Pub Date : 2023-01-20DOI: 10.1177/07435584221150223
Logan L. Barsigian, Cyrus Howard, Anakaren Quintero Davalos, Abigail S. Walsh, A. Manago
Gender and sexuality are contentious political issues in the US, with a resurgence of traditional master narratives for gender following decades of advances for gender equality. To understand how today’s LGBTQ+ youth navigate this narrative landscape in a polymedia context, we conducted social media tour interviews with 20 LGBTQ+ adolescents (aged 16–19), recording audiovisual data as they guided us through important posts on their top three public social media platforms. Through reflexive thematic analysis, we found that our participants were engaging with both longstanding master narratives (e.g., traditional gender roles) and contemporary alternative narratives (e.g., gender as non-binary) using three key navigational strategies for engaging with narratives on social media platforms: seeking and sharing information, creating queer community, and making choices about visibility and permanence. The meaning and purpose of these strategies for participants, both individually and collectively, could not be fully understood apart from three key navigational contexts: the traditional gender narrative, white liberal community context, and platform affordances. Our results demonstrate that narrative engagement for contemporary LGBTQ+ adolescents is deeply influenced by personal polymedia environments, identity intersections, and power structures shaping possibilities for individual identity expression and collective cultural transformation.
{"title":"Engagement with Master and Alternative Narratives of Gender and Sexuality Among LGBTQ+ Youth in the Digital Age","authors":"Logan L. Barsigian, Cyrus Howard, Anakaren Quintero Davalos, Abigail S. Walsh, A. Manago","doi":"10.1177/07435584221150223","DOIUrl":"https://doi.org/10.1177/07435584221150223","url":null,"abstract":"Gender and sexuality are contentious political issues in the US, with a resurgence of traditional master narratives for gender following decades of advances for gender equality. To understand how today’s LGBTQ+ youth navigate this narrative landscape in a polymedia context, we conducted social media tour interviews with 20 LGBTQ+ adolescents (aged 16–19), recording audiovisual data as they guided us through important posts on their top three public social media platforms. Through reflexive thematic analysis, we found that our participants were engaging with both longstanding master narratives (e.g., traditional gender roles) and contemporary alternative narratives (e.g., gender as non-binary) using three key navigational strategies for engaging with narratives on social media platforms: seeking and sharing information, creating queer community, and making choices about visibility and permanence. The meaning and purpose of these strategies for participants, both individually and collectively, could not be fully understood apart from three key navigational contexts: the traditional gender narrative, white liberal community context, and platform affordances. Our results demonstrate that narrative engagement for contemporary LGBTQ+ adolescents is deeply influenced by personal polymedia environments, identity intersections, and power structures shaping possibilities for individual identity expression and collective cultural transformation.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.1177/07435584221144958
Shelley L. Craig, Ashley S. Brooks, Katrin Doll, A. Eaton, Lauren B. McInroy, Jenny Hui
Minority stressors harm sexual and gender minority youth (SGMY). This may be mitigated by promotive and protective factors and processes that manifest resilient coping. SGMY increasingly interact with information communication technologies (ICTs) to meet psychological needs, yet research often problematizes youths’ ICT use, inhibiting understanding about ICTs’ potential resilience-enhancing utilities. This study analyzes text and video responses of 609 SGMY aged 14 to 29 residing in Canada or the United States to an open-ended survey question about the benefits of using ICTs. Constructivist grounded theory integrating multimodal coding was used to analyze the data, producing a framework of digital resilience—digital processes and actions that generate positive growth—with four themes: Regulating Emotions and Curating Microsystems; Learning and Integrating; Advocating and Leading; and Cultivating Relationships and Communities of Care. Implications for clinical practice, survey innovation, and application of findings in fostering affirming digital microsystems for SGMY are discussed.
