The Computer Can't See You Blush

Eiwryone does i t . A coinpiiter iuitli a pliorie line is like a mask to the iuorld. Yoii can do or say anything and yoii iuon't ever lime to meet this person. For instance, riiy little brother is 13 a n d lie tells people lie's 16 or older: He's a sweet giiy and lins uery liigli respect for feniales. On-line, lioweirer, lie says very criiel and siiggestii)e things to and aboiit them. He acts like a monster. It's disgraceful . . . and a little scary. -A response from an adolescent girl when asked in an on-line study if she had ever done anything on-line that she wouldn't d o in person f we were to search for a place I where there were few enforced rules and limited accountability or consequences: where having power and a voice were not dependent on age, gender, or ethnicity; where every interest could find an outlet; and where each explorer would meet with wondrous discoveries and frightening realities, cyberspace would be our destination of choice. Although "www" stands forWorld Wide Web, the prevailing attitude can seem more like the Wild Wild West. Many aspects of the virtual world are as yet untamed, and the impact of cyberspace on children and youth is not yet known. The Internet does serve as a powerful medium for education, enter ta inment , information ret r i eva I , a n d c o m m 11 n i c a t ion ; however, t he advent of cyberspace also may transform the very na tu re of social in te rac t ions a m o n g youth. Whether t hese changes are beneficial or problematic may depend on the influence of parents , teachers, and peers. Their guidance may assist students in making informed decisions, allowing them to apply critical-thinking skills and productive citizenship characteristics on-line. Although efforts to assist students in acquiring civic virtue, evolving their moral character, and enhancing their socioemotional functioning traditionally have been tasks of schools, the application of the acquired knowledge and skills to cyberspace is as yet uncharted territory. Character Education and the Internet Young people have become a naive and willing audience to behaviors and ideas on-l ine that would not be condoned in their everyday interactions. In a study conducted in conjunction with Seiwn teen Mrcgrizine On-l ine. CyberAngels, the College of Education at the Ilniversity of South Florida, and the Department of Child and Family Studies at the Louis de la Parte Florida Mental Health Institute, Berson, Berson, and Aftab (1999) surveyed 10,800 girls between the ages of 12 and 18 years regarding their on-line activities. The relative degree of on-line anonymity coupled with the lack of system-imposed restraints creates risk for young people who may be nai've regarding the intentions of others. Because children and youth typically are trusting and curious about on-line relationships, they are vulnerable to crime and exploitation. There is a void of information regarding the incidence and prevalence of Internet abuse directed toward children. The high tendency for adolescents to maintain secrecy regarding incidents of abuse makes this situation esyecially critical. The ambivalence about reporting abuse may be exacerbated with cases of on-line exploitation, which typically involve betrayal, coercion, deception, and subsequent strong feelings of selfblame and shame for the abuse. The survey results were intended to assess on-line risks to adolescents that may result in