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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.

The purpose of this paper is to evaluate technological strategies (i.e. online training and university safety system) used at one southeastern four-year university to enhance campus safety. This paper investigates if an online training influenced rape myth acceptance (RMA) and if participation in the university safety system was associated with perceptions of campus safety.

Data from college students were collected via a survey that was distributed through the school’s e-mail system. The survey asked respondents about their perceptions of safety, experiences on campus, attitudes, and utilization of campus resources. In total, 1,583 students participated in the survey. Analyses were limited to 889 respondents not missing data.

RMA did not differ between those who completed the online training and those who did not complete the training. Regarding perceptions of campus safety, respondents who opted to receive emergency notifications were not significantly different from those who did not receive the notifications. Respondents who had the safety application felt safer on campus compared to those who did not have the application. Respondents who participated in the training, received notifications, and had the application felt safer on campus.

This study highlights the potential utility of the safety application as well as the limited effect of the online education program on RMA.

The purpose of this scoping rapid review was to identify and analyse existing qualitative methodologies that have been used to investigate K-12 teachers' lived experiences of adult cyber abuse as a result of student content “going viral” to propose a novel methodological stance incorporating the Australian Online Safety Act 2021.

A search of Google Scholar was conducted using keywords and phrases related to cyber trauma, teachers, qualitative methods and the Online Safety Act. Inclusion criteria for the review were: (1) published in English, (2) focused on teachers' experiences of online abuse and cyberbullying associated with viral posts and (3) employed a qualitative inquiry methodology. Full-text articles were obtained for those that met the inclusion criteria. Data were extracted and analysed using a PRISMA flowchart and inductive thematic analysis.

This methodology is considered to be justified, as the eSafety Commissioner's Safety-by-Design principles do not have any legal or regulatory enforceability, whereas the Online Safety Act 2021 provides the Australian eSafety Commissioner an avenue to drive greater algorithmic transparency and accountability.

The findings of this review informed the development of a novel methodological stance for investigating Australian teachers' lived experiences of adult cyber abuse associated with viral posts. It provides a methodological positioning to support trauma informed qualitative research into adult cyber abuse, informed by the work of the eSafety Commissioner and the Online Safety Act.

Cybertrauma is described as “any trauma that is a result of self- or, other-directed interaction with, mediated through, or from any electronic Internet/cyberspace ready device or machine learning algorithm, that results in impact now or the future” (Knibbs, 2021). It may result from the tracking of movement through various mobile phone features and applications such as location sharing, non-consensual monitoring of social media, and humiliation or punishment through the sharing of intimate images online, through to direct messages of abuse or threats of violence or humiliation. These actions are further perpetuated through automated searches, insights and recommendations on social media (i.e. engagement metrics promote memes, Facebook posts, Tweets, Tiktoks, Youtubes and so on). This is a novel methodology, as it not only considers direct cybertrauma but also automated forms of cybertrauma.

The purpose of this paper is to scope the field of child-related online harms and to produce a resource pack to communicate all the different dimensions of this domain to teachers and carers.

With children increasingly operating as independent agents online, their teachers and carers need to understand the risks of their new playground and the range of risk management strategies they can deploy. Carers and teachers play a prominent role in applying the three M’s: mentoring the child, mitigating harms using a variety of technologies (where possible) and monitoring the child’s online activities to ensure their cybersecurity and cybersafety. In this space, the core concepts of “cybersafety” and “cybersecurity” are substantively different and this should be acknowledged for the full range of counter-measures to be appreciated. Evidence of core concept conflation emerged, confirming the need for a resource pack to improve comprehension. A carefully crafted resource pack was developed to convey knowledge of risky behaviors for three age groups and mapped to the appropriate “three M’s” to be used as counter-measures.

The investigation revealed key concept conflation, and then identified a wide range of harms and countermeasures. The resource pack brings clarity to this domain for all stakeholders.

The number of people who were involved in the empirical investigation was limited to those living in Scotland and Nigeria, but it is unlikely that the situation is different elsewhere because the internet is global and children’s risky behaviors are likely to be similar across the globe.

