WEBVTT

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>>...safety for many of Snap's
online safety strategy

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engagement
with external partners.

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We also welcome Emily Mulder,

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program director of the
Family Online Safety Institute,

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which is an international
organization

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working with parents,
industry and communities

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to promote the culture
of online responsibility

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and encourage a sense
of digital citizenship for all.

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We also welcome Steffie Rapp

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who is a juvenile
justice specialist

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at the Office
of Juvenile Justice

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and Delinquency Prevention

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at the
U.S. Department of Justice.

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She leads the Office
of National Initiatives

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in Cyberbullying
and Youth Violence Prevention,

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which includes
the Internet Crimes

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against Children
Passports Program,

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Prevention of Youth
Hate Crimes

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and Identity-based
Bullying Initiative.

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And serves on
the Federal Interagency

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Stop Bullying.gov.
Editorial Board.

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I'm also pleased to introduce
Dr. Melissa Mercado,

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lead behavioral scientist

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at the Division
of Violence Prevention,

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which is part of the Centers

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for Disease Control
and Prevention

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with the U.S. Department
of Health and Human Services

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and is an expert in youth
violence and bullying prevention

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and is also on
the Federal Interagency

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Stop Bullying.gov
Editorial Board.

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And we welcome Emilia Vance
who is vice president of Youth

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and Education Privacy
at the Future of Privacy Forum

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and the leading expert on child
and student privacy laws

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and best practices and oversees
the Student Privacy Compass

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which is a student
privacy resource center

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hosted by the
Future of Privacy Forum.

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And as the panel
moderator today,

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please welcome, Melanie Smith,

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the head of the
Digital Analysis Unit

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at the Institute
of Strategic Dialogue

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and the leader of a great team
of analysts and researchers

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at the ISD that
combine large scale

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social media data collection

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and advanced open source
investigation techniques

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to study disinformation,
hate and extremism.

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So thank you to all
the experts here today

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and Melanie thank you so much,
I will throw it over to you.

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>>Great. Thank you so much.

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Hello everybody.
Very excited to get started.

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I'm only going to take
a few minutes

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because as you just heard
our panelists

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are incredibly qualified
to speak about these issues

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and you are here
to hear from them.

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However, I will start laying out

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where I think we're at
with online harms

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and I'll touch upon

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where I think we're at
with some of the approaches

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to mitigate
some of these harms.

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And then we'll open up
a little bit for discussion.

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So first on the online
threat picture we're looking at

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I want to start by saying
that I do think

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it's worth keeping in mind
throughout this discussion

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that there is
an incredibly positive side

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to the internet
and social media.

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This might seem like
an obvious thing to say,

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but I feel like at that moment,

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particularly we don't hear
about this all that much.

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So just bearing that in mind

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and as many of you will know
the access to information

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and now to school and broader
learning is of huge benefit

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to millions of children
and adults.

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However, we really have
the full spectrum of online

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harms to consider
and discuss here today.

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So these range
from exploitation,

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bullying and intimidation,
access to inappropriate content,

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abuse of private data
and disinformation,

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extremism, hate speech,
radicalization.

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We at the ISD have been
studying those last few

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in the online context
for the last ten years

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and while we don't simply
look at volume

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of that type
of content over time,

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the threat presented
by disinformation,

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extremist content
on social media

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has become much more complex
over the last decade.

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These threats are becoming
increasingly hybrid

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and that is
particularly concerning

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in the context
of the Covid-19 pandemic

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where trusted institutions
and authorities

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as you know
is incredibly important.

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So as a note
more broadly on Covid

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because I think
it's very important

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to the discussion
that we're having today,

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I think we all know and feel
the impacts of the pandemic

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on our relationship
with technology and with devices

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and here we all
are on a Zoom call

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with hundreds of people
as testament to that.

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However, as some
of our panelists

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will no doubt note
throughout the discussion

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is that it has had
an outsized impact

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on children and young adults
for a number of reasons.

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And unfortunately
in many online settings

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we see groups and movements
looking to leverage both

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this kind of wider environment
of uncertainty and fear

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and our increasing reliance
on community spaces online

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for their own benefit.

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To give a few examples
a study

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that we published
last month analyzed data

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from over 200 right wing
extremist channels on telegram

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and found that many of the most
egregious of those channels

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are successfully attracting
new audiences by amplifying

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and spreading Covid-19 content,

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specifically misinformation
about the virus.

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ISC's also produced
extensive studies

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on the presentation of online
harms within gaming communities

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and these are focused around
a set of research questions

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that include an assessment

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of the nature
of extremist content

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on social gaming
platforms like Disgorge,

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Twitch, D-Live.

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We found a very strong
extremist presence on Stream

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and D-Live, in particular,

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with overly racist and neo Nazi
content relatively easy

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to find and influencers
operating on those platforms

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with very large audiences.

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So just to get us thinking
about some of the spaces

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that we're finding
this content in

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before we open up
the discussion.

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And in terms of where we're at
with designing approaches

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to protect users from
and prevent online harms

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there is again a very broad
spectrum of programming

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that spans from direct
interventions with individuals

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that are deemed to be
at risk of any of these threats

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to upstream
educational programming

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which tend to be built on the
principles of digital literacy

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and digital citizenship.

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I'll leave
the in-depth assessment

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of some of those approaches
to the panelists

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and to my colleague, Jenny King

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who's speaking
on the next panel.

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But suffice to say
that we consider

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those programs as vital,
but we have seen the limitations

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where they're relied upon
for prevention.

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And what we found at ISD

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is that these upstream programs
need to be complemented

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by some element
of applied learning

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and really that
the best way to do this

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is often to have
individuals exploring

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their own sense
of civic action

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and making it
a more personal endeavor.

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We think of these
as what can be taught versus

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what can be facilitated
and what can be encouraged.

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And I think one of
the big questions

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that we'll want to get into
with the panelists

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is how we encourage
that broader cultural shift

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so that there is
a different relationship

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between kids and young adults
with social media.

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So leading on from that

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I'll put a similar question
to our panelists

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so that we can get started
with the discussion,

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which is what is
the real relationship

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between social media
and social connection

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and how do you see that
in your lines of work?

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>>Hi.

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>>Go ahead Melissa.

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>>I can get us started.
Thank you for that introduction,

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Melanie and that
that background,

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certainly got me thinking
of a lot of things

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and I was writing notes myself
while you were talking.

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For many youth talking
about youth and children,

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the online environment
is a different extension

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of their offline world.

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It's one altogether.

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They are the new playground,

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they are the new
learning ground,

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they're in a new work place,

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they're a place of worship
and entertainment outlet.

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So we need to understand
that foremost,

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understand the impact
and the relationship

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between social media
social connection.

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They're having
relationships there.

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They're having
connectiveness there with others

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which can be
very protective,

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which can be very encouraging
and can help them grow.

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They're also developing skills

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depending on the type
of engagement

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that they're doing
in these social media spheres,

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you mentioned gaming,
also in the gaming sphere

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there's a lot of collaboration
that happens.

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And they're online
we need to acknowledge

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that it's not something
that used to happen

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and let's see
which kids are online.

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We saw it even
before the pandemic.

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And now we see it even now
that online environments,

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social media became the platform
for social connection,

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especially during those times

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where we had to socially
distance or physically distance

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because of shelter in place
or stay at home orders.

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It became the way in which our
youth connected for learning,

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but also the way in which they
connected with their loved ones,

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with their family and friends.

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>>Hey, Melissa.
I can add to that.

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Developmentally
I've been looking

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at the developmental aspects
of online learning.

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And young adolescents

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are starting to separate
individually from their parents.

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So at this stage their peers
who they hang out

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with become
extremely influential.

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At the same time
they're searching

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for a sense of identity
and belonging.

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So if they spend
a lot of time on technology

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they could be looking to fill
that sense of identity

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and belonging online.

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If they find a positive
prosocial peer group online

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with kids who enjoy
similar things

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like Melissa's talking
about gaming,

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talking, they're supportive

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and there isn't cyberbullying
involved online activities

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can be a great resource

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and be developmentally socially
fulfilling and appropriate.

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For kids who live
in geographically isolated areas

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or like Melissa said during
the pandemic positive online

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social interactions
can ward off loneliness.

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On the negative side
of the issue

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as we started to hear
already there are gangs,

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sexual predators and hate groups

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that are attempting
to groom kids to exploit them,

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victimize them, join them,

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radicalize them or pressure them
to commit criminal acts.

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Online predators often forge
a fake social connection

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in order to gain
the trust of the youth,

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so I think
it's extremely important

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that parents start the
conversation early with kids

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so they know how to navigate
dangers and benefit

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from the positive aspects
of online activity.

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And, of course,
I think as parents or guardians

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we need to continuously
closely monitor

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who kids are communicating with

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because we want them to have
positive and healthy outcomes.

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>>I definitely agree
with all of that.

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Good afternoon everybody.

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I think Covid has put
a really big bullet on us

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on top of the entire issue
of social media and connection

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for all of the reasons
that both of you just went over.

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I think those who have,
you know,

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they've been at home
doing virtual learning,

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riding out this pandemic
with their families.

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And, of course, they were
already using digital spaces

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to come together,

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but especially now not being
able to do that in person.

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Anecdotally just to go
to your point Melanie

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about there being some aspects
of positive use

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amidst some of the other things
that we've heard,

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anecdotally we've heard
about students going off

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and creating a discord group on
topics with their school class,

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but independent of
an organized classroom activity

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to sort of replicate
that experience of a group

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or extracurricular space.

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I think there was also,

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there was a report
in 20/20 from Roblox

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that came out about
midway through the year

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showing that kids were spending
just as much

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if not more time with their real
life friends on online platforms

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and how important that was to
just sort of mitigate loneliness

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and isolation,

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especially during
those initial periods

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of really stringent lockdown.

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So I think it's not to say
that everyone's behavior

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was 100 percent perfect
during this time,

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because of course the
uncertainty and the disruption

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that everyone experienced comes
with a lot of highs and lows,

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but ultimately the presence
of social media

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was really important for keeping
an avenue open for connection

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when kids needed it the most.

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>>If I can jump in.

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I would just note something
that Emily said with respect

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to real friends and
communicating with real friends.

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I think it's important to note

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that not all of these
social platforms

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are kind of created equally.

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So coming from Snap Chat
I've only been here four months,

00:11:58.080 --> 00:11:59.840
but what I've learned
in those four month

00:11:59.840 --> 00:12:02.400
is Snap is very different.

00:12:02.400 --> 00:12:04.640
It self describes
as a camera company

00:12:04.640 --> 00:12:07.000
and it's centered on
and built around the camera

00:12:07.000 --> 00:12:10.680
that one is on one's cell phone
or one's other device.

00:12:10.680 --> 00:12:14.240
When you open Snap Chat
it opens to the camera

00:12:14.240 --> 00:12:17.320
so it's really designed
for communications

00:12:17.320 --> 00:12:19.440
between and among close friends,

00:12:19.440 --> 00:12:21.080
meaning people
that you know in real life.

00:12:21.080 --> 00:12:23.000
So it was very active
during the pandemic

00:12:23.000 --> 00:12:25.520
and continues to be to this day.

00:12:25.520 --> 00:12:30.480
Not just anyone can contact
you on Snap Chat.

