Prevenção de "brincadeiras perigosas" na internet: experiência da atuação do Instituto DimiCuida em ambientes digitais / Prevention of "dangerous games" on the Internet: the experience of the DimiCuida Institute line of action in digital environments

Resumo As "brincadeiras perigosas" ("desafios online") fazem parte da cultura digital, atraindo milhares de crianças e adolescentes e causando severos danos à saúde. Este artigo buscou analisar a experiência do Instituto DimiCuida (IDC), em Fortaleza (CE), ação pioneira de prevenção de desafios online danosos à saúde, que se disseminam em diferentes ambientes da Web 2.0. O estudo teve como objetivos específicos analisar a emergência do Instituto; identificar os principais parceiros envolvidos, os ambientes digitais e analógicos onde atuam; além de entender as estratégias de prevenção desenvolvidas. Trata-se de um estudo de caso baseado em análise documental. O acervo, extraído de diversas plataformas digitais, foi processado com o Atlas Ti e submetido à análise temática. O IDC emerge da ressignificação existencial e política de uma experiência de luto e tem como característica enfatizar alternativas às atividades online, tendo como foco central a escola e seus agentes. Por se tratar de um campo em construção e sem referência precedente de atuação, a prevenção realizada nos ambientes digitais pouco explora a linguagem e recursos da internet, aposta no controle parental e pouco leva em consideração as experiências de corpo e as performances identitárias envolvidas nos desafios.

Abstract "Dangerous games" ("online challenges") are part of the digital culture, attracting thousands of children and adolescents and causing severe damage to their health. This study aimed to analyze the experience of the DimiCuida Institute (DCI) in Fortaleza, state of Ceará, Brazil, a pioneering initiative to prevent online challenges, disseminated in different Web 2.0 environments, which can harm young people's health. The specific objectives of this study sought to analyze the emergence of the Institute; identify the main partners involved in its network, assess the digital and analog environments in which they operate; and understand the prevention strategies developed. This is a case study based on document analysis. Our data, extracted from several digital platforms, was processed with Atlas Ti and subjected to thematic analysis. The DCI emerges from the existential and political resignification of a bereavement experience and is characterized by emphasizing alternatives to online activities, especially focusing on schools and their agents. Since this is still a field under construction and without previous references for lines of action, the prevention carried out in digital environments scarcely explores the language and resources of the Internet, betting on parental control and scarcely considering the experiences of the body and identity performances involved in the challenges.

The efficacy of a training program for social skills in reducing addictive Internet behaviors among Palestinian university students

Abstract Background: For youth in geopolitically at-risk environments, such as Palestine, the issues related to Internet overuse and addictions are complex. Youth residing in the occupied territories of Palestine as in other highly militarized zones have high levels of environmental stressors (e.g., militarization, poverty, lack of employment opportunities, cultural pressures, etc.) and few chemical or social outlets such as alcohol, intoxicants, and leisure activities. As such, the easily accessible and unrestricted opportunities for stress-reducing social contact of social media can lead easily to excessive and maladaptive Internet use. Therefore, interventions directly aimed at awareness and education on how to manage Internet use are critical for addressing these issues in high risk populations. Aims: The purpose of the current study was to test the efficacy of a time-limited group training program aimed at improving social skills and reducing addictive Internet behaviors among university students. Methods and results: The sample consisted of 30 university students who self-reported high scores on an Internet addiction scale. Participants were randomly assigned to either wait list or treatment group (15 in each condition). Results demonstrated that using a social skills training program over an 8-week period improved the level of social skills and reduced addictive Internet behaviors significantly in those who experienced the intervention when compared with a wait list control group. Conclusions: These findings support the implementation of time limited training programs targeting social skills and addictive patterns of Internet use with university students identified with high levels of Internet addictive behaviors.