Social media sites obstruct children's moral development, say parents. More than half of UK parents think popular social media sites hamper their children's moral development, according to a poll commissioned by researchers at the University of Birmingham. The UK-wide poll, questioned over 1, parents of children aged 11 to
Schools can best support students' moral development by helping teachers manage the stresses of their profession and by increasing teachers' capacity for reflection and empathy. Once again, the public frets about whether children are becoming good people. Both conservative commentators, such as William Bennettand researchers, such as William Damondecry a steady rise in greed, delinquency, and disrespect.
A social media revolution is unfolding before our eyes, forever changing the way we connect. I see this whenever I travel; the young boys of Lagos preoccupied with their cell-phones; a young girl tweeting from a health-care clinic in Bogota; a young Liberian nurse taking notes on an iPad. I also see how my own children connect with friends on Facebook.
Morals in the adult world: how youth see their contemporary elders. The present study core issue is, how do today's youth judge adults concerning their moral criteria? The issue is twofold relevant for the ethical and moral education of adolescents, both for knowledge on their moral development and for their apparent desertion from the public sphere, favouring the private one.
Social media can allow young people to express themselves and build communities. Policing it will only make teenagers withdraw further. This week has seen the publication of an important report StatusOfMind.
View Peer Review History. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. The study is based on the perceptions of 1, children in England at the point of transition from primary to secondary school.
She is the founder of a nonprofit mental health group and personal coaching service. Even the most principled and dedicated parents sometimes find that their teenagers do not display appropriate moral values and self-discipline. These undisciplined and amoral behaviors can stem from several causes, both biological and environmental.
In an attempt to resist moral panics over children's media consumption, and especially girls' consumption of hyper-sexualised popular media, this paper aims to offer a more positive account of popular culture and young children's, especially girls', engagement with it. By adopting a historical approach to modern childhood and the moral panics associated with it, I argue that the consumption of entertainment media and popular culture is a leisure activity which, rather than facilitating or reinforcing female subordination and youth vulnerability, can be seen as a possible source of knowledge about sexuality, about the self and the social world. I draw on findings from qualitative research conducted in Athens with young schoolgirls aged 10—12 years about their favourite popular icons in order to examine the variety of their engagements with, readings and practices of popular culture.
I am a young person 20 years old and from experience I would say that morality has definitely broken down for my generation. Just watch TV, listen to modern music, research the messages modern media give to young people and it's not hard to understand why. Most of my friends take drugs, sleep with people they only met a couple of hours ago unprotected, lie and deceive people and think nothing of it.
A parallel but much smaller body of research has focused on whether, and under what conditions, there may be prosocial outcomes of media use. Although most were developed within the context of media violence research, they also help explain effects of other types of content and predict other outcomes besides physical violence. See the article Media Effects for a review of these theories. Furthermore, the theory proposes that these knowledge structures can contain links to affective states evoked by the initial experience e.