00:12:30.480 --> 00:12:32.160
First they need to know
your user name

00:12:32.160 --> 00:12:34.880
and if the know your user name
and they reach out to you

00:12:34.880 --> 00:12:38.200
you have to affirmatively accept
that person as a friend.

00:12:38.200 --> 00:12:40.400
So there has to be
mutual acceptance

00:12:40.400 --> 00:12:42.000
and reciprocated friendship

00:12:42.000 --> 00:12:45.600
before receiving photos
and videos or text messages.

00:12:45.600 --> 00:12:49.560
And there are no public friend
lists on Snap Chat,

00:12:49.560 --> 00:12:52.360
nor are there any peer
validation metrics,

00:12:52.360 --> 00:12:56.440
like the Likes or the Followers
or the Public Comments.

00:12:56.440 --> 00:12:59.480
Snap Chat's probably most known
for its ephemeral messages,

00:12:59.480 --> 00:13:02.880
which are really delete
by default messages.

00:13:02.880 --> 00:13:05.200
The primary motivation
for this feature is again

00:13:05.200 --> 00:13:08.000
to mimic
real life conversations.

00:13:08.000 --> 00:13:11.400
Again, going back to that
real life friends' model,

00:13:11.400 --> 00:13:13.800
because in real life there are
no verbatim transcripts

00:13:13.800 --> 00:13:16.200
of dialogues between
and among friends.

00:13:16.200 --> 00:13:19.040
And to guard against things
like bullying or hate speech

00:13:19.040 --> 00:13:20.640
or other harmful content

00:13:20.640 --> 00:13:22.800
we have policies,
we have product features,

00:13:22.800 --> 00:13:25.960
we have messaging and programs
in place

00:13:25.960 --> 00:13:28.640
that prevent, detect, remove

00:13:28.640 --> 00:13:31.200
and report illegal
and harmful activity.

00:13:33.760 --> 00:13:35.080
>>Thanks, Jaqueline.

00:13:35.080 --> 00:13:36.800
Emilia did you want
to come in on this

00:13:36.800 --> 00:13:39.560
from a privacy point of view?

00:13:39.560 --> 00:13:42.040
>>I don't know that I have
too much to add.

00:13:42.040 --> 00:13:46.360
Everyone has put in
so much already.

00:13:46.360 --> 00:13:50.200
I'll just say a part of privacy

00:13:50.200 --> 00:13:56.640
is the way that the internet
has enabled more privacy.

00:13:56.640 --> 00:14:00.920
It used to be that teens,
in particular,

00:14:00.920 --> 00:14:06.840
when they were searching
for information on sexuality,

00:14:06.840 --> 00:14:10.440
on LGBT issues,
on other things

00:14:10.440 --> 00:14:13.880
where they didn't feel safe
going to their parents,

00:14:13.880 --> 00:14:15.440
where they didn't
necessarily have peers

00:14:15.440 --> 00:14:17.320
or their peers said things

00:14:17.320 --> 00:14:19.720
that weren't
necessarily medically true,

00:14:22.520 --> 00:14:25.400
they didn't necessarily
have the opportunities

00:14:25.400 --> 00:14:28.120
that they have now
to seek out community.

00:14:28.120 --> 00:14:31.560
Of course, this comes with
a downside of the internet

00:14:31.560 --> 00:14:35.240
has accurate
and inaccurate answers.

00:14:35.240 --> 00:14:41.720
But there's many ways
that this has also enabled kids

00:14:41.720 --> 00:14:43.800
to find connection
in a way

00:14:43.800 --> 00:14:46.200
that they did not have
the opportunity to do

00:14:46.200 --> 00:14:49.800
maybe in a small community,

00:14:49.800 --> 00:14:55.320
in a community that was
virulently homophobic,

00:14:55.320 --> 00:14:56.600
that sort of thing,

00:14:56.600 --> 00:15:02.440
and it's important
to recognize the advantages

00:15:02.440 --> 00:15:07.400
that come with that versus
a dearth of information

00:15:07.400 --> 00:15:10.000
that often existed
prior to this.

00:15:12.240 --> 00:15:14.600
>>Yeah, I completely
agree with you there.

00:15:14.600 --> 00:15:17.120
And I think I see
a lot of nodding panelists,

00:15:17.120 --> 00:15:19.160
which is a usually
a good sign.

00:15:19.160 --> 00:15:20.800
We touched on this
a little bit already

00:15:20.800 --> 00:15:23.240
and Emily your comment
about discord server

00:15:23.240 --> 00:15:26.520
kind of replicating
this extracurricular space

00:15:26.520 --> 00:15:30.760
really making me think of this,
but do you have any reflections,

00:15:30.760 --> 00:15:33.800
any of you, on how
that particular relationship

00:15:33.800 --> 00:15:35.600
and the forming
of social connections

00:15:35.600 --> 00:15:39.040
and how that's changed
has affected being a student

00:15:39.040 --> 00:15:41.000
and having relationships
with your school

00:15:41.000 --> 00:15:42.280
and with your teachers?

00:15:44.800 --> 00:15:47.160
>>I can talk a little bit
about what I was thinking

00:15:47.160 --> 00:15:53.240
about was the connection
between cyberbullying in schools

00:15:53.240 --> 00:15:54.800
and sexting in schools.

00:15:54.800 --> 00:15:56.880
And with cyberbullying,

00:15:56.880 --> 00:16:00.560
cyberbullying can impact
a student, you know, 24/7

00:16:00.560 --> 00:16:02.200
and that's one of the reasons
why it can be

00:16:02.200 --> 00:16:04.520
an extremely
painful form of bullying.

00:16:04.520 --> 00:16:06.360
The targeted youth
can't get relief,

00:16:06.360 --> 00:16:08.520
unless they turn
their phone off.

00:16:08.520 --> 00:16:11.280
And that's the ease at which
bullying can be shared

00:16:11.280 --> 00:16:14.280
with a click of a button
and spread.

00:16:14.280 --> 00:16:17.640
It's extremely damaging and can
cause anxiety or depression,

00:16:17.640 --> 00:16:19.200
you know, for youth.

00:16:19.200 --> 00:16:21.880
A student at school may worry
about what's being said

00:16:21.880 --> 00:16:24.160
or shared online
or the person

00:16:24.160 --> 00:16:26.280
that's cyberbullying them
may be in their classes

00:16:26.280 --> 00:16:28.200
and they have to
interact with them

00:16:28.200 --> 00:16:30.720
and know that the bullying's
continuing online

00:16:30.720 --> 00:16:32.200
while they're in school
with them.

00:16:32.200 --> 00:16:34.000
And that can be traumatizing.

00:16:34.000 --> 00:16:36.120
I think it's important
that we involve teachers,

00:16:36.120 --> 00:16:37.400
schools and communities

00:16:37.400 --> 00:16:39.760
in the anti-bullying
prevention strategies

00:16:39.760 --> 00:16:42.480
and emphasize a need for like
a wraparound holistic approach

00:16:42.480 --> 00:16:45.200
to show how deep the impact
can be on youth

00:16:45.200 --> 00:16:47.760
and to have
the best response.

00:16:47.760 --> 00:16:49.560
Schools should be prepared
to link youth

00:16:49.560 --> 00:16:51.480
to mental health resources.

00:16:51.480 --> 00:16:55.480
And just to touch
on sexting for a second,

00:16:55.480 --> 00:16:59.000
you know, sexting is,
it's illegal for youth

00:16:59.000 --> 00:17:01.640
and it's a problem that can
spill over in schools

00:17:01.640 --> 00:17:04.960
because, you know,
just to define it,

00:17:04.960 --> 00:17:07.360
sexting is sending
and receiving sexual messages,

00:17:07.360 --> 00:17:09.800
photos or videos
through technology.

00:17:09.800 --> 00:17:11.520
And kids in middle school
and high school

00:17:11.520 --> 00:17:13.640
are starting to explore
their sexual identity,

00:17:13.640 --> 00:17:15.600
that's part
of adolescent development

00:17:15.600 --> 00:17:17.400
that we talked
about earlier,

00:17:17.400 --> 00:17:20.000
and in the past,
like when I was growing up

00:17:20.000 --> 00:17:22.400
when before cell phones
and before the internet

00:17:22.400 --> 00:17:27.400
maybe you go behind a tree
and kiss somebody,

00:17:27.400 --> 00:17:30.520
and you would memorialize
in that moment

00:17:30.520 --> 00:17:32.560
and that's how
you started dating

00:17:32.560 --> 00:17:35.600
or exploring
your sexual identity.

00:17:35.600 --> 00:17:39.000
But now technology's become
such a part of our culture

00:17:39.000 --> 00:17:42.000
that kids sometimes think
to infuse it in their romances.

00:17:42.000 --> 00:17:45.240
So teens may feel pressure
from their significant

00:17:45.240 --> 00:17:47.720
other to send a nude photo
of themselves, you know,

00:17:47.720 --> 00:17:49.640
and they think
it's going to only be seen

00:17:49.640 --> 00:17:51.200
by their romantic partner,

00:17:51.200 --> 00:17:54.800
but that's not always the case,
especially after kids break up

00:17:54.800 --> 00:17:57.640
and then the next thing you know
that picture is out there

00:17:57.640 --> 00:18:00.040
and somebody's upset
that they got broken up with

00:18:00.040 --> 00:18:02.360
and that picture's been sent
to everybody in school

00:18:02.360 --> 00:18:04.960
or anybody in the world.

00:18:04.960 --> 00:18:07.680
And it's extremely difficult,
if not impossible,

00:18:07.680 --> 00:18:09.600
to get a picture,
a naked picture

00:18:09.600 --> 00:18:12.680
or a picture you don't want out
there removed from technology.

00:18:12.680 --> 00:18:15.800
So sometimes kids
they don't think necessarily

00:18:15.800 --> 00:18:17.760
about long term consequences,

00:18:17.760 --> 00:18:20.600
but parents need to help kids
craft reasons ahead of time

00:18:20.600 --> 00:18:22.800
why they shouldn't send
a nude picture

00:18:22.800 --> 00:18:25.280
if their boyfriend or girlfriend
asks them to do so

00:18:25.280 --> 00:18:27.480
and have the words
already like in their head

00:18:27.480 --> 00:18:31.320
so that the peer pressure in
the moment doesn't get to them.

00:18:31.320 --> 00:18:33.320
We want kids
to feel safe online

00:18:33.320 --> 00:18:36.320
and we want school to stay
a positive environment

00:18:36.320 --> 00:18:39.560
for good social interactions
and not embarrassment,

00:18:39.560 --> 00:18:41.800
you know, shame,
anxiety, or stress.

00:18:45.840 --> 00:18:48.640
>>I'm glad you started
to tap into that Steffie,

00:18:48.640 --> 00:18:53.040
because what happens online
doesn't stay online.

00:18:53.040 --> 00:18:54.480
Kids really can shift offline

00:18:54.480 --> 00:18:59.000
and it effects them in many
different ways offline as well.

00:18:59.000 --> 00:19:00.680
We're talking about
school relationships,

00:19:00.680 --> 00:19:02.800
they're no longer confined
to school grounds

00:19:02.800 --> 00:19:04.600
or to entire
teenager interactions,

00:19:04.600 --> 00:19:06.440
because of what Steffie
was just mentioning

00:19:06.440 --> 00:19:07.800
and talking to us about,

00:19:07.800 --> 00:19:09.680
about social media,
about the internet,

00:19:09.680 --> 00:19:11.640
or about how
this relationships continues.

