Ondersteuning voor professionele begeleiders voor online risico’s bij jongeren met een disharmonisch ontwikkelingsprofiel

Research shows that vulnerable young people (including those with developmental disorders, behavioural and emotional problems and intellectual disabilities) show an interest in digital technology (Alper, 2014; Vandries & Nijs, 2016), but at the same time are more confronted with online risks such as cyberbullying and victimisation (Calis, 2014). Persons with disabilities are more likely to be victims of cyberbullying, online harassment and online sexting (Apestaarjaren, 2018; Alhaboby, al-Khateeb, Barnes, & Short, 2016). In addition, they are also more affected by online risks (Livingstone & Palmer, 2012). Young people who are vulnerable offline are also vulnerable online. They are easier to influence, more sensitive to addiction, more sensitive to rejection and manipulation.

In this action research, we meet this need in the work field by developing an action framework to curatively guide risky social media use. The influence of media on socio-emotional development has already been investigated several times (Napier, 2013; Van Evra, 2004). In this study, however, we start from the influence of (the phase of) socio-emotional development on (risky) online behaviour. Mapping emotional development is necessary for a good image and to correctly frame the behaviour of young people (Došen, 2011). Vignero (2017) describes, for example, that offline problem behaviour e.g.: aggression can be explained on the basis of a correct image of a young person's socio-emotional development. This also applies to adolescents with a disharmonious developmental profile in which cognitive and emotional development, for various reasons, do not converge.

The added value of this research is, on the one hand, broadening the (as yet) limited knowledge about the influence of socio-emotional development on (risky) media use among young people with a disharmonious development profile and, on the other hand, developing practical support measures, specifically for these vulnerable young people within youth care. This adapts the use of media to the real needs and possibilities of the target group on the one hand, and on the other hand, professionals also receive concrete support measures.