract: BACKGROUND: Being bullied online is associated with being bullied in school. However, links between online bullying and violence-related experiences are minimally understood. We evaluated potential disparities in these associations to illuminate opportunities to reduce schoolbased violence. METHODS: We used five cohorts of Youth Risk Behavior Survey national cross-sectional data (2011-2019, Ntotal = 73 074). We used survey-weighted logistic and multinomial models to examine links between online bullying and five school-based violence-related experiences: offline bullying, weapon carrying, avoiding school due to feeling unsafe, being threatened/injured with a weapon, and physical fighting. We examined interactions by sex, race/ethnicity, and sexual identity. RESULTS: Being bullied online was positively associated with all offline violence-related behaviors. Groups with stronger associations between online bullying and physical fighting, including boys, adolescents whose sexual identity was gay/lesbian or unsure, and many adolescents of color (Black, Hispanic/Latino, and Asian/Pacific Islander adolescents), had stronger associations between online bullying and either weapon carrying or avoiding school. CONCLUSIONS: Online bullying is not an isolated harmful experience; many marginalized adolescents who experience online bullying are more likely to be targeted in school, feel unsafe, get in fights, and carry weapons. Reduction of online bullying should be prioritized as part of a comprehensive school-based violence prevention strategy.
Explore DocumentGiumetti G.W., Kowalski R.M. – 2022
#Cyberbulling
Category: Article
Type: Full-text
Topics: Cyberbullying
Abstract: In this article, we review research examining cyberbullying via social media among youth and adults and the relationship such behavior has with well-being. We report on several possible predictors of cyberbullying via social media, including indiscreet posting, time spent on social media, and personality traits. We also highlight possible negative effects on well-being that may be linked with cyberbullying via social media, including psychological distress, decreased life satisfaction, and suicidal ideation. We conclude the review with ideas for prevention and intervention, including the use of cyberbullying detection software to encourage users to think twice before posting a cyberbullying message. We also highlight several limitations with the existing research and provide some suggestions for future research opportunities.
Explore DocumentPalermiti A.L. et al. – 2017
#Cyberbulling
Category: Article
Type: Online Access
Topics: Cyberbullying (cyber-victimization)
Abstract: In this study, the cyberbullying risk related to self-esteem, social, and personal variables was investigated. Cyberbullying describes a pervasive form of aggressive behaviour aimed at offending victims who are unable to protect themselves. A considerable sample of Italian young people were interviewed using standardized questionnaires. The results of the current study showed that, although few subjects were affected by cyberbullying (perpetrators and victims), a relationship exists between lower levels of self-esteem and cyberbullying risks. The role of parental control represents a good opportunity for the subjects in preventing aggressive behaviour. In general, this study underlines the importance to design and realize specific didactical programs to prevent aggressive behaviour, and to increase parental awareness about cyberbullying risks. The study explored the cyberbullying risks among adolescent students.Standardized questionnaires to explore the cyberbullying effects were used.Survey data from 438 participants indicated that males and females showed cyberbullying risks.Parent control reduce the subject's risk to be involved in aggressive behaviour.Lower levels of self-esteem predicted cyberbullying risks.
Explore DocumentDoumas D.M., Midgett A. – 2020
#Cyberbulling
Category: Article
Type: PDF
Topics: Cyberbullying (witnessing cyber-bullying)
Abstract: Cyberbullying is a significant problem among school-aged youth. Although a growing body of literature has documented the association between cyberbullying victimization and mental health risks, there is limited research examining the impact of witnessing cyberbullying, particularly among elementary school students. To address this gap, we conducted a cross-sectional study with elementary school students (N = 122). Students completed questionnaires assessing witnessing cyberbullying, witnessing school bullying, bullying victimization, depressive symptoms, and social anxiety. Regression analyses revealed that witnessing cyberbullying was positively associated with depressive symptoms ( = .25, p < .04) and social anxiety ( = .30, p < .01), even after controlling for frequency of witnessing school bullying and bullying victimization. Further, the moderating effect of witnessing school bullying was significant for depressive symptoms ( = -.44, p < .001) and social anxiety ( = -.31, p < .01), such that students who witnessed cyberbullying only reported the highest level of depressive symptoms and social anxiety. The moderating effect for bullying victimization was not significant. Findings suggest the importance of providing programs to support elementary school students who witness cyberbullying to reduce the mental health risks associated with being a cyberbullying bystander.
Explore DocumentCraig W. et al. – 2020
#Cyberbulling
Category: Article
Type: Full text-PDF
Topics: Cyberbullying
Abstract: Purpose Social media use (SMU) has become an intrinsic part of adolescent life. Negative consequences of SMU for adolescent health could include exposures to online forms of aggression. We explored age, gender, and cross-national differences in adolescents' engagement in SMU, then relationships between SMU and victimization and the perpetration of cyber-bullying. Methods We used data on young people aged 11–15 years (weighted n = 180,919 in 42 countries) who participated in the 2017–2018 Health Behaviour in School-aged Children study to describe engagement in the three types of SMU (intense, problematic, and talking with strangers online) by age and gender and then in the perpetration and victimization of cyber-bullying. Relationships between SMU and cyber-bullying outcomes were estimated using Poisson regression (weighted n = 166,647 from 42 countries). Results Variations in SMU and cyber-bullying follow developmental and gender-based patterns across countries. In pooled analyses, engagement in SMU related to cyber-bullying victimization (adjusted relative risks = 1.14 [95% confidence interval (CI): 1.10–1.19] to 1.48 [95% CI: 1.42–1.55]) and perpetration (adjusted relative risk = 1.31 [95% CI: 1.26–1.36] to 1.84 [95% CI: 1.74–1.95]). These associations were stronger for cyber-perpetration versus cyber-victimization and for girls versus boys. Problematic SMU was most strongly and consistently associated with cyber-bullying, both for victimization and perpetration. Stratified analyses showed that SMU related to cyber-victimization in 19%–45% of countries and to cyber-perpetration in 38%–86% of countries. Conclusions Accessibility to social media and its pervasive use has led to new opportunities for online aggression. The time adolescents spend on social media, engage in problematic use, and talk to strangers online each relate to cyber-bullying and merit public health intervention. Problematic use of social media poses the strongest and most consistent risk.
Explore DocumentWorld Health Organization Media Release – 2024
#Cyberbulling
Category: News
Type: Web Page
Topics: Cyberbullying
Abstract: This article summarizes some findings from the Health Behaviour in School-aged Children (HBSC) study conducted by World Health Organization on patterns of bullying and cyberbullying among adolescents. The study was conducted on a sample of over 279 000 young people across 44 countries and regions. Among the main findings, while the overall trends in school bullying have remained stable, the article highlights an increase in cyberbullying perpetration and victimization: 12% of adolescents report having cyberbullied others, while 15% of adolescents have been cyberbullied. These data are briefly discussed, underlining the urgent need for intervention by educators and policy makers and focusing on gender-sensitive solutions. In fact, although cyberbullying others was reported mainly by boys, the increase in the phenomenon from 2018 to 2022 concerns both boys (from 11% to 14%) and girls (from 7% to 9%).
Explore DocumentMachackova H. et al. – 2020
#Cyberhate
Category: Report
Type: PDF
Topics: Cyberhate
Abstract: The report presents the findings about cyberhate experiences among 11 to 17 year olds from 10 European countries: Czech Republic, Finland, Flanders, France, Italy, Lithuania, Norway, Poland, Romania, and Slovakia. The investigation and key findings concern different phenomena within the cyberhate framework: cyberhate exposure, which is the experience of encountering hateful content online but not necessarily feeling victimized by it; cyberhate victimization, which is when people are and feel targeted by hateful content online; and cyberhate aggression, which is when people create, post, or disseminate hateful content online. The data come from 9,459 children aged 11-17 who use the internet and who were asked about experiences with cyberhate.
Explore DocumentWachs S. et al. – 2019
#Cyberhate
Category: Article
Type: Online Access
Topics: Cyberbullying; Cyberhate
Abstract: Problem behaviour theory postulates that different forms of norm violations cluster and can be explained by similar antecedents. One such cluster may include cyberbullying and cyberhate perpetration. A potential explanatory mechanism includes toxic online disinhibition, characterised by anonymity, an inability to empathise and to recognise and interpret social cues. The current study to develop a better understanding of the relationship between cyberhate and cyberbullying to inform effective intervention and prevention efforts. Increases in cyberbullying perpetration and toxic online disinhibition were positively related to cyberhate perpetration. Furthermore, cyberbullies reported more cyberhate perpetration when they reported higher levels of toxic online disinhibition and less frequent cyberhate perpetration when they reported lower levels of toxic online disinhibition. The current study provides evidence of a possible link between cyberbullying and cyberhate perpetration, moderated by toxic online disinhibition. This suggests that, to be effective, prevention and intervention programmes should (i) consider the co-occurrence of varying forms of cyberaggression and (ii) consider potential effects of the online environment on aggressive online behaviour among young people.
