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Greenford High School has been successful in their bid to John Lyon's Charity for their “E-safety for high schools” project to safeguard and educate young people from the increasing risks emanating from new technologies and the internet. The paper aimed at addressing the significant gap in e-safety provision across schools, the project will enable this school in West London to share and replicate their innovative model of good practice – recently commended by the Ealing Health Improvement Team – with three high schools as part of a three-year training and development programme.

This paper aims to provide some background to the project and outline its unique holistic and multifaceted approach to managing e-safety and cyberbullying, within the context of a broader social, behavioural and educational model rather than the narrowly defined ICT context within which it is traditionally perceived.

E-safety is a whole school issue and can only be effectively addressed through collective critical thinking and a social, cultural and educational approach.

This e-safety project is unique in promoting the opportunities afforded by technology through harnessing the positive role of the bystander and addressing e-safety through a broader, social model and multifaceted approach.

This paper aims to investigate children interaction in cyberspace and their use of Web 2.0 technologies. It sought their perception of internet risks as well as their knowledge and experience with electronic safety (e-safety) measures. It also considered parents’, teachers’ and other stakeholders’ perception of internet risks, e-safety procedures and children’s practices while online.

The research adopted a mixed method approach which involved the use of questionnaires and semi-structured interviews. The results were presented and analysed using descriptive statistics, while the interviews utilised coding and data structuring.

This research highlighted that e-safety policies and procedures have not kept up to date with technological advances. Children were also developing an online presence, and because it was considered normative behaviour, they were not always cautious. Consequently, society was reactive when dealing with the internet risk issues. Hence, more resources were needed to educate parents and children on safe practices on the internet.

This is an exploratory study and further research should be conducted for broader generalisations.

The paper makes a number of practical recommendations for education providers and parents to raise awareness of internet risks and e-safety initiatives.

This paper further extends the body of theory on e-safety and provides new insights into the risks exposure of children on the internet. It also highlights the limitations of e-safety initiatives.

This research explores the implications for risk management of “People Risk.” In particular how online digital behaviors, particularly from young people entering the workplace for the first time, might impact on the work setting and how risk management might mitigate impact on the employee and organization.

A mixed methods approach was used to consider these implications and draws from a number of data sources in the United Kingdom including a database of self-review data around online safety policy and practice from over 2000 schools, a survey of over 1000 14–16 year olds and their attitudes toward sexting, and a survey of over 500 undergraduate students. In addition the work considers existing risk management approaches and the models therein and how they might be applied to people risk.

The dataset analyzed in this exploration show an education system in the United Kingdom that is not adequately preparing young people with an awareness of the implications of digital behavior in their lives and the survey data shows distorted social norms that might have serious consequences in the workplace.

This research should raise concerns for managers in the workplace who need to be aware of the changes in “normal” behavior and how these potentially harmful practices may be mitigated in the workplace.

The research provides a strong evidence base for a change in “acceptable” social behavior by children and young people alongside an education system not promoting effective awareness. These two datasets combined highlight potential new risks to the workplace.

This chapter reports on the innovative and developing use of a virtual world environment to support the training and professional development of pre-service teachers of information and communications technology (ICT), information technology (IT) and computing. The findings show that the online experience promotes confidence and competence in virtual world activity. It also stimulates thinking about the potential of alternative methods for teaching and learning in schools. The case study participants were 16 trainee teachers aged between 21 and 55 years old, with varying backgrounds including those with careers in the computing industry, those straight from university and those having spent considerable time in schools as unqualified teachers. In Second Life they experienced a number of environments and discussed the potential of virtual worlds. The tutors believe that Second Life can offer a valuable environment to promote engagement by pre-service teachers in innovative and imaginative methods of teaching and for them to better understand the affordances of virtual worlds.

This paper aims to examine predictors (personality, belief systems, expertise and response time) of detecting online romance scams.

The online study asked 261 participants to rate whether a profile was a scam or a genuine profile. Participants were also asked to complete a personality inventory, belief scales and demographic, descriptive questions. The online study was also designed to measure response time.

It was found that those who scored low in romantic beliefs, high in impulsivity, high in consideration of future consequences, had previously spotted a romance scam and took longer response times were more likely to accurately distinguish scams from genuine profiles. Notably, the research also found that it was difficult to detect scams. The research also found that it was important to adapt Whitty’s (2013) “Scammers Persuasive Techniques Model” to include a stage named: “human detection of scam versus genuine profiles”.

This is the first study, to the author’s knowledge, that examines predictors of human accuracy in detecting romance scams. Dating sites and government e-safety sites might draw upon these findings to help improve human detection and protect users from this financial and psychologically harmful cyberscam.

Given a baffling contradiction that the availability of safety knowledge may not necessarily lead to workers' safety behavior, this study aims to develop an exploratory two-step working model of safety knowledge in translating safety climate into safety behavior. In particular, this study highlights the importance of articulating tacit safety knowledge and improving workers' systematic problem solving (SPS) capacity in a favorable safety climate.

