Baskadia

Table of CONTENTS INTRODUCERE......................................................................................................3...... Chapter One THEORETICAL BACKGROUND.........................................................................6. 1.1. Adolescența.......................................................................................................6........ 1.1.1 general description.......................................................................6.. 1.1.2 the Development of the intellectual..............................................7........................ 1.1.3 the Development of the moral.......................................................9...................... 1.1.4 the Self and the identity of the.....................................................1..0...................... 1.1.5 the social Relationships in adolescence.......................................1..3.................. 1.1.5.1 Relationship with your parents..........................................1..4...................... 1.1.5.2 dealing with people with covârstnicii.................................1..6...... 1.1.5.3 the Relations with opposite sex............................................................. 18 1.2 Comunicarea............................................................................................................. 19 1.2.1 general description......................................................................2..0. 1.2.1.1 Definition............................................................................1..9..... 1.2.1.2 the Elements of the communication...................................2..1....................... 1.2.1.2 Forms of communication....................................................2..1.......... 1.2.2 virtual Communication.................................................................2..2....... 1.2.2.1 the Communication center of the teens...............................2..5......... Chapter II THE METHODOLOGY OF THE RESEARCH....................................................2..8........................ 2.1 Purpose and objectives of the research..........................................................2..8..................... 2.2 Participanții.....................................................................................................2..8....... 2.3 Instruments utilizate.......................................................................................2..9..... 2.3.1 Inventory for the attachment to the parents, and the covârstnic2i.9.............. 2.3.2 the Scale for the assessment of cohesion and adaptability in the family (FACESIII) 30 2.3.3 the Questionnaire for the evaluation of the mechanism of the functioning of the family (TWILIGHT).............................................................................................. 30 2.3.4 a survey on the communication of virtual....................................3..1... 2.4 Procedura........................................................................................................3..1........ 2.5 Assumptions and design..................................................................................3..3................... Chapter III THE RESULTS OF THE RESEARCH AND THE INTERPRETATION OF THE.......................................... 36 3.1 the Fidelity of the measurement instruments.................................................3..7.................... 3.2 quantitative Analysis of the research hypotheses...........................................3..8................... 3.2 qualitative Analysis of the research hypotheses.............................................4..5................... Chapter IV CONCLUSIONS AND IMPLICATIONS..............................................................5..1................... REFERENCES......................................................................................................5..7.. APPENDICES.......................................................................................................5..9................. 2 INTRODUCTION As human beings, we are born with certain needs that must be met. Maslow within those needs into 5 categories: physiological needs, security needs, the needs of the belonging, the needs for esteem and status, the need for self-actualization, and Brummell divided them into 3 categories: the needs, existential needs, relational needs of the development. The needs of the relationship all about he spoke Brummell is responsive to the needs of belonging and self-esteem and status, that it involves the the feed-back from other people, as described by Maslow. The needs of the relationship involving the relations and especially the informal group, being satisfied with the interaction of open and honest with others.Meeting the needs of the relationship is dependent on the communication, and Hybels, defining it as a process in which people share information, ideas, and feelings. In the context of the relationship is made, and the exchange of experiences, ideas, desires, and this change to take place, it is necessary to communicate. Based on the idea that in order to meet the needs of the relationship is required, and the process of communication, we have chosen to pay particular attention to the communication of the teenager (as a milestone in the life of every individual, marked by changes in the physical, social and cognitive skills are important) , in general, the communication and the internet, in a special way. Adolescence is defined as a stage of development that marks the transition from early childhood, and mature. Erikson has argued that the work of early adolescence, it is to set up a identity of the self (identity formation is an activity that is carried out throughout their entire lives, and it has its roots in early childhood, but it did not become the central than in the teens), and the search for one's identity affects all the relationships that adolescents have (Seifert, 1994). A group of my friends, my relationships with friends and parents, they are the context in which the teens are testing their ideas about life, and about himself. I have chosen to study in this age group due to the fact that this is the time in which it takes place, the transition to a new stage of life, the stage is marked out by the great changes that are taking place in the life of the individual, and that they contribute to the formation of the latter. This period is marked by the growing interest of the teens paid to the opinion of other people about them, the way they're perceived to be, trying to be noticed, admired, accepted, and it is marked also by a change in the terms of social relationships and the family. I have chosen this topic due to my interest in the staff, but also due to the fact that in the Usa there are a lot of studies on this subject, it contains a dose of the news. I wanted to find out whether there is a relationship between the overall functioning of the family, and the communication of the my family. Do their families in which there is a good communication is working well or not? In between getting involved in the family, and the communication in the family, there is a significant relationship, or is it? It can be no emotional involvement in family conversation? There's no relationship significant attachment to the covârstnici, and the communication in your family? Adolescents who communicate via the internet, makes a very good communication with the family? Out of a desire to find out the answers to the above questions, we initiated the present research,the from the beginning of a couple of assumptions here. 3 The first premise is the fact that there is a positive link between the functioning of the the general's family, and family communication. In other words, adolescents who are part of the family that works out well more accustomed to communicating with their family members. The second prerequisite for recognizing the existence of a positive relationship between affective involvement in the family, and the communication in the family, so the teens, who are more deeply involved emotionally in a family of their own they talk more with their family members. The third premise is the fact that there is a significant correlation was found between the attachment of the the front of the covârstnici and communication in the family. The other premise, assert that there are significant differences between boys and girls in terms of the the frequency of communication via the internet. The last premise is the fact that there are no differences with regard to the communication in the family, in terms of the time allocated for the daily communication via the internet. Based on this idea, I just wanted to see if it's confirmed that the myths that exist in today's society, relating to the young people who spend too much time on the computer. This paper will explore and discuss each of the premise, in part, to be able to comment on the value of the truth. Subjects the participants in this study were 81. The participation of the subjects of it was on a voluntary basis, the group is heterogeneous in terms of level of education, including tshtuedents at a high school in a class of NINTH -, tenth -, and ELEVENTH-grade. The instruments used for the measurement of the the variables are as follows: the Inventory of the order of attachment against the parents, and covârstnici(IPPA), the Scale for the assessment of cohesion and adaptability in the family (FACES-III), The questionnaire for the evaluation of the mechanism of the functioning of the family (FAD), a survey questionnaire for virtual communication, developed in collaboration with the professor. In this paper, we start with a general description of the teenage years of a communication in general, and virtual communication in a particular manner, such that in the first chapter, I approached her teen years, the virtual communication, we have presented the changes that are occurring in the period of adolescence, from the point of view of the intellectual and the moral, and I have been talking about the relations the social during adolescence and identity formation that takes place during this period. We have presented the also, the definition of communication, types of communication, elements of communication, forms of comTmhuensieccaotinodn,pvairrttuoal communication and virtual communication in the teenage years. f this paper covers the methodology of the research, which, in turn, is made of clear goals and objectives, participants, instruments, procedure, and, in the end, hypotheses, and design. The third chapter, the processing and interpretation of data, and includes the analysis of the quantitative and high-quality, and the final chapter presents the conclusions and implications of this study. 4 CHAPTER ONE THEORETICAL BACKGROUND 1.1 TEENS 1.1.1. General description Adolescence is a stage, clearly visible in the evolution of the individual, and what is between his childhood and his youth, presenting aspects of the plan, the biological and psycho-social (taheDtircatinosnitairoynoffroSmocciohlioldghyo, o1d99to3)a.dItulitshdoeofdin. eItdisasdaivsidtaegdeinotfodtewvoelsotpamgeesn:t which makes the Preadolescența (puberty ) between 12 and 15 years of age; Adolescence per se, which is located between 15 and 18 years of age. Verza E. Schiopu, the U.s. describe the puberty and the teen years as the transition to the growth and integration into the society of adults, to the demands of her social, political, familial, professional (Verza and Schiopu, 1981). According to him, the G. Stanley Hall, the first person to come through teenage years in a scientific way, adolescence is a period of "storm and stress", as well as the major transformations in the plane physically, mentally, and emotionally. Currently, many clinical psychologists and theorists, 5 psychoanalysts continued to describe adolescence as a period of turmoil, psychological, although a few studies on the adolescents typically suggest that the agitation of the adolescent, it is far-fetched (Conger, 1977, in. Birch, 2000). Freud's and Erikson argued that development, especially in adolescence, it is accompanied by a a lot of the conflicts (Seifert and Hoffnung, 1994). According to Erikson, adolescence is the stage of the the development, during which time the individual is in search of an identity, the main objective of the adolescents in the period of the formation of an identity, a safe and sustainable way of self or sense of self (Birch, 2000). Adolescence is marked by physical changes, and major changes in the social and the cognitive importance. The teenagers experience an accelerated rate of growth which is accompanied by changes in the shape and proportions of the body. These changes are controlled by the hormonal changes that occur at puberty. Sexual impulses, and the ability of the the reproduction of these are issues that teenagers have to deal with them. Their minds are changed, teenagers, developing the ability to think abstractly and to take into account the issues of morality. The major task of the adolescent is the development of identity. Teens will cease to think of themselves as babies, the parents also wait for their behavior a mature, responsible way. A group of friends dealing with your friends, with your parents, they are the context in which the teens test their ideas about life, and about himself (Bonchiş, et al., 2000). What types of relationships are complicated gradually over the period of puberty, a child and a young man by integrating all the time in a generation, through the expression of personal identity through the expression of the identity of the adults. This guy is a fundamental activity for the period of the earth about the learning and teaching, theory and practice. Growing up in this time it is focused on the identification of the personal resources and the achievement of self-identity and independence by starting with the posting of under the guardianship of the parent. The independence and autonomy, shall conquer it step-by-step. The young man is starting to discover their aptitudes, abilities, physical strength, and the spiritual, it starts to build up intense, the inner world of the aspirations, interests, and goals. The whole of the personality lives on strongly in favour of the present, and build a future where it becomes the size of one's self. In these conditions, they develop an attitude, his outlook on the world and life, you have a place for the manifestation of creativity, and the implicit structure of the motivational strong, energized, and outlines the ideals that the structure of mental value , forward-looking, and the voltage of the personality (Verza and Schiopu, 1981). 1.1.2 the Development of the intellectual Maturing from a physical point of view, it is accompanied by a teenager for the development of the a new cognitive skills, such that, at the time, I'm out of my childhood, the teens are starting to be 6 able to think about the world around them in a whole new way. Their thinking becomes more abstract, and I am not able to generate hypotheses about the events that they have experienced (Newman, 1987). The changes that are taking place at the level of the intellect, I am so much a quantitative as well as high quality. Quantitative changes are related to the development of skills and abilities, and the qualitative changes relate to cognitive processes (Schiamberg, 1985). Thinking The early years of adolescence (10-12 years) in the fall, after it Launched, and in the third stage of cognitive development. This stage is called the stage of concrete operations. The operations of concrete, refers to the mental activities which are focused on the objects and phenomena of the real, hard facts. Qualities of concrete operations are: to clarify, the sensitivity of the conversion and reversion. To clarify the means taking into account more features of the problem, while at the same time. The sensitivity of the transformation lies in the identification and apprehension of the significant changes of the object. The reversibility of thought concerns the ability of a solution to the problems of go back mentally in front of them. The operations of concrete, making it possible to achieve at this age, the ability of the cognitive preservation. Conservation is illustrated by the belief that some of the properties of an object remain the same, regardless of changes in the appearance of the object. At first, he develops the ability of the conservation of mass, distance, length. Other forms of concrete operations, which occur up to the age of 12 years old, they are: serierea (the arrangement of items in a sequence), and the understanding of a more accurate description of the time-and spatial relationships. Everything right now is to improve the skills of the classification. Later on, in the 12th and 13th years ago, the cognitive development of the adolescent, he enters the fourth stage,the as Piaget's stage of formal operations. The operations of the formal actions of the mental on new ideas. The element that distinguishes the level of thinking of the formal thinking, and practical, is the concept of "What would happen if...?". The teens at this age, I can think of in terms of what it could be, not only in terms of what can be seen in a particular situation. Since you can't even imagine an infinite variety of options, and they're able to knock some sense into her hypotheticdeductive. The attainment of formal operations also provides the adolescent with a new way of manipulating information so that it is not limited to thinking about the here-and-now, just like he was in a state of cognitive previous one. The adolescent is now able to analyse the doctrine of political, philosophical, and at times, to build your own elaborate theories, and even more than that, get them to admit it, and in some cases, because there are no definitive answers. Now, the teenager is able to think about it about the relationship between the concepts of built-in mental, abstract concepts, which are being built based on things that are more specific, paid directly to you. It also improves the ability of the meta, and the ability to think about thinking, and to learn what is involved is thinking. Teens get a deeper understanding of abstract concepts, and identity, justice, religion, and existence. Everything now has a place for the development of critical thinking. This is a reflection on some of the complex issues, often in order to choose an action related to the issues in question 7 (Nickerson, 1988, as cited in. Bonchiş, et al., 2000). It refers to an understanding that it produces fresh perspectives, and provides a basis for smart choices. Critical thinking is a skill practice, it is useful for the design of this essay, in order to resolve a conflict with the to a friend, or for you to decide on a career (Bonchiş et al., 2000). Language In the first years of school, your kids will improve their skills in the game. make up the sentences get longer, more complex, and are continuing to expand their vocabulary. In addition to starting let's think about the language and to manipulate it in a different way. At the age of 10 years old, they shall refer the matter to some subtle difference in the construction of the sentence. Everything at this age, they are better able to assess their posts, and to know when it is ambiguous, refer to the ambiguity of the other, it is followed by the request for information from the clarification (Beal, 1990 as cited in. Bonchiş, et al., 2000). The use of grammar, continued to improve over the course of adolescence, the speaker writing and adolescents is becoming more complex (Clark, 1977 as cited in. Bonchiş,et al., 2000). In adolescence, they develop knowledge about the semantics. With the help of our thinking operational, and the formal, defined, and I understand it all the better terms of the abstract (McGhee-Bidlack, 1991 and after. Bonchiş et al., 2000). Teenagers are getting more and be able to infer the meaning that I'm not alone in an explicit way (Beal,1990 as cited in. Bonchiş, et al. 2000). The characteristics of the thinking at that age affects the ability to communicate. Being a bit self-centered, from the point of view of the other's communication, it becomes significantly more efficient. Throughout the course of adolescence, the changes of cognitive development are accompanied by chaMngeems ion the language and communication skills (Bonchiş, et al., 2000). ry The memory of it continues to improve over the course of the years of adolescence, through the use of a new strategy for learning and memory. Adolescents are developing and refining advanced strategies to learn and remember, and strategies relevant to the learning in your school (and taking notes). Another characteristic feature of this age is the use of memory strategies only relevant materials (Bray, 1985 as cited in. Bonchiş et al., 2000). 