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#BeKindOnline – Safer Internet Day 2021

#BeKindOnline – Safer Internet Day 2021

To mark Safer Internet Day, the Irish Safer Internet Centre invite you to the launch of the #BeKindOnline Webinar Series on Tuesday, 9 February at 2pm.

 Register for the Safer Internet Day 2021 Launch Event

Launch Event

Minister for Justice, Helen McEntee TD, will deliver the opening remarks to launch Safer Internet Day 2021 before commencing Coco’s Law, or the Harassment, Harmful Communications and Related Offences Bill.

Professor Brian O’Neill (member of the National Advisory Council for Online Safety) will then host a panel discussion with the Irish Safer Internet Centre partners, including:

  • Chief Executive of ISPCC Childline, John Church;
  • CEO of the National Parents Council Primary, Áine Lynch;
  • Project Officer of Webwise (PDST Technology in Education), Jane McGarrigle; and
  • Chief Executive of Hotline.ie, Ana Niculescu

#BeKindOnline Webinar Series

As part of Safer Internet Day, the Irish Safer Internet Centre will also host a series of webinars to help keep you and your families safe online:

Tuesday, 9 February: 7.30pm-8.15pm 

  • Title: Empowering Healthy Online Behaviour in Teenagers
  • Guest Speaker: Dr Nicola Fox Hamilton, Cyberpsychology Researcher, member of the Cyberpsychology Research Group at the University of Wolverhampton and lectures in Cyberpsychology and Psychology in IADT, Dun Laoghaire.
  • Audience: This webinar is for parents of teenagers.
  • Register: here

Wednesday, 10 February 7.30pm-8.15pm

Thursday, 11 February 7.30pm-8.15pm

About the Irish Safer Internet Centre 

The Irish Safer Internet Centre exists to promote a safer and better use of the internet and digital technologies among children and young people. Co-ordinated by the Department of Justice, the Irish Safer Internet Centre partners are:

We look forward to welcoming you.

“Game changing” parental control technology requires engagement from parents and guardians

Launch of an online platform seeking language examples of harmful online language experienced by children. www.kidsonlinesafetyresearch.ie

New data from Amárach Research reveals that over 70% of 5–8-year-olds have access to a smartphone, and that 80% of children aged 11+ have significant amounts of unsupervised internet time, including in their bedrooms.

An online platform which requests anonymous submissions from parents/guardians of examples of harmful online language experienced by children was launched today by Amárach Research, Cilter, the DCU Anti-Bullying Centre, and SFI (Science Foundation Ireland) funded ADAPT centre (“the Consortium”). The submissions will be used to inform a new cutting-edge parental control technology for smartphones. This technology will sit in the operating systems of smartphones, and will prevent children being exposed to cyber-bullying, grooming, and self-harm content, as well as alerting parents/guardians if their child is attempting to send or receive this content. The data gathered in this survey will be the world’s first repository of harmful verbatim private language that children experience.

As technology becomes increasingly integrated in society and children spend more time online, the requirement for increasing safeguards is clear. However, as revealed in new Amárach research, it’s clear that parents do not feel equipped to protect their children online; 82% of parents surveyed expressed interest in the Cilter solution, with 72% willing to get involved in this research project.

The newly released research, which was carried out by Amárach on behalf of Cilter, also shows that over 70% of 5- 8-year-olds (Junior Infants to 2nd Class children) have access to a smartphone. This follows the recent report by Cyber Safe Kids (CSK) which indicated that 93% of 8–12-year-olds own a personal smart device, and 100% of 12–16-year-olds do.

The Amárach research also demonstrates sharp increases in social media/messaging usage among children as they start secondary school, coupled with parental supervision of internet use dropping significantly at this time – over 80% of parents of children with smartphones aged 11+ say that their child’s internet access is only sometimes or never supervised. Children are also spending significant time using smartphones in their bedrooms.

When considered alongside recent data this paints a clear picture of the vulnerability of children online. Recent CSK data showed that 84% of 12-year-olds have their own social media/messaging account, and National Society for the Prevention of Cruelty to Children figures also show the prevalence of platforms like TikTok, Snapchat and Instagram involved in instances of child-sexual grooming (73%). The Australian e- safety commissioner recently revealed that 16% of self-generated child sexual abuse material was created in children’s bedrooms.

