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Date: November 22, 2024 Fri
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9 results foundAuthor: Cross, Emma-Jane Title: Virtual Violence: Protecting Children from Cyberbullying Summary: The latest figures from Beatbullying reveal that nearly one-in-three 11-16 year olds has been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. For a quarter of these the experience was ongoing, meaning that 1-in-13 children were persistently cyber bullied. What we mean by persistent cyberbullying is bullying that is happening day in, day out, over a period of months or sometimes years. It is continuous cyberbullying by the same person or group. As expected, children who were persistently cyber bullied experienced a longer duration of bullying. Around a third of those persistently bullied said it lasted a year or more, or else was still going on. Another fifth said it had lasted months. The consequences of cyberbullying are no less traumatic than those that follow face-to-face bullying. The media has picked up on a number of high profile cases in which children have committed suicide following relentless online hate campaigns waged on Bebo and Facebook. These are only the most extreme manifestations. Academic research is beginning to document the increased isolation, poor educational attainment and self-destructive behaviour that readily follow cyberbullying. Cyberspace has also made possible new forms of social interaction and bullying. One worrying aspect relates to ‘sexting’, in which children produce and circulate sexual content amongst themselves. A third of children have received an unwanted or nasty message and a quarter received an unwanted or “nasty” image on the subject of sex. While a small proportion of these ‘sexts’ were from an unknown source or were spam, the vast majority were identified as a peer of the young person. In certain cases, these sexts have acted as a catalyst for mass bullying and even statutory rape. Our survey of over 2,000 secondary school pupils shows that cyberbullying is of increased concern for certain ‘high risk’ groups of children. • Pupils with Special Educational Needs, (have a learning difficulty or disability) are 16% more likely to be persistently cyber bullied over a prolonged period of time. • Pupils receiving free school meals, (an agreed universal indicator of increased deprivation, limited/ing social mobility, poverty and educational under-achievement) are 13% more likely to be persistently cyber bullied over a prolonged period of time. • White non-British ethnic background all reported a higher incident of this intense form of cyberbullying. Critically, in terms of resourcing intervention and targeting behaviour change campaigns, girls experienced twice as much persistent cyberbullying as boys and some 48% of all young people admitted to having undertaken some sort of cyberbullying. In terms of the specific websites on which cyberbullying has being taking place, the MSN instant messenger service and the Bebo social networking site were the worst offenders. This was the case for both children who had been bullied and for children who had witnessed others being bullied. The video-sharing site YouTube was also identified as a common place where footage of bullying was proliferated. Details: London: Beatbullying, 2009. 61p. Source: Internet Resource: Accessed May 18, 2011 at: http://www2.beatbullying.org/pdfs/Virtual%20Violence%20-%20Protecting%20Children%20from%20Cyberbullying.pdf Year: 2009 Country: United Kingdom URL: http://www2.beatbullying.org/pdfs/Virtual%20Violence%20-%20Protecting%20Children%20from%20Cyberbullying.pdf Shelf Number: 121751 Keywords: BullyingCyberbullyingInternet CrimesInternet SafetySocial Networking |
Author: Latonero, Mark Title: Human Trafficking Online: The Role of Social Networking Sites and Online Classifieds Summary: This report presents a comprehensive examination of the role of social networking sites and online classified ads in facilitating human trafficking and delivers recommendations for developing technological innovations to monitor and combat trafficking. Human trafficking, a form of modern-day slavery, is a grim reality of the 21st-century global landscape in developed as well as developing countries. While traditional channels of trafficking remain in place, online technologies give traffickers the unprecedented ability to exploit a greater number of victims and advertise their services across geographic boundaries. Yet the extent to which online technologies are used in both sex and labor trafficking is unclear, and the current approach to the question is lacking. While online classified sites such as Craigslist have already been under intense scrutiny for being used by traffickers, little research is available on the role of online classified and social networking sites in human trafficking, and the issue has yet to be fully studied. Instead of singling out these technologies as a root cause of trafficking, this report poses the following question: Can online technologies be leveraged to provide