1.1.3 the Development of the moral Morality refers to a sense of ethics in regard to what is right and what is wrong, she is implying cognitive skills. First of all you have identified the ways in which the the various situations that affect the well-being of the other. And then, the one who does it relate to the other you have to learn to read each other's minds, the good, and select the actions that truly helps others, and it doesn't hurt. And in the third place, it is necessary for the acquisition of skills for the implementation of the actions and the moral( Seifert,1991 as cited in. Bonchiş et al., 2000). 8 9 Piaget focused on the ways of the realization of the moral training of the beliefs about the good and the bad. It was identified that the differences in the way in which the children, big and small I'm starting to relate to the rules of the game. Preadolescența corresponds to a group of senior citizens characterized by the use of the morality of autonomous (the morality of co-operation). One of the consequences of the quest for identity in adolescence is the clarification of values. Teens begin the process of organizing a set of values that will help them cope with the experience, which they will have to deal with them throughout life. They shall act as such, "a philosophy of the future". The changes that occur in the mind of the adolescent is the basis for the devTehleopsmcheonltarofisthcihsaprhaicltoesroipzehdy.from the point of view of the moral, that is concerned with the maintenance of the rules or expectations of the family, the school, or group of friends he has as far as he was concerned. Kohlberg (Kohlberg and Turiel,1974 as cited in Schiamberg) has referred to this level, as is the level of "conventional" of the judgment of morality. As Kohlberg (1981), the teen goes into the stage of moral judgement is known under the name of the level postconvențional of the last judgment, the moral, in which the behaviour of the "good" or "moral" is to be determined by the individual. In sharp contrast to the scholar, the adolescent it determines what is right, regardless of the expectations of others (parents, teachers, and other adults). Teens can still get in a moral and ethical principle is similar to or even identical to the adult or to the company. However, the critical issue is represented by the fact that these principles are morals are designed by teen. The right action is defined in terms of the ethical principles that are based on what the individuals think that it's right. They are usually the uthneivmeresaanlsp/troinoclsipolef sthoef cjuosgtnicitei,veqcuhaalritayc,taenridstriecspoefcatdfolretshceendtisg,neitnycoouf raallghinugmtahnembeiinngths.eNirew search for a consistent set of principles and a philosophy of life (Kohlberg, 1964; the Largest and Gillian. 1972; Kaczkowski, 1962 as cited in. Schiamberg, 1985). 1.1.4 the Self and the identity of the In my teenage years, young people have to cope with different tasks, and the tasks for which the the outcome will influence the lives of their own later on. They can also provide for the separation of their parents, and you need to take decisions with regard to their studies and a purpose to which I will follow you, they strive to become self-sufficient, and they have to deal with the causes, ideas, political or religious beliefs. At the time, they are faced with these things, the teenagers discover that their bodies are changed, evoking expectations of a the behavior with your friends, covârstnici, and society. With these changes, and in each and every aspect of their life, it is not surprising that adolescence is the period of time during which the boys and the girls are in their 10 testing the impressions that they have of themselves, enhance their self-concept or develop a new concept of self-esteem. Most of the teenagers I can cope with the tasks and activities for each stage of the development, and as such, his personality remains relatively stable. The vast majority of the teens I am happy and confident in themselves, they make friends easily, they are not afraid of their sexuality , and I don't see any big problem between them-and their parents, and I'm confident about the future, and it is deemed able to cope with any challenges life has for them (Hoffman and Paris, 1988). The identity of the According to Erikson (Erikson 1950, 1968 as cited in, Schiamberg, 1985), pregnancy, or the primary activity during adolescence is the establishment of the identity of the self. The identity of the personal-is a sense of continuity with the past, a putting together of all of the identifiIcnastion of the past, in a new synthesis of (Bonchiş, et al., 2000). imple terms, the identity of the covers of the answers that the individual gives to the the question of, "Who am I?" and "Who is it,what are you talking about?" (Vander Zanden, 1985). Erickson said that the identity of the adolescent is developing step by step, in a long time, the as the pieces and parts of the self are brought together in an organized way. This elements to include aspects of the innate personality traits, such is the temper; the aspects of your personality which were developed at the time, such as passivity, aggression; the talent and skill; to identify with a particular model, be it a parent, a person of the same age, or it is a well-known personality in the society, the way to resolve the conflict, and by the act; the adoption of a role to play consistently from the point of view of the social, vocational education, and the category of the genre of his own. The formation of the identity, is a task that is carried out throughout your entire life and it has its roots in his early childhood, but it did not become the central than in the teenage years. During this stage of development, individuals are not enough to prepare it from the point of view of the development of the physical, cognitive skills, and the perspective of the social, for the formation of a the identities of the mature, to be able to be possible (Hoffman, and Paris, 1988). From the perspective of Erikson, adolescence is the period of moratorium (suspension, delay), for a period of time in which the elections, the final is delayed, the time at which the crowd of the elements of the identity are put together. At this time, all of the choices that you're in high school (what to study in school, what kind of high school to pursue, who to date, to the adopt a special, adopt a particular political point of view) a contribution to the processing of your identity (Hoffman, and Paris, 1988). The identity of the self has three major components: 11 A sense of unity or agreement between the perceptions of the self; A sense of continuity in the perception of the self over time. A sense of reciprocity between the perception of the self and the manner in which it is charged the man from the other. In order to get a sense of a coherent identity, the teens 'trying' different roles, and without engaging in any of them. The failure of the acquisition of a chapter of a firm, citohmafsoratsaablree,saunldt odfuerxapbolesure to the role , or a sense of confusion about what it is and who it's for a the individual. High pressure from their parents, and others, can be the cause of the young man's confusion, and the despair as a result of the alienation of the physical or mental condition by the means of the normal. In cases where the the most extreme of the deployment of the role young people can adopt an identity of a negative one. Marcia (1966, 1980 as cited in. Birch, 2000) identified four types of status, identity, the teens: 1. Diffusion de documents, characterized by the absence of employment, and the back and forth, with respect to the problems of life, how do you know if there are options, employment, ideology, and religion. 2. Forcluderea identity: it is the status of employment of the original, and the development of values, and the shaded most of the acceptance of the uncertain values of the others (parents, teachers), only for the purposes of the autodeterminate (the options for the location of the work). 3. Moratorium: it is a crisis of identity was extreme, when a person reevaluate their values and 4. gAocaqlusi,rbinugt thheehiadsendtiiftfyicoufltiinedsitvoidguoaltsh,raonudghthweyithhaitv.e resolved the crisis, and they are now firmly in the values of Pinadrievnidtsuapl options for life (employment, religious, professional option). lay a significant role in determining the performance of the adolescents for a the acquisition of a sense of identity, durable, and untroubled. In general, the evidence, the research does not provide a major support of the idea that the more a lot of the teenagers are living a bit of an identity crisis as serious, although it can happen to you, and a small minority (Feldman, Elliot, 1990 as cited in. Birch, 2000). With regard to the question of whether the teenager is living a midlife crisis, the Hill (1993) argues that it is left without a response (Hill, 1993 as cited in. Birch, 2000). Adams and his colleagues (Adams et al., 1994 as cited in. Birch, 2000), in reviewing the results of the research, which highlight the influence of the style of family the development of a sense of identity, I come to the conclusion that the young people with the mailing of the role comes from a broken home, while the young people gain a sense of strong identity of the stem from a family in which there is a supportive atmosphere and a willingness to try. Durkin (1995 as cited in. Birch, 2000) argues that the result of the research in this field is the fact that the identity development is not a short-term, but it extends beyond that of a teenager (or at least all the way into the young adult), and it depends in large part by the interaction between the young people and their social contexts. 1.1.5. The social relationships in adolescence The search for identity, it affects all the relationships that adolescents have (Seifert, 12 1994). Even though babies are already very engaged in the activities of covârstnicii teens partying, even more and a lot of time with covârstnicii and less time with their parents (Buhrmester&Furman,1986 as cited in. Sigelman, 1991). The links with your parents, you have to make room for the interests of the rising of the teen face-to covârstnici, and a new commitment to the covârstici (Seifert, 1994). The quality of the attachment to the individual parents continue to be extremely important throughout the teenage years, especially during the periods of excess demand. However, the covârstnicii they seem to be you exceed their parents in importance as a source of intimacy and support (Furman&Buhrmester, 1992; Lempers&Clark-Lempers, 1992 as cited in. Sigelman, 1991). In addition to the quality of the relationship with the covârstnicii change. In the majority of cases, the attachment of the covârstnici shall not intervene betweeTnhethteeetenesnaargeeersxpweirtihmtehnetiirnpgawreitnhtsa, tbruetmaesnadocuoms ipnlcermeaesnet.(inHothffemaabni,liatyndtoPuanridse,r1s9ta8n8d). other people's growth, which allows them to connect deeper relationships. The teens are starting to see people as unique individuals, with distinctive personality traits, interests, vthaelupeeso, pfeleeliinngasnaonrdgacnoilzoerds.mWahnante'sr,mboyrea,ntahlyezyinagrehaobwlesotomperoofvitdhee atrdaeitsscorifptthioenvoafritohues, and sometimes you are inconsistent they fit together, and personality (Sigelman, 1991). Even though the group of covârstnici gaining influence in the teens, the adults continue to play an important role in the lives of adolescent boys and girls. Their relationships with adults and with covârstnicii true different needs in the development of the adolescent (Savin-Williams&Berndt, 1990 as cited in. Dacey&Travers, 1996). Teenagers often talk with adults about their progress in school and it's about the future of their own. The adults are a valuable source of guidance and approval on the formation of values and the setting of goals for the future. With the covârstnicii, the teens learn about the social relationship outside of the family. They talk about their experiences and struggles of their own in terms of dating and have their own point of view in relation to sexuality. 1.1.5.1. Relationship with parents The family is the context of the critical stage in which the adolescent is in charge of the major task of the formation of the identity (Bonchiş, et al., 2000). When a child enters adolescence, the family is changing. The new body, and the changes in the social relations and changes in cognition , affect the nature of the interactions that take place in the context of the family. The children are more or less them, that they saw their parents as being wise and being a source of disease, discipline and the material objects, are now going to "almost grown", I'm beginning to assert its rights, to btheesyuasrpeiciimoupseroffetcht.eArtutlehse, swahmicehtiamree,inthtehyewfailml bileyc, otomseeleesthseeimr poatiroennatlslyadsehpuemndanenbteoinngtsheir parents. In the meantime, what the relationship between adolescents and their parents is becoming more and more similar to the relationship teenagers have with covârstnicii, some of the tensions are bound to happen. However, a power struggle between generations, it is rare to come across (Hoffman, and Paris, 1988). The nature of the relationship after the age of puberty is closely related to the way in 13 which an individual experiences during adolescence. The communication between the parent and the child turns out to be the key to a adolescences healthy. As the communication between the adolescent and the parents, it is better to both the self-image of adolescent's advice (Offer, Ostrov, Howard, 1982 as cited in. Hoffman and Paris, 1988). Good communication reflects the functioning of the family system, is a system in which the parents are able to communicate their values, beliefs, and feelings of their children. Such families are the must-loving, democratic, and that his parents lay down the requirements are cHloeawre,vweirt,hnooutmbaetitnegr hstoiwff.much of a lover, and a democratic atmosphere of the home, and how well they can understand parents, sons, and your daughters, and your interaction with your parents changes in a subtle way. The result is oftenItaisshsaifitdotfhpaotwacecrowrditihnign ttohewfhaimchilyth(eHpoaffrmenatns,aannddtPhaeritse,e1n9a8g8e)r.s do not like each other and don't understand it. In fact, most of the teenagers are away from their parents, they have the same values in terms of the most important aspects of their lives, and you are looking for the assessment and approval of their parents (Disable, 1989 as cited in. Bonchiş, 2000). However, their relationship is one of a calm, stressfree. There are four aspects of the relationship of the parents and adolescents who appear to be involved in the development of the the identity of the teenager: The interest and the involvement of the parent; The emotional intensity of the interactions that take place in the family. The extent and nature of the conduct of the family. The nature of the authority of the father. Most of the successful experiences of the adolescents seem to be in our families, in your interest, involvement and the intensity of the interaction is at a level of moderate – families young teens can't speak to their parents in that they take an active part in the decision - making processes. Also, the quality of the relationship between a teenage boy and his parents can't strongly influence the course of the development of his or her identity (Seifert, 1994). In spite of the concerns about the relevance of the models of parenting, the parents, is a vital force in terms of the adolescents ' (Conger,1971 as cited in. Schiamberg, 1985). Research studies have examined the effects of the development of the puberale on his rseulpaptioorntsthhiepewxiitshtehnicsepoafreanctosnsfeliecmt sbetotwbeeen the generations. Steinberg (1988 as cited in. Bonchiş, et al., 2000) showed that the maturation of the puberală increase of the distance between parents and their children, particularly through the intensiIfidciadtnio'tndoof nthoethcionngfl(i1c9t,6a8ncditbeyd.thSechrieadmubcteirogn, o1f9t8h5e),psruogxgimesittys btheatwt meeonstthoefmth.e time, the the conflicts are caused by violations of the real or the imaginary of the three types of "accommodation contract". This agreement is a transaction. The father offers a reward (or to withdraw a penalty), in exchange for listening to the teenager. The agreement of the second type of arrangement, it is more complex and takes more time than just a transaction. Parents and teens agree to keep true to the rules. The third type of arrangement the contract. This one is the best the complex and less clear. In a contract, a parent and a teenager to interact with 14 the basis of expectations and mutual of which are expected and derives from the transactions, apnredvaiogurseleym, tehnetys have not been used, their existence is evident in the context of the emergence of a "rift" inMtuhcehroeflatthioendsihsicpusbseitownebeentwadeoelnestceeennts-paanrdenptar(Senchtsi,amthbeererga,r1e9i8ss5u).es such as: homework, friends, the meetings, the physical appearance (Matteson,1975; Rosenthal,1982 as cited in. Bonchiş, et al. 2000). Most of the disagreements are resolved without any problems. The arguments may not reflect the desire of the adolescent's independence, or is a continuation of the efforts of the parents to teach the child to follow the rules of society (Montemayor,1983 as cited in. Bonchiş, et al., 2000). A lot of the fights between the teens and their parents in connection with "how much" and "how soon," all the freedom you need to take the teenagers to get their own actions. An analysis is carried out by the sour cream, in 1981, it highlights the fact that the changes of the relationship and the behavior in adolescents may be made in relation to the development of social-cognitive development, which is taking place at this age. This suggests that the conflicts of young people, their parents, are in decline as adolescents develop more and more the ability to take into account the prospects of the the conventional characteristics of the parents (Smetana, 1981 as cited in. Bonchiş, et al., 2000). 