Others have investigated this domain, but no one, to the authors’ knowledge, has come up with the “Three M’s” formulation and a visualization-based resource pack that can inform educators and carers in terms of actions they can take to address the harms.

The purpose of this study is to determine effective online safety awareness education for young people in less developed countries. The research followed an explanatory mixed methods design starting with an online survey (quantitative element) and then interesting or anomalous findings were followed up with one-on-one interviews (qualitative element). The data gathered on the online habits and views of young people were fed into the Young People Online Model. It was also used to create online safety workshops. The standout issue from this research is the prevalence of cyberbullying, and this was used as the core theme. They were carried out using the action-research approach, whereby after each workshop, the facilitators would reflect and analyse and suggest improvements for the next one.

The majority of online safety awareness education programmes have been developed in and for advanced countries. In less developed countries, there are fewer programmes as well as a lack of research on the factors that influence the online behaviour of young people online. The Young People Online Education Framework seeks to address this and provide educators, researchers and policymakers an evidence driven construct for developing education programmes informed by issues affecting young people in their respective country/region.

The framework was applied in Thailand. As there were very few previous studies, original research was conducted via surveys and interviews. It was found that a high proportion of young people had experienced negative interactions online with cyberbullying the main concern. This was confirmed during the workshop phase indicating the need for more research and workshops. There is a plan to continue the research in Thailand, and it is hoped that other researchers will make use of the framework to extend its scope and application.

A novel feature of this framework is the cultural mask. The cultural context of learners is often overlooked in education, especially when education programmes are imported from other countries. This research contends that effective learning strategies and programmes will have a better chance to succeed if the cultural makeup of the target audience is considered and that all topics and activities are parsed through the cultural mask element of the framework.

This paper aims to examine the online communications, symbolism and imagery of 35 community crime prevention and crime watch groups across Canada to explore how these groups organize themselves and assess the resulting community actions.

Contributing to digital criminology, gathering data from open access platforms such as Facebook and online platforms such as websites, the authors analyse communications from community crime prevention and crime watch groups in 12 Canadian cities. The authors used qualitative content analysis to explore the types of posts to assess trends and patterns in types of ideas communicated and symbolized.

Whilst such groups bring the community together to help promote community safety, the groups may also encourage stereotyping, shaming and even vigilantism through misrepresenting the amount of crime occurring in the community and focusing on fear. The authors demonstrate how crime prevention becomes sidelined amongst most of the groups, and how intense crime reporting and the focus on fear derail actual community development.

The current study is limited to two years of posts from each group under examination. Interviews with members of online community crime prevention and crime watch groups would provide insights into the lived experience of regular users and their reasons for interacting with the group.

Given some of the vigilante-style the actions of such groups, the authors would suggest these groups pose a governance problem for local governments.

Community crime prevention and crime watch groups are not a new phenomenon, but their activities are moving online in ways that deserve criminological research. The authors contribute to the field of digital criminology by researching how online communications shape community crime prevention organizations and how ideas about regulation of crime and social control circulate online. The authors also explain how this community crime prevention trend may contribute to issues of vigilantism and increased transgression.

To date, there is a gap in the literature exploring the perceptions and experiences of law enforcement regarding enforcement of online and offline prostitution. The purpose of this paper is to investigate the perceptions of law enforcement in the USA regarding the safety and mobility of individuals who prostitute online compared to those who sell sexual services offline. The next section will explain the methodology of the exploratory study, including the method of original data collection.

All police departments in the USA located in a jurisdiction of 50,000 people or more were requested participation in the study (n=689). Respondents were sent an initial mailing of a cover letter and survey, followed by an e-mail reminder and a second mailing of a cover letter and survey. Individual respondents were asked questions about their own perceptions of behaviors and lifestyles of offline vs online prostitutes.

The majority of law enforcement respondents did not feel as if online prostitutes were safer compared to offline prostitutes. However, the majority of respondents did believe that online prostitutes are afforded a better lifestyle and are more mobile.

