Abstract
This
research focuses on the evolving area of cyberviolence
and draws on a pioneering study to discuss benefits and
risks of online interaction among adolescent girls. This
new area of inquiry introduces educators to the social
and cultural communities of the Internet, a virtual venue
with unique perspectives on power, identity, and gender
for children and youth.
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Introduction
The adolescents of
today are the first generation to be raised in a wired world where
computers are a common entity in classrooms and homes. In addition
to the tremendous benefits that technology has afforded, including
access to information and educational resources, the increased
immersion of students into a digital age has also contributed
to the evolution of new participants in and witnesses to the emergence
of social problems in the cyberworld. Offenders of violent acts
have discovered an alternative forum to intrude upon the lives
of potential victims, and some youth have been enticed to engage
in the dark side of computer technology where the relative degree
of online anonymity is exacerbated by the lack of system-imposed
restraints. To date, regulation of the Internet is not regulated
by a single government entity or other organization, and with
the exception of child pornography and exploitation online, most
forms of speech transmitted in cyberspace are protected by the
First Amendment with the receiver of information often retaining
responsibility for how they manage computer telecommunications.
The Internet is accessible and popular among youth, and evidence
is suggesting that people often make online choices that are contrary
to their offline behaviors (Miller, 1999). This phenomenon has
broadened the opportunity to engage in violent and abusive behaviors
and has dramatically increased the access of potential offenders
to a more expansive pool of victims (Federal Bureau of Investigations;
http://www.fbi.gov).
Additionally, access to technology resources in schools and public
libraries has been an equalizer for children whose family income
may not support Internet access at home (Rideout, Foehr, Roberts
& Brody, 1999), increasing the number of children and youth
who may be simultaneously targeted by skilled cyberoffenders.
Although prevalence rates are not available on the number of cybervictims,
Jenson (1996) estimated that there are approximately 200,000 cyberstalkers
in the United States.
The Internet has provided a new medium for the victimization of
children, and sexual exploitation in cyberspace is among the most
dangerous threats to youth online. It encompasses a continuum
of perils to children, including on-line solicitation, bullying
and stalking. Traditional "stranger-danger" campaigns
have been used to develop safety guidelines; however, the interplay
between identity, trust and deception in cyberspace creates a
complex blending of knowledge that is needed about online encounters
and situations where children must exercise caution.
While the computer can be a critical tool for teaching and learning,
it also has the potential to be misused as a weapon which harms
children and youth. Exposure to hate, violence, misinformation,
consumer exploitation and sexual predators can be to the detriment
of a child. Additionally, the interactivity of the web can compromise
children's safety when they reveal information about themselves
to others. Chat rooms, bulletin boards, games, contests, and other
online forums have facilitated the disclosure of personal information
to strangers. Children are at risk of having their safety comprised
when this information is available to others interested in online
and offline contact.
Internet safety encompasses those initiatives which mediate the
online experiences which are disadvantageous to a child's physical,
cognitive, and socio-emotional functioning. Specific Internet
safety measures include laws prohibiting illicit activity online
and protecting children's privacy; Acceptable Use Policies that
stipulate rules for children to access the Internet in schools;
family guidelines and parental supervision; and implementation
of browser access controls and software to filter, block, and
monitor children's access to certain sites. The recognition of
threats to children in cyberspace is an important first step in
developing constructive solutions and a plan of action which fosters
protective and productive learning experiences.
Emerging Research
on Youth in Cyberspace
Electronic communication has been used to bully, harass, threaten
and exploit victims. As a new phenomenon there is a paucity of
research or models to predict the likelihood to engage in at-risk
activities online which may be associated with subsequent violence
and/or exploitation. Among the recent reports that have been released
on children's Internet use are the UCLA Internet Study (Cole,
2001) which noted that the Internet is increasingly a point of
social contact for adolescents who may prefer the anonymity of
cyber relationships; a study by the Annenberg Public Policy Center
of the University of Pennsylvania (Turrow & Nir, 2000) comparing
children's and parents' views of privacy and the release of personal
information on the Internet; and the American Association of University
Women (AAUW, 2000) report which focused on improving computer
involvement of girls in schools. The National Center for Missing
and Exploited Children (www.missingkids.org)
has begun collecting information from its CyberTipline which was
launched in March 1998. Nearly 12000 leads have been reported
through September 1999 in the areas of child pornography (9015
incidents), child prostitution (277 incidents), child sex tourism
(188 incidents), child sexual molestation (690 incidents), and
online enticement of children for sexual acts (1533 incidents).
Moreover, international meetings addressing pedophilia on the
Internet have focused primarily on defining the problem and negotiating
safeguards to ensure safety while maintaining access (Aftab, 1999;
Bastelaer, 1999; Hecht, 1999; Kerr, 1999). Law enforcement and
legal issues have prevailed at the forefront of focus (Hermoso
& Cullen, 1999; Lanning, 1998; Maur, 1999; Rimm, 1995; Toth
& McClure, 1998), but the identification of preventative mechanisms
facilitated by caregivers and schools in conjunction with the
concomitant socio-emotional impact of children's online activities
have been silent topics as yet unexplored. Although no voice has
yet been given to the experience of children enticed by the new
opportunities for violent activity in cyberspace or lured into
an exploitative online encounter, anecdotal evidence has suggested
that virtual interactions have resulted in subsequent repercussions
for young people's physical and social well being.
Objectives of
the Research
As an educational tool the Internet offers access to extensive
resources and information; however, the risks to young people
online necessitate awareness and intervention to promote safety
and well-being. International efforts are underway to better understand
the potential consequences of Internet access for children who
are vulnerable to the dark side of computer technology (Bullen
& Harre, 2000; O'Connell, 2001); nonetheless, very little
empirical data is available about risks to children online or
preventative mechanisms which moderate their safety.
The Youth Internet Safety Survey (2001) which was commissioned
by the National Center for Missing and Exploited Children reported
that "many young people are being subjected to dangerous
and inappropriate experiences on the Internet. The offenses and
offenders are diverse, and the primary vulnerable population is
teenagers." They suggested a number of recommendations, including
comprehensive training for mental health, family and school counselors
on online hazards; increased understanding for families; and increased
publicity to youth about cybervictimization.
In an effort to better understand the risks to adolescent girls
online, this baseline study was conducted in the United States.
Using online data collection procedures, 10,800 respondents identified
behaviors that placed them at-risk. The objectives of this research
include the identification of online activities of children and
youth which may contribute to risk of exploitation and abuse,
discussion of the differential role of mediating factors in protecting
young people's well being in cyberspace, and a clarification of
policies and practices that may contribute to safety for children
online.