actionable, data-driven information in real time to those positioned to help victims? This study forwards the hypothesis that tools such as data mining, mapping, and advanced analytics can be used by governmental and nongovernmental organizations, law enforcement, academia, and the private sector to further the anti-trafficking goals of prevention, protection, and prosecution. Adapting these technologies and methods requires careful consideration of potential implications for civil liberties, such as privacy and freedom of expression. This report applies detailed methods to understanding the relationship between domestic human trafficking and online technologies through literature reviews, field research, and interviews. In addition, the report presents preliminary results from primary research in developing tools to assist law enforcement and anti-trafficking efforts. The report concludes with a set of recommendations and guidelines to inform future research and technological interventions in human trafficking. The use of Internet technologies in people’s daily lives has dramatically increased in recent years. In 2010, the number of Internet users worldwide exceeded an estimated 2 billion. Hundreds of millions of individuals use social networking sites, and approximately half of all online adults in America have used online classified advertising sites. In contrast to the many social benefits that Internet technologies provide, a darker narrative also has emerged. Social networks and online classified sites are being used by traffickers to market, recruit, sell, and exploit for criminal purposes. Many of these sites are explicit in nature and some are underground. Yet, evidence from legal cases demonstrates that mainstream sites such as Craigslist, Backpage, and Myspace have already been used for trafficking. Facebook, Twitter, and other social networking sites are susceptible to similar uses. Because human trafficking is a crime recognized by international protocols and state laws, traffickers are traditionally forced to conduct their activities underground. But this report illustrates that online transactions leave behind traces of user activity, providing a rare window into criminal behavior, techniques, and patterns. Every online communication between traffickers, “johns,” and their victims reveals potentially actionable information for anti-trafficking investigators. Until now, there has been a lack of data on the role of online technologies in human trafficking. Yury Fedotov, executive director of the United Nations Office on Drugs and Crime, remarked: “We do not have an accurate picture of the scope and nature of [the misuse of technology] and cannot act as effectively as we should. Knowledge is essential for evidence-based policy, and we must fill the information gap.” The Annenberg Center on Communication Leadership & Policy (CCLP) at the University of Southern California launched an anti-trafficking initiative in response to a similar call for increased knowledge. The project began at a June 2010 meeting CCLP Director Geoffrey Cowan convened in Washington, D.C., at the urging of Alec Ross, Secretary of State Hillary Clinton’s senior adviser for innovation, and Ambassador Luis CdeBaca, head of the State Department’s Office to Monitor and Combat Trafficking in Persons. Representatives from the U.S. Agency for International Development, the Department of Justice, the Senate Foreign Relations Committee, and the United Nations joined leaders from the technology field, nongovernmental organizations, and academia to discuss the use of technology to address trafficking. The meeting set into motion research initiatives in the Mekong Subregion (including Thailand, Cambodia, and Vietnam), Haiti, and the United States. An absence of technological solutions for information sharing among antitrafficking organizations inspired further study into potential uses of technology in this field. A partnership between the USC Information Sciences Institute and CCLP developed prototype software designed to detect possible cases of online sex trafficking activity, particularly cases involving underage victims. Together, the group conducted advanced research on data mining, computational linguistics, and mapping tools to monitor trafficking on social networking and online classified sites. Feedback from the Federal Bureau of Investigation was integral to this process. This report indicates that immediate action is required to develop monitoring and prevention techniques to combat human trafficking online. The report recommends future research and proposes actions that stakeholders can undertake to address trafficking online. Comprehensive solutions to trafficking through online channels should involve proactive steps by governments to protect victims and support law enforcement in combating a new generation of tech-savvy traffickers. At the same time, this report urges private-sector technology firms to recognize the opportunity to address human trafficking on their networks and services. In addition, NGOs and academics bring needed expertise to technological interventions. This study also identifies technological innovations that can be used by actors and stakeholders involved in anti-trafficking efforts. To that end, the following principles are intended for those seeking to employ technology as a means to combat human trafficking. Details: Los Angeles: University of Southern California, Annenberg School for Communication and Journalism, Center on Communication Leadership and Policy, 2011. 