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This paper presents a novel exploration of the story completion (SC) method for investigating perpetration of technology-facilitated abuse in relationships (TAR).

The authors adopted the infrequently used SC method to explore TAR perpetration. The perpetration of TAR can involve socially undesirable and potentially illegal behaviours such as online stalking, non-consensual sharing of nude images, and other coercive and controlling behaviours. These problematic behaviours present an ideal context for employing the SC method to reveal new data on TAR perpetrator perspectives, motivations and behaviours.

The SC method elicited new hypotheses regarding TAR perpetration behaviours and motivations. Post-study reflection on the multifaceted nature of perpetration raised questions about the utility of SC as a stand-alone method for investigating TAR perpetration. Challenges encountered included: striking the most effective length, detail and ambiguity in the story stems, difficulty in eliciting important contextual features in participants’ stories, and other issues scholars encounter when investigating perpetration of violence more broadly. The authors close with suggestions for more effective use of SC methodology in TAR and intimate partner violence research.

This paper expands discussion of the SC method’s application and extends scholarship on violence and perpetration research methodologies. The paper demonstrates the importance of story stem design to the attainment of research objectives and the usefulness and limitations of SC in exploring this sensitive topic and hard-to-reach population. It also advocates for the combined application of SC with other methodological approaches for the attainment of research outcomes when investigating multifaceted phenomenon.

The purpose of this paper is to examine frequency and correlates of intimate partner violence (IPV) severity perpetrated by heterosexual men receiving treatment for substance use towards a current partner in the past 12 months.

A secondary analysis of a self-reported questionnaire (n=162) completed by men receiving treatment for substance use in England and Brazil was conducted. Types of IPV perpetration (emotional, physical and/or sexual IPV) and frequency of occurrence were assessed. A five level ordinal variable for IPV perpetration severity was created: no IPV, minor; moderate, low severe and high severe. Psychological and cultural correlates of perpetration severity were explored using ordinal logistic regression.

Approximately four in ten men reported perpetrating IPV towards their partner in the past 12 months, one in ten reported perpetrating severe IPV (including hitting with something, kicking or beating, choking or burning, threatening with/using a weapon, sexual IPV and frequent emotional IPV) during this period. A number of correlates of perpetration severity were identified: experiencing childhood physical abuse, witnessing IPV in childhood, perpetrating IPV in previous relationships, committing violence towards another man, controlling behaviours, technology-facilitated abuse, depressive symptoms, having a substance using partner, receiving treatment for illicit drug use, hazardous drinking and poly-drug use.

Despite the small sample size, small to large positive associations were observed between reporting IPV perpetration and several factors. These factors could be targeted to improve identification and assessment of IPV among men receiving treatment for substance use.

A strength of this study methodology is the use of a specific 12 months time frame for the perpetration of IPV towards current partner. The categorisation of levels of IPV perpetration based on types and frequency of violence occurrence was an additional valuable contribution of this study.

The purpose of this paper is to introduce a new collaboration between the Association of Internet Researchers (AoIR) and the Journal of Information, Communication and Ethics in Society (JICES).

The paper uses historical, comparative and ethics-based approaches.

The collaboration is catalyzed by central interests shared between AoIR and JICES, namely, in the ethical and social impacts of the internet. The collaboration accordingly aims to bring research and reflection developed for the AoIR conferences to the JICES’ readership.

The value of this collaboration is considerable, as it promises extensive new cross-fertilization between the two communities. The viewpoint begins with a brief overview of the collaboration’s initiation by Prof Simon Rogerson and its logistics over the next two years. Following a general review of Information and Computing Ethics and Intercultural Information Ethics, an overview of ethical considerations fostered by AoIR is offered, focusing on the development of internet research ethics (IRE), especially its most recent expression in an IRE 3.0.

Global evidence suggests a potential displacement of youth offending from the physical to the digital landscape, requiring revision of existing detection and intervention methods. This study aims to explore pathways from harmful to illegal online activity perpetrated by young people, legislation and police perspectives, current detection methods and interventions.

