Evidence suggests that problematic use of gaming, the internet, and social media among adolescents is on the rise, affecting multiple psycho-emotional domains. However, research providing a ...comprehensive and triangulated stakeholder perspective of perceived harms is lacking. How are adolescent online harms experienced and conceptualized by students, parents, and teachers? The present study comprised part of a qualitative needs assessment investigation with the use of focus groups and individual interviews among key stakeholder groups assessing perceived impacts with a focus on the negative consequences and perceived harms. The study's sample consisted of students (
= 42,
= 13.5,
= 2.3), parents (
= 9,
= 37,
= 5.6) and teachers (
= 9,
34,
= 4.9) from the UK. Data were analysed with thematic analysis. Findings focused primarily on social media use impacts and indicated that processes underlying impacts experienced by adolescents may be conceptualized on a severity continuum. Stakeholder consensus on perceptions of challenges and perceived harms formed the second theme, with impacts further analysed as relating to time displacement, peer judgement, sensory overload and context of the adolescent with functional (performance, task switching, use of multiple devices), cognitive (loss or deterioration of attentional focus, attention deficit), and emotional consequences (stress, anxiety, obsessive-compulsive/checking behaviours). A third theme formed was individual vulnerabilities predisposing poor mental health outcomes. The final theme related to impacts dependent on context and meaning attached. Findings suggest a consideration of a spectrum approach encompassing a broader range of potential psychological challenges and perceived harms beyond safety concerns and addiction in understanding problematic adolescent online experiences. Understanding perceived harms can aid the objective setting of interventions and consideration of mental health literacy in school curricula.
A macro-view of the field of media and risk is offered by examining four main routes of media-risk research. These routes are the media's role in: providing risk knowledge to inform citizens; ...modulating public acceptability of different risks; motivating the public to take responsibility for, and action regarding, risks; and providing imaginative schemata regarding voluntarily chosen risks. Research tendencies in each of these routes are summarised and critiqued, with reference to methodology, theoretical frameworks and research foci, enabling articulation of new research directions. Methodologically, there is a need for more longitudinal, historical, contextual and interpretive studies of impacts of mediated risk at micro and macro levels, and more in-depth, comparative studies between different risk types across different media forms and genres. Greater empirical engagement with risk-oriented social theory such as risk society, governmentality, risk cultures and edgework would be productive. Under-explored research foci include: the gaps in knowledge within the Sociology of News; the features of risk that make it a risk issue and how these features interact with various media forms, genres and audiences; and impacts of the variations in audience trust in different media on their trust in mass-mediated risk knowledge and experience.
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BFBNIB, IZUM, KILJ, NUK, PILJ, SAZU, UL, UM, UPUK
Este artigo evidencia os impactos da Reforma do Ensino Médio - REM no Ensino Médio Integrado - EMI nos Institutos Federais – IF`s via pesquisa qualitativa, bibliográfica e documental. Analisamos ...normativas e legislações que tratam dos itinerários formativos na Lei Nº 13.415/2017 em articulação com as reformas de cunho neoliberais que almejam reduzir gastos públicos e encaminhamento da classe trabalhadora para o mercado de trabalho, além de comparar com o fenômeno ocorrido no Chile na década de 80. O texto reflete as concepções de Educação Profissional e Tecnológica - EPT com foco na proposta de EMI, que demanda uma visão crítica sobre o contexto no qual o sujeito está inserido e busca na tecnologia a produção de conhecimentos que visem à formação integral. O estudo aponta que a lei não impactou a oferta dos cursos, uma vez que os IF`s não aderiram à mesma, tendo em vista que se destacam pela qualidade e condições de funcionamento necessárias à formação humana mediante integração entre ciência, tecnologia, cultura e trabalho como eixos norteadores do currículo. A REM consiste no fortalecimento da dualidade educacional e de uma orientação mercadológica; precarização da docência que não afetou os Institutos Federais, dado a sua condição de autarquia.
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