{"title":"Processes and Manifestations of Digital Resilience: Video and Textual Insights From Sexual and Gender Minority Youth","authors":"Shelley L. Craig, Ashley S. Brooks, Katrin Doll, A. Eaton, Lauren B. McInroy, Jenny Hui","doi":"10.1177/07435584221144958","DOIUrl":"https://doi.org/10.1177/07435584221144958","url":null,"abstract":"Minority stressors harm sexual and gender minority youth (SGMY). This may be mitigated by promotive and protective factors and processes that manifest resilient coping. SGMY increasingly interact with information communication technologies (ICTs) to meet psychological needs, yet research often problematizes youths’ ICT use, inhibiting understanding about ICTs’ potential resilience-enhancing utilities. This study analyzes text and video responses of 609 SGMY aged 14 to 29 residing in Canada or the United States to an open-ended survey question about the benefits of using ICTs. Constructivist grounded theory integrating multimodal coding was used to analyze the data, producing a framework of digital resilience—digital processes and actions that generate positive growth—with four themes: Regulating Emotions and Curating Microsystems; Learning and Integrating; Advocating and Leading; and Cultivating Relationships and Communities of Care. Implications for clinical practice, survey innovation, and application of findings in fostering affirming digital microsystems for SGMY are discussed.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46203983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1177/07435584221144975
Amanda M. McLeroy, Y. Wang
Guided by the critical race theory and the social identity theory, the present study aimed to explore the impact that exposure to police brutality on social media has on Black college freshmen’s perception of law enforcement and mental wellness. To explore this phenomenon, we conducted in-depth, semi-structured interviews with 20 Black college freshmen (age range: 18–20). Participant narratives were coded using a thematic analysis. Findings revealed that participants depicted police brutality on social media as racially driven, which yielded behavioral changes and negative psychological responses, such as sleep disturbances, anger, and fear. Further, the oversaturation of police violence in the media significantly altered the participants’ views of the police and their practices. Our findings are consistent with previous literature concerned with the vicarious experiences of police brutality among youth and have implications for educators, counselors, and scholars.
{"title":"“We’re not anti-police…We’re anti-police brutality”: An Exploration of Black College Freshmen’s Perception of Police Brutality on Social Media","authors":"Amanda M. McLeroy, Y. Wang","doi":"10.1177/07435584221144975","DOIUrl":"https://doi.org/10.1177/07435584221144975","url":null,"abstract":"Guided by the critical race theory and the social identity theory, the present study aimed to explore the impact that exposure to police brutality on social media has on Black college freshmen’s perception of law enforcement and mental wellness. To explore this phenomenon, we conducted in-depth, semi-structured interviews with 20 Black college freshmen (age range: 18–20). Participant narratives were coded using a thematic analysis. Findings revealed that participants depicted police brutality on social media as racially driven, which yielded behavioral changes and negative psychological responses, such as sleep disturbances, anger, and fear. Further, the oversaturation of police violence in the media significantly altered the participants’ views of the police and their practices. Our findings are consistent with previous literature concerned with the vicarious experiences of police brutality among youth and have implications for educators, counselors, and scholars.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.1177/07435584221145009
Ursula Moffitt, L. O. Rogers, Yola Mzizi, Elana Charlson
In this study, we drew on the m(ai)cro framework, which centers racism as a macrosystem, to examine how college-going emerging adults made meaning about society and themselves during the 2020 U.S. presidential election and 2021 inauguration. This period was marked by racial justice protests, a global pandemic, anti-Asian violence, and the storming of the U.S. Capitol by predominantly white Trump supporters. Using the constructs of critical consciousness and racial identity meaning making, we analyzed participants’ reports of recent race related conversations. Our sample included 47 students ( Mage = 19.71, SD = 1.72; 81% female, 17% male, 2% other; 45% Asian/Asian American, 30% white, 13% Latinx/Hispanic, 4% Black/African American, 4% Multiracial, 2% Middle Eastern/Arab) at a private, predominantly white university in the U.S. Midwest. Hybrid inductive-deductive analysis showed that a majority reported conversations with peers, focused primarily on racial inequity and justice. For many participants of color, conversations about topics including protests and anti-Asian violence were woven into their racial identities. In contrast, although many white participants discussed events such as the Capitol insurrection, none made links to their racial identities. Our findings highlight connections between critical consciousness and racial identity, and the importance of context and participant positionality in developmental research.
