"Today, we're announcing new features and technologies that will help viewers customize their viewing preferences and continue to have a safe and entertaining experience on TikTok."
More ways for our community to enjoy what they love | TikTok Newsroom https://newsroom.tiktok.com/en-us/more-ways-for-our-community-to-enjoy-what-they-love
But chilling interactions on that social networking platform—called Yubo—have surfaced between kids around the world and the 18-year-old who killed 19 children and two teachers at Robb Elementary School in Uvalde, Texas, last week.
Read more:
Learn more about the app at Common Sense Media
https://www.commonsensemedia.org/app-reviews/yubo
For Safer Internet Day this year, ConnectSafely spoke to parents, educators and young people across the country to find out what’s on their minds when it comes to online safety and wellbeing in 2022. We took the questions and concerns — and a few of our own — to experts in online safety, parenting, bullying prevention, security, and executives at popular apps like Instagram, TikTok, and Roblox. The results were some great conversations with a wealth of advice and insights. To spark discussion at home and school, each video includes discussion prompts. We hope you’ll find these resources helpful for encouraging positive, productive discussions about online wellness on Safer Internet Day and all year long.
#digitalreputation #etiquette #civility #schoolcounseling
No matter your age, whenever you are online, your digital reputation is being established. That reputation, or digital footprint, is an insight into who you are. What you say, post, like, or share all make up what others will see as you go through life. And believe it or not, even a thumbs up or thumbs down emoji at the right (or wrong) time, might say a lot about you.
By using tools like our Digital Reputation Checklist, you can take control of your online persona and maintain a positive image of who you are – whether you just joined a platform recently or are well-versed in social media.
Source: https://www.fosi.org/good-digital-parenting-tool/digital-reputation-checklist
Today we’re announcing three updates to protect people from racism and abuse on Instagram. We don’t allow hate speech or bullying on our platform, and we hope these new tools will help protect people from having to experience abuse.
— Adam Mosseri 😷 (@mosseri) August 11, 2021
Building on a 2020 feature that lets users choose who can reply when composing a message, this update could prove especially useful for folks whose posts receive unexpected attention or unwanted responses. Simply tap on the three-dot menu in the upper right corner of a tweet to modify the "Change who can reply" option. The function, according to Mashable, is rolling out globally on iOS, Android, and the web.
Learn more:
https://www.pcmag.com/news/twitter-lets-users-retroactively-change-who-can-reply-to-tweets
Source: https://www.missingkids.org/netsmartz/intothecloud#usingintothecloud
Teaching Internet Safety to Young Kids: The National Center for Missing & Exploited Children has released season two of Netsmartz’s "Into the Cloud," a series of videos to educate children ages 10 and under about Internet safety. While season one addressed reporting unsafe and inappropriate interactions and content, season two addresses online exploitation, reporting and removing online inappropriate content.
Using Into the Cloud™
Each episode of Into the Cloud™ is between 3-6 minutes long, making them ideal for a variety of environments, from technology class to afterschool and home use.
Each episode has a corresponding discussion guide that can be used in one-on-one and small group settings.
Additionally, classroom activities on the themes of trust, identity, and reputation are available for use with the complete first season.
Keep kids engaged after the episodes with "Cloud Chaos!" the Into the Cloud™ game, available online and in the app store.
Abstract: Schools have been fighting cyberbullying through intervention programs, yet few interventions have been empirically evaluated. This study evaluates the effectiveness of a Safe Surfing anti-cyberbullying intervention program that is based on the theory of planned behavior in reducing bullying online and offline and improving student-perceived popularity and self-esteem. It was hypothesized that from pre- to post-intervention online and offline bullying rates will decrease; students’ negative perception of popularity will decrease; students’ self-esteem will increase, and; in classrooms where there has been a greater decrease in online and offline bullying following the intervention there will be a greater improvement in students’ negative perception of popularity and self-esteem. Data were collected from 1,550 students (53% males) in 3rd to 11th grades from 69 classes in 19 primary (68%), middle and high (32%) public schools in Israel. The students answered online questionnaires pre- and post-intervention. Results indicated a significant decrease in bullying online and offline post-intervention. Also, a significant improvement in perceived popularity and self-esteem was obtained among primary school students. The decrease in bullying online and offline was significantly associated with an improvement in perceived popularity and self-esteem. The study provides support for the positive role that school-based interventions against cyberbullying can have, and demonstrates that schools can make a difference in the way their students consume social networks. The findings also contribute to the debate about the co-occurrence between traditional bullying and cyberbullying. The findings may encourage school principals to approach peer victimization with a broader view and to develop intervention programs that capture students’ social experiences more holistically.
Read more: The effectiveness of safe surfing, an anti-cyberbullying intervention program in reducing online and offline bullying and improving perceived popularity and self-esteem | Aizenkot | Cyberpsychology: Journal of Psychosocial Research on Cyberspace
Abstract: The use of Social Network Sites (SNSs) has grown to become a ubiquitous aspect of daily life in developed countries throughout the world. This rise of social media has resulted in increased public concern regarding the way in which individuals engage with SNSs, and the consequences of frequent SNS use. The Fear of Missing Out (FoMO) is an example of a social psychological phenomenon which has recently received attention as a significant factor associated with experiences of SNS engagement. The following study sought to contribute to developing understandings of SNS use and FoMO. This was achieved by assessing the extent to which FoMO mediated the relationships between SNS engagement and four other psychosocial factors (psychological need satisfaction, social capital, public self-consciousness, and public self-monitoring). Quantitative data were collected from a student volunteer sample of 218 New Zealand SNS users and analysed using a series of regression analyses. Relationships between each of the assessed psychosocial variables and rates of SNS engagement were found to be mediated by FoMO. The findings of this study support the view that FoMO plays an important role in understanding the range of complex and interrelated psychosocial factors relating to rates of SNS engagement.
Read more:
Social network sites, fear of missing out, and psychosocial correlates | Classen | Cyberpsychology: Journal of Psychosocial Research on Cyberspace
