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The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a way of offering sexuality educators and school administrators a way of thinking more broadly about how to achieve sexual health through sexuality education efforts inside and outside of the school environment.

This paper uses critical analysis of current and historical school-based sexuality education methods and curricula used in the USA. Authors use both academic journals and their own expertise/experience teaching sexuality education in the USA to analyze and critique the sources of sexuality education information and curricula used in schools.

Historically, sexuality education in school settings in the USA has been biased and has generally not offered an educational experience fostering sexual health for all students. There are now welcome signs of reform and movement toward a more inclusive and progressive approach, but there is still some way to go. Sexuality education programs in schools need to be further and fundamentally reformed to do more to foster sexual health particularly for LGBTQ individuals, students of color, and people with disabilities.

This paper offers sexuality educators ways of addressing structural issues within the sexuality education curriculum to better serve all students to increase the quality of their sexual health. Integrating critical pedagogy and anti-oppressive education can increase students’ sexual health along physical, social, emotional, intellectual, and spiritual dimensions.

This paper provides historical analysis along with the identification of structural difficulties in the sexuality education curriculum and proposes both critical pedagogy and anti-oppressive education as ways of addressing sex and relationships education.

In this study, we aimed at examining the unique and interactive effects of peer violence in cyberspace on adolescents’ emotion regulation and socioemotional adjustment, as well as the mediational role of resilience in the link between adolescent’s pathogenic relational experiences and behavioral outcomes. Specifically, we intended to explore emotion differentiation and regulation in reaction to bullying perpetration and victimization and in terms of positive (proud, confident, good) and negative (ashamed, excited, guilty), Passive (sad, embarrassed, humiliated) and Reactive (angry, scared) emotions and how it impacted and predicted positive and negative outcomes.

A stratified convenient sample of 494 Italian students aged 13–19 years (M = 15.27, SD = 1.23) was selected to represent all different school types in Italy and the students were administered a self-report questionnaire on school bullying involvement. General Linear Models, ANOVA, and T-tests were employed to explore gender differences, the relationships between variables, and their contribution to the predictive model. A two-step Cluster analysis was used to profile adolescents based on patterns of resilience, health outcomes, and cyberbullying involvement.

Results showed significant gender differences, with females using internet and Facebook more than males and being more resilient, positive, and prosocial, but also responding to victimization with higher levels of alienation, anger, humiliation, and psychosomatic and emotional symptoms. Males perpetrated peer violence more than females, were less likely to be victimized, and were generally less emotionally impacted by it. Victimization rates (63.7%, n = 296) were higher than perpetration rates (51.7%, n = 233) and bully-victimization was prevalent (47.1%). Victims prevalently experienced passive emotions (sadness, humiliation, embarrassment) while perpetrators experienced negative ones (guilt and shame). Cluster analysis evidenced different pathways and trajectories of resilience and cyberbullying involvement: Resilient victims (RV), Healthy uninvolved (HU), Healthy Bullies (HB), Alienated Bully-Victims (ABV), and Resilient Bully-Victims (RBV). RV, HU, and HB resulted all well-adjusted, despite the different involvement in cyberbullying, and also RBV and despite the double involvement in cyberbullying, ABV were the only maladjusted and at-risk group in our sample characterized by very low Positivity, very low Resilience, and extremely high Alienation.

This study proposes a comprehensive, developmental, ecological, relational, and self-regulatory resilience approach to cyberbullying, which represents an innovative and advanced contribution to the literature with significant implication for research and practice. Fully understanding and measuring the emotional impact of cyber peer violence and resilience following cyberbullying victimization and perpetration can help in developing targeted interventions for both victims and bullies. This study highlighted the need for a self-regulatory model of resilience for modulating emotions, arousal, and behaviors across contexts, relationships, and difficulties. It also evidenced that moderate levels of resilience and positivity are sufficient to buffer youth from involvement in cyberbullying and to predict healthy adjustment and less pathological outcomes.

By profiling adolescents based on resilience levels, health outcomes, and cyberbullying involvement, we evidenced five distinct trajectories of risk evaluation for cyberbullying beyond participating roles. Our results confirmed the fundamental importance of assessing resilience and emotion regulatory resources together with peer violence involvement in identifying and targeting adolescents at risk.

Ubiquitous computing and “big data” have been widely recognized as requiring new concepts of privacy and new mechanisms to protect it. While improved concepts of privacy have been suggested, the paper aims to argue that people acting in full conformity to those privacy norms still can infringe the privacy of others in the context of ubiquitous computing and “big data”.

New threats to privacy are described. Helen Nissenbaum's concept of “privacy as contextual integrity” is reviewed concerning its capability to grasp these problems. The argument is based on the assumption that the technologies work, persons are fully informed and capable of deciding according to advanced privacy considerations.

Big data and ubiquitous computing enable privacy threats for persons whose data are only indirectly involved and even for persons about whom no data have been collected and processed. Those new problems are intrinsic to the functionality of these new technologies and need to be addressed on a social and political level. Furthermore, a concept of data minimization in terms of the quality of the data is proposed.

The use of personal data as a threat to the privacy of others is established. This new perspective is used to reassess and recontextualize Helen Nissenbaum's concept of privacy. Data minimization in terms of quality of data is proposed as a new concept.