Life in today’s world is increasingly characterised by the constant presence and use of the Internet and social media. In a very short period of time, social communication patterns among young people have changed and the internet has given rise to innovative ways of making connections and building relationships (Löfgren-Mårtenson, 2008). However, for people with intellectual disabilities, the digital space can be an empowering tool or a source of challenges. Unlocking opportunities: Online social networking sites offer incredible opportunities for people with intellectual disabilities. Social media and the internet allow individuals to communicate with a wider audience, which can reduce feelings of loneliness and social barriers (Chadwick et al, 2013). Online environments offer the opportunity to stay in touch with friends, make new friends and find a community of people who share the same interests, encouraging the exchange of ideas and opinions, thereby enhancing self-esteem and interpersonal skills (Holmes et al, 2014). In addition, online platforms provide opportunities for social and romantic interactions, fostering a sense of independence and privacy (Löfgren-Mårtenson, 2008). Navigating the challenges: The digital world can also pose significant challenges and risks. Online conversations, because they take place without face-to-face confrontation, can expose people to potentially dangerous situations (Dunbar 2012). This risk is particularly high for the most vulnerable, who are more exposed to crimes such as financial fraud, harassment and sexual cyberbullying (Borgström et al 2019). Numerous testimonies from people with intellectual disabilities have reported negative experiences of using social media, including receiving unwanted messages with offensive comments or requests of an explicitly sexual nature (Holmes et al, 2014). The role of caregivers: Parents and caregivers have been identified as key supporters of technology use by people with intellectual disabilities, although this often involves forms of control and restrictions (Löfgren-Mårtenson, 2008; Palmer et al. 2012). Specifically, these strict boundaries occur because caregivers consider these people to be particularly vulnerable and try to protect them from online risks by restricting their access to the internet (Molin et al., 2015). However, these behaviours can limit the development of self-determination and independence of people with intellectual disabilities, leading to a disconnection from the vast opportunities offered by the Internet (Löfgren-Mårtenson, 2004). The importance of education and awareness raising: In order to promote the safe and independent use of the internet, it is essential to educate and raise awareness on the issue, teaching people with intellectual disabilities the importance of the digital space, how to use it correctly and how to deal with potential problems that may arise (Chiner et al., 2017). It is also important to involve carers and educate them to adopt a shared decision-making approach and negotiation processes to ensure safe use of the internet, while respecting the privacy and autonomy of people with intellectual disabilities (Seale, 2014). While the online world and social networks are a source of potential risks, they also offer many opportunities for personal and social growth for people with intellectual disabilities (Holmes et al, 2014). Only a deeper understanding of these aspects will make it possible to promote an inclusive, responsible and safe use of the internet for these people (Chiner et al, 2017). References Borgström, Å., Daneback, K., & Molin, M. (2019). Young people with intellectual disabilities and social media: A literature review and thematic analysis. Scandinavian Journal of Disability Research, 21(1), 129-140. Chadwick, D., Wesson, C., & Fullwood, C. (2013). Internet access by people with intellectual disabilities: Inequalities and opportunities. Future internet, 5(3), 376-397. Chiner, E., Gómez‐Puerta, M., & Cardona‐Moltó, M. C. (2017). Internet use, risks and online behaviour: The view of internet users with intellectual disabilities and their caregivers. British Journal of Learning Disabilities, 45(3), 190-197. Dunbar R. (2012) Social networks. New Scient, 214: 1–9. Holmes, K. M., & O’Loughlin, N. (2014). The experiences of people with learning disabilities on social networking sites. British Journal of Learning Disabilities, 42(1), 1-5. Löfgren-Mårtenson, L. (2004). “May I?” About sexuality and love in the new generation with intellectual disabilities. Sexuality & Disability, 22(3), 29-3 Löfgren-Mårtenson, L. (2008) ‘Love in Cyberspace: Swedish Young People with Intellectual Disabilities and the Internet1’, Scandinavian Journal of Disability Research, 10(2), p. 125-138. Available at: https://doi.org/10.1080/15017410701758005. Molin, M., Sorbring, E., & Löfgren-Martenson, L. (2015). Teachers’ and parents’ views on the Internet and social media usage by pupils with intellectual disabilities. Journal of Intellectual Disabilities, 19(1), 22-33. doi:10.1177/1744629514563558 Seale, J. (2014). The role of supporters in facilitating the use of technologies by adolescents and adults with learning disabilities: a place for positive risk-taking. European Journal of Special Needs Education, 29(2), 220-236. doi: http://dx.doi.org/10.1080/08856257.2014.906980 PH Samson Katt
Building safe digital spaces: the PRISCILLA project to protect and empower young people with disabilities is launched!