Explore DocumentWachs S. et al. – 2021
#Cyberhate
Category: Article
Type: Full text-PDF
Topics: Cyberhate
Abstract: Recent evidence shows that young people across Europe are encountering hateful content on the Internet. However, there is a lack of empirically tested theories and investigation of correlates that could help to understand young people’s involvement in cyberhate. To fill this gap, the present study aims to test the Routine Activity Theory to explain cyberhate victimisation and the Problem Behaviour Theory to understand cyberhate perpetration. Participants were 5433 young people (Mage = 14.12, SDage = 1.38; 49.8% boys from ten countries of the EU Kids Online IV survey). Self-report questionnaires were administered to assess cyberhate involvement, experiences of data misuse, frequency of contact with unknown people online, problematic aspects of sharenting, excessive Internet use, and sensation seeking. Results showed that being a victim of cyberhate was positively associated with target suitability (e.g., experiences of data misuse, and contact with unknown people), lack of capable guardianship (e.g., problematic facets of sharenting), and exposure to potential offenders (e.g., witnessing cyberhate, and excessive Internet use). Findings support the general usefulness of using Routine Activity Theory to explain cyberhate victimisation. Being a perpetrator of cyberhate was positively associated with several online problem behaviours (e.g., having contact with unknown people online, excessive Internet use, and sensation seeking), which supports the general assumption of the Problem Behaviour Theory. The findings of this research can be used to develop intervention and prevention programmes on a local, national, and international level.
Explore DocumentBlaya C. et al. – 2020
#Cyberhate
Category: Article
Type: Full text-PDF
Topics: Cyberhate
Abstract: In an international context of increasing racism, xenophobia, anti-Semitism, and Islamophobia in Europe and the USA (FRA, 2013; Hawdon et al. 2015), social media provide a privileged tool for propaganda and victimization. Issues of racism and xenophobia have become more prevalent both in “real life” and on the Internet. This study presents the results of a self-reported questionnaire survey on cyberhate among 1900 French students, age 12–20, where we investigated the association between school bullying and cyberhate victimization and perpetration. Findings show that bullying and cyberhate are a common experience for quite a few young people. Structural equation models provide evidence of the association between ordinary offline victimization and involvement in cyberhate. Our findings for cyberhate provide further evidence suggesting an overlap between traditional bullying and cyberbullying. They confirm the need for further research to acquire a better understanding of the processes that underscore individual involvement in online hate in order to inform effective interventions.
Explore DocumentHarriman N. et al. – 2020
#Cyberhate
Category: Article
Type: Full text-PDF
Topics: Cyberhate; Hate Speech; Content Risks: Hateful Online material
Abstract: Today's youth have extensive access to the internet and frequently engage in social networking activities using various social media platforms and devices. This is a phenomenon that hate groups are exploiting when disseminating their propaganda. This study seeks to better understand youth exposure to hateful material in the online space by exploring predictors of such exposure including demographic characteristics (age, gender, and race), academic performance, online behaviors, online disinhibition, risk perception, and parents/guardians' supervision of online activities. We implemented a cross-sectional study design, using a paper questionnaire, in two high schools in Massachusetts (USA), focusing on students 14 to 19 years old. Logistic regression models were used to study the association between independent variables (demographics, online behaviors, risk perception, parental supervision) and exposure to hate online. Results revealed an association between exposure to hate messages in the online space and time spent online, academic performance, communicating with a stranger on social media, and benign online disinhibition. In our sample, benign online disinhibition was also associated with students' risk of encountering someone online that tried to convince them of racist views. This study represents an important contribution to understanding youth's risk factors of exposure to hateful material online.
Explore DocumentWright M.F. et al. – 2020
#Cyberhate
Category: Article
Type: Full text-PDF
Topics: Cyberhate
Abstract: Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents’ problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of self-reports of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship between parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents’ problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents’ capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents’ use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents’ use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents’ ability to cope productively with cyberhate.
Explore DocumentGamez-Guadix M.; Incera D. – 2021
#Cyberhate
Category: Article
Type: PDF
Topics: Cyberhate (Homophobia)
Abstract: The first aim of this study was to analyze the prevalence and frequency of different forms of online sexual victimization and risks among sexual minorities, including sexting, sexual orientation- and gender-based victimization, unwanted sexual attention, sextortion, and revenge porn. The second aim was to examine whether online sexual victimization and risks mediate the relationship between being a sexual minority and mental health outcomes, including depression and anxiety. The sample was composed of 1779 adolescents (50.9% girls) between 12 and 18 years old (mean age = 13.92, SD = 1.27), and 146 of them (8.2%) were sexual minorities (specifically, bisexual, homosexual, pansexual, asexual, or queer adolescents). About 17.3% of sexual minority adolescents have sent a sext. Four out of ten adolescents (41.1%) had experienced online sexual orientation discrimination and 28.4% gender-based victimization. More than forty percent (45.2%) experienced unwanted sexual attention, 9% were victims of sextortion, and 5.5% had been targets of revenge porn. Sexting, online sexual orientation victimization and gender-based victimization, and unwanted sexual attention partially mediated the relationship between being a sexual minority and mental health outcomes (i.e., depression and anxiety). More prevention programs aimed to reduce online sexual victimization and risks for sexual minorities are needed.
Explore DocumentFulantelli G. et al. – 2022
#Cyberbulling, #Cyberhate
Category: Article
Type: Full-text
Topics: Cyberbullying; Cyberhate
Abstract: In this paper we present the results of a systematic review aimed at investigating what the literature reports on cyberbullying and cyberhate, whether and to what extent the connection between the two phenomena is made explicit, and whether it is possible to identify overlapping factors in the description of the phenomena. Specifically, for each of the 24 selected papers, we have identified the predictors of cyberbullying behaviors and the consequences of cyberbullying acts on the victims; the same analysis has been carried out with reference to cyberhate. Then, by comparing what emerged from the literature on cyberbullying with what emerged from the literature on cyberhate, we verify to what extent the two phenomena overlap in terms of predictors and consequences. Results show that the cyberhate issue related to adolescents is less investigated than cyberbullying, and most of the papers focusing on one of them do not refer to the other. Nevertheless, by comparing the predictors and outcomes of cyberbullying and cyberhate as reported in the literature, an overlap between the two concepts emerges, with reference to: the parent-child relationship to reduce the risk of cyber-aggression; the link between sexuality and cyber-attacks; the protective role of the families and of good quality friendship relationships; the impact of cyberbullying and cyberhate on adolescents' individuals' well-being and emotions; meaningful analogies between the coping strategies put in practice by victims of cyberbullying and cyberhate. We argue that the results of this review can stimulate a holistic approach for future studies on cyberbullying and cyberhate where the two phenomena are analyzed as two interlinked instances of cyber-aggression. Similarly, prevention and intervention programs on a responsible and safe use of social media should refer to both cyberbullying and cyberhate issues, as they share many predictors as well as consequences on adolescents' wellbeing, thus making it diminishing to afford them separately.
Explore DocumentUnicef Italia – 2024
#Cyberbulling
Category: News
Type: Web Page
Topics: Cyberbullying
Abstract: The article summarizes and reports some data from various studies (UNESCO, Health Behaviour in School-aged Children – HBSC, and the ELISA platform) on the phenomenon of bullying and cyberbullying among children and adolescents at global and national level. Globally, when it comes to cyberbullying, girls are more affected by offensive messages while boys are more targeted by inappropriate images. According to the ELISA platform, cyberbullying affects almost 20% of young people, especially girls, and decreases with age (from 21% of 11-year-old to 11% of 15-year-old girls; from 17% of 11-year-old to 9% of 15-year-old boys). The article focuses on the Italian law for the prevention of bullying and cyberbullying, as well as on the actions and recommendations made by UNICEF. Attached to the article are: a YouTube video conducted by Camilla Mancini raising awareness on the fight against bullying, a guide for parents in preventing cyberbullying, a link to Generazioni Connesse – Safer Internet Centre Italia, as well as further information on the safety of children in the digital environment.
Explore DocumentUnicef Italia – 2021
#Cyberbulling
Category: Guidelines
Type: PDF
Topics: Cyberbullying Prevention
Abstract: The objective of this short document is to offer parents guidelines and recommendations for dealing with and preventing the issue of cyberbullying among young people. Parents' educational role, family social support, and open communication with children are considered fundamental elements in preventing cyberbullying and mitigating victimization. Sharing technology and actively participating in the online environment of adolescents is a recommendation to gain awareness and respond to potential risks. It is also important to combine restrictive monitoring (such as parental control) with the advancement of children's independence. Guidelines are provided to educate children on how to use the internet and social networks mindfully, and how to behave respectfully and appropriately in the digital environment. These guidelines are in line with recent studies on cyberbullying and the role of parents preventing and minimizing negative effects of cyberbullying; a short bibliography is provided.