1.1.5.2. The relationships with the people with covarstnicii While the kids are young, the definition of their friendship, he changes the accent put it on the close relationship that exists between them, rather than on the activities of their have in common. The role of social media for help, it becomes prominent during adolescence. Teens help each other out in several different ways, in terms of the formation of the identity of the winning of indeCpoevnâdresntnce, and the formation of social skills. icii plays a vital role in the lives of adolescents in the meantime, what is his connection to the parents lose the weight. Dealing with covârstnicii to serve as an introduction to the relations between an adult in the workplace, and in society. The Peer group provides the following functions: Provides the status of the primary. The status of the primary concerns on the status of the individual earns through their own efforts, and by the demonstration of the abilities and skills of his. TThhiesPsetaetru-gsrdoiuffpe,rhseflrposmththeeksidtattousbuaislsdigunpeadptoicittu,rwehoifchthceosmeelfs, tahsraoupgahrtthoef tphreovfaismioilny.of a the status of the primary. Provides rules for the determination of the/government of the behavior. Through the involvement and training of a group that sets out the rules and standards of conduct, the teenagers are able to deviate from the rules of the parent with the support of other people's material. This is important for a teen because of the confusion over the original, which he experiences at the time, faced with a multitude of possible values, life-styles and abilities, which can be found in the society. The norms of the peer group is intended to provide guidance for the behavior and the to be the source of a common assessment for the evaluation of the activities of the (Summer, 1963; Sherif & Sherif, 1964 as cited in. Schiamberg, 1985). 15 It facilitates the "release" to the family. There are two reasons for this "release" to the family. In the first place, the relationship is healthy for your family cinhaanwgaeys that is natural and normal in the direction of the independence of the adolescent. Incorporation the peer group is at the core of this change. The second reason is the intensity of the the relationship of the family, the peer group, serving on the distance function between the parent and the teen. Thus, the peer group, we help parents to see that the teenager as a an independent individual. In addition to that, the teenager begins to understand the job satisfaction and the pain of dealing with other people. These experiences help the teenager to appreciate their parents as people (Youniss, 1980 as cited in. Schiamberg, 1985). Is it a "field test". The security group to allow your teen to the test on the tracks in a variety of roles. They are able to test your skills, emotions, and impressions of, the values of the and the way of life in the context of a group of empathy. Through observation and discussion about the way in which the covârstnicii reacts to your way of thinking, and the front of his behavior, the teen will be able to develop and refine the cItonimcepprtoovfetshethseeilrf, saoncdiathl eskbielhlsa,vdioervoeflothpet(hYeouanbiislsit,y19to80reaasscoitne,dpilna.nS,clheiaarmnb,erg, 1985). expressing your feelings in a mature way. Through conversations and discussions with the covârstnicii, the teens learn how to express their ideas and feelings, and to improve their skills in order to solve the problem. It improves your self-esteem. Due to the fact that I am in the favour of a large number of covârstnici, the teens were feeling better about themselves. The phone calls that you receive, when we are invited to some meetings, they shall send the teens to the message, that they are agreeable by the covârstnici, how they feel positive about themselves being bImetpteurl.se control aggression. By interacting with covârstnicii, children, and adolescents learn how to sort out the differences between them, in any other manner than by the aggressive and direct. Observation of the manner in which the covârstnicii treat the conflict can be to aid in the learning of assertiveness (Dacey and Travers, 1996). Friendship Friendship plays a very important role in the teen years. Friends of the offer acceptance much more easily and much more quickly than most grown-ups, who often are trying to "perfect" a lot of the attitudes and habits of adolescents, such that friends are easy to uncertainty, and the uncertainty of the teenage years. The appreciation of honest friends, it helps young people become more independent from their parents, and other symbols of authority. The sharing of certain things with my friends, it is also important to me in my teens. At the same time, all you there are less tangible qualities are loyalty, respect each other, and the bonds of emotional the close is more important in a friendship, especially among adolescents (Seifert, 1994). 16 Harry Stack Sullivan's (1953 after. Santrock, 2002) has argued that there is an increase in the dramatic importance of the psychological, and the intimacy of friends nearby at the time as a teenager. Also, Sullivan argued that friendship plays an important role in the formation of the well-being and development of children and adolescents. In terms of well-being, Sullivan argued that each individual has a number of social needs of the core, such as the need for affection, the need for companionship, association, company, cheerful, the need for acceptance the social need for privacy, the need to have sexual intercourse. The fulfilment of these needs determine the well-being of the individual. For example, if you need to associate happy I dthoins'tis accomplished, people get bored with it. If the need for social acceptance is not met,the these individuals experience a loss of self-worth. From the point of view of the development, teenagers are becoming addicted to their friends, the satisfaction of these needs. Sullivan was do you need privacy for them, the motivation of young people looking to be close friends. The results of the research, I argue that what is said Sullivan (Seifert, 1994). 1.1.5.3. The relationships with opposite sex In the period from puberty, boys and girls, are you already interested in what is of the opposite sex. Adolescents spend a significant amount of their time in meeting with a ptheersoopnp'sosgieten,doerr thinking of dating. The relationships of the romantic school, a lot of teenagers are motivated to fulfill their needs, emotional, or even sexual orientation. Romantic relationships early, tends to be more like tthhaetc, oanntdext for the exploration of the attractiveness of the teenagers in order to teach you how to interact with someone in a romantic way (Brown, in press, as cited in. Santrock, 2002). Only after the teens acquire some basic skills in order to interact with a partner in a romantic, fulfilling the needs, the emotional, and the sex is becoming a key feature in this type of relationship (Furman & Wehner, in press, as cited in. Santrock, 2002). In a study conducted by the Crokett, Losoff, and Petersen, in the year 1984, some of the students of the class if YOU have been wondering what they're thinking about you the most. Almost half of these guys are the answer "girls," and more than half of the girls, they would say, "the boys" (Crokett, Losoff &Petersen, 1984 in. Hoffman and Paris, 1988). In freshman year of high school, and 80% of girls and 65% of the boys had said they were interested in what the of the opposite sex. In spite of the fascination of the sexual, it is not clear how much of the interaction of the - girls-boys, it's purely sexual, or how much of it is just a friendship (Hoffman, and Paris 1988). Santrock's talking about the dates referring to the "script" for the meetings, romantic, emotions, within the framework of the meetings, romantic, and socio-cultural context orofmthaenrtiecl.ationship The"script" dating, is represented by the cognitive models that guide the interactions of individuals within the framework of the meeting. 17 18 Speaking of emotions, Larson, Clore, and the Wood is argued that the strong emotions of the the context of a romantic relationship, he can push the teenage boys in a world where everything is turned upside-down, and the reality of it is lost in the perspective ( Larson, Clore & Wood, in press in. Santrock, 2002). Even though the emotions of romance can have negative side effects, and they can also, to be the sources of growing up for teens. The socio-cultural context exerts an influence on the patterns related to the dates of adolescent boys and girls. The values and beliefs of the religion of the people of different cultures will often dictate the age at which young people can't have their dating, how much freedom is allowed in the meetings, if the dates need to be supervised by adults, and the role played by the boys and girls in the context of the meetings. 1.2. COMMUNICATION The communication, i.e. the exchange of ideas and transmission of information with the help of the the messages, it is a process that is specific to the human. In a broader sense, the communication, i.e., the contact and the collaboration, on the scale of the animal, with the help of sounds and gestures. Human language is about communication and mutual understanding. The people are to each other in various ways: by means of words and gestures when you are in contact by writing, or by other means when it is located at a distance. In all cases, however, it performs the communication when a specific cognitive content, is passed on from one person to another, by means of signs that they have the same meaning for the speaker and the listener. In a brief form, that the communication is the transmission of the meaning with the help of the of the signs. The process of speech requires a speaker and a listener, and as a means of communication they both know a thing about it. A complete set of schematics of the factors of the constituent in the communication comprises a transmitter (a transmitter,a speaker), which sends a message to a receiver (the receiver, the listener); the message is relate to the context (the referent), the thing, or idea that can be verbalized it; the message is made up of the elements of the code, which must be the same on both sides are in contact. In this diagram, which is typical for the language is also valid for the other cases, in which, in place of the the sign of minutes, and comes over the gesture, or the written word (the Forest, 1973). 19 1.2.1.General description 1.2.1.1. Definition Communication is a process of delivering a message, and transmitted to him in a manner that is encrypted with the help of a channel to the receiver for the reception (A dictionary of Sociology, 1993). Hybels would define communication as a process in which people share their the information, ideas, and feelings (Hybels, 1986 as cited in. Panisoara, 2006). Ross defines communication as a process that is always changing, dynamic, and each other , a process which each other, each part influences the other, every s(Recoossn,d1986 as cited in. Panisoara, 2006). Gamble & Gamble, said of the communication, that is, a transfer, intentionally or by accident, of meaning-making ( Gamble & Gabmle, 1993 as cited in. Panisoara, 2006). Can we just talk about the two types of communication: Communication is one-sided in which only the sender arranges and forward the information in the sight of the reception; Mutual communication in which the receiver constructs a sequence of communications, making him the transmitter, and the other is the receiver. There is also a fundamental condition of the minimum of the embodiments of the disclosure, and in particular: the compatibility of the code, and the existence of the message. The codes may be in the form of the language , natural language and non-verbal, and the symbols of the concrete (light play), the symbols abstract (red, formulas, logic math). In social communication, the most common ones are the verbal and non-verbal (gestures, facial expressions, voice intonation). When they separated from the codes, protocols, components of the non - expressed inability to verbalize or to ask a piece of information, and when you attached to them were part of the the hardening of the distortion, or the indicator of "meta" in which he emphasizes a particular a way of understanding or interpreting the message of verbalized it. The accessibility to the content of the message is dependent on the community's code in the emission and the reception. All communication is focused on the message, i.e., a set of information, presented in a symbolic form. Interpersonal communication is identified with any kind of social interaction, as in any interaction is the exchange of messages (a Dictionary of Sociology, 1993). 1.2.1.2. The elements of communication The elements of communication, as has been stated, are the following: the sender and the receiver; the message of feed-back; the channel of communication, and the context of the communication The sender is an individual, a group, or an institution which has obtained a piece of 20 information more structured than the receiver, leading to a state of mind, and an aim to explicit (not joined to the message), and the default one ( the reason for this message transmission, and sometimes unknown to the receiver). The receiver is an individual, a group, or institution to which it is addressed the message, or in terms of the way by accident, and I get the message in a way that is aware of or, in a subliminal way. In the modern understanding, the emphasis is placed on the interplay between the transmitter and the receiver. Your message requires a mixture of objective information, of a value judgment, and experience personal privacy in addition to these information. The classification of the evolutionary tree of the messages include: the message is in the mind of the sender, the message itself, the message of the interpreting the message is recalled by the recipient. Feed-back can include all of your messages, verbal and non-verbal response to the communicating with other people. It can be distinguished between the feedback evaluative feedback nonevaluativ (this, maintain, and optimize the communication process). The channel is the path that allows for the dissemination of the message. The context of communication, it is the physical place in which they produce their communication, as defined by three features: proximity, similarity, and group membership. 1.2.1.3. Forms of communication Communication intrapersonal refers to the thoughts, feelings, and the way in which we view ourselves. we're in this perspective, the simultaneous transmitters and the receivers oVfetrhbeaclocmommumnuicnaitcioanti.on relies on the use of the word in communication. In this form, it is the highest form of human interaction and is dependent on the similarity of language between the transmitter and the receiver. Paralimbajul is the quality of the speech (which includes the elements of rhythm, tone, use of the s). Some research studies have estimated that 39 per cent of the ințelesul of the communication depends on the paralanguage. Nonverbal communication is the communication that is going on in the outside of the language of the verbalized it, it's ongoing, and includes a wide range of forms ( visual, facial expressions, body language). Meta communication is the appearance of some of the implications of the message, which I can't not be attributed to the meaning of the words, or the way in which they were passed. 