00:19:11.640 --> 00:19:13.440
And now that
we're relying much more

00:19:13.440 --> 00:19:15.320
on digital learning platforms

00:19:15.320 --> 00:19:18.000
there are other,
that relationship is there too.

00:19:18.000 --> 00:19:20.960
We're not talking just about
the traditional social media

00:19:20.960 --> 00:19:23.520
that we think about immediately
when we mention it,

00:19:23.520 --> 00:19:24.840
we're also talking
about gaming,

00:19:24.840 --> 00:19:26.960
we're talking about the learning
virtual environment,

00:19:26.960 --> 00:19:29.680
we're talking about
online communities and the sort.

00:19:29.680 --> 00:19:33.760
And, of course, there's good
and bad in relationships, right?

00:19:33.760 --> 00:19:36.360
We can be connected.
We talked about that already.

00:19:36.360 --> 00:19:38.280
We can learn.
We can build skills.

00:19:38.280 --> 00:19:40.400
But there's also
a variety of risks

00:19:40.400 --> 00:19:42.400
that affect our relationships.

00:19:42.400 --> 00:19:45.560
So for kids
it can be cyberbullying,

00:19:45.560 --> 00:19:47.600
it can be posting
hateful messages

00:19:47.600 --> 00:19:51.200
or constant participating
in negative group conversations.

00:19:51.200 --> 00:19:54.360
And we've seen it
reported by UNICEF

00:19:54.360 --> 00:19:56.680
and others that increased
online quality

00:19:56.680 --> 00:20:00.920
can also result in increased
risk for online harm.

00:20:00.920 --> 00:20:04.400
The more you're exposed
the more at risk you are for it

00:20:04.400 --> 00:20:07.080
and cyberbullying is one of them

00:20:07.080 --> 00:20:09.760
in the different
wide variety of platforms.

00:20:11.920 --> 00:20:12.760
>>I'm going to jump in.

00:20:12.760 --> 00:20:15.800
I would love if someone
could explain to me,

00:20:15.800 --> 00:20:18.920
because this was a term
that was relatively unfamiliar

00:20:18.920 --> 00:20:23.400
given that I don't work on kids
and teens specifically.

00:20:23.400 --> 00:20:25.080
If someone could explain
the relationship

00:20:25.080 --> 00:20:27.040
between digital drama

00:20:27.040 --> 00:20:29.840
and cyberbullying I'd
really appreciate that,

00:20:29.840 --> 00:20:32.840
maybe just in the next
round of answers.

00:20:32.840 --> 00:20:34.640
>>I'll jump in if I may.

00:20:36.000 --> 00:20:39.200
I look at sort of digital drama,

00:20:39.200 --> 00:20:40.800
I think we should simply
call it drama,

00:20:40.800 --> 00:20:44.080
because as we know there's
no separate in teens' minds

00:20:44.080 --> 00:20:45.440
between online and offline.

00:20:45.440 --> 00:20:48.440
We've been talking about
that already this afternoon.

00:20:48.440 --> 00:20:52.840
But I see this drama piece
as a bit of a sister issue

00:20:52.840 --> 00:20:55.400
to online
bullying or cyberbullying.

00:20:55.400 --> 00:20:57.360
And I think teens often refer

00:20:57.360 --> 00:20:59.880
to many of these
behaviors as drama

00:20:59.880 --> 00:21:02.600
as to not to invoke
the bullying moniker,

00:21:02.600 --> 00:21:05.160
which is all but guaranteed
to spark parental

00:21:05.160 --> 00:21:07.120
or educator involvement.

00:21:07.120 --> 00:21:10.600
So I would look at it more akin
to a petty quarrel

00:21:10.600 --> 00:21:11.880
or a disagreement,

00:21:11.880 --> 00:21:14.800
but like everything
it can escalate.

00:21:14.800 --> 00:21:17.600
Then when I look at online
bullying or cyberbullying

00:21:17.600 --> 00:21:18.800
depending on the source

00:21:18.800 --> 00:21:22.280
that has a very specific meaning
and specific components

00:21:22.280 --> 00:21:23.920
for the past decade or so

00:21:23.920 --> 00:21:27.000
I've defined it
as the use of technology

00:21:27.000 --> 00:21:29.200
to demonstrate behavior
often repeated,

00:21:29.200 --> 00:21:31.000
but it doesn't have
to be repeated

00:21:31.000 --> 00:21:35.800
that teases, demeans or harasses
someone less powerful.

00:21:35.800 --> 00:21:39.640
And online bullying can manifest
itself in a variety of forms

00:21:39.640 --> 00:21:42.000
as we've heard
sending hurtful messages,

00:21:42.000 --> 00:21:45.720
disclosing private information,
excluding someone from a group,

00:21:45.720 --> 00:21:47.880
impersonating the target
of the bullying,

00:21:47.880 --> 00:21:52.520
pretending to befriend someone
and then betraying that trust.

00:21:52.520 --> 00:21:55.200
So that's how we look
at those types of issues.

00:21:55.200 --> 00:21:58.360
I just wanted to raise one
other point if I may in relation

00:21:58.360 --> 00:22:01.920
to what Steffie was saying
about sexting.

00:22:01.920 --> 00:22:03.160
When we're looking
at these issues

00:22:03.160 --> 00:22:05.440
we also have to look
at the consequences

00:22:05.440 --> 00:22:07.160
and the pain that follow.

00:22:07.160 --> 00:22:10.440
One of the consequences
even when sharing pictures

00:22:10.440 --> 00:22:15.400
of oneself of a sexual nature
something that is self-produced,

00:22:15.400 --> 00:22:16.920
the obligation is on us,

00:22:16.920 --> 00:22:19.040
it's a legal obligation
on platforms

00:22:19.040 --> 00:22:21.560
that when we become aware
of this kind of material

00:22:21.560 --> 00:22:22.760
on our platforms

00:22:22.760 --> 00:22:24.840
we are obligated to report it
to the National Center

00:22:24.840 --> 00:22:26.800
for Missing
and Exploited Children.

00:22:26.800 --> 00:22:28.320
So there are consequences.

00:22:28.320 --> 00:22:31.000
We have to report
these things to authorities.

00:22:31.000 --> 00:22:33.000
I don't think that youth
often realize

00:22:33.000 --> 00:22:36.080
that when they are
in the moment

00:22:36.080 --> 00:22:38.960
and I understand
their self-exploration,

00:22:38.960 --> 00:22:40.680
I understand
the experimentation,

00:22:40.680 --> 00:22:43.440
particularly in the 21st Century
digital world,

00:22:43.440 --> 00:22:46.160
but I think if they
understood the background

00:22:46.160 --> 00:22:47.800
and where some of these things
could head

00:22:47.800 --> 00:22:50.320
they might think twice.

00:22:52.600 --> 00:22:55.520
>>And we can apply
that also to bullying.

00:22:55.520 --> 00:22:58.200
Bullying is an adverse
childhood experience.

00:22:58.200 --> 00:23:01.000
It is a form of youth violence.

00:23:01.000 --> 00:23:02.000
And it can be manifested,

00:23:02.000 --> 00:23:04.600
unfortunately it can be
through the digital platform

00:23:04.600 --> 00:23:07.280
cyberbullying as Jacqueline
expressed.

00:23:07.280 --> 00:23:10.600
So we need to remember
that being a form of violence,

00:23:10.600 --> 00:23:12.680
different forms of violence
are interconnected.

00:23:12.680 --> 00:23:14.760
So being exposed
and experiencing

00:23:14.760 --> 00:23:16.000
one form of violence

00:23:16.000 --> 00:23:19.480
can result in experiencing
others across the life stream.

00:23:19.480 --> 00:23:23.000
So it can have a long term
impact being exposed

00:23:23.000 --> 00:23:26.520
and being involved in bullying
and this type of violence,

00:23:26.520 --> 00:23:28.800
whether it is
as the one being bullied,

00:23:28.800 --> 00:23:30.160
as the one bullying others,

00:23:30.160 --> 00:23:34.000
as the one bullying and
being bullied or as a witness.

00:23:34.000 --> 00:23:36.400
It's the moment
where you decided

00:23:36.400 --> 00:23:37.880
whether you're going to be
a bystander

00:23:37.880 --> 00:23:40.480
or an up-stander to bullying.

00:23:40.480 --> 00:23:44.040
So, yeah, we need to be mindful
about that and those long time,

00:23:44.040 --> 00:23:48.920
long lifelong consequences
of bullying and this experience

00:23:48.920 --> 00:23:50.520
that the kids
are having online.

00:23:54.240 --> 00:23:56.840
>>I would echo all those
really good points again.

00:23:56.840 --> 00:23:58.720
It's really just
a lack of evolution

00:23:58.720 --> 00:24:02.000
between real life drama
and digital drama.

00:24:02.000 --> 00:24:03.440
You know, in the day
of a teenager

00:24:03.440 --> 00:24:05.040
this is just something
that's happening,

00:24:05.040 --> 00:24:08.240
it's not diminished in any way
because it's happening online.

00:24:08.240 --> 00:24:10.400
And I think whether
you're talking about sexting,

00:24:10.400 --> 00:24:12.640
cyberbullying,
all the way up the chain

00:24:12.640 --> 00:24:15.200
to really
destructive behavior,

00:24:15.200 --> 00:24:18.560
I think one thing that will be
really interesting going forward

00:24:18.560 --> 00:24:22.120
is sort of
the parenting approach.

00:24:22.120 --> 00:24:26.000
When we think about, you know,
educating parents or educators

00:24:26.000 --> 00:24:29.800
or whoever we may be talking
to as millennials move

00:24:29.800 --> 00:24:32.240
into being sort of
the predominant parent group

00:24:32.240 --> 00:24:34.560
they are going to relate
more closely to kids

00:24:34.560 --> 00:24:37.040
on what the dynamic
can be like online.

00:24:37.040 --> 00:24:40.440
For Baby Boomers and even
GenX parents not very long ago

00:24:40.440 --> 00:24:43.760
I feel like the response when
conflict would arise online,

00:24:43.760 --> 00:24:45.200
whether it was more
trivial drama

00:24:45.200 --> 00:24:47.560
all the way up
to really serious cyberbullying,

00:24:47.560 --> 00:24:50.440
the response more likely
to be seeing digital life

00:24:50.440 --> 00:24:53.400
as separate and the inclination
when things went wrong to say,

00:24:53.400 --> 00:24:54.600
you know,
just delete the app

00:24:54.600 --> 00:24:56.040
or I'm taking your phone
altogether,

00:24:56.040 --> 00:24:58.000
you know,
it only causes problems.

00:24:58.000 --> 00:25:00.680
And the risk to that of course
is that kids will stop sharing

00:25:00.680 --> 00:25:02.200
with their parents
when something is wrong.

00:25:02.200 --> 00:25:04.560
And I think that element
of creating secrecy

00:25:04.560 --> 00:25:06.800
and driving bad behavior
underground,

00:25:06.800 --> 00:25:10.000
whatever the behavior might be,
is how conflicts of all kinds

00:25:10.000 --> 00:25:12.840
then sort of go into this place
where they escalate.

