Adolescent gender differences in internet safety education

2022 ◽  
pp. 1-18
Author(s):  
Nili Steinfeld
Keyword(s):  
Gender Differences ◽  
Safety Education ◽  
Internet Safety

scholarly journals Internet safety education for youth: stakeholder perspectives

2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Megan A Moreno ◽  
Katie G Egan ◽  
Kaitlyn Bare ◽  
Henry N Young ◽  
Elizabeth D Cox
Keyword(s):  
Safety Education ◽  
Internet Safety ◽  
Stakeholder Perspectives

scholarly journals Teacher Survey on Internet Safety Education for Young Children

2008 ◽  
Vol 25 (1) ◽  
pp. 191-208
Author(s):  
김승옥 ◽  
Lee, Kyung-Ok ◽  
이정수
Keyword(s):  
Young Children ◽  
Safety Education ◽  
Internet Safety ◽  
Teacher Survey

scholarly journals Youth Internet Safety Education: Aligning Programs With the Evidence Base

2020 ◽  
pp. 152483802091625 ◽  
Author(s):  
David Finkelhor ◽  
Kerryann Walsh ◽  
Lisa Jones ◽  
Kimberly Mitchell ◽  
Anne Collier
Keyword(s):  
Sexual Exploitation ◽  
Evidence Base ◽  
Review Literature ◽  
Safety Education ◽  
Internet Safety ◽  
Prevention Education ◽  
Online Fraud ◽  
Dating Abuse ◽  
Evidence Based Programs ◽  
Google Search

Background: This review critically examines the messages of youth internet safety education programs in the light of research about both the dynamics of internet dangers and the efficacy of youth prevention education. Methods: Using terms “internet safety education” and “digital citizenship,” a Google search identified 12 multi-topic safety programs. Review articles were identified via Google Scholar for six forms of online harm to youth that have been targeted by many of these programs: cyberbullying (19 articles); online sexual exploitation (23 articles); sexting (19 articles); online fraud, hacking, and identity theft (6 articles); online suicide and self-harm promotion (18 articles); and internet overuse or addiction (15 articles). Findings: There appear to be mismatches between dynamics revealed in the research about internet harms and the messages emphasized in educational programs, particularly on the issues of sexual exploitation and sexting. Overall, the review literature also suggests major advantages to integrating internet safety into already well-established and evidence-based programs currently addressing related off-line harms, for example, programs focusing on general bullying, dating abuse, or sexual abuse prevention. The advantages stem from four factors: (1) the considerable overlap between online harms and similar off-line harms, (2) the apparent greater prevalence of off-line harms, (3) the evidence that the same risk factors lie behind both online and off-line harms, and most importantly, (4) the substantially superior evidence base for the longer standing programs developed originally around the off-line harms.

scholarly journals INTERNET SAFETY EDUCATION: HOW WE EDUCATE OUR GIRLS TO BEWARE OF OTHERS, AND OUR BOYS TO BEWARE OF THEMSELVES

2019 ◽  
Vol 2019 ◽  
Author(s):  
Nili Steinfeld
Keyword(s):  
Mixed Method ◽  
Information Disclosure ◽  
Personal Information ◽  
Identity Theft ◽  
Mixed Method Study ◽  
Sexual Content ◽  
Safety Education ◽  
Structured Interviews ◽  
Internet Safety ◽  
Education Discourse

Alongside its many advantages, the Internet presents a variety of challenges and risks to adolescents. From a perspective focusing on information flow processes, this study distinguishes between risks resulting from _exposure to information_, i.e. exposure of adolescents to inappropriate content: Harmful, sexual or violent, and risks resulting from _exposure of information_, i.e. disclosure of personal information online, privacy harms inflicted by the user or others, misuse of personal information which can result in identity theft, physical and sexual assault. The study examines gender differences in perceptions regarding adolescents’ online uses, habits and risks, and whether these lead to differences in emphasis of educational messages delivered by parents and teachers to adolescents. Based on a mixed-method study combining survey conducted among 513 adolescents and 50 semi-structured interviews with educators and adolescents, the findings illustrate how a common perception that girls share more personal information online and are (consequently) more vulnerable to online predators leads to more emphasis given on implications of personal information disclosure in messages delivered to girls. On the other hand, boys are considered naughty and nosy, searching for “forbidden”, mainly sexual, content, and emphasis is given on limiting and monitoring their searches and video consumption. Apparently, although parents, teachers and adolescents proclaim to be aware of the similar risks to boys and girls online, there is a message interwoven in internet safety education discourse: Girls are to be aware of others looking to harm them, and boys are to be aware of themselves, their curiosity and evil inclination.

