Our kids and the digital utilities

1
Our Kids and the Digital Utilities
(( Web Survey-Based theoretical Research ))
http://www.thedigitalshift.com/2014/07/opinion/the-next-big-thing/generation-tablet-kids-must-learn-hack-real-world-well-virtual-one/
By
Firas Dabbagh
March 2015

2
Contents
Title Page
Executive Abstract 3
Preface 4
Methodology 5
Components of the Research 6
Goals 7
Section ONE – Survey Statistical Data Analysis 8
Section TWO – Survey Theoretical Analysis 17
Component ONE 18
Component TWO 25
Component THREE 34
Section THREE – Conclusion 44

3
Executive Abstract
This research has taken care of an important side of the nowadays parental concerns in
terms of technology and modern means of communication. Nevertheless, this research
paper has tackled the embedded risky and hazardous impact of such communication
technologies on children and the parental responsibility of prevention and protection,
through a mechanism that relies on survey-based study, in connection with the studied
medium of the problem itself, believing that the problem and the solution have
common source, hence are of the same nature.
The problem of this research paper has been disbanded into three major components,
whose further detailed rationale would be discussed, in the light of a survey-based data
collected from a deliberate sample of respondents and web-sourced scientific
theoretical materials to elaborate the analytical approach adopted in this research
paper, within a framework of scientific methodology, based on field survey and
theoretical discussion.
This research paper has already been designed to deliver its main message in a clear and
direct way that children are vulnerable to various risks and hazards when they are
online; such of which are of long-term nature and some are of immediate impacts.
These risks and hazards need close concurrence and attentiveness of parents to ensure
that proper prevention and protection are maintained. Therefore, the three major
components have been thoroughly discussed and analyzed in two main sections: Section
ONE of this paper has dealt with the statistical analysis of the data collected via web-
based survey that addressed the breakdown of major components; while Section TWO
has discussed, in prolixity, the three major components through linking the survey data
and the theoretical material in an explanation of cause and effect approach nature with
recommendation and advice. Finally, comes Section THREE of this research paper to
include the comprehensive wrap up of the paper, represented by the conclusion and an
elaboration of the references.

4
Preface
When something has a bright side doesn't mean it has no dark side. Almost everything
in life has two folds of manifestation; good and bad, whose determination depends on
the nature of the use, so is the modern technology. Based on that notion, as a platform,
this research paper shall discuss the other side of the digital utilities, whose impact
directly affects our lives in a way or another, within the family set up. This progressively
developing field of science is being designed and developed to meet the present and
future needs of human generations, which, in other words, forms user-friendly
applications for all age groups. Therefore, the focus area of this research paper is to
shed light over the dark side of the modern technology, in reference with the young
generations represented by our kids. Unfortunately, as far as Globalization, through
modern technology, has interlinked nations and cultures, it also worked on opening a
new space for organized criminal syndicates to develop their tools of criminal acts.
Additionally, the modern technology also allowed for new social problems to emerge,
and further health physical and mental risks to arise. This research paper has relied on
clear methodology based on an online survey of a deliberate sample. Although the
survey is very limited in number of target group (a total of 75 individuals), yet it still can
be shown as an indicator for the levels of internet usage trends on the one hand, and an
indicator of the levels of parent-kid bilateral interaction, in relation with the digital
world risks and hazards, on the other hand. The analysis of the survey’s results shall be
tackled to fortify the main three objectives of the survey and lead to conclusions and
recommendations.
(Survey Respondents' Location Map)

5
Methodology
This survey has relied on a 3 dimensional component based on the notion of parent-kid
interaction in terms of the internet use; technological knowledge and tools; and,
parental control and quality use in relation with internet risks and hazards. The survey’s
sample has been selected and limited to a deliberate multinational parental audience of
well-educated individuals of mid to high financial capabilities. The medium of the survey
purely consisted of technological interaction means of social networking and mail
services (facebook and personal email boxes). The effective interaction of the sample
audience was measured by the regular presence on the social networking platforms and
the use of email boxes. The majority of the target audience has known about the survey
and the survey has been presented in a clear way of brief description heading the
request to join the survey. The survey has been run over two weeks (Sep. 1st
to 14th
2013) and the request was being posted on the medium platform on a daily basis. The
survey has been completely equipped with 10 close questions aiming at quantitative
data. The survey questions were a mix of single-choice answers and multiple-choice
answers. Component No.1 has been served by questions 3 to 6; Component No.2 has
been served by questions 7 to 10; while component No.3 has been served by questions
7 & 10. Questions No.1 & 2 are general questions serving information about the age
group and availability of the internet access at home. The survey’s questions have been
designed in a simple flat impersonalized direct way, avoiding lengthy complicated
question sentences and focusing on the main target of each question clearly to maintain
transparent approach, hence transparent complete answers thereafter.

6
Components of the Research
The survey has been based on three major components, shown below; while its minor
components have been represented by the 10 survey questions, as shown in table No.1
below. Thus the survey tends to measure the extent of:
1- Parents’ acquaintance of the nature of their kids’ use of the internet
2- Parents’ awareness of the negative sides existent to the use of internet by their
kids and parents’ role in following up and raise their kids’ awareness about the
risks and hazards online
3- Parent-kid interaction in terms of openness about the risks and hazards that kids
encounter and the exchange of information about the incidents experienced.
General
Age Group Q1 What is the age group of your kids?
Internet Availability at
home
Q2
Is internet access available at home
by the hour?
MajorComponentNo.1
Time consumed on the
internet
Q3
How much time, as an average, do
your kids spend on the internet
every day?
Purpose Q4
The majority of your kids usage of
the internet is for:
Type of the technology Q5
What is the device your kids use to
access the internet?
Technical Control
Utility
Q6
Does the device your kids use to
access the internet equipped with
'Parental Control App.'?
MajorComponentNo.3
MajorComponentNo.2
Kid-parent interaction Q7
My kids inform me about their
experience on the internet
Parent-kid interaction Q8
I advise my kids about the proper
use of the internet
Parent's awareness Q9
I advise my kids about the risks they
may face on the internet
acquaintance and
openness
Q10
So far, at least I have heard from
one (or more) of my kids an
improper experience they had faced
online