00:25:12.840 --> 00:25:15.600
So one interesting thing
certainly for us going forward

00:25:15.600 --> 00:25:17.280
is that with this new
generation of parents

00:25:17.280 --> 00:25:21.000
who have also grown up with
a certain degree of awareness

00:25:21.000 --> 00:25:24.040
of what it was like to have
technology from a young age

00:25:24.040 --> 00:25:26.680
it will be interesting
from a prevention standpoint

00:25:26.680 --> 00:25:29.480
how that understanding might
translate into a parenting style

00:25:29.480 --> 00:25:31.320
that really emphasizes
tackling online

00:25:31.320 --> 00:25:33.680
related relationships
with the same baselines

00:25:33.680 --> 00:25:37.080
that they might use
for offline ones.

00:25:37.080 --> 00:25:38.400
>>I'm just going to jump in

00:25:38.400 --> 00:25:41.360
and I'll ask a follow up
question there.

00:25:41.360 --> 00:25:42.640
Given that that's the case

00:25:42.640 --> 00:25:44.680
so we're going to have
this new generation of parents

00:25:44.680 --> 00:25:47.800
who are much more
kind of knowledgeable

00:25:47.800 --> 00:25:51.120
about how technology fits in
with our children's lives,

00:25:51.120 --> 00:25:54.440
are there educational approaches

00:25:54.440 --> 00:25:56.400
that need to be adjusted
for that?

00:25:56.400 --> 00:25:58.200
So is the way
that we teach parents

00:25:58.200 --> 00:25:59.480
to talk about their kids,

00:25:59.480 --> 00:26:02.800
about some of these issues
still going to be appropriate

00:26:02.800 --> 00:26:04.320
for this next generation
of parents

00:26:04.320 --> 00:26:08.520
and how can we kind
of encourage that shift?

00:26:08.520 --> 00:26:11.800
>>Well, I think one thing that
Melissa that you just noted

00:26:11.800 --> 00:26:13.000
is that one interestingly,

00:26:13.000 --> 00:26:16.200
this is based on a study
from one year ago in 2020

00:26:16.200 --> 00:26:18.720
that we did where we evaluated
parents' attitude

00:26:18.720 --> 00:26:21.160
towards online safety tools.

00:26:21.160 --> 00:26:22.840
But the younger generation
of parents

00:26:22.840 --> 00:26:24.440
actually had the most awareness
of the fact

00:26:24.440 --> 00:26:26.600
that their child
might actually be a bully,

00:26:26.600 --> 00:26:28.200
which is something that I note
that you just said,

00:26:28.200 --> 00:26:30.480
whereas the older generations
tend to only look at it

00:26:30.480 --> 00:26:32.800
as this thing that happens
to their kids.

00:26:32.800 --> 00:26:35.960
So I think one change in tone

00:26:35.960 --> 00:26:37.960
that would definitely be
very important

00:26:37.960 --> 00:26:40.360
is just looking at not
just what you do

00:26:40.360 --> 00:26:43.240
when bullying happens to you,
but how do you not be a bully?

00:26:43.240 --> 00:26:44.720
And I think
the younger generation

00:26:44.720 --> 00:26:47.400
has a much more
well-rounded understanding

00:26:47.400 --> 00:26:49.600
about because they've grown up
maybe doing things

00:26:49.600 --> 00:26:51.000
that they're young
that they wish

00:26:51.000 --> 00:26:52.600
they hadn't done
or witnessing things

00:26:52.600 --> 00:26:54.680
that they have been able
to learn from first hand

00:26:54.680 --> 00:26:56.320
and in part to their child.

00:26:56.320 --> 00:26:59.840
So I just think it's a more
well-rounded perspective.

00:26:59.840 --> 00:27:03.440
In terms of lessons I think
the only other thing is

00:27:03.440 --> 00:27:04.840
that even a young generation
of parents

00:27:04.840 --> 00:27:06.200
is still going
to feel overwhelmed.

00:27:06.200 --> 00:27:07.800
We hear that from parents
no matter

00:27:07.800 --> 00:27:10.160
what generation they're from,
they're still busy,

00:27:10.160 --> 00:27:12.800
they still have kids
in the house of multiple ages

00:27:12.800 --> 00:27:15.160
that have different needs
when it comes to technology use.

00:27:15.160 --> 00:27:19.400
So I think just the baseline
that will always stay the same

00:27:19.400 --> 00:27:22.320
is having the open line
of communication.

00:27:22.320 --> 00:27:23.880
Being a successful
digital parent

00:27:23.880 --> 00:27:26.880
doesn't look like knowing
better than your child

00:27:26.880 --> 00:27:29.280
how to use every single app
and every single feature,

00:27:29.280 --> 00:27:31.720
it just means that
if something goes wrong

00:27:31.720 --> 00:27:33.520
you know that your child
will always come to you

00:27:33.520 --> 00:27:35.000
so that you can
figure it out together.

00:27:35.000 --> 00:27:37.080
And that is something
I don't think will change

00:27:37.080 --> 00:27:38.560
regardless of generation.

00:27:43.000 --> 00:27:44.280
>>Thanks.

00:27:44.280 --> 00:27:46.680
Does anyone else
want to come in on that point

00:27:46.680 --> 00:27:50.320
before we start talking
about private information

00:27:50.320 --> 00:27:54.120
and other aspects
of online safety?

00:27:54.120 --> 00:28:00.200
>>I just would love to emphasis
quickly how much of a difference

00:28:00.200 --> 00:28:07.080
it makes that this information
is basically in a child's home

00:28:07.080 --> 00:28:10.960
and the impact that that has
on the well-being of kids

00:28:10.960 --> 00:28:12.200
that it's following you,

00:28:12.200 --> 00:28:14.480
that it may not just be
the people at your school

00:28:14.480 --> 00:28:19.200
but also people you don't know
who are judging you

00:28:19.200 --> 00:28:21.920
or piling on or other things.

00:28:21.920 --> 00:28:24.040
And I don't always know,

00:28:24.040 --> 00:28:27.360
I think parents are often
thinking back to bullying

00:28:27.360 --> 00:28:31.920
when they were in school,
like even for younger parents

00:28:31.920 --> 00:28:36.320
the limited amount of social
media, etc., available.

00:28:36.320 --> 00:28:39.320
I know there was already
some cyberbullying

00:28:39.320 --> 00:28:42.440
happening on live journal
in My Space, for example.

00:28:42.440 --> 00:28:45.920
But it's on a very
different scale now

00:28:45.920 --> 00:28:49.880
and it's much more intrusive
in the day to day life of kids.

00:28:49.880 --> 00:28:51.800
And so as we talk
about impact,

00:28:51.800 --> 00:28:55.320
as we talk about
looking at all of this,

00:28:55.320 --> 00:28:59.200
I think that really needs
to be stated again and again.

00:29:01.600 --> 00:29:03.720
>>Melanie can I also mention
a little bit

00:29:03.720 --> 00:29:08.360
before we move to privacy
about digital hate speech?

00:29:08.360 --> 00:29:09.560
>>Sure, yeah.

00:29:09.560 --> 00:29:11.600
>>Okay. Because we're working,
OJJVP's

00:29:11.600 --> 00:29:15.600
working on combating
on youth hate crimes,

00:29:15.600 --> 00:29:18.800
so I just wanted to share that.

00:29:18.800 --> 00:29:21.040
Just to give a little definition

00:29:21.040 --> 00:29:24.080
that online hate speech you've
already talked about it some,

00:29:24.080 --> 00:29:25.840
but it takes place
with the purpose

00:29:25.840 --> 00:29:28.680
of attacking a person or group
based on their race, religion,

00:29:28.680 --> 00:29:31.680
ethnic origin,
sexual orientation,

00:29:31.680 --> 00:29:33.000
disability or gender.

00:29:33.000 --> 00:29:35.280
And unfortunately
as you were saying

00:29:35.280 --> 00:29:38.200
that kids are becoming more
and more recipients

00:29:38.200 --> 00:29:40.120
of hearing
that type of speech.

00:29:40.120 --> 00:29:43.280
And you mentioned a few of the
mainstream social media sites

00:29:43.280 --> 00:29:47.000
used by extremists groups
to radicalize or recruit youth.

00:29:47.000 --> 00:29:51.400
And I found similar ones,
Instagram, Tic Toc, Spotify.

00:29:51.400 --> 00:29:54.200
Anyways, these hate groups
that are, you know,

00:29:54.200 --> 00:29:56.920
trying to reach kids
also on gaming systems,

00:29:56.920 --> 00:29:58.240
roadblocks, mind craft,

00:29:58.240 --> 00:30:01.480
we talked about twitch,
fort night, you know.

00:30:01.480 --> 00:30:05.080
What I found is that 33 percent
of youth surveyed

00:30:05.080 --> 00:30:06.600
between eighth
and twelfth grade

00:30:06.600 --> 00:30:08.760
reported seeing hateful
content online.

00:30:08.760 --> 00:30:11.000
That was from the Simon
Rosenthal Center.

00:30:11.000 --> 00:30:13.280
And I just feel like
we really need to beef up

00:30:13.280 --> 00:30:15.640
our anti-bias education,

00:30:15.640 --> 00:30:18.960
teach them how to identify
and respond to hate speech

00:30:18.960 --> 00:30:21.680
and also, you know,
help them be able to report it.

00:30:21.680 --> 00:30:23.720
But real quick,
the Office of Juvenile Justice

00:30:23.720 --> 00:30:25.000
and Delinquency Prevention

00:30:25.000 --> 00:30:27.560
announced this national
initiative in October.

00:30:27.560 --> 00:30:29.000
And we're engaging youth,

00:30:29.000 --> 00:30:31.560
identifying
evidence-based strategies

00:30:31.560 --> 00:30:34.680
and we had a two-day symposium
and I gave the link for you

00:30:34.680 --> 00:30:36.160
to be able to see
all the panels,

00:30:36.160 --> 00:30:38.480
because they were very
interesting and helpful.

00:30:38.480 --> 00:30:40.320
And we're doing
a 12 part webinar series,

00:30:40.320 --> 00:30:41.960
which is also on that link,

00:30:41.960 --> 00:30:44.560
which talks about combatting
identity based bullying,

00:30:44.560 --> 00:30:46.400
youth hate crimes,
hate speech,

00:30:46.400 --> 00:30:49.040
hate groups and strategy
to prevent hate crimes

00:30:49.040 --> 00:30:51.640
and mitigating micro aggressions
and implicit bias.

00:30:51.640 --> 00:30:53.880
So just a little plug.

00:30:53.880 --> 00:30:56.800
If people are interested
they can join in to our,

00:30:56.800 --> 00:31:00.280
we're only on our third webinar.

00:31:00.280 --> 00:31:02.880
So that's all I wanted
to say about that.

00:31:02.880 --> 00:31:04.400
Thanks.

00:31:04.400 --> 00:31:06.560
>>Thanks. We appreciate
you sharing the resources.

00:31:06.560 --> 00:31:08.200
That's great.

00:31:08.200 --> 00:31:11.040
Melissa, did you want to comment
on this last piece?

00:31:11.040 --> 00:31:12.040
>>Yes.

