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Nom d'utilisateur
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okolisuz
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Statut
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actif
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Date d'inscription
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27 Mai 2023
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Location
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Нижний Новгород
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Interests
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пивные кружки, дети
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Website
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https://ai-porno.net
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Occupation
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769849091
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Biography
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save the date. June 11–14, 2024 Media center - Press releases Most relevant title a-z title z-a date (earliest) date (new)the impact of pornography on toddlers and young people Scanning evidence December 2017 Antonia quadara, alissar el-murr Download research report - The impact of pornography on members of society and students 888.34 kb Overview Recently, the department of human services engaged the australian institute for family studies (aifs) to explore the fact that research data offered tells viewers about the impact of exposure to pornography consumption through the world wide web affects offspring and young people. The growing availability of pornography through the world wide web raises concerns about its impact on children and young people: - Knowledge sex, and attention to the diploma;- sexual habits and experience;- attitude and hesitation regarding gender equality;- habits and skills in the preparation of one's own sexual intimate or romantic relationships. ; And- the risk of being subjected to or exercising sexual violence.The purpose of this project was not to duplicate the significant work done by other scientists working on similar troubles (e.G. Flood, 2009; flood & hamilton , 2003a, 2003b; sabina, volak & finkelhor 2008; volak, mitchell & finkelhor 2007; ibarra & mitchell 2005). Rather, the aim was to summarize recent research and current approaches/interventions in this range of areas to inform future initiatives to reduce the negative impact of pornography on children and young people. Approach Between august and october 2016, the research team reviewed available research relating to: - The impact of pornography on children and young people in relation to the problems listed above; and- current approaches and interventions that have been developed to address the negative effects of pornography and promote respectful relationships.Studies conducted in australia, new zealand, uk, usa, ireland, scandinavia and canada. Was a priority. To varying degrees, the international contexts listed here have some similarities with australia, such as political and legislative systems. However, the implications of the study cannot be fully communicated. The literature was then synthesized to: Draw conclusions about the key implications of pornography for children and young people and how best to understand this relationship between pornography and related outcomes;identify factors that may help explain or mediate the relationship between exposure to pornography and other “sexualizing” material and exposure to children and young people (i.E. Risk protective factors); andidentify promising approaches to address this problem with children and young people, including key findings.Terminology used in this report The term “pornography” is commonly used. In academic and socio-political literature, as well as in popular and news media, to describe sexually explicit material that is usually intended to sexually arouse the audience (flood, 2016). This can be a useful shorthand; however, it is important to note that there is no single type of pornography. There is diversity in the form that pornography takes (eg text, images, anime, videos), its content (eg sexuality and practices presented), and the context in which it is produced. This variation is important to keep in mind when discussing the harms associated with online pornography, and it may make more sense to speak of "pornography" to acknowledge this diversity. Some researchers have used the terms sexually explicit material (sem) and online sexually explicit material (seim) to refer to "online [pictures and] videos that explicitly depict sexual acts and genitalia and are usually intended to arouse the viewer" (hare, gahagan, jackson, & steenbeek, 2014, p. 148). At the same time, the style and form of pornography, which is easily accessible via the internet and is largely aimed at the male heterosexual audience, dominates part of the global porn industry (crabbe, 2016). Perhaps it is this form of pornography that is fueling the current debate about the harms associated with viewing and consuming online pornography. In this report, the terms "pornography" and "online pornography" are mainly used to refer to: - Textual, visual and audiovisual material of a sexually explicit nature, which are usually intended to sexually arouse the audience;- the main, dominant forms of pornography; and- pornographic materials that are uploaded, accessed, published and downloaded through online platforms.Cautions There are several caveats that the reader should keep in mind: - The reviewed literature was limited to empirical and other studies. Published as academic, peer-reviewed publications, or research reports published in non-commercial form, available on the internet (i.E. Unpublished literature). – Search strategies limited the search to: – studies published between 2005 and 2016; and- literature published in english in australia and relevant international contexts: canada, new zealand, usa, uk, ireland and scandinavia. This means that published studies after 2016 were necessarily excluded, and traditional studies were given a privilege. These studies often lag behind the challenges faced by practitioners, educators and other professionals in their work. Outline of the report The report consists of two parts. The first part is a synthesis of the literature and its implications for developing initiatives to combat the harms associated with online pornography. The second part provides a review of the literature that formed the basis for the summary report. The evidence library collated and used in this project is presented as a separate appendix to the report. Key messages – Nearly half of children aged 9 to 16 regularly encounter images of a sexual nature. – Boys are more common. Than women intentionally seek out pornography and do so often. - Pornography use can shape sexual practices and is associated with unsafe sexual health practices such as not using condoms and unsafe anal and vaginal sex. – Pornography can reinforce attitudes that support sexual violence and violence against women. – Pornography and its impact must be considered within the broader framework of primary prevention. And supporting the sexual safety and well-being of children and young people. In this part, we summarize what the research literature tells us in terms of: - How children and young people are exposed to or consume pornography on the internet;- the nature of the harm associated with this exposure and/or consumption; and- various factors that may mediate this harm.The implications are then considered to develop and implement initiatives to address the harms associated with online sexually explicit material. The methodological approach used to conduct the review is described in part b, literature review. Understanding exposure to and consumption of online sexual content Before describing the results themselves research, it is important to note the following key points. First, "pornography" as a social problem or issue is both deeply private and deeply political. Desire, sexuality, sexual arousal, masturbation are deeply personal