Sophia Xenos

The uses and abuses of Facebook: A review of Facebook addiction

Abstract Background and aims: Recent research suggests that use of social networking sites can be addictive for some individuals. Due to the link between motivations for media use and the development of addiction, this systematic review examines Facebook-related uses and gratifications research and Facebook addiction research. Method: Searches of three large academic databases revealed 24 studies examining the uses and gratifications of Facebook, and nine studies of Facebook addiction. Results: Comparison of uses and gratifications research reveals that the most popular mo- tives for Facebook use are relationship maintenance, passing time, entertainment, and companionship. These motivations may be related to Facebook addiction through use that is habitual, excessive, or motivated by a desire for mood alteration. Examination of Facebook addiction research indicates that Facebook use can become habitual or excessive, and some addicts use the site to escape from negative moods. However, examination of Facebook addic- tion measures highlights inconsistency in the field. Discussion: There is some evidence to support the argument that uses and gratifications of Facebook are linked with Facebook addiction. Furthermore, it appears as if the social skill model of addiction may explain Facebook addiction, but inconsistency in the measurement of this condition limits the ability to provide conclusive arguments. Conclusions: This paper recommends that further research be performed to establish the links between uses and gratifications and Facebook addiction. Furthermore, in order to enhance the construct validity of Facebook addiction, researchers should take a more systematic approach to assessment.

Using FRIENDS to combat anxiety and adjustment problems among young migrants to Australia: A national trial.

The primary objectives of this study were: (i) to evaluate the capacity of a well- validated anxiety prevention and emotional resiliency program (FRIENDS) to reduce psychological distress in young culturally diverse migrants of non-English speaking background (NESB), and (ii) to determine whether any change in psychological symptoms and emotional resilience would be maintained over time. Three hundred and twenty-four students differentiated by cultural origin (former- Yugoslavian, Chinese, and mixed-ethnic) and educational level (elementary and high school), were recruited from different Australian states and allocated to either an intervention or wait-list condition. All students completed standardized measures of self-esteem, internalizing symptoms, and future outlook both before and after a 10-week FRIENDS intervention or wait period. One hundred and thirty-nine participants from Queensland were also assessed six months following completion of the FRIENDS program to determine its long-term effects. Consistent with previous trials involving culturally diverse populations, NESB participants who underwent FRIENDS training exhibited significantly greater self- esteem, fewer internalizing symptoms, and a less pessimistic future outlook than wait-list participants at both post- and six months follow-up assessment intervals. This study provides empirical evidence for the utility of the FRIENDS program as a resource for therapists and schools working with young culturally diverse migrant populations.

Perceptions of Rape and Sexual Assault Among Australian Adolescents and Young Adults

This study expands the empirical and theoretical understanding of attitudes toward rape victims. Six hundred and eight adolescents and young adults were given three brief questionnaires assessing attitudes toward rape victims, attitudes toward women, and sex-role orientation, in addition to three sexual coercion vignettes. The results demonstrated that a significant proportion of students held unfavorable attitudes toward rape victims, perceived the victims as being responsible for the rape, and perceived the victims as contributing to their assault. Negative stereotypes about rape were also related to conservative and traditional beliefs about womens social roles. Gender and educational level differences regarding rape victims were also found. The direct implications of these results for enhancing the efficacy of rape prevention and education programs is discussed in terms of both content and target group.

Who gets hooked on Facebook? An exploratory typology of problematic Facebook users

Scholars have suggested that there are multiple pathways to problematic Facebook use, and each are linked to the types of activities that users engage in. However, these concepts have yet to be empirically explored. The present paper addresses this gap in the literature by presenting a pilot study based on a sample of 59 (50 females, 9 males) problematic Facebook users. Closed and open-ended data were collected using an online survey. Cluster analysis was then used to identify three types of problematic Facebook users: those with high engagement in social activities and browsing, those with low engagement in social activities but high engagement in browsing, and those with low engagement in both social activities and browsing, but moderate engagement in gaming. This paper presents an in depth discussion of the patterns of behavior identified within these clusters. In addition, four potential pathways to problematic Facebook use are proposed: online social enhancement, social monitoring, procrastination, and entertainment. This study contributes to the development of a much-needed theoretical framework of problematic Facebook use, and provides direction for future research.

