scholarly journals Beyond Parental Control: Designing Adolescent Online Safety Apps Using Value Sensitive Design

2019 ◽  
Vol 35 (1) ◽  
pp. 147-175
Author(s):  
Karla Badillo-Urquiola ◽  
Chhaya Chouhan ◽  
Stevie Chancellor ◽  
Munmun De Choudhary ◽  
Pamela Wisniewski
Keyword(s):  
Emerging Adults ◽  
Undergraduate Students ◽  
Parental Support ◽  
Parental Control ◽  
Developmentally Appropriate ◽  
The United States ◽  
Value Sensitive Design ◽  
Online Safety ◽  
Safety Features ◽  
Traditional Paradigm

Parental control applications are designed to help parents monitor their teens and protect them from online risks. Generally, parents are considered the primary stakeholders for these apps; therefore, the apps often emphasize increased parental control through restriction and monitoring. By taking a developmental perspective and a Value Sensitive Design approach, we explore the possibility of designing more youth-centric online safety features. We asked 39 undergraduate students in the United States to create design charrettes of parental control apps that would better represent teens as stakeholders. As emerging adults, students discussed the value tensions between teens and parents and designed features to reduce and balance these tensions. While they emphasized safety, the students also designed to improve parent-teen communication, teen autonomy and privacy, and parental support. Our research contributes to the adolescent online safety literature by presenting design ideas from emerging adults that depart from the traditional paradigm of parental control. We also make a pedagogical contribution by leveraging design charrettes as a classroom tool for engaging college students in the design of youth-centered apps. We discuss why features that support parent-teen cooperation, teen privacy, and autonomy may be more developmentally appropriate for adolescents than existing parental control app designs.

Parenting Practices and Emerging Adult Well-Being in the United States and China

2021 ◽  
Author(s):  
Shu Su ◽  
Alyssa McElwain ◽  
Xi Lin
Keyword(s):  
Emerging Adults ◽  
Parental Support ◽  
Parenting Practices ◽  
Psychological Control ◽  
Adult Child ◽  
Emerging Adult ◽  
Well Being ◽  
The United States ◽  
Helicopter Parenting ◽  
Two Samples

Parenting practices that promote or inhibit autonomy in their emerging adult child can impact the well-being of emerging adults. This study explored a variety of parenting practices and how these practices impact emerging adult well-being across two cultures. Associations between parental support, involvement, helicopter parenting, and psychological control and emerging adults’ well-being were compared between two samples of participants ages 18-25: American ( n = 643) and Chinese ( n = 514). Results indicate that parental support can promote well-being among emerging adults, but autonomy-limiting practices of psychological control and helicopter parenting seem to be unfavorable for emerging adults regardless of culture. Differences in reported mean levels of the four parenting practices were observed across the two culturally specific samples; however, the strength of associations between practices and emerging adult well-being was not statistically different.

“Mom, You Don’t Get It”: A Critical Examination of Multiracial Emerging Adults’ Perceptions of Parental Support

2020 ◽  
pp. 216769682091409
Author(s):  
Annabelle L. Atkin ◽  
Kelly F. Jackson
Keyword(s):  
Identity Development ◽  
Emerging Adults ◽  
Parental Support ◽  
The United States ◽  
Constructivist Grounded Theory ◽  
Critical Examination ◽  
Multiracial Families ◽  
Support Strategies ◽  
Racial Experiences ◽  
Identity Expression

Multiracial families are becoming increasingly common in the United States, yet there is a dearth of research examining how parents of Multiracial youth provide support for navigating challenges associated with being mixed race in a monocentric society. The purpose of this study was to gain a deeper understanding of the parental support strategies that Multiracial emerging adults perceived to be helpful in their own development. Twenty Multiracial emerging adults (50% female, mean age = 20.55) with diverse Multiracial heritages were interviewed about conversations they had with their parents regarding their racial experiences throughout their childhood. Critical supplementary analysis using constructivist grounded theory identified three themes of parental support (i.e., connection support, discrimination support, and Multiracial identity expression support) and informed a conceptual model demonstrating relationships between environmental context, parent characteristics, family dynamics, risks, and identity development. Findings are discussed in terms of implications for researchers and practitioners serving Multiracial families.

