Thesis (Ed. D.)--Lehigh University, 2006. / Includes vita. Includes bibliographical references (leaves 217-223).

Thesis (Ph.D.) - Simon Fraser University, 2007. / Theses (School of Interactive Arts & Technology) / Simon Fraser University. Senior supervisor: Dr. John Bowes -- School of Interactive Arts & Technology. Also issued in digital format and available on the World Wide Web.

During the past decade, significant public concern has focused on the use of the Internet to access child pornography and other legally objectionable material. Media reference to individuals involved in such activity typically portrays them as socially isolated ‘paedophiles’, ‘perverts’ and ‘sexual predators’ whose offence behaviour is encouraged by on-line associations with others who share their interest in this material. Although academic literature does not tend to adhere to the sensationalism of these views, it too suggests that on-line networks may be important in understanding the behaviour of individuals who seek to gratify an interest in legally objectionable material.A major aim of this thesis was to examine the relationship between involvement in Internet based social activity and involvement in accessing legally objectionable material via the Internet. As such, data collected during the investigation of a sample of 145 individuals identified as using the Internet to access legally objectionable material was subjected to a series of explorative analyses. These analyses revealed significant associations between individuals’ use of Internet applications facilitating directed, two way communication (eg. Email and ICQ) during the process of accessing legally objectionable material and indicators of increased personal investment in offence related activities.A second goal of this thesis was to identify variables associated with offenders’ decisions to engage in on-line social interaction during the process of accessing legally objectionable material. In turn, criminological and communications theory and research pertaining to the interpersonal behaviours that individuals engage in during criminal actions, and the characteristics of individuals who make use of socially facilitative Internet applications, was reviewed. Based on the findings of this review, it was hypothesised that offenders who engage in regular interaction with others outside of the Internet environment would be more likely than those who did not to seek out opportunities for interaction in the Internet environment. In line with this hypothesis, further systematic and detailed analysis of the data revealed an association between opportunities for interpersonal interaction in an offender’s home or work environment and the likelihood that offenders would make use of Internet applications facilitating online social interaction.

Thesis (Ph.D.)--Ohio University, March, 2005. / Includes bibliographical references (p. 198-209)

Thesis (Ph.D.)--Ohio University, March, 2005. / Title from PDF t.p. Includes bibliographical references (p. 198-209)

M.Ed. (Educational Psychology) / “Surfing Safely” was an educational initiative created by the researcher aimed at equipping Grades 7, 8 and 9 learners and their parents with sufficient knowledge to understand and appreciate the benefits and risks of electronic media, particularly the Internet, smart-phones, iPods, iPads and other Internet-based devices. It aimed to educate learners collaboratively with the teacher on how to use the Internet safely, adjust security settings, and how to deal with involuntary exposure to objectionable materials. This was directed at empowering children to take control of their use of the Internet, learning how to cope with unwholesome exposures online, and knowing how to report such incidents to appropriate authorities. The focus of the researcher was on vulnerable learners in particular. The purpose of this study was to investigate whether the programme was effective overall as an educational initiative in changing the way learners perceive and use technology. It had five aims by which change was measured: self-mastery; rewards and risks of technology; addiction to the Internet or cellular telephones and time wastage; online interpersonal relationships; and Internet safety. The educational value of the programme is also studied. This research was conducted within a theoretical framework informed by critical theory, with a focus on empowerment (Mouton, 2004) and bio-ecological systems theory within the ambit of an holistic community approach. Developmental stages were thus applied according to the African context, as will be elucidated in the study (Nsamenang, 2009; Turkle 2007). Throughout this research, the role of the researcher was to take a proactive stand in research and social policies within the community in which s/he was involved (Perkins, 1995, in Seedat, Duncan & Lazarus, 2003). A quantitative research approach with a quasi-experimental design was implemented. A one group pre-and post-test only design was selected to collect data, in the form of a Likert scale questionnaire. It asked the respondents to rate their change of awareness and behaviour from before as well as after the implementation of the programme. All 142 male and female learners who were purposefully selected were in Grades 7, 8 or 9 at a private Jewish day school and attended all six sessions of the programme...

Information and Communication Technology (ICT) has become an integral part of almost every individual’s life. Although ICT, particularly the Internet, might offer numerous opportunities, individuals should also be aware of the associated risks. Especially with the younger generations who can be seen as being the most vulnerable to online dangers as they are becoming more involved in online activities. Children are utilizing new technologies from an early age and should know how to keep themselves and others safe whilst accessing the Internet. However, most of them do not have the required knowledge and expertise to protect themselves. This is because, under most circumstances, the parents do not understand their children’s online behaviours and activities and are, therefore, unable to teach their children how to utilize it safe and responsibly. A school can be seen as the perfect place to teach children safe online behaviours. However, there is currently a definite lack of e-Safety in South African schools, because no e-Safety policies are in place and there is little or nothing in curricula with regards to e-Safety. This can lead to additional concerns. The primary objective of this research study is, therefore, to develop, motivate and verify a framework that might contribute towards the development of an e-Safety culture. This e-Safety culture should allow individuals to adapt their behavior towards the secure utilization of ICT. However, for the purpose of this research study, the focus will primarily be on learners from primary and secondary schools.

published_or_final_version / Sociology / Master / Master of Social Sciences

The continuous advancement of new technology, specifically in the area of internet technology, has led to an increase in concerns surrounding children and young people’s safety when online. The following thesis describes a study of protection and security on the internet from the perspective of children and young people and contributes and expands on the findings of my Masters Dissertation which examined parents’ perceptions of children at risk on the internet. The research focuses on young people’s perspectives about what risks they face and what would keep them safe and is set within literature on child sex abusers and internet grooming. The thesis is based on an online survey which gathered information about the behaviour and opinions of 859 children and young people living in Scotland. Findings were separated into four main topics: children and young people’s behaviour on the internet, children and young people’s perception of strangers both online and offline, children and young people’s opinion of education on internet safety and children and young people’s opinion of the government’s role in relation to their safety online. Respondents’ stated that they wanted to be protected when on the internet (whilst acknowledging their own responsibility when online), either by the government or through those responsible for the content of the internet. They also provided several suggestions on how schools and the government can do more to listen to their voices and improve internet safety education. There were a number of children and young people who reported that they disclosed personal information over the internet (their own and that of their friends and family) and that they were willing to meet people in the real environment whom they had been communicating with online: many respondents’ viewed internet ‘strangers’ as different from ‘strangers’ in the real environment. Vygotsky’s (1978) theory of the Zone of Proximal Development (ZPD) and Wood et al.’s (1976) development of the concept of scaffolding, which has been developed in an educational rather than criminological context, were identified as offering some promise for explaining the behaviour of both the victims and the offender as other theories of sexual offending (either specific theories or explanations developed from general theories) are incapable of fully providing an explanation that will encompass grooming in general and online grooming in particular. It is argued that if these theories are applied to internet safety education they have the potential to empower children and young people and make grooming tactics and approaches less effective. The findings also indicated that more child and young people-oriented protection measures may be needed. Perceptions of protection and security on the internet were wide ranging but respondents were keen to provide possible solutions and examples of how to improve their safety when online. This would suggest that communicating with children and young people when developing policy, legislation, research and educational materials is the way forward if we wish to improve their safety and eliminate or reduce the dangers they face when using the internet.

No description available.