56p. Source: Internet Resource: Accessed October 17, 2011 at: https://technologyandtrafficking.usc.edu/files/2011/09/HumanTrafficking_FINAL.pdf Year: 2011 Country: United States URL: https://technologyandtrafficking.usc.edu/files/2011/09/HumanTrafficking_FINAL.pdf Shelf Number: 123011 Keywords: Human TraffickingInternet CrimesInternet SafetyOnline VictimizationSex TraffickingSocial Networking |
Author: Quayle, Ethel Title: Online Behaviour Related to Child Sexual Abuse: Interviews with affected Young People Summary: Most young people in Europe have access to the Internet. In a study by Livingstone et al. (2011), including 25 142 children between 9-16 years old in 25 countries in the European Union (EU), the average age for first time contact with the Internet was 9 years old. In this study 60% reported that they used the Internet on a daily basis and 33% that they used the Internet once or twice a week. Access to the Internet is not only increasing, but today many youth have their own mobile phones with internet access. In the study by Livingstone et al. (2011) 35% of the youth used their own PC, 24% their own laptop and 12% a handheld device (e.g. iPod Touch, I-phone and Blackberry) when going online. The most common activities online were doing schoolwork (85%) followed by online gaming (83%) and watching video clips (76%). Most young people are alone when using their mobile phone and the Internet (Medierådet, 2010). This differs from other media forms, e.g. watching television and playing games on the computer, that more often are done together with a friend or an adult. This means that young people most of the time are alone when surfing the net, without adults being able to supervise or to hinder the youth from possible risk taking online. Most young people seem though to be well aware of the fact that there are safe and risky behaviours connected with the use of Internet (Jonsson et al, 2009). When a child reaches adolescence it is developmentally normal to expand their social network, forming close relationships and experiencing sexuality. The Internet is accessible, anonymous and affordable (Cooper, 1998) which makes it natural to use it for sexual purposes. In a study by Daneback and Månsson (2009) nine out of ten Swedish young people, between 18-25 years old, used the Internet for romantic or sexual purposes. The most common online sexual activity was watching pornography among the boys and searching for information about sex among the girls. Many studies have shown that pornography use is greater for young males (Caroll et al, 2008; Luder et al., 2011; Svedin et al, 2011) but recent studies show that the gender differences are most apparent with older adolescents and that there are less differences between genders who are 12 years old and younger (Livingstone et al., 2011). However young people are not only passive consumers of sexual material. They also produce and distribute their own sexual material and find sexual contacts online. Online risk taking behaviour Offline risk taking behaviour such as use of drugs, smoking, not attending school and having unprotected sex are more common among adolescents than others (e.g. Benthin et al., 1993; Boyer, 2006; Steinberg, 2008). Studies indicate that young people who take risks offline also do so online (Mitchell et al, 2007a). However, different studies use varying definitions as to what online risk taking behaviour is. Baumgartner et al. (2010) limited their definition to include communication with unknown people and categorized the following behaviours as risky: - Searching online for someone to talk about sex - Searching online for someone to have sex - Sending intimate photos or videos to someone online - Disclosing personal information like telephone numbers and addresses to someone online. Most risk behaviour does not lead to any negative consequences and is more likely to be associated with positive outcomes, while other risk behaviours can result in abuse, be lifealtering or may, in extreme cases, even be a threat to life. Online risk taking behaviour has been shown to increase the likelihood of negative experiences, such as unwanted aggressive sexual solicitations online (Cooper et al., 2002; Mitchell et al., 2007b). Misuse of personal information by others is another negative consequence. Even if young people are well informed about the negative effects of, for example, taking drugs or having unprotected sex, some still go ahead. Likewise research studies, and results from clinical projects about online sexual abuse, have shown that young people often are well aware of the risks online but take them anyway (e.g. Jonsson et al., 2009; Wolak, 