Explore DocumentUnicef Italia – 2020
#Cyberbulling
Category: News
Type: Web Page
Topics: Cyberbullying
Abstract: This brief article answers 10 frequently asked questions about cyberbullying: how to determine if you're being bullied and its effects on your physical and mental well-being; who is the appropriate source for assistance; how to inform my parents; how to report and prevent cyberbullying; how to safeguard personal information; what are the rules and guidelines for dealing with cyberbullying; which actions should be taken by stakeholders, and what tools are available to combat cyberbullying. Each answer includes advice and guidelines from UNICEF, as well as measures taken by Facebook, Instagram, and Twitter to combat cyberbullying.
Explore DocumentSave the Children Italia – 2020
#Cyberbulling
Category: News
Type: Web Page
Topics: Cyberbullying
Abstract: The purpose of this short article is to provide information for children and parents on the subject of cyberbullying. After a brief legal definition of cyberbullying, the article discusses the role of schools in preventing the phenomenon. The article discusses the actions that minors (over 14 years) can perform independently: report the act of cyberbullying to the operator of the website or social network, or to the Italian Data Protection Authority (GPDP). The role of local authorities is briefly mentioned as well as some practical advice for both children and parents.
Explore DocumentCosma A. et al. – 2024
#Cyberbulling
Category: Report
Type: PDF
Topics: Cyberbullying
Abstract: The Health Behaviour in School-aged Children (HBSC) study is a large school-based survey carried out every four years in collaboration with the WHO Regional Office for Europe. HBSC data are used at national/regional and international levels to gain new insights into adolescent health and well-being, understand the social determinants of health and inform policy and practice to improve young people’s lives. The 2021/2022 HBSC survey data are accompanied by a series of volumes that summarize the key findings around specific health topics. This report, Volume 2 in the series, focuses on adolescent peer violence and bullying, using the unique HBSC evidence on adolescents aged 11, 13 and 15 years across 44 countries and regions in Europe, central Asia and Canada. It describes the status of adolescent peer violence (bullying, cyberbullying and fighting), the role of gender, age and social inequality, and how adolescent bullying and fighting behaviour has changed over time. Findings from the 2021/2022 HBSC survey provide an important evidence benchmark for current research, intervention and policy-planning.
Explore DocumentGenerazioni Connesse - SIC Italia – 2019
#Cyberbulling
Category: Article
Type: Web Page
Topics: Cyberbullying
Abstract: This article offers practical tips and guidelines for parents to recognize and prevent cyberbullying. After a short definition of the phenomenon, the article reports data from a study by Telefono Azzurro and Doxa (2017), according to which 35% of the children interviewed were victims of cyberbullying, but only 1 out of 2 warned their parents. The article highlights the importance of communication between parents and children to identify some consequences of cyberbullying, such as: avoiding contact with other people, both offline and online; symptoms of stress, low self-esteem, anxiety and depression. The prevention of cyberbullying can be achieved through open communication with children, education in empathy and respect, awareness of privacy and personal responsibility. The article provides some tools to find help against cyberbullying, including the Safer Internet Centre helpline (1.96.96) and channels for reporting abuse such as the Italian Data Protection Authority. The role of the school for the prevention of cyberbullying, according to the Italian law, is highlighted as well. The article also contains additional resources, including links to the Italian law 71/2017, a guide for parents and educators, and some videos produced by MIUR and Generazioni Connesse for children.
Explore DocumentGenerazioni Connesse - SIC Italia – 2020
#Cyberbulling
Category: News
Type: Web Page
Topics: Cyberbullying
Abstract: This article delves into the topic of cyberbullying, especially with reference to the Italian law 71/2017. The article provides the definition of cyberbullying and its specific characteristics, such as: impact, anonymity of perpetrators, invasion of personal privacy and lack of empathy. In particular, the internet accentuates the moral disengagement of the cyberbully, but also of those who witness an episode of cyberbullying. The article therefore focuses on the legal liability of minors (older than 14) involved in cyberbullying episodes. In addition to the criminal responsibility of minors (which can be reported for crimes such as violence, defamation, threats), the responsibility of parents and teachers according to the law is emphasized. The article provides guidelines on the role of school in developing children’s digital skills as well as in combating and preventing cyberbullying. Finally, the article includes some resources to report cyberbullying to website and social media operators, to the Italian Data Protection Authority and to the Postal and Communication Police. Links to additional resources, such as videos produced by Generazioni Connesse on this topic, are provided.
Explore DocumentGenerazioni Connesse - SIC Italia – 2022
#Cyberbulling
Category: News
Type: Web Page
Topics: Cyberbullying (Body shaming)
Abstract: This short article discusses body shaming as a specific form of cyberbullying, which consists in targeting someone for his physical appearance. According to a study by skuola.net, discussed in the article, almost 9 out of 10 teenagers have suffered body shaming at least once, thus making it a particularly serious problem of the digital environment of minors. The article discusses the consequences of body shaming on the physical and mental health of the victims (shame of themselves, isolation), but also the legal responsibility of the perpetrators, who can be denounced for defamation or stalking. The concluding recommendations concern intervention on the media education front, on the representation of the physical aspect online, on emotional and relational education, and on information regarding the subject. A link to the Generazioni Connesse helpline is also provided.
Explore DocumentISTAT – 2019
#Cyberbulling
Category: Report
Type: PDF
Topics: Cyberbullying
Abstract: This short report forms part of a contribution to the Parliamentary Commission for Childhood and Adolescence. It draws on findings from the Bullying in Italy: Offensive and violent behaviour among very young people/Il bullismo in Italia: Comportamenti offensivi e violenti tra i giovanissimi (2015). This included data from the ""Aspects of daily life"" national survey, focusing specifically on experiences of bullying among a sample of young people. Just over 50% of 11-17-year-olds had experienced some offensive, disrespectful and/or violent episode from other boys or girls in the previous 12 months. Among young people who use mobile phones and/or the Internet, 5.9% report having repeatedly suffered harassment via text messages, e-mail, chat or social networks. The report found that the phenomenon of bullying is constantly evolving, as is the way of communicating; the new technologies available, the Internet or the mobile phone, are inevitably further potential means through which to commit and suffer bullying or abuse.
Explore DocumentGenerazioni Connesse - SIC Italia – 2019
#Cyberhate
Category: News
Type: Web Page
Topics: Hate Speech
Abstract: This short article offers some information about cyber-hate. While the internet can be an inclusive environment, giving voice to diversity and mutual respect, it is also an environment where hate, racism and discrimination contents can proliferate. Hate speech is defined as intolerance towards a group or person belonging to a specific minority group (based on ethnicity, religion, sexuality, gender, or disability): it is a form of discrimination that can even lead to violent reactions. It is therefore crucial for minors to acquire the digital skills necessary to comprehend the processes of discrimination on the Internet and to overcome the stereotypes that underpin hate speech. Two additional resources are included: "No Hate Speech", a document produced by the Council of Europe that deepens the topic of cyberhate providing definitions, guidelines and tools to combat online discrimination; and a YouTube video produced by AGCOM entitled “Stop Hate Speech”.
Explore DocumentK. Winther et al. – 2023
#Cyberbulling, #Cyberhate
Category: Report
Type: PDF
Topics: Hate Speech/Cyberbullying
Abstract: The digital environment is largely unregulated and might expose children to age-inappropriate or potentially harmful content. There has been particular concern about children’s exposure to hate messages and violent images online and how this affects their well-being and rights. Efforts to mitigate exposure to such content are gaining momentum but more evidence is needed to guide policy, regulation and industry practice. This brief provides a cross-national comparison of children’s exposure to hate messages and violent images online, and analyses it in relation to internet access at the country level. The purpose is to understand what children in different countries are experiencing and if exposure to this content is driven by the level of internet access in the population. The results act as a starting point for exploring which countermeasures may be more effective in terms of policy and legislation, and to encourage industry to develop proactive solutions to protect children in online spaces. Data were analysed from 31,790 children aged 12–16 years from 36 countries who took part in either of the surveys Disrupting Harm, EU Kids Online or Global Kids Online between 2016 and 2021. Internet-using children were asked about seeing hate messages or violent images online in the past year. These data were mapped onto public data on the proportion of internet users by country, based on the International Telecommunication Union’s ICT Indicators database.
Explore DocumentGenerazioni Connesse - SIC Italia – 2020
#Fake News/Misinformation
Category: News
Type: Web Page
Topics: Fake News
Abstract: This article addresses the issue of online disinformation by providing children with a decalogue made by the Ministry of Education to understand the phenomenon of fake news. The recommendations include a conscious use of internet resources to verify the reliability of a news story, asking for help from experts to check sources and the competence of those who spread the news, recognizing the style of fake news, knowingly utilize web tools to share verified content and report cases of disinformation. These simple guidelines are followed by practical tips for detecting and debunking fake news. To further support teachers and parents in combating the phenomenon of online disinformation, the article provides some additional tools: two short YouTube videos published by AGCOM, containing further tips on how to check the veracity of a news article (e.g. source, author, title…); a guide written by Paolo Attivissimo and based on the aforementioned decalogue, containing some tips and practical examples to verify and identify cases of disinformation spread on the web; a document by ParoleOstili that aims to aid students and teachers in recognizing fake news through exercises and examples.
