|Funding for:||UK Students, EU Students, International Students|
|Funding amount:||Fees + Stipend (will reflect the published UKRI rate)|
|Hours:||Full Time, Part Time|
|Placed On:||21st November 2022|
|Closes:||12th January 2023|
Alongside the beneficial aspects of social media, a proportion of young people’s interactions may become problematic or aggressive. For example, sexting/non-consensual sharing of images (Barrense-Dias et al., 2019) and cyber bullying (Betts & Spencer, 2015) are linked to a range of negative outcomes including reduced self-esteem, distress, loneliness and self-harm (Brewer & Kerslake, 2015, Li, 2020). The EU Kids Online survey (Smahel et al., 2020) found that most children who experienced negative online interactions reported this to a parent or friend. In contrast, Ringrose et al. (2021) reported that young people received little support from parents or schools in relation to image-based abuse. Livingstone et al., (2017) highlighted the role of an adult as a source of guidance, and Mishna et al. (2020) indicated that cyber bullying was considered an equal responsibility of parents and teachers. The UK Department of Education (2017) requires schools and teachers to address any form of bullying”. (Department of Education, 2017). Yet little is known about how teachers or parents/carers deal and cope with occurrences of sexting and cyber bullying. Macaulay et al. (2020) argued that it is important to build teacher’s confidence in managing cyber bullying, and combined with parental lack of awareness and understanding, urge schools to provide more support to ensure consistency of knowledge (Macaulay, 2019). Similarly, parents/carers demonstrated difficulty in monitoring sexting thus felt that schools needed to educate children (Fix et al., 2021).
Since the geographical usage of social media across school and home spheres poses common challenge (Betts & Spencer, 2015), the proposed study will explore both parents’/carers’ and teachers’ views to understand how they cope with disclosures of children’s’ problematic social media. Three qualitative inter-related studies are proposed:
Interested applicants should demonstrate an understanding and interest in young people’s problematic online social behaviour and should have a background of conducting qualitative research.
Sarah Seymour-Smith - email@example.com
Sarah Buglass - firstname.lastname@example.org
Eva Prikrylova - email@example.com
Fees + Stipend (will reflect the published UKRI rate)
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