1.2.2. The virtual communication At the beginning, and even after they have grown to be ubiquitous in office, the computers do not have a this was anything more than a couple of machines with great features. Some machines also 21 very simple to very sophisticated . They did a great job when it comes to text processing, numerical computations, and the video games and increases in productivity. Then they started to communicate with each other. And soon it's not just computers, but also the people they have seen it all connected they are. The main cultural impact of the computer has taken place at a time when they were become a medium of communication. They have allowed people to communicate with each other without the restrictions of location or distance, thereby forming the communities of which they wexearcetlgya. thered together in one place The internet is creating a public space that has never existed before. If your tv has closed up a lot of opportunities for relationships, the internet, she found some new ones that he opened it. Millions of people know each other very well who I keep in contact with only through the on the internet. In the real world, they wouldn't have gotten to meet him again; and with all this, they have a common interest which connects via e-mail, chat rooms, or the quality of the e-mails. The internet is a medium for communication, alternative, and one that is not one-way, from the top to bottom, but rather an interactive, in that anyone with a computer can contribute to, and can be have something to say. The development of the property to the techniques of information and communication has changed the wthheofloerpuimctusirteeso,fatnhde omtehtehrofdosrmfrsomof tchoemsmocuinailcmateiodnia,.mYeoduiraEte-dmbaiyl,tihnestianntetrmneets,shaagsinagc,celerated the speed and the size of the of human communication, and it has made it more user-friendly. The internet is, without a doubt, a phenomenon staff in these days. Because it is one of the elements that make up the base of the social groups, the development of new forms of communication, it is responsible for causing some of the social changes. With these techniques, the new electronics have given rise to new social groups, referred to as "virtual communities". They are also called "virtual" because it works without any no physical contact (Kollock and Smith, 1999 as cited in. Memmi, 2006). The new resources to the web, it also allows any person in the creation of social networks, the necessary technical skills, at a minimum. Social opportunities these spaces provide, are extremely important to the "citizens of the internet". A recent survey conducted by the U.S.–Based Center for the Digital Future found that 43% of the members of the online communities have claimed that they feel as strong as the community of virtual reality in the real world. The internet has an incomparable ability to create an image of ourselves, the way we'd like it to be. It also provides the user with the ability fabulous to determine their initial presentation to the other person. The internet also offers the possibility of finding those individuals who have the same interests as we do. In short, the intVerirnteutapl rcoovmidmeusnthiceataiboinlitisy aforreucsiperrosctaol,bientmerapseterrssonoaflthcoemirmowunnicidaetinotnit,yb.y means of which the different individuals that are within a certain distance of the physical interaction with each oththeecro.mThmisuntyicpaetioofn is done mostly by writing, but, thanks to the advanced technology, it 22 it may also include a visual (on the web), or the language of the report. The elements of the language non-verbal, such as facial expression or gesture, is expressed by means of the some of the representations that are created by typing a sequence of characters. This view, you can expressAafeswmiolef,oanefrowf tnh,eocrhaahnungel,sfaotfigthuies, taynpxeieotfyc, ojomym, fuenairc,astaiodnneisse.-mail, instant messaging, forum, blog, website. The techniques of communication, such as e-mail address (e-mail), or instant messages are often used to communicate between two people, but it can also include many more participants. The lists of discussion (forums) shall consist of a large number of participants. They were done in such a way that more and more people to be able to interact with more people, and in order to attract as many participants as possible. Documents public, such as web pages, or blogs, are to be read passively, but it can also be used to co-ordinate multiple users (Memmi, 2006). E-mail address or the e-mail system is a system that allows for the transmission or the receipt of e-mails. Instant messaging is a form of communication, in real time, based on the text writing, between two or more parties that know each other. It provides a communication - efficient, allowing immediate receipt of an acknowledgement or a reply. In the majority of cases, the communication via instant messaging features , which makes it even more popular. For example, users are able to see one on the other, the web, or you can talk for free over the internet using a microphone and speakers or a headset. This blog is a publication of the web, which contains articles, periodicals, often with nature the personal, like a diary, with its reverse chronological order. It may also contain almost any type of material, in the form of texts, images, graphics, videos, animations to inform the visitor about the owner of the blog. The visitors to leave comments or you can lTeahveepsuormpoesleinokfsthbeelbolwo.gs range from the personal journals - some of the people using this blog as a way to organize their thoughts, or by treating the topics of interest of the general, which can influence the lives of people, in the arms of political campaigns, and of the media, or to different companies. Also, they vary depending on the from the author of the just one in an entire community. The forum is a virtual community of people who gather to discuss the issues of the day to day or any problems related to the internet. In general, they are trying to create a community in which to discuss a particular aspect of our daily lives. In the forum there are a lot of different types of users: administrators, moderators and users. The administrators are in charge of the technical side of the forum, they have full control over the the right of a user to the post office. The main aim of a manager of the forum is to 23 forum and I can not delete or edit an answer in the context of the topic of the conversation, they can pick up try to give the user an environment that is as enjoyable as possible for discussion. Moderators are users who have vast knowledge in an area that is being discussed on the forums, they are, in other words the trustees of the sections. They should always be willing to help the users in the category of a moderate. You have to move it when the argument is all wUrosnergs, aanredtehsepeucsiearlslywthhoe anreeedpatroticcriepaatteinagcianttehgeordyisocfutshseiofno.rum. Studies on the chat daily, they put out some kind of creativity to the traditional , which is related to the language of literature. The analysis of Norrick (Norrick, 2003 as cited i2n0.0N7o) rtthhe language of day-to-day, it draws attention to what he calls the "poetics of the the conversation”, at the time, Carter (2002, as cited in. North, 2007), argues that "the creativity is in the conversation for the day-to-day there is an activity, the interpersonal, and the social nature". Carter said about the the creativity is that it is more likely to occur in an environment that is familiar to you and for the record, where there is a the risk of interpersonal, small, and because of this, we can expect to find in the internet are written freely have no place in an online environment. These backgrounds can also promote the implementation of the first form of appearance, what is it is related to the poetic function of language (Jakobson, 1960 as cited in. North, 2007), while the participants are asked to express themselves through the way wrote about what they would normally need to be expressed in the oral (Danet et al. 1997 as cited in. North, 2007). The online chat, and contains many of the features of communication, face-to-face has the characteristics of their particular. The context is a difficult concept in a virtual environment. Even though mr. Jones (2002) argues that communication over the internet, involves the interaction between the physical world and the virtual, the nature and extent of the interactions can vary in accordance with the online private investigator (North, 2007). 1.2.2.1. The communication from the center of the teens In a digital world, all the more, the internet has become a means of full disclosure, on social media, and entertainment. The internet has also become a part of your life the day, the vast majority of adolescent boys and girls. They spend a lot of time by using the computer and the internet. Every day, they use the internet for school, entertainment, and to communicate with others (Media Awareness Network, 2005 as cited in. Blais, Craig, Pepler, and Connolly, 2008). For adolescents, the internet is a platform for low-cost and readily accessible to the for social interaction, and activities of the project at the time. The positive effects of the penetrating of the use of the state of the internet on the development of the psycho-social, and, on the behavior of adolescents, are signified by the fact that the internet serves as an interface for the creation of a whole that is the social context for this one the category that age. Also, the regular use of the internet, and includes the possible effects of the negative impact on the development of the psycho-social, and the behavior of the adolescent. It was observed that the use of the internet, has a strong influence on the every kid in a different way, 24 depending on the characteristics of the psycho-emotional characteristics of each individual (Tsitsika, Critselis, et al. 2008). The studies carried out on the use of the internet shows that the internet is a frequently used in order to send and receive e-mails (92%), in order to surf and fun (84%), for a visit the website for your entertainment (83%), in order to send an instant message (74%), to search for the the information related to the hobby(69%) (Lenhart et al. 2001 as cited in Blais, Craig, 2008). The type of activities in which they engage teens on the internet seem to be different depending on the the age-and gender-based (Media Awareness Network, 2005 as cited in. Blais, Craig, 2008). The popularity of the communication via instant messaging among young people, where more than 20% use instant messaging as a means of communication with friends (Lenhart et al., 2001 as cited in. Blais, Craig, 2008), and it may be due to the fact that the communication-based internet rule out the physical aspects of interpersonal communication, and this can cause the focus to the communication of the personality or of the intellect of those who are communicating. The teens must confess I can't be themselves so much easier when it is connected through the to the internet only when they communicate face-to-face (Bargh et al. 2002; Lenhart et al. In 2001, in. Blais, Craig, 2008). While some of the teens to use the internet to meet and communicate with persons unknown (Wolak et al. 2005, as cited in. Blais, Craig, 2008), the majority of the teenagers use it to communicate with the people that I know (Gross, 2004 as cited in. Blais, Craig, 2008). However, it remains unclear as to whether the use of the internet to form and maintain relationship quality (Valkenburg & Peter, 2007 as cited in. Blais, Craig, 2008), or, if you isolate your teens, or if it leads to a decline in the quality of the relationships in their social networks (inK.rBaulatise,tCalr.a1ig9,8280,08). In spite of the frequency of the activities of the internet in the lives of teenagers, they know very little about the impact of time on these activities, the relations of the teens, such as friendship, and romantic relationships. Because of the relations of friendship and a romantic relationship develops significantly during adolescence, the impact of the activities of the internet, which is an important part of the life of the adolescent, it is material. Friendships, close relationships are important during adolescence (Hartup 1993; Hartup and Stevens, 1997; Feiring 1999 as cited in. Blais, Craig, 2008), and it is possible that the they can be affected by the activities carried out over the internet. In addition, teens receive emotional support (Connolly et al. 2004 as cited in. Blais, Craig, 2008), and it has to do with identity, and the social strategies in the framework of their close relationships (Hartup and Stevens, 1997 as cited in. Blais, Craig, 2008). The internet is, perhaps, a meeting place for the teenagers to be easiTehrefotrecthnemolotgoydoof tthheeseinftuenrncetito,npsr,easnednttshtehire rmeleacthioannsihsmipss tthorgoeutghherw. hich young people can be more and more private conversations at the same time. To increase the opportunities to communicate with people close to determine the increase in the potential for youngsters to carry out the functions of 25 these relationships together. In addition to that, the teens must confess that I am much more able to communicate their true feelings and communicate over the internet in comparison with the other methods of communication (Leinhart, et al. 2001 as cited in. Blais, Craig, 2008), and this may be due to the the limited availability of other social cues (Sproull and Kiesler, 1986 as cited in. Blais, Craig, 2008). Through these interactions, is less direct, but more intimate, the teens are a lot more be able to interact with the social skills, ideas and strategies that they can be more hazardous 26 in the context of the communication, face-to-face (Maczewski 2002; Turkle, 1997 as cited in. Blais, Craig, 2008). The highest part of the range of opportunities for experiences with a large number of interactions, and the revelation of the self, the more intimate is responsible for the use of such a use of instant messaging among adolescents and can affect the quality of the most prominent relationships in the teen years. In fact, 48% of american teenagers who were interviewed claimed that the internet had improved their connections to the social. There was a question about whether the activities are conducted through the internet, prevent or improve on relationships are important. Recent studies on the use of the internet among adolescents and adults,and families across America, indicating that it is associated with the reduction of the communication in the family, the smaller the size of the networks of social relations and the growing loneliness (Kraut et al. 1998; Nie and Erbring in 2002 as cited in. Blais, Craig, 2008). These results support the hypothesis that the reduction, according to which the social media hinders the development of a pre-existing relationships in adolescence (Locke, 1998 as cited in. Blais, Craig, 2008). This hypothesis was proposed due to the asumpției that the time you spend in order to communicate with foreign people, causes the adolescents to form the relationship of the superficial and there is such a benefit to the younger under the relationships, than where they would interact with in the world of the real one. A more recent study supported the hypothesis of stimulation, which suggests that the use of the communication based on the internet, you can stimulate the formation of relationships w(MitchKpeenonpaleet al. al, 2002 as cited in. Blais, Craig, 2008), and it can improve the quality of, or the privacy of the the relationships with the people you know. This assumption is expected that the communication based on the internet, allowing for a full disclosure of the stheelf,uinnktinmoawtne,lya,swwheicllhaisswwihthatelxeiasdtisngtofrainenindcsr(eMasceKeinnnthaeaqnudaBliatyrgohf,t2h0e0r0elaastiocintsehdipins.wBiltahisp,eople Craig, 2008). Valkenburg and Peter (2007 as cited in. Blais, Craig, 2008) have found that children who communicate online with your friends, in all the time, they feel closer to their friends than those who are not communicated online on a frequent basis. 27 CHAPTER II THE METHODOLOGY OF THE RESEARCH 2.1 PURPOSE AND OBJECTIVES OF THE RESEARCH The purpose of this paper is to reveal the characteristics of the communication of the teenagers in the family, as well as with the covârstnicii, especially the characteristics of communication in the virtual one, in view of the increase in the frequency of communication in today's society. The objectives of the proposed To reveal the relationship between the overall functioning of the family, and the communication of the all in the family. Is possible to observe the existence of a relationship between affective involvement in the family, and the communication of the all in the family. To reveal the relationship between the attachment of the covârstnici and communication all in the family. Let's see if there is a significant difference between boys and girls in terms of the frequency of communication via the internet. Let's see if there are any differences between boys and girls in terms of the time allocated to the on a daily basis to communicate over the internet To see whether there are gender differences in terms of the channels of communication used for communication over the internet. Let's see if there are differences in terms of the communication in the family, at the office the time spent for communication over the internet. 2.2 the PARTICIPANTS In this study included a total of 81 participants, the students of IX, X and XI of the National College "Emanuil Gojdu" List, high School Pentecostal Theological "Betel leaf" – Oradea, and the high School "Aurel Lazăr" List. The teenagers, aged between 14 and 18 years of age, 24 of the boys and 57 girls, and they participated on a voluntary basis. 28 2.3 THE TOOLS TO BE USED 2.3.1 Inventory for the attachment to the parents, and the covârstnici , He was drafted in 1987 by the Gay, C., Armsden, and Mark T. Greenberg, in order to attachmeveanltuatoteptahreents and covârstnici. It consists of 3 tools that will contain 25 items measuring the attachment of the people of the parents (mother and father), and covârstnici. Responses are measured on a scale of 1 to 5, where 1 is near never a true, 2 - rarely true; 3 - sometimes true; 4 - often true; and 5 - almost always true. All 3 tools are aggregated independently. Inventory is separated scales because of the extent of its attachment to the mother, the father, and to my close friends. Each tool has 3 subscales: confidence, communication, and alienation. Each of the three instruments for the assessment of the independent. The score for the attachment to the mother and to the father, is the sum of all of the items after the items 3,6,8,9,10,11,14,17,18,23 are the top-ranked vice-versa. The score for the attachment of the friends closest to him, is the sum of all of the items after the items 4,5,9,10,11,18,22,23 are the topranked vice-versa. The internal consistency of the inventory is the α-Cronbach = .93, for their attachment to the parents, and .86 for the attachment to your friends. 