The Challenges of Identifying Dangers Online and Predictors of Victimization

This short paper will provide an overview of the impressive pieces included in this issue of the International Journal of Cybersecurity Intelligence and Cybercrime. This issue includes articles on the following pertinent topic, utilizing a range of approaches and methodologies: 1) online credibility; 2) cyberbullying; and 3) unauthorized access of information. An emphasis on the importance of policy development and better protection of potential victims is a common thread throughout the issue

Prevalence and Trends of Depression among Cyberbullied Adolescents - Youth Risk Behavior Survey, United States, 2011 – 2019

The difference in depression between non-cyberbullied and cyberbullied youth is not well understood. To describe the prevalence and trends in depression among cyberbullied adolescents. Using cross-sectional, nationally-representative data from the YRBS 2011 - 2019, we estimated the prevalence and trends of depression across the total years and within cyberbullied groups that include biological sex and race and ethnicity among adolescents. The results indicated the prevalence of depression was higher among those that were cyberbullied. Within the cyberbullied groups the total trend was higher than the non-cyberbullied, females had a higher prevalence of depression than males, and Hispanics had a higher prevalence of depression than blacks. Further, the results showed the trends for cyberbullied, males, females, whites, and blacks had significant linear increases, but Hispanics remained stable. Further, the non-cyberbullied trend was quadratic where there was no change from 2011-2015, but an increase occurred between 2015-2019. Depression is high among adolescents. It appears to be increasing among individuals that are cyberbullied, with the exception of Hispanics. These results are discussed with programming recommendations

Learning to E-Cheat: A Criminological Test of Internet Facilitated Academic Dishonesty.

An increasing problem of great concern for academic institutions is the pervasiveness of cheating among students. Further compounding this problem is advancements in technology that have created new ways for students to engage in cheating. Despite a growing interest in technology facilitated cheating, little is known about why students may employ electronic resources to cheat. However, Akers\u27 social learning theory offers one plausible explanation. Surveys were collected from a sample of 534 college students at a large southeastern university in order to quantify the prevalence and frequency of Internet facilitated cheating. These surveys allowed for an exploration of factors associated with this form of cheating and a comparison between what we refer to as E-cheating and traditional forms of cheating. Results indicate that approximately 40% of students have engaged in some form of E-cheating in the last year. Social learning variables emerge as the strongest predictors of both the occurrence and frequency of E-cheating while self-control and strain variables have little effect. An exploration of the relationship between E-cheating and similar technology free cheating behaviors suggests that there is significant overlap, but that some students do “specialize” in E-cheating or technology free cheating. We conclude by offering suggestions for teaching strategies, course and assignment design, and testing that will best limit E-cheating

Sexual Victimization: Then and Now

Sexual Victimization: Then and Now provides scholars easy access to information that specifically examines the continuum of sex crimes and the perception of victims by our criminal justice system and society as a whole. This text features contributions from well-known researchers in the field and serves as an important resource to provide scholars with up-to-date research on sexual victimization that will educate students on this complex and evolving challenge for the criminal justice system. The authors approach the concept by examining how the criminal justice system handles sexual victimization, the association between individuals in a relationship and sexual assault, and unusual and special issues associated with contemporary sexual victimization. By discussing these issues, the theoretical explanations for these crimes and the effectiveness of the policy ...https://digitalcommons.unomaha.edu/criminaljusticefacbooks/1000/thumbnail.jp

1. Making Student Employment Meaningful to Student Employees; 2. Motivating and Retaining Library Student Assistants in Access Services

PRESENTATION 1 ABSTRACT: Making Student Employment Meaningful to Student Employees - Jennifer A. DeVito, Stony Brook University. Increasingly, academic libraries use student employment to help students to develop job skills and build their resumes while also providing needed support in the library. The Access & User Services department at Stony Brook University Libraries employs between 40-60 students each semester. Over the years, we have grown our student employee program from being one in which we trained solely for the tasks in the library to one in which we use online training, in person training, encourage professional development, and work with the student employees to identify and develop transferable skills that they can use to build their resumes. This presentation will demonstrate how we set expectations for student employees, incorporate feedback, and set the stage for progressive career development. The presentation will also include areas for improvement and our process for continually updating the student employee program.PRESENTATION 2 ABSTRACT: Motivating and Retaining Library Student Assistants in Access Services - Catherine Paolillo and Christopher Marcum, University of San Diego. Looking for tips and tools to help you successfully motivate and retain academic library student assistants? This session is for you! Join two Access and Outreach Services Librarians to learn about their robust program for evaluating and recognizing a diverse team of 25+ Access Services Student Assistants. Our program encourages and empowers students to succeed in school, at work, and after graduation by focusing on three key areas. First, by offering job training that allows students to work confidently, as well as learn and develop new skills. Second, by conducting performance evaluations with empathy and compassion. And finally, by creating value-added programming such as career workshops, a scholarship program, and work projects tied to individual students’ career interests. Our average student assistant retention rate from 2018 to 2020 was 98.5%. Attendees will get practical tips and tools to help them implement similar strategies for success at their home institutions

Crime, Public Opinion and the Supreme Court

Presented at the Annual Meeting of the American Society of Criminology