7
Goals
1- The internet is an important easy means to address topics of the negative impact
of the use of internet and raise awareness about various concerns through
hyperlinking processes;
2- Prove the intense need for a rationalized kids’ use of the internet
3- Prove the intense need for tougher parental control over the kids’ use of the
internet; quality-wise and time-wise
4- Prove the intense need for better involvement of ISPs, TCPs, technology
manufacturers and IT sector in the safe and secured kids’ use of the internet.
5- Prove the importance of raising awareness among parents about the risks and
hazards of internet and how they should address risks and hazards within the
family framework

8
Section ONE
Survey Statistical Data Analysis
1-
2-
No. Question Answers
% of valid
responses
1 What is the age of your kids? 6-10 years 56
11-17 years 56
% of valid
responses
2 Is internet access available at home
by the hour?
Yes 85
No 15
0
10
20
30
40
50
60
70
80
90
1
Yes
No
0
10
20
30
40
50
60
1
6-10 years
11-17 years

9
The above two tables and charts are showing the questionnaire's results in terms of the
general indicator of the indirect sample. Two important initial indicators have arisen as
the age group and availability of internet at home. As the survey shows that we are in
front of equal proportion of age groups, this shall lead the majority of the upcoming
conclusion towards the generalization of results. The second indicator is represented by
the availability of internet at home, where it forces the direction of studying the impact
of time dedicated by kids to the use of internet, as well as the conclusion for technical
assistance and back up required, in addition to other conclusions and recommendations
for the optimum parental control.
3-
3
4-
% of valid
responses
3 How much time, as an
average, do your kids spend
on the internet every day?
1 hour or less 29
2-4 hours 46
more than 4
hours
24

10
5-
% of valid
responses
4
The majority of your kids
usage of the internet is for:
School and
educational
purpose
49
Social
networking
51
Gaming 63
I have no idea 2
0
10
20
30
40
50
60
70
school and
educational
purposes
social networkinggamingI haveno idea

11
6-
% of valid
responses
5
what is the device your kids
use to access the internet?
PC Desktop 24
PC Laptop 61
Tablet 46
Mobile phone 51
0
10
20
30
40
50
60
70
PC desktopPC laptopTabletmobilephone

12
Tables from 3 to 6 above are serving the major component No.1, which show the Parents’
acquaintance of the nature of their kids’ use of the internet, i.e. parents' awareness
about the quantity of time their kids spend online, purpose of being online, the device
and the availability of online protection means. So far, four variables the survey has
addressed, each of which is interlinked to the other pragmatically. Such interrelation
shall be discussed later herein.
7-
% of valid
responses
6
Does the device your kids use
to access the internet
equipped with parental control
app.?
YES 55
NO 25
I have no idea 20

13
8-
% of valid
responses
7
My kids inform me about their
experience on the internet
Occasionally 29
Usually 34
Rarely 24
Never 13
0
5
10
15
20
25
30
35
40
OcasionallyUsuallyRarelyNever

14
9-
% of valid
responses
8
I advise my kids about the proper
use of the internet
Occasionally 32
Usually 65
Never 3
0
10
20
30
40
50
60
70
OcasionallyUsuallyNever

15
10-
% of valid
responses
9
I advise my kids about the risks
they may face on the internet
Usually 62
Occasionally 35
I have no idea
what risks they
may face
3
0
10
20
30
40
50
60
70
UsuallyOcasionallyI haveno idea whatrisks
they may face

16
Tables from 7 to 10 reflected the survey's results in response to the major component 2, yet
tables 7 and 10 specifically serve the major component 3. Thus, Parents’ awareness of the
negative sides existent to the use of internet by their kids and parents’ role in following
up and raise their kids’ awareness about the risks and hazards online have been
reflected in the results tables 7 to 10. And, Parent-kid interaction in terms of openness
about the risks and hazards that kids encounter and the exchange of information about
the incidents experienced have been reflected by the results tables 7 & 10 specifically.
% of valid
responses
10
So far, at least I have heard from
one (or more) of my kids an
improper experience they had
faced online
YES 38
NO 62
0
10
20
30
40
50
60
70
1
Yes
No

17
Section TWO
Survey Theoretical Analysis
At the beginning of this analysis, it is important to clarify that the methodology
adopted in this research depends upon linking different variables to sculpt the
final shape of the three main components individually. Therefore, the survey
originally has been designed to serve this purpose; however, it wouldn't be
limited to such, as the analysis shall employ every possible logical relation to
prove its point of discussion. Henceforth, this section shall run the discussion in
line with the three main components, as headlines, with reference to the survey's
output, as the supporting back up. In order to reach its goals, this research paper
shall also shed the light in this section on the multi-dimensional approach in
understanding the concept of the problem as a whole and in details, by sub-
routing the major components onto the major stakeholders of the core social
target. Nevertheless, this research paper shall deviate from the usual line of alike
studies or researches in a way that draws its own line of targeting its ultimatum
question.
The current section shall, hereinafter, virtually divide the problem to its major
components, analyze the findings of the survey and elaborate the discussion with
supporting web materials towards achieving the ultimate goals through proof
debate against the current survey's findings, while such manifestations are being
discussed in the course of this section holistically from the root of the problem
through matter details to suggested benevolent recommendations.

18
1- Component ONE: Parents’ acquaintance of the nature of their kids’
use of the internet
It’s important to understand your child’s Internet habits1
. An opening sentence
summarizes the entire survey's purpose. Indeed, we need to understand how our
kids use the internet, when, where and why. The first step in this process starts
with being attentive to the time and timing of the kids' use of the internet.
Chart (1) Parents' acquaintance of the time spent by their kids on line
The survey has shown that the vast majority, over 80%, of the surveyed sample
had internet accessibility available by the hour at home, yet also the surveyed
sample showed that parents were aware of the quantity of time their kids spend
on line. Also, it is clear that over one third of the sample showed that they had
been told a story, once at least, about improper experience. Nevertheless, it
doesn't mean that the other two thirds of the sample parents' kids didn't get
exposed to an improper incident online. Thus, below indicators can be derived:
- Parents are aware of the amount of time their kids spent on line
- As an average, one fourth of the kids' conscious daily life is spent on the
internet, as an implicit information extracted from the answers
1
HOW DO KIDS USE THE INTERNET? http://www.nap.edu/netsafekids/inter_kids.html
0
10
20
30
40
50
60
70
80
90
Yes1 hour or less2-4 hoursmore than 4
hours
Yes
Is internet access
available at home
by the hour?
How much time, as an average, do your kids spend on
the internet every day?
So far, at least I
have heard from
one (or more) of
my kids an
improper
experiencethey
had faced online