experiences. At the same time, pornography has also been a source of intense political, legal, and philosophical debate about censorship, civil rights, moral standards and values, sexual freedom, child protection, gender politics, sexual objectification, and violence against women. Various political and ethical perspectives influence understanding of the impact of pornography on children and young people and how best to deal with it. Secondly, the advent of web 2.0 has significantly changed the way people communicate , communicate and communicate. Share information. Web 2.0 has transformed the world wide web from a static repository of information into a dynamic site of interaction, enabling the creation of social networks and other peer-to-peer and collaborative online platforms (thomas & sheth, 2011). Currently, the world wide web is characterized as: - Personalized;- interactive;- convergent and interconnected;- user-driven; and- high mobility.This is a modern landscape in which young people were born. This is a landscape that many commentators have noted provides both opportunity and risk (livingstone & brake, 2010). These technological developments also took place within intersecting spheres of influence and are shaped by them, namely: - Intrapersonal (i.E. Personality);- interpersonal (family and peers).);- Organizational and institutional conditions (eg schools);- community contexts; and- the broader socio-cultural context.Figure 1 is a visual representation of the research literature in relation to these areas of influence. Figure 1: social-environmental context influencing on access to/exposure to online pornography Finally, sexual violence, especially against women and children, is widespread both in australia and around the world, as shown in box 1. A long-standing study from the 1980s to the present on whether and how consumption of pornography contributes to the commission of sexual assault. In general, "causal attribution" to pornography has not been demonstrated. However, this does not mean that there is no connection. Indeed, the growing evidence base on preventing violence against women and children by addressing underlying determinants or conditions prompts us to look at: - The messages generated by mass online pornography about gender equality and (hetero) sexuality; and- how these messages can shape the attitudes, beliefs and behaviors of children and young people in forming respectful, equal romantic/sexual/intimate relationships.Box 1: sexual abuse Victimization - Persons aged 19 and under make up 60% of all victims of sexual violence.- Girls and young women between the ages of 10 and 14 have the highest rates. Of sexual assault in australia.– Twenty-nine per cent of all male sexual assault victims are between the ages of 0 and 9.Crimes – Sexual offenses committed by children and young people aged 10 to 19 increased by 36% from 2012 to 2014. - Girls and young women aged 10-17 accounted for 58% of all reported offenses committed by women from 2012 to 2013. .- Boys and young men aged 10-17 committed 16% of all reported sex crimes from 2012 to 2013.Sources: abs, 2014 and 2015; warner & bartels, 2015; casa forum, 2016. In short, understanding the impact of pornography on children and young people must begin with defining pornography, its consumption and exposure in a broader sociocultural context. As shown in figure 2, key aspects of this include: Digital communication technologies, platforms and practices in general. For example, what is the role and importance of technology in the lives of children and young people? How is it used for education, social connections, research, entertainment? How does this change at different stages of development? What are the practices and values among children and young people regarding the use of technology?How many risks children and young people face on the internet. For example, what are the dynamics and prevalence of cyberbullying, exploitative relationships and connections on the internet? How aware are parents, caregivers, and educators of the types of harm that can be done online? When they mean "yes", "women often pretend to be unattainable", "male role is to pursue women", "women need love to have sex, men need sex to feel love", "men physically need sex", " women don't want sex." They don’t know what they want sexually until a man shows them.”The broader determinants of sexual violence and violence against women, such as rigid stereotypes of masculinity and femininity, gender inequalities in decision-making and resources in private and social life, relationships between men and peers that justify aggression, and minimizing, justifying and rationalizing violence against women.Figure 2. Definition of pornography and its impact as a problem Conclusions from the literature Contexts of viewing and consumption of pornography As can be seen from figure 1, the availability and viewing of pornography are in several contexts and, therefore, can occur through various mechanisms. Key themes from the national and international research literature on exposure to and consumption of pornography are: - Exposure is very likely. In australia, just under half (44%) of children aged 9-16 have experienced sexual images in the past month. Of those, 16% saw images of someone having sex and 17% saw someone's genitals. Images of this kind were more often seen by teenagers than by younger children.More recent results from the uk show that 53% of children aged 11 to 16 have at least once seen pornography on the internet, with the vast majority viewing pornography before the age of 14.- Exposure can be unintentional or intentional. Unintended routes of infection include searching for information about sexual health, relationships, or medical information on the internet and pop-up ads. Intentional may include sending referral links and intentional searches.– The extent and frequency of pornography viewing varies by gender, with men more likely to seek pornography intentionally and do so more often.– Attitudes and responses to exposure also varied across by gender: women had more negative views and reactions, such as shock or distress, compared to men, who were more likely to perceive pornography as fun, exciting, or exciting, especially in the older cohort. The negative feeling tends to decrease with repeated viewing (although it is not clear why this is the case).- Parents overestimate the impact on younger children and underestimate the degree of impact on older children (again, it is not clear why this is the case). Two main types of studies have been conducted to find out how and in what ways pornography consumption is harmful: Experimental studies aim to test - physiologically, psychologically, cognitively - participants' reactions to pornography viewing. They have been criticized for being artificial, as it is not known how pornography is used and incorporated into everyday life. Correlative, naturalistic research aims to understand how pornography use occurs and is incorporated into everyday life. They are limited because they are unable to test for causal relationships between pornography and exposure. There are several longitudinal studies that can provide information on changes over time.Despite the limitations of research methodologies, there appears to be consistency in what and how pornography can influence. These include: - Knowledge, awareness and education about sex, including sexual practices, sexual health and sexual behavior;- attitudes, beliefs and expectations regarding sex;- relationships, beliefs. And expectations regarding gender;- sexual behavior and practices;- sexual aggression; and-mental health and well-being.Table 1 summarizes the main findings of the study. In general, viewing and consumption of pornography can have a number of side effects. While some of these, such as more permissive attitudes and beliefs about sex (eg, acceptance of attitudes towards casual sex), knowledge of sexual practices and sexual practices themselves (eg, anal sex, sex with multiple partners) cannot be inherently problematic. , The most pervasive, popular and accessible pornography contains messages and behaviors about sex, gender, power and pleasure that are deeply problematic. Physical aggression (spanking, choking, gagging, hair pulling) and verbal aggression, such as name-calling, done predominantly by men towards their partners, permeate pornographic content (sun, bridges, johnson, & ezzell, 2016). In addition, this aggression often accompanies non-reciprocal sexual interactions (such as oral sex) where consent is assumed rather than negotiated. The following section summarizes the study's findings on the factors that mediate this harm. - Pornography can serve as a source of information about sexual acts, sexual practices and diverse sexuality. In the absence of other explicit information available, research suggests that pornography may be a major source of sex education. The impact of this element alone is unclear.