This perspective paper examines issues observed within a larger systematic literature review on digital youth offending.

A trajectory from acceptable to harmful and subsequently illegal behaviour was identified, with a particular pathway from unethical video game activity to digitally dependent offending. Legislation and police perspectives vary by jurisdiction, with a common theme that increased officer education is key to the level of preparedness to investigate cases. Machine learning and automatic prevention show promise as detection and disruption processes, with education recommended for young people as a deterrent and redirection of skills to positive outcomes.

Recommendations for further research include a broad survey of school students to include all identified areas of digital offending, which could drive the development of targeted education by law enforcement and partner agencies for young people.

The shift in youth offending requires the justice and educational systems to adjust how they respond to youth crime. Policy and practise shifts can include further exploration of investigative hacking, education for law enforcement and educational prevention and redirection programmes aimed at youth.

The digital displacement of youth offending is a progressively emerging concept. This paper examines the current state of response from educational and law enforcement agencies and discusses the next steps based on what is currently known.

Global evidence suggests that youth offending has reduced; however, this study aims to suggest a more complex picture, with youth crime potentially being displaced to the digital space. Historically, young people and crime have been synonymous with public spaces and being visible. A shift or expansion to online offending requires revision of how the justice and educational systems respond to youth offending.

A systematic literature review explored keywords related to age, digital offence or harm and criminal or harmful nature, using a search, appraisal, synthesis and analysis framework.

Three emergent areas of digital youth crime are discussed: digitally assisted crime, digitally dependent crime and digital harm.

The shift in youth offending requires response adjustment from prevention to detection. Opportunities may exist to disrupt or redirect youth before they offend. Further data specific to digital offending is needed. These findings seek to provide a possible direction for future research.

The concept of digital displacement of youth offending is progressively emerging. This paper examines types of offending categorised into three areas of interest.

Coercive control (which is a form of intimate partner violence [IPV]) is a significant public health concern affecting millions of people throughout the world. Whilst exposure to IPV in childhood and adolescence has been shown to contribute to the intergenerational transmission of IPV, this alone does not explain IPV. A range of bio-psycho-social factors contribute to IPV which includes exposure to peer influence on social media platforms, whereby research has shown this online expression of views and opinions can change off-line behaviour. This has extended to not only purchasing products but also influencing attitudes in relation to illegal behaviour such as sexual harassment and sexual assault. The purpose of this study was to explore what young people are being exposed to online, through social media, surrounding coercive controlling behaviour.

According to Fazel et al. (2021), real-time social media data can provide important information about trends in public attitudes and attitudes towards events in the news. This study used data from Twitter to explore what adolescents are being exposed to online surrounding coercive and controlling behaviour. The data was subsequently analysed using reflexive thematic analysis.

Three overarching themes were found in relation to coercive control: the Educator; Gaslighter; and the Comedian. Two of these were forms of secondary victimisation.

Social media provides a powerful platform through which people’s attitudes and behaviours may be influenced both positively and negatively in relation to socio-political issues (Lozano-Blasco et al., 2022). The implications of the findings in this study are discussed with recommendations for how social media platforms could be supported to act prevent them from being used as a tool to facilitate the distribution of hate speech in relation to IPV and instead be used as a platform for psycho-education.

Previous research in this field has tended to focus on the impact of IPV and the prevalence rates of IPV in young people, but not on the different types of information young people may be exposed to surrounding relationships on social media platforms.

The purpose of this paper is to comment on how responses to gender-based violence (GBV) in higher education (HE) changed as a function of COVID-19. Since the original lockdown directive was issued by the UK Government in March 2020, there was an acute awareness of the impact the stay-at-home order could have on prevalence and patterns of GBV, with technology-facilitated sexual violence and domestic abuse being of particular concern (Universities UK, 2020).