19
- Availability of internet access by the hour, extended hours of use of the
internet and exposure to improper experience online have positive relation
in common.
As upon the findings of the current survey, this paper shall assume that each and
every parent is aware of the quantity and quality of his/her kids' use of the
internet. Therefore, and as the internet has almost become a life necessity, the
availability of internet access by the hour has become ipso facto. In this case,
parents are more responsible today than ever before. Their responsibility can be
depicted by paying more attention to the norms and patterns their kids adopt
online, and parents must be more proactive in dealing with the preventive side
rather than the curative side. It has been a prevailing phenomenon all over the
world, and it has no cultural limitations, as far as the internet is available in
almost every major particle of our current age. Thus, as a preventive step,
controlling the quantity of time and online timing is very significant in reducing the
harm our kids may suffer on later stages of their lives.
Findings of some previous researches:
 A Japanese study2
analyzed the relationship between the amount of time
students daily spent online and the average percentage of questions
answered correctly in the tests. The analysis showed that more time spent
online tended to translate into lower scores. For arithmetic comprehension
problems for sixth-grade primary school students, students who answered
they "spend less than one hour using the Internet" scored the highest
average percentage of correct answers-79.5 per cent-while the average
for students who used the Internet for "more than four hours" was 68.0 per
cent. However, the average of students who said they "never use the
Internet" was 77.4 per cent. Thus, the ministry concluded that appropriate
use of the Internet can help children acquire valuable knowledge.
Third-year middle school students who answered they "never play video
games" scored an average of 46.0 per cent in applied mathematics
problems, which was higher than the average of 45.9 per cent of correct
answers for students who spend "less than one hour" and the 38.5 per
cent correct for students who spend "more than two hours and less than
three hours" on video games.
 The EU Kids Online survey investigated how frequently children aged 11–
16 noticed in their behavior signs of excessive internet use, such as
2
http://news.asiaone.com/news/edvantage/excessive-use-internet-hurts-grades-study-shows

20
undone homework because of too much time spent online, too little time
spent in the company of family and friends, or futile attempts to limit one’s
internet surfing. The symptom admitted by the most children (42% of
European children) was that they had caught themselves surfing when
they were not really interested. Significantly fewer respondents (17%)
admitted that they had gone without eating and sleeping because of the
internet.3
 Only 15% of parents are “in the know” about their kids’ social networking
habits, and how these behaviors can lead to cyberbullying and 86% of
girls claimed to be able to conduct online chats without their parents
knowing; 57% could read their parents’ e-mail, and 54% could conduct a
cyber-relationship. 69% of teens regularly receive online communications
from strangers and don’t tell a parent or caretaker4
.
 Children are keen users of social networks. Forty-three per cent of 5-15s
with access to internet at home have a social networking profile, rising to
80% of 12-15s. Those aged 8-11 have an average of 92 friends and
children aged 12-15 say they have, on average, 286 friends5.
 The researchers found that youngsters devote an average of 7 hours and
38 minutes using 'entertainment media' across a typical day, an increase
of 1 hour 17 minutes since 2004. Because they spend so much of that
time ‘media multitasking’, they actually manage to pack a total of 10 hours
and 45 minutes worth of media content into those seven and a half hours.
They spent an average of 1 hour 35 was spent sending or receiving texts.
Researchers spoke to 2002 young people aged between eight and 18.
The report found that girls spent more time (25 mins a day) than boys (19
mins) using social networking sites such as Facebook6
.
3
http://www.ut.ee/en/news/report-excessive-internet-use-among-children-due-psychological-problems
4 4
http://www.guardchild.com/statistics/
5
http://consumers.ofcom.org.uk/2012/10/significant-rise-in-children%E2%80%99s-texting-and-time-
spent-online/
6
http://www.telegraph.co.uk/technology/news/7118354/Children-spend-7-hours-38-mins-a-day-
online.html

21
Embedded hazards of extended online hours7
:
1- Repetitive motion syndrome
2- Vision problems
3- Lack of fitness and weight problems
4- Limited social interaction
5- Exposure to inappropriate material8
6- (RSI) Repetitive Stress Injuries: RSI in kids may occur from heavy
computer or video game use, texting, playing musical instruments.
Conditions that are the result of RSIs include9
:
 Carpal tunnel syndrome: swelling inside a narrow "tunnel" formed by
bone and ligament in the wrist; the tunnel surrounds nerves that
conduct sensory and motor impulses to and from the hand, leading to
pain, tingling, and numbness
 Cervical radiculopathy: disk compression in the neck, often caused
by repetitive cradling of a phone on the shoulder
 Epicondylitis: elbow soreness often called "tennis elbow"
 Ganglion cyst: swelling or lump in the wrist resulting from jelly-like
substance that has leaked from a joint or tendon sheath
 Reflex sympathetic dystrophy: a condition characterized by dry,
swollen hands and loss of muscle control; consistently painful
 Tendonitis: tearing and inflammation of tendons connecting bones to
muscles
Indications of warning signs10
:
1- Ongoing headaches or eye strain and complaints of sleep disturbance
2- Online activities interfering with health and wellbeing, schoolwork and
relationships
3- Constantly talking about particular online programs, such as a gaming site
withdrawal from ‘real world’ friends and activities
4- Attributing more importance to online activities and contacts
5- Declining academic performance
6- Difficulties keeping the child off the internet
7
http://www.fisher-
price.com.cn/en_US/playtime/parenting/articlesandadvice/articledetail.html?article=tcm:169-18212-
16&parentcategory=health+%26+safety&subcategory=common+concerns
8
Including online predators/pedophiles/human traffickers/drug dealers
9
http://kidshealth.org/parent/firstaid_safe/home/ergonomics.html
10
http://www.cybersmart.gov.au/Schools/Cyber%20issues/Excessive%20internet%20use.aspx