- Consistent evidence that adolescent pornography use is associated with more liberal sexual attitudes (eg, premarital sex, casual sex). However, it is not clear whether indulgent sexual relationships are inherently problematic or harmful.- Research shows that behaviors and practices in pornography can influence expectations about sex, for example. What men find pleasant, they expect from their partners, and vice versa. This can be a source of anxiety and fear.- Research also shows that the gap between expectations and reality can lead to "sexual insecurity" about sexual beliefs and values, and can also be associated with sexual frustration. - Some evidence suggests that exposure to pornography may increase the likelihood of an early first sexual experience, especially for those adolescents who view pornography more frequently. Performing common sexual activities seen in dominant heteropornography, such as: - anal intercourse;- facial ejaculation;- sex with multiple partners; and- deep blowjob. - Research shows that teens' use of pornography is associated with stronger beliefs in gender stereotypes, especially regarding sex. This association is stronger in men.- Male adolescents who frequently watch pornography are more likely to: hold sexist views and views of women like them, "attracting men"; and– view women as sex objects. – Research shows increased attitudes in support of sexual violence and violence against women.– Evidence of a link between pornography consumption and sexual harassment of boys and sexual coercion of college men.- Adolescents who consumed violent pornography were six times more likely to be sexually aggressive at follow-up compared to those who viewed non-violent pornography/no. Pornography.- There are a number of overlapping risk factors that increase the likelihood that male pornography users will be sexually aggressive or have a predisposition to sexual aggression.- Stress or distress, especially among young children (ages 9-12)- girls are more likely to find pornography upsetting, demeaning, or disgusting- increased self-objectification and body-watching similar to adolescent boys and girls- sexual preoccupation, compulsive consumption, and "addiction" may be related to the frequency of pornography viewing, as well as the purposes of using pornography (for example, as a way to relieve negative conditions). Factors mediating this harm In accordance with the above, pornography consumption is one of the risk factors among others. For example, the use of violent pornography has been associated with actual violent behavior, including sexual assault. This shows that the content (what types) of available pornography matters. There is also evidence that pre-existing understanding of sexual norms (what types of sexual activity are acceptable) affects how painful exposure to pornographic material depicting other activities is. This is especially applicable for younger children. Both age and cultural context affect exposure to sexually explicit content. How minors read pornography is also influenced in different ways, for example if they think that pornographic images depict realistic or unrealistic sexual behavior. All these factors interact with each other in different ways and, in particular, affect boys and girls differently in different age groups, which makes gender and age issues important. Table 2 highlights some important factors influencing the perception of, interaction with, and potential exposure to pornography. They are grouped under the following headings: Characteristic/individual factors: personal characteristics that affect perception, interaction with pornography, and exposure to pornography;context: situations in which pornography is viewed, change how how it is understood; andcontent: the main content of the pornographic image.- Gender- age- pubertal development- cultural background- religiosity- socio-economic status (ses)- sexual orientation - sexual interest- sexual experience- history of sexual violence/abuse- marital status- sensation seeking- aggression- attitudes towards violence against women- attitudes to pornography- accidental- deliberate- first encounter- frequency of use- duration of viewing- purpose- experienced state (e.G. Arousal)- with sexual partner/peers/alone- perceived realism- sex education- critical literacy- family situation- communication with parents- communication with friends- age of friends- perceived peer norms- use/non-use of condoms- women as sex objects- depiction of violence- women turned on by violence- racist stereotypes- point of view (pov)- power relations- attachmentoverall, the key points from the evidence are: - Prevalent online pornography can have a range of negative consequences for knowledge, attitudes and beliefs about sex and gender; sexual practices; mental well-being and risk of sexual aggression.- These negative effects are mediated by the interaction between individual characteristics; contexts in which exposure and/or consumption occurs; and the content of pornography itself.- The mediating factors of individual characteristics, context and content are themselves within a generally interconnected, interactive and mobile digital world, as well as a socio-cultural context that is not gender equal and where stereotyping of women is prevalent , men and sex.Overview of issues Together, the findings of the study show that the key issues underlying pornography-related harm are related to and how they are interrelated: The cumulative effect of attitudes, knowledge, practices, as well as scenarios and narratives of modern pornography, in which aggression, objectification, rudeness, non-reciprocity and supposed consent to all practices and partners are the standard expression of heterosexuality;the position of this pornography in our broader cultural context, in which stereotypes about gender, sexism, sexual objectification, and supportive violence also play a role in the social ecology, in addition to the normalization of young male pornography consumption itself; andthe lack of alternative narratives, scenarios and representations of heterosexuality, female sexual activity and desire that meet the developmental and informational needs of children and young people.An important conclusion follows from this: the harms associated with the consumption of pornography must be considered both at the individual and collective levels. At the individual level, there are a number of risk factors associated with pornography consumption that make some men more "predisposed" to sexually aggressive behavior, such as hostility towards towards women, low intelligence, antisocial tendencies. And an increased interest in impersonal sex and domination (malamuth & huppin, 2005; ybarra & mitchell, 2005): When viewed in the context of multiple interacting factors, the results are highly consistent. Experimental and non-experimental studies in various populations showing that pornography use may be a risk factor for sexually violent outcomes, mainly for men with high levels of other risk factors and frequent pornography users. (Kingston, malamuth, fedoroff, & marshall, 2009, p. 216) At the collective level, the three issues listed above essentially create an "echo chamber" for the sexual socialization of children and youth, especially men. As sun and colleagues noted in their study: [Our] findings are based on the work of [other studies] illustrating the relationship between pornography viewing and male consumer attitudes and beliefs about the real world. Sexual relations. We, too, find that pornography is not just a fantasy or an individual experience for men. Instead, our findings are consistent with the theory that pornography may become the preferred sexual scenario for men, thereby influencing their expectations in the real world. (2016, p. 8) This means that initiatives to address the negative effects of pornography must also address these overlapping issues. This is discussed in the next section. Figure 3. A summary of the main factors influencing exposure to pornography. The implications of our analysis are that pornography and its impacts should be within the broader framework of primary prevention and support for the sexual safety and well-being of children and young people. This includes continuing to develop a comprehensive prevention system based on a public health approach to preventing sexual harm, violence, and abuse that draws on knowledge of child development, situational crime prevention, and prevention education (quadara, nagy, higgins, & siegel , 2014). ), As well as more tertiary responses such as legal and regulatory strategies. The following sections describe activities and initiatives taken at the national and international levels. The australian government's most recent intervention was the senate inquiry into harm to australian children through access to internet pornography, which issued four recommendations in november 2016. The senate committee recommended: - A special study on the impact of pornographic material on children and young people, mainly in relation to internet pornography;- the establishment of an expert group composed of professionals from various fields to provide policy advice to the australian government. ; - A review of state and territory public policy on responding to allegations of peer-to-peer sexual violence in schools and educational materials for teachers and others working with children and youth; and- an assessment by the australian government of information available to parents/guardians and teachers regarding online safety and risks, including a review of the website of the office of the electronic safety commissioner.Other australian government and non-government agencies have taken steps to reduce exposure of children and young people to online risks, including pornography, and implemented harm minimization strategies. Three main types of intervention were identified: - Legal and regulatory options for existing legislation regarding online pornography; - education for children and youth; and-education and resources for teachers and parents.This section provides an overview of government and non-government interventions, with a focus on those directed at parents/guardians and teachers. The first section describes the three interventions listed above and discusses examples of each, including interventions related to technology-assisted sexual violence. The second section focuses primarily on the resources available to parents/guardians and an overview of their advice on mediation and communication, two key methods used when discussing children's and young people's experiences with online pornography. The third and final section provides an overview of the resources available to teachers and discusses a whole school approach that places the school at the center of healthy sexual development in children and young people. Legal interventions The children's online safety improvement act 2015 (cth) was enacted in australia to oversee addressing issues related to the digital activities of children and young people. Part of its function was to create an office of the electronic safety commissioner, an independent statutory a body dedicated to providing "online safety education for australian children and youth, a complaint service for young australians who are severely cyberbullied and combating illegal content through the online content scheme" (office of the electronic security commissioner, 2016). The online content scheme restricts access to illegal and offensive material using measures provided by the national classification scheme (rc, x18+, r18+, ma15+) and the office of the electronic security commissioner has the authority to remove illegal or offensive content under the broadcast services act 1992 (canada). Tech-assisted sexual assault Some argue that “more needs to be done both within and outside the law” » to address the effects of sexual assault using technology (funnell, 2015; henry & powell, 2016, p. 398). Criticism of legal interventions draws attention to the lag between technological development and technology-based sexual assault legislation (powell & henry, 2016b). Indeed, in 2016, only victoria and south australia had specific legislation to govern the distribution of intimate images without consent. New south wales (australian associated press [aap], 2016), northern territory (poulson, 2016) and western australia (government of western australia, 2016.) Have announced plans to implement such legislation, while tasmania, the australian capital territory and queensland have not declared their intention to enact such legislation (see table 4). 474.17 of the criminal code act 1995 (cth) refers to telecommunications offenses that can potentially be used to charge offenders with crimes, including sharing intimate images without their consent. In addition, commonwealth law can also be used to charge perpetrators with child porn offenses if the intimate image depicts a person under the age of 18 (attorney general's department, submission 28: a phenomenon colloquially referred to as "revenge porn", 2015). The children's online safety improvement act of 2015 "has the power to report information to websites or social networking services that host harmful content and require them to be taken down" (senate reference committee on legal and constitutional affairs, 2016, p. 39). Researchers, legal experts, and social service workers generally support more specific commonwealth legislation to provide legal definition and federal management of this important issue (senate legal and constitutional review committee, 2016). Other legal strategies include the australian online cybercrime reporting network, which has processed some 489 online complaints of inconsistent sharing of intimate images since its inception in 2014 (senate legal and constitutional review committee, 2016). In addition to legal interventions, the commonwealth government recently pledged an additional $10 million to combat domestic violence in australia, including support for victims of tech-assisted sexual abuse (cash & porter, 2016). Funding comes from the overall budget of the national plan to reduce violence against women and their children 2010-2022. Public funds are expected to “improve research and education to counter the risk of technology abuse, ensuring that women’s privacy and safety are protected and young people understand the consequences of their actions” (cash & porter, 2016). In particular, the funds are designed to combat virtual violence by: - Creating a complaint and support line through which victims can report revenge pornography and receive immediate and tangible support; and-providing youth with information and education about pornography and its social consequences (cash & porter, 2016).Special training for those working in the criminal justice sectors is needed to develop best practices for managing sexual violence with the application of technology and ensure the effectiveness of remedies. Continuing professional development is essential and is already implemented in organizations that specifically provide legal and/or support services to women (powell & henry, 2016; senate legal and constitutional review committee, 2016). Specialized training for police officers is particularly important to their work in assisting victims in filing and handling cases (powell & henry, 2016; senate legal and constitutional review committee, 2016). Education for children and youth Australia has several key