Submissions can be made at www.kidsonlinesafetyresearch.ie. This is an adult-only invite to contribute. It’s a text only submission – no images to be uploaded. All data entered will be completely anonymous and not traceable to a parent, caregiver, or child.

The consortium has received funding for this consultation from the Disruptive Technology Innovation Fund (DTIF). The (DTIF) is a €500 million Challenge-based fund established under Project Ireland 2040. It is one of four funds set up under the National Development Plan (NDP) 2018-2027. It is managed by the Department of Enterprise, Trade and Employment and administered by Enterprise Ireland.

The impact of self-generated images in online pornography
2017
Monaghan, Andy
Middlesex University

This investigation seeks to evaluate the impact on individuals, and society, of Self-Generated Images (SGI’s) in online pornography. It presents an inquiry into the extent, and modes, of SGI use among a large sample of adult internet users. This form the initial platform for a theoretical analysis of the rapidly emerging topic, alongside an empirical investigation into how SGI’s are used, and criminally abused. A mixed research method strategy was consequently adopted, employing a quantitative anonymous online survey (Stage 1), qualitative face-to-face interviews with serving Metropolitan Police Service officers in the SOECA unit (Stage 2), and qualitative Skype interviews with active SGI users (Stage 3). The thesis is divided into three main sections. Firstly, in chapters one-to-four, the context for this study into SGI’s is explained, including the specific UK statute laws regarding licit and illicit pornographic images. Commonly used pornographic terminologies are defined. Furthermore, existent research on the topic of SGI’s/online pornography is scrutinized, and several theoretical issues are given a discourse in relation to SGI’s. An analysis of the free speech/online pornography debate is included, together with an examination of the criminal abuse of SGI’s. The second part, chapter five, provides a rationale for the adoption of a mixed research methods strategy in pursuing the aims of this study. Many methodological issues regarding the three stages of the primary fieldwork are addressed; these include: ontology, epistemology, research paradigms and axiology, ethical underpinnings, practical considerations, and the strengths and limitations of methods chosen. In the third section, chapters six-to-eight, the study’s key findings include a taxonomy of the six main types of SGI. Passive SGI viewing is very pervasive, particularly among the key demographic groups of younger adults, Lesbian Gay Bisexual Transgender (LGBT) and males, and may be becoming the norm. Free PornTube websites are predominately used; but also, increasingly, social network sites (SNS’s) and messaging/image sharing apps. Most adults use SGI’s safely for sexual stimulation; however, some use them for educational and humorous purposes. For a minority of active creators of SGI’s, disastrous personal consequences can result because of subsequent criminal abuse, including cyber-bullying/trolling, sextortion, etc. Gay and bisexual men have highly accelerated rates of SGI use on hooking-up sites, often leading to hazardous risk taking. Children face grave dangers from making and sharing sexualised SGI’s as online child sexual abuse (CSA), grooming and sextortion, etc. may transpire. In the UK’s schools, Personal, Social and Health Education (PSHE), and Sex and Relationships Education (SRE), are in a parlous state regarding the issues and dangers of SGI’s. Finally, this inquiry provides some original insights into the areas of applying and generating theories, using mixed research methods, and the empirical findings uncovered.

The experience of migrant students in an irish second level school
2017
Condon, John
National University of Ireland, Maynooth

Immigration to Ireland in the late 20th and early 21st century has transformed Irish society from being a largely mono-cultural to a more intercultural society. This study is concerned with the experience of migrant students in a second level school. It explores the experiences of a small number of migrant students who completed five years of second level education in a provincial Irish town. The students came from a range of countries in Eastern Europe and Africa. This is a one-school insider case study where the principal is the researcher using qualitative interviews with students and staff to build a picture of intercultural education with its strengths, weaknesses and suggestions for improvement. In-depth qualitative interviews were conducted with students in the year or two after they completed school. Teachers’ experiences were also analysed using questionnaires and interviews. The portrait that emerges is that of a school in transition with a vibrant and complex intercultural student population. Themes emerging as significant from the research include the school curriculum, bullying and racism, relationships with teachers, the role of parents, the experience of socialisation and schooling and pedagogical responses. These complex issues are discussed in light of student experiences, teacher comments and insights from literature. Recommendations are made for a more inclusive curriculum, for celebrating the resource that is an intercultural classroom, for a pedagogy of cooperative learning, peer education and action research by students and teachers.

