References Assunção R. S. Costa P., Tagliabue S., Mena Matos

Referencesassunção R S Costa P Tagliabue S Mena Matos P

Referencesassunção R S Costa P Tagliabue S Mena Matos P

References Assunà§à£o, R. S., Costa, P., Tagliabue, S., & Mena Matos, P. (2017). Problematic facebook use in adolescents: Associations with parental attachment and alienation to peers. Journal of Child and Family Studies, 26 (11), . doi:10.1007/s)Frison, E., Subrahmanyam, K., & Eggermont, S. (2016). The short-term longitudinal and reciprocal relations between peer victimization on facebook and adolescents’ well-being.

Journal of Youth and Adolescence, 45 (9), . doi:10.1007/s-z 2)Hessel, H., He, Y., & Dworkin, J. (2017). Paternal monitoring: The relationship between online and in-person solicitation and youth outcomes. Journal of Youth and Adolescence, 46 (2), . doi:10.1007/s)Huber, L. M., Schneider, H. L., & EBSCO Publishing (Firm). (2009).

Social networks: Development, evaluation and influence . New York: Nova Science Publishers. Retrieved from 4)Lewis, C. C., & George, J. F. (2008).

Cross-cultural deception in social networking sites and face-to-face communication. Computers in Human Behavior, 24 (6), . doi:10.1016/j.chb.2008.05.002 Lock, R., Cooke, L., & Jackson, T. (2013). Online social networking, order and disorder. Electronic Journal of E-Government, 11 (2), 229. 5)Martin, J.

L., & EBSCO Publishing (Firm). (2009). Social structures . Princeton, N.J: Princeton University Press. Retrieved from Nitzburg, G. C., & Farber, B. A. (2013). Putting up emotional (facebook) walls? attachment status and emerging adults’ experiences of social networking sites. Journal of Clinical Psychology, 69 (11), . doi:10.1002/jclp.22045 Pham, A. V. (2014). Navigating social networking and social media in school psychology: Ethical and professional considerations in training programs.

Psychology in the Schools, 51 (7), . doi:10.1002/pits.21774 Richards, D., Caldwell, P. H., & Go, H. (2015). Impact of social media on the health of children and young people. Journal of Paediatrics and Child Health, 51 (12), . doi:10.1111/jpc.13023 Spies Shapiro, L. A., & Margolin, G. (2014).

Growing up wired: Social networking sites and adolescent psychosocial development. Clinical Child and Family Psychology Review, 17 (1), 1-18. doi:10.1007/s Subrahmanyam, K., & Greenfield, P. (2008). Online communication and adolescent relationships. The Future of Children, 18 (1), . doi:10.1353/foc.0.0006 Yang, C., & Brown, B. B. (2013).

Motives for using facebook, patterns of facebook activities, and late adolescents’ social adjustment to college. Journal of Youth and Adolescence, 42 (3), . doi:10.1007/s-x Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults.

American Sociological Review, 51 (4), . The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

Annotated Bibliography Evaluation Rubric: (Adapted From: Vicki Spandel’s Creating Writers Through 6-Trait Writing Assessment and Instruction) Corresponds to an A Corresponds to a B Corresponds to a C Corresponds to a D Corresponds to an F Points Annotations: Annotations succinctly and comprehensively describe the source material; Annotations offer great insight into the source material Most annotations are succinct; Most comprehensively describe the source material; Some offer insight into the source material Some annotations may be too short or too long; Annotations adequately describe the source material, but lack insight Few annotations meet the length requirements, few annotations adequately describe the source material; annotations offer little insight Most annotations are either too short or too long; Annotations do not describe the source material; annotations offer no insight 3 pts Evaluations: Evaluation clearly explains why the sources were chosen; demonstrates a clear understanding of research process: offers insight into source Most evaluations explain why the sources were chosen; Understands the process of source acquisition Evaluation sometimes explains why the sources were chosen; demonstrates some understanding of research process Evaluation mostly lacking in explaining why the sources were chosen; demonstrates little understanding of research process Evaluation does not explain why the sources were chosen; demonstrates no understanding of research process 3 pts Assignment Criteria: Each source has a proper reference; All references are complete; All are in the proper APA format Most sources have proper reference; Most references are complete; Most are in the proper APA format Some sources have proper reference; Some references are complete; some are in the proper APA format Few sources have a proper reference; Few references are complete; few are in the proper APA format Very few sources have a proper reference; Very few references are complete; Very few are in the proper APA format 2 pts Mechanics, Grammar, and Proofing: Virtually free from mechanical, grammatical, punctuation, and spelling errors; All of the assignment requirements were met Occasional minor errors do not distract the reader; the majority of assignment requirements were met Some significant errors are present, but the overall meaning is clear; about half of the assignment requirements were met Errors are distracting, but the meaning is still clear; only some of the assignment requirements were met Errors distract the reader, to the extent the meaning is unclear; the assignment requirements were not met 2 pts Each annotated reference is worth 10 points. Each reference will be evaluated using this rubric.

Paper For Above instruction

Social media has become an integral part of adolescent development, influencing psychological, social, and behavioral aspects. As studies by Assunção et al. (2017) and others have shown, problematic Facebook use among adolescents is closely linked to parental attachment and peer relationships. Adolescents who experience insecure attachments with parents or alienation from peers tend to exhibit more problematic social media behaviors, which can exacerbate emotional and social difficulties.