educational resources for children and youth in primary and secondary school age (listed in table 5). The list includes some resources that may not be directly related to pornography on the internet, but can be adapted in a variety of ways to provide such information to children and young people. The national school program begins teaching children about bodies, boundaries and relationships at a fundamental level up to 1 and 2 years (t .E. 6 and 7 years). The national curriculum provides schools with learning resources covering a variety of topics relating to sexual health, body development, respect, safety and identity (australian curriculum assessment and accountability authority, 2016). The scope of this education expands at the secondary school level to include sexuality and encourages students to reflect on their experiences with the media and its impact on personal attitudes, beliefs, decisions and behaviors (australian curriculum assessment and accountability authority, 2016. ). The most recent resources are materials on sustainability, rights and respect for victorian schools.This resource provides social, emotional and gender education for children and youth from 1 to 12 years old, covering the following eight topics according to age: - Emotional literacy;- personal strengths; - positive coping;- problem solving;- stress management;- seeking help;- gender and identity; and- positive gender relations.From basic to level 6: education in gender, social and emotional skills is provided, but as in other victorian school programs, education in sexuality (including discussion of pornography) does not start until levels 7 and 8. Levels 7-8: the resource offers information and activities related to gender, gender identity, gender-based violence, and the use of technology and media platforms for gender ideologies to provide helping develop critical literacy and encouraging positive attitudes. Topics covered include: - Impact of gender norms on health;- gender-based violence;- pornography with a focus on a critical reading of gender and power; and-sexting with a focus on legal issues.Levels 9-10: social and emotional skills development activities are included, which are noted as an entry platform for teaching positive gender relations, in particular with existing programs such as as “building respectful relationships: combating gender violence” (levels 8, 9 and 10). Levels 11-12: activities and details on the topics of gender and identity and positive gender relations are included. Gender and identity subsections include: - Exploring gender stereotypes;- gender literacy and gender norms;- male and female gender norms;- privilege and gender; and- gender equality.Subsections on the topic of positive gender relations include: - What is gender-based violence?;- Attitudes related to gender. -Violence;- approval of standards and boundaries in relationships; and- pornography, gender and intimacy.The last subsection defines pornography as “a means of communication and norm-forming within gender relations, especially when this pornography also includes acts of violence against women” ( department of education and training, 2016, p. 105). In the materials, teachers are invited to consider the following questions in group discussions: - “Increased aggression on the part of a man and extreme actions that cause discomfort in female partners;- female partners should look pleased with these actions ;- female partners must cater to male partners;- forced viewing of pornography through text messages or social media;- the impact of pornography on what men think should happen between them and their partner ;- belief that pornography reflects real sexual situations;- emotional manipulation to enforce compliance;- lack of opportunities for discussion and education of young people;- normalization of pornographic activities. ;- Distortion of what is pleasurable;- access to pornography before access to reliable and quality sex education;- potential impact on young children; and - the predominant use of pornography by men and boys. ." (2016, p. 105)digital and sexual literacy Digital literacy and exposure to explicit online content may lead children to develop sexual literacy differently from previous generations, in particular in response to pornography as contemporary sexuality education for children and young people (crabbe, 2016; fileborn, 2016; flood, 2016) to contextualize the role of parents/guardians and teachers in the digital and sexual literacy of children and young people, two key reports: the high-wire act (2011) and the speak, speak, often (2012). May not know how to communicate with their children about sex he draws attention to the fact that while parents/guardians may not bring up such topics, children have already begun to “learn some important messages that will lay the foundation for their sexual development” from the context , different from the family environment (walsh, 2012, p. 6). He suggests that there are four main contexts in which children and young people form early ideas about bodies, relationships, sexuality, and gender: - At home;-school life; - screen time; and-online relationships.Talk soon talk often encourages open communication between children and parents, similar to the online resource it's time we talked, which says that "young people say that their parents, especially their mothers, are the most reliable for them and the source of information used about sexual matters” (reality & risk project, 2016). Similarly, schools have been cited as a key place to play an important role in ensuring that children and young people process exposure to online pornography in a healthy way. The high-wire law states: “schools are best placed to support students in cybersecurity. Raising awareness among young people before or after computers are introduced into the curriculum can be a preventive step to ensure that young people are better equipped. From the risks they may face online” (cyber-safety, j. S. C. O. 2011, pp. 40–1). Critical thinking “The time we talked about” specifically asks young people to question pornography, stating, “viewing porn may seem normal. But what does porn say? Who makes it and why? And what does all this mean for you? (Project "reality and risk", 2016). Asking such questions encourages viewers to reflect on the messages contained in online pornography and promotes discussion while respecting the agency of the young people involved. This is an important alternative to portraying young people as passive participants in the consumption of online pornography. Equipment of children and young people with the tools to critically engage with the media is important for them to understand the difference between online pornography and their sexual relationships in real life. Time to talk gives advice on this: We need to teach young people to "read" images and develop schemas that will enable them to understand and criticize what they see. . They need to understand that the media is often designed to promote something desirable and necessary, while at the same time conveying a range of other messages—those about power, gender, class, and culture, for example. (Reality & risk project, 2016) Finding parents/guardians Parents/guardians are encouraged to surf the internet and social media to be aware of current online - the dangers and opportunities their children face (office of the electronic safety commissioner, 2016; think u know, 2016). Parents/guardians are less likely to fear online risks if they are informed and take an active role in their children's digital lives (office of the e-safety commissioner, 2016). The think u know (2016) stated that “understanding how young people use the internet and what they like to do will help you recognize any suspicious or inappropriate behavior. Understand the online environment.” The office of the electronic security commissioner offers practical technical advice to parents/guardians that they can give their children, for example: - Instruct children "immediately leave or close the page or minimize the screen if they are disturbed by what they see (press control-alt-delete if the site does not allow