This study uses 110 valid responses from Pakistan-based construction workers to test five hypotheses which embody the exploratory two-step working model of safety knowledge. The partial least squares structural equation modeling (PLS-SEM) is used to analyze the data.

The results of this study support the two-step working mechanism of safety knowledge in translating safety climate into safety behavior. Furthermore, results suggest that safety climate as a job resource facilitates converting construction workers' tacit safety knowledge into explicit safety knowledge (i.e. safety knowledge articulation) and then enabling them to spot non-conformities in safety management practices (i.e. SPS) and consequently to work safely (i.e. safety behavior).

The study has both theoretical and practical significance. In theory, it extends organizational learning theory and job demands-resources (JD-R) theory in the construction safety research domain and elaborates on the mediating role of safety knowledge articulation and SPS for the relationship between safety climate and safety behavior. In practice, it highlights the importance of continuous articulation of tacit safety knowledge and accumulation and use of explicit safety knowledge in construction safety management practices.

Mental health problems are a grave concern in construction. Although the distinction between high job demands and low job resources, as reflected in the Job Demands-Resources (JD–R) model, has been used to examine the extent to which psychosocial hazards influence mental health for construction practitioners, limited research has reflected on the nature of these psychosocial hazards by exploring experiences of site-based construction practitioners.

This study adopted a phenomenological approach to examine people’ experiences and thoughts of the complex phenomena of psychosocial hazards and mental health in construction. In total, 33 semi-structured interviews were undertaken with site-based construction practitioners in Australia to unveil construction-focused psychosocial hazards and their effects on mental health. The data were analysed via content analysis, employing an interpretation-focused coding strategy to code text and an individual-based sorting strategy to cluster codes.

Eighteen psychosocial hazards were identified based on the JD–R model. Six of these represented a new contribution, describing salient characteristics inherent to the construction context (i.e. safety concerns, exposure to traumatic events, job insecurity, task interdependency, client demand and contract pressure). Of particular importance, a number of interrelationships among psychosocial hazards emerged.

The significance of this qualitative research lies in elucidating psychosocial hazards and their complex interrelatedness in the context of the mental health of construction practitioners, enriching the understanding of this central health and safety issue in the high-risk setting of construction work. The findings contribute to addressing mental health issues in the Australian construction industry by identifying higher order control measures, thereby creating a mentally healthy workplace.

Based on the theory of reasoned action, this study aims to illustrate how employees’ safety behavior can be enhanced in the workplace by specifically examining how anticipated regret leads to workplace safety behavior and the contextual factor of organizational ethical climate.

The authors adopted a quantitative approach and designed their survey from validated scales in prior studies. Data were obtained from two different sources, including 149 employees and 31 immediate supervisors. Hierarchical linear modeling techniques were applied to test the hypotheses.

The results showed that anticipated regret was significantly related to safety compliance and safety participation; egoistic ethical climate was negatively correlated with safety compliance and safety participation, while benevolent ethical climate was only positively correlated with safety participation. For cross-level moderating effects, both benevolent and principle ethical climate moderate the relationship between anticipated regret and safety participation, whereas all three ethical climates did not moderate the relationship between anticipated regret and safety compliance.

It contributes to current literature by identifying critical determinants of employees’ safety behavior, which would enable practitioners to manage safety in the workplace and foster a safe working environment. Specifically, fostering benevolent ethical climate can better promote employees’ perceptions of the importance of discretionary safety behavior.

This study suggests that organizational practitioners could use the salience of anticipated regret to promote the safety behavioral intentions of employees in the workplace. Further, the authors examined a multilevel framework, which elaborates individual- and organizational-level antecedents of employee safety behavior as well as the impact of cross-level interactions on employee safety behavior.

Revenge pornography is a growing risk among adolescents and young adults. Often stemming from sexting, some victims of revenge pornography report experiencing victim-blame similar to that accompanying the reporting of rape. The purpose of this paper is to explore the assumptions that underlie attributions of victim-blame, with a focus on perpetrator and victim responsibility, as well as gendered assumptions surrounding sexting.

A total of 222 UK university students (111 male, 111 females) read one of two versions of a hypothetical revenge pornography scenario, one involving a male victim of a female perpetrator, the other a female victim of a male perpetrator. They then responded to an open-ended question regarding responsibility.

Qualitative content analysis of these responses identified three inter-related themes: the victim’s behaviour, mitigating victim responsibility and minimising the behaviour.

The majority of participants in this study attributed at least some responsibility to the victims of revenge pornography depicted in the scenarios. Sex of the victim played a less important role than assumptions around sexting.

The study suggests that victim-blame is linked to the consent implied by sharing intimate images with a partner, but is also mitigated by the normative nature of this relationship practice. There was some evidence that the experience of male victims of revenge pornography is trivialised. These findings have implications for e-safety and victim support.