{"title":"Race Talk During the 2020 U.S. Presidential Election: Emerging Adults’ Critical Consciousness and Racial Identity in Context","authors":"Ursula Moffitt, L. O. Rogers, Yola Mzizi, Elana Charlson","doi":"10.1177/07435584221145009","DOIUrl":"https://doi.org/10.1177/07435584221145009","url":null,"abstract":"In this study, we drew on the m(ai)cro framework, which centers racism as a macrosystem, to examine how college-going emerging adults made meaning about society and themselves during the 2020 U.S. presidential election and 2021 inauguration. This period was marked by racial justice protests, a global pandemic, anti-Asian violence, and the storming of the U.S. Capitol by predominantly white Trump supporters. Using the constructs of critical consciousness and racial identity meaning making, we analyzed participants’ reports of recent race related conversations. Our sample included 47 students ( Mage = 19.71, SD = 1.72; 81% female, 17% male, 2% other; 45% Asian/Asian American, 30% white, 13% Latinx/Hispanic, 4% Black/African American, 4% Multiracial, 2% Middle Eastern/Arab) at a private, predominantly white university in the U.S. Midwest. Hybrid inductive-deductive analysis showed that a majority reported conversations with peers, focused primarily on racial inequity and justice. For many participants of color, conversations about topics including protests and anti-Asian violence were woven into their racial identities. In contrast, although many white participants discussed events such as the Capitol insurrection, none made links to their racial identities. Our findings highlight connections between critical consciousness and racial identity, and the importance of context and participant positionality in developmental research.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49533553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1177/07435584221144952
A. Cureton
After-school programs can provide important contexts for youths’ development and well-being. While these programs have the potential to serve as an anchor for refugee youth, previous research cites challenges with their access and engagement with them. Drawing on the Positive Youth Development Framework, which offers a lens on how after-school programs are complementary to refugee youth development and well-being, this study explores refugee youths’ motivation and engagement in after school activities. In-depth interviews were conducted with 30 refugee youth between the ages of 14 and 17 years old who resettled into Chicago. First, refugee students were involved in school-based programs with the goal to share cultural and racial identities, process past traumas, and manage homesickness. Second, refugee youth preferred to seek out homework assistance from stakeholders associated with refugee-led organizations instead of school staff due to their high level of familiarity and trust with them. Finally, refugee youth participated in community-based organizations that encouraged their engagement in civic activities. Recommendations are offered about how schools and community partners can assist refugee students in becoming more involved with after-school programs. This research sheds light on how after-school specialists and educators can offer comprehensive after-school programs to this understudied population.
{"title":"“After the School Day, What’s Next?”: Exploring Refugee Youths’ Engagement in After-School Programs","authors":"A. Cureton","doi":"10.1177/07435584221144952","DOIUrl":"https://doi.org/10.1177/07435584221144952","url":null,"abstract":"After-school programs can provide important contexts for youths’ development and well-being. While these programs have the potential to serve as an anchor for refugee youth, previous research cites challenges with their access and engagement with them. Drawing on the Positive Youth Development Framework, which offers a lens on how after-school programs are complementary to refugee youth development and well-being, this study explores refugee youths’ motivation and engagement in after school activities. In-depth interviews were conducted with 30 refugee youth between the ages of 14 and 17 years old who resettled into Chicago. First, refugee students were involved in school-based programs with the goal to share cultural and racial identities, process past traumas, and manage homesickness. Second, refugee youth preferred to seek out homework assistance from stakeholders associated with refugee-led organizations instead of school staff due to their high level of familiarity and trust with them. Finally, refugee youth participated in community-based organizations that encouraged their engagement in civic activities. Recommendations are offered about how schools and community partners can assist refugee students in becoming more involved with after-school programs. This research sheds light on how after-school specialists and educators can offer comprehensive after-school programs to this understudied population.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45754192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1177/07435584221140611
I. Vranken, Laura Vandenbosch
Media is an important socialization actor through which adolescents can learn about careers. Nine focus group interviews were conducted with 44 late adolescents ( Mage = 16.27; SDage= 0.54; 56.82% female) in high schools in Belgium to explore how youth in this age group receive career-related messages, the work tasks, skills, values, and ethics that are cultivated, and the ways adolescents experience and judge the perceived realism of career-related messages received via entertainment TV/social media. A combined inductive and deductive thematic analysis of the data revealed various pathways through which adolescents intentionally and unintentionally received career-related messages. Moreover, the adolescents had been cultivated to value specific work tasks/skills (e.g., social skills) and intrinsic and extrinsic work values and work ethics (e.g., working hard to succeed, centrality of work) when consuming career-related messages through TV/social media. Lastly, the perceived realism of such messages depended on content elements (e.g., a balanced portrayal of work values). Differences related to career-related messages on social media versus entertainment TV were observed. Practical implications for various groups (e.g., career counselors, media content producers) are discussed.