you to exit)"; - teaching children "not to open spam emails and not to click on pop-up windows, prize offers or unfamiliar hyperlinks on websites”; - encourage children to "report offensive content to the site administrator (for example, use 'flag' or 'report' links); related content)” (office of the electronic security commissioner, 2016).Other advice for parents/guardians generally falls into two categories: harm minimization, mediation, and communication. The combination of these two approaches offers an effective strategy for minimizing exposure to online pornography and helping children and youth make sense of their experiences (office of the e-safety commissioner, 2016; reality & risk project, 2016). ; Think and know, 2016). Mediation includes strategies such as installing filter software to reduce exposure to risk (office of the e-safety commissioner, 2016; think u know, 2016). Tools to support communication include guides for parents/guardians to discuss online pornography with their children; and schemes to encourage critical reflective skills in children (office of the e-safety commissioner, 2016; reality & risk project, 2016; think and know, 2016). Such communication also strengthens the trusting relationship between parents/guardians and children, which is considered to protect the health and well-being of children (katz, lee & byrne, 2015). In addition, a trusting parent/guardian-child relationship is key to disclosing negative online experiences, should they occur (office of the e-safety commissioner, 2016). Mediation The office of the electronic safety commissioner warned parents/guardians, stating: “you can teach your child strategies for dealing with offensive material, but be vigilant, especially if your child is risk-averse or emotionally or psychologically vulnerable” (office of the electronic security commissioner, 2016). Parental control is essential in harm minimization strategies, including exposure to risk associated with online pornography (childnet int. 2016). The following are the main mediation tactics that parents/guardians use to prevent risk and ensure age-appropriate online activities. Filtering Parents/guardians are encouraged. Use filtering software as a way to control children's internet access (office of the e-safety commissioner, 2016; think u know, 2016). Filtering is available through isps as well as individual websites and can be customized based on the age of the user. For example, websites such as google and youtube provide adults with the ability to turn on filters to control what content is searchable. For children. And young people. However, the changing nature of children and young people accessing the internet from laptops or desktops to smartphones makes filtering online content much more difficult (ofcom, 2015). Think u know (2016) offers links to information about parental controls, stating that they can "allow you to restrict access to content" on smartphones and tablets. In addition, think u know states that restricting online access "ensures that your children can only access content that is appropriate for their age," as children require parental permission to access unknown websites. Setting a rule Most resources encourage setting rules, and both schools and parents/guardians are encouraged to sign contracts with children and young people that set out the conditions for their appropriate use of the internet (think u know, 2016). Think u know (2016) offers parents a downloadable “family online safety contract” and states: It is important to remember that many of the activities and challenges we face online are no different than those we are facing. In the real world. This means that our behavioral expectations should also apply online. It's a good idea to talk to your child about your family values and how they apply to online behavior. One way to encourage this discussion is to co-create an internet safety family compact so that everyone knows what is expected of them when they are online. Other rules include open and time-limited use internet. , As stated on the it's time we talked website: “young people's access to pornography is primarily through technology, so limiting exposure will require restricting and managing their access to technology. Usage time limits” (reality & risk project, 2016). Social media participation The office of the electronic security commissioner and think u know both discuss the benefits social media, and parents/guardians are advised on a range of ways to support their children in participating in social media. For example: - Engage and support children in communicating with friends and family online and in real life (irl);- check the terms of use and age restrictions on social networking sites; - setting rules, such as having children inform their parents when they join a new social network and/or before sharing personal photos or information; - helping children create an online alias, not indicating their gender, age, or location; and- ensuring maximum safety for children's social networking profiles (office of the e-safety commissioner, 2016).In addition, parents/guardians are encouraged to create their own accounts on social networking sites as a way to stay involved with your children's social media activities and as a means of learning about social media safety. Think u know also offers parents newsletters on popular social media sites such as snapchat, instagram, twitter, youtube, tinder, and facebook. Communication Parents/caregivers' understanding and awareness of online pornography is critical to how they communicate to their children about the associated risk of harm.The time to talk website contains information, advice, and practical tools ranging from research on the distribution of online pornography to advice on how to initiate discussions. Importantly, this resource highlights the key role of parents/guardians in spreading awareness of the new reality of online pornography and promoting the healthy development of children and youth (reality & risk project, 2016). The web the time to talk website, developed by the reality and risk project, contains information specifically designed to educate young people about pornography. Another clearinghouse, think u know, has developed a cybersecurity and protection guide to help parents/guardians educate their children about a range of online risks. The office of the electronic safety commissioner has compiled guidelines for parents/guardians who wish to discuss online risks with their children. Likewise, time to talk offers tips on how to have a conversation about online pornography and encourage critical thinking, as well as information for parents/guardians on supporting and helping their children develop their skills continuously. These are discussed in more detail below. Advice and support Parental support for children and young people exposed to online pornography is critical to their ability to process their experiences in healthy ways. Support is usually described as the ability of parents/guardians to initiate an open conversation about their experiences (office of the e-safety commissioner, 2016). The e-safety commissioner offers tips for supporting children, including: - “Encourage them to talk to a trusted adult if they see something online that upsets, alarms or upsets them; - assure them that they will not be denied access to the internet if they report inappropriate content; - ask them not to reply if they receive something inappropriate."