Explore DocumentGenerazioni Connesse - SIC Italia – 2022
#Cyberbulling, #Fake News/Misinformation
Category: News
Type: Web Page
Topics: Fake News/deepfake; Cyberbullying
Abstract: The article addresses the issue of deepfake, which consists in presenting images and videos taken from the internet and reprocessed in a new context through algorithms or generative AI. While the manipulation of images and personal data can lead to the spread of false news and disinformation, easy access to generative and manipulative technologies can harm anyone. The article focuses on particular types of abuse facilitated by deep fake, such as revenge porn or cyberbullying: deep fake is in fact violation of privacy and identity theft. The article offers children advice on how to cope with this phenomenon, including avoiding sharing excessive personal images and content, not sharing content of dubious origin, and reporting deep fake content to parents and teachers, as well as to the Generazioni Connesse helpline, to the Postal and Communication Police and to the Italian Data Protection Authority. Further information on this topic, published in 2020 by the Data Protection Authority, is provided
Explore DocumentHoward P.N. et al. – 2021
#Fake News/Misinformation
Category: Report
Type: PDF
Topics: Fake news/digital misinformation
Abstract: FROM THE SYNOPSIS: The rapid spread of misinformation and disinformation (mis/ disinformation) online has emerged as a pressing public issue of the 21st century that affects all those accessing online networks, as well as those offline. As active digital users, mis/disinformation is very much a part of children’s lives. Mis/disinformation among parents, caregivers and educators can have a negative effect on children, even if the children themselves are not directly exposed to it. The circulation of mis/ disinformation has real-world, harmful consequences, such as violence against ethnic minorities or victimization of children and young people by spreading manipulated images that stereotype or discredit them. Children can be targets and objects of mis/disinformation, spreaders or creators of it, and opponents of mis/disinformation in actively seeking to counter falsehoods. There is insufficient data available to researchers and policymakers to get a clear and comprehensive picture of how susceptible children are to mis/disinformation and how it affects their development, well-being and rights. Children’s rights – such as to freedom of expression and access to information – can be infringed by over-zealous attempts, including regulations, to restrict access to online content and communities. The mis/disinformation ecosystem can only be adequately addressed through a multi-pronged approach by a range of stakeholders that cooperate globally to protect children from the harms that stem from mis/disinformation. This report reviews both academic and grey literature on the topic, as well as policy reports and guidelines. The review is complemented by additional information provided by interviews with leading experts on the relationship between children and digital mis/disinformation, and concludes with policy recommendations and strategies to face this issue.
Explore DocumentIDMO - Italian Digital Media Observatory – 2023
#Fake News/Misinformation
Category: Report
Type: PDF
Topics: Fake news/digital misinformation
Abstract: FROM THE EXECUTIVE SUMMARY: Objective of this research on digital needs […] was to investigate, with the support of a survey aimed at the school world, the needs and requirements of teachers and students in terms of Media Literacy in order to provide useful recommendations for educational paths schools and a wide-ranging educational offer. The need for a targeted Survey rests on the fact that, at least in its most advanced form, Media Literacy is still a young teaching subject, mostly included in the teaching hours reserved for civic education (digital citizenship), recently reintroduced in schools. It is therefore natural that there is not yet a consolidated literature on the subject, even if there are numerous and meritorious initiatives developed at an academic level and by qualified associations of teachers and trainers to promote and spread digital culture and Media Literacy on everything the national territory, within the framework of actions for digital citizenship. […] Media Literacy is combined with Media Education, becoming a fundamental prerequisite for countering the risks of misinformation. From this analysis it emerges that the digital skills gap can only be overcome through Media Education actions that go beyond some limits of Media Literacy, which risks shifting some system responsibilities onto the individual. This is because digital skills require cultural, political, and social contextualization, for "the exercise of full, active and informed citizenship". Furthermore, the importance of standardizing teaching paths both for Digital Literacy and, even more urgently, for the teaching of Media Literacy. The complexity of a fact-finding investigation carried out by subjects external to the scholastic world, was acknowledged by the authors of this Research, and the difficulties encountered, are an integral part of the fact-finding process and analysis and constitute useful lessons for the purposes of similar future initiatives.
Explore DocumentIDMO - Italian Digital Media Observatory – 2022
#Fake News/Misinformation
Category: Report
Type: Online Access
Topics: Fake news/digital misinformation
Abstract: FROM THE EXECUTIVE SUMMARY: The present study, conducted by the Rai Studies Office and the Catholic University of the Sacred Heart in Milan, has the objective of deepening knowledge of the activities to promote Media and Information Literacy undertaken in contrast to online disinformation in Italy since 2015, a turning point marked by the Law on "Good School". The research consists of two axes: on the one hand, the commitment of RAI as a public service broadcaster, and on the other hand, the initiatives promoted by educational institutions and civil society to effectively support the formation of adequate digital and information skills, especially in the younger generation. The two parts of the study have a clear autonomy, with different objects and methods of investigation, but they share the same theoretical reference framework and a common interpretative frame. In particular: On the RAI side, we mapped the programming produced in the framework of the educational offer on Media Literacy, with particular attention to the creation of critical awareness. The mapping of RAI programmes and actions has confirmed the public service’s constant commitment to accompany citizens in the digital and interconnected world. On the Media Education side, the main online sources were first identified, allowing to collect documentary material on Media Education projects carried out in Italy and focused on the training of media and digital skills aimed to combat disinformation. At a later stage, the material was analysed to highlight its features and, where possible, some good practices for modelling. The analysis of Media Education actions has made it possible to make some useful recommendations to support the development of similar initiatives in the future and to enhance their effectiveness.
Explore DocumentGenerazioni Connesse - SIC Italia – 2019
#Screen Addiction
Category: News
Type: Web Page
Topics: Screen addiction
Abstract: This short article focuses on the topic of screen addiction, giving parents advice on how to notice signs of addiction in their children. Screen addiction is defined as a syndrome, which causes both a constant need to be online and a sense of discomfort in children who are not connected; the social and psychological effects on children caused by excessive use of internet and digital devices may also include isolation and loneliness. Among the signs of addiction that parents may recognize in their children, this article reports: loss of interest in activities other than being online; poor school performance; increased screen time; over-dedication to online content, sites or videogames; anxiety and irritability. Parents must be aware of the negative effects of excessive internet use, which can include physical, social, educational, and psychological issues; the article encourages them to have an open dialogue with their children in order to understand their well-being and behavior towards the digital environment.
Explore DocumentGenerazioni Connesse - SIC Italia – 2020
#Screen Addiction
Category: News
Type: Web Page
Topics: Screen addiction
Abstract: This article addresses the topic of screen addiction and more generally on children’s online behavior. The article advises children on how to safeguard their digital well-being, asserting that it is crucial to pay attention not only to the amount of time spent online, but also to the quality of the activities they engage in. It’s important for children to consider how they spend their time online. Is it distracting them from other activities (like homework or sports) or does engaging in online activities keep them safe? Further advice includes monitoring overall physical and emotional well-being, paying attention to signs of addiction or excessive use of digital devices, such as: dissatisfaction with activities other than being connected, isolation, poor communication with parents. Children should understand the signs of malaise and change their online habits if they engage in excessive use of the internet. Finally, they are encouraged to ask for help to friends, parents and educators. Further resources provided by the article include the Generazioni Connesse helpline and the Telefono Azzurro chat tool.
Explore DocumentGenerazioni Connesse - SIC Italia – 2019
#Screen Addiction
Category: News
Type: Web Page
Topics: Screen addiction
Abstract: This article focuses on the topic of screen addiction, which is defined as involving excessive, uncontrolled online use leading to social isolation, withdrawal symptoms, poor school performance, and intense cravings. Key warning signs discussed in the article include loss of time awareness, neglect of basic needs, feelings of anger or depression when offline, a constant need for better devices and increasing screen time. Parents and educators are encouraged to seek professional intervention in preventing and dealing with children’s screen addiction, by consulting pediatricians, neuropsychiatry units, or addiction specialists. A link to the Generazioni Connesse helpline, made for teachers, educators, parents, as well as children and adolescents, is provided.
Explore DocumentGenerazioni Connesse - SIC Italia – 2019
#Screen Addiction
Category: News
Type: Web Page
Topics: Screen addiction
Abstract: This article, addressed to parents, explores the topic of screen addiction, with specific reference to video games and online gaming addiction. Excessive gaming may be the cause of other digital risks like exposure to harmful content, cyberbullying, hacking, and contact with unknown users that may even lead to online grooming. The article provides parents with practical advice on how to cope with their children’s video games addiction. Specific issues are discussed, including hacking and personal data misuse; harmful contact with other users; excessive screen time; harmful or inappropriate content. For each issue, the article provides advice on protecting personal data and maintaining correct and responsible behavior with other users. Parents should also monitor PEGI age ratings, discuss disturbing content, address emotional needs, and establish clear screen-time rules. Further resources on this topic, including a video targeted at children produced by Generazioni Connesse, are provided.