We give the illustrative example of our learning (from 2020 to 2022) around how we have changed our approach to supporting survivors to access information and support, and the conduct of investigations during this period.

For HE Institutions who were quick and keen to embrace online teaching, there was a necessity to recognise that this change in learning environment may bring an increase in online forms of sexual misconduct, and additional challenges associated with supporting survivors who were often remote from university campus. Subsequently, and swiftly, responses to GBV in HE (including formal investigations where requested) needed to change to ensure those who were subjected to sexual misconduct could access support and information, in the knowledge that they would not be disadvantaged by bringing their reports forward during a time of global uncertainty.

An insight is provided on the changes adopted to respond to GBV on campus during the early pandemic, and the impact that these changes have had to the provision of specialist service delivery over two years on.

The application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.

Based on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.

The nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.

Implications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.

This paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.

Domestic abuse or intimate partner violence is a term that describes a pattern of abusive behaviours, often experienced concurrently and linked to gender-based violence. This study aims to explore through the literature the potential to design effective digital services that work for victims, survivors and those who provide domestic abuse support services.

This study is based on a systems or service design thinking methodology which was adopted during a Scottish Government-funded Technology Enabled Care (TEC) pathfinder project on domestic abuse. This methodology is the basis for the Scottish Approach to Service Design which is based on the Design Council Double Diamond. During the first phase, known as the discovery phase, desk-based research is conducted by the service design team to inform their approach to the later phases (the second half of the first diamond is define whilst design and deliver form the second diamond). Time is spent during discovery to unpack the complexity whilst the approach takes a pragmatic worldview.

Technology has yet to be shown to provide an effective solution to any aspect of the victim or survivors’ experience or support services albeit these are often over-stretched and under-funded even without the Covid-19 pandemic. Digital abuse is increasing with perpetrators adapting new technologies. Digital developments should be grounded on ethical design principles.

This study is the result of the desk-based research during a TEC project considering the potential role of technology in tackling domestic abuse. Limitations include only including evidence from the literature; interviews were conducted but are not reported here. Another limitation is the pragmatic rather than academic nature of the approach; it was to be a foundation for service re-design. So hopefully useful for new practitioners to immerse themselves in the topic area but with no claims to be reproducible as would be the case in a formal review.

All the evidence shows the authors need to keep trying different approaches, different forms of engagement and ways to empower survivors. Could technology support health-care practitioners to consistently use sensitive routine enquiry? Perhaps enable independent domestic violence advisors to attend more multidisciplinary team meetings in local community settings? Meanwhile, digital abuse is increasing with perpetrators adapting new technologies. Technology has not yet provided a digital solution which is practical and meets the needs of the broad intersectional population affected by domestic abuse nor those who provide support. If the future is to be based on digital developments it must be grounded on ethical design principles.

This desk-based review collates the current national and international policy and research literature whilst focusing on digital developments which support those affected by domestic abuse.

The purpose of this paper is to explore faculty and students’ perceptions on the issue of technology-facilitated academic misconduct contemporaneously; to gain insight as to how current technologies contribute to academic misconduct, and how perceptions influence policy and practice.

An interpretive qualitative approach was used to explore participants’ perceptions. Data were collected through observations, interviews, and document analysis.

Results suggest that while faculty restrict technology in order to decrease opportunity for students to engage in academic misconduct, such technology restrictions may contribute to an increase in student rationalization. Faculty perceive that the restrictions reduce the instances of academic misconduct by reducing the opportunity technology affords. Student perceptions reflect an increase in rationalization that may result in an increase in academic misconduct that seems to be a student response to restrictive policies. Efforts to reduce academic misconduct may need to focus more on positive and proactive approaches to integrating technology rather than restricting or policing technology.

Few studies have explored both faculty and student perceptions about the role of technology and its impact on academic misconduct contemporaneously, and few attempts have been made to qualitatively assess these issues. Findings may help guide the development of innovative teaching practices that embrace technology and provide incentives for faculty to adapt their instructional methods.