2.3.2 the Scale for the assessment of cohesion and adaptability in the family (FACES-III) , has been developed by David Olson, in order to evaluate the cohesion (unity, the connection to the internal ties), and the adaptability of the family. This instrument consists of 20 items that measure the two dimensions of the functioning of the family cohesion and adaptability. FACES III is based on a model, circumplex of the the functioning of the family, which holds that there are three central characteristics of the behavior of family cohesion, adaptability and communication skills. FACES III is the third in a series of idnesstirgunmedenttospdleasciegntheedsteofmameailsieusreintwthoeocfotnhteextht roefethdiismmenosdieoln, sc.irTchuims tpoloelxiasnd do this by evaluating the manner in which the members of the family, we see (perceive) the rest of the members as well as assessing the way in which the members of the family, you would want to be in the rest of the members of the (ideal). Each item has 5 possible answers: 1= almost never 2= rarely 3= sometimes 4= often 5= almost always The result of this tool are done adding all the items to obtain a score of the final, collecting the items with numbers in order to obtain the score for a cohesive and collecting items, you seem to get your score for years. Your high score to the cohesion indicates an involvement of 29 big family. The high score for the flexibility to indicate the presence of chaos in the family. The internal consistency of the scale is α Cronbach = .83 for the cohesion policy, and .80 for the flexibility. 2.3.3 the Questionnaire for the evaluation of the mechanism of the functioning of the family (FAD) It was produced by Nathan Epstein, Lawrance Baldwin, Duane Bishop, with the aim of to assess the function of the family. The FAD is a questionnaire that consists of 60 items which are intended to assess the functioning of the the family, in accordance with the Model, you turn it on. This model describes the properties of the structural changes, efammpilloyy: ment, and settlement of the family and identified six dimensions of the functioning of the the resolution of the issues; communication,;, roles; answer (response), affective; involved; the control of behavior. Thus, according to this model, the FAD has six sub-scales which measure the each of these dimensions, and has the addition of a seventh subscale, which measures the functioning of the overview. The questionnaire was developed on the basis of the responses of 503 individuals. Each item has 4 possible answers: 1=strongly disagree 2=disagree 3=disagree 4=strongly disagree The items that describe the operation, an unhealthy family, they are listed in reverse. Scores a low indicates that a healthy functioning of the family. The questionnaire BORING and has a good consistency internal Cronbach's a range between .72 and .92. Total scores for each sub-scale is carried out by summing individual items, and the like the following: scale of problem solving – items 2, 12, 24, 38, 50, 60; the scale of the communication – the items of the 3, 14, 18, 29, 43, 52, 59; the scale of role – items 4, 10, 15, 23, 30, 34, 40, 45, 53; the scale of emotional response – 9, 19, 28, 35, 39, 49, 57; the scale of emotional involvement – 5, 13, 22, 25, 33, 37, 42, 54; the scale of behaviour control. – 7, 17, 20, 27, 32, 44, 47, 48, 55, 58; the scale of the operation, general – 1, 6, 8, 11, 16, 21, 26, 31, 36, 41, 46, 51, 56. 30 2.3.4 a survey on the communication of virtual In order to probe aspects of virtual communication on adolescents, we developed a questionnaire consisting of 10 questions with the answers in the society. The items following the discovery of the partners in communication on the internet, the frequency of the communication, the time spent on the internet, the channels of communication are used, as well as aspects relating to the user of the communication on the internet, the purpose of the comparison, the facility of communication of the virtual with the real world. 2.4 PROCEDURE How to test the participants, it was a collective, the test being carried out in the room class. I have tested the 81 participants, between the ages of 14 and 18 years of age, in 27 of the boys and 54 gthirelse.vIahluaantdioend dheesrctrhibeeaddaobleosvcee,nitnstotrbuectginivgetnheamcotpoycoofmtphleete the questionnaires in a way that, frankly, indicating the because there is no right or wrong answers. There was a time limit. His training as a supplement to the Inventory of the order of attachment against the parents, and the covârstnici are as follows: "This is a questionnaire containing questions related to the relationship with the loved ones in your life like your mom, your dad, your friends. Read the instructions carefully for each categoIrnytohfeqfuiressttipoanrst.”of an inventory, the instructions were: "Every one of these bottom-refers to the feelings of the front of your mother, or the face of a woman who is treated like she was your mother. There have been several people who have behaved in front of you as if it was your mother's (for example, your birth mother or adoptive mother), responding to a person who has influenced you the most. Read each statement and circle the number that indicates how true the statement is for you.” In the second part of the inventory, with the instruction: "...In this section, there are questions related to how you feel before your father, or to the face of the person she played the role of a dad in your life. If there were more people (for example,the biological father or stepfather), responds to the question refer to a person who has influenTcheed pyaorutimciopsatn(tosfrtehsepotwndo)e”d. on a scale from 1 to 5, where 1 is almost never true, 2 - rarely true; 3 - sometimes true; 4 - often true; the 5 - almost always true. Learning the Scale for the assessment of cohesion and adaptability in the family (FACESIII) has been the following: "please be Sure to use the scale below to answer the following questions following: 1 = ALMOST NEVER 2 = RARELY 3 = SOMETIMES 4 = OFTEN 5 = ALMOST ALWAYS.” - 31 The participants responded to the first of twenty questions, in which they had to select the responses on the scale of the above, describing what it is in the present moment. In the the second half of the questionnaire, for according to what they would like to have a family of their own. Training for the evaluation of the mechanism of the operation of the the family (TWILIGHT) was as follows: "Here are a few statements about my family. Please read each statement carefully and decide how much of the good is the claim that for your family. I have to say that as you can see, you and your family. For each question there are 4 possible answers: 1 = STRONGLY AGREE, Answer to number 1 , if the statement that describes the your family is very, very good. 2 = AGREE, Answer to figure 2 , if the claim in question, describe your family of the usual. 3 = DISAGREE Answer to number 3 , if the statement does not describe your family the usual. 4 = strongly DISAGREE to strongly Respond to the figure 4 , if the claim in question does not describe the all of your family. He tries not to think about it too much, to each and every claim, but the answer you as quickly as possible , and with a straight face. If you encounter any difficulty in responding to one of the claims, write out what would be your first reaction to the situation at hand. Just make sure that you have the answer to each question and write your answer in the space next to each of the questions.” For a survey on the communication of virtual reality, the participants were asked to read mindful of the 10 items, and mark with an "X" on the answers that they are a match, the corresponding for each item in your hand. 2.5 ASSUMPTIONS AND DESIGN Assumption 1: we Assume that there is a significant correlation was found between the overall performance family and communication in the family. The variables involved are: 1. the overall functioning of the family 2. communication in the family Quasi-experimental Design Assumption 2: we Assume that there is a significant correlation was found between the emotional involvement in the family and communication in the family. The variables involved are: 1. getting involved in the family 2. communication in the family Design: quasi-experimental 32 Assumption 3: we Assume that there is a significant correlation was found between the attachment of the covârstnici and communication in the family. The variables involved are: 1. the attachment of the covârstnici 2. communication in the family Quasi-experimental Design Hypothesis 4: we Assume that there are no significant differences between boys and girls with respect the frequency of communication via the internet. V. I (a), The sex of the subjects a1 gender: male a2: female Vd (X) is the frequency of occurrence of communication on the internet, measured by the responses given by the participants with regard to the frequency of communication on the internet (daily 2 to 3 times a week, once a week, once a month, never). Univariate between-groups Design group Hypothesis 5: we Assume that there are no significant differences between boys and girls with respect at the time, assigned on a daily basis to communicate over the internet. V. I (a), The sex of the subjects a1 gender: male a2: female Vd (X): the time spent communicating on the internet each day, measured by the the answers given by the participants with regard to this issue (from 20 to 60 minutes, 60minute - 2 hours; 2 - 4 hours over 4 hours). Univariate between-groups Design group Hypothesis 6: we Assume that there are no significant differences by gender in terms of the the communication channels used for communication over the internet. V. I (a), The sex of the subjects a1 gender: male a2: female Vd (X): the channels of communication used on the internet or in a daily used the feedback from the participants with regard to this issue (messenger, e-mail, blog, the other). Univariate between-groups Design group Hypothesis 7: we Assume that there are no differences with regard to the communication in the family 33 depending on the time allotted for the daily communication via the internet. V. l. (A) the time allocated for communication on the internet a1: from 20 to 60 minutes a2: 60 minutes-2 hours. a3: for 2 to 4 hours a4: more than 4 hours Vd (X): communication in the family, used by the scores of the participants in the the communication in the family of a Questionnaire for the assessment of the mechanism of the the running of the family. Univariate between-groups Design group 34 35 CHAPTER III THE RESULTS OF THE RESEARCH AND THE INTERPRETATION OF THE The processing of the data obtained from the tests on the psychological, we used the program SPSS 1th5e.0syfomrmWeitnrdicowchse. cmkeetdh–odins:wthitehmtheethhoedlps poaf rtahme eKtoelrmcoogrorerolavt-iSomn,irannodv,thwehreerseutlhtse(tdhirsetrsihboultdiosnosf the the significance was greater than .05). Table 3.1 the Kolmogorov-Smirnov Test to verify the distribution of the data The tool is used No The Kolmogorov-Smirnov Z p 1. The inventory of the order of attachment against the parents, and the covârstnici h1: attachment to the mother 69 1.158 .137 s2: the attachment in front of dad 73 .829 .428 s3: attachment with friends 75 .865 .442 2. The scale for the assessment of cohesion and adaptability the family (FACES-III) h1: the cohesion of the 75 .870 .435 s2: the adaptability of the 76 .751 .625 3. The questionnaire for the evaluation of the mechanism of the the running of the family (SOUR) 68 .557 .916 s2: communication in the family 81 .996 .274 s5: getting involved 79 .925 .359 s7: general operation 78 1.010 .259 From the analysis of the table above it can be concluded that the distribution of data is symmetrical btheeca.0u5se. each tool is used for each sub-scale, the thresholds obtained are higher 36 3.1 THE FIDELITY OF THE MEASUREMENT INSTRUMENTS Table 3.1.1 the Fidelity of the instrument to measure the results of internal consistency Cronba(αch's) of the items, for those instruments considered in this study Scale/subscale Number items No Media Standard deviation standard Cronbach's authors Cronbach's study 1. Inventory to attachment front to the parents and the covârstnici h1: attachment the face of the mother 25 69 85,56 10,49 .93 .70 s2: attachment the front of the daddy25 73 89,94 10,84 .93 .73 s3: attachment to my friends 25 75 99,64 11,04 .86 .75 2. The scale for the assessment of the cohesion of the and the adaptability of the family (FACES-III) h1: the cohesion of the 20 75 78,16 12,89 .83 .75 s2: the adaptability o2f 0the 76 60,75 9,83 .80 .76 3. The questionnaire for the evaluation of the mechanism of the operation the your family (SOUR) 60 68 119,69 20,55 .92 .69 s2: communication in the family 7 77 14,00 2,57 not specified .60 s5: the involvement of the emotional 8 79 14,44 3,85 not specified .75 s7: the operation of the overview 13 78 22,50 For 5.82 not specified .75 In a study of reliability in the case of tools used in this research, we found an internal consistency of highly significant in the case of all the tools used, and the constructs of their own, the coefficient α, Cronbach is greater than 0.7, except in the case of a Questionnaire for the assessment of the mechanism of the functioning of the family (TWILIGHT), where the internal consistency is satisfactory (α Cronbach = .69), and the subscale of communication in the family (α Cronbach = .60). 3.2 QUANTITATIVE ANALYSIS OF THE RESEARCH HYPOTHESES 37 Assumption 1: we Assume that there is a significant correlation was found between the overall performance family and communication in the family. The variables involved are: 1. the overall functioning of the family 2. communication in the family Quasi-experimental Design Table 3.2.1 : the Correlation between the overall functioning of the family, and the communication of the family File size No r p The overall performance of the family Communication in the fam78ily .555 .000** **Correlation is significant at the p<0.01 By analyzing the table, the correlations between the overall functioning of the family, and communication in a family, it can be concluded that there is a significant positive correlation between the two variables. The value of the correlation coefficient, r, Bravais-Pearson is .555, significant at a threshold of less than .01. Thus, the risk of being wrong is less than 1 per cent. Assumption 2: we Assume that there is a significant correlation was found between the emotional involvement in the family and communication in the family. The variables involved are: 1. getting involved in the family 2. communication in the family Design: quasi-experimental Table 3.2.2 , the Correlation between the emotional involvement in the family, and the communication in the family File size No r p Involved in the family Communication in the fam79ily .596 .000** **Correlation is significant at the p<0.01 By analyzing the table, on the relationship between affective involvement in the family, and communication in a family, it can be concluded that there is a significant positive correlation between the two variables. The value of the correlation coefficient, r, Bravais-Pearson's .596, significant at a threshold of less than .01. Thus, the risk of being wrong is less than 1 per cent. Assumption 3: we Assume that there is a significant correlation was found between the attachment of the covârstnici and communication in the family. The variables involved are: 1. the attachment of the covârstnici 2. communication in the family Quasi-experimental Design Table 3.2.3 of the Correlation between the attachment of the covârstnici and 38 communication in the family File size No r p The attachment of the covârstnici Communication in the fam77ily -.166 .166 By using the correlation coefficient, r, Bravais-Pearson, we see that the value of its it's .166, and the meant something properly, it is more than .05. So, in conclusion, don't we we can't comment on the existence of a correlation between the attachment of the covârstnici and communication within the family, the risk of being wrong is less than 5%. To suspend the decisioHn.ypothesis 4: we Assume that there are no significant differences between boys and girls with respect the frequency of communication via the internet. V. I (a), The sex of the subjects a1 gender: male a2: female Vd (X) is the frequency of occurrence of communication on the internet, measured by the responses given by the participants with regard to the frequency of communication on the internet (daily 2 to 3 times a week, once a week, once a month, never). Univariate between-groups Design group Table 3.2.4 Table of frequencies for communications on the internet for girls and boys The frequency of communication on the internet Type participants Day 2-3 times the week Once the week Once the month Never again Male 16 4 1 2 1 Female 32 17 8 0 0 From the table above, we can see that there is no difference in the frequency of communication on the internet, the number of girls who are using this form communication is often higher than that of the boys. Table 3.2.5 Test, χ 2 ( chi-square) for the comparison of the frequency (for frequency communication over the internet) as a function of gender χ2 df p 10,049 4 .040* *Difference is significant at the p<0.05 level By analyzing the table for the comparison of the frequencies of the frequency of communication the internet between the boys and the girls, we see 2that the values of χ it is 10,049 significant at a 39 threshold of less than .05. Thus, we can conclude that there is a significant difference between the observed frequencies and those expected in the case of teenagers, boys and girls, in terms of the frequency of communication over the internet. The risk of being wrong is less than 5%. Day in ic D e 2- 3 or p e to for we in s A yes t the to for we in s A yes t the mon mrs. Us mov yes t Guys, Girls 0 5 10 15 20 25 30 35 The frequency of communication on the internet boys & girls Boys Girls Fig. 3.2.1 Frequency of communication on the internet, the boys and the girls Hypothesis 5: we Assume that there are no significant differences between boys and girls with respect at the time, assigned on a daily basis to communicate over the internet. V. I (a), The sex of the subjects a1 gender: male a2: female Vd (X): the time spent communicating on the internet each day, measured by the answers given by the participants with regard to this issue (from 20 to 60 minutes, 60minute - 2 h2o-u4rsh;ours over 4 hours). Univariate between-groups Design group Table 3.2.6 Table of the frequencies with respect to the time allocated for the communication of the the internet depending on the gender of the participants The frequency of communication on the internet The gender of the partic2i0patont6s0 minutes 60 minutes 2 hours ago 2 – 4 hours over 4 hours Male 10 6 4 4 Female 19 22 12 4 40 From the table above, we can see that the girls do tend to spend a lot of time on the internet than boys, but we cannot decide on a clear differences in the function of the cf. Table 3.2.7 Test, χ 2 ( chi-square) for the comparison of the frequency of the time allocated to communication over the internet on the basis of gender χ2 df p 2,987 3 .394 By analyzing the table for the comparison of the frequencies of the frequency of communication the internet between the boys and the girls, we see t 2hiattitsh2e,9v8a7luweshoicfhχcorresponds to the a discussion of the most high .05. As such, we cannot comment on the existence of the differences are significant differences between observed frequencies and those expected in the case of teenagers, boys and girls, in terms of the time allocated for communication on the internet. To suspend the decision. 