TRATAMIENTO DE LAS UNIDADES PERDIDAS EN RELACIÓN CON LO PRODUCIDO

Parents often feel powerless in an intemet environment; although an adult presence is essential in safeguarding children against risks (Barnford, 2004). Parents who are actively involved in their child's everyday lives have been found to increase the likelihood of children using intemet for educational purposes (Heim, et.al, 2007). Frequent communication has shown to be the most significant factor in reducing inappropriate intemet use (V an den Eijnden, et.al, 2010). Adams (2010) stresses effective parenting is closely linked to open communication, suggesting parents need to discuss intemet etiquette and understand what is considered appropriate behaviour. McColgan & Giardino (2005) suggest that parents should consider signing a contract with children to outline appropriate/expected behaviours, as blocking software is not infallible.

Although the above evidence suggests that parental guidance, particularly open communication, can play a vital role in protecting children against the harms of ICT, recent evidence suggests this is not common practice. Furthermore, although the internet has been seen as a tool for fostering social communication, Hughes and Hans (200 1) found the internet reduced commuuication between family members. Even with increased internet access in the home, parents provide significantly less information on internet use than any other source (Mikami, Szwedo, Alien, Evans & Hare, 2010). Aslanidou and Menexes' (2008) study of 418 Greek adolescents from 17 different schools found only 19 per cent of adolescents suggested their parents wanted to know exactly what they were doing on the internet. Studies conducted in American found that 31 per cent of surveyed families had no established rules on intemet use (Wang, Bianchi & Raley, 2005).

Rosen, Cheever & Carrier (2008) suggest as children get older, parents are more likely to use a neglectful or indulgent parenting style and less likely to supervise adolescent intemet behaviour These results are worrying considering parental commuuication and active participation have been found to reduce risks (Heim, et.al, 2007; Van den Eijnden, et.al, 20 10). Studies have shown parents and children have differing ideas on the level of supervision provided by parents in relation to the intemet. Parents underestimate children's engagement in risk taking behaviours online (Liau, Khoo & Ang, 2008) and overestimate the amount of communication and supervision they give in relation to the internet (Khoo, 2008; Liau, Khoo & Ang, 2008). An American study of 749 parents and children found 61 per cent of parents believed they monitored their child's intemet use, but only 3 8 per cent of young people reported any form of monitoring by parents (Wang, Bianchi & Raley, 2005). This discrepancy could be because parents and children have differing ideas on what constitutes monitoring; parents could overestimate their involvement or children could be unaware of parental monitoring practices.

Differences have been found in parental supervision styles. Wang, Bianchi and Raley's (2005) study of adolescent internet use and family rules found fathers are more likely to check children's' online visited sites. Younger parents, parents who use the internet with adolescent's and parents with younger teens were more likely to monitor their child's internet behaviours (Wang, Bianchi & Raley, 2005). Wang, Bianchi and Raley's (2005) findings suggest that parental supervision was decreasing as the risk to adolescents increases with age.

Although parental rules and regulations are widely practice to reduce the risks associated with ICT, a study by Livingstone and Helsper (2005) found that, although parents of younger adolescents, parents from higher socioeconomic status backgrounds and parents who were more familiar with the internet were more likely to implement rules and regulations, the presence of supervision could not be directly linked to risk reduction for adolescents. Similarly, strict parental rules are linked with an increase in problem behaviour on the intemet (V an den Eijnden, et. a!, 201 0). Also, strict parental rules have not shown any impact on adolescents' concerns about their online privacy, however parental communication and participation has (Y oun, 2008). These results suggest that although parent's use a variety of strategies to reduce perceived risks of ICT, many of these strategies have shown to be ineffective and/or increasing risky behaviour.

It is important to note that it is unclear if the presence of the rules created risk taking behaviour or if the presence of risk taking behaviour led parents to enforcing rules. More research needs to be conducted in this area. Nevertheless, as has been demonstrated, quality relationships between parents and children have the ability to safeguard children from internet misuse. Active communication also has the capability to strengthen families (Park, Kim & Cho, 2008). Parents play an important role in the psychological development of their children and their parenting practices may promote or prevent the development of internet related problems (Van den Eijnden, et.al, 2010). Parents' involvement is paramount in keeping children safe whilst using the internet. Parents are young peoples' primary care givers, thus the greatest stakeholders in the safety and protection of their children. Little is understood about the factors that influence parental supervision of adolescent internet use.

This is particularly important given the effectiveness some fonns of parental supervision have on reducing risk.

Almost ten years ago, 73 per cent of parents reported that ICT are worthwhile and improve their children's school results (Livingstone & Bober, 2004) but parents were also concerned about their children's behaviour online. Yet the majority of young people have no parental supervision whilst online (Liau, Khoo & Ang, 2008). Those parents who do supervise their children often employ techniques which are inappropriate and are ineffective in reducing risk (Livingstone & Helsper, 2008; Van den Eijnden, et.al; Wang, Bianchi & Rapley, 2005). This generates questions on why are parents choosing ineffective supervision techniques that have been found to promote inappropriate behaviours rather than reduce them. Do the media adequately infonn the public and thus parents of their role in promoting positive behaviours and the reduction of negative behaviours of young people online? It is not suggested that ICT are without risk, however it is the representation of ICT by the media that can influence the public's attitudes and perceptions, and consequently supervision techniques used. Furthermore, given the research suggesting that the media often develops moral panic to reassert family values (Hunt, 1997) the concern is that some commonly used parental supervision techniques, that have been found to increase problematic behaviour such as ICT surveillance, strict parental rules and filters, maybe promoted through the media. Additionally, with the strong educational push for ICT it is important to ensure the public is provided with accurate information that is not designed to incite a sense of fear or helplessness but empower individuals and safeguard children. The following sections of this chapter discuss moral panic theory. The phenomenon of moral panic is examined, followed by four identifiable stages of moral panic. Goode and Ben-Yehuda's (2010) three theories of moral panic are also discussed, illustrating the different aspects of a panic and, finally, moral panic and the media will be explored, clarifying how media representation of an event or issue can influence public perceptions.