00:31:13.400 --> 00:31:16.480
Well, I keep on thinking
as a parent,

00:31:16.480 --> 00:31:19.800
and I'm assuming there are
a lot of parents in our audience

00:31:19.800 --> 00:31:22.240
that this might feel
a little bit overwhelming,

00:31:22.240 --> 00:31:27.000
you know, what are our kids
being exposed to online

00:31:27.000 --> 00:31:32.520
that we are not physically able
to maybe see or understand?

00:31:32.520 --> 00:31:35.600
And I just wanted to see
if we could break out the point

00:31:35.600 --> 00:31:38.280
that there are ways
that parents can help schools

00:31:38.280 --> 00:31:40.200
to do that at the beginning

00:31:40.200 --> 00:31:42.480
and at the introduction
it was mentioned that Vi and I

00:31:42.480 --> 00:31:45.200
were members of the
Stop Bullying Editorial Board.

00:31:45.200 --> 00:31:49.000
I had encouraged parents
to visit stopbullying.gov.

00:31:49.000 --> 00:31:51.200
There are sections
there specific to bullying,

00:31:51.200 --> 00:31:52.560
to cyberbullying.

00:31:52.560 --> 00:31:55.560
There is information there
for parents and tips

00:31:55.560 --> 00:31:59.000
on what parent can do
to help protect children

00:31:59.000 --> 00:32:01.600
from harmful digital behavior.

00:32:01.600 --> 00:32:05.360
So there's resources.
There's help out there.

00:32:05.360 --> 00:32:09.000
There's different, a wide
variety of online communities

00:32:09.000 --> 00:32:13.600
and environments
that emerge every day.

00:32:13.600 --> 00:32:16.360
And keeping track can be hard,
can be difficult.

00:32:16.360 --> 00:32:19.040
But with a little bit of help
for that on stopbullying.gov.

00:32:19.040 --> 00:32:22.200
And also regarding
the gaming sphere

00:32:22.200 --> 00:32:24.800
sometimes it's just a matter
of sitting down with your child

00:32:24.800 --> 00:32:27.800
and trying to play
a game or two

00:32:27.800 --> 00:32:30.520
to try to understand
that environment.

00:32:30.520 --> 00:32:32.480
It's one of the different
suggestions

00:32:32.480 --> 00:32:36.360
that are out there
that we can look into.

00:32:36.360 --> 00:32:39.480
>>And Melanie if I may,
I think it bears repeating

00:32:39.480 --> 00:32:43.040
that we need an empowering
message for parents.

00:32:43.040 --> 00:32:45.880
You know, it's not
just about technology

00:32:45.880 --> 00:32:47.120
and they're overwhelmed,

00:32:47.120 --> 00:32:49.640
until we narrow
that generation gap

00:32:49.640 --> 00:32:53.920
that Emily was speaking of we're
still going to have this place

00:32:53.920 --> 00:32:55.240
where parents feel overwhelmed.

00:32:55.240 --> 00:32:57.960
Technology is so sophisticated.

00:32:57.960 --> 00:32:59.960
The kids are
the intelligent ones here.

00:32:59.960 --> 00:33:01.760
They understand
and are very astute

00:33:01.760 --> 00:33:03.560
when it comes
to the technology

00:33:03.560 --> 00:33:07.080
whereas the parents we have to
give them an empowering message.

00:33:07.080 --> 00:33:10.000
And that empowering message
is they can work

00:33:10.000 --> 00:33:12.960
with the youth
to identify risk,

00:33:12.960 --> 00:33:15.000
because the kids might
have the intelligence

00:33:15.000 --> 00:33:17.000
but the parents
have the wisdom.

00:33:17.000 --> 00:33:19.080
So they can help
the kids identify risk.

00:33:19.080 --> 00:33:20.360
Who is that person
you're talking to?

00:33:20.360 --> 00:33:21.640
Do I know that person?

00:33:21.640 --> 00:33:23.400
What is it, that website
you're going to?

00:33:23.400 --> 00:33:24.760
Let's talk about that.

00:33:24.760 --> 00:33:26.480
Just to be able
to have that dialogue

00:33:26.480 --> 00:33:30.880
and help youth identify risk
and potential threats

00:33:30.880 --> 00:33:33.600
or dangers
that can mean so much.

00:33:33.600 --> 00:33:35.400
And that doesn't
just have to be a parent

00:33:35.400 --> 00:33:36.720
that can be an educator.

00:33:36.720 --> 00:33:38.560
That can be
another trusted adult,

00:33:38.560 --> 00:33:41.200
member of the clergy,
a counselor, coach.

00:33:41.200 --> 00:33:42.480
There's a lot of people
that play

00:33:42.480 --> 00:33:45.760
that trusted adult role
in youth lives

00:33:45.760 --> 00:33:48.000
that they can help have
those conversations.

00:33:49.560 --> 00:33:51.600
>>And we can set
the example too.

00:33:51.600 --> 00:33:55.520
I believe the entertainment
software relays data from 2021

00:33:55.520 --> 00:33:58.560
saying that 20 percent
of all U.S. video game players

00:33:58.560 --> 00:33:59.800
are children.

00:33:59.800 --> 00:34:02.400
The rest 80 percent
is adults, right?

00:34:02.400 --> 00:34:04.160
We're talking about
that specific type

00:34:04.160 --> 00:34:05.360
of online environment

00:34:05.360 --> 00:34:08.960
we can model that behavior
as well and empower our kids

00:34:08.960 --> 00:34:12.360
to follow our model
through examples for them follow

00:34:12.360 --> 00:34:16.120
and be good digital citizens and
protect themselves and others.

00:34:18.360 --> 00:34:20.520
>>Completely.

00:34:20.520 --> 00:34:24.600
We've touched upon this
a few times throughout

00:34:24.600 --> 00:34:27.720
with the examples
given of sexting,

00:34:27.720 --> 00:34:31.040
but I'm curious
if we can hear a few of you

00:34:31.040 --> 00:34:34.960
on what are the implications
of sharing private information?

00:34:34.960 --> 00:34:39.080
Maybe aside
from the consequences

00:34:39.080 --> 00:34:43.400
of sharing
inappropriate content.

00:34:43.400 --> 00:34:47.960
So aside from the obvious,
what are the other implications

00:34:47.960 --> 00:34:51.680
of sharing that information
and where does it get stored,

00:34:51.680 --> 00:34:55.760
where does it go,
what are the consequences?

00:34:55.760 --> 00:35:00.840
>> I think I can start there as
the designated privacy person.

00:35:00.840 --> 00:35:02.800
I think there's
a couple of risks here.

00:35:02.800 --> 00:35:07.280
First of all, the sharing of the
information in the first place,

00:35:07.280 --> 00:35:10.960
but also not feeling like you
can share that information.

00:35:10.960 --> 00:35:15.240
And I'll get to that point
maybe last.

00:35:15.240 --> 00:35:20.160
So when information
is put out online

00:35:20.160 --> 00:35:23.160
I think there's often
a belief from kids

00:35:23.160 --> 00:35:27.680
that if it's not directly
connected to them,

00:35:27.680 --> 00:35:31.480
if it's not a specific name,
if it's a user name,

00:35:31.480 --> 00:35:32.720
that they won't be found.

00:35:32.720 --> 00:35:37.800
And, of course, anyone whose mom
read them the forwarded email,

00:35:37.800 --> 00:35:42.640
urban horror stories of
how random stalkers found kids

00:35:42.640 --> 00:35:45.520
through the name
of their softball team

00:35:45.520 --> 00:35:51.200
are aware that it really is easy
to trace back who someone is,

00:35:51.200 --> 00:35:54.240
but making sure
that that is clear,

00:35:54.240 --> 00:35:57.000
that it is part of
what is taught in schools,

00:35:57.000 --> 00:35:58.840
what is made available
to parents to share

00:35:58.840 --> 00:36:01.680
with their kids is so important.

00:36:01.680 --> 00:36:05.480
And the fact that even
innocuous information

00:36:05.480 --> 00:36:09.200
can be dangerous
in certain circumstances.

00:36:09.200 --> 00:36:13.640
So we often hear from schools,
for example,

00:36:13.640 --> 00:36:16.760
well, you know, phone numbers
are often publically available,

00:36:16.760 --> 00:36:19.200
it's not a big deal,

00:36:19.200 --> 00:36:22.200
but you unfortunately
have people in the world

00:36:22.200 --> 00:36:25.960
who, you know,
in one case you had hackers

00:36:25.960 --> 00:36:27.240
who thought it would be fun

00:36:27.240 --> 00:36:30.240
to call up parent
and student's telephone

00:36:30.240 --> 00:36:32.400
and leave death threats
because it was funny.

00:36:34.560 --> 00:36:37.320
So even the things
that we don't necessarily

00:36:37.320 --> 00:36:40.200
think of
as personal information,

00:36:40.200 --> 00:36:44.160
even things that, you know,

00:36:44.160 --> 00:36:47.800
don't lead to
a physical safety threat

00:36:47.800 --> 00:36:52.760
or even necessarily sort of
a mental health aspect

00:36:52.760 --> 00:36:56.200
can be used in ways
that are unanticipated.

00:36:56.200 --> 00:37:00.600
And a lot of this is not just
what I think is really prevalent

00:37:00.600 --> 00:37:04.520
and available
right now in the U.S.

00:37:04.520 --> 00:37:08.760
in terms of what sort of digital
citizenship curriculum examples

00:37:08.760 --> 00:37:10.480
are there's a lot of good ones

00:37:10.480 --> 00:37:14.600
from commonsense media
and others.

00:37:14.600 --> 00:37:19.200
But when we talk about privacy
it's often so narrowly construed

00:37:19.200 --> 00:37:23.400
as, you know, just don't
post your pictures online,

00:37:23.400 --> 00:37:25.920
don't give your name

00:37:25.920 --> 00:37:28.680
and there isn't necessarily
a broader understanding

00:37:28.680 --> 00:37:33.200
of as I said even innocuous
information can be an issue,

00:37:33.200 --> 00:37:35.760
but also how information
is being collected

00:37:35.760 --> 00:37:40.080
about you generally,
you know, by your school,

00:37:40.080 --> 00:37:45.880
by companies and may feed
into the ads you see

00:37:45.880 --> 00:37:51.200
or how information
might impact you in the future.

00:37:51.200 --> 00:37:56.280
I think we often wait too long
to talk to kids about well,

00:37:56.280 --> 00:37:59.440
did you know that the student
posted this picture

00:37:59.440 --> 00:38:02.160
and it ended up
getting their acceptance

00:38:02.160 --> 00:38:03.400
to this college revoked,

00:38:03.400 --> 00:38:07.520
because kids aren't
starting this in high school,

00:38:07.520 --> 00:38:10.200
they have access to devices
earlier and earlier

00:38:10.200 --> 00:38:11.600
and they need to know well

00:38:11.600 --> 00:38:14.840
before that that there are going
to be consequences

00:38:14.840 --> 00:38:18.120
and because in terms
of development

00:38:18.120 --> 00:38:21.480
that's not going to necessarily
matter as much to them.

00:38:21.480 --> 00:38:23.840
There have been a lot of
great studies talking about,

00:38:23.840 --> 00:38:25.600
you know, when kids
think about privacy

00:38:25.600 --> 00:38:28.240
they think about privacy
from their parents,

00:38:28.240 --> 00:38:31.560
privacy from their peers,
but not necessarily privacy

00:38:31.560 --> 00:38:33.440
against sort of
unknown entities,

00:38:33.440 --> 00:38:36.280
other companies,
government, etc.