20 to 60 minutes 60 minutes 2 hours ago 2 - 4 hours more than 4 hours guys, 0 girls 5 10 15 20 25 boys girls Figure 3.2.2 the Time allocated for communication on the internet, the boys and the girls Hypothesis 6: we Assume that there are no significant differences by gender in terms of the the communication channels used for communication over the internet. V. I (a), The sex of the subjects a1 gender: male a2: female Vd (X): the channels of communication used on the internet or in a daily used the feedback from the participants with regard to this issue (messenger, e-mail, blog, the other). Univariate between-groups Design group 41 Table 3.2.8 Table of the frequencies with respect to the channels of communication the internet depending on the gender of the participants The channels of communication on the internet Type participants Messenger+ your e-mail address Blog Messenger+ your email+your blog More Messenger+ your email+your Male 12 0 5 0 blog+m7ore Female 39 0 12 1 5 From the table above, we can say with regard to the differences in that exist between boys and girls regarding the use of the channels of communication on the internet. Table 3.2.9 Test, χ 2 ( chi-square) for the comparison of the natural frequencies on channels communications over the internet according to gender χ2 df p 6,073 4 .108 By analyzing the table for the comparison of the frequencies on channels of communication the internet between the boys and the girls, we see t2hiat titsh6e,0v7a3luweshoicfhχcorresponds to the a discussion of the most high .05. As such, we cannot comment on the that there is a difference significant differences between observed frequencies and those expected in the case of teenagers, boys and girls, in terms of the channels of communication on the internet. To suspend the decision. M e s s e no g e r+ em to I B lo g M e s s e no g e r+ em to I+ b lo g To lt. e you M e s s e no g e r+ em to I+ b lo g + to lt. e you Guys, Girls 0 5 10 15 20 25 30 35 40 Boys Girls Figure 3.2.3 the use of the channels of communication on the internet, the boys and the girls 42 Hypothesis 7: we Assume that there are no differences with regard to the dependcionmgmonunthiceatti iomneinalltohtetefdamfoilrythe daily communication via the internet. V. l. (A) the time allocated for communication on the internet a1: from 20 to 60 minutes a2: 60 minutes-2 hours. a3: for 2 to 4 hours a4: more than 4 hours Vd (X): communication in the family, used by the scores of the participants in the the communication in the family of a Questionnaire for the assessment of the mechanism of the the running of the family. Univariate between-groups Design group Table 3.2.10 statistical index to start the communication in the family, in the light of the time allocated for communication on the internet Media σ No From 20 to 60 minutes14,62 2,90 29 In 60 minutes – 2 hour1s3.,10 2,55 28 2 – 4 hours 14,41 190 cm 17 over 4 hours 13,85 1,57 7 The data in the table, with a statistical index to the home with regard to communication in the family depending on the time of communication on the internet, we can observe that the means may differ, but we can't comment on the meaning of this difference. Table 3.2.11 TEST GROUP - a comparison between the scores on the communication dependfrinogmotnhethe time of communication on the internet F df p 1,926 3 .132 We used the ANOVA test group, because we've got a comparison of the 4 samples independent o(f3,e77a)cihs coathlceurl.aFted from 1,926, with a cut-off of .132, the threshold higher .05. Thus,the we can't comment on the existence of a difference in terms of the communication in the family, the adolescents, depending on the time of communication on the internet. Suspend the decision of the. 43 44 3.3 QUALITATIVE ANALYSIS OF THE RESULTS OF THE RESEARCH Adolescence is one of the most difficult periods in the development of the human, if not the most complicated. Marked by strong changes to the physical, physiological, but especially the psychological, the period between childhood and adulthood, with the difficulties and dilemmas of them it's a time to zbuciumului emotional, non-conformism, but also the sincerity of the pure, of the imagination and flair. Adolescence is the period of time during which a person is no longer considered a child, but he ain't gettin', I still trust to be considered an adult; teenage is one of the major periods of development (Marian, 2004). One of the needs that stands out from the crowd in this period, based on the classification of Brummell, there is the need to relate to each other. A group of covârstnici it becomes very important, right now, this is the place where your teen is, he's testing his ideas about the self, the i, it is confirmed or not, your self-worth, they're testing their ideas about life, and become interested in the relationship with the the people of the opposite sex. Meeting the needs of the relationship is dependent on the communication, and Hybels, defining it as a process in which people share information, ideas, and feelings. In the context of the relationship is made, and the exchange of experiences, ideas, desires, and this change to take place, it is necessary to communicate. Based on the idea that in order to meet the needs of the relationship is required, and the process of communication, we have chosen to pay particular attention to the communication of the teens in general and of the communication over the internet, and in a special way. With the choice of this theme, we wanted to investigate the various aspects of the disclosure , and the relationship of the teenagers in the family, and with the covârstnici, and the testing of some of the myths that are related to the influences of the effects of computer and internet on youth. Empirically, the instincts, are all in agreement with the fact that good communication is essential for the optimal functioning of the family, especially when you're a teenager in your family. I just wanted to test out this idea of science, and, in consequence, I have made the first hypothesis of the study: we Assume that there is a significant correlation was found between the overall functioning of the family and the communication in the family. Variables were the overall functioning of the family and the communication in the family. Given a quasi-experimental design, we calculated the correlation coefficient, r, BravaisPearson. its value is .555 significant at a threshold of less than .01. Thus, the risk of to err is less than 1 per cent. That is to say, as a family, communication is the most effective, and the overall functioning of the family is the best. 45 The overall functioning of the family depends on the involvement of, and the relationships between all of the members of the of the family. When a child enters adolescence, the family is changing. The new body,the the changes in the social relations and changes in cognition, affect the nature of the interactions that take place in the context of the family. The children are more or less harmless, they saw the parents, the elders, and as a source of affection, respect, discipline, and goods are getting now, "almost grown", I'm beginning to assert its rights, to be suspicious of the rules, which are in the family, to see their parents as flawed human beings. At the same time, they will become less emotionally dependent on their parents. At the time, what is the relationship between adolescents and their parents is becoming more and more similar to the relationship teenagers have with covârstnicii, some of the tensions are bound to happen. Therefore, a good communication between the members of the family, it is absolutely necessary for the optimal functioning of the latter. The effort of communication must be coming from both sides, both in the direction of the parents of the young people demonstrating your understanding, tolerance to the independence and ferminate, while at the same time, but, from teenagers to their parents. The studies capture the four aspects of the relationship, the parent-adolescent who seem to to be involved in the development of the identity of the teenager's interest, and the involvement of the parent; the emotional intensity of the interactions that take place in the family; the degree and nature of the conduct of the famTihlye;manad the nature of the authority of the father. jority of the experiences of adolescents, they seem to occur in families in which the interest, involvement and the intensity of the interaction is at a level of moderate – families in which young people can express themselves to their parents in that they take an active part in the decision - making processes. Also, the quality of the relationship between a teenage boy and his parents can't strongly influence the course of the development of his or her identity (Seifert, 1994). As interest in these aspects of communication in the teens, we have formulated the hypothesis of the study: we Assume that there is a significant correlation between the involvement of the affective family, and family communication. The variables involved were as follows: 1. the involvement of the stake in the family - and-2. communication in the family. By analyzing the table, on the relationship between affective involvement in the family, and the communication in the family, I came to the conclusion that there is a significant positive correlation between the two variables. The value of the correlation coefficient, r, Bravais-Pearson's .596, significant at a threshold of less than .01. As was to be expected, according to a study in the scientific literature, communication, efficient, and optimal in the family, correlates with the involvement of the affection in the family. Although the teenage years seem to be the period between the departure of the family, as a manifestation of independence the autonomy and individuality, emotional relationships, positive family support absolutely necessary. It is rumored that his parents and teens don't like each other 46 to each other, and I don't really get along. In fact, most of the teenagers are away from their parents, they have the same values in terms of the most important aspects of their lives, and you are looking for the assessment and approval of the parents (such as Disable, 1989 as cited in. Bonchiş, 2000). However, their relationship is one of a calm, stress-free. The communication between the parent and the child turns out to be the key to a adolescences healthy. As the communication between the adolescent and the parents, it is best to both be involved in the family is the strongest. Good communication reflects the functioning of the family system, is a system in which parents are able to communicate their values, beliefs, and feelings of the child of their own. Covârstnicii plays a vital role in the lives of adolescents in the meantime, what is his connection to the parents lose the weight. Dealing with covârstnicii to serve as an introduction to the relationships during the adult to the job and the company. In the present study, we sought to highlight the relationship between the attachment of the covârstnici and communication in the family. Thus, the third hypothesis of the study was this: let's Suppose that there is a significant correlation was found between the attachment of the covârstnici and communication in the family. By using the correlation coefficient, r, Bravais-Pearson method, we have observed that the value of its it's .166, and the seminficație is greater .05. In conclusion, we I couldn't decide on the existence of a correlation between the attachment of the covârstnici and communication within the family, the risk of being wrong is less than 5%. I can tell you that our sample good communication in the family is associated with the attachment of covârstnici, or on the contrary. However, we must not neglect or downplay the importance of the relationship with the covârstnicii during this period of development. The internet is, without a doubt, a major phenomenon in our time. It is a medium of communication, alternative, and one that is not one-way, top-to-bottom, but rather an interactive, in that anyone with a computer can help, and it may have something to say. The development of the property to the techniques of information and communication has changed the wthheofloerpuimctusirteeso,fatnhde omtehtehrofdosrmfrsomof tchoemsmocuinailcmateiodnia,.mYeoduiraEte-dmbaiyl,tihnestianntetrmneets,shaagsinagc,celerated the speed and the size of the of human communication, and it has made it more user-friendly. Because it is one of the items which are at the basis of social groups, the development of new forms of communication be responsible for causing some of the social changes. With these techniques, the new electronics have given rise to in the us, groups, referred to as "virtual communities". They are also called "virtual" because it operates without any physical contact. Along with the obvious benefits of this alternative form, the ease of communication, has emerged, and with the problems. We all know each other, or do we have with us the children, the teenagers,and the adults who "live" in a virtual world, "they are living in the computer," according to his parents. In today's society have been formed, and have started some of the myths related to the 47 communication of the virtual, of the myths that have received the character of the law, Pc/internet, it's addictive; the Young people who spend a lot of time on the computer, you don't get along with my parents and the people of their own age; the Communication from the internet, it is impersonal; the virtual Communication and alters the expression of the language. In the present study, we wished to check the veracity of such a city, and to analyze the different aspects of virtual communication in early adolescence. The first hypothesis in this rtheespfeocutr,tiht hyapsobteheensitshoef the paper, I Assume that there are no significant differences between girls ' and the boys, with respect to the frequency of communication via the internet. The obtained results have confirmed this hypothesis, resulting in no significant differences between the observed frequencies and those expected in the case of teenagers, boys and girls, in terms of frequency of communication over the internet. The girls are the ones who communicate more frequently on the internet. There are a lot of explanations for this fact. First of all, a number of studies show that the women are more communicative than men in general. This also applies to the virtual communication. Teen gets autoevaluează and autmonitorizează often, their self-image and self-esteem is dependent on a great deal in this time of physical appearance. For the individuals who are charged with inadequate from the point of view of a physical, communication, and interpersonal relations , direct it that much more difficult. The internet has the advantage of eliminating the problem, the phyAsincoatlhaeprppeoasrsainbcleeeisxpnloanloantigoenrfiomrpthoretafancttinthtahtethceoymcmoumnmicuantiiocnatoefmthoeremaenddiam. ore time on the internet than boys, is that you communicate with the virtual, the use of the various communication channels of the virtual (blog forums, email, etc.), it is a very "on brand" for me. The trends prevailing in the society, in the covârstnici certain rules of conduct, rules that cannot be broken. Party time, by informing it on Messenger, Facebook or Twiteeter it becomes a rule present time. The internet has an incomparable ability to create an image of ourselves that we want it to be. It also provides the user with the ability fabulous to determine their initial presentation to the other person. The internet also offers the possibility of for those people who have the same interests as we do. In short, the internet also offers the possibility of the users are the masters of their own identity, which gives a huge advantage to people is very irrational with regard to his own person. In this paper, we wanted to find out if your girls to be allocated more time than boys on communication technology. Thus, the fifth hypothesis of this study was to: resupunem that there are no significant differences between boys and girls with respect to the time assigned on a daily basis to communicate with by using the internet. From the analysis of the table of the spectrum, we could see that these girls do tend to spend a lot of time on the internet than boys, but it didn't, I couldn't decide on a clear demarcation on the basis of gender. Making a comparison of the frequencies of the frequency of communication over the internet between the boys and the girls, we can observe that the values of χ 2 it is 2,987 which corresponds to a threshold is higher .05. Thus, we could not rule on whether there is a difference significant differences between observed frequencies and those expected in the case of 48 teenagers, boys and girls, in terms of the time allocated for communication on the internet. In a digital world, all the more, the internet has become a means of full disclosure, on social media, and entertainment. The internet has become such a part of my life from the day-to - day, for the vast majority of teenagers, is equally important for boys and girls. They spend a fair amount of time using a computer and the internet. Every day, they use the internet for schoTohle, esntutedriteasincmarernietd, aonudt ionnotrhdeeursteo ocfomthme uinntiecrantetwsihtohwthsethoatthethrepienrtseornn.et is used to send and receive e-mails (92%), in order to surf and fun (84%), for a visit the website for your entertainment (83%), in order to send an instant message (74%), to search for the the information related to the hobby(69%) (Lenhart et al. 2001 as cited in Blais, Craig, 2008). The type of activities in which they engage teens on the internet appear to be different based on your age and gender (Media Awareness Network, 2005 as cited in. Blais, Craig, 2008). In order to examine this issue, we established that the sixth hypothesis: we Assume that the there are no significant differences by gender in terms of the channels used in the communication over the internet. The results of the research we haven't confirmed it. As such, we cannot comment on the existence of a significant difference between the observed frequencies and those ewxepbe.cted in the case of teenagers, boys and girls, in terms of