22
7- Students have been staying up well into the night or sneaking out of bed
to access the internet.
Preventive measurements11
:
1- Supervise children. Make sure the computer is in a central place visible to
you and monitor how the computer and the internet are being used and for
how long.
2- Set rules. For instance:
 give permission before any computer/internet time
 set specific times for online activity
 no computer use if an adult is not there to supervise.
3- Create a journal with your child to track online activity with a view to
achieving an offline/online balance.
4- Use the parental control utilities of your kid(s) computer, as shown in the
below screenshots12
. You may assign and set computer usage time limits
through this utility for the whole week around the hour. It's a very effective
utility and helpful in controlling the time and timing of your kids' use of the
computer. In fact I have applied this on my kids' laptops and it has been
working very satisfactorily13
.
11
http://www.acma.gov.au/Industry/Internet/e-Security/Australian-Internet-Security-
Initiative/excessive-internet-use
12
MS Windows 7
13
This point was added by the author

23
Sun.
Sat
.
(Parental control window)
(Time restriction window)

24
Recommendations:
1- It is important that parents get good computer education
2- Parents should understand the nature of their kids' use of the internet
3- Parents should develop an internet restrictive environment at home, i.e.
the internet is to be available in certain times and for limited timing.
4- Parents should apply the principle of "lead by example", i.e. parents
should limit their use of the internet while at home, or at least parents
should maintain reasonable balance between their virtual online
commitments and real life social responsibilities (instead of WRITING hi to
your friend via Whatsapp, pick the phone and SAY it in person)
5- Parents should explain to their kids the risks and hazards of extended
online hours and the importance of the real physical social life (regularly
take your kids out to a nearby park and get them mingle with their peers
and play physical games)

25
2- Parents’ awareness of the negative sides existent to the use of
internet by their kids and parents’ role in following up and raise
their kids’ awareness about the risks and hazards online
Having discussed the impact of the extended hours of the use of internet;
physical, psychological and social, where the symptoms, indications and
preventive measurements have been pointed out, it is important also to
understand the level to which parents are effective in directing their kids' use of
the internet towards the right direction, and also the level of interactive
communication between parents and their kids in this concern. Chart (2) below
shows the parent-kid interaction in terms of proper use of the internet and the
quality of such use on the one hand, and it also indicates the level of balance
between parent-kid interaction and kids' exposure to the improper content online,
on the other hand. Everybody agrees that the formation of personality is
undertaken by several factors along the life line, starting from the day of birth
onwards. Nowadays technologies are getting more and more effective in the
process of personality formation. Therefore, the responsibility that is borne by
nowadays parents is getting greater in controlling the impact of such factor and
steering it towards the right direction, so that next generations wouldn't lose its
social, cultural, moral or religious identity, hence the world's human diversity as
well. If children are to thrive in nowadays' world and compete in tomorrow’s
workplace, they must be able to safely play, learn, and grow in cyberspace14
.
Chart (2) Parent-kid interaction & level of exposure to improper content
14
https://www.ncjrs.gov/pdffiles1/ojjdp/191213.pdf
34
6563
38
0
10
20
30
40
50
60
70
UsuallyUsuallyUsuallyYes
My kids inform me
about their experience
on the internet
I advise my kids about
the proper use of the
internet
I advise my kids about
the risks thay may face
on the internet
So far, at least I have
heard from one (or
more) of m kids an
improper
experiencethey had
faced online

26
In 2004, a study examining Internet use by children found that 98 percent of
children ages 9 to 19 used the Internet weekly. Among those Internet users, 92
percent reported accessing it at school, 75 percent reported using it at home and
64 percent reported using it in another location. The same research study found
that 36 percent of the children who use the Internet weekly reported that they had
not received any instructions regarding how to use it safely. Additionally, 40
percent of the children admitted to having chat room conversations that were
sexual in nature. Children reported that they also were sharing personal
information such as their names and addresses with people they had met online.
Alarmingly, children also reported that they perceived these online friends to be
close and more accepting of their true selves than those friends they knew in
person15
.
Encouraged by parents and teachers to take advantage of the Internet’s
incredible educational and recreational opportunities, nearly 30 million children
and youth go online each year to research homework assignments and to learn
about the world they live in. Youth also use the Internet to play games and meet
friends. According to a survey conducted by Family PC Magazine (Johnson,
2001), youth ages 12–17 are spending a substantial amount of time on the
Internet: 66 percent spend 1–5 hours each week surfing the Web, 79 percent
spend 1–5 hours e-mailing, and 75 percent spend 1–5 hours doing homework or
research online16
.
15
http://www.ianrpubs.unl.edu/pages/publicationD.jsp?publicationId=1043
16
https://www.ncjrs.gov/pdffiles1/ojjdp/191213.pdf

27
Major Online Dangers17
:
1. Pornography – Warping the minds of youth
Repeatedly viewing pornography, especially from a young age, can radically
shape one’s sexual attitudes and beliefs. Frequent exposures to sexually explicit
material is closely linked to more permissive attitudes about sex, such as having
multiple sexual partners, “one night stands,” cynicism about the need for affection
between sexual partners, casual sexual relations with friends, and even
mimicking behaviors seen in pornography.
 More than 1 in 8 web searches are for erotic content.
 79% of youth’s unwanted exposures to Internet porn take place in the
home.
 Before the age of 18, 83% of boys and 57% of girls have seen group sex
online.
2. Sexting – The unsafe ‘safe sex’
Sexting is sending or receiving nude or partially nude photos or videos through
the Internet or cell phones. When teens engage in this risky behavior, many
things can go wrong. These images are easy to forward on to others. At times,
these images can be considered “child pornography,” and some teens have
already been given felony charges.
 Nearly 1 in 5 teens who receive a sext share it with someone else.
 20% of teens have sent or posted a nude or semi-nude image of
themselves.
 Of those who have sent sexts, 76% of girls and 57% of guys sent it to get
someone else to like them.
3. Cyberbullying – The mean way kids treat each other online
Bullying happens on both the playground and in the digital world. Hurtful words
are exchanged. Rumors start easily and spread quickly. Profiles and e-mails are
hacked. And these types of activities are common today:
 20% of teens say their peers are “mostly unkind” to each other on social
networks.
 24% of teens and young adults say someone has written something about
them online that wasn’t true.
 9% say someone has threatened to use electronic communication
(Facebook, e-mail, text messages, etc.) to tell others private things about
them as a form of blackmail.
17
http://www.covenanteyes.com/2012/01/03/7-dangers-of-the-internet-for-kids/

