The line of demarcation between Cyberspace and the real world becomes blurred as youth seamlessly integrate these two worlds to create their social existence. Wrapping them in a cocoon of perceived anonymity that facilitates engagement in risky behaviors that might never be considered in the physical world, Instant messaging, chatting, and social networking offer children the means to communicate visually as well as verbally, with friends and strangers alike. The continual emergence of new technologies that advocate and facilitate ever faster/better communication and resource sharing has created a cyber community in which youth are often put in the position of making legal and/or ethical online decisions, as well as cyber decisions that can directly impact their physical safety.
Online anonymity has opened up an entire new avenue for online predators, cyber bullies, and identity thieves, and provides unwanted solicitation as well as instant access to inappropriate material. Adding to these dangers is the fact that many parents do not know the level of their children’s online involvement and are often times hesitant to address online safety issues. Student surveys of more than 200,000 students reveal the following (i-SAFE Inc. Assessment Surveys, grades 5-12):
- 33% do not share what they do or where they go on the Internet with their parents;
- 14% stated their parents have no idea how much time they spend on the Internet;
- 40% do not discuss Internet safety with their parents; and
- 34% said their parents had not established any rules for their Internet activity.
It is important for parents and educators to understand that Internet issues are not only a concern for the teenage years. Of third and fourth graders surveyed by i-SAFE:
- 81% of students report they are online at least once a week;
- 60% go on the Internet alone;
- 46% use e-mail;
- 26% use Instant Messaging (IM);
- 18% go into chat rooms; and
- 14.5% have made a new friend online.
Additionally, according to Berson (2003) emerging research on brain development is beginning to tell us that there is a connection between brain processing and the sometimes incomprehensible online responses and behaviors of youth. Frontal lobe development, responsible for right and wrong decision-making and the processing of cause and effect relationships is not complete until the early to mid twenties. Until development is complete, behaviors are often governed by limbic system which is more likely to produce reactionary decision making, and impulsive, emotional responses. Young people may act or react without thought to the implication for self and others; some might say they can’t help it!
With readily available Internet access via computers and cell phones at home, at school, and throughout the community, it is obvious that parents need support in educating and protecting their children from online dangers. Simple Internet safety awareness is not enough to achieve positive behavior and safe interaction in Cyberspace.
Education and Intervention Strategies
You don’t have to be a technology expert to successfully promote safe and responsible Internet usage with students, but you do have to become an informed, prepared participant and recognize the relevance of the issues of cyber community citizenship, online privacy, online predation, cyber security, and intellectual-property use to actual Internet behaviors. Internet safety and responsible use education is easily integrated into a variety of traditional school subject matter including computer/technology, social studies, civics, health and safety, and library/media classes. Reputable Internet safety curriculum such as the material provided by isafe.org is aligned to state and national educational standards.
Prepared educators armed with quality curriculum are certainly a vital component of any cyber safety program, but it is key to realize that Cyberspace is not a separate entity from the physical world; it is a real aspect of our community and social existence, requiring all of us to integrate safe and responsible digital literacy into every aspect of our learning and living.
Those involved with counseling, after school programs, and youth groups and clubs have unique opportunities to incorporate Internet safety education, and counseling and intervention when necessary. Although Internet use poses risks to any user, youth who feel disenfranchised – who search for purpose, community, friends, and identity, and who may be identified as at risk for other problems – are especially vulnerable to dangerous interactions and relationships online. The ease of instant communication among total strangers makes it too easy to forget that people online may not be who they say they are!
Internet safety issues and problems will continue to grow as new technologies emerge. Professionals need to prepare by becoming comfortable with the relevant issues and by seeking ways to incorporate Internet safety education and counseling into their skill sets. A good way to begin is by researching the topic of online safety on the Internet and/or by engaging in quality Internet safety professional development. Information on no-cost options is available at www.isafe.org. This type of training also provides additional resources to share with educators, parents, students, and other community members.
Before dealing with any student and an online safety related issue, become familiar with the Internet safety strategies and/or policies in force at the student’s school. Remember, cyber issues such as inappropriate relationships, cyber bullying, lying, and stealing have physical world counterparts; and the source of physical world problems such as school failure and depression may be traced to cyber world issues. Therefore, no matter what approach is used in your delivery to counsel students, apply similar strategies to problems and issues that involve the Internet. Investigate ways to promote cyber safety education in local schools and to provide parents with information on Internet parenting skills.
When directly addressing an Internet-related problem, one of the most important factors is to open up lines of communication between students, parents, and teachers. When it comes to technology, children need to be heard and adults need to listen; empower students with their tech savvy and online skills to share their experiences in Cyberspace. With more than a third of students indicating that they do not share information about their Internet experiences with their parents, it is easy to see how vital this strategy is. Open communication serves as the best foundation for setting guidelines and goals for safe and responsible Internet usage. For example, begin by identifying favorite online activities; Where, when, and how is the Internet being used? What kinds of online communication tools are used, and how does one define an online “friend”?
Any strategy designed for success needs to address and include all stakeholders in an effort to promote safe and responsible use of the Internet as part of 21st Century culture. It can begin in your community with you.
Reference
Berson, I. R. (2003, July). Making the connection between brain processing and cyberawareness: a developmental reality. Paper presented at the Netsafe II Conference, Auckland, New Zealand.