Bullying in schools: A complexity approach to sustainable restorative approaches?
2020
Roberts, Luke
University of Cambridge

The issue of bullying is an international concern; specifically, the harmful influence that bullying has on young people in educational settings. Restorative approaches have been viewed as an appropriate intervention for addressing bullying. A review of the literature suggests that the Whole School Approach is the most common form of implementing restorative approaches in English schools.

This research has sought to address a substantial gap in the existing literature, which has focused on implementation rather than the sustainability of restorative approaches. This research has developed a qualitative inquiry using a constructionist epistemology to explore the phenomena of change from the perspective of secondary school educationalists in their local ecosystems. Prior to the research phase, a soft systems methodology was used to stimulate opportunities for internal creativity with staff developing restorative approaches in their school. This enabled staff to develop a range of self-generated activities to enhance restorative interventions in their setting. A phenomenological methodology was used to focus on staff perceptions of change happening over an academic year. Focus groups were conducted in each of the four inquiry schools using a semi-structured interview process. A complexity-informed thematic analysis was conducted to synthesize and critique the data collected during the focus groups.

The findings from this research suggest that staff perceptions construct a complex and nuanced understanding of restorative approaches, whilst exploring the tensions and accommodations of school change. Furthermore, this research reveals how systems can innovate or distort initiatives such as restorative approaches.

Consequently, there then follows a discussion for implications of the findings from this research in response to the research questions. Furthermore, there is a wider discussion on the implications for the field of restorative approaches. This includes how a complexity theory-informed analysis provides insights into the phenomena of school change and the sustainability of restorative approaches. The thesis ends with reflections and possibilities on how those seeking to implement and sustain change in complex adaptive systems can act as system-synthesis leaders to engage with complex phenomena.

View Publication
Scientific Reports

Scientific Reports

Recommending Toxicity: How TikTok and YouTube Shorts are bombarding boys and men with misogynist content

A new study from Dublin City University’s Anti-Bullying Centre shows that the recommender algorithms used by social media platforms are rapidly amplifying misogynistic and male supremacist content.

The study, conducted by Professor Debbie Ging, Dr Catherine Baker and Dr Maja Andreasen, tracked, recorded and coded the content recommended to 10 experimental or ‘sockpuppet’ accounts on 10 blank smartphones – five on YouTube Shorts and five on TikTok. The researchers found that all of the male-identified accounts were fed masculinist, anti-feminist and other extremist content, irrespective of whether they sought out general or male supremacist-related content, and that they all received this content within the first 23 minutes of the experiment.

Once the account showed interest by watching this sort of content, the amount rapidly increased. By the last round of the experiment (after 400 videos or two to three hours viewing), the vast majority of the content being recommended to the phones was toxic (TikTok 76% and YouTube Shorts 78%), primarily falling into the manosphere (alpha male and anti-feminist) category. Much of this content rails against equality and promotes the submission of women. There was also a large amount of content devoted to male motivation, money-making and mental health. This material strategically taps into boys’ financial and emotional insecurities and is particularly dangerous in relation to mental health as it frequently claims that depression is a sign of weakness and that therapy is ineffective. The other toxic categories were reactionary right and conspiracy, which accounted for 13.6% of recommended content on TikTok and 5.2% of recommended content on YouTube Shorts. Much of this was anti-transgender content.

Overall, YouTube Shorts accounts were recommended a larger amount of toxic content (on average 61.5% of the total recommended content) than TikTok accounts (34.7%). Content featuring ‘Manfluencers’ (male influencers) accounted for the vast majority of recommended videos in the dataset, demonstrating their centrality in the current manosphere ecosystem. By far the most prevalent of these was Andrew Tate, who featured 582 times on the YouTube Shorts accounts and 93 times on the TikTok accounts.

