The SEBE protocol and the integration with other classic instruments allowed us to reach a ‘thick’ corpus of data which accounted for individual, interpersonal, and cultural processes with respect to ICTs use. The video recordings of adolescents’ everyday interactions with ICTs and the examination of their subjective experiences (motives, goals, emotions) during reply interviews (RIWs) allowed us to identify practices that would have never been observed through classic techniques. During RWIs adolescents were asked to provide explanations of their behaviours commenting their video recordings. This triggered a ‘self-reflexive process’ in which adolescents could ‘critically’ examine their activities with the support of the researcher, who could confront and integrate her interpretations with those provided by participants.
The adoption of a family perspective to examine digital media incorporation allowed us to situate the understanding of adolescents’ use of ICTs in the context family relations and communication, thereby linking individual behaviours and family dynamics. We shed light on new domestication processes, suggesting that domestication theory can benefit from integrating Installation theory principles (i.e. a micro-analytical framework for examining individuals’ actions, goals, motivations and emotions).
Students, researchers and professionals has demonstrated interest in learning and using SEBE in psychosocial research (digital technologies, human-computer interactions, family process, behaviour change). This has prompted us to found a research laboratory at the Department of Psychological and Behavioural Science at the LSE, the SEBE-Lab, which is having periodic meetings and hosting events for the scientific community.
Beyond researchers, families, practitioners and socio-educational and clinical agencies have been the main audience. The collected video material (good/bad practices) can be used to provide counselling to parents and/or adolescent children having problems in controlling ICTs use as well as to train practitioners working with families and children. Clinical practitioners demonstrated a particular interest in the SEBE protocol; they envisaged the use of SEBE for treating technology-related problems (addiction or anxiety). New connections were built with psychotherapy centres (especially the Tavistock Centre), and a new research project is under preparation with their collaboration.
SEBE promises to become a useful tool for research and intervention with children and families in today’s societies, where ICTs have become integral part of our everyday lives.