2007). This research addresses some of the major challenges in constructing preventative work to hinder young people from risk taking behaviours (see, for example, Denehy, 2000). There might be many explanations as to why young people take risks online. In the study by Baumgartner et al. (2010) young people’s engagement in online risky sexual behaviour was investigated in a cross-sectional study. The young people who took sexual risks online perceived that more friends were engaged in these behaviours, perceived fewer risks and more benefits from the risky sexual behaviour and felt personally less vulnerable to negative consequences than other young people. Probably most youth who take risks online estimate the risks to be less than the positive effects that might follow. Studies from clinical projects and research have shown that one primary function of online risk taking behaviour is to be seen and to receive affirmation (Jonsson et al., 2009; Jonsson & Svedin, 2012; Nigård, 2009). Details: Child Centre (The Expert Group for Cooperation on Children at Risk; ROBERT Project, EU Safer Internet Programme, 2012. 77p. Source: Internet Resource: Accessed July 23, 2012 at: http://www.childcentre.info/robert/public/Interview_analysis_PRELIMINARY.pdf Year: 2012 Country: Europe URL: http://www.childcentre.info/robert/public/Interview_analysis_PRELIMINARY.pdf Shelf Number: 125743 Keywords: Computer CrimesInternet Child Sexual AbuseInternet CrimesInternet SafetyOnline GroomingOnline Sexual AbusePornographySocial Networking |
Author: Kolpakova, Olga, ed. Title: Online Behaviour Related to Child Sexual Abuse: Focus Groups' Findings Summary: Over the last two decades more than 200 studies have been made that focus on various aspects of child online sexual violence. The majority of the surveys highlighted the way children use Internet. According to one of the largest scale surveys – EU Kids Online survey – produced in 2010, 60% of European children aged 9 to 16 years old use the Internet on a daily basis, spending on average 88 minutes online. They do their homework, play games alone or against the computer, watch video clips online, use Internet interactively for communication (social networking, instant messaging etc.) and read/watch the news, play with others online, download films and music, share content peer-to-peer (eg, via webcam or message boards), visit chat rooms, share files, blog and spend time in a virtual world (Livingstone et al 2011). Internet accessibility, frequency and duration of use, and types of children's online activities have been the focus of studies in a number of other national surveys (Leicht & Sorensen 2011, Children… 2006, Medienpädagogischer… 2010a,b, Mainardi and Zgraggen 2010, Soldatova et al 2010, Levina et al 2011, Medierådet 2005, 2008, 2010). The more active our children are online, the greater the risks associated with Internet use. According to a number of studies, a significant number of children and young people practice behaviour which could potentially lead to negative repercussions, such as; seeking new friends online (Levina et al 2011), having contact online with someone they have never met face to face (Livingstone et al 2011), having people on “buddy lists” known only online (Ybarra et al 2007, Levina et al 2011), sending personal information to people they have never met face to face (Livingstone et al 2011, Levina et al 2011), posting personal information (Ybarra et al 2007) and sexualized images (Svedin & Priebe 2009, Daneback & Månsson 2009), posing nude (De Graaf & Vanweseenbeeck 2006) or masturbating (Svedin & Priebe 2009) in front of a web cam, sending personal information (Ybarra et al 2007, Levina et al 2011), sending or receiving sexual images (Lenhart 2009), accessing pornography (Svedin et al 2011, Wolak et al 2007, Sørensen & Kjørholt 2007, Sabina et al 2008), talking about sex online (Medieradet… 2010, Livingstone et al 2011, Ybarra et al 2007) and meeting people face to face offline who they initially made contact with on the Internet (ACPI/PROTEGELES 2002, Helweg-Larsen et al 2009, Livingstone et al 2011, Mainardi & Zgraggen 2010, Monteiro & Gomes 2009, Wojtasik 2004). In some cases such behaviour could be regarded as a form of adolescent age-appropriate social and sexual expression and curiosity, and may not always lead to negative repercussions. In other cases, however, children and adolescents have narrowly avoided danger in potentially threatening situations. Therefore, not all those interacting online with unknown people, sometimes discussing sex, have been exposed to unwanted sexual solicitations or other negative repercussions (Wolak et al 2008). Of those who reported having seen pornography online accidentally or purposefully, two of three were unaffected by the experience (Livingstone et al 2011). However, some children and young people do experience negative consequences from such behaviour. Children may feel cheated, disgusted or uncomfortable by what they have seen on pornographic websites (Livingstone et al 2011), young people may be highly distressed after incidents of solicitation (Mitchell et al 2001), in some cases children and adolescents could be pressured or threatened into having sex during offline meetings with their online acquaintances (Suseg et al 2008, Helweg-Larsen et al 2009, Levina et al 2011). Studies have shown that the Internet (Levina et al 2010), and in particular chat rooms (Briggs et al 2010, Wagner 2008) and social networking sites (Wise et al 2010), could be used by offenders who are interested either in engaging in cyber sex without any direct wish to meet in real life or in meeting offline for sex. In a number of studies individual risk factors that led to sexual abuse, were identified. Studies show that girls (Baumgartner et al 2010, Ellonen et al 2008, Mainardi and Zgraggen 2010, Mitchell et al 2007a, Wolak et al 2008), adolescents (Baumgartner et al 2010, Ellonen et al 2008, Livingstone et al 2011, Wolak et al 2004), youngsters with lower education (De Graaf and Vanwesenbeeck 2006), teenagers who identify themselves as homosexual or those with unclear sexual orientation (Wolak et al 2004) are at a higher risk of experiencing Internetrelated sexual abuse. Personal behavioural factors such as frequent Internet use (De Graaf & Vanwesenbeeck 2006, Mitchell et al 2001, Stahl and Fritz 2002, Wolak et al 2008, Ybarra et al 2004), online risk-taking behaviour (ACPI/PROTEGELES 2002, Mitchell et al 2001, Mitchell et al 2008, Stahl and Fritz 2002), and substance use (Ybarra et al 2004) may also increase the chance of a young person becoming a victim of Internet-related sexual abuse. Another group of individual risk factors is related to personal traumatic experiences and emotional situations. According to the research data, youth (especially girls) with a history of offline sexual or physical abuse (De Graaf & Vanwesenbeeck 2006, Mitchell et al 2007b, Wolak et al 2008) and youth suffering from depression (such as sadness, emptiness or concentration problems) (Ybarra et al 2004) are at greater risk of online sexual solicitation. Even though a number of researches (Kvam 2001, Sullivan & Knutson 2000, SISO & SUS 2007) have shown that children with disabilities are more often exposed to sexual abuse, it is still not clear if these children are at greater risk of online sexual violence. A group of environmental risk factors includes: single-parents or reconstituted families (e.g. Gallagher 2007), homelessness or runaways (e.g. Regional… 2008), higher household socio-economic status (Livingstone et al 2011, Mitchell et al 2003), the lack of close parental relationships (ICAA 2004, Sørensen 2007), as well as lower levels of parental control (De Graaf & Vanwesenbeeck 2006, Mitchell et al 2003). In a few studies, resilience in relation to young people’s online behaviour was specifically focused upon. It was found that young people could use a number of strategies to reduce the risks of negative repercussions when meeting online friends in real life. These included informing their parents (e.g. Livingstone et al 2011) or friends (Bauermeister et al 2010) about the meeting, arranging meetings in public places and trying to get to know an online friend better before meeting them offline (Bauermeister et al 2010). When negatively affected by online contact (sexual messages, bullying, sexual images), children could use the following strategies: hope that the problem would go away by itself, report the problem, change their filter/contact settings, delete any messages from the person or block the person, try to fix the problem, talk to someone about the problem or stop using the Internet temporarily (Livingstone at al 2011). In addition to the growing impact the role of the Internet is having on children’s lives, researchers are specifically discussing the problem of merged online/offline environments (e.g. Lansdown 2011, Levina et al 2011). The online environment provides young people with more opportunities for accessing information, self-expression, self-promotion, social role experimentation and communication. It has becoming an integral part of their life where the boundary between online and offline experiences is vanishing. At the same time, offline safety rules and behaviour patterns are not always applicable to the online environment, and children’s online activities are to a lesser extent controlled by parents. It may seems obvious that there is a need for online behaviour education; we have to teach our children safe and correct use of information and communication technologies and improve parent’s ability to effectively control the online activities of their children1. However, there are still some aspects of child online sexual violence that have not been studied sufficiently. In particular, we do not clearly understand the child’s role in establishing and developing online relations with people who may potentially harm them in the future. Do children take the initiative themselves? Do they actively seek new friends and contacts online? What is their response to unwanted approaches? How do young people identify individuals that pose a risk of online sexual violence? Do they think that they are at risk themselves? Which strategies do young people usually use to stay safe online? Do young people perceive their world as undivided or do borders between the online and offline world still exist? Are there any groups of young people who are at greater risk of online sexual violence then others (such as GLBT, young people with disabilities, young people in residential care etc.)