00:38:36.280 --> 00:38:40.600
So they're much more willing
to talk to maybe,

00:38:40.600 --> 00:38:44.400
you know,
an Alexa as opposed to,

00:38:44.400 --> 00:38:47.800
you know, tell something
to a friend or a parent.

00:38:47.800 --> 00:38:52.640
And so really
upgrading dramatically

00:38:52.640 --> 00:38:54.040
how we're teaching
about this,

00:38:54.040 --> 00:38:58.000
expanding privacy
curriculum here.

00:38:58.000 --> 00:39:00.800
We've seen a lot of other
countries make those evolutions,

00:39:00.800 --> 00:39:02.520
the Italy particularly,

00:39:02.520 --> 00:39:05.800
Ireland have built in
some phenomenal resources

00:39:05.800 --> 00:39:08.760
which are available for free.

00:39:08.760 --> 00:39:10.240
So everyone should
check them out.

00:39:10.240 --> 00:39:16.320
Australia also has some amazing
resources, Canada as well.

00:39:16.320 --> 00:39:19.960
So systemically
we need to do that.

00:39:19.960 --> 00:39:22.200
On the other side,
as I said,

00:39:22.200 --> 00:39:23.760
when it comes
to personal information

00:39:23.760 --> 00:39:26.680
there's a danger when kids don't
feel like they can share it.

00:39:26.680 --> 00:39:28.720
And this is again
about making sure

00:39:28.720 --> 00:39:32.880
that they feel like
they can ask for help

00:39:32.880 --> 00:39:36.480
or seek out help
or seek out community.

00:39:36.480 --> 00:39:40.600
We've seen sort of an outgrowth
of monitoring software

00:39:40.600 --> 00:39:43.120
by schools, by parents.

00:39:43.120 --> 00:39:45.480
And that can be really valuable,

00:39:45.480 --> 00:39:48.360
especially when you're talking
about younger kids

00:39:48.360 --> 00:39:51.960
who are more likely to run into
some of these issues

00:39:51.960 --> 00:39:56.000
where they're accessing sites
and may not go to their parents.

00:39:56.000 --> 00:39:59.000
In other cases that may mean

00:39:59.000 --> 00:40:01.560
that they're not looking
at the help they need.

00:40:01.560 --> 00:40:04.160
One of the examples
that I see is,

00:40:04.160 --> 00:40:10.000
for example, when kids look up
mental health help online,

00:40:10.000 --> 00:40:12.400
when they look up

00:40:12.400 --> 00:40:14.840
say the National Trans Data
Visibility website

00:40:14.840 --> 00:40:16.360
or other things.

00:40:16.360 --> 00:40:19.280
Sometimes that leads to them
having a sit down

00:40:19.280 --> 00:40:21.640
with the principal
the next morning saying

00:40:21.640 --> 00:40:24.560
I know what you did
on the internet last night.

00:40:24.560 --> 00:40:28.920
And since we know that it is
vital for kids' well-being

00:40:28.920 --> 00:40:31.960
to have trusted relationships
with adults

00:40:31.960 --> 00:40:33.320
those sorts
of conversations

00:40:33.320 --> 00:40:35.560
don't build trusted
relationships with adults.

00:40:35.560 --> 00:40:38.000
So how do we make sure
we are watching kids

00:40:38.000 --> 00:40:44.040
and supporting them
without limiting them

00:40:44.040 --> 00:40:47.520
actually looking for solutions
and for help?

00:40:47.520 --> 00:40:49.040
And it's a difficult balance.

00:40:53.960 --> 00:40:57.040
>>Thank you so much
that was really interesting.

00:40:57.040 --> 00:40:58.680
Definitely food for thought.

00:40:58.680 --> 00:41:03.000
Does anybody else
want to come in on privacy?

00:41:03.000 --> 00:41:04.560
A have a few more questions
to get through,

00:41:04.560 --> 00:41:07.120
but we can stay here
if people want to.

00:41:09.400 --> 00:41:10.760
>>Melanie, do you want me

00:41:10.760 --> 00:41:12.400
to talk a little bit
about sextortion?

00:41:12.400 --> 00:41:17.200
Or do you feel like that's
already been kind of handled?

00:41:17.200 --> 00:41:19.120
>>I think that would be helpful.

00:41:19.120 --> 00:41:23.280
>>Okay. So I work
with the Internet Crimes

00:41:23.280 --> 00:41:25.400
against Children task forces.

00:41:25.400 --> 00:41:30.200
And OJJDP supports
61 coordinated task forces

00:41:30.200 --> 00:41:32.360
representing
5400 federal, state

00:41:32.360 --> 00:41:33.920
and local law enforcement

00:41:33.920 --> 00:41:36.560
and they prosecute, investigate
and develop responses

00:41:36.560 --> 00:41:37.880
to internet crimes
against children.

00:41:37.880 --> 00:41:41.640
So the thing we're focused
on right now is sextortion,

00:41:41.640 --> 00:41:45.800
because sextortion is
an online exploitation crime

00:41:45.800 --> 00:41:48.400
where it's directed
specifically towards children

00:41:48.400 --> 00:41:53.560
to coerce them or blackmail them
to acquire sexual content

00:41:53.560 --> 00:41:56.640
or engage in sex
or to obtain money.

00:41:56.640 --> 00:41:59.640
And these perpetrators
basically troll the internet

00:41:59.640 --> 00:42:00.960
and they look at kids,

00:42:00.960 --> 00:42:03.080
like they look
at their social media

00:42:03.080 --> 00:42:05.320
and they see who
the vulnerable kids are

00:42:05.320 --> 00:42:07.040
and then they go after them

00:42:07.040 --> 00:42:09.400
from a variety
of different platforms.

00:42:09.400 --> 00:42:12.760
And they even can steal
another child's,

00:42:12.760 --> 00:42:17.800
you know, avatar or personality
to actually get a child

00:42:17.800 --> 00:42:21.280
to send them the information
or the photograph that they want

00:42:21.280 --> 00:42:23.840
and then
the blackmailing starts.

00:42:23.840 --> 00:42:26.840
So I just wanted
to give you some statistics

00:42:26.840 --> 00:42:29.200
that like 60 percent
of online victims

00:42:29.200 --> 00:42:32.200
are threatened within the first
two weeks of contact

00:42:32.200 --> 00:42:33.800
and one
in six youths surveyed

00:42:33.800 --> 00:42:35.840
that are between
the ages of nine to seventeen

00:42:35.840 --> 00:42:39.600
have shared
a naked image of themselves

00:42:39.600 --> 00:42:44.160
with someone who's trying
to perform sextortion.

00:42:44.160 --> 00:42:45.960
One in four victims
of sextortion

00:42:45.960 --> 00:42:47.640
are 13 years or younger.

00:42:47.640 --> 00:42:50.920
So I feel like what Emily
is trying to say

00:42:50.920 --> 00:42:53.040
and Emilia just said

00:42:53.040 --> 00:42:55.120
is that we really have
to have trusted adults

00:42:55.120 --> 00:42:56.720
and have open communication,

00:42:56.720 --> 00:42:58.680
so parents can talk
to their kids

00:42:58.680 --> 00:43:02.160
and help them
when these things happen.

00:43:02.160 --> 00:43:04.240
So I just wanted
to throw that out there,

00:43:04.240 --> 00:43:07.200
because there's a lot
of sexual predators

00:43:07.200 --> 00:43:11.720
that are unfortunately
trolling for our kids.

00:43:11.720 --> 00:43:13.800
>>That leads on nicely

00:43:13.800 --> 00:43:16.440
to getting into
some of the good stuff.

00:43:16.440 --> 00:43:21.000
So what do we do about
all of these huge problems?

00:43:21.000 --> 00:43:22.600
And I want to open up
the discussion

00:43:22.600 --> 00:43:25.520
a little bit with reporting.

00:43:25.520 --> 00:43:27.200
Firstly, identifying,

00:43:27.200 --> 00:43:30.000
how can we help
various different communities

00:43:30.000 --> 00:43:33.760
and individuals
to identify inappropriate

00:43:33.760 --> 00:43:35.520
and threatening behavior online?

00:43:35.520 --> 00:43:36.880
And then what do we do about it?

00:43:36.880 --> 00:43:39.120
So what do the reporting
mechanisms look like?

00:43:39.120 --> 00:43:42.200
And if there are any best
practices or training

00:43:42.200 --> 00:43:45.800
on using reporting mechanisms,
I would love to hear them?

00:43:48.680 --> 00:43:53.120
>>I'm happy to start
as the platform if that helps.

00:43:53.120 --> 00:43:57.800
I can't emphasize
enough the criticality,

00:43:57.800 --> 00:44:01.200
the vital-ness of reporting.

00:44:01.200 --> 00:44:04.320
So first just to start out,
our community guidelines

00:44:04.320 --> 00:44:07.400
set the foundation
for engaging on Snap Chat.

00:44:07.400 --> 00:44:09.080
And all of our community members

00:44:09.080 --> 00:44:11.520
have to abide
by these guidelines.

00:44:11.520 --> 00:44:14.280
They cover the risks that
we've been talking about today:

00:44:14.280 --> 00:44:18.200
online bullying, hate speech,
inciting violence, sextortion,

00:44:18.200 --> 00:44:21.320
other prohibitive
content and behavior.

00:44:21.320 --> 00:44:24.960
And we offer these easy
to use in app tools

00:44:24.960 --> 00:44:26.680
for our community members

00:44:26.680 --> 00:44:30.840
to make us aware of violating
content or concerning behavior.

00:44:30.840 --> 00:44:33.840
Now I think there's another
thing to first keep in mind.

00:44:33.840 --> 00:44:37.000
It's important to note
when to report to authorities

00:44:37.000 --> 00:44:40.160
and when to report to Snap Chat
or some other platform.

00:44:40.160 --> 00:44:42.320
So any imminent threat to life

00:44:42.320 --> 00:44:44.480
must be reported
to local authorities.

00:44:44.480 --> 00:44:47.040
There can be a subsequent
report to Snap Chat

00:44:47.040 --> 00:44:49.840
or to another platform where you
might be seeing this behavior,

00:44:49.840 --> 00:44:52.760
but the report
to authorities is critical.

00:44:52.760 --> 00:44:56.480
And Snap Chat or other platforms
will of course respond

00:44:56.480 --> 00:44:58.760
to legal
law enforcement requests

00:44:58.760 --> 00:45:02.080
and cooperate
with investigations.

00:45:02.080 --> 00:45:06.600
Meanwhile there are violations
of our community guidelines,

00:45:06.600 --> 00:45:09.440
they can and should be reported
to Snap Chat directly.

00:45:09.440 --> 00:45:13.240
You can report content, so you
can report photos or videos.

00:45:13.240 --> 00:45:15.240
You can report an account.

00:45:15.240 --> 00:45:19.000
And again I can't stress enough
the value of reaching out

00:45:19.000 --> 00:45:22.960
to us in this way.
All of the reports are reviewed.

00:45:22.960 --> 00:45:25.840
Every action is taken
that needs to be taken

00:45:25.840 --> 00:45:28.920
that is appropriate
to the given violation.