the channels of communication The vast majority of teenagers use the internet to communicate with people not known, but some of it I use it for meeting and communicating with people - unknown. The popularity of the communication via instant messaging among adolescents is due to the fact that the communication based on the internet rule out the physical aspects of the communication, interpersonal, and you can determine the focus of the communication of the personality or of the intellect for those who are communicating. The teens must confess I can't be themselves so much easier when you it is connected through the internet, except when communicating face-to-face (Bargh et al. 2002; Lenhart et al. In 2001, as cited in. Blais, Craig, 2008). One of the myths commonly employed in today's society, is that which provides young people who spend a lot of time on the internet, isolated socially, I don't get along with your parents or with their peers. However, it remains unclear as to whether the use of the internet to form and maintain good relationship, or if you isolate your teens, or if it leads to a decrease in the quality of the their relationship to the social. The last hypothesis of the present study was to: us Assume that there is a difference in communication in the family, depending on the time allotted for the daily communication via the internet. The results of the research did not confirm the assumption of us, not being able to tell you with regard to the existence of a difference in terms of the communication in the family, the adolescents, depending on the time of communication on the internet. What remains is just a myth that the internet is altering the ability to communicate and form social relationships of young people. Some of the recent studies on the use of the internet 49 (in the U.s.), it indicates that it is associated with the reduction of the communication in the family, with the reduction of the size of the network of social relations, and with the rise of loneliness (Kraut et al. 1998; Nie and Erbring in 2002 as cited in. Blais, Craig, 2008). According to these studies, the time you spend in order to communicate with foreign people, causes the youth to build relationships surface, and thus they are less benefit in the context of the relations of friendship, rather than if they have to interact in the real world. Other studies claim that the use of the communication based on the internet, you can stimulate the formation of relationships with people, and it can improve the quality of, or the privacy of the relationships with the people you know (McKenna et al. al, 2002 as cited in. Blais, Craig, 2008). This assumption is expected that the communication based on the internet, allowing for a full disclosure of the self, the more intimate, which is what leads to an increase in the quality of the relationships with both strangers and friends of existing, they found that the adolescents who communicate online with their friends ' in frequently, they feel closer to their friends than those who don't communicating online frequently. CHAPTER IV CONCLUSIONS AND IMPLICATIONS Adolescence is defined as a stage of development that marks the transition from childhood and adulthood. Erikson has argued that the work of early adolescence, is the establishment of the identity of the self (identity formation is an activity that is carried out throughout their entire lives, and it has its roots in early childhood, but it did not become the central than in the teens), and the search for one's identity affects all the relationships that adolescents have (Seifert, 1994). A group of my friends, my relationships with friends and parents, they are the context in which the teens are testing their ideas about life, and about himself. Adolescence involves a change in behavior, thinking, emotions, and they will hold up gradually, later just in a unified structure. This is the beginning of the road to the the age of an adult. The confusion and lack of experience are reflected in the behavior of adolescents it varied from one extreme state to the other: it may appear to be an independent and rebellious, in - a particular moment in time, for at the exact time of the next to become childlike and helpless (Bonchiş, Centre, 2004). In the same way as in the case of the other high-stress situation, to deal with it is a personal matter. Teen years can be more described as a period of time that requests resources from the adaptation of the individual's coping strategies in the face of these changes are important, but not necessarily presuppose the occurrence of problem behavior. The entire stage is marked by important changes in different areas such as: biological, psychological , and social wellbeing; adolescents living an accelerated rate of growth and maturation, and thisTishe changes occur at the level of the cognitive process, developing the ability to think 50 abscontrolled by hormonal mechanisms. tractly and to take into account moral considerations of more and more refined. It should be noticed, also, the development of self-esteem, adolescence is the time in which it manifested a desire for uniqueness, individuality coupled with the need for affiliation and recognition, on the part of others. A group of covârstnici is very important right now, this is the place where your teen is testing the ideas on the self, his true self-worth, they're testing their ideas about life , and becomes interested in the relations with people of the opposite sex. For some authors, the teenage years are a definite period of life, a stage of development where it can be clearly distinguished from the rest of your life. For others, however, it is only one area of the border, the kind of no-man's land, a 'tunnel' in which the children are gone, in order to "stand out" from the the light on the other side in a couple of years ago, as a fully-fledged adult. The point is, however, that you never can't tell who's the one we're going to see the other side, the output of a teenager (Benga, 2003). The fact is, no matter how critical, is the shift of the ages, it is a necessity of solving some of the "problems of development", which make it possible for the emergence of not only biological, but also psychological and the future of an adult. This is the period during which it gains its independence from the parents, the adaptation of the own sexual maturity, they take the decision of your career, develop the philosophy of life, our beliefs and moral standards, is obtained the sense of one's identity (Benga, 2003). As I mentioned before, this period of time the needs of the networking, it manifests itself strong. Based on the idea that in order to meet the needs of the relationship is required, and the process of communication, we have chosen to pay particular attention to the communication of the teens (this is a phase in the life of every individual, marked by changes in the physical, social, and cognitive-major) in general, and communication over the internet, and in a special way. I have chosen this topic due to my interest in the staff, but also due to the fact that in the Usa there are a lot of studies on this subject, it contains a dose of the news. I wanted to find out whether there is a relationship between the overall functioning of the family, and the cmoymfmamuniliyc.aDtioonthoefirthfaemilies in which there is a good communication is working well or not? Between getting involved in the family, and the communication in the family, there is a significant relationship, or is it? It can be no emotional involvement in family conversation? The relationship was significant only in the attachment of the covârstnici, and the communication in your family? Adolescents who communicate via the internet, makes a very good communication with the family? In order to answer these research questions, we have included in our study, a total of 81 participants, students at a high school in a class of NINTH -, tenth -, and ELEVENTH-grade. They have been put to the test with a series of tools designed to capture a different dimension of variables of the research: the Inventory of the order of attachment to their parents, and covârstnici(IPPA), the Scale for the assessment of cohesion and adaptaTbhilietycionntchleusfaiomnilsya(tFwAChiEcSh-IIIhI)a,vaeQmuaedsetioansnaarireesufoltrotfhethaisssreesssemarecnht aorfethaes mfoellcohwasn:ism of 51 the functioning of the family (DAF) , and the question of the communication of the media. 1. There is a significant correlation was found between the overall functioning of the family and the communication in the family. That is to say, as a family, communication is much more efficient, and the operation of the overall the family is the best. The overall functioning of the family depends on the involvement of, and the relationships between all members of the family. Therefore, a good communication between the members of the family, it is necessary for the optimal functioning of the latter. The effort of communication must be coming from both sides, both in the direction of the parents of the young people demonstrating your understanding, tolerance to the front of the independence and ferminate, while at the same time, but, from teenag2e.rsTthoetrheeiirs paasreignntsi.ficant correlation was found between the emotional involvement in the family communication in the family. As was to be expected, in agreement with previous studies in the literature, effective communication, the optimal level of the family, correlates with the involvement of the affection in the family. Although the teenage years seem to be the period between the departure of the family, and for the manifestation of the independence, autonomy and individuality, emotional relationships, positive family support absolutely necessary. There are four aspects of the relationship of the parents and adolescents who appear to be involved in the development of the the identity of the teenager's interest in and involvement of the parents, the emotional intensity of the interactions that take place in the family; the degree and nature of the conduct of his family; and the nature of the authority of the a father. The majority of the experiences of adolescents, they seem to occur in families in which the interest, involvement and the intensity of the interaction is at a level of moderate – families in which young people can express themselves to their parents in that they take an active part in the decision - making processes. Also, the quality of the relationship between a teenage boy and his parents can't strongly influence the course of the development of his or her identity (Seifert, 1994). 3. I couldn't decide on the existence of a correlation between the attachment of the the front of the covârstnici and communication in the family. Covârstnicii plays a vital role in the lives of adolescents in the meantime, what is his connection to the parents lose the weight. Dealing with covârstnicii to serve as an introduction to the relations between an adult in the workplace, and in society. I can tell you that the students in our communication of the optimal solution in a family is associated with the attachment of covârstnici, or on the contrary. With all of this, we must not neglect or downplay the importance of the relationship with the covârstnicii at the time of its development. 52 53 4. There are no significant differences between boys and girls with respect to the frequency of the communication over the internet. Undoubtedly, the internet is one of the major achievements of science and technology today. Of the benefits brought about by the existence of countless. The speed, ease of communication, the cost is low, the quantities of the impressive number of varied information are just a few of them. However, it is becoming a subject of controversy to the specialists when it comes to tfrheeqquueensttlyio.n of the influence of the internet on the ability to relate to the people who use it In the present study, we wished to check on the veracity of some of the myths that are circulating in the society related to the use of the internet to analyze the different aspects of virtual communication on the teen. As I have pointed out, these girls are the ones who communicate more frequently on the internet. There are multiple explanations for this fact. First of all, a number of studies show that women are mpaosrsewcoormd.municative than men in general. This also applies to the communication of the Teen gets autoevaluează and autmonitorizează often, their self-image and self-esteem is dependent on a great deal in this time of physical appearance. For the people what is the charge of inadequate from the point of view of a physical, communication, and interpersonal relations directly it is much more difficult. The internet has the advantage of eliminating the problem, the physical appearance is no longer important in the communication of the media. Another possible explanation for the fact that they communicate more and more time on the internet than boys, is that you communicate with the virtual, the use of the various communication channels of the virtual (blog forums, email, etc.), it is a very "on brand" for me. Spending time communicating on Messenger Facebook or Twiteeter it becomes a rule of conduct among teenage girls. 5. I couldn't decide on the existence of a significant difference between the young girls and boys about the amount of time assigned on a daily basis to communicate over the internet. In a digital world, all the more, the internet has become a means of full disclosure, on social media, and entertainment. The internet has become such a part of my life from the day-to - daalay,rgfoeratmheouvnatstomf taimjoerituysionfgteaecnoamgeprust,eirs aenqduathlley imntpeornrteatn. tEfvoerrybodyasya, nthdegyirhlasv. eThtoeyusepetnhde a internet for school, entertainment, and in order to communicate with the other person. 54 6. We can't comment on the existence of statistically significant differences by gender on the communication channels used for communication over the internet. Both the girls and boys were included in our study, it communicates through the internet the most by using the Application's website and the e-mail address, to which are added some other channels of communication. The popularity of the communication via instant messaging among adolescents is due to the fact that the communication based on the internet rule out the physical aspects of interpersonal communication, and he can determine the focus of the communication of the personality or of the intellect of those who communicator. The teens must confess I can't be themselves so much easier when you communicate through the through the internet, except when communicating face-to-face (Bargh et al. 2002; Lenhart et al. In 2001, as cited in. Blais, Craig, 2008). 7. We can not rule out the existence of a difference in terms of the communication in the family, depending on the time allotted for the daily communication via the internet. One of the myths commonly employed in today's society, is that which states that young people who spend a lot of time on the internet, isolated socially, I don't get along wtoitthhethpeeiropplaeroefntsh,eoirr own age. The last hypothesis of the study, and the results obtained, we suggest that the guess what remains is just a myth that is not supported by the data in the "field". Communication the virtual can really improve their overall communication skills of adolescents in the in some cases, while in others, maybe to separate the young from the reality and from the people of the same age. The contribution of the present paper highlights the 3 levels. on a theoretical level, we conducted a comprehensive approach to adolescence, we studied the development of the the intellectual, the moral, the development of identity and the self, but, in particular, the formation and development of social relations in early adolescence. In the second part of the theory, we have studying the general aspects of the disclosure, shapes, and elements of it, by me ending up on the virtual communication; at the methodological level , we used 3 different types of scale: the Inventory of the attachment the front of the parents and the covârstnici has been developed by the Gay, C., Armsden, and Mark T. Greenberg, with the purpose of evaluating the attachment to the parents, and the covârstnici; the Scale for the assessment of cohesion and adaptability in the family (FACES-III) – developed by David Olson, the purpose of the evaluation of the cohesion (unity, the connection to the internal ties), and the adaptability of the family; The questionnaire for the evaluation of the mechanism of the functioning of the family (TWILIGHT) – produced by Nathan Epstein, Lawrance Baldwin, Duane Bishop, with the aim of to assess the functioning of the family of the six dimensions of the problem-solving, communication,and the roles, the response of the emotional, affective involvement, and the control of behavior. I have also worked in collaboration with the science of a survey on the communication of virtual reality in order to probe aspects of the 55 communication of the virtual to the teenagers. The items following the discovery of the partners in communication on the internet, the frequency of the communication, the time spent on the internet, the channels of communication are used, as well as aspects relating to the use of internet communication, its purpose, and comparison of the facility, the communication of the virtual with the real. on a pragmatic level, this paper draws attention to the characteristics of the communication to the the teenagers, and the implications on the overall functioning of the family, the involvement of the the emotional in your family. The paper debunks the myth with regard to the influence on the the development of the ability to relate to the teenagers who use it often communication technology. REFERENCES Birch, A., (2000), the Psychology of the development, Technical Publishing house, Bucharest, romania Benga, A (2003) the Psychology of the age - support of developing a distance learning format PDF, Universitatea "Babeş-Bolyai" university, Department of Psychology and Sciences of Education Blais, J. J., Craig, W. M., Pepler, D., Connolly, A. J., (2008), And Adolsecents Online: The Importance of Internet Activity Choices to Salient Relationships Bonchiş, E., Székely, M. (eds.) (2004), the Psychology of the age, the Publishing house of the University of - Oradea Bonchiş, E. (eds.) (2000), human Development, Publishing house of the Printer to the West, Oradea, romania 56 Corcoran, K. J., Fischer, J., (2000), Measures for Clinical Practice: Couples, Families and Children Dacey, J. S., Travers, J. F. (1996), Human Development Across The Lifespan (iii edition), McGraw_Hill, Boston, Massachusetts. Hoffman, L. A., Paris, S., Hall, E., Schell, R. R., (1988), Developmental Psychology Today (fifth edition), McGraw-Hill book company,Inc. New York City Marian, M. (2004) Introduction to clinical psychology, University of Oradea, Memmi, D., (2006), The nature of virtual communities, The, London Newman, B. M., Newman, P. R. (1987), Development Through Life: A Psychosocial Approach (forth edition), Brooks/Cole Publishing Company, Pacific Growe, California North, S. (2007) , The Voices, the voices: Creativity in the Online conversation, and Open University, UK Panisoara, J. A., (2006), effective Communication (third edition), Editura Polirom, Iaşi, romania Parsell, M. (2008), And Pernicious to the virtual communities of identity, polarisation, and the Web 2.0, Maquarie University, Sydney, Australia. Santrock, J. W. (2002), Life-Span Development (eighth edition), the University of Texas at Dallas, McGraw Hill, Schiamberg, L. B., (1985), Human Development (second edition), look on macmillan Publising The Company, A Michigan State University Seifert, K. L., Hoffnung, R. J., (1994), Child And Adolescent Development (second edition), Houghton Mifflin Company, Boston, Sigelman, C. K.,Shaffer, D. R. (1991), Life-Span Human Development (the second edition), Brooks/Cole Publishing Company, Pacific Grove, California Tsitsika, A., Critselis, E., Kormas, G., Filippopoulou, A., Tounissidou, D., Freskou, A. Spiliopoulou, L. T., Louizou, A., Konstantoulaki, E., Kafetzis, D. (2008), And The Internet use and misuse: a multivariate regression analysis of the predictive factors of internet use. among Greek adolescents Vander Zanden, J. W. (1985), Human Development (third edition), Random House, New york city Veith, G. E., Stamper, C. L., (2007), And the Christians in the world,@ .com-the site, the Publishing house of the Flame, - Oradea Verza, E. Schiopu,R., (1981), the Psychology of the Age [circle of life], Publishing house of the TWeaalcdh,iLn.g,,(1a9n7d3t)h,eThuedSsyosnt.ems of Human Communication, Scientific Publishing house, Bucharest, romania Zamfir, C., Vlăscescu, V.