- (Office of the children's e-safety commissioner, 2016, what can i do if my child sees offensive content? Paragraph 2)in addition, the office of the electronic safety commissioner notifies parents/guardians of potentially the devastating effects of sexting on children and young people, and encourages them to discuss sexting as a family.However, most of the advice provided on the website discusses sexting in terms of child audience awareness and digital footprint.For example, it states that parents should : - "Encourage them to think twice before posting sexually explicit photos, and consider the fact that others may view what they post;- remind them to consider feelings others when taking photos and sharing any content using a mobile phone or on the internet.” (Office of the e-safety commissioner, 2016, encouraging thinking first, paragraph 1)digital footprint and context collapse Social media rules in are largely articulated in terms of the digital footprint and are often referred to in terms of reputation management. For example, online resources offer the following information about social media and digital footprints: - “Young people should be encouraged to stop and think before posting or sharing anything online … many employers, universities and sports groups will search for applicants or potential members online before offering them a job or contract” (think u know, 2016, p. 22). And remind them that once shared, information and photos may become difficult or impossible to remove, and this may have long-term consequences for their digital reputation” (office of the e-safety commissioner, 2016, “encouraging thinking first”, paragraph 1 ). ).Thus, these resources build on the importance of audience awareness in the face of the collapse of the internet space, especially social media, which gives users a sense of symbolic control. Advising parents/guardians to warn their children about the context collapse and the digital footprint they create as a result of their online behavior is a way of drawing attention to the broader issue of online security/privacy and the impact that a culture of sharing can have on future. Activities and personalities. Continuing skill development Time to talk website offers practical advice for parents/guardians that they can use to encourage continuous skill development in children and youth. A section titled “equip them with skills” invites “discuss the types of situations they might face and explore options for how they might respond” (reality & risk project, 2016, “equip them with skills, paragraph 3). He offers the following tips: – Parents should discuss any issues kids have online regarding peer pressure or web content that makes them feel uncomfortable, creative, and collaborative . - Parents and children can develop coping strategies for difficult situations, "for example, if they text you with their name, you know to call them and ask them to come home so they have an easy excuse to leave" ( reality). & Risk project, 2016, empower them, paragraph 3)in addition, the office of the electronic security commissioner (2016) has developed chatterbox for parents, a “conversational, practical guide” that informs parents/ guardians on "when to worry and when to celebrate the benefits that the online world brings." Each conversation focuses on specific safety issues, behaviors, and basics to help you understand what's going on behind the screens (office of the e-safety commissioner, 2016). Teachers and schools State and territory departments of education have developed specific policies regarding the management of cybersecurity in schools. The office of the electronic security commissioner has recommended that individual schools establish an online security team to develop and implement policies that promote cybersecurity (office of the electronic security commissioner, 2016). Schools are encouraged to consult broadly with the school community, including teachers and support workers, students and parents/guardians, on online risks and harm minimization (office of the e-safety commissioner, 2016). Schools are also encouraged to use the national resource "smart e-schools" to help develop cybersecurity policies and strategies. Schools as a key parameter Quality sexuality education for children and youth has been identified as a protective factor to minimize the harm caused by viewing pornography on the internet (pratt, 2015). The it's time we talked website notes that: "schools are increasingly required to respond to incidents of sexually explicit imagery, including sexting incidents involving the dissemination of sexual images of students" (ireality & risk project, 2016, "why is porn a problem for schools?", Paragraph 1). Indeed, key resources for teachers and schools see schools as ideal settings for addressing youth exposure to online pornography: – “Many schools are already familiar with the basics of health promotion and are already engaged in related and additional work such as programs on respectful relationships, cybersecurity, violence prevention, and sexuality education” (reality & risk project, 2016, why schools? Paragraph 4). - “Schools can engage students about the impact of explicit sexual imagery as part of a comprehensive curriculum with highly trained professionals and access to quality resources” (reality & risk project, 2016, why schools? Paragraph 6). - “Teachers and other school staff have a responsibility to take reasonable steps to protect students from the risks of injury, including those that may be encountered in an online learning environment” (det (vic.), 2017, oversight, para. 1).Schools are encouraged to: - "Arrange for policies and codes of conduct to be sent home for parents to sign or review;- to establish a contact person or individuals as the first a point of contact for students, staff, and parents in the event of a cybersecurity issue - review policies and procedures annually as technology and its use evolve rapidly.” (Office of the electronic security commissioner, 2016, policy development and implementation) , paragraphs 4-6)in addition, the high voltage act recommends that schools implement policy frameworks and install internet filters as required by their state or territory governments (cyber-safety, j.S.C.O. 2011). It has been suggested that close monitoring of students using computers in school has helped provide additional support and protection (2011). Recently there have been calls for more modern and better sex education. In schools. A recent nationwide survey of 600 young australian women found that "over a third" of respondents would like access to "a more comprehensive education on sexuality and respectful relationships" (plan international australia & our watch, 2016, p. 3).In addition, young women wanted such education to “extend into criticism and discussion of pornography … and how violent and degrading pornography negatively affects the attitudes of young australians, as well as the attitudes of boys and young men towards sex in general” (plan international australia & our see, 2016, p. 3). Whole school approach The whole school approach to combating the consequences of online pornography is a collaborative framework that promotes healthy sexuality in a variety of contexts, not just in sex education classes (reality & risk project, 2016). All members of the school community, including parents/guardians, teachers and students, are involved in this approach, as outlined in it's time to talk, a whole school approach ensures that consistent messages are communicated at all levels of the school. Communities (reality and risk project, 2016). Schools have been cited as key sources of information about online parental control risks and related online harms (office of the e-safety commissioner, 2016; det (vic.), 2016). Resource catching on everywhere (department of education and early childhood development [deecd] 2008) for the victorian school curriculum promotes a whole school, health-promoting approach to sex education that includes multiple contexts. It notes that the whole school approach consists of “cross-cutting and interrelated areas: curriculum, teaching and learning, school organization, ethics and the environment, and community services and parent partnerships” (deecd, 2008, p. 12). Similarly, leading australian sex educator marie crabbe is calling for a whole school and community approach to combating the effects of online pornography on children and young people and has co-developed in the picture for this purpose (reality & risk project, 2016). Overview of approaches in australia At the level of primary prevention, a key takeaway from expanding research and lessons learned is that considering exposure to pornography as a separate issue, unrelated to the broader the context in which it is used, consumed and interpreted is unlikely