{"title":"Exploring Late Adolescents’ Experiences with Career-Related Messages on Entertainment TV and in Social Media in Belgium: A Focus Group Study","authors":"I. Vranken, Laura Vandenbosch","doi":"10.1177/07435584221140611","DOIUrl":"https://doi.org/10.1177/07435584221140611","url":null,"abstract":"Media is an important socialization actor through which adolescents can learn about careers. Nine focus group interviews were conducted with 44 late adolescents ( Mage = 16.27; SDage= 0.54; 56.82% female) in high schools in Belgium to explore how youth in this age group receive career-related messages, the work tasks, skills, values, and ethics that are cultivated, and the ways adolescents experience and judge the perceived realism of career-related messages received via entertainment TV/social media. A combined inductive and deductive thematic analysis of the data revealed various pathways through which adolescents intentionally and unintentionally received career-related messages. Moreover, the adolescents had been cultivated to value specific work tasks/skills (e.g., social skills) and intrinsic and extrinsic work values and work ethics (e.g., working hard to succeed, centrality of work) when consuming career-related messages through TV/social media. Lastly, the perceived realism of such messages depended on content elements (e.g., a balanced portrayal of work values). Differences related to career-related messages on social media versus entertainment TV were observed. Practical implications for various groups (e.g., career counselors, media content producers) are discussed.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1177/07435584221139342
Margaret L. Schmitt, Christine Hagstrom, Caitlin Gruer, Azure Nowara, Katie Keeley, Nana Ekua Adenu-Mensah, M. Sommer
The aim of this study was to better understand the role of school bathrooms in shaping the menstrual experiences of adolescents in the U.S.A. The participants were Black and Latina, low-income adolescent girls (15–19) and adults interacting closely with youth in three U.S.A. cities (Chicago, Los Angeles, New York City). Data collection methods included: (1) Participatory Methodologies (PM) sessions with adolescent girls ( n = 73); (2) In-depth interviews (IDI) with adolescent girls ( n = 12); and (3) Key Informant Interviews (KII) with adults ( n = 23). Malterud’s “systematic text condensation,” an inductive thematic analysis method, was utilized to analyze the various data types (field notes, in-depth interviews, drawings). Key findings include, one, that menstruating girls experience embarrassment and a need for secrecy when accessing school bathrooms; two, the social and physical environments of school bathrooms, including poor design and maintenance, heighten girls’ discomfort, especially while menstruating; and three, school policies restricting students’ bathroom access are problematic for many menstruating students, especially those experiencing heavy and/or unpredictable bleeding. Schools and policymakers need to consider holistic approaches when addressing the menstrual needs of adolescents in U.S.A. schools, including better prioritizing issues related to menstrual stigma, school bathroom design and bathroom access policies.