Explore DocumentSave the Children Italia – 2023
#Screen Addiction
Category: News
Type: Web Page
Topics: Screen addiction
Abstract: This short article explores the issue of internet addiction in children and adolescents. Internet addiction is considered a syndrome that may present itself through addiction to social media, gambling, shopping, and pornography. but there are no objective parameters to define it. However, some symptoms can be observed, including: excessive screen time, negative feelings (anger, depression, anxiety); an increasing need to be constantly connected; social isolation and poor school performance. To prevent internet addiction, it's crucial for parents to maintain an open dialogue with their children: the article presents some tips on understanding the online habits of minors and adopting a parental mediating role, as well as intervening in cases of screen addiction.
Explore DocumentKonca A.S. – 2021
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (screen time)
Abstract: This study aimed to explore the digital environments of 3–6-year-old children within the home setting. A total of 537 chil-dren aged 3–6 years and their parents participated in the study. The results of the study revealed that the children live indigitally rich home environments. Parents usually limited the screen time of the children, or accompanied them during theuse of digital technologies. The total screen time of the children was more than 3 h, whilst the parents’ total screen time wasaround four and a half hours. The results also indicate the influence of family income and parents’ screen time on children’sscreen time. Parents and home settings play a key role in their children’s interaction with digital technologies. Therefore,the familial context should be taken into consideration for supporting young children’s learning and development throughdigital technologies.
Explore DocumentMascheroni G., Zaffaroni L.G. – 2025
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (screen time)
Abstract: The discrepancy between children’s actual amount of viewing time and parents’ accounts of their concerns, rules, and parental mediation choices has been documented in empirical research, and typically interpreted through the lens of the Uses and Gratifications theory – showing how parents change their attitudes towards screen media in order to satisfy their own needs. Based on a qualitative longitudinal research project, including app-based media diaries, with 20 families with at least one child aged eight or younger, we aim to make two contributions to the literature. With regard to theory, we aim to highlight the heterogeneous and contingent ways of balancing the place of digital media in children’s lives that arise from parents navigating screen time discourses, social pressures, and daily schedules. With regard to methods, we argue for the combination of qualitative data and app-based media diaries to contextualise and interpret potential discrepancies between reported screen time and parental anxieties or hopes about digital media.
Explore DocumentWorld Health Organization – 2020
#Screen Addiction
Category: Guidelines
Type: PDF
Topics: Screen addiction (screen time)
Abstract: The WHO Guidelines on physical activity and sedentary behaviour provide evidence-based public health recommendations for children, adolescents, adults and older adults on the amount of physical activity (frequency, intensity and duration) required to offer significant health benefits and mitigate health risks. For the first time, recommendations are provided on the associations between sedentary behaviour and health outcomes, as well as for subpopulations, such as pregnant and postpartum women, and people living with chronic conditions or disability.
Explore DocumentN. Pearson et al. – 2018
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (screen time)
Abstract: Screen-time and unhealthy dietary behaviours are highly pervasive in young children and evidence suggests that these behaviours often co-occur and are associated. Identifying clusters of unhealthy behaviours, and their influences early in childhood, can assist in the development of targeted preventive interventions. The purpose of this study was to examine the sociodemographic, behavioural, and home physical environmental correlates of co-occurring screen-time and unhealthy eating behaviours and to assess the clustering of screen-time and unhealthy dietary behaviours in young children. Parents of 126 children, from the UK, aged 5–6 years (49% boys) completed a questionnaire which assessed their child’s screen-time (ST), fruit and vegetable (FV), and energy-dense (ED) snack consumption. Approximately 25% of children had two or three health risk behaviours. Correlates consistently associated with clusters included parental income, eating meals at the TV, parental ST and ED snack food consumption, and home availability of ED snack foods. Observed over expected ratios were close to 1 and ranged from 0.78 to 1.43. The three-risk behaviour combination of insufficient FV consumption, high ED snack consumption, and excessive ST occurred more frequently than expected (1.23 (95% CI 0.89, 1.58)). ST and unhealthy dietary behaviours cluster in children as young as 5 years of age and parents’ own behaviours appear to be important influencing factors. Further research into the development of behavioural clustering in young children to identify and further understand the mechanisms underlying the synergy among health behaviours is needed. Feasibility interventions promoting reductions in both screen-time and unhealthy dietary behaviours reciprocally, while simultaneously focusing on changing parental behaviours, are warranted.
Explore DocumentTambalis K.D. et al. – 2020
#Screen Addiction
Category: Article
Type: PDF
Topics: Screen addiction (screen time)
Abstract: Objective: The aim of the study was to determine the associations between recreational screen time and dietary habits and lifestyle factors in a representative sample of schoolchildren. Methods: Observational, cross-sectional study data were derived from 177,091 children aged 8 to 17 years participating in a health survey. Recreational screen time, physical activity (PA), and sleeping hours were assessed through self-completed questionnaires. Dietary habits were evaluated via the Mediterranean Diet Quality Index for children and adolescents (KIDMED) test. Anthropometric and physical fitness (PF) estimations were obtained by trained investigators. Results: Binary logistic regression comparisons between screen time levels (e.g. < 2 vs. ≥2 – < 3 h/d, < 2 vs. ≥3 – < 4 h/d and < 2 vs. ≥4 h/d) and dietary habits showed that the longer the screen time the increased the odds of unhealthy dietary habits such as skipping breakfast, consuming fast food frequently, and eating sweets frequently, and the decreased the odds of healthy dietary habits such as consuming a second fruit every day, consuming fresh or cooked vegetables or/and fish regularly, in both genders, after adjusting for several covariates. Furthermore, the longer the screen time the increased the odds of total and central obesity, insufficient sleep (< 8–9 h/d), and inadequate PA, and the decreased the odds of healthy PF. Conclusions: The longer the screen time the unhealthier dietary habits and lifestyle profile among schoolchildren, after adjusting for several covariates.
Explore DocumentLeBourgeois M.K. et al. – 2017
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (screen time)
Abstract: Given the pervasive use of screen-based media and the high prevalence of insufficient sleep among American youth and teenagers, this brief report summarizes the literature on electronic media and sleep and provides research recommendations. Recent systematic reviews of the literature reveal that the vast majority of studies find an adverse association between screen-based media consumption and sleep health, primarily via delayed bedtimes and reduced total sleep duration. The underlying mechanisms of these associations likely include the following: (1) time displacement (ie, time spent on screens replaces time spent sleeping and other activities); (2) psychological stimulation based on media content; and (3) the effects of light emitted from devices on circadian timing, sleep physiology, and alertness. Much of our current understanding of these processes, however, is limited by cross-sectional, observational, and self-reported data. Further experimental and observational research is needed to elucidate how the digital revolution is altering sleep and circadian rhythms across development (infancy to adulthood) as pathways to poor health, learning, and safety outcomes (eg, obesity, depression, risk-taking).
Explore DocumentGuerrero M.D. et al. – 2019
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (screen time)
Abstract: Previous research examining the relationship between screen time (ST) and psychological health outcomes have primarily focused on one type of ST (i.e., television), while little research has considered other types of screens (e.g., videos, movies, social media), screen content (e.g., violent video games), or potential mediating variables. Therefore, the purpose of the present study was to assess ST types and content and their association with problem behaviors, and to determine whether these relationships were mediated by sleep duration. Time spent in various ST types was positively associated with problem behaviors: watching television/movies was associated with a 5.9% increase in rule-breaking behavior (incidence rate ratio [IRR] = 1.059), 5% increase in social problems (IRR = 1.050), 4% increase in aggressive behavior (IRR = 1.040), and 3.7% increase in thought problems (IRR = 1.037). Greater time spent playing mature-rated video games was associated with greater somatic complaints (IRR = 1.041), aggressive behavior (IRR = 1.039), and reduced sleep duration (IRR = .938). Sleep duration mediated the relationship between ST (type and content) and problem behaviors, albeit the effect sizes were small. The largest effects were observed between sleep duration and all problem behaviors, with greater sleep duration predicting an 8.8–16.6% decrease in problem behaviors (IRRs ranging from .834 to .905). Greater time spent in ST behavior was associated with greater problem behaviors among children. There was strong evidence that longer sleep duration was associated with reduced problem behaviors. While sleep duration mediated the effects of ST on problem behaviors, other potential mediating variables need to be investigated in future research.
