Cyberbullying on Online Gaming Platforms for Children and Youth

Cyberbullying has been recognized as a serious social concern. Considering the varied contexts of online engagement by children and youth is increasingly necessary to adequately understand their experiences and the impact of their participation. An online context which requires further attention is gaming platforms, which are especially popular among boys. Methods: Using a theoretical approach of social dominance, this paper analyzed secondary data drawn from a mixed methods study of cyberbullying to investigate the prevalence and experience of gaming among a quantitative survey sample (n?=?670) of 4th, 7th, and 10th grade students, as well as the experience and impact of gaming on a qualitative interview sub-sample (n?=?57). Gaming prevalence rates are provided. Boys were significantly more likely to engage in internet gaming (though the effect size was small); χ² (1, n?=?669)?=?10.11, p?=?0.001, phi?=??0.123, 95% CI (?0.207, ?0.047). Qualitative content analysis (QCA) identified four themes: (1) aggression (exceeding what was required to achieve game objectives) characterized gaming culture and pervaded gaming platforms; (2) anonymity contributed to the culture of aggression; (3) participants often did not consider aggression cyberbullying, but rather just a part of the culture of gaming platforms; and (4) participants’ responses to aggressive behaviors. Certain behaviors on gaming platforms may not be appropriately recognized as cyberbullying. Implications for social work practice with children and youth are provided.     

Promoting Self-Efficacy and Self-Esteem for Multiethnic Sexual Minority Youth: An Evidence-Informed Intervention

ABSTRACT

Sexual minority youth face multiple challenges, yet research regarding evidence-informed practice strategies for this population is limited. This study describes the pilot efforts of Strengths First, the first strengths-based intervention created specifically to promote self-esteem and self-efficacy among multiethnic sexual minority youth. A pretest–posttest design was used to gather preliminary data from program participants (n = 162) about the potential effectiveness of the program during a 2-year period that ranged from the inception of the program in June 2008 to September 2010. Significant increases in self-esteem and self-efficacy were found. Implications for social service research and practice are discussed.     

Enhancing Competence in Health Social Work Education Through Simulation-Based Learning: Strategies From a Case Study of a Family Session

ABSTRACT

Simulation-based learning (SBL) is a powerful tool for social work education, preparing students to practice in integrated health care settings. In an educational environment addressing patient health using an integrated care model, there is growing emphasis on students developing clinical competencies prior to entering clinical placements or clinical practice settings. This article highlights the importance of SBL in the development of the clinical competencies of graduate social work students enrolled in a Social Work Practice in Health course. The development and implementation of an educational initiative using a family-based simulation scenario to enhance classroom learning for health social work practice is described, and recommendations for future educational initiatives using SBL are provided.     

Perspectives of LGBTQ emerging adults on the depiction and impact of LGBTQ media representation

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) young people have been increasingly represented in traditional (offline) media over the past two decades. However, research had not adequately focused on the content of contemporary representations, how such depictions impact LGBTQ young people, or how young people’s experiences are affected by the present context characterized by the rapidly increasing prevalence of new (online) media. Utilizing grounded theory with a sample (n?=?19) of emerging adults (age 18–22), this study investigates: (1) messages about sexual orientation and/or gender identity LGBTQ emerging adults receive from LGBTQ representations in traditional media; (2) potential differences in the experiences of LGBTQ emerging adults with traditional media compared to new media; and (3) how consumption of these media messages impact LGBTQ emerging adults. Results indicate that while traditional media (particularly television) creates a common dialogue and validates identity, it continues to represent LGBTQ people as one-dimensional and stereotypical, ignores many LGBTQ sub-groups, limits LGBTQ young people’s perceptions of their future trajectories, and offers no opportunities for critique. In contrast, emerging new media offers new, important, and valued spaces for discussion and creativity.     

LGBTQ+ Youths’ Community Engagement and Resource Seeking Online versus Offline

Abstract

LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.) youth are at increased risk for negative outcomes. Yet little is known about their engagement with communities and resources that may ameliorate risk, particularly online. Oriented by a uses and gratifications approach, this secondary analysis (n?=?4,009) of LGBTQ+ youth (aged 14–29) compares online versus offline experiences. Respondents were significantly more likely to participate in LGBTQ+ communities online. Youth were also more active, and felt safer and more supported, when participating in online LGBTQ?+?communities. Additionally, respondents sought online information, support, and resources at higher rates than offline. Increased attention toward online programming and resource development is warranted.     

Outness among LGBTQ Social Work Students in North America: The Contribution of Environmental Supports and Perceptions of Comfort

This study examines various environmental factors that may impact a lesbian, gay, bisexual, transgender, or queer (LGBTQ) social work student's level of ‘outness’ (disclosure) with regard to their sexual orientation or gender identity. An internet-based survey was conducted, comprised of LGBTQ undergraduate and graduate students from social work programs across North America (n = 1,018). Utilizing Pearson's chi square analysis, significant associations correlated between outness and the following six areas: (1) LGBTQ student perception of other students' overall level of comfort with their sexual orientation or gender identity within the program; (2) the number of faculty that know about their sexual orientation or gender identity; (3) the number of students that know about their sexual orientation or gender identity; (4) how supported they felt with regard to their LGBTQ identity within the program; (5) the percent of faculty that are supportive of LGB and Q issues; and (6) awareness of openly LGBTQ administrators or staff members. Implications for social work education and practice are examined, as are suggestions for continued research.     

Demonstrating LGBTQ+ Affirmative Practice in Groups:: Developing Competence through Simulation-Based Learning

Clinical Social Work Journal - Lesbian, gay, bisexual, transgender, queer, and other sexual and/or gender minority (LGBTQ+) populations experience significant mental and behavioral health...     

School-Based Groups to Support Multiethnic Sexual Minority Youth Resiliency: Preliminary Effectiveness

Sexual minority youth (SMY) face multiple challenges as a result of their marginalized sexual and/or gender identities, yet evidence informed programs for the population are absent from the literature. This study describes the pilot research efforts of affirmative supportive safe and empowering talk (ASSET), the first LGBTQ affirmative school-based group counseling intervention created specifically to promote resiliency. In a pilot uncontrolled trial, multiethnic SMY (n = 263) completed measures of self-esteem, social connectedness, and proactive coping at baseline and following completion of the ASSET intervention. Post-intervention analysis using general linear modeling suggests that self-esteem and proactive coping increased significantly across all subgroups, while social connectedness remained constant. ASSET holds promise to enhance the resiliency of SMY in school-based practice settings. Further research should address the effect of ASSET participation on measures of risk and resiliency, and compare outcomes across multiple group interventions.     

Toward Transgender Affirmative Social Work Education

Social work has professional and academic standards consistent with transgender affirmative education and practice. Nevertheless, a growing body of research suggests that transgender issues are largely absent from social work education, resulting in practitioners who are uninformed or biased against transgender issues. The present study expands the literature through a mixed methods study exploring perceptions of transgender issues in social work education from the perspectives of transgender social work students (n = 97). Quantitative and qualitative analyses reveal barriers to transgender affirmative social work education including (1) transphobic microaggressions within classroom and field settings, (2) the absence of transgender specific education and expertise, and (3) the general lack of visibility of transgender issues. Recommendations for transgender affirmative social work education are provided.