There are often multiple explanations for the observed odds ratios. As example consider the activity, agreeing to meet offline with an online acquaintance, and the predictor, has the respondent discussed Internet safety with a sibling. The odds ratio is 1.248, indicating the odds of agreeing to meet with someone who was met online are 1.248 times higher for respondents who have discussed Internet safety with a sibling. Is this because the siblings are encouraging respondents to meet with someone who was met online? Or are the discussions stimulating curiosity and exploration. Or is it that the respondent's meeting with someone is triggering a safety discussion with a sibling? Or is there some personality factor (or some environmental influence) that makes some respondents both more likely to meet with someone who was met online and more likely to discuss Internet safety with a sibling. These issues are also observed when there has been a discussion of Internet safety with peers, and the implications are currently being explored in more detail.

The resulting model of risk and intervention (See Table 3) will be used to inform knowledge of the experience of this large sample of adolescents and will contribute to more intensive projects to understand mental health issues associated with online victimization of youth. Additionally, identification of protective factors will be critical to fostering a safe and productive online experience for young people.

DISCUSSION

The results of the survey were intended to assess online risks to adolescents that may be associated with engagement in threatening behavior or exploitation. This data provides the framework for the initial design of prevention and safety programs for adolescents engaged in online activity. Survey results confirm that a significant number of adolescent girls are engaging in very risky activities when online and continue potentially problematic offline practices as a result of these online interactions. The data also confirm that there is a lapse in preventative intervention to create and maintain awareness and safety for young people. Moreover, our research uncovered a preponderance of reported online experiences which challenged students to confront choices conflicting with the development of attitudes, values, and social functioning. In a medium devoid of standards for conduct and codes of ethics, many young people falter in the quality of their online interactions with others, demonstrating instead a paucity of respect, responsibility, honesty, kindness, justice, or tolerance (Willard, 2000).


The Socialization of Youth in Cyberspace

As teens increase the time they spend online they also are increasingly immersed in an environment that has been shielded from the oversight and supervision of parents and other significant adults (Cole et al., 2001). Additionally, teens have a tendency to maintain secrecy about cyberactivity, contributing to a void of information about the prevalence of Internet abuse directed toward children. Ethical, safe and socially conscious online behavior may positively transform the nature of social interactions among youth and counter the betrayal, coercion and deception that accompany destructive behavior.

The survey results highlight the influence of parents and teachers, whose guidance may assist students in making informed decisions and allow them to demonstrate an ability to apply online critical thinking skills and productive social participation. Although many young people have some awareness of cybersafety as a result of initial discussions with adults, there appears to be a paucity of ongoing communication, leaving parents generally unaware of the online behaviors of their children. This is described by Young (1998) as a benign neglect of children's Internet activity.

The distancing of parents from youth as a result of a communication gap and technological divide highlights the shared responsibility of significant adults in making sure that children have access to and are safely guided through the Internet. The role of educators in promoting awareness of potential harm and the importance of safe and ethical conduct online is an essential preventative mechanism to counter cyber misconduct. The Internet presents new teaching challenges which necessitate educators' involvement in ensuring that children have safe, rewarding and educational web experiences. Teachers can help their students assess the value and importance of information that they find. Since inexperienced Internet users comprise the majority of victims of cyberstalking (Maxwell, 2001), educators need to emphasize to students why their privacy is important and instruct them on how to avoid the traps of disclosing personal information which could be available to potential offenders. Educators can also model for students how to check the policies of web sites to be an informed surfer online and what actions to take when they become aware of a threatening incident.

The Internet is a powerful environment for enhancing the transfer of social and emotional skill development. It is replete with teachable moments when young people are challenged to exhibit self-control, engage in critical decision-making, and express feelings while demonstrating respect and tolerance for others. In fact, as schools increase the amount of access students have to cyberspace, the application of social skill training to this setting will become increasingly apparent (Berson, 2000a, p. 159).

Offenders and Victims in Cyberspace: Artifacts of a Culture of Deception

In the study, many adolescents reported online interactions which are characteristic of a culture of deception in which students' primary activities involve the exchange of verbally harassing or sexually suggestive chat. Young people often perceive that there is little chance of detection for misconduct online, minimize the potential harm to others that may result from their actions, and equate the legality of behavior with the ethics of behavior (Willard, 2000). For example, there is nothing illegal about lying about one's age or identity in cyberspace, disseminating sexually provocative messages regardless of age (i.e., Cybersex), using profanity online or exploring sexual fantasies (Lanning, 1998). Due to a perceived lack of consequences, stalking, death threats and other violent fantasies and behaviors have become more prevalent among young people online. Computer crimes, such as computer hacking, also are increasing in frequency, despite their serious offline legal consequences (Aftab, 2000). Since computer activities appear to be victimless and faceless crimes the true repercussions may not be discernible in comparison to the potential benefits gained by a young person. Students need to be aware of the advent of more sophisticated technology for tracking down perpetrators of online offenses in conjunction with legislated legal ramifications for those who engage in the most potentially harmful behaviors (Aftab, 2000; Willard, 2000). A recent law enacted prohibits the transmission of identifying information (names, address, phone number, Email address) of anyone under age 16 if it is for the purpose of enticing or soliciting sexual activity with a minor. Increased vigilance also is noted in the policing of other high tech computer crimes, such as the distribution of child porn, even when the possessor of the material is still a youth (Niemiec, 2001).

Our results on girls' preferred online activity were mirrored in a subsequent survey which reported that girls spend the majority of their time engaged in email communication, instant messaging, and chat (AAUW, 2000). Generally, girls are using the Internet to engage in more relationship oriented activities. Some respondents noted that online dialogue is used as a mechanism to empower themselves and find a voice. In face to face interactions young women may perceive that body size, facial features, and other superficial characteristics are judged as more important than personality. Conversely, online exchanges take place in a context that often is devoid of these visual cues. In AAUW's study of teenage girls (1999) many girls admitted repressing their authentic self in order to fit in with peers. However, in cyberspace, the pressures to fit in and act a certain way are moderated by the perceived anonymity and false security of being protected behind the computer screen, often in the comfort and safety of one's home. Cyberspace provides girls a context where they can shed their traditional expectations and explore alternative aspects of themselves.