The in-class learning experience starts with the research questions:
- How can you know if you are interfacing with an on-line sexual predator?
- How would you present yourself if you were the cyber-sexual predator?
The in-class learning experience involves the students examining three case studies developed by the students in class of on-line sexual predators who have assumed a false identity in chat rooms, on Facebook, or other on-line social media platforms on I-phones or other devices. The first case study will be a family member or friend who knows a lot about them. The second will be a classic somewhat obvious predator who is fairly easy to identify, and the third will be a seasoned stealth predator who knows how to groom his potential victims. Then the students in groups will develop their own case study of a cyber-sexual predator. The purpose of this exercise is to break down the myths of who is perceived to be a threat on the Internet, and to develop knowledge and preventative measures including not being part of the process that leads to cyber sexual attacks. This module will discuss how parents and youth can utilize computer settings and programs using computer algorithms to warn them about cyber experiences that are suspicious and cyber threats and to block content.
Develop each of the following four case studies
Case study one: Family members or adults the family trusts online
Case study two: Classic mythical offender pedophiles versus sex offenders online
Case Study three: The experienced repeat offender grooming on line
Case study four: Teenager on line with another teenager
For each one of the case studies discuss amongst yourself (in groups of four)
- The characteristics of the victim: age, gender, school, student and work status, mental state AOD use, and criminal/delinquent backgrounds.
- The characteristics of potential sexual predators in each one of the cases. Does this potential predator need to construct a false identity?
- The degree of relationship between the offender and the victim, the level of comfort and excitement in communication.
- The situational and interactional factors in the virtual reality of the cybercrime,
- How situational prevention, within the paradigm of routine activities theory, could be possible based on the three components (motived offenders, unhardened versus hardened targets, capable guardians versus incapable guardians, including youth, parents, and police.
- Use U-tube videos to examine the cases
- How to engage youth in role playing in each one of the four cases
Write a report summary of about two pages.