Developing an Understanding of Cyberbullying

2020 ◽  
pp. 36-67
Author(s):  
Carol M. Walker
Keyword(s):  
Social Media ◽  
Young Adults ◽  
School Counselors ◽  
21St Century ◽  
Teacher Educators ◽  
Ethical Practice ◽  
Traditional Bullying ◽  
21St Century Classroom ◽  
Youth And Young Adults ◽  
College Educators

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the reader's understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

Developing an Understanding of Cyberbullying

2016 ◽  
pp. 236-259
Author(s):  
Carol M. Walker
Keyword(s):  
Social Media ◽  
Young Adults ◽  
School Counselors ◽  
21St Century ◽  
Teacher Educators ◽  
Ethical Practice ◽  
Traditional Bullying ◽  
21St Century Classroom ◽  
Youth And Young Adults ◽  
College Educators

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the reader's understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

Cultivating Global Competencies for the 21st Century Classroom

2016 ◽  
Vol 8 (1) ◽  
pp. 69-77 ◽  
Author(s):  
Melda N. Yildiz ◽  
Deniz Palak
Keyword(s):  
Critical Pedagogy ◽  
21St Century ◽  
Global Education ◽  
Teacher Educators ◽  
Research Study ◽  
Participatory Action ◽  
Global Competency ◽  
Content Areas ◽  
Innovative Technologies ◽  
21St Century Classroom

This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.

User and Message Level Correlated of Endorsement and Engagement for HIV-related Messages on Twitter (Preprint)

2021 ◽  
Author(s):  
Stephen Bonett ◽  
Jimin Oh ◽  
Elissa Kranzler ◽  
Bruno Saconi ◽  
Robin Stevens
Keyword(s):  
Social Media ◽  
Young Adults ◽  
Hiv Prevention ◽  
Secondary Analysis ◽  
Young Men ◽  
Factors Associated ◽  
Prevention Messages ◽  
Youth And Young Adults ◽  
Social Media Platforms ◽  
The Impact

BACKGROUND Youth and young adults continue to experience high rates of HIV, and are also frequent users of social media. Social media platforms such as Twitter can bolster efforts to promote HIV prevention for these individuals, and while HIV-related messages exist on Twitter, little is known about the impact or reach of these messages for this population. OBJECTIVE This study aims to address this gap in the literature by identifying user and message characteristics that are associated with tweet endorsement (favorited) and engagement (retweeted) among youth and young men (ages 13-24). METHODS In a secondary analysis of data from a study of HIV-related messages posted by young men on Twitter, we used model selection techniques to examine user and tweet-level factors associated with tweet endorsement and engagement. RESULTS Tweets from personal user accounts garnered greater endorsement and engagement than tweets from institutional users (aOR = 3.27, 95% CI [2.75, 3.89], p < .001). High follower count was associated with increased endorsement and engagement (aOR = 1.05, 95% CI [1.04 - 1.06], p < .001); tweets that discussed STIs garnered lower endorsement and engagement (aOR = 0.59, 95% CI [0.47 – 1.74], p < .001). CONCLUSIONS Findings suggest practitioners should partner with youth to design and disseminate HIV prevention messages on social media, incorporate content that resonates with youth audiences, and work to challenge stigma and foster social norms conducive to open conversation about sex, sexuality, and health.

Cultivating Global Competencies for the 21st Century Classroom

2018 ◽  
pp. 658-667
Author(s):  
Melda N. Yildiz ◽  
Deniz Palak
Keyword(s):  
Critical Pedagogy ◽  
21St Century ◽  
Scientific Knowledge ◽  
Global Education ◽  
Teacher Educators ◽  
Participatory Action ◽  
Global Competency ◽  
Content Areas ◽  
Innovative Technologies ◽  
21St Century Classroom

This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.

scholarly journals Promising Approaches for Engaging Youth and Young Adults Living with HIV in HIV Primary Care Using Social Media and Mobile Technology Interventions: Protocol for the SPNS Social Media Initiative (Preprint)

2018 ◽  
Author(s):  
Melissa Medich ◽  
Dallas T Swendeman ◽  
W Scott Comulada ◽  
Uyen H Kao ◽  
Janet J Myers ◽  
...  
Keyword(s):  
United States ◽  
Social Media ◽  
Young Adults ◽  
Health Outcomes ◽  
Mobile Technology ◽  
The United States ◽  
Hiv Care ◽  
Mixed Methods Approach ◽  
Youth And Young Adults ◽  
Living With Hiv