The PR.I.S.C.I.LLA project – PReventing Incident of Sexual Cyberbullying in Intellectual disability – an Erasmus+ initiative co-funded by the European Union, is set to launch with the aim of developing a unique educational programme to help young people with intellectual disability (ID) use social media and the internet for social relationships in a safe and responsible way. Meeting a growing need In today’s digitally connected world, social media offers valuable opportunities for social interaction, but also poses significant risks, particularly for vulnerable groups such as young people with intellectual disabilities (ID). The PR.I.S.C.I.LLA project directly addresses these challenges by developing educational resources to empower these individuals. By equipping them with essential skills, the project enables them to maximise the benefits of the digital landscape – expanding their social networks and fostering positive identities characterised by a healthy and constructive sense of self. At the same time, PR.I.S.C.I.LLA aims to reduce the risks associated with the online environment, such as sexual harassment and cyberbullying. This comprehensive approach also promotes the development of key psychological skills, including increased self-esteem, self-awareness, self-determination, autonomy and independence. Project objectives and scope The PR.I.S.C.I.LLA project will By implementing this programme, PR.I.S.C.I.LLA will not only enable young people with ID to benefit from the ongoing digital transformation, but also improve the quality of youth work by enhancing the professional skills of those working with this group. www.priscillaproject.eu Innovative and impactful The PR.I.S.C.I.LLA project stands out as an innovative solution in an area where there is a clear gap in existing educational resources. Research conducted, including literature reviews and field research, has shown that while there are projects addressing cyberbullying and disability, none specifically focus on the issues of sexual cyberbullying and online harassment of people with intellectual disabilities. The programme will promote positive risk-taking principles, encouraging young people with ID to engage with the digital world while effectively managing the risks involved. The project will support shared decision-making, where young people with ID, professionals, parents and the wider community work together to balance the benefits and risks of technology use. Expected outcomes As a result of this initiative • Young people with ID will gain the knowledge and confidence to navigate social media safely and benefit from the positive aspects of online interaction. • Youth workers will be equipped with new skills that will enhance their ability to support this target group and further their professional development. • Parents and informal carers will be better informed about how to help their children use social media responsibly, particularly in relation to sexuality and relationships. The PR.I.S.C.I.LLA project will fill an important gap in educational programmes across Europe, ensuring that young people with intellectual disabilities can safely participate in the digital world and build meaningful, positive social connections. Meet Priscilla: the voice against sexual cyberbullying The project also has a very special mascot, Priscilla. Priscilla is a young woman with a mild intellectual disability who will act as a spokesperson in the fight against sexual cyberbullying. Other characters will accompany her, each with their own unique perspective and message on this important issue. Join us to discover the adventures they will face together! This press release is available in: English Italian Greek Macedonian Spanish Romanian
The Priscilla project: Kick off meeting in Athens
In June, the beautiful city of Athens hosted the first face to face meeting, where PRISCILLA partners came together to connect, explore their respective national contexts, and align on upcoming tasks outlined in the work plan. The ultimate goal is to promote the safe use of social media and the internet, creating a secure environment for people with intellectual disabilities.We’re thrilled to see the project take shape and grow! To stay updated on the next step and on our journey, be sure to follow us.