00:45:28.920 --> 00:45:30.840
Young people
in particular think that,

00:45:30.840 --> 00:45:32.200
oh, it doesn't really matter,

00:45:32.200 --> 00:45:35.360
oh, on Snap Chat
that content is ephemeral,

00:45:35.360 --> 00:45:38.080
it goes away, how are they going
to know what really happened,

00:45:38.080 --> 00:45:40.400
my report's going to go
into a black hole.

00:45:40.400 --> 00:45:42.240
None of that is the case.

00:45:42.240 --> 00:45:47.400
Every report is reviewed
and appropriate action is taken.

00:45:47.400 --> 00:45:51.120
It's particularly important
that community members reach out

00:45:51.120 --> 00:45:55.880
about content in Snaps and Chat,
so photos and text messages,

00:45:55.880 --> 00:45:59.640
because Snap Chat is not
a traditional social network.

00:45:59.640 --> 00:46:02.320
It's again designed
for communications

00:46:02.320 --> 00:46:04.520
between and among real friends

00:46:04.520 --> 00:46:06.880
and these conversations
are private.

00:46:06.880 --> 00:46:09.200
So if something is going on
in that private setting

00:46:09.200 --> 00:46:11.760
and someone is uncomfortable,
reach out to us,

00:46:11.760 --> 00:46:13.040
we need to know about it

00:46:13.040 --> 00:46:15.480
so that we can help
and do something about it.

00:46:20.840 --> 00:46:23.320
>>It's also important
to remember,

00:46:23.320 --> 00:46:25.560
and I think Jacqueline I think
you mentioned this

00:46:25.560 --> 00:46:28.080
at the beginning
that there are some that need

00:46:28.080 --> 00:46:30.400
to be reported
to authorities, right?

00:46:30.400 --> 00:46:31.560
And when talking
about bullying

00:46:31.560 --> 00:46:34.520
it can sometimes overlap with
this discriminatory harassment

00:46:34.520 --> 00:46:36.240
when it's based
on race, religion,

00:46:36.240 --> 00:46:39.440
national origin, caller sex,
including sexual orientation

00:46:39.440 --> 00:46:41.960
and gender identity,
age, disability.

00:46:41.960 --> 00:46:45.760
We need to be aware of this,
especially schools.

00:46:45.760 --> 00:46:47.200
Federally-funded schools

00:46:47.200 --> 00:46:48.840
including colleges
and universities

00:46:48.840 --> 00:46:52.680
have an obligation to resolve
harassment on this basis.

00:46:52.680 --> 00:46:56.080
And the Department of Justice
can also play a role in this

00:46:56.080 --> 00:46:58.400
at the federal level
when a hate crime,

00:46:58.400 --> 00:47:00.600
a hate crime is any crime
that is committed,

00:47:00.600 --> 00:47:02.760
again in terms
of the basis of race,

00:47:02.760 --> 00:47:04.800
color, religion,
national origin.

00:47:04.800 --> 00:47:08.200
So bullying, cyberbullying
and the type of risk

00:47:08.200 --> 00:47:11.200
that we are talking about today
on the online sphere

00:47:11.200 --> 00:47:13.280
could be associated with this.

00:47:13.280 --> 00:47:16.000
It's not always a crime,
it can be.

00:47:16.000 --> 00:47:20.400
And to learn more about this
and there are also jurisdictions

00:47:20.400 --> 00:47:22.840
that have specific laws
and policies

00:47:22.840 --> 00:47:25.600
related to cyberbullying
and bullying.

00:47:25.600 --> 00:47:27.560
That would need to be
looked into specifically

00:47:27.560 --> 00:47:29.400
for the jurisdiction
of the person.

00:47:29.400 --> 00:47:31.800
Stopbullying.gov, through
the Department of Education

00:47:31.800 --> 00:47:34.280
has a great resource to be able
to look into this

00:47:34.280 --> 00:47:35.600
at stopbullying.gov.

00:47:38.240 --> 00:47:40.240
>>I think another point
that would be great for kids

00:47:40.240 --> 00:47:42.840
to learn as they're sort
of gaining independence

00:47:42.840 --> 00:47:45.400
and are online is that
there is nothing wrong

00:47:45.400 --> 00:47:47.520
with using safety tools
to stay safe.

00:47:47.520 --> 00:47:48.800
That's what they're there for.

00:47:48.800 --> 00:47:50.160
And if they see
something concerning

00:47:50.160 --> 00:47:53.200
it's starting drama
to flag up a behavior

00:47:53.200 --> 00:47:55.280
that is truly harmful
or inappropriate.

00:47:55.280 --> 00:47:57.840
And I'm basing that
on our most recent research

00:47:57.840 --> 00:48:00.880
that came out last fall
which was specifically focused

00:48:00.880 --> 00:48:03.680
on teens and young people's use
of online safety tools.

00:48:03.680 --> 00:48:04.960
And one thing that we found

00:48:04.960 --> 00:48:07.360
is that somewhat understandably
there's sort of for teens

00:48:07.360 --> 00:48:08.560
where social currency

00:48:08.560 --> 00:48:10.560
is everything there's
a little bit of an element

00:48:10.560 --> 00:48:14.000
or a perceived element
at the very least of risk

00:48:14.000 --> 00:48:16.560
that if someone finds out
that they took an action

00:48:16.560 --> 00:48:18.880
they're going to be seen
as like a tattle tale

00:48:18.880 --> 00:48:21.320
and there's this fear
that somehow even in the case

00:48:21.320 --> 00:48:23.720
of completely anonymous
reporting features

00:48:23.720 --> 00:48:25.440
that it will be connected
back to them

00:48:25.440 --> 00:48:27.400
and they'll and they'll be
cast out of the social group.

00:48:27.400 --> 00:48:30.440
So sort of removing that fear
and teaching them

00:48:30.440 --> 00:48:32.680
that it can be very positive
to protect each other

00:48:32.680 --> 00:48:37.440
would be a great thing to focus
on in an educational effort.

00:48:37.440 --> 00:48:40.760
We also found that some teens
had more of a willingness

00:48:40.760 --> 00:48:42.400
to take action based on

00:48:42.400 --> 00:48:45.440
whether or not they knew
the person perpetrated behavior.

00:48:45.440 --> 00:48:47.840
So if there is a stranger
or a troll

00:48:47.840 --> 00:48:49.360
who's out spreading content

00:48:49.360 --> 00:48:52.360
that they don't know they had
much less of an issue muting,

00:48:52.360 --> 00:48:54.120
blocking, reporting that person.

00:48:54.120 --> 00:48:56.040
Whereas if it's somebody
in their friend group

00:48:56.040 --> 00:48:58.880
who begins posting things
that make them uncomfortable

00:48:58.880 --> 00:49:01.040
or moving
in a harmful direction,

00:49:01.040 --> 00:49:02.320
there's much more hesitancy

00:49:02.320 --> 00:49:03.840
about taking action
against that.

00:49:03.840 --> 00:49:06.000
So they are more likely to feel

00:49:06.000 --> 00:49:08.040
that they can control
their own space,

00:49:08.040 --> 00:49:10.440
you know, if they want to not
interact with that person,

00:49:10.440 --> 00:49:11.960
they can separate
from that behavior,

00:49:11.960 --> 00:49:15.600
but they won't necessarily go
the extra step of reporting

00:49:15.600 --> 00:49:19.120
because they don't feel
that the offense is bad enough.

00:49:19.120 --> 00:49:21.200
And the only time that
that sort of changed a bit

00:49:21.200 --> 00:49:24.080
was if there was
a sense of responsibility,

00:49:24.080 --> 00:49:26.360
participants saying I have,
you know, a little sister

00:49:26.360 --> 00:49:27.600
and I thought about her

00:49:27.600 --> 00:49:29.600
and I wouldn't want her
to interact with that,

00:49:29.600 --> 00:49:32.920
so I reported it or in cases
where I truly felt

00:49:32.920 --> 00:49:35.560
someone was going to get hurt,
I reported it.

00:49:35.560 --> 00:49:39.120
But I think there is maybe
a little bit of a gap

00:49:39.120 --> 00:49:40.600
from sometimes a little bit

00:49:40.600 --> 00:49:42.680
of a lack of understanding
of the tools

00:49:42.680 --> 00:49:44.240
and a little bit of fear
that comes from that,

00:49:44.240 --> 00:49:47.360
so I think just continuing
to sort of raise that awareness.

00:49:47.360 --> 00:49:50.520
And with parents as well,
kids are not going to always

00:49:50.520 --> 00:49:51.920
come across these things
on their own

00:49:51.920 --> 00:49:55.080
so it really goes back to
that idea of encouraging parents

00:49:55.080 --> 00:49:56.960
to always sit down
with their child,

00:49:56.960 --> 00:49:58.480
especially starting
from a young age

00:49:58.480 --> 00:49:59.840
if they download a new app,

00:49:59.840 --> 00:50:02.440
you know, going through
with them all of the features

00:50:02.440 --> 00:50:04.040
and the tools that they have
at their disposal

00:50:04.040 --> 00:50:07.000
to make sure that they're
creating a space for themselves

00:50:07.000 --> 00:50:08.200
that they feel safe.

00:50:10.960 --> 00:50:12.520
>>Just to jump in here, Emily,

00:50:12.520 --> 00:50:14.920
something that you said kind of
sparked a thought for me,

00:50:14.920 --> 00:50:16.680
I'm going to put this question
to Jacqueline,

00:50:16.680 --> 00:50:18.720
but I obviously want to ask you

00:50:18.720 --> 00:50:21.240
to speak on behalf of
all social media platforms,

00:50:21.240 --> 00:50:23.880
because I know they deal
with reporting

00:50:23.880 --> 00:50:25.800
and with moderation
very definitely.

00:50:25.800 --> 00:50:27.600
But in terms of thinking
about how we think

00:50:27.600 --> 00:50:31.080
on destigmatizing
the idea of reporting,

00:50:31.080 --> 00:50:33.960
there is I think
a lot of confusion

00:50:33.960 --> 00:50:37.440
and a lot of debate
about whether data on the basis

00:50:37.440 --> 00:50:40.520
of that reporting
actually gets communicated

00:50:40.520 --> 00:50:43.760
to people's networks
or is communicated to the person

00:50:43.760 --> 00:50:46.000
who's the subject
of the reporting.

00:50:46.000 --> 00:50:47.680
It would be great
if you could just explain

00:50:47.680 --> 00:50:51.520
from Snap's point of view
how that actually happens.

00:50:51.520 --> 00:50:54.480
>>Sure. I was actually
going back into some notes

00:50:54.480 --> 00:50:58.960
and looking at the research
that Emily cited,

00:50:58.960 --> 00:51:01.480
which I think
is really important here.

00:51:01.480 --> 00:51:04.240
Snap sponsored
that research last year

00:51:04.240 --> 00:51:06.800
for the Family
Online Safety Institute.

00:51:06.800 --> 00:51:09.560
And it was over
a third of young people,

00:51:09.560 --> 00:51:11.200
so 34 percent said

00:51:11.200 --> 00:51:13.920
that they worried
what their friends will think

00:51:13.920 --> 00:51:17.760
if they take action against
bad behavior on social media.

00:51:17.760 --> 00:51:22.600
And then almost one in four,
it was 39 percent said

00:51:22.600 --> 00:51:25.080
that they feel pressure
not to act

00:51:25.080 --> 00:51:28.800
when someone they personally
know behaves badly.