? And if so are there any differences between these groups in how they establish agency in a virtual world, negotiate online relationships, identify risks, stay safe online and distinguish between the online and physical world? The project ROBERT, Risktaking Online Behaviour Empowerment through Research and Training, is one attempt to answer some of the above questions. This project intends to make online interaction safe for children and young people. This project is implemented from June 2010 to June 2012, and is funded by the European Commission Safer Internet Programme as a Knowledge Enhancement Project. It is managed and coordinated by the CBSS Expert Group for Cooperation on Children at risk, EGCC, in partnership with the University of Tartu (Estonia), Linköping University (Sweden), University of Edinburgh (United Kingdom), Save the Children Denmark, Save the Children Italia, Innocence in Danger (Germany), Stellit International (the Netherlands and Russia) and Kingston University (UK). As a part of the project, focus groups with young people, some of whom may be considered to be more at risk of online abuse (young people in residential care, young people that are gay, lesbian, bisexual or transgender and young people with some form of disability), as well as with young people from the general population were interviewed in 2011–2012 in Denmark, United Kingdom, Sweden, Estonia, Italy, Germany and Russia. The aim of the focus group interviews was to obtain qualitative information about adolescent’s online behaviour, their need to socialize, communicate and discover themselves and the world and particularly those behaviours that lead to risktaking and their possible links with sexual victimization, while examining the strategies they use to avoid victimization itself. The issues that were discussed with children and explored with focus groups could be summarized in three main thematic areas: 1) characteristics of Internet use; 2) characteristics of online communication and its impact on the life of young people; 3) staying safe online. The results obtained from the focus groups are presented in the report. The chapter “Methodological issues” includes a glossary and a brief overview of focus groups and framework analysis. Particular attention is paid to the issue of ensuring quality in qualitative research. Issues such as sampling, procedures and data analysis are described. In the chapter “Research results” five main themes which were identified across the focus groups are examined: Establishing agency in a virtual world; Negotiating online relationships; Distinguishing between in-groups and out-groups; Safety online; Delineating between merged realities. Details: Child Centre (The Expert Group for Cooperation on Children at Risk; ROBERT Project, EU Safer Internet Programme, 2012. 68p. Source: Internet Resource: Accessed july 23, 2012 at: http://www.childcentre.info/robert/public/ROBERT_Focus_grups_report_wr.pdf Year: 2012 Country: Europe URL: http://www.childcentre.info/robert/public/ROBERT_Focus_grups_report_wr.pdf Shelf Number: 125744 Keywords: Computer CrimesInternet Child Sexual AbuseInternet CrimesInternet SafetyOnline GroomingOnline Sexual AbusePornographySocial Networking |
Author: Dooley, Julian Title: Educational Evaluation of Cybersmart Detectives Summary: The aim of the Australian Communications and Media Authority‟s (ACMA) Cybersmart Detectives (CSD) activity is to teach children key Internet safety messages in a safe school environment. The activity brings together a number of agencies with an interest in promoting online safety for young people, including education, State and Federal Police, government and child welfare advocates. The activity has been played by over 28, 000 students in Australia since initial trials in 2004. Cybersmart Detectives is offered free to schools by the ACMA as part of the Australian Government‟s commitment to cyber-safety. Based on a real-world Internet safety scenario, the CSD activity is delivered to students in the classroom as a series of messages. Aided by the classroom teacher, students work in small teams, reading correspondence, voting on a series of poll questions and sending questions and suggestions to their „Cybersmart Guide‟ waiting online. As the scenario unfolds, students discuss the risks of certain online and offline behaviours and ways of managing those risks. Cybersmart Guides are an important part of the activity. Guides are teachers, police and Internet safety experts who help students throughout the activity. The Guides respond to questions and theories posed by students online and help guide teams through each of the clues. Along with the interactive online CSD activity, the ACMA also provides