Perceptions of the Antarctic wilderness: views from emerging adults in Spain and the United States

Polar Record ◽  
2016 ◽  
Vol 52 (5) ◽  
pp. 541-552 ◽  
Author(s):  
John Peden ◽  
Tina Tin ◽  
Luis R. Pertierra ◽  
Pablo Tejedo ◽  
Javier Benayas
Keyword(s):  
United States ◽  
Emerging Adults ◽  
Undergraduate Students ◽  
Management Practices ◽  
The United States ◽  
Infrastructure Development ◽  
Environmental Management Practices ◽  
Key Phrases ◽  
Public Views ◽  
The Antarctic

ABSTRACTThe preambles of the 1959 Antarctic Treaty and the 1991 Protocol on Environmental Protection to the Antarctic state that Antarctica is to be managed in the interest of all mankind. However, key phrases such as ‘interest of all mankind’ and ‘wilderness and aesthetic values’ are subject to interpretation. The objective of this study is to gain a better understanding of public perceptions of the Antarctic wilderness, proceeding from the assumption that public views should be incorporated into the consultative parties’ decision making process. The study expands on previous research by exploring whether perceptions of the Antarctic environment varied between students at two comparably sized public universities in Spain and the United States. Four hundred undergraduate students were asked about their values, beliefs and attitudes with respect to environmental management practices in Antarctica. After controlling for course type, responses showed little variation based on nationality. A large proportion of students valued Antarctica as a science laboratory for the benefit of mankind, as one of the world's last great wildernesses, and an important component of the climate system. Students did not support an increase in the number of people going to Antarctica, and favoured limitations on infrastructure development.

“We Got In!”

2021 ◽  
pp. 38-52
Author(s):  
Kayla Reed-Fitzke ◽  
Elizabeth R Watters
Keyword(s):  
Higher Education ◽  
Emerging Adults ◽  
Parental Support ◽  
First Generation ◽  
Developmentally Appropriate ◽  
Personal Networks ◽  
Supportive Relationships ◽  
The Family ◽  
Parental Figures

Emerging adults rely on family, friends, and others in their personal networks to aid in making decisions. Parents are heavily involved in the lives of their children, ensuring that they have all of the supports or advantages in place to become successful. This chapter focuses on the continued importance and impact of the family, particularly parental figures, for emerging adults in higher education. An overview of seminal interdisciplinary theories is provided, along with a discussion of contrasting parental behaviors and their consequences. Special attention is given to first-generation students and those who lack parental support. A case study and reflection questions help readers apply the chapter’s content so that emerging adults can foster developmentally appropriate supportive relationships.

The Moderation of Parental Support on the Relationship Between Race-Related Career Barriers and Academic Achievement

2020 ◽  
pp. 089484532093735
Author(s):  
Xu Li ◽  
Yu-Wei Wang ◽  
Young Hwa Kim
Keyword(s):  
Undergraduate Students ◽  
Emotional Support ◽  
Parental Support ◽  
The United States ◽  
Career Barriers ◽  
Grade Point ◽  
First Semester ◽  
Moderated Mediation Model ◽  
Role Of Parents ◽  
The Relationship

This study investigated the relationship between college students’ perception of race-related barriers in career and educational development and their immediate (first-semester grade point average [GPA]) and long-term academic performance (4-year cumulative GPA) and the role of parents’ instrumental and emotional support in moderating such effects. Participants were 820 undergraduate students at a Mid-Atlantic university in the United States. Path analysis of the proposed moderated mediation model indicated that (1) perception of race-related barriers was significantly and negatively correlated with students’ 4-year cumulative GPA, (2) parents’ instrumental support negatively predicted students’ 4-year GPA, whereas emotional support positively predicted students’ 4-year GPA, and (3) parental emotional support significantly buffered the negative direct effect of race-related barriers on students’ 4-year GPA. Research and practical implications were discussed.

Guilt, Shame, and Family Socialization

1997 ◽  
Vol 18 (2) ◽  
pp. 99-123 ◽  
Author(s):  
ELLEN ABELL ◽  
VIKTOR GECAS
Keyword(s):  
Undergraduate Students ◽  
Parental Support ◽  
Parental Control ◽  
The Self ◽  
Self Concept ◽  
Family Socialization ◽  
Norm Violations ◽  
Moral Socialization ◽  
Retrospective Reports

In this study, we argue for the importance of guilt and shame for the process of socialization via the role of these reflexive emotions in individuals' conformity to moral and social norms. Working from the assumption that the self-concept is the basis for feelings of guilt and shame, we test a number of hypotheses connecting the experience of these emotions to 3 styles of parental control (inductive, affective, and coercive). Undergraduate students ( N = 270) completed questionnaires designed to assess their proneness to feelings of guilt and shame in situations of norm violations, and through retrospective reports the disciplinary practices of each of their parents. Results supported hypothesized connections between inductive control and guilt, and between affective control and shame. The associations between parental control, guilt, and shame in situations of intentional and unintentional norm violations differed depending on the gender of the parent relative to the gender of the child and on the interaction of parental control with parental support. These associations and the implications of the use of affective control as a moral socialization strategy are discussed.

scholarly journals Understanding Students’ Mental Well-Being Challenges on a University Campus: Interview Study (Preprint)

