Description
TitleInternet safety program for paraprofessionals
Date Created2015
Other Date2015-05 (degree)
Extent1 online resource (viii, 108 p. : ill.)
DescriptionAs the Internet increases its dominant influence in American life, the need for valuable Internet safety training becomes ever greater, especially in the nation’s schools. This exploratory study examined the development, presentation, and evaluation of an Internet Safety Program in a New Jersey public school district. Through adapting publicly available programs to reflect current online trends, behavior and web tools, and incorporating an extensive knowledge of technology, an Internet Safety Program was delivered to a population of paraprofessionals identified by the district’s administration as in need of improved awareness of issues disproportionately impacting students, specifically in the areas of cyberbullying, nonutilization of website security features, and the existence of online dangers, such as predators who target adolescents. Identical pre- and post-Program assessments were administered to ascertain both knowledge possession and attainment of targeted content relating to nine goals which exemplified best practices with respect to cyberbullying, utilizing online security, and reducing risk of exposure to online predators. The use of descriptive statistics to explore the program’s value indicated that more than half (57%) of the goals were met. Goals relating to specific dangers and predators saw relatively high levels of attainment (62%), the primary cyberbullying goal of reporting to a superior was met by all participants, and goals relating to online security were met by half. However, measurements of value through capturing knowledge attainment fluctuated considerably, as many participants indicated previous knowledge in the areas of cyberbullying and predator avoidance. Although the program’s exploratory nature involved a small, non-randomized sample and one administration, expanded usage would raise issues concerning the need for a standardized needs assessment, challenges in creating programs effective across age groups, the need to address emotional responses to sensitive content, and consistency when the program is delivered by a presenter other than the developer.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Scott Kraiterman
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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