Explore DocumentDe Coninck D. et al. – 2023
#Screen Addiction
Category: Article
Type: Online Access
Topics: Screen addiction (screen time)
Abstract: Although young people spend increasing amounts of time online, many gaps remain in the literature regarding the effect of time spent online on young people's development of well-being. We focus on the influence of time spent online on feelings of self-reported (a) depression and (b) health of adolescents. We also consider the mediating role of digital skills and digital activities, each of which is broken down into five dimensions. We collected data through a two-wave longitudinal online survey among 3,942 adolescents aged 12–17 years in six European countries (first wave [W1] = 2021; second wave [W2] = 2022). We specifically want to understand how feelings of self-reported depression and health at W2 are affected by the time spent online at W1, and how digital skills and digital activities at W2 mediate these relationships. Findings indicate a significant increase in feelings of depression and a decrease in self-reported health between W1 and W2. Regarding digital skills, information navigation and communication and interaction were linked to greater well-being (lower depression and greater self-reported health). Regarding digital activities, the development of social relationships online was linked to lower self-reported depression and greater health, while frequently using the Internet to look up information on physical or mental health issues was strongly linked to greater depression and lower health. We discuss the implications of these findings for practice and policy on young people's well-being.
Explore DocumentWardle H., Zendle D. – 2021
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (online gambling, loot boxes)
Abstract: With the introduction of gambling-like features within video games (e.g., loot boxes) new forms of hybrid-gambling products have emerged, yet little is known about their relationship to gambling and problem gambling among those most likely to engage: young people. This article examines the relationship between the purchase of loot boxes, gambling behavior, and problem gambling among young people ages 16–24. Cross-sectional data were analyzed from wave 1 of the Emerging Adults Gambling Survey, an online survey of 3,549 people, aged 16–24. Data were weighted to reflect the age, sex, and regional profile of Great Britain. Measured included past-year purchase of loot boxes, engagement in 17 different forms of gambling (weekly, yearly, and weekly spend); and problem gambling status. Other covariates include impulsivity and sociodemographic status. Young adults who purchase loot boxes are more likely to be gamblers and experience problem gambling than others. In unadjusted regression models, the odds of problem gambling were 11.4 (95% confidence interval [CI] 7.6 to 16.9; p < 0.001) times higher among those who purchased loot boxes with their own money. This relationship attenuated but remained significant (odds ratio 4.5, 95% CI 2.6–7.9) when gambling participation, impulsivity, and sociodemographic factors were taken into account. The purchase of loot boxes was highly associated with problem gambling, the strength of this association being of similar magnitude to gambling online on casino games or slots. Young adults purchasing loot boxes within video games should be considered a high-risk group for the experience of gambling problems.
Explore DocumentHing N. et al. – 2022
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (online gambling, loot boxes)
Abstract: Purchasing loot boxes in digital games is akin to gambling as it involves risking money for a chance-based reward of uncertain value. Research has linked buying loot boxes to problem gambling amongst adolescents, but has not examined co-occurring gambling participation. This study examined links between loot box purchasing and problem gambling amongst adolescents while controlling for monetary gambling participation. Past-month loot box purchasing was significantly related to gambling problems in bivariate analyses. When including age, gender and past-month monetary gambling, loot box purchases were still associated with at-risk and problem gambling in both samples. As expected, these other predictors attenuated the predictive value of recent loot box purchases in relation to gambling problems. The odds-ratios, nevertheless, were still in the predicted direction and remained significant. When controlling for monetary gambling, age and gender, recent loot box purchasing increased the odds of problem gambling 3.7 to 6.0 times, and at-risk gambling 2.8 to 4.3 times. While causal relationships between loot box purchasing and problem gambling remain unclear, the results indicate that loot boxes disproportionately attract adolescents experiencing gambling problems, adding to the financial stress already caused by gambling. Consumer protection measures, youth and parental education, and age restrictions on loot box games are needed to protect young people.
Explore DocumentSuchá J. et al. – 2024
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction
Abstract: The aim of the present study was to estimate the complex association between Internet Gaming Disorder (IGD), substance use, and other risky behaviours in Czech adolescents whilst providing prevalence estimates of IGD and psychometric information regarding the Czech Internet Gaming Disorder Scale–Short-Form (IGDS9-SF). The Czech IGDS9-SF used in the present study showed adequate psychometric properties. The association between gaming and substance use behaviours may be specific and multifaceted depending on the severity of the gaming-related problems. Furthermore, disordered gamers may become more vulnerable due to a higher incidence of conduct problems, bullying (victimisation), and in-game risky behaviours such as engagement with microtransactions mechanics (e.g., loot box) within video games.
Explore DocumentRizzo A. et al. – 2023
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (online gambling)
Abstract: For many adolescents and young adults, gambling can represent an attractive and exciting form of entertainment, a way to take risks and explore new experiences. However, gambling also poses a significant risk for this age group. Research suggests that adolescents and young adults are particularly vulnerable to the negative consequences of gambling, including addiction, financial difficulties, and mental health issues. This paper aims to critically examine data on adolescent and young adult gambling, focusing on the risk factors associated with gambling behavior. A total of 326 subjects (M age = 19.01; SD =2.72), of whom 65.5% were female, completed a protocol containing a demographic sheet, the Lie/Bet Questionnaire, the Seven Domains Addiction Scale (7DAS), a subscale of the Addictive Behavior Questionnaire and the Coping Inventory for Stressful Situations (CISS). Specifically, we explored the impact of sociodemographic, environmental, psychological, and cognitive factors on adolescent and young adult gambling behavior. Clinical implications and future directions are discussed.
Explore DocumentMontiel I. et al. – 2021
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (online gambling)
Abstract: Despite its illegality among adolescents, online gambling is a common practice, which puts their mental health and well-being at serious risk. This systematic review summarises international scientific literature from the last 20 years on problematic online gambling among adolescents (11–21 years old) to determine its prevalence and to analyse related measurement issues. Sixteen studies met the inclusion criteria for this review. All studies were cross-sectional and targeted students from elementary school, secondary school or university. Most followed a convenience sampling procedure. The primary measurement instruments used were the DSM-IV-MR-J and SOGS-RA. Between 0.77% and 57.5% of adolescents present some degree of problematic online gambling (problem, pathological or disordered) depending on the instruments used, the study samples and the timeframe analysed. Between 0.89% and 1% of adolescents exhibited an online gambling disorder. There is a great heterogeneity in the methodology of the reviewed studies (samples, measurement instruments, cut-off points and criteria applied). The limited number of studies and the limited generalizability of their results suggest the need for further research and for development of specific instruments to assess different levels of problematic online gambling in representative samples of adolescents based on clinical ‘gold standard’ criteria and more accurate cut-off points.
Explore DocumentAndrie E.K. et al. – 2019
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (online gambling)
Abstract: Purpose Worldwide, concern has grown over the expansion of gambling among adolescents, who have an increased likelihood of developing risk-taking behaviors. This study aimed to increase knowledge of problem gambling among adolescents in seven European countries and to assess the effect of demographic and lifestyle factors recorded in the European Network for Addictive Behavior survey (https://www.eunetadb.eu). Methods A cross-sectional school-based study (n = 13,284) was conducted in Germany, Greece, Iceland, The Netherlands, Poland, Romania and Spain. Anonymous self-completed questionnaires included socio-demographic data, internet usage characteristics, school achievement, parental control, the Internet Addiction Test, the South Oaks Gambling Screen-Revised for Adolescents Test and Achenbach’s Youth Self-Report. Results 12.5% of the participants reported last year gambling activities either online or offline. 3.6% of the study participants and 28.1% of gamblers (either online or offline) were at risk or had a gambling problem. The study results showed that a higher proportion of adolescents was either at risk or had a gambling problem among males, in the older age group, when the parental educational level was lower/middle, and in the absence of siblings. Furthermore, being at risk or having a gambling problem was associated with lower age at first use of the internet, lower school grades, using the internet 6–7 days per week, and problematic internet use. At risk or problem gamblers had higher scores on all scales of problem behavior and lower scores (lower competence) on activities and academic performance. Conclusions Our findings underline the need for better gambling legislation and suggest the importance of developing social responsibility tools that may help diminish adolescent gambling involvement, with special attention to males.
Explore DocumentDerevensky J.L. et al. – 2019
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction (online gambling)
Abstract: The introduction of behavioral addictions is a relatively new concept in psychiatry. Although many of the disorders subsumed under the term behavioral addictions have existed for decades, it was not until 2010 that the DSM workgroup, based on a growing body of literature, suggested adding the term behavioral addictions to their official classification of psychiatric diagnoses in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Gambling, typically thought to be an adult behavior, has become commonplace among adolescents. Although technological advances have made accessing information and communication easier, excessive use of the Internet and smartphones can result in multiple mental and physical health issues. Gambling disorders, gaming disorders, Internet use disorder, and excessive smartphone use often begin during childhood and adolescence
Explore DocumentEmond A.M., Griffiths M.D. – 2020
#Screen Addiction
Category: Article
Type: PDF
Topics: Screen addiction (online gambling)
Abstract: Children are susceptible to problems with gambling because of developmental and cognitive immaturities, as well as a sensitivity to peer pressure and marketing. This review uses recent UK data from the Gambling Commission and from the Avon Longitudinal Study of Parents and Children, and evidence from recent reviews of gambling in children and adolescents. The prevalence of gambling in children worldwide and in the UK is stable, having generally decreased since 2013. Online gambling is increasing in children and young people. A small minority of adolescents who gamble develop a gambling disorder. Adolescents who have problems with gambling tend to have lower self-esteem and a history of hyperactivity and impulsivity, are more likely to have parents who gamble, report less parental supervision and to use more alcohol than their peers. Children’s access to slot machines, the relationship between gaming and gambling, and social media advertizing of gambling targeting children. An increase in online gambling and in-play sports betting by adolescents and the use of skins betting in video gaming.Need to be aware of the growing and complex phenomenon of gaming and gambling, and implications for the mental health of children and adolescents. The effective management of gambling disorders in children and adolescents requires close working with families.
