2024 · Co-authored monograph / methodology
Methodology for Prevention of Risks in Social Networks for Young People
Methodological product of the Erasmus+ project “Prevention of Youth Risky Viral Trends”
How to cite this publication
Georgieva, M., Sabeva, P., Mahmud, S., Sabeva, V., Tsanova, M., Petkov, D., Kitanovski, V., Hauser, P., & Marzec-Balinow, K. (2024). Methodology for prevention of risks in social networks for young people. Follow Me Association. ISBN 978-619-92834-4-8; 978-619-92834-5-5.
Extended Structured Summary
Introduction and context
The methodology was developed within the Erasmus+ project Prevention of Youth Risky Viral Trends to systematise approaches for preventing risks associated with social-network use among young people. Digital platforms are treated simultaneously as environments for communication, learning and participation and as sources of risks to privacy, mental health, identity, safety and social relationships.
The document is explicitly competency-oriented: its purpose is not only to describe risks but to help young people recognise, assess and reduce potential harm and respond appropriately when risky situations occur.
Aim
The overall aim is to reduce gaps in young people's knowledge and understanding of online experiences, perceptions, behaviours and coping options. The specific aim is to provide a structured training approach through which young people can identify, analyse and limit risk and develop safe online behaviour through proactive preventive and protective actions.
Core tasks
- identify social-media risks through targeted education;
- develop skills for avoiding and limiting harm;
- recognise risky behaviour, including cyberbullying, addiction, identity theft, social isolation and dangerous viral trends;
- prevent excessive social-media use and related physical, psychological and emotional consequences;
- retain acquired knowledge and support peer-to-peer dissemination.
Methodological foundation
The methodology builds on earlier project research into current online risks and existing prevention approaches across partner countries and internationally. Its evidence base includes desk research, review of good practices and innovations, literature analysis, platform analysis, trend identification and survey research.
The empirical foundation includes data from 392 young people in the partner countries. Findings were integrated to formulate concrete preventive approaches and training solutions.
Fourteen prevention and training programmes
The methodology is organised into 14 thematic programmes:
- risks in social networks;
- digital media literacy;
- critical thinking;
- fake news and disinformation;
- personal-data protection;
- safe and positive communication;
- online harassment — cyberbullying, cyberstalking, stranger contact, hate speech and internet trolling;
- digital reputation and digital identity;
- mental health and online well-being, including social-media addiction;
- positive online participation;
- social exclusion and isolation;
- dangerous viral trends;
- influencers;
- digital citizenship and digital responsibility.
Training approach
The methodology is designed for non-formal education and youth work. It follows a progression from attitudes to knowledge and then to practical skills. Training activities include practical exercises, teamwork, facilitated discussion, feedback, progress assessment and adaptation to the needs of the group.
Trainer preparation is given a central role. Trainers are expected to plan, organise, deliver and evaluate learning activities and to use appropriate facilitation, discussion and feedback methods.
From awareness to action
A central methodological principle is that awareness alone is insufficient. Young people need to practise risk identification, decision-making and protective responses in realistic situations. This is particularly relevant for cyberbullying, stranger contact, sensitive content, privacy threats, manipulative information, harmful trends and problematic use.
Main contributions
- translates prior empirical research into a structured prevention framework;
- organises online-safety competencies into 14 teachable thematic programmes;
- combines digital literacy, mental health, privacy, communication and citizenship rather than treating risks in isolation;
- supports non-formal learning and youth-work delivery;
- includes trainer competence and peer dissemination as part of sustainability;
- frames prevention as the development of practical protective behaviour, not simply knowledge acquisition.
Conclusions
Social media offers major benefits but can also be associated with addiction, aggression, manipulation, social alienation, anxiety, low self-esteem, depressive experiences, unwanted content and online harassment. Because young people may underestimate risks while seeking belonging and acceptance, prevention requires systematic education and repeated practice.
Effective prevention depends on critical thinking, digital literacy, safe communication, privacy awareness, mental-health literacy and responsible digital behaviour developed through practical, participatory learning.