117. Internet Safety Education

2011 ◽  
Vol 48 (2) ◽  
pp. S78-S78
Author(s):  
Katie Egan ◽  
Megan Moreno
Keyword(s):  
Safety Education ◽  
Internet Safety

Do High School Students Benefit from the Children's Internet Protection Act?

2010 ◽  
pp. 103-119
Author(s):  
Zheng Yan
Keyword(s):  
High School ◽  
High School Students ◽  
Beneficial Effect ◽  
Public Awareness ◽  
The Internet ◽  
Safety Education ◽  
School Students ◽  
Internet Safety ◽  
Internet Filtering ◽  
Children’S Internet Protection Act

The Children’s Internet Protection Act (CIPA; 2000) requires an Internet filtering and public awareness strategy to protect children under 17 from harmful visual Internet depictions and has been implemented nationwide since 2001. However, little literature is available documenting its impacts on children’s Internet safety. This chapter first reviews CIPA as well as other existing regulations in protecting children on the Internet. It then presents empirical evidence that CIPA is associated with a decrease in high school students’ Internet use at school but does not appear to have a beneficial effect on their knowledge of Internet safety or opportunities for Internet safety education.

A PSYCHO-EDUCATIONAL STRATEGY AS TOOL FOR EDUCATING ADOLESCENTS ON INTERNET SAFETY

2015 ◽  
Vol 27 (3) ◽  
pp. 306-321
Author(s):  
Serahni Symington ◽  
Munita Dunn-Coetzee
Keyword(s):  
Mixed Method ◽  
Qualitative Data ◽  
Personal Information ◽  
Cyber Bullying ◽  
Educational Strategy ◽  
Educational Tool ◽  
Safety Education ◽  
Internet Safety ◽  
Safety Practices ◽  
Online Safety

This psycho-educational strategy, in the form of a website, was designed to educate adolescents in schools with regard to online safety practices. The study made use of a mixed-method methodology. One hundred and eightythree (183) adolescents completed quantitative questionnaires. Qualitative data was gathered by eight semi-structured adolescent focus groups. After the integration of results, a website that included information on safety education was designed. Six areas of online safety were illustrated and addressed on the website - cyber bullying, pornography, social networking, online gaming, sharing of personal information, as well as plagiarising and stealing content. Adolescents were given the opportunity to explore the website in order to evaluate it as an effective educational tool for promoting online safety. The research reveals that adolescents could benefit from the psycho-educational strategy as it creates awareness and serves an educational purpose in terms of identifying possible harms of the internet. Findings indicate that schools, educators and parents could use the psychoeducational strategy to educate adolescents about internet safety.

scholarly journals Trends in Internet Safety Education by Healthcare Providers

2021 ◽  
Vol 14 ◽  
pp. 273-276
Author(s):  
Gary King ◽  
Thuy Bui ◽  
Julian Dedeaux ◽  
Cari Schmidt ◽  
Kari Harris
Keyword(s):  
Focal Point ◽  
Setting Time ◽  
Healthcare Providers ◽  
Sample Population ◽  
Mental Health Training ◽  
Safety Education ◽  
Convenience Sample ◽  
Internet Safety ◽  
Counseling Training ◽  
Sexually Explicit

Introduction. The purpose of this study was to explore healthcare provider training, comfort, and provision of internet safety counseling. Prior research has demonstrated increased parental concern regarding the pervasive access to the internet by children, including the potential impacts of risky internet behavior and adverse media exposure. Methods. A self-reported survey was provided to a convenience sample of 31 healthcare providers during a mental health training seminar. Responses were analyzed using descriptive statistics. Results. Internet safety counseling, especially regarding risky online behavior, was not a focal point of provider-patient interaction in the sample population. This finding was reinforced with more than half of the respondents indicating that they infrequently or never provide internet safety counseling (n = 17, 56%). While research has placed an emphasis on the importance of discussing the risks of exposure to violence, drugs, and sexually explicit media online, this study found that the topics most often discussed were setting time limits (77%), limiting access to media devices (67%), and supervising internet use (50%). This may be due in part to the fact that most respondents (n = 17, 57%) reported never receiving training on internet safety counseling. Conclusions. Overall, significant deficits were identified in internet safety counseling training for professionals and provision of education for families. These finding were inconsistent with the American Academy of Pediatrics recommendations around media use counseling and a point of urgent concern given the increasing time spent on media devices, particularly during the COVID pandemic.

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