28
4. Predators – Those seeking to ensnare our children
The Internet is a perfect forum to meet new people, but some with malicious
intent can use it to “befriend” your child. Internet predators are expert
manipulators, able to foster a relationship of dependence with a teenager. Most
prey on a teen’s desire to be liked, their desire for romance, or their sexual
curiosity. Often a predator “grooms” a child through flattery, sympathy, and by
investing time in their online relationship. These can then turn into offline
relationships or, in extreme cases, opportunities for kidnapping or abduction.
 76% of predators are 26 or older.
 47% of offenders are 20 years old than their victims.
 83% of victims who met their offender face-to-face willingly went
somewhere with them.
5. Gaming – More risks of exposure to sexual media and interactions18
While online and console games can be very fun, educational, and interactive,
there are also hidden dangers. Much of the content of some games include
sexual content, violence, and crude language. Plus, Internet-connected games
enable kids to interact with strangers, some of which can be bad influences or
mean your kids harm.
 82% of children say they are current gamers.
 One-third of teen gamers (ages 15-17) report playing games with people
they first met online.
 13% of underage teenagers were able to buy Mature-rated games
between November 2010 and January 2011.
6. Social Networks – Redefining privacy19
Social networks like Facebook are very popular online activities. But parents
should be aware of the image their teens are projecting as well as the influences
they are absorbing online.
 Despite the 13-year-old minimum, over half of parents of 12-year-olds say
their child has a Facebook account, and three-quarters of these helped
their child create the account.
 40% of teens have seen pictures on social networks of their peers getting
drunk, passed out, or using drugs, and half of these first saw these
pictures when they were 13 or younger.
18
See table No.4 above for elaboration
19
See table No.4 above for elaboration

29
 More than 11% of teens are “hyper-networkers,” spending more than three
hours per school day on social network sites.
7. YouTube – ‘Broadcast yourself’ culture means anything goes
YouTube is the world’s largest video sharing website. But because anyone can
upload anything to YouTube, often videos can break the Community Guidelines
for YouTube, and even those that do not can still be full of sexual innuendo,
provocative content, and foul language.
 48 hours of video are uploaded to YouTube every minute (about 8 years
of content uploaded every day).
 Over 3 billion videos are viewed every day on YouTube.
 Users upload the equivalent of 240,000 full length films every week.
Evidence Literature:
It is other people who influence children about how they feel about themselves.
They are all products of the "self-fulfilling prophecy." We have known for years
that what we expect from our children is what we will get. Constant input of
sincere positive reinforcement helps children feel good about themselves and
enables them to function well. Therefore, it is important to learn effective ways for
interacting with your child. Parents who gain expertise are the ones who usually
find it easy to get positive responses from their children, while those without the
information often have great difficulty20
. Thus, to maintain effective parental
guidance, parents must establish proper and regular channels of
communications with their kids. Below21
are some ways to help parents out with
such a parental mission:
1. Be available for your children
 Notice times when your kids are most likely to talk--for example, at
bedtime, before dinner, in the car--and be available.
 Start the conversation; it lets your kids know you care about what's
happening in their lives.
 Find time each week for a one-on-one activity with each child, and avoid
scheduling other activities during that time.
20
http://www.education.com/reference/article/parent-child-interaction/
21
https://www.apa.org/helpcenter/communication-parents.aspx

30
 Learn about your children's interests--for example, favorite music and
activities--and show interest in them.
 Initiate conversations by sharing what you have been thinking about rather
than beginning a conversation with a question.
2. Let your kids know you're listening
 When your children are talking about concerns, stop whatever you are
doing and listen.
 Express interest in what they are saying without being intrusive.
 Listen to their point of view, even if it's difficult to hear.
 Let them complete their point before you respond.
 Repeat what you heard them say to ensure that you understand them
correctly.
3. Respond in a way your children will hear
 Soften strong reactions; kids will tune you out if you appear angry or
defensive.
 Express your opinion without putting down theirs; acknowledge that it's
okay to disagree.
 Resist arguing about who is right. Instead say, "I know you disagree with
me, but this is what I think."
 Focus on your child's feelings rather than your own during your
conversation.
4. Remember:
 Ask your children what they may want or need from you in a conversation,
such as advice, simply listening, help in dealing with feelings, or help
solving a problem.
 Kids learn by imitating. Most often, they will follow your lead in how they
deal with anger, solve problems, and work through difficult feelings.
 Talk to your children--don't lecture, criticize, threaten, or say hurtful things.
 Kids learn from their own choices. As long as the consequences are not
dangerous, don't feel you have to step in.
 Realize your children may test you by telling you a small part of what is
bothering them. Listen carefully to what they say, encourage them to talk,
and they may share the rest of the story.

31
"Tom Neate, chief executive of Get Safe Online has these tips for parents
 Families should talk openly about what they are doing online
 If your child has been looking at or exposed to inappropriate content,
talk about why it is not a good thing
 Encourage children to speak to you if they come across something
they find worrying or upsetting on websites, games or while social
networking"22
Thoughtful pause23
:
Have you ever gone online (on your mobile or tablet) and watched any
pornographic content?
Age Gender
Answer 11-14 15-17 18-21 22-25 Female Male
No 67.5% 50% 44.1% 46.5% 59.3% 43.8%
By accident 11.8% 13.4% 9.7% 6% 8.9% 11.4%
Lots 10% 11.6% 17.8% 19% 11.3% 19.9%
Once or twice 10.7% 25% 28.4% 28.4% 20.5% 24.9%
The poll questioned 2,000 children and young people aged 11 to 25.
Other findings of the survey include:
 Over half of 11 to 14-year-olds who had viewed pornography said that it
had affected their relationships.
 Four out of ten 15 to 17-year-olds who had viewed pornography said that
it had affected their relationships.
 Three quarters of 11 to 14-year-olds described their reaction to watching
pornography as disturbed, upset, worried or excited.
 A quarter of 11 to 14-year-olds had viewed pornography with a group of
friends.
Slightly more males questioned had accessed porn on a smartphone or tablet
with 59% saying they had, compared to 44% of females.
Younger people questioned were more likely to watch porn with a group of
friends - 29% of 15 to 18-year-olds had done so.
22
http://www.bbc.com/news/technology-26121434
23
http://www.bbc.co.uk/newsbeat/26122390