to be effective in reducing its negative impact/impact on children and young people. It is likely to be more effective to incorporate the issue of online pornography into existing and proven curricula and approaches to: - Respectful relationships and quality sex education that is designed and delivered according to best practices. Principles; and- education in media and digital literacy.These curricula can provide children and youth with a holistic framework and set of tools related to: - What contributes respectful attitude; how power, gender and equality are interconnected, as well as strategies for challenging and rethinking dominant narratives about (hetero)sex, gender difference, sexual pleasure and sexual relationships; , and the ability to be critical of media representations.Together, they provide an important framework to which online security and cyber security strategies can be added. It is also critical to build the capacity of parents and teachers to address gender issues, sex and pornography with children and young people in their care. This is currently a concern for many teachers and parents. In particular, a number of resources are available for parents; however, as with children and young people themselves, it is important to have a broader framework on gender, equality and sex. Exposure of children and young people to online pornography is increasingly a concern for governments and legislators. Around the world (werrett, 2010; valcke, de wever, van keer, & schellens, 2011; petley, 2014). Australia and comparable countries have introduced similar measures in various contexts to reduce the potential harms associated with the involvement of children and youth in online pornography. The overall goals of such interventions are to protect minors, promote healthy sexual and digital literacy, and promote greater consistency in the regulation and behavior of online and offline spaces (chang, 2010; laouris, aristodemou, & fountana ). , 2011; jones, tom, davoren & barry, 2013). This section will provide an overview of international interventions with a particular focus on countries with governments and social structures comparable to australia, such as new zealand, the united kingdom (uk), canada, the united states (us) and europe. The sections below discuss key examples of interventions related to legislation and governance, research, sex education, and resources for parents/guardians regarding the risk of their children being exposed to internet pornography. Laws and governance Legislation and guidelines delimit those aspects of the internet that may lead children and young people to be exposed to online pornography ( levin, 2010). Although the guidelines are not legally enforceable, they provide isps, social networking sites and, in some cases, mobile network operators with self-regulatory mechanisms and reporting protocols that allow for standardized evaluation activities (de haan, van der hof, beckers, & pijpers, 2013; newman & bach, 2004; sarabdeen & de-miguel-molina, 2010). Including industry in government e-security initiatives helps keep the government abreast of digital developments and trends and engages stakeholders in important decision-making, and can increase industry commitment to security strategies (de haan et al. 2013; newman and bach , 2004). Implementation of government initiatives, such as the uk family filtering scheme, would not be possible without a working relationship between the government and major isps (leitch & warren, 2015). More on this below. Table 6 shows important legislation and related guidelines that have been implemented to reduce the exposure of children and youth to pornography. In many cases, internet filters play a key role in these rules and are applied with different effects. Recent legislation has yet to be assessed and indeed uk legislation is yet to be enacted. The human rights guiding principles are included here because of their supposed self-regulatory impact on social networking sites, mobile phone operators and isps. Harmful digital communications act 2015 Section 7 approved agency: netsafe Digital economy bill 2016 Section 6 approved agency act: ofcom Children online protection act of 2000 Scope: federally funded schools and libraries National criminal and civil law provisions regarding child pornography. Individual provinces have adopted their own laws against “revenge porn” and cyberbullying (nobullying, 2015) No specific laws regarding children and young people's access to explicit online content. Human rights guide for online game providers Human rights guide for internet service providers Safer social networking principles for the eu European framework for the safe use of mobile devices by young adolescents and children New zealand Although new zealand does not have specific legislation in against children and the impact of online explicit content on young people, the new zealand government passed the harmful digital communications act in 2015 to combat cyberbullying. Since its adoption, it has been used effectively in digital harassment and “revenge porn” prosecutions (see article). Part 1 of the act states that it was designed "to establish and maintain relationships with domestic and foreign service providers, hosts and online content agencies" and "to provide education and advice on online safety policies and behavior on the internet" ( part 1, subsection 2, p. 8). The law also designated an approved agency, netsafe, to provide information and resources on e-security in new zealand (more on this in the following sections on resources and social marketing (netsafe, 2016)). In addition, the law has worked to formalize government-industry partnerships to ensure better regulation and compliance with industry requirements. The harmful digital communications act has established partnerships between the government and companies such as google, facebook and twitter that allow the government to remove harmful content from these websites. Uk The digital economy bill 2016 was introduced in the house of commons in july 2016 and aims to regulate and improve digital activities, as well as “provide important protection for citizens from email spam and harassment calls and protect children from online pornography” (uk parliament, 2016). Part 3 of the digital economy bill deals specifically with online pornography and child protection.While other parts of the bill address issues such as intellectual property and access to digital services, part 3 establishes a new law for commercial pornography websites that will strictly enforce age verification requirements. In addition, the government plans to work with the commercial pornography industry, age verification providers, and payment service providers such as visa and paypal to promote greater enforcement of industry regulations to limit underage consumption of online pornography. Government concerns about children's and young people's access to online pornography also led to a government-wide internet filtering scheme which was implemented across the uk through major isps in 2013 (leitch & warren, 2015). This scheme was part of a partnership between the government and industry, in which four major providers delivered automatic pornography filters over their internet connection to limit minors' access to explicit online content (leitch & warren, 2015). Although the scheme contained an "opt out" clause for adults, the filter was condemned as a violation of freedom of expression rights, namely because it blocked broadly defined sexual content, including information about sexuality, sexual health and well-being, and lgbtqi communities (leitch & warren , 2015). Usa In the us, the children's online protection act of 2000 was passed to promote child engagement and content. The law introduced a strict filtering policy requiring federally funded schools and libraries to block online material inappropriate for children and young people under 17 (haynes, chaltain, ferguson, hudson, & thomas, 2003). The law has been widely criticized for violating the right to freedom of expression, especially with regard to blo
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