00:51:28.800 --> 00:51:31.800
So we're up against a little bit
of a social dynamic here.

00:51:31.800 --> 00:51:34.880
And then we're also up against,
as you know Melanie,

00:51:34.880 --> 00:51:39.960
actions from platforms to show
that reporting is valuable

00:51:39.960 --> 00:51:43.000
that it's not tattle tailing
on someone else,

00:51:43.000 --> 00:51:46.560
it's actually designed
to make the community safer.

00:51:46.560 --> 00:51:50.920
So we want people to know
that they can report, as I said,

00:51:50.920 --> 00:51:55.520
photos, videos, accounts in the
more public portion of the app.

00:51:55.520 --> 00:51:58.120
On Snap Chat
you can also report content

00:51:58.120 --> 00:52:00.400
from Discover and Spotlight.

00:52:00.400 --> 00:52:01.880
How to report.

00:52:01.880 --> 00:52:04.200
There is just a matter
of pressing

00:52:04.200 --> 00:52:06.360
and holding on
the piece of content

00:52:06.360 --> 00:52:10.560
or you can actually report
via our support site as well.

00:52:10.560 --> 00:52:12.760
Reporting is confidential.

00:52:12.760 --> 00:52:17.320
Snap Chat is not going to alert
any other Snap Chatter

00:52:17.320 --> 00:52:20.200
that they were reported on
by the person who reported them.

00:52:20.200 --> 00:52:22.520
So you report somebody
that person

00:52:22.520 --> 00:52:24.800
is not going to know
that you reported them.

00:52:24.800 --> 00:52:28.200
And again reports are vital.
All of our reports are reviewed.

00:52:28.200 --> 00:52:30.480
They're actioned
by our safety teams.

00:52:30.480 --> 00:52:34.080
Those safety teams operate
24 by 7 around the clock,

00:52:34.080 --> 00:52:35.560
around the globe.

00:52:35.560 --> 00:52:38.160
And then the enforcement
itself can vary.

00:52:38.160 --> 00:52:41.440
So depending on the nature of
the violation of our community

00:52:41.440 --> 00:52:46.360
guidelines enforcement can range
from warning the user up to

00:52:46.360 --> 00:52:49.240
and including deleting
the entire account.

00:52:49.240 --> 00:52:52.600
So no action is going
to be taken on a report

00:52:52.600 --> 00:52:55.640
for an account that was deemed
not to have violated

00:52:55.640 --> 00:52:57.240
Snap Chat's community
guidelines.

00:52:57.240 --> 00:53:01.160
But again this is so critical,
so important.

00:53:01.160 --> 00:53:04.400
It helps keep everyone safer
in the community.

00:53:04.400 --> 00:53:05.760
You're doing a service.

00:53:05.760 --> 00:53:06.960
You are not doing anyone

00:53:06.960 --> 00:53:09.600
or yourself
a disservice by reporting.

00:53:09.600 --> 00:53:12.840
Now we don't want false reports.
We don't want made up reports.

00:53:12.840 --> 00:53:19.880
We want legitimate bad conduct,
bad behavior, bad content

00:53:19.880 --> 00:53:22.880
so that we can remove
bad actors from the community.

00:53:24.800 --> 00:53:27.600
>>Thank you for that.
That makes a lot of sense.

00:53:27.600 --> 00:53:29.200
We only have a few minutes left,

00:53:29.200 --> 00:53:32.040
so I'm going to
zoom out a little bit

00:53:32.040 --> 00:53:34.680
and ask for some
big picture thoughts

00:53:34.680 --> 00:53:37.160
to help wrap us up
on the question

00:53:37.160 --> 00:53:40.960
of how do we help create
safer spaces online

00:53:40.960 --> 00:53:44.000
and particularly with regard
to building resilience

00:53:44.000 --> 00:53:45.800
among some
of these constituencies

00:53:45.800 --> 00:53:47.040
that we've been talking about?

00:53:55.040 --> 00:53:57.200
>>I can start if you want.

00:53:57.200 --> 00:54:01.280
Basically first we have to have
adults and parents and guardians

00:54:01.280 --> 00:54:04.800
start the conversation
with our youth early.

00:54:04.800 --> 00:54:06.480
And make sure
that it goes both ways

00:54:06.480 --> 00:54:08.760
that youth can start
the conversation,

00:54:08.760 --> 00:54:12.240
teens can talk to their parents
about their online activities

00:54:12.240 --> 00:54:16.200
and they can sit down together
and talk about like usage,

00:54:16.200 --> 00:54:19.280
how much is okay,
what's appropriate usage,

00:54:19.280 --> 00:54:20.640
what are the consequences

00:54:20.640 --> 00:54:22.960
for breaking technology
rules in the house.

00:54:22.960 --> 00:54:24.600
And it would also help
familiarize parents

00:54:24.600 --> 00:54:27.040
and guardians like what are
the youth's interests

00:54:27.040 --> 00:54:29.240
and activities online,

00:54:29.240 --> 00:54:32.080
what's beneficial
about them being online.

00:54:32.080 --> 00:54:34.760
Second, it's important to have
privacy controls I think

00:54:34.760 --> 00:54:36.560
and regularly check
in on those.

00:54:36.560 --> 00:54:39.040
Sometimes kids think,
ah, nobody's going to be,

00:54:39.040 --> 00:54:42.240
like strangers aren't
going to be coming to bother me.

00:54:42.240 --> 00:54:44.200
But it does matter
who they're talking to

00:54:44.200 --> 00:54:47.840
and you need to know the level
of risk from your youth.

00:54:47.840 --> 00:54:49.400
Also we want to make sure
that kids know

00:54:49.400 --> 00:54:51.680
that there is never a mistake
that's too big.

00:54:51.680 --> 00:54:53.560
We all make mistakes
and if they need help

00:54:53.560 --> 00:54:55.560
they need to be able
to come to an adult

00:54:55.560 --> 00:54:57.920
and we don't want
to make them feel like,

00:54:57.920 --> 00:55:01.600
you know,
it's not okay to come to us.

00:55:01.600 --> 00:55:03.240
And the other thing
I wanted to say

00:55:03.240 --> 00:55:05.560
is there are some resources
out there.

00:55:05.560 --> 00:55:07.640
We have like
a vigilant parent initiative

00:55:07.640 --> 00:55:09.720
from the San Diego ICAC
Task Force.

00:55:09.720 --> 00:55:11.960
I gave the website to you guys.

00:55:11.960 --> 00:55:14.240
We have the ICAC Task Forces

00:55:14.240 --> 00:55:16.960
that will come into your schools
to build resiliency

00:55:16.960 --> 00:55:18.600
and help protect
with online stuff.

00:55:18.600 --> 00:55:20.320
All anybody out
there has to do

00:55:20.320 --> 00:55:23.320
is basically contact
their states ICAC Task Force

00:55:23.320 --> 00:55:25.040
and they'll come to
any school community,

00:55:25.040 --> 00:55:27.880
church, synagogue, anywhere
and basically do

00:55:27.880 --> 00:55:32.640
an online safety digital
citizenship presentation.

00:55:32.640 --> 00:55:35.600
>>Okay. We have time for
one more comment before we wrap.

00:55:35.600 --> 00:55:38.280
Steffie I think you just
lined up the next panel

00:55:38.280 --> 00:55:41.320
on education really well.

00:55:41.320 --> 00:55:43.160
Anyone have any final thoughts?

00:55:46.400 --> 00:55:48.680
>>I just want to reemphasize
that the parenting

00:55:48.680 --> 00:55:51.920
and caregivers
are key in building resilience.

00:55:51.920 --> 00:55:55.760
So recognizes the ability
to overcome a serious hardship

00:55:55.760 --> 00:55:58.960
and adapt well when faced
with adverse experiences, right?

00:55:58.960 --> 00:56:01.760
So if we are talking
about cyberbullying,

00:56:01.760 --> 00:56:04.360
sexting, this online risk,

00:56:04.360 --> 00:56:06.920
if we can help our children
build that resilience

00:56:06.920 --> 00:56:09.000
and that ability
to overcome it

00:56:09.000 --> 00:56:11.160
as has been mentioned
talking to our kids,

00:56:11.160 --> 00:56:12.640
spending time with them,

00:56:12.640 --> 00:56:14.960
consistent guidance
and structure,

00:56:14.960 --> 00:56:17.200
being aware of their
whereabouts and activities,

00:56:17.200 --> 00:56:20.960
giving warm, emotional support
can be some very general ways

00:56:20.960 --> 00:56:23.360
in which we can
build resilience

00:56:23.360 --> 00:56:27.520
and there can be more specific
points that we can go into.

00:56:27.520 --> 00:56:29.440
Steffie mentioned
some major resources.

00:56:29.440 --> 00:56:32.160
I see some are being posted
on this chat.

00:56:32.160 --> 00:56:33.760
So thank you for that.

00:56:33.760 --> 00:56:35.480
[inaudible]

00:56:35.480 --> 00:56:38.760
From CDC Violence.

00:56:38.760 --> 00:56:41.080
We can go there
and look at resources

00:56:41.080 --> 00:56:44.680
for different forms of violence
and to build resilience as well.

00:56:46.520 --> 00:56:47.800
>>Thank you, Melissa.

00:56:47.800 --> 00:56:50.560
I'm going to pass back to
Christie to wrap up the panel.

00:56:50.560 --> 00:56:52.840
But a big personal
thank you from me.

00:56:52.840 --> 00:56:54.640
You've been amazing panelists.

00:56:54.640 --> 00:56:59.440
And I hope this has been useful
for everybody on the line.

00:56:59.440 --> 00:57:00.720
>>Thank you, Melanie.

00:57:00.720 --> 00:57:02.600
And thank you
to all the panelists.

00:57:02.600 --> 00:57:05.400
What amazing information
that was shared from you

00:57:05.400 --> 00:57:07.560
as the experts
and the leaders.

00:57:07.560 --> 00:57:08.880
And really what
a great discussion

00:57:08.880 --> 00:57:10.560
on what we should
be aware of online,

00:57:10.560 --> 00:57:12.600
ways to be proactive
in the social development

00:57:12.600 --> 00:57:14.560
and use of online resources
and platforms.

00:57:14.560 --> 00:57:16.880
And then really love this quote
from the panel that

00:57:16.880 --> 00:57:19.200
"kids have the intelligence,
but adults have the wisdom."

00:57:19.200 --> 00:57:21.960
So again the importance
of including all levels

00:57:21.960 --> 00:57:23.520
of the community
from platforms,

00:57:23.520 --> 00:57:26.000
parents, leaders,
down to the students themselves

00:57:26.000 --> 00:57:28.440
to help build resilience
and design solutions.

00:57:28.440 --> 00:57:30.240
So thank you again.

00:57:30.240 --> 00:57:32.120
We're going to take
a quick break

00:57:32.120 --> 00:57:35.000
before we return to our
second panel starting at 2:30.

00:57:35.000 --> 00:57:38.840
So thank you again panelists
from this panel.

00:57:38.840 --> 00:57:41.400
You can turn your videos off
and you can go grab some coffee,

00:57:41.400 --> 00:57:46.080
some lunch and we will break
and reconvene at 2:30

00:57:46.080 --> 00:57:47.960
for the panel
on visual literacy.

00:57:47.960 --> 00:57:48.760
Thank you all.