32
Who else's involved?
If we look at the matter of child's safety online from a very materialistic side of
view, we conclude that there are other stakeholders that are involved in the
process of maintaining and ensuring children's safety online, beside the parents,
however, it doesn't reduce in any way parents' responsibility in this concern.
These stakeholders are represented by the local ISPs, schools, technology
makers and government. It is also necessary to highlight the importance of the
legislative framework that criminalizes and punishes online abuse of children.
A firm legal framework of law system concerned with all forms of online abusive
acts against children is very important for the establishment of a rigid platform for
law enforcers to take required preventive and procedural interference on time.
Eg.24
:
A federal law, the Children's Online Privacy Protection Act (COPPA), was
created to help protect kids online. It's designed to keep anyone from
obtaining a child's personal information without a parent knowing about it
and agreeing to it first.
COPPA requires websites to explain their privacy policies on the site and
get parental consent before collecting or using a child's personal
information, such as a name, address, phone number, or Social Security
number. The law also prohibits a site from requiring a child to provide more
personal information than necessary to play a game or participate in a
contest.
But even with this law, your kids' best online protection is you. By talking
to them about potential online dangers and monitoring their computer use,
you'll help them surf the Internet safely.
On the other hand, schools should also be aware of the hazards that students
are subject to online and must take tough measurements and serious steps in
addressing such hazards regularly and appropriately.
24
http://kidshealth.org/parent/positive/family/net_safety.html

33
Eg.25
:
Internet Safety Curriculum 9-12
Students in high school are less likely to have an adult present when using
the Internet and have the transportation to meet Internet friends in person,
therefore, our high school curriculum focuses on the need to utilize
Internet safety skills when accessing the Internet and getting to know
people on the Internet, as well as how to identify the times when they need
to alert an adult.
Objectives:
 The student will learn to be a good citizen in a Cyber-community.
 The student will use personal safety strategies on the Internet.
 The student will learn guidelines for email and social networking
safety.
 The student will learn to recognize and report cyberbullying.
 The student will learn how to determine appropriate sites on the
Internet and what to do if they encounter an inappropriate site.
 Students will learn netiquette in downloading and keeping your
computer safe.
In October 2000, Congress passed the Children’s Internet Protection Act
(CIPA), which requires schools and libraries that receive federal funds for
discounted telecommunications, Internet access, or internal connections
services to adopt an Internet safety policy and employ technological
protections that block or filter certain visual depictions deemed obscene,
pornographic, or harmful to minors26
.
25
http://www.henry.k12.va.us/Internet-Safety-Curriculum-9-12.html
26
Children’s Internet Protection Act (CIPA), Pub. L. No. 106 - 554 (2000) (codified at 20 U.S.C. §§ 6801, 6777,
9134 (2003); 47 U.S.C. § 254 (2003))

34
3- Parent-kid interaction in terms of openness about the risks and
hazards that kids encounter and the exchange of information about
the incidents experienced.
It is important here, in-order to fulfill the third component's requirement is to start
from the point where responsibilities are set and determined. Usually human
individuals seek to encompass themselves with secured atmosphere by involving
into communities, whose smallest unit is called a family. Many scientists and
scholars have tried over hundreds of year to define a family, which develops and
interacts with the outside environment by the passage of time. In human
context27
, a family (from Latin: familia) is a group of people affiliated by
consanguinity (by recognized birth), affinity (by marriage), or co-residence/shared
consumption (see Nurture kinship). Members of the immediate family may
include a spouse, parent, brother and sister, and son and daughter. Members of
the extended family may include grandparent, aunt, uncle, cousin, nephew and
niece, or sibling-in-law. In most societies the family is the principal institution for
the socialization of children. As the basic unit for raising children, anthropologists
most generally classify family organization as matrifocal (a mother and her
children); conjugal (a husband, his wife, and children; also called nuclear family);
avuncular (for example a brother, his sister, and her children); or extended family
in which parents and children co-reside with other members of one parent's
family. As a unit of socialization, the family is the object of analysis for
anthropologists and sociologists of the family. Thus, a family is the smallest unit
of a community and society thereafter. This hierarchical structure of the society
imposes various correlated responsibilities among all components of the
hierarchy; therefore, a healthy family leads to a healthy society. Accordingly,
David Lansky28
suggests that a healthy family promotes the well-being of
each individual family member by creating a sense of loving
belongingness, by enabling access to resources both within and without
the family, by adapting to changing circumstances, and by encouraging
27
http://en.wikipedia.org/wiki/Family
28
http://www.efamilybusiness.com/blog/?p=930

35
open and honest communication amongst its members, and there are a few
consistent qualities that seem to characterize what we call healthy families:
 LOVE: Love, appreciation and positive regard are expressed by family
members toward each other.
 EFFECTIVE COMMUNICATION: Family communication is clear, open
and frequent.
 ENCOURAGEMENT: Mutual support, recognition, and respect are given
by family to family.
 COMMITMENT: One observes a sense of family identity and unity, and
sacrifices are made to preserve family well-being.
 FLEXIBILITY: The family demonstrates an ability to adapt to change, as
change inevitably occurs.
 SOCIAL CONNECTEDNESS: The family values friends, extended family,
neighbors and community.
 CLEAR ROLE DEFINITION: There is a role for everyone and everyone
has a role in achieving the common good.
 AFFINITY: They like being together.
 COMMON GOOD: a shared sense of common good, common goals and
collective well-being.
Maria Krysan et al highlight29
, in their paper, the following constructs of a
successful family:
 communication
 encouragement of individuals
 commitment to family
 religious orientation
 social connectedness
 ability to adapt
 expressing appreciation
29 Maria Krsan et al, Identifying Successful Families: An Overview of Constructs and Selected Measures,
Child Trends Inc., May 1990, USA (http://aspe.hhs.gov/daltcp/reports/idsucfam.htm)