(eds.) (1993), a Dictionary of Sociology, Editura Babel, Bucureşti http://43zone.yoo7.com/ce-este-un-forum-f6/definitia-forumului-t20.htm 2010-02-04 http://aboutjournalism.wordpress.com/2007/01/23/totul-despre-bloguri/ 2010-02-04 http://blogs.justdesign.ro/index.php/ce-dece-este-blogul/2009/10/ 2010-02-04 57 http://dexonline.ro/search.php?cuv=morat2o0r1iu0-02-10 http://en.wikipedia.org/wiki/Instant_messaging 10-02-2010 http://ro.wikipedia.org/wiki/E-m2a0il10-02-04 http://www.flu.ro/blogtur/ 2010-02-04 Tools APPENDICES IPPA First and last name(just the initials): Gender: Age: the Average of origin: This quiz contains questions related to the relationship with the people close to you in your life: my mother, my father, my good friends. Carefully read the instructions for each cPaAteRgTorIy of questions. Each of the statements below refers to your feelings of your mother, or a daughter of this woman whom he had treated you, and how do you get to be your mother. If you have been a lot of people who have treated you as if you were your mother's (for example, your birth mother or adoptive mother), responding to a person who has influenced you the most? Read each statement and circle the number that shows just how true the statement is for you, too. 58 ALMOST, RARELY, SOMETIMES, OFTEN, ALMOST, AGAIN, REALLY, REALLY, REALLY, ALWAYS TRUE, TRUE, 1. My mom is my no. 1 2 3 4 5 respected his feelings. 2. I feel like my mother to meet a good 1 to 2 3 to 4 5 to her role as a mother. 3. I would like a 1 a 2 a 3 a 4 a 5 a person to be a mother to me. 4. My mom takes me for a 1 a 2 a 3 the 4 the 5 the way I am. 5. I like to adopt the point of view of the 1 the 2 the 3 the 4 the 5 my mother, then when I am confused about one thing. 6. I feel that it is useless to let the mother of my 1 2 3 4 5 notice that my feelings are. 7. My mother finds out no 1 2 3 4 5 if you're upset about something. 8. I talk to my mom about my problems 1 2 3 4 5 makes me feel so ashamed to tell you. 9. My mom has the expected 1 2 3 4 5 too high for me. 10. Get moody, very gently, when my mom it's the 1 to 2 3 to 4 5 to all around me. 11. I get much more of a 1 a 2 a 3 a 4 a 5 a lot of times than you know, my mom. 12. when we talk about some of the things in my mother 1 2 3 4 5 to take into consideration in my opinion. 13. My mother's trust, a 1 a 2 a 3 a 4 a 5 on the way to my way of thinking. 14. My mom, she has problems of her own, so don't even bother 1 to 2 to 3 to 4 to 5 am, with all my problems. 15. My mom helps me to 1 2 3 4 5 I understand it better myself. 59 16. I'll tell your mother about a 1 a 2 a 3 the 4 the 5 the problems and troubles of my own. 17. I was mad at my mom's. 1 2 3 4 5 18. Don't get too much of a 1 a 2 a 3 the 4 the 5 things you can learn from my mother's side. 19. My mom helps me a 1 a 2 a 3 a 4 a 5 a talk about the hardship (s) of my own. 20. My mom gets me. 1 2 3 4 5 21. When I'm mad at a the mother of a 1 a 2 a 3 a 4 a 5 - try to be reasonable. 22. I have faith in the mother of a 1 a 2 a 3 a 4 a 5 - my. 23. My mother don't understand 1 2 3 4 5 what I'm going through these days. 24. I can count on my mother when I need a 1 a 2 a 3 a 4 a 5 I speak to someone for me to download what I hit. 25. If my mother knows that a 1 a 2 a 3 a 4 a 5 something's been bugging me, asking me what this is all about. THE SECOND PART OF THE In this section, there are questions related to how do you feel about your father, or daughter of the person who is playing the role of dad in your life. If there were more people ( for example, biological father or stepfather), answer the questions, referring to a person who has influenced you most ( of the two). ALMOST, RARELY, SOMETIMES, OFTEN, ALMOST, AGAIN, REALLY, REALLY, REALLY, ALWAYS TRUE, TRUE, 1. My father's respect 1 2 3 4 5 about my feelings. 2. I feel like my dad is a 1 a 2 a 3 a 4 a 5 to fulfil the role of a father. 3. I would like a 1 a 2 a 3 a 4 a 5 a person to be a father to me. 4. My daddy takes me a 1 a 2 a 3 the 4 the 5 60 the way I am. 5. I like to adopt the point of view of my father's, a 1 a 2 a 3 a 4 a 5 when you are confused. 61 6. I feel like it doesn't make sense to leave the 1 the 2 the 3 the 4 the 5 my father went to see her about my feelings. 7. My father, he realizes , if I'm pissed off 1 2 3 4 5 about anything in particular. 8. To talk to my dad about my problems 1 a 2 a 3 a 4 a 5 makes me feel so ashamed to tell you. 9. My father's expectations 1 2 3 4 5 too high for me. 10. Get moody, very easy 1 2 3 4 5 when my dad is around. 11. I'm pissed off a lot of 1 2 3 4 5 more times than you know, my father. 12. When we talk about certain things, it's my dad's 1 2 3 4 5 to take into consideration in my opinion. 13. My father's trust, a 1 a 2 a 3 the 4-5 , in my way of thinking. 14. My dad has problems of his own, so that you don't even bother 1 to 2 to 3 to 4 to 5 , and I'll have mine. 15. My daddy helps me to understand me better 1 2 3 4 5 on my own. 16. I'll tell my father about a 1 a 2 a 3 the 4 the 5 the problems and troubles of my own. 17. I'm angry at my father. 1 2 3 4 5 18. My father won't give it a 1 a 2 a 3 a 4 a 5 a lot of attention. 19. My daddy helps me to talk about the hardships of a 1 a 2 a 3 a 4 a 5 (s) of my own. 20. My dad took me to understand. 1 2 3 4 5 62 21. When I'm mad at a the father of my 1 a 2 a 3 a 4 a 5 tries to get along. 22. I have faith in my father. 1 2 3 4 5 23. My father, I don't understand 1 2 3 4 5 what I'm going through these days 24. I can count on my dad's 1 2 3 4 5 then, when I need it, I'm talking about the stuff that's on my mind. 25. What if I don't know like 1 2 3 4 5 something makes me sad, I wonder what this is all about. PART III. This section contains questions related to your feelings about our relationships with your close friends. Read each statement and circle the number that shows just how true is the statement that for you. ALMOST, RARELY, SOMETIMES, OFTEN, ALMOST, AGAIN, REALLY, REALLY, REALLY, ALWAYS TRUE, TRUE, 1. I like to adopt the point of view of the 1 the 2 the 3 the 4 the 5 my friends, then, when you are confused, the face of things. 2. My friends can't say when I'm pissed off 1 2 3 4 and 5 for some reason. 3. When we talk about certain things, my friends 1 2 3 4 5 my parents and my opinion on that. 4. I'm the 1 the 2 the 3 the 4 the 5 my parents about my problems, it makes me feel ashamed. 5. I wish I could have another 1 to 2 3 to 4 5 to your friends. 63 6. My friends and I get along. 1 2 3 4 5 7. My friends help me 1 2 3 4 5 let's talk about the hardship (s) of my own. 8. My friends and I accept, the 1 the 2 the 3 the 4 the 5 the way I am. 9. I feel the need to connect a 1 a 2 a 3 a 4 a 5 with my friends. 10. My friends and I don't understand 1 2 3 4 5 what I'm going through these days. 11. I feel so alone, or a 1 a 2 a 3 a 4 a 5 outcast when I'm with my friends. 12. My friends listen to 1 2 3 4 5 I've got to say. 13. I feel like all my friends 1 2 3 4 5 there are a bunch of good friends. 14. I can speak fairly 1 2 3 4 5 from scratch with my friends 15. When I'm mad, for a reason, my friends 1 2 3 4 5 tries to get along. 16. My friends are helping me to understand better on me in 1 to 2 3 to 4 5 to me. 17. My friends, they really care about a 1 a 2 a 3 a 4 a 5 on it. 18. I'm mad at my friends. 1 2 3 4 5 19. Can the account of the waters of my friends, a 1 a 2 a 3 a 4 a 5 , then when I need to talk to someone about all the things that I click. 20. I trust no 1 2 3 4 5 of my friends. 21. My friends and I a 1 a 2 a 3 a 4 a 5 follow your feelings. 22. I get much more of a 1 a 2 a 3 a 4 a 5 a lot of times, than I do my friends. 23. Like of my friends are upset with me, a 1 a 2 a 3 a 4 a 5 - there must be a reason. 64 24. I can't tell my friends 1 2 3 4 5 about the issues and problems of my own. 25. If my friends know that something's bothering me, a 1 a 2 a 3 a 4 a 5 I wonder what this is all about. NOTE-III First and last name (just the initials): Sex: Size: Medium origin: Please use the scale in order to respond to the questions and more below. 1 =YOU GO GIRL 2 =RARELY 65 3 =SOMETIMES ... 4 =COMMON 5 =ALWAYS It describes what it is like family now, it's: ____ 1. The members of my family, they ask for the help of each other. ____ 2. To solve the problems, the children's suggestions are taken into consideration. ____ 3. Ii, we the friends of the other members of the family. ____ 4. Children have a right to express his / her opinion about the disciplinarii of their own. ____ 5. We also like to do some of the things you together with the members of the family. ____ 6. In our family, people are acting like a bunch of the leaders of the family. ____ 7. The members of the family can feel close to the other members of the family, the only people outside of the family. ____ 8. Our family is changing the way in which you carry out your tasks. ____ 9. The members of the family like to spend their free time . ____ 10. Parents and kids talk about the sentence together.... ____ 11. The members of the family are really close to each other. ____ 12. In our family, the kids get to make decisions. ____ 13. When we do an activity together, all present and accounted for. ____ 14. In our family, the rules change. ____ 15. We can't think of very easy things that you can do together as a family. ____ 16. Change between us, the responsibilities of the house that we have in the house. ____ 17. The members of the family to consult with each other when they need to make decisions. ____ 18. It's hard to pick which one is the leader of our family. ____ 19. It is very important for us to be together as a family. ____ 20. It's hard to tell who's who and what's to be done in the home. Describe how you would like them to be in your family for your ____ 21. The members of the family, to help each other. ____ 22. To solve the problmelor to take into account the suggestions of the children. ____ 23. I accept my friends for the other member of the family. ____ 24. Children have the right to say anything about the disciplinarii them. ____ 25. We would like to do some of the things you together with the members of the family. ____ 26. We would like to, as a different person in his family to act like they're the leaders. ____ 27. The members of the family to feel closer to your face for the rest of the members, the only people outside of the family. ____ 28. In our family to change the way in which you carry out your tasks. ____ 29. The members of the family to make it a pleasure to spend time with the other members of the family. ____ 30. The parents of the children and to talk together about the sentence. ____ 31. The family members feel very close to each other. ____ 32. The children make the decisions in our family. ____ 33. When the family is together, all the world will be present. ____ 34. The rules change for our family. ____ 35. We can start to think about easy things that you can do it all in the family. ____ 36. To change between us, the responsibilities of the house that you have at home. ____ 37. The members of the family, to consult with each other in the decision-making process. ____ 38. Want to know who is the leader of our family. ____ 39. Its very important for us to be together.... ____ 40. To be able to tell who's who and what's to be done at home. 66 TWILIGHT 's first and last Name (just the initials): Sex: Size: Medium origin: Below are a few statements about my family. Please read each statement carefully and decide how much of the good is the claim that, for your family. We need you to answer the way you see yourself and yFoour family. r each statement there are 4 possible answers: 1 =STRONGLY AGREE Answer to number 1 , if the statement that describes my family very well. 2 =AGREE with Answer number 2 if the statement that describes your family, always. 3 =ODDS Answer to number 3 if this statement is that it does not describe your family always. 4 ="Strongly DISAGREE" Answer to number 4 , if the claim in question does not describe you at all and your family. Just try not to think about it too much, to each and every claim, but the answer quickly and honestly. If you are experiencing difficulties in responding to one of the claims, write out what would be your first reaction to the situation. Make sure that you have responded to each statement, and write your a__n__s1w. eThreipnlatnhniengsopfaaccteivities with your family is a difficult one because we misunderstand each 67 toothetrh. e right of each question. ____ 2. We solve most of the problems that are daily to the house. ____ 3. When someone is upset, the other, I know that is why it is so sad. ____ 4. When you tell someone to do something , you have to check out if you did, what you said to him. ____ 5. When someone is in trouble, the others involved to help him. ____ 6. When you are going through a crisis, we can't ask other people to support it. ____ 7. I don't know what to do when there is an emergency. ____ 8. Sometimes we'll go out to the things that we need. ____ 9. I don't like to be affectionate with each other. ____ 10. We ensure that all members of the family carry out their responsibilities that they have on a family. ____ 11. I can't talk to each other when we're feeling sad. ____ 12. I used to take decisions in terms of the issues that you have. ____ 13. We're becoming interested in from the others, if, but when something is important to them. ____ 14. I can't tell you how it feels to be a person on the basis of what she had to say. ____ 15. The tasks of the family, they are not very well mixed. ____ 16. Everyone is accepted for what it is, who you are. ____ 17. It's easy to break all the rules. ____ 18. Folks are saying in the way of what they have to say instead of making an allusion to something. ____ 19. Some of us just simply don't respond to it emotionally. ____ 20. We know what we're doing when it comes to a medical emergency. ____ 21. We avoid the discussion of the concerns and worries that you have. ____ 22. It's hard to talk to each other about our emotions. ____ 23. We have no difficulty in terms of our spending. ____ 24. After that, our family is trying to solve a problem, usually discussing if it worked for you or not. ____ 25. We focus too much on it's own. ____ 26. We can express our feelings to each other.... ____ 27. I don't have the expectations are clear, in terms of the use of the toilet. ____ 28. Don't show your love to each other. ____ 29. Addressing the people directly, instead of to send through the other person what they have to say. ____ 30. Each and every one of us has a responsibility and duty. ____ 31. There are so many bad feelings in the family. ____ 32. We have rules on how to hit on people. ____ 33. We commit ourselves to each other if and only if it is a matter of what we're looking for. ____ 34. There's a little bit of time to explore your personal interests. ____ 35. Often, when we speak, we don't say what I meant. ____ 36. We feel accepted for what they are. ____ 37. We show the interest of the people when they have personal benefits. ____ 38. We solve the most supararilor which they occur. ____ 39. In our family, the gentleness of it is on the second place, the face of the other stuff. ____ 40. We were talking about who should do the housework. ____ 41. The decision-making process is a non-issue for my family. ____ 42. My family is showing their interest to the other members of the family, when I can get you something. ____ 43. We are direct with one another. ____ 44. We don't have rules and standards in the industry. ____ 45. If someone in your family is being asked to do something , we need to be reminded of what he has done. ____ 46. We are able to make decisions on how to solve the problems. ____ 47. If the rules are being, I don't know what to expect. ____ 48. It can happen to any of my family. ____ 49. We sincerely afectuinea. ____ 50. Facing issues involving our feelings. ____ 51. We don't get along with each other. ____ 52. I don't talk to each other when they are nervous. ____ 53. In general, we are not satisfied with the tasks that we do. ____ 54. Even if you have a good intention, we mix it up too much in the lives of others. ____ 55. We have rules about tense situations. 68 ____ 56. We have confidence in each other. ____ 57.Crying in front of other people. ____ 58. I don't have the emotions to be reasonable. ____ 59. When someone has done something that we didn't like it, then I'll tell you this. ____ 60. I was trying to think of different ways to solve the problems.