{"title":"“Girls May Bleed Through Pads Because of Demerits”: Adolescent Girls’ Experiences With Menstruation and School Bathrooms in the U.S.A.","authors":"Margaret L. Schmitt, Christine Hagstrom, Caitlin Gruer, Azure Nowara, Katie Keeley, Nana Ekua Adenu-Mensah, M. Sommer","doi":"10.1177/07435584221139342","DOIUrl":"https://doi.org/10.1177/07435584221139342","url":null,"abstract":"The aim of this study was to better understand the role of school bathrooms in shaping the menstrual experiences of adolescents in the U.S.A. The participants were Black and Latina, low-income adolescent girls (15–19) and adults interacting closely with youth in three U.S.A. cities (Chicago, Los Angeles, New York City). Data collection methods included: (1) Participatory Methodologies (PM) sessions with adolescent girls ( n = 73); (2) In-depth interviews (IDI) with adolescent girls ( n = 12); and (3) Key Informant Interviews (KII) with adults ( n = 23). Malterud’s “systematic text condensation,” an inductive thematic analysis method, was utilized to analyze the various data types (field notes, in-depth interviews, drawings). Key findings include, one, that menstruating girls experience embarrassment and a need for secrecy when accessing school bathrooms; two, the social and physical environments of school bathrooms, including poor design and maintenance, heighten girls’ discomfort, especially while menstruating; and three, school policies restricting students’ bathroom access are problematic for many menstruating students, especially those experiencing heavy and/or unpredictable bleeding. Schools and policymakers need to consider holistic approaches when addressing the menstrual needs of adolescents in U.S.A. schools, including better prioritizing issues related to menstrual stigma, school bathroom design and bathroom access policies.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65164125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1177/07435584221137066
Jennifer H. Martow, Jessie A. L. Heaman, M. Lumley
Interpersonal relationships are central to adolescent well-being. The current research investigates interpersonal goal setting among a general sample of adolescents following a growth mindset intervention. This study qualitatively explores what interpersonal goals adolescents set, outcomes they aim to achieve, obstacles they perceive, and actions to overcome the obstacle during the mental contrasting and the implementation intentions goal setting task (MCII). Participants included 217 grade 9 and 12 students (63.13% White/European). One content and three thematic analyses were conducted on adolescent responses to the MCII. Participants largely set goals related to improving the quantity and quality of their friendships. The ultimate ideal outcome of goal achievement was an improved emotional state. Obstacles were both internal (e.g., characteristics) or external (e.g., others) in nature. Actions identified to overcome the obstacle were either active or passive with passive approaches exhibiting lack of congruence with intervention content. Findings contribute to the empirical understanding of adolescent interpersonal goal setting and provide researchers/practitioners a rich resource of youth experiences to draw on when considering goal setting interventions. A better understanding of adolescents’ lived experiences setting goals also stands to benefit those who seek to aid youth in improving well-being.
{"title":"The What, Why, and How of Adolescent Interpersonal Goal Setting Following a Growth Mindset Intervention","authors":"Jennifer H. Martow, Jessie A. L. Heaman, M. Lumley","doi":"10.1177/07435584221137066","DOIUrl":"https://doi.org/10.1177/07435584221137066","url":null,"abstract":"Interpersonal relationships are central to adolescent well-being. The current research investigates interpersonal goal setting among a general sample of adolescents following a growth mindset intervention. This study qualitatively explores what interpersonal goals adolescents set, outcomes they aim to achieve, obstacles they perceive, and actions to overcome the obstacle during the mental contrasting and the implementation intentions goal setting task (MCII). Participants included 217 grade 9 and 12 students (63.13% White/European). One content and three thematic analyses were conducted on adolescent responses to the MCII. Participants largely set goals related to improving the quantity and quality of their friendships. The ultimate ideal outcome of goal achievement was an improved emotional state. Obstacles were both internal (e.g., characteristics) or external (e.g., others) in nature. Actions identified to overcome the obstacle were either active or passive with passive approaches exhibiting lack of congruence with intervention content. Findings contribute to the empirical understanding of adolescent interpersonal goal setting and provide researchers/practitioners a rich resource of youth experiences to draw on when considering goal setting interventions. A better understanding of adolescents’ lived experiences setting goals also stands to benefit those who seek to aid youth in improving well-being.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48395766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1177/07435584221133307
Robyn Vertongen, Clifford van Ommen, K. Chamberlain
Concerns have been raised about how viewing Sexually Explicit Internet Material (SEIM) shapes adolescents’ understanding of sexual relationships and has potentially negative impacts. However, research frequently takes a narrow view of adolescent SEIM use and excludes their understandings. The present study explored how 13 participants, aged 14 to 15 years, made sense of their experiences with SEIM. In-depth individual interviews were conducted, and five dominant dilemmas faced by participants were abstracted using interpretive analysis. We discuss how these dilemmas were negotiated by adolescents using various strategies. The analysis provides new understandings on how adolescents interpret their SEIM experiences and highlight the limitations of understanding SEIM use solely through risk models. On a practical level, these findings can inform youth, parents and caregivers, and professionals as to how they might understand and help young people navigate the complex area of SEIM.