a suite of teaching resources to support ongoing Internet safety education in the classroom. These resources include lesson plans and access to other ACMA online and hard copy resources. This independent evaluation, which was conducted by the Child Health Promotion Research Centre (CHPRC) at Edith Cowan University, was designed to answer five key questions: 1. Investigate if the game‟s key cyber-safety messages are identified by students; 2. Measure the short-term impact of CSD on student learning about cyber-safety; 3. Determine if students recognise the link between key cyber-safety messages and how these messages should be assimilated in their own behaviours/lives; 4. Examine the teacher‟s role in reinforcing the key cyber-safety messages; and 5. Assess the value of the pre-game and post-game lessons in reinforcing the key cyber-safety messages. The evaluation used a mixed methods approach, comprising stakeholder interviews, teacher interviews, quantitative student data collection and focus groups with students enabling the triangulation of results to support the implementation of the CSD activity. In addition to the data collection and analyses described in the proposal, the CHPRC conducted supplementary analyses to explore students‟ responses to poll questions (embedded within the CSD activity) and qualitative transcripts comprising student and guide comments posed during the CSD activity. Details: Perth, Australia: Child Health Promotion Research Centre Edith Cowan University, 2011. 249p. Source: Internet Resource: Accessed October 11, 2012 at: http://www.acma.gov.au/webwr/_assets/main/lib310665/cybersmart_detectives-report.pdf Year: 2011 Country: Australia URL: http://www.acma.gov.au/webwr/_assets/main/lib310665/cybersmart_detectives-report.pdf Shelf Number: 126680 Keywords: Computer SafetyCybercrimesEducational ProgramsInternet Safety (Australia)Social Networking |
Author: Dooley, Julian Title: Educational Evaluation of Cybersmart Detectives Summary: The aim of the Australian Communications and Media Authority‟s (ACMA) Cybersmart Detectives (CSD) activity is to teach children key Internet safety messages in a safe school environment. The activity brings together a number of agencies with an interest in promoting online safety for young people, including education, State and Federal Police, government and child welfare advocates. The activity has been played by over 28, 000 students in Australia since initial trials in 2004. Cybersmart Detectives is offered free to schools by the ACMA as part of the Australian Government‟s commitment to cyber-safety. Based on a real-world Internet safety scenario, the CSD activity is delivered to students in the classroom as a series of messages. Aided by the classroom teacher, students work in small teams, reading correspondence, voting on a series of poll questions and sending questions and suggestions to their „Cybersmart Guide‟ waiting online. As the scenario unfolds, students discuss the risks of certain online and offline behaviours and ways of managing those risks. Cybersmart Guides are an important part of the activity. Guides are teachers, police and Internet safety experts who help students throughout the activity. The Guides respond to questions and theories posed by students online and help guide teams through each of the clues. Along with the interactive online CSD activity, the ACMA also provides a suite of teaching resources to support ongoing Internet safety education in the classroom. These resources include lesson plans and access to other ACMA online and hard copy resources. This independent evaluation, which was conducted by the Child Health Promotion Research Centre (CHPRC) at Edith Cowan University, was designed to answer five key questions: 1. Investigate if the game‟s key cyber-safety messages are identified by students; 2. Measure the short-term impact of CSD on student learning about cyber-safety; 3. Determine if students recognise the link between key cyber-safety messages and how these messages should be assimilated in their own behaviours/lives; 4. Examine the teacher‟s role in reinforcing the key cyber-safety messages; and 5. Assess the value of the pre-game and post-game lessons in reinforcing the key cyber-safety messages. The evaluation used a mixed methods approach, comprising stakeholder interviews, teacher interviews, quantitative student data collection and focus groups with students enabling the triangulation of results to support the implementation of the CSD activity. In addition to the data collection and analyses described in the proposal, the CHPRC conducted supplementary analyses to explore students‟ responses to poll questions (embedded within the CSD activity) and qualitative transcripts comprising student and guide comments posed during the CSD activity. Details: Perth, Australia: Child Health Promotion Research Centre Edith Cowan University, 2011. 249p. Source: Internet Resource: Accessed October 11, 2012 at: http://www.acma.gov.au/webwr/_assets/main/lib310665/cybersmart_detectives-report.pdf Year: 2011 Country: Australia URL: http://www.acma.gov.au/webwr/_assets/main/lib310665/cybersmart_detectives-report.pdf Shelf Number: 126680 Keywords: Computer SafetyCybercrimesEducational ProgramsInternet Safety (Australia)Social Networking |