The majority of the respondents were from the Northeast and Southwest may mean that their perceptions could be different from those that are not located within either region. In addition, since almost 80 percent of the agencies were in a jurisdiction with a population between 50,000 and 249,000, this too may have influenced their perceptions. Law enforcement in a smaller or larger area may have felt differently or have had different experiences to report.

This study is very unique as to date, another study with the same methodology and question content was not found.

Today’s world of digital and mobile media does not require actual physical contact, between the suitable target and the motivated offender, as with traditional crime. In fact, as Mesch (2009) contended that the internet is not merely an information channel but it creates a new space of activities for children, where they are exposed to motivated offenders and the actors of fourth party. Therefore, for the sake of children’s safety, the practice of parental mediation control is increasingly becoming more pertinent everyday. Thus, the purpose of this paper is to examine how parental mediation control in Sri Lanka is influenced by their internet self-efficacy, their experience as online victims and their trust in online users.

This paper uses a unique data set of computer and internet users from Sir Lanka to examine parental intervention in their children’s online activities. Specifically, the data set contains 347 responses from computer and internet users. To analyze the data, the authors use a binary dependent (probit) model.

The results show that such factors alter the baseline probability of parental intervention. However, some differences are found between younger and older parents, with the latter group responding more to trust in online users and victimization experience while the former is mainly driven from computer self-efficacy. In particular, the older group is less likely to trust online internet users in terms of never adding unknown persons in the social media. Finally, being self-employed and an older parent has a positive effect on the likelihood of adopting parental controls, possibly because of the non-pecuniary attributes of self-employment.

This study adds to the emerging parental mediation control literature by looking at the likelihood of younger and older parents who were victims of cybercrimes, who have greater internet self-efficacy and lower online third-party trust to adopt parental mediation control behaviors. Also another contribution to the literature is the role of occupation type on parental monitoring behaviors.

The experience of safety as perceived by customers is a central issue in retailing, and its importance has increased because of the pandemic. Substantial literature exists addressing different factors related to safety/security experience in different types of retail channels. However, what is missing is a unified framework to guide safe customer experience initiatives across all channels. Therefore, this study aims to investigate the safety elements in omnichannel retailing as perceived by customers and how these safety elements affect customer experience (CX) judgments and consumer behavior in a post-pandemic context.

A systematic literature review on safety/security studies in a retail context is conducted, followed by a qualitative study driven by a means-end-chain laddering technique collecting data from 62 retail customers in Australia, the USA and UK.

Fourteen distinct safety elements in omnichannel retailing are identified. Four elements are relevant to the CX at the pre-purchase stage of the customer journey: social inclusiveness, role readiness, employment policy and safety policy enforcement. Six elements are relevant to the during-purchase stage: physical safety, personal hygiene, spatial distancing, fraud prevention, security surveillance and safety signal. The remaining four elements are relevant to the post-purchase stage: delivery safety, safety recall, mental health and data usage.

This study presents a new unified framework addressing safety and security in post-pandemic retail service settings. The SafeCX framework offers researchers and managers a holistic understanding of the distinct safety elements that shape customers’ perceptions across each customer journey stage of the retail CX.

Rewards and safety cues are frequently used by online marketers to enhance privacy attitudes and to encourage self‐disclosure of personal information. The purpose of this paper is to study the relative effectiveness of these influence strategies and test the boundary condition of regulatory focus.

The authors conduct an online scenario‐based experiment with a sample of adult consumers. The results were analyzed using multivariate and univariate analysis of variance.

The findings show that the use of rewards and safety cues has varying effects on privacy attitudes and self‐disclosure, and that these effects depend on consumers' regulatory focus.

The relative effectiveness of rewards and safety cues for enhancing privacy attitudes and encouraging self‐disclosure is not clear from prior research, and boundary conditions have not been established. To the authors' knowledge, this is the first study to examine regulatory focus as a moderating variable in the relationship between online influence strategies and privacy outcomes.