- Title Pages
- List of tables and figures
- Notes on contributors
- One Theoretical framework for children's internet use
- Two Methodological framework: the EU Kids Online project
- Three Cognitive interviewing and responses to EU Kids Online survey questions
- Four Which children are fully online?
- Five Varieties of access and use
- Six Online opportunities
- Seven Digital skills in the context of media literacy
- Eight Between public and private: privacy in social networking sites
- Nine Experimenting with the self online: a risky opportunity
- Ten Young Europeans' Online environments: a typology of user practices
- Eleven Bullying
- Twelve ‘Sexting’: the exchange of sexual messages online among European youth
- Thirteen Pornography
- Fourteen Meeting new contacts online
- Fifteen Excessive internet use among European children
- Sixteen Coping and resilience: children's responses to online risks
- Seventeen Agents of mediation and sources of safety awareness: a comparative overview
- Eighteen The effectiveness of parental mediation
- Nineteen Effectiveness of teachers' and peers' mediation in supporting opportunities and reducing risks online
- Twenty Understanding digital inequality: the interplay between parental socialisation and children's development
- Twenty-one Similarities and differences across Europe
- Twenty-Two Mobile access: different users, different risks, different consequences?
- Twenty-Three Explaining vulnerability to risk and harm
- Twenty-Four Relating online practices, negative experiences and coping strategies
- Twenty-five Towards a general model of determinants of risk and safety
- Twenty-Six Policy implications and recommendations: now what?
- Appendix: Key variables used in EU Kids Online analyses
Meeting new contacts online
Meeting new contacts online
- (p.177) Fourteen Meeting new contacts online
- Children, risk and safety on the internet
- Policy Press
Social media has significantly altered the ways children and youth connect with each other. While making new friends and expanding one's social circle is encouraged as something positive and desirable, the ‘stranger danger’ – connected with the practice of contacting new people online – continues to generate a great deal of anxiety among parents, teachers and policymakers alike. This chapter offers an account of children's practice of making new contacts online and their further exploration of these new contacts through face-to-face meetings. Among all children, one third have made contact online with someone they didn't know face to face, while less than 10% have gone to a face-to-face meeting with someone they met online. Results suggest that attention should be given to those few children who experience harm from meeting new people, which are the youngest and the most vulnerable, both online and offline.
Policy Press Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.