36
 clear roles
 time together
In light of the findings of this research survey, as it is shown in chart (3) below,
62% of the sample showed that their kids had not reported any kind of improper
online experience. On the other hand, an average of 26% of the surveyed
sample's kids had shown poor communication concerning their online experience
in general, while 13% of them showed ZERO communication level in this
concern. With all the facts about online risks mentioned above, and in light of the
example below from Australia30
about children's use of the internet summing up
2,163,000 children in total, if we reflect above percentage (62%) of non-existent
of child's improper online experience, one may conclude that families are fronting
a major issue to be addressed seriously in terms of openness and transparent
valid communication between kids and their parents.
Eg.:
AUSTRALIA CHILDREN WHO USED THE INTERNET - 2009(a)(b)
State or territory '000 %
NSW 709.2 79.9
Vic. 533.6 80.7
Qld 448.8 78.7
SA 151.7 78.6
WA 220.9 79.0
Tas. 48.9 76.3
NT(c) 17.1 69.6
ACT 32.8 78.3
(a) Children refers to persons aged less than 15 years.
(b) For the 12 months prior to April 2009.
(c) Refers to mainly urban areas only.
30
ABS Children’s Participation in Cultural and Leisure Activities, Australia, April 2009 (cat. no. 4901.0)

37
Chart (3) Kid-parent interaction & acquaintance and openness
Area of Focus:
In the current context, this research paper focuses only on few of the above
family qualities and constructs, such of which are EFFECTIVE
COMMUNICATION, FLEXIBILITY, SOCIAL CONNECTEDNESS, RELEGIOUS
ORIENTATION AND TIME TOGETHER. These construct of a successful family
are very important to maintain during the process of stabilizing and rationalizing
child's online time and reduction of embedded risks via proper parent-kid
interaction in this concern.
There are different kinds of attachment relationships31
that can be put into
different categories. These categories can describe children’s relationships with
both parents and childcare providers. Research found that there are at least four
attachment categories. The categories describe the ways that children act and
the ways that adults act with the children. The strongest kind of attachment is
called 'secure.' The way a parent or provider responds a child may lead to one of
the four types of attachment categories. The way a child is attached to its parents
also affects how it will behave around others when its parent is not around. So, in
the current context, it is very important to understand the nature and types of
relationships between children and their parents, as such relationships govern
31
https://www.extension.purdue.edu/providerparent/family-child%20relationships/differenttypesp-
c.htm
2924
13
62
0
10
20
30
40
50
60
70
OcasionallyRarelyNeverNo
My kids inform me about their experience on the internetSo far, at least I have
heard from one (or
more) of m kids an
improper
experiencethey had
faced online

38
the process of prevention and protection from the various online and deal with
problems resulted from such risks. Below are some brief explanations of the
main four types of relationships32
.
1. Secure relationships.
This is the strongest type of attachment. A child in this category feels he can
depend on his parent or provider. He knows that person will be there when he
needs support. He knows what to expect.
• The secure child usually plays well with other children his age.
• He may cry when his mother leaves. He will usually settle down if a friendly
adult is there to comfort him.
• When parents pick him up from childcare, he is usually very happy to see them.
• He may have a hard time leaving childcare, though. This can be confusing if the
child was upset when the parents left at the beginning of the day. It does not
mean that the child is not happy to see the parents.
How do adults build secure attachment relationships?
• Adults are consistent when they respond to the child’s needs.
• When a child cries, the adult responds in a lovingly or caring way.
• When a child is hungry, the adult feeds her fairly soon.
• When a child is afraid, the adult is there to take care of her.
• When the child is excited about something, the adults are excited about it, too.
Over time, a securely attached child has learned that he can rely on special
adults to be there for him. He knows that, if he ever needs something, someone
will be there to help. A child who believes this can then learn other things. He will
use special adults as a secure base. He will smile at the adult and come to her
to get a hug. Then he will move out and explore his world.
32
https://www.extension.purdue.edu/providerparent/family-child%20relationships/differenttypesp-
c.htm

39
Note about different cultures: Parents and other caregivers show love in
different ways in different cultures. In any culture, though, children can have good
relationships with parents and providers. In all cultures, adults can build secure
attachments if they are sensitive and respond to children’s signals. The way they
respond will be very different from one culture to another, however. Providers
who work with children from different cultures should watch for differences. Ask
parents and other people from that culture how they care for children.
Pause for thought
In the context of this paper, such a type of kids can be clearly characterized with
trustfulness and they can be easily attracted/lured by online predators, as such
kids naturally believe that all people are good (parents/caregivers are their
example models), however, such kids are also vulnerable to despicable
websites, as they are tempted to move towards exploring new things, having
already fully felt secured and well-protected. Therefore, parents should always try
to warn their kids of such a type from strangers, real or virtual, and the sense of
security their kids entertain should be adapted to be a motive of encouragement
for communicating online experiences. Additionally, parents should seek and
apply strict internet filtering and further computer controls.
2. Avoidant relationships.
This is one category of attachment that is not secure. Avoidant children have
learned that depending on parents won’t get them that secure feeling they want,
so they learn to take care of themselves.
• Avoidant children may seem too independent.
• They do not often ask for help, but they get frustrated easily.
• They may have difficulty playing with other children their age. They may be
aggressive at times.
• Biting, hitting, pushing, and screaming are common for many children, but
avoidant children do those things more than other children.
• Avoidant children usually do not build strong relationships with providers in their

40
childcare setting.
• They don’t complain when the parents leave them, and they usually do not
greet them when the parents return. They know that the parents have returned,
but it is almost like they want to punish them by ignoring them.
• They seem to try to care for themselves.
What kind of parent behavior is linked to this category of attachment?
• Parents respond to their children’s needs, but it usually takes a while.
• When a child is hungry, the child will be fed, but probably after she’s been
waiting for a long time.
• When a child is frightened, she is usually left to deal with it on her own.
• When a child is excited about something, the parent may turn away or ignore
her.
• The child gets used to not having her needs met, so she learns to take care of
herself.
There are different reasons why parents might act this way. Some parents just
don’t know when their baby or child needs something. Other parents might think
that it will make their child more independent if the parents do not give in to the
child. Providers who have an avoidant child in their care may be able to help
parents recognize and understand their children’s needs.
Pause for thought
It is very important that parents/caregivers should bridge the emotional gap with
their kids of such a type. The kids of such a type may easily seek refuge into the
virtual world and they would be very vulnerable online, as they may be falling
prey for online predators through the chat rooms for example, and then they may
act in response to punish their parents/caregivers by misconduct or irrational
reactions or by creating a replacement virtual world where they believe they feel
more secure. It is good to teach a child how to be independent, but the child
should not be let alone learning independence and the child should always be
fortified with doses of sense of security and taught to be doubtful to a healthy
extent, especially when it comes to the virtual world.