According to Prof. Ging, “Our study shows that shutting down influencers’ accounts does not necessarily remove their content. The overwhelming presence of Andrew Tate content in our dataset at a time when he was de-platformed means that social media companies must tackle harmful content in more sophisticated ways.”

The findings of the report point to urgent and concerning issues for parents, teachers, policy makers, and society as a whole. Among the authors’ recommendations are better content moderation, turning off recommender algorithms by default and cooperation with trusted flaggers to highlight illegal, harmful, and borderline content. They also stress the need for teacher education and the teaching of critical digital literacy skills in schools to equip young people with a better understanding of how influencer culture and algorithms work.

According to Prof. Ging, “Ultimately, girls and women are the most severely impacted by these beliefs, but they are also damaging to the boys and men who consume them, especially in relation to mental wellbeing. The social media companies must come under increased pressure from the government to prioritise the safety and wellbeing of young people over profit.”

The full-length report is available at: https://antibullyingcentre.ie/recommending-toxicity/

Bullying, social exclusion and peer relationship difficulties that involve deaf children: towards a systematic model
2001
Dixon, Rosalind Anne
University of London, Goldsmiths' College

This thesis contains two studies, based on systemic thinking and qualitative research methodologies. Both studies address the issue of bullying, social exclusion and similar peer-relationship difficulties, involving deaf children. The first study is a case study of a secondary school which provided integrated education to approximately 25 moderate to severely deaf students. Grounded theory was used to analyse semi-structured interviews with a total of 44 participants drawn from a variety of sub-groups within the school system. The main findings relate to the way the construct of ‘same versus different’ was central to the reaction of the majority group towards the deaf students. The analysis addresses in turn peer reactions to this form of difference; the school’s reaction to this form of difference; and the overt function performed by the specialist staff of meeting the practical needs of the deaf children; and the more covert function the specialist staff performed in managing anxiety generated within the system by this form of difference. From these themes it is possible to offer a systemic analysis of the nature and management of bullying in this school. The second study is a retrospective study with 35 deaf adults drawn form the deaf community and patients from an NHS department of audiology. The participants varied primarily in their level of deafness [moderate to profound] and their educational placements as children. Participants took part in semi-structured interviews which were also analysed using grounded theory. The separate group processes of ostracism and scapegoating were identified as likely causes of some bullying-type behaviour: ostracism as part of the explicit functioning of the group, scapegoating as part of the implicit functioning of the group. Two premises developed in the adult study – boundary actions as a feature of bullying, and the possible relevance of implicit and explicit levels of functioning within systems – were then developed using material from both studies. Two levels of intrapsychic functioning and two levels of functioning in two-person relationships is hypothesised.

How well does a cognitive model predict post traumatic stress symptoms in incarcerated young offenders, and what is the relationship between posttraumatic stress symptoms and bullying behaviour in this population?
2007
Short, V.
University of Oxford

Objectives:  The study aimed to determine the prevalence of posttraumatic stress symptoms in a population of incarcerated young offenders, and to test the applicability of a cognitive model of PTSD to this unique population.  It explored whether there was a link between reported bullying behaviour and posttraumatic stress symptoms, and investigated hyperarousal as a possible mediating factor. Design:  A cross-sectional, questionnaire based study design was used. Method:  56 incarcerated young offenders participated in the study.  Four questionnaire measures were administered in a single interview, and additional information was collected from the young person’s prison life. Results:  A high prevalence of posttraumatic stress symptoms was found in the study population.  Significant correlations were found between posttraumatic stress symptoms and negative appraisals, and cognitive factors predicted variance in posttraumatic stress symptoms over and above non-cognitive factors.  No relationship was found between bullying behaviour and overall posttraumatic stress symptoms although significant correlations were found between hyperarousal and indirect bullying behaviour and total frequency of bullying behaviour. Conclusions:  The study provided support for the important role of cognitive factors in posttraumatic stress symptoms and suggests that a cognitive model can be usefully applied to a population of incarcerated young offenders.  For the most part, the results suggested that no relationship exists between bullying behaviour and posttraumatic stress symptoms, but a specific relationship between hyperarousal and some forms of bullying behaviour was found.  Further research is needed to fully understand the experience of bullying in this population, and to examine the causes and consequences further.