{"title":"Adolescent Dilemmas About Viewing Pornography and Their Efforts to Resolve Them","authors":"Robyn Vertongen, Clifford van Ommen, K. Chamberlain","doi":"10.1177/07435584221133307","DOIUrl":"https://doi.org/10.1177/07435584221133307","url":null,"abstract":"Concerns have been raised about how viewing Sexually Explicit Internet Material (SEIM) shapes adolescents’ understanding of sexual relationships and has potentially negative impacts. However, research frequently takes a narrow view of adolescent SEIM use and excludes their understandings. The present study explored how 13 participants, aged 14 to 15 years, made sense of their experiences with SEIM. In-depth individual interviews were conducted, and five dominant dilemmas faced by participants were abstracted using interpretive analysis. We discuss how these dilemmas were negotiated by adolescents using various strategies. The analysis provides new understandings on how adolescents interpret their SEIM experiences and highlight the limitations of understanding SEIM use solely through risk models. On a practical level, these findings can inform youth, parents and caregivers, and professionals as to how they might understand and help young people navigate the complex area of SEIM.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49026655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01Epub Date: 2020-12-11DOI: 10.1177/0743558420979124
Jianjin Liu, Allegra J Midgette
The aim of the current study was to explore Chinese adolescent's social and moral transgressions and strategies for self-correction. For this study, following protocols that have been approved by an Institutional Review Board, 61 Chinese adolescents living in Guangzhou, distributed across three age groups: 10-11-year-olds (N=21, Mage =11. 03, SD =.43), 12-13-year-olds (N= 20, Mage =12.92, SD=.35), and 15-16-year-olds (N=20, Mage =16.15, SD=.30), participated in one-on-one semi-structured interviews. The study employed a deductive analytical approach based on prior social domain research on children's and adolescents' transgressions and strategies for self-correction. This study found that Chinese youth reported conventional transgression events more frequently than any other domain. Moreover, many of adolescents' transgressions involved academic considerations, suggesting that how adolescents' time is organized and the social expectations for adolescent behavior influence the types of transgressions and justifications adolescents will make. Furthermore, participants reported developing self-correcting strategies following 73.6% of events, while 74.5% of strategies were reported to be developed by the adolescents themselves. Therefore, the findings suggest that there is room for adults to collaborate with adolescents in developing strategies to prevent future misbehavior and to encourage youth to not only be "good" or "moral," but to be and do better.
{"title":"Chinese Youth's Reported Social and Moral Transgressions and Strategies for Self-Correction.","authors":"Jianjin Liu, Allegra J Midgette","doi":"10.1177/0743558420979124","DOIUrl":"https://doi.org/10.1177/0743558420979124","url":null,"abstract":"<p><p>The aim of the current study was to explore Chinese adolescent's social and moral transgressions and strategies for self-correction. For this study, following protocols that have been approved by an Institutional Review Board, 61 Chinese adolescents living in Guangzhou, distributed across three age groups: 10-11-year-olds (<i>N</i>=21, <i>M</i> <sub>age</sub> =11. 03, <i>SD</i> =.43), 12-13-year-olds (<i>N</i>= 20, <i>M</i> <sub>age</sub> =12.92, <i>SD</i>=.35), and 15-16-year-olds (<i>N</i>=20, <i>M</i> <sub>age</sub> =16.15, <i>SD</i>=.30), participated in one-on-one semi-structured interviews. The study employed a deductive analytical approach based on prior social domain research on children's and adolescents' transgressions and strategies for self-correction. This study found that Chinese youth reported conventional transgression events more frequently than any other domain. Moreover, many of adolescents' transgressions involved academic considerations, suggesting that how adolescents' time is organized and the social expectations for adolescent behavior influence the types of transgressions and justifications adolescents will make. Furthermore, participants reported developing self-correcting strategies following 73.6% of events, while 74.5% of strategies were reported to be developed by the adolescents themselves. Therefore, the findings suggest that there is room for adults to collaborate with adolescents in developing strategies to prevent future misbehavior and to encourage youth to not only be \"good\" or \"moral,\" but to be and do better.</p>","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"37 6","pages":"747-775"},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0743558420979124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33492100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：