Explore DocumentShtulman A. – 2024
#Fake News/Misinformation
Category: Article
Type: PDF
Topics: Fake news/digital misinformation
Abstract: Children have a reputation for credulity that is undeserved; even preschoolers have proven adept at identifying implausible claims and unreliable informants. Still, the strategies children use to identify and reject dubious information are often superficial, which leaves them vulnerable to accepting such information if conveyed through seemingly authoritative channels or formatted in seemingly authentic ways. Indeed, children of all ages have difficulty differentiating legitimate websites and news stories from illegitimate ones, as they are misled by the inclusion of outwardly professional features such as graphs, statistics, and journalistic layout. Children may not be inherently credulous, but their skepticism toward dubious information is often shallow enough to be overridden by the deceptive trappings of online misinformation.
Explore DocumentIstituto Giuseppe Toniolo di Studi Superiori – 2025
#Fake News/Misinformation
Category: Article
Type: Web Page
Topics: Fake news/digital misinformation
Abstract: The article summarizes the results of a survey conducted by Ipsos and Istituto Toniolo e Parole O_Stili on a sample of over 4800 middle and high school students. The investigation focused on examining the activities of young people on the internet and the most popular platforms, as well as assessing the perception of children's digital skills in detecting fake news. According to the study, the time spent on social media is a crucial factor in spreading fake news. Some key evidence are reported. TRANSLATED FROM THE SUMMARY: Almost one in three young people like fake news on social media, but 70% think they know how to recognize a fake news. Girls share 61% more fake news than boys, while young people in southern Italy have higher rates of likes and shares compared to the Centre and North. 80% of young people believe that school should provide tools to recognize fake news. 1 in 3 parents never discuss what their children do on the internet
Explore DocumentVissenberg J. et al. – 2023
#Fake News/Misinformation
Category: Article
Type: Full text-PDF
Topics: Fake news/digital misinformation
Abstract: Digital skills and digital knowledge are often put forward as a potential solution protecting young people from being misled by mis/disinformation on social media. However, while previous research has repeatedly demonstrated the value of digital skills and digital knowledge for protecting young people from negative outcomes of their internet use, the state of the research regarding risks relating to exposure to online mis/disinformation remains scarce. This study aims to fill this gap by analyzing data from a large-scale survey among 5,482 young people aged 11 to 20 in five European countries: Estonia, Germany, Italy, Poland, and Portugal. The findings indicate the importance of differentiating between different digital skills dimensions. Fostering communication and interaction skills is particularly valuable in limiting mis/disinformation risks. Digital knowledge did not significantly predict mis/disinformation risks. The implications of these findings for future research and for practice are discussed.
Explore DocumentDumitru E. – 2020
#Fake News/Misinformation
Category: Article
Type: Full text-PDF
Topics: Fake news/digital misinformation
Abstract: Nowadays, people increasingly choose to turn to the Internet and especially to social media for news and other types of content, while often not questioning the trustworthiness of the information. An acute form of this problem is that children and adolescents tend to include the use of new technologies in all the aspects of their daily life, yet most of them are unable to distinguish between fake news and trustful information in an online environment. This study is based on a Dutch empirical study and was conducted in Romania to examine whether schoolchildren and adolescents were able to identify a hoax website as fake, using a self-administrative questionnaire and open group discussions about the given online source. Similar to other studies based on the same research design, this research aims to explore the vulnerability of students to fake news and the way they experience an experimental situation in which they are exposed to online fake information. This exploratory study revealed that both children and adolescents are not preoccupied with the trustworthiness of the information they are exposed to in social media. While only 4 of the 54 students stated that they would not choose to save a fake animal (from a hoax website), all four of them had reasons that proved that they did not perceive the information as being a hoax. Thus, participants proved that they would act upon being exposed to fake information even when they do not trust the source.
Explore DocumentVissenberg J. et al. – 2022
#Fake News/Misinformation
Category: Article
Type: Full text-PDF
Topics: Fake news/digital misinformation
Abstract: Online mis- and disinformation poses threats to societies and individuals, and young people form a group that may be particularly vulnerable to the potential negative consequences of exposure to such false information on the internet and on social media. Therefore, digital skills, news literacy, and particularly the skills that allow them to evaluate the credibility of online news and information and to distinguish between true and false, have become increasingly essential. This report presents the findings from a multi-method study about young people’s (12 to 15 years old) skills to cope with online mis- and disinformation in three countries: Belgium, the Czech Republic, and Finland. Through an online survey, a news exposure phase comprising a credibility evaluation performance test, and focus groups, this study aimed (1) to gain more insight into how 12- to 15-year-olds understand and engage with online news; and (2) to assess to what degree they are able to differentiate between truths and falsehoods and how they arrive at these judgments, and to understand the role of digital skills in these processes.
Explore DocumentDe Coninck D. et al. – 2024
#Cyberhate
Category: Article
Type: PDF
Topics: Conduct Risks: Cyberhate (discrimination)
Abstract: Although young people spend increasing amounts of time on the internet, many caveats remain in the literature with regard to the development of digital skills. We focus on the influence of perceived discrimination given its strong link with youth development. We also consider the multidimensional nature of digital skills, focusing on five dimensions, and on digital knowledge. Using online survey data from 6221 children and young people aged 12–20 in six European countries, we seek to understand how discriminated youths may differ from their more advantaged peers with respect to digital skills. The findings show that young people who are discriminated against generally hold greater digital skills than their counterparts who are not being discriminated against. The relationship between perceived discrimination and digital skills is partially mediated by peer support and internet use. We discuss these findings in light of young people’s increased social isolation due to discrimination.
Explore DocumentMascheroni G. et al. – 2022
#Cyberhate
Category: Article
Type: Full text-PDF
Topics: Conduct Risks: Cyberhate (discrimination)
Abstract: While the Internet is part of everyday life for many children, inequalities exist in their digital skills, with little known about the influence of perceived discrimination on these inequalities. Building on survey data collected from nationally representative samples of 10,820 children aged 12–16 in 14 European countries, we seek to understand whether and how disadvantaged children may fall behind their more advantaged peers across Europe with respect to digital skills, as well as the role played by perceived individual and social discrimination in acquiring these skills. The findings show that perceived individual and social discrimination affect the relationships of socio-cultural resources (age, gender, preference for online social interaction) and personal resources (self-efficacy) with digital skills. Therefore, even in countries where Internet use is an integral part of children’s lives, interventions should be made to prevent perceived offline discrimination translating into digital inequalities.
Explore DocumentDhiman B. – 2023
#Fake News/Misinformation
Category: Article
Type: PDF
Topics: Fake news/digital misinformation
Abstract: Many types of research have shown that exposure to fake news and misinformation can lead to negative outcomes for youth. In today's digital age, the impact of fake news and misinformation on youth is a significant concern. With the rise of online news sources and social media platforms, it has become easier for false information to spread easily and quickly, which can harm young people's behaviors, attitudes, beliefs, civic engagement, and decision-making processes. It is a multifaceted issue that requires careful attention and action from educators, parents, policymakers, and other stakeholders. By promoting critical thinking, media literacy, and responsible digital citizenship, we can help young people navigate the complex world of information and make informed decisions that support their wellbeing and the health of our societies. This review paper highlights the impact of fake news and misinformation on youth in the digital era.
Explore DocumentTelefono Azzurro/BVA Doxa – 2025
#Cyberbulling, #Screen Addiction, #Fake News/Misinformation
Category: Report
Type: PDF
Topics: Cyberbullying; Screen addiction; Fake news/deepfake
Abstract: This report, published by Telefono Azzurro and Doxa, is the result of a survey conducted on a sample of 791 adolescents between the age of 12 and 18 and 797 parents of children aged 9 to 15. The aim of the survey was to investigate how children and parents perceive digital issues, such as using digital platforms, the relationship with AI technologies, online privacy, and other related topics, characterized by complex patterns of usage and have significant implications for social behavior and personal development. First of all, the report covers issues such as the main activities carried out on the internet and time spent online, as well as the impact of digital technologies on self-esteem. Major risks reported by respondents include: fake news; privacy and data protection issues; cyberbullying; grooming; AI abuse; screen addiction. The report focuses on these issues, paying particular attention to AI, with regards both to European legislation and to specific forms of risk that aggravated by the use of generative tools (e.g. deepfake, CSAM, CSEM). Other topics, such as the impact of social media on mental well-being and security issues associated with online gaming, are explored. The report includes a list of protection tools made available by Telefono Azzurro and other institutions (Internet Watch Foundation, INHOPE network, Childline’s Report Remove platform). The survey results and detailed paragraphs on digital risks and European legislation are supplemented by an extensive and up-to-date bibliography.
