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Promoting Internet Safety for Middle/High School Students

Promoting Internet Safety for Middle/High School Students. Kristen Davidson, B.A. 3 Areas of Internet Safety Addressed. 90% or more of youth between the ages of 12 and 18 years have access to the Internet (Ybarra & Mitchel, 2005)

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Promoting Internet Safety for Middle/High School Students

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  1. Promoting Internet Safety for Middle/High School Students Kristen Davidson, B.A.

  2. 3 Areas of Internet Safety Addressed • 90% or more of youth between the ages of 12 and 18 years have access to the Internet (Ybarra & Mitchel, 2005) • Parents and teachers tend to underestimate adolescents’ engagement in risky Internet behaviors (Liau, Khoo, & Ang 2008) • Parents and teachers overestimate the amount of monitoring regarding Internet safety that occurs at home (Liau, Khoo, & Ang 2008) • Online bullying • Privacy: passwords, identification • Sexual Predators

  3. Online Bullying • Defined as: an overt, intentional act of aggression towards another person online (Ybarra & Mitchell, 2004) or bullying via the Internet (Vandebosch& Cleemput, 2008) • 19% of youth reported being involved in online bullying in some capacity over the past year (Ybarra & Mitchel, 2004) • Long-term affects include delinquency, crime, and alcohol abuse for bullies, depression and lower self-esteem for victims (Ybarra & Mitchel, 2004)

  4. Online Bullying • Most frequent examples include: • Sending messages pretending to be someone else • Sending personal conversations to others • Spreading gossip • Manipulating pictures • Making websites that are embarrassing to someone else • Sending threatening emails • Humiliating someone in an open chat room • Sending messages with sexual comments • http://www.schooltube.com/video/1d233d1e5a694a539220/Cyberbullying

  5. Privacy Risks • Over half of adolescent boys and girls surveyed say they read unsolicited emails and register for websites which ask for their personal information • Personal information in a digital format can be easily copied and transmitted, which enables online marketers to create descriptions of users • Can lead to receiving spam, relationship disputes, unwanted contact by strangers, and identity theft or Internet related fraud. • All teens are not uniformly vulnerable to such risks; gender is an important factor in explaining differences • Females tend to have more caution when approached by e-marketers (Malhotra, Kim, & Agarwal, 2004)

  6. Sexual Predators • 1 in 5 youth are solicited for sex over the Internet annually • Sexual abuse can lead to anxiety, depression, substance abuse, eating disorders, relationship problems, and suicidal ideation • Given their greater autonomy, sexual curiosity, and mobility, teenagers have an increased chance to be likely targets of online solicitation • Solicitation most likely to occur in chat rooms (Dombrowski et. al., 2004)

  7. Technological Protective Considerations for Schools & Parents • Installation of a firewall: Acts as a barrier between computer and Internet that prevents third parties from controlling the computer. Prevents unauthorized users from gaining access to private information by restricting Internet traffic • Anti-virus/Anti-trojan software: Prevents viruses from functioning. • Key logger: Allows for the storage of all characters that have been typed on a particular computer. Can provide a way to monitor communication patterns. • Monitoring browser history:Information about sites visited is stored in the “history” section of web browsers and should be reviewed by those responsible for adolescent’s safety.

  8. Technological Protective Considerations for Schools & Parents • Privacy Filtration Software: Allows for personal information to be blocked from transmission over the Internet and allows adults to decide parameters. Also, blocks pop-up ads and allows for a time-limit. • Application tracking and Usage: Monitors the amount of time spent using particular computer programs or applications with various reporting and tracking software. • Chat logging: Similar to a key logger, but only tracks what occurs within a chat client

  9. Psychoeducational Protective Considerations • Recognizing and discussing internet dangers: Due to adolescents believing that information sent over the internet is only used by the intended recipient, it is important to help youth to realize this information could be intercepted and used with malicious intent. • Should be developmentally appropriate • Should be made aware of dangers and strategies individuals might use • Cognizant of Internet use outside of the home

  10. Psychoeducational Protective Considerations • Supervision of Internet friends: discussions of Internet friends that respects the privacy of the youth while safeguarding him/her from inappropriate communication • Encourage adolescents to exercise judgment and caution when evaluating online friends • Understanding and Approving Children’s Screen Names: Those responsible for adolescents should be sure that the adolescents screen names are not sexually suggestive or age-group identifying

  11. Psychoeducational Protective Considerations • Establishing a caregiver-child contract: specify, in a very detailed way, the rules for Internet use • Establishes boundaries and consequences • Controls online behavior • Can spur on Internet safety discussion • Placing computer in public location: provides caregivers an opportunity to monitor computer use • Contacting a Cyber Tip Line, Police, or school officials: allows for a team of people to evaluate Internet safety (Dombrowski et. al., 2004)

  12. Reference PageDombrowski, J., LeMasney, J.W. & Ahia, C.E. (2004). Protecting children from online sexual predators:technological, psychoeducational, and legal considerations. Professional Psychology: Researchand Practice, 35(1), 65-73. doi: 10.1037/0735- 7028.335.1.65Liau, A.K., Khoo, A. & Ang, P.H. (2008). Parental awareness and monitoring of adolescent internet use. Curr Psychol, 27, 217-233. doi: 10.1007/s12144-008- 9038-6Malhotra, N.K., Kim, S.S. & Agarwal, J. (2004). Internet users’ information privacy concerns: the costruct, the scale, and casual model. Information Systems Research, 15(4), 336-355. doi: 10.1287/isre.1040.0032Vandebosch, H. & Van Cleemput, K. (2008). Defining cyberbullying: A qualitative research into the preceptions of youngsters. Cyber Psychology and Behavior, 11(4), 499-503. doi: 10.1089/cpb.2007.0042Ybarra, M.L. & Mitchell, K.J. (2004). Online aggressor/targets, agressors, and targets: a comparision of associated youth characteristics. Journal of Child Psychology, 45(7), 1308-1316. doi: 10.1111/j.1469-7610.2004.00328xYbarra, M.L. & Mitchell, K.J. (2005). Exposure to internet ponography among children and adolescents a national survey. Cyber Psychology and Behavior, 8(5), 473-486.doi: 10.1146/j.1469-7610.2005.04563

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