About the author |
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ix | |
Acknowledgments |
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xi | |
Introduction |
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xiii | |
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I The positives and purposes of using social media |
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1 Identity and construction of the self |
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4 | (1) |
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Ecological systems theory |
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5 | (3) |
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How much do we know ourselves? |
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8 | (3) |
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11 | (3) |
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14 | (4) |
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Lesbian, gay, bisexual, transgender, questioning, intersex, asexual, plus (L.G.B.T.Q.I.A.+) |
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18 | (9) |
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27 | (1) |
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28 | (3) |
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The displacement hypothesis |
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31 | (6) |
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Uses and gratifications theory |
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37 | (7) |
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II The unintended consequences of using social media |
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Finding a definition of cyberbullying |
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44 | (1) |
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45 | (1) |
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45 | (1) |
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46 | (1) |
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47 | (1) |
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Subtweeting or vaguebooking |
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48 | (1) |
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48 | (1) |
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49 | (5) |
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5 Unfulfilled expectations |
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54 | (2) |
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56 | (3) |
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The thought behind an upload |
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59 | (7) |
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66 | (1) |
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66 | (2) |
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68 | (2) |
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70 | (2) |
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Measuring internet addiction |
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72 | (4) |
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Behavioral addictions "on" the Internet |
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76 | (1) |
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The design of technology and the battle for your attention |
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76 | (10) |
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7 The educational impact of social media usage |
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A brief psychology of procrastination |
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86 | (8) |
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III Researching the impact of social media on UK secondary school students |
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94 | (1) |
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94 | (2) |
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Time to get to work: Designing the questionnaire |
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96 | (2) |
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98 | (1) |
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98 | (8) |
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To what extent does social networking occupy the minds of secondary aged young people? Can they be considered behaviorally addicted? |
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106 | (10) |
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9 "Tell me more about that" |
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Semi-structured interviews |
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116 | (1) |
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116 | (1) |
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117 | (1) |
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118 | (2) |
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The process of interpretative phenomenological analysis (IPA) |
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120 | (1) |
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120 | (2) |
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10 Connection to others: Social connection, relationship maintenance, the monitoring of others |
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122 | (3) |
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125 | (3) |
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128 | (6) |
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11 Identity and construction of the self: Change over time; A part of you; The role of parent |
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134 | (3) |
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137 | (4) |
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141 | (5) |
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12 Cyberbullying: Group judgment & reaction; A venue and channel for negativity; The use of "blocking" as protection |
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Group judgment and reaction |
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146 | (4) |
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A venue & channel for negativity |
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150 | (2) |
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The use of "blocking" as protection |
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152 | (6) |
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13 From online to in-school: Interference of work; Threats, intimidation or violence |
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158 | (2) |
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Threats, intimidation or violence |
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160 | (14) |
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14 "A cup of tea and a notebook" |
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IV What can be done to help those who need support with their social media use? |
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15 "You can lead a horse to water" |
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What is society's responsibility? |
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174 | (1) |
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175 | (2) |
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177 | (3) |
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180 | (1) |
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181 | (1) |
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Help parents to practice what they preach |
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182 | (1) |
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183 | (1) |
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184 | (1) |
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HOLLA: Live random video chat |
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185 | (1) |
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185 | (1) |
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IMVU: 3D Avatar creator and chat |
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185 | (1) |
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186 | (1) |
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186 | (1) |
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186 | (1) |
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187 | (1) |
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187 | (1) |
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Parents using technology to their advantage |
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187 | (5) |
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16 "But you can't make it drink, or can you?" |
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192 | (4) |
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196 | (1) |
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196 | (4) |
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17 Getting a measure of the situation |
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Understanding the individual's social media usage |
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200 | (3) |
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Understanding the individual's social media usage: Results analysis with the child |
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203 | (5) |
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Understanding the individual's social media usage: Results analysis with the parent |
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208 | (3) |
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Planning and implementing an intervention |
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211 | (4) |
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Reviewing progress of the intervention |
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215 | (8) |
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18 Drawing everything to a close |
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Epilogue |
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223 | (4) |
Glossary of terms |
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227 | (2) |
Appendix |
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229 | (2) |
Sources and References |
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231 | (10) |
Index |
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241 | |