Explore DocumentPeris M. et al. – 2020
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction
Abstract: Adolescents’ addictive use of social media and the internet is an increasing concern among parents, teachers, researchers and society. The purpose was to examine the contribution of body self-esteem, personality traits, and demographic factors in the prediction of adolescents’ addictive use of social media and the internet. The participants were 447 Spanish adolescents aged 13−16 years (M = 14.90, SD = 0.81, 56.2% women). We measured gender, age, body self-esteem (body satisfaction and physical attractiveness), personality traits (extraversion, neuroticism, disinhibition and narcissism) and social networking and internet addiction (internet addiction symptoms, social media use, geek behaviour, and nomophobia). The effects of gender, age, body self-esteem and personality on the different dimensions of internet addiction were estimated, conducting hierarchical linear multiple regression analysis and a fuzzy-set qualitative comparative analysis (fsQCA). The results evidenced different pathways explaining four types of adolescents’ internet addiction: gender and disinhibition were the most relevant predictors of addiction symptoms; gender combined with physical attractiveness best explained social media use; narcissism and neuroticism appear to be the most relevant predictors of geek behaviour; and narcissism was the variable that best explained nomophobia. Furthermore, the advantages and differences between both methodologies (regressions vs. QCA) were discussed.
Explore DocumentHerrero-Diz P. et al. – 2020
#Fake News/Misinformation
Category: Article
Type: Full text-PDF
Topics: Fake news
Abstract: Younger people are exposed to misinformation that circulates rapidly on their mobile devices through instant messagingapplications such as WhatsApp. Under the guise of news, an attractive format and outrage discourse, fake news appeal totheir emotions by inviting them to distribute them impulsively. All of this is supported by a device—the mobile phone—inwhich the action of sharing is a matter of trust. Therefore, they are less likely to check a piece of content before resendingit if it comes from a contact in their personal address book. To understand young people’s habits when receiving informativecontent through WhatsApp and the reasons why they choose to share it or not, this study designed a “Questionnaire onStudent Habits for Sharing Fake News on the Mobile” (CHECK-M), to measure young teenagers’ exposure to “fake news”and their behavior. Empirical data, from a sample of 480 adolescents, confirmed that (1) they are more likely to share contentif it connects with their interests, regardless of its truthfulness, that (2) trust affects the credibility of information, and that(3) the appearance of newsworthy information ensures that, regardless of the nature of the content, this information is morelikely to be shared among young people.
Explore DocumentBenedetto L. et al. – 2024
#Screen Addiction
Category: Article
Type: Full text-PDF
Topics: Screen addiction
Abstract: In a digitally oriented society, smartphones provide continual online accessibility to daily life while simultaneously predisposing adolescents to engage in prolonged connections for various purposes, thus escalating the risk of Internet addiction (IA). Cognitive processes such as multitasking and attentional shifting are frequently associated with smartphone activities. Additionally, online engagements may serve as emotional strategies for regulating negative states (e.g., boredom and distress), redirecting attention towards more gratifying activities, such as social media contents. This study delves into cognitive-emotional processes (i.e., emotion regulation, attention impulsiveness, online vigilance, and multitasking) and emotional/behavioural factors (i.e., emotional problems, conduct problems, hyperactivity/inattention, peer relationships, and prosocial behaviours) that may be implicated in smartphone activities and technology addiction among adolescents. A community sample of Italian high school students (N = 676; 42.2% females) completed the Smartphone Distraction Scale (SDS), the Strength and Difficulties Questionnaire (SDQ) for internalising/externalising symptoms and the Internet Addiction Test (IAT) to assess the presence and severity of IA. The scores on the SDS were found to be positively associated with IA levels. Furthermore, students exhibiting higher internalising/externalising symptoms, particularly those with traits of attention deficit hyperactivity disorder (ADHD), are more likely to manifest problematic smartphone usage. The implications for screening adolescents more susceptible to developing IA symptoms and for implementing preventive interventions are discussed.
Explore DocumentLämmer S., Ohl U. – 2024
#Fake News/Misinformation
Category: Article
Type: PDF
Topics: Fake news
Abstract: In today’s world, dealing with fake news, especially about contro-versial or complex geographical topics, has become an importantissue. This paper aims to provide an overview of the current stateof research on primary school children’s evaluation of fake news. Asystematic literature review (SLR) was conducted. The analysis of15 studies published between 2007 and 2023 revealed a variety ofresearch methodologies. The results of the studies show that, forexample, source information and prior knowledge are decision cri-teria used by children when evaluating fake news. The researchmethodologies include only a few geographical topics on fakenews. The methodological diversity and findings of the analysedstudies underline the need for further research in this area andhighlight desiderata for future exploration.
Explore DocumentMartini C. et al. – 2024
#Fake News/Misinformation
Category: Report
Type: PDF
Topics: Fake news
Abstract: This report presents the results of a survey conducted by UniSR, Cresa and ECSE on a sample of 2288 adolescents from 19 high schools in Northern Italy. First of all, the study examined smartphone usage, usage time, and shared content, as well as the most popular social networks. The main focus of research is on disinformation and children’s ability to distinguish reliable scientific information from fake news. Confidence in science and the tendency to believe conspiracy theories were investigated. Students were asked to evaluate some instagram posts containing both scientific and pseudo-scientific information, to test the degree of digital competence and literacy among young people. While the study shows a fair understanding of the reliability of news, it also shows a general skepticism that leads to a lack of trust in true news: one in three students has difficulty recognising scientific information as such. Another topic is the confidence gap between boys and girls in the way they assess their own skills and competences. Moreover, the report includes some information boxes on topics such as: scientific misinformation; pseudoscience; problematic smartphone use.
Explore DocumentEuropean Commission – 2022
#Fake News/Misinformation
Category: Guidelines
Type: Full text-PDF
Topics: Fake news
Abstract: The Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education provide hands-on guidance for teachers and educators, including practical tips, activity plans, insights on topics and cautionary notes grounded in what works as concerns digital literacy and education and training. They are a key initiative of the Digital Education Action Plan (2021-2027 of the European Commission and were informed by a dedicated Commission Expert Group. The Guidelines aim to generate a broader understanding of digital literacy achieved through education and training, to promote responsible and safe use of digital technologies, and to foster a better public awareness and knowledge regarding disinformation. The Guidelines provide pedagogical expertise on strengthening the critical thinking skills of our young people in view of fostering their resilience in the digital world. Likewise building trust in the classroom and creating a safe space for students and teachers to discuss sensitive issues are also explored. The Guidelines are intended for primary and school teachers/educators in different subjects and with different levels of experience and knowledge in the field.
Explore DocumentSelnes F.N. – 2024
#Fake News/Misinformation
Category: Article
Type: Full text-PDF
Topics: Fake news
Abstract: The majority of adolescents encounter unverifiable news as they navigate social media in their daily lives. A survey in Norway where this study is situated found that two out of three teenagers had come across content that they suspected to be fake, and that the teens considered themselves highly competent in distinguishing between credible and fake news. This study draws on teens’ narratives and perspectives as articulated through focus groups and interviews to explore their experiences as well as awareness of how to deal with fake news when they encounter on social media. The study reveals awareness of diffusion of fake news and knowledge of tactics that are important for evaluating online. Specifically, participants regard ignoring; multiple news verification tactics and using social media delete, block, flag and report functions as important for managing fake news. The paper argues that ignoring can be an effective tactic for reducing the diffusion of fake news on social media and should be adopted and incorporated in news media literacy programs. Otherwise, it can lead to disengagement from and passivity towards news.
Explore DocumentSharevski F. et al. – 2024
#Fake News/Misinformation
Category: Article
Type: Online Access
Topics: Fake news
Abstract: Children encounter misinformation on social media in a similar capacity as their parents. Unlike their parents, children are an exceptionally vulnerable population because their cognitive abilities and emotional regulation are still maturing, rendering them more susceptible to misinformation and falsehoods online. Yet, little is known about children’s experience with misinformation as well as what their parents think of the misinformation’s effect on child development. To answer these questions, we combined a qualitative survey of parents (n=87) with semi-structured interviews of both parents and children (n=12). We found that children identify misinformation as content used to trick people on social media, such as deep fakes, memes with political context, or celebrity/influencer rumors. Children revealed they ask Siri whether a social media video or post is created to trick them before they search on Google or ask their parents about its accuracy. Parents expressed discontent that their children are impressionable to misinformation, stating that the burden falls on them to help their children develop critical thinking skills for navigating falsehoods on social media. Here, the majority of parents felt that schools should also teach these skills as well as media literacy to their children. Misinformation, according to both parents and children, affects the family relationships especially with grandparents with different political views than theirs.
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