Peer Mentoring to Develop Psychological Literacy in First-Year and Graduating Students

First- and final-year undergraduate students have unique transition issues. To support both the transition of first-year students into the program, and the transition of third-year students out of the program and into the workforce or further study, a face-to-face peer mentoring program was embedded into the first-year psychology curricula at RMIT University, Melbourne, Australia. The 34 peer mentors, third-year students taking a course on mentoring and career preparation, worked in pairs with small groups of first-year students (N = 231) in class time to help them develop study skills that underpin the first-year assessment tasks. This article reports on a peer mentoring program designed to develop and consolidate psychological literacies of both first- and third-year students. Comparing pre-and post-tests for first-year students, there was a significant increase in self-ratings across 8 of the 9 ability areas used to measure psychological literacy. In contrast, third-year mentors only showed significant change in the ability to understand basic psychological concepts. Correlational data reveal, for mentees, final course grades were significantly correlated with domain-specific psychological literacy, comprising knowledge and understanding of basic psychological concepts, scientific research practices, application of psychology, and ethics; for mentors, final course grades were significantly correlated with general psychological literacy, comprising cultural competence, critical thinking, problem solving, communication, and self-awareness skills. While first-year students indicated an overall positive experience with the mentoring program, the third-year mentors showed strong support for the program. The key implications are discussed.

TREAD: A Promising Change-Target for Partner Abuse Prevention with Adolescents

There is consensus in the partner abuse prevention education literature that a skills-focus is needed. However, appropriate instruments for evaluating the effectiveness of skills-focused programs do not exist. Against this background, and based on the dyadic slippery slope model of partner abuse, the Tendency to Resist or End Abusive Dynamics (TREAD) scale was developed. TREAD is defined as one’s tendency to respond assertively or protectively in situations involving warning-sign (potentially hurtful or controlling) behaviors by a partner. The scale’s development drew on the input of three Australian samples: mixed-gender adolescent focus groups, 426 young female respondents to an online survey, and 152 adolescent girls participating in a school-based program trial. When tested with the 152 adolescent girls, the TREAD scale had acceptable internal consistency and high inter-rater reliability. Principal components analysis identified three interrelated TREAD subscales (i.e., Conflict-Retaliation TREAD, Denigration TREAD, and Dominance-Possessiveness TREAD) all of which were negatively associated with frequency of exposure to warning-sign behaviors. This paper charts the preliminary development of the TREAD scale, presenting evidence supporting its validity as a change-target for partner abuse prevention education with adolescent girls and, potentially, boys.

Anxiety, adjustment, and young migrants : The development of emotional resilience

This study was undertaken to develop and evaluate the efficacy of an early intervention for children who had been injured in an accident. The aim of the intervention was to prevent the development of longterm psychological consequences. Brochures were developed for children, adolescents, and their parents. These brochures detailed common responses to trauma (and normalized such responses), and suggestions for minimizing any post-trauma distress. Participants were children aged 7-15 admitted to hospital for traumatic injury. The intervention was delivered to one of two hospitals, within 72 hours of the trauma. 103 children and parents participated in the study. The parents and children completed structured interviews and questionnaires 2 weeks, 4-6 weeks and 6 months post-trauma. Outcome analyses also indicated that the intervention reduced parental distress at 4-6 weeks post-trauma. The intervention did not impact significantly on child adjustment over this time period. Results of the 6 month follow-up suggested that the intervention resulted in an amelioration of child anxiety from one to six months post-trauma, whereas the controls exhibited an increase in anxiety over this time period. Overall, it was concluded that the early intervention is a simple, practical, and cost-effective method of reducing child and parent distress post-trauma.