Research indicates that social networking sites significantly impact adolescent well-being. Frison, Subrahmanyam, and Eggermont (2016) found reciprocal relations between peer victimization on Facebook and adolescent mental health, suggesting that negative experiences online can have immediate and lasting effects on youths’ emotional states. This aligns with findings by Spies Shapiro and Margolin (2014), who emphasized that adolescent psychosocial development is deeply intertwined with their online interactions, often shaping their identity, self-esteem, and social skills.

The role of parental monitoring and guidance is also critical in navigating the digital landscape. Hessel, He, and Dworkin (2017) highlighted that paternal monitoring, both online and offline, influences youth outcomes, including social competence and emotional health. Proper supervision may mitigate risks associated with online solicitation and cyberbullying, illustrating the importance of active parental involvement in adolescents’ digital lives.

Social networks profoundly influence youth experiences and perceptions. Huber, Schneider, and EBSCO Publishing (2009) discuss how social networks develop and impact individuals through social evaluation and influence. Understanding these structures helps elucidate why some adolescents may be more vulnerable to peer pressure, cyberbullying, or negative social comparisons, which can affect their psychological health.

Cross-cultural research by Lewis and George (2008) demonstrates how deception varies across different cultural settings in social networking environments compared to face-to-face communication. Such differences underscore the complexities adolescents face when navigating online authenticity, trust, and social expectations across diverse cultural contexts.

Longitudinal studies, like those by Waite, Goldschneider, and Witsberger (1986), reveal the broader social and familial shifts that occur when young adults engage in nonfamily living arrangements. Their findings suggest that increased independence can lead to greater individualism and changes in attitudes toward family roles, which are often reflected in online social behaviors and perspectives.

Moreover, attachment theory provides insights into how emotional bonds influence online interactions. Nitzburg and Farber (2013) explored how attachment styles shape adolescents' social networking experiences, affecting their openness, trust, and emotional barriers—factors critical to healthy online communication and relationship building.

Educational and professional considerations also emerge when examining social media's impact. Pham (2014) emphasizes the ethical considerations in school psychology regarding social media use, urging professionals to be aware of its influence on student well-being and academic performance. Proper training and guidelines are essential for fostering safe and responsible online engagement.

In assessing the impact of social media on youth health, Richards, Caldwell, and Go (2015) highlight both risks and benefits. While social media can promote social connectedness and support networks, it is also associated with mental health issues such as anxiety, depression, and low self-esteem, necessitating a balanced approach to its use among young people.

Age-specific developmental challenges are addressed by Spies Shapiro and Margolin (2014), who explore how social networking influences adolescent psychosocial development—particularly identity formation, peer relationships, and emotional regulation. Their work underscores the importance of guiding youth in navigating complex social environments online to promote healthy development.

Finally, motives for social media use and patterns of activity significantly influence social adjustment during late adolescence. Yang and Brown (2013) investigated these motives, revealing that patterns of Facebook activity are linked to social competencies and adjustment to college life, highlighting the importance of understanding individual motivations in fostering positive online experiences.

Overall, research illustrates that social media exerts a profound influence on adolescent development, with both positive and negative implications. Supporting healthy online behaviors through parental involvement, education, and awareness is essential in promoting adolescent well-being in an increasingly digital world.

References

  • Assunção, R. S., Costa, P., Tagliabue, S., & Mena Matos, P. (2017). Problematic Facebook use in adolescents: Associations with parental attachment and alienation from peers. Journal of Child and Family Studies, 26(11). https://doi.org/10.1007/s
  • Frison, E., Subrahmanyam, K., & Eggermont, S. (2016). The short-term longitudinal and reciprocal relations between peer victimization on Facebook and adolescents’ well-being. Journal of Youth and Adolescence, 45(9). https://doi.org/10.1007/s-z
  • Hessel, H., He, Y., & Dworkin, J. (2017). Paternal monitoring: The relationship between online and in-person solicitation and youth outcomes. Journal of Youth and Adolescence, 46(2). https://doi.org/10.1007/s
  • Huber, L. M., Schneider, H. L., & EBSCO Publishing (2009). Social networks: Development, evaluation and influence. New York: Nova Science Publishers.
  • Lewis, C. C., & George, J. F. (2008). Cross-cultural deception in social networking sites and face-to-face communication. Computers in Human Behavior, 24(6). https://doi.org/10.1016/j.chb.2008.05.002
  • Lock, R., Cooke, L., & Jackson, T. (2013). Online social networking, order and disorder. Electronic Journal of E-Government, 11(2), 229.
  • Martin, J. L., & EBSCO Publishing (2009). Social structures. Princeton, N.J: Princeton University Press.
  • Nitzburg, G. C., & Farber, B. A. (2013). Putting up emotional (Facebook) walls? Attachment status and emerging adults’ experiences of social networking sites. Journal of Clinical Psychology, 69(11). https://doi.org/10.1002/jclp.22045
  • Pham, A. V. (2014). Navigating social networking and social media in school psychology: Ethical and professional considerations in training programs. Psychology in the Schools, 51(7). https://doi.org/10.1002/pits.21774
  • Richards, D., Caldwell, P. H., & Go, H. (2015). Impact of social media on the health of children and young people. Journal of Paediatrics and Child Health, 51(12). https://doi.org/10.1111/jpc.13023

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