Author: Dooley, Julian J. Title: Review of Existing Australian and International Cyber-Safety Research Summary: This report provides a detailed overview of Australian and international research literature on cyber-safety risks. In general, there are several risks associated with using technology and exposure to these risks, when not properly addressed, is associated with negative consequences. However, the literature (scientific and non-scientific) suggests that some of the most troublesome online risks are strongly associated with offline risks and that these two worlds do not exist independently. Thus, in order to address online risks, it is crucial that offline behaviours also be considered. Finally, the research indicates that as young people increase their use of information and communication technologies, such as the Internet, they increase their risk of being exposed to negative online experiences. Details: Perth, Australia: Child Health Promotion Research Centre, Edith Cowan University, 2009. 276p. Source: Internet Resource: Accessed October 13, 2012 at http://www.dbcde.gov.au/__data/assets/pdf_file/0004/119416/ECU_Review_of_existing_Australian_and_international_cyber-safety_research.pdf Year: 2009 Country: Australia URL: http://www.dbcde.gov.au/__data/assets/pdf_file/0004/119416/ECU_Review_of_existing_Australian_and_international_cyber-safety_research.pdf Shelf Number: 126688 Keywords: Computer CrimeInternet Child Sexual AbuseInternet CrimesInternet SafetyJuvenile VictimsOnline GroomingOnline Sexual AbuseSocial Networking |
Author: Koren, Dori Title: Social Networking for the Police Enterprise: An In-Depth Look at the Benefits, Requirements, and Challenges of Establishing a Social Networking Platform for Law Enforcement Summary: The emergence of social networking technologies has transformed the way people interact, develop social ties, exchange information, and organize their personal and professional lives. As a result, Enterprise Social Networking (ESN) platforms-which offer organizations a closed Facebook-like program to increase connectivity, reduce costs, and enhance productivity-are on the rise in both business and government. This report explores the benefits, requirements, and key challenges for implementing such a platform for the law enforcement and homeland security community. The judgments and findings are based on existing literature, extensive research, the evaluation of numerous software systems, and the consolidated perspective of 77 law enforcement leaders from 45 major agencies. Details: Major Cities Chiefs Association, 2013. 27p. Source: Internet Resource: Accessed March 17, 2014 at: https://www.majorcitieschiefs.com/pdf/news/social_networking_for_the_police_enterprise__final_version_101513.pdf Year: 2013 Country: United States URL: https://www.majorcitieschiefs.com/pdf/news/social_networking_for_the_police_enterprise__final_version_101513.pdf Shelf Number: 131937 Keywords: Police CommunicationsPolice EffectivenessPolice PerformancePolicingSocial Networking |
Author: Helsper, Ellen J. Title: Country Classification: Opportunities, Risks, Harm and Parental Mediation Summary: This report updates and deepens the understanding of cross-national differences among the countries surveyed in EU Kids Online. Where the previous classification was based simply on the percentage of children in each country who used the internet daily, and who had encountered one or more risks, this report examines the range and type of online opportunities, risks and harm experienced by the children in each country. It also takes into account the ways in which parents mediate or regulate their children's internet use in each country. Clusters of countries are most clearly distinguished in terms of sexual content risks. Children who are bullied or who give away personal data are uniformly distributed across the countries. Using these and many other factors, the report identifies four country clusters overall: unprotected networkers, protected by restrictions, semi supported risky gamers, and supported risky explorers. This new analysis reveals that differences within countries are substantially larger than differences between countries, whether measured in terms of online opportunities, risk of harm or forms of parental mediation. The advantage of such pan-European similarities is that it makes sense for policy makers in one country to learn from the best practice initiated in another. Details: London: EU Kids Online, 2013. 46p. Source: Internet Resource: Accessed August 23, 2014 at: http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/Classification/Country-classification-report-EU-Kids-Online.pdf Year: 2013 Country: Europe URL: http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/Classification/Country-classification-report-EU-Kids-Online.pdf Shelf Number: 129952 Keywords: Computer CrimesInternet CrimeOnline Victimization (Europe)Social Networking |