BACKGROUND In the United States, disparities in the rates of HIV care among youth and young adults result from the intersections of factors that include stigma, substance use, homelessness or marginal housing, institutional neglect, and mental health issues. Novel interventions are needed that are geared to youth and young adults. OBJECTIVE In this paper, we aim to describe the interventions used by participating sites for Using Social Media initiative, the process for classifying the intervention components, and the methods for conducting a comprehensive evaluation of the interventions. METHODS In 2015, the Health Resources and Services Administration (HRSA) HIV/AIDS Bureau, Special Projects of National Significance (SPNS) funded the Evaluation and Technical Assistance Center (ETAC) at the University of California, Los Angeles and 10 demonstration projects at sites across the United States that incorporated innovative approaches using a variety of social media and mobile technology strategies designed specifically for youth and young adults living with HIV. The ETAC developed a typology, or a classification system, that systematically summarizes the principal components of the interventions into broader groups and developed a multisite, mixed-methods approach to evaluate them based on the Department of Health and Human Services HIV health outcomes along the HIV care continuum. The mixed-methods approach is key to remove potential biases in assessing the effectiveness of demonstration projects. RESULTS This SPNS project was funded in September 2015, and enrollment was completed on May 31, 2018. A total of 984 participants have been enrolled in the multisite evaluation. Data collection will continue until August 2019. However, data analysis is currently underway, and the first results are expected to be submitted for publication in 2019. CONCLUSIONS This HRSA-funded initiative seeks to increase engagement in HIV medical care, improve health outcomes for people living with HIV, and reduce HIV-related health disparities and health inequities that affect HIV-positive youth and young adults. INTERNATIONAL REGISTERED REPORT RR1-10.2196/10681

scholarly journals Physical distancing messages targeting youth on the social media accounts of Canadian public health entities and the use of behavioral change techniques

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sheryll Dimanlig-Cruz ◽  
Arum Han ◽  
Samantha Lancione ◽  
Omar Dewidar ◽  
Irina Podinic ◽  
...  
Keyword(s):  
Public Health ◽  
Social Media ◽  
Young Adults ◽  
Behavioral Change ◽  
Target Population ◽  
The Social ◽  
Youth And Young Adults ◽  
Social Media Platforms ◽  
Behavior Change Technique ◽  
Behavioral Change Techniques

Abstract Introduction Physical distancing (PD) is an important public health strategy to reduce the transmission of COVID-19 and has been promoted by public health authorities through social media. Although youth have a tendency to engage in high-risk behaviors that could facilitate COVID-19 transmission, there is limited research on the characteristics of PD messaging targeting this population on social media platforms with which youth frequently engage. This study examined social media posts created by Canadian public health entities (PHEs) with PD messaging aimed at youth and young adults aged 16–29 years and reported behavioral change techniques (BCTs) used in these posts. Methods A content analysis of all social media posts of Canadian PHEs from Facebook, Twitter, Instagram and YouTube were conducted from April 1st to May 31st, 2020. Posts were classified as either implicitly or explicitly targeting youth and young adults. BCTs in social media posts were identified and classified based on Behavior Change Technique Taxonomy version 1 (BCTTv1). Frequency counts and proportions were used to describe the data. Results In total, 319 youth-targeted PD posts were identified. Over 43% of the posts originated from Ontario Regional public health units, and 36.4 and 32.6% of them were extracted from Twitter and Facebook, respectively. Only 5.3% of the total posts explicitly targeted youth. Explicit posts were most frequent from federal PHEs and posted on YouTube. Implicit posts elicited more interactions than explicit posts regardless of jurisdiction level or social media format. Three-quarters of the posts contained at least one BCT, with a greater portion of BCTs found within implicit posts (75%) than explicit posts (52.9%). The most common BCTs from explicit posts were instructions on how to perform a behavior (25.0%) and restructuring the social environment (18.8%). Conclusions There is a need for more PD messaging that explicitly targets youth. BCTs should be used when designing posts to deliver public health messages and social media platforms should be selected depending on the target population.

The Digital Way: Re-imagining Digital Discipleship in The Age of Social Media

2019 ◽  
Vol 18 (2) ◽  
pp. 91-112
Author(s):  
Jodi G. Hunt
Keyword(s):  
Social Media ◽  
Young Adults ◽  
Great Degree ◽  
Human Dignity ◽  
Catholic Church ◽  
Youth Ministry ◽  
Digital World ◽  
Use Of Technology ◽  
Youth And Young Adults

Youth and young adults are more engaged with technology today than they have ever been before and yet they remain one of the most emotional and spiritually disconnected generations of our time. Despite this reality, the overarching field of Catholic youth ministry has failed to address the digital lives of youth and young adults. That is, although Catholic youth ministry and its practitioners have, to a great degree, perfected the use of technology in ministry, it has not adequately prepared Catholic youth and young adults for the digital world. However, by reshaping what digital discipleship is and grounding this approach in Catholic church teachings on human dignity and Thomas Groome’s shared Christian praxis, as this paper will present, practitioners of Catholic youth ministry can refashion the digital lives of youth and young adults.

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