Internet challenges expose teens to behavioral changes coupled with impulsive reactions as far as social media is concerned. Challenges such as mannequin and ALS ice bucket challenge are fun and have positive activities, but some such as Kiki, Tide pod, salt and ice, fire, and cinnamon challenges are harm and coupled with serious injuries. Teen's prefrontal cortex within the brain is still undergoing development, and this is why they are susceptible when exposed to internet challenges that may cause permanent harm with the inability to handle rational thoughts ( Byrne, Kardefelt-Winther, Livingstone & Stoilova, 2016 ). It is important for parents, schools, and the community to understand the adversity of internet challenges and offer support to teens, who perceive impulsive reaction when subjected to the internet challenges through social media platforms. The role of parents, the school curriculum, and community awareness responsibilities are the main issue this paper will reflect on to provide a theoretical framework under the three entities that can uphold internet safety from home, school and community based on internet challenges teens are subjected to in the social media.
Internet Challenges
Many schools, homes, and communities embrace the use of internet technologies for effective communication, raising living standards, and improving the level of education in different institutions. Despite positive aspects and acceptance of digital collaboration and creativity, misuse of internet technologies has rapidly increased over a decade with existing digital learning resources, one-to-one device initiatives as well as government programs that run on internet platforms ( Stavropoulos et al., 2017 ). Families also embrace internet technologies in their homes, and most parents in the modern world believe that technology is a positive learning tool that helps their children become successful in life with a bright future career ahead. However, teens are impulsive and vulnerable to challenges associated with internet technologies. Internet challenges become dangerous with harmful effects on teens, given that internet challenges can make one famous or dead.
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Kiki challenge is one of the dangerous internet challenges teens are susceptible to as far as social media is concerned. It is a challenge involving jumping out of a moving car, regardless of speed. The effect of the challenge to the teen’s brain is evident in that there is a distraction on the road, and one has to make a hard decision on any abrupt challenge on the way. The impulsive reaction and reckless challenge endorsement may cause the participant to harm him/herself or people around with physical reaction. Fire challenge is another internet challenge that incurs the application of flammable liquids to the body and set yourself on fire with the result of testing ones pain endurance or impress friends around. The reaction and actions of the fire challenge are dangerous, given that it can influence teens to do things in reality and end up with permanent harm. Other internet challenges that are dangerous to teens include choking game that involves loss of consciousness and a brief moment of euphoria from intention cutting off oxygen, a cinnamon challenge that involves swallowing a spoonful of spice with the result of getting emphysema and salt and ice challenge, coupled with teens burning obsession.
School Internet Challenges Intervention
The rapid development of technology has led to more internet challenges with adverse effects and permanent harm across the board. Cyberbullying and cyber-related suicides are a result of the unethical and irresponsible use of internet technology ( Hökby et al., 2016 ). According to Salam, Das, Lassi, and Bhutta (2016) , many schools require to embrace the implementation of school-based prevention programs that would reduce bullying and foster peer relationships. Prevention programs aim to ensure safe learning experiences when the internet is used at home and within the school curriculum. The Internet safety program is paramount since it offers internet safety policies that act as a reminder to dangers associated with internet challenges and foster the positive side of using internet technology.
Despite warnings and quick reminders on social media, schools have to emphasize on direct instruction for appropriate online behaviors through open and clear discussions regarding online communication and susceptibility.
Parents and Community Internet Challenges Intervention
Internet safety, based on internet challenges, also requires the intervention of parents and the community at large. It is observed that most technology use for teens occurs outside the classroom, and it is the responsibility of adults, especially parents, as well as members of the community, to uphold and teach teens how to embrace knowledgeable use of ethical internet technology ( Lee & Yoo, 2015 ). Too much and little parental restrictions, as well as poor dynamics on technology use, act as channels to risky online behaviors. Given that aspirations, learning perceptions, and interests of teens are positively influenced by their parents and families, the community and parents need to be involved in school policy program intervention to foster internet safety as far as internet challenges are concerned.
Theoretical Framework and Perspectives
Not all parents and members of the community know more about internet technology and associated internet challenges that are vulnerable to their children, and therefore an invitational education intervention is paramount to all stakeholders in support of the internet safety and how to curb internet challenges for the benefits of teens. The education environment and total culture that embrace ethical technology come as a result of the implementation of invitational education towards internet technology and internet challenges ( King & Delfabbro, 2017 ). With equal contribution, schools, parents, and community needs to stress on respect, intentionality, trust, optimism, and care with internet safety education and teens would be able to learn more and have control on internet challenges using the three entities as peer group providing guideline and advice on adversity involved when using internet technology and internet challenges.
Conclusion
In conclusion, this paper aimed to discuss the role and responsibilities of parents, the school curriculum, and community awareness on internet challenges that have an adversity to teens. Teens encounter impulsive reactions and are vulnerable to internet challenges due to prevailing adversity and permanent harm involved as far as social media is concerned. Challenges such as mannequin and ALS ice bucket challenge are fun and have positive activities, but some such as Kiki, Tide pod, salt and ice, fire, and cinnamon challenges are harm and coupled with serious injuries . It is important for parents, schools, and the entire community to understand the adversity of internet challenges and offer support to teens, who perceive impulsive reaction when subjected to the internet challenges through social media platforms.
Many schools, homes, and communities embrace the use of internet technologies for effective communication, raising living standards, and improving the level of education in different institutions. Despite positive aspects and acceptance of digital collaboration and creativity, misuse of internet technologies has rapidly increased over a decade with existing digital learning resources, one-to-one device initiatives as well as government programs that run on internet platforms. Many schools require embracing the implementation of school-based prevention programs that would reduce bullying and foster peer relationships. Prevention programs aim to ensure safe learning experiences when the internet is used at home and within the school curriculum. Too much and little parental restrictions, as well as poor dynamics on technology use, act as channels to risky online behaviors. Given that aspirations, learning perceptions, and interests of teens are positively influenced by their parents and families, the community and parents need to be involved in school policy program intervention to foster internet safety as far as internet challenges are concerned. However, the education environment and total culture that embrace ethical technology come as a result of the implementation of invitational education towards internet technology and internet challenges.
References
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King, D. L., & Delfabbro, P. H. (2017). Features of parent-child relationships in adolescents with Internet gaming disorder. International Journal of Mental Health and Addiction , 15 (6), 1270-1283.
Lee, B. J., & Yoo, M. S. (2015). Family, school, and community correlates of children’s subjective well-being: An international comparative study. Child Indicators Research , 8 (1), 151-175.
Stavropoulos, V., Kuss, D. J., Griffiths, M. D., Wilson, P., & Motti-Stefanidi, F. (2017). MMORPG gaming and hostility predict Internet addiction symptoms in adolescents: An empirical multilevel longitudinal study. Addictive behaviors , 64 , 294-300.
Salam, R. A., Das, J. K., Lassi, Z. S., & Bhutta, Z. A. (2016). Adolescent health interventions: Conclusions, evidence gaps, and research priorities. Journal of Adolescent Health , 59 (4), S88-S92.