2019 ◽  
Author(s):  
Sun Young Park ◽  
Nazanin Andalibi ◽  
Yikai Zou ◽  
Siddhant Ambulkar ◽  
Jina Huh-Yoo
Keyword(s):  
University Students ◽  
Emerging Adults ◽  
Life Events ◽  
Undergraduate Students ◽  
Well Being ◽  
The United States ◽  
Transitional Period ◽  
Major Life Events ◽  
Major Life ◽  
Mental Well Being

BACKGROUND Research shows that emerging adults face numerous stressors as they transition from adolescence to adulthood. This paper investigates university students’ lived experiences of maintaining mental well-being during major life events and challenges associated with this transitional period. As we continue to design health technology to support students’ mental health needs, it is imperative to understand the fundamental needs and issues particular to this phase of their life to effectively engage and lower the barriers to seeking help. OBJECTIVE This study first aimed to understand how university students currently seek and receive support to maintain their mental well-being while going through frequent life events during this period of emerging adulthood. The study then aimed to provide design requirements for how social and technical systems should support the students’ mental well-being maintenance practice. METHODS Semistructured interviews with 19 students, including graduate and undergraduate students, were conducted at a large university in the Midwest in the United States. RESULTS This study’s findings identified three key needs: students (1) need to receive help that aligns with the perceived severity of the problem caused by a life event, (2) have to continuously rebuild relationships with support givers because of frequent life events, and (3) negotiate tensions between the need to disclose and the stigma associated with disclosure. The study also identified three key factors related to maintaining mental well-being: time, audience, and disclosure. CONCLUSIONS On the basis of this study’s empirical findings, we discuss how and when help should be delivered through technology to better address university students’ needs for maintaining their mental well-being, and we argue for reconceptualizing seeking and receiving help as a colearning process.

scholarly journals Understanding Students’ Mental Well-Being Challenges on a University Campus: Interview Study

10.2196/15962 ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. e15962 ◽  
Author(s):  
Sun Young Park ◽  
Nazanin Andalibi ◽  
Yikai Zou ◽  
Siddhant Ambulkar ◽  
Jina Huh-Yoo
Keyword(s):  
University Students ◽  
Emerging Adults ◽  
Life Events ◽  
Undergraduate Students ◽  
Well Being ◽  
The United States ◽  
Transitional Period ◽  
Major Life Events ◽  
Major Life ◽  
Mental Well Being

Background Research shows that emerging adults face numerous stressors as they transition from adolescence to adulthood. This paper investigates university students’ lived experiences of maintaining mental well-being during major life events and challenges associated with this transitional period. As we continue to design health technology to support students’ mental health needs, it is imperative to understand the fundamental needs and issues particular to this phase of their life to effectively engage and lower the barriers to seeking help. Objective This study first aimed to understand how university students currently seek and receive support to maintain their mental well-being while going through frequent life events during this period of emerging adulthood. The study then aimed to provide design requirements for how social and technical systems should support the students’ mental well-being maintenance practice. Methods Semistructured interviews with 19 students, including graduate and undergraduate students, were conducted at a large university in the Midwest in the United States. Results This study’s findings identified three key needs: students (1) need to receive help that aligns with the perceived severity of the problem caused by a life event, (2) have to continuously rebuild relationships with support givers because of frequent life events, and (3) negotiate tensions between the need to disclose and the stigma associated with disclosure. The study also identified three key factors related to maintaining mental well-being: time, audience, and disclosure. Conclusions On the basis of this study’s empirical findings, we discuss how and when help should be delivered through technology to better address university students’ needs for maintaining their mental well-being, and we argue for reconceptualizing seeking and receiving help as a colearning process.

scholarly journals Financial Stress and Drinking During the Transition to Adulthood: The Role of Parental Financial Support

2018 ◽  
Vol 7 (6) ◽  
pp. 490-500
Author(s):  
Joyce Serido ◽  
Amanda M. Pollitt ◽  
Joel A. Muraco ◽  
Katherine J. Conger ◽  
Stephen T. Russell
Keyword(s):  
Emerging Adulthood ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Parental Support ◽  
Financial Support ◽  
Structural Equation ◽  
Financial Stress ◽  
The United States ◽  
Equation Modeling

We investigated the concurrent and prospective associations between financial stress and drinking during the transition to adulthood in the United States, drawing from two distinct stress and coping perspectives as competing explanations for the direction of associations: the Transactional Model of Stress and the Conservation of Resources (CoR) model. Because many emerging adults rely on continuing financial support from parents, we examined the role of parental support on these associations. We tested these associations using longitudinal structural equation modeling with data from the National Longitudinal Study of Adolescent to Adult Health ( N = 9,026) collected at two time points: early emerging adulthood (ages 18–26) and 5 years later. Consistent with CoR, financial stress reduced concurrent drinking. Furthermore, parental financial support reduced adult children’s financial stress but increased drinking in early emerging adulthood. We discuss the findings in regard to facilitating the transition to adulthood.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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