As the linguistic, cognitive and social elements of individuals' lives are transformed by new and emerging technologies, educational settings are also challenged to respond to the issues that have arisen as a consequence. This book focuses on that challenge: using psychological theory as a lens to highlight the positive uses of new technologies in relationships and educational settings, and to advocate technological learning opportunities and social support where the misuse and abuse of ICT occurs. "The Impact of Technology on Relationships in Educational Settings" sets out to explore the role of ICTs in relationship forming, social networking and social relationships within schools and has grown out of the European Cooperation in Science and Technology (COST); Action on cyberbullying, involving 28 participating countries, and two non-COST countries, of which Australia is one. This cutting edge international text offers cross-cultural, psychological perspectives on the positive uses of new and emerging technologies to improve social relationships and examples of best practice to prevent virtual bullying. This comes at a time when much of the focus in current writings has been on the more negative aspects which have emerged as new technologies evolved: cyberbullying, cyber-aggression and cybersafety concerns. This text is ideally suited to researchers and practitioners in the fields of Educational and developmental psychology, as well as those specialising in educational technology and the sociology of education. This book begins with a preface by Peter K. Smith and an introduction by Angela Costabile and Barbara Spears. It contains three parts. Part 1, Positive uses of ICTs: Background Issues, contains: (1) Positive uses of social networking sites: Youth voice perspectives (Barbara Spears, Jette Kofoed, Maria Giuseppina Bartolo, Anna Lisa Palermiti, and Angela Costabile); (2) Secure Net Addresses: Secure internet and responsibility (Haukur Arnborsson); and (3) Media Education: A new academic curriculum (Enrico De Santo and Angela Costabile). Part 2, Positive uses of ICTs: Scholarly Settings, contains: (4) ICT and relationships: Promoting positive peer interactions (Antonella Brighi, Manuela Fabbri; Luigi Guerra, and Elena Pacetti); (5) The use of interpersonal communication technologies to establish and maintain peer relationships (Maili Porhola and Henna Lahti); (6) Prosocial use of the internet in adolescence (Rosario Del Rey and Virginia Sanchez y Rosario Ortega); (7) Using the internet positively in schools: The case for notebooks (Vera Popper, Dagmar Strohmeier and Christiane Spiel); (8) The Digital Generation Gap Revisited: constructive and dysfunctional patterns of social media usage (Jacek Pyzalski); (9) Kids in the Fast Lane: Achieving well being through online support (Amichai-Hamburger Yair); (10) Online support in psychological and pedagogical practices (Bassam Aouil); and (11) Online counselling for enhancing relationships (Kevin Glasheen and Marilyn A. Campbell). Part 3, Positive uses of ICTs: Prevention of cyberbullying, contains: (12) Peer education intervention: face-to-face versus online (Ersilia Menesini and AnnaLaura Nocentini); (13) Cybermentoring (J. von Kaenel-Flatt and Thaddaeus Douglas); (14) Bullies' and victims' experiences of the anti-bullying game from the KiVa-programme (Elisa Poskiparta, Ari Kaukiainen, Virpi Poyhonen, and Christina Salmivalli); (15) Fear not: an innovative interdisciplinary virtual intervention to reduce bullying and victimisation (Dieter Wolke and Maria Sapouna); (16) Using mobile phones to counter cyberbullying: An innovative project (Alison Wotherspoon, Greg Cox, and Phillip Slee); and (17) A Review of initiatives using technology to promote cybersafety and digital citizenship (Barbara Spears).