41
3. Ambivalent relationships.
Ambivalence (not being completely sure of something) is another way a child
may be insecurely attached to his parents. Children who are ambivalent have
learned that sometimes their needs are met, and sometimes they are not. They
notice what behavior got their parents’ attention in the past and use it over and
over. They are always looking for that feeling of security that they sometimes get.
• Ambivalent children are often very clingy.
• They tend to act younger than they really are and may seem over-emotional.
• When older preschoolers or early-elementary children want an adult’s attention,
they might use baby talk
or act like a baby.
• Ambivalent children often cry, get frustrated easily, and love to be the center of
attention.
• They get upset if people aren’t paying attention to them and have a hard time
doing things on their own.
• Ambivalent children seem to latch onto everyone for short periods of time.
• They have a very hard time letting parents go at the beginning of the day, and
the crying may last a long time.
• When an infant is crying, these parents sometimes respond; sometimes they
don’t.
• When a child is hungry, she might be fed, but it is more likely that she will be
fed when she’s not hungry.
• When a child is frightened, she is ignored sometimes and overly comforted at
other times.
• When a child is excited about something, a parent doesn’t understand the
child’s excitement or responds to her in a way that does not fit.

42
Pause for thought
Kids who entertain this type of relationships are almost similar to the previous
type "Avoidant", however, their vulnerability is manifested in their trend to rely on
their friends/peers to get the sense of security they seek, and also they may also
rely on the virtual friendships online where the true danger lies. Thus, parents'
responsibility is pictured, here, through the way parents enquire about their kids'
school peers and friends and the way how parents interfere to redirect such
friendship relations in a way that helps secure and safe interactions. Parents
should be aware of turning into being a stimulator for bullying acts between kids
and their friends/peers.
4. Disorganized relationships.
Disorganized children don’t know what to expect from their parents. Children with
relationships in the other categories have organized attachments. This means
that they have all learned ways to get what they need, even if it is not the best
way. This happens because a child learns to predict how his parent will react,
whether it is positive or negative. They also learn that doing certain things will
make their parents do certain things.
• Disorganized children will do things that seem to make no sense.
• Sometimes these children will speak really fast and will be hard to understand.
• Very young children might freeze in their footsteps for no apparent reason.
• Most disorganized children have a hard time understanding the feelings of other
children.
• Disorganized children who are playing with dolls might act out scenes that are
confusing and scary.
• Disorganized children may be very hard to understand. They may seem very
different from day to day.
There are two types of disorganized attachments:
1) Controlling-Disorganized, children who are controlling tend to be extremely
bossy with their friends.

43
2) Caregiving-Disorganized, children who are caregiving might treat other
children in a childish way, acting like a parent.
• The parents rarely respond to their needs when they are infants.
• If the parent does respond, the response usually does not fit.
• It is common for disorganized children to come from families in which some
form of neglect or maltreatment is happening.
• It is also possible that these children may have one or more parents suffering
from depression.
Pause for thought
The psychological stimulus for children of this type for abusing the use of the
cyber world is represented by their ignorance of their parents' reaction, as well as
their lack of understanding other children's feelings may lead them into bullying
their school peers, despite their childhood good intentions and nature. Therefore,
it is important for parents of such type of children to make their reactions clear
enough and understandable by their kids, and also need to dedicate more time
for direct and indirect orientation, utilizing the various family gathering occasions
to provide calm and wise moral educational messages onto the right behavioral
direction.

44
Section Three
Conclusion
'An ounce of prevention is worth a pound of cure' is a great principle to adopt in
various life endeavors. Of course, no one single research paper can encompass
all matters relevant to family issues, children concerns, and online hazards.
However, and to cut a long story short, this paper focusses on shedding the light
on the problem of online risks that our kids may be subject to, showing the major
part of the details, and provide the most appropriate advice from the research's
perspective in line with its findings. Accordingly, and as far as this section is
concerned, the research shows that there are three main fields of attention,
where families should be vigilant to.
The first field of attention is the children's online habitual trends that are
summarized by time spent online, potential for accessibility and purpose of use.
Risks, encompassed in this concern, are of health, behavioral and reflective
natures. Parents' responsibility in this context is depicted by their actions of close
supervision and follow up, strict rules of use, monitoring and controlling.
Awareness is the key of your family's health and safety and awareness is where
the second field of attention lies. Awareness in this context is a multi-dimensional
parameter concerned with building the parents' own awareness about online
risks and hazards, technical preventive tools, and raising domestic related
awareness. This paper focuses on the major online risks and hazards in atrial of
identifying and highlighting such risks and hazards to parents to be aware of
them and move on the right path with their protective mission. Some protective
hints have been provided to elaborate the role of this part as well.
Understanding is the third field of attention. Understanding is a natural byproduct
of the atmosphere of security, where the core social component would enjoy the
sense of security in the light of certain qualities and constructs that lead into
successful family. Promotion of certain qualities within the family context such as

45
belongingness, adaptability to outside environment, encouragement, and honest
communication, would certainly create a strong family that can stand still against
all social threats, including cyber threats. Qualities of successful family have
been discussed in this research paper under the umbrella of parent-kid
relationships that govern such qualities, which shows pros and cons to enable
parents deal with the daily challenges against their core role responsibility within
the family framework to protect their kids from various risks and hazards of the
cyber world.
It has been clearly concluded that rationalization of the kids use of the internet is
an essential need, through which a patronized mechanisms should be set to
maintain the core qualities of a successful family. On the other hand, this
research paper shows how part of the responsibility is held by other stakeholders
beside parents in the process of protecting youths and children from online risks
and hazards. In addition to that, the survey side of this research paper shows
that parent's awareness about online risks and hazards is essential, as far as
hazardous usage criteria are concerned on the one hand, and the educational
and available technical tools on the other hand, both in the light of the governing
parent-kid relationships in the family context. Moreover, this research has also
proven that although the internet is a source of harm as much as it is a source of
knowledge, it remains a good tool to culture an environment of combating such
online risks and hazards and raising awareness about them. Both the survey and
the source scientific materials have been derived online, as the survey has been
a medium of a free web-based tool, where design, launch process and analysis
have been provided online, while the scientific resources and materials have
been also derived from web sources and various websites.

Our kids and the digital utilities

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (16)

Similar to Our kids and the digital utilities

Similar to Our kids and the digital utilities (20)

Recently uploaded

Recently uploaded (20)

Our kids and the digital utilities