Helping Canadian adults navigate their wired world

CREATED IN PARTNERSHIP WITH: Helping Canadian adults navigate their wired world

Welcome note from Andrea Goertz 3 Welcome note from University of Toronto Factor‑Inwentash Faculty of Social Work 4

Introduction 5

The in all aspects of our adult lives 7 Education 7

The workplace 7

The Internet and romantic relationships 8

The Internet and marginalized populations 10

Compulsive use of the Internet 11

Cyberbullying 11

Tips 13 Tips for all adults 13

If you experience or witness cyber aggression, regardless of the platform 13

Tips for young adults 14

Tips for adults in the workforce 15

Tips for adults with children 15

Tips for adults who are vulnerable and marginalized 16

Tips for older adults 16

Additional resources 18

2 Helping Canadian adults navigate their wired world Welcome note from Andrea Goertz

Hello,

The Internet provides us with amazing opportunities to explore, connect and learn. It has opened up a world of possibilities, changed the way we live and communicate and is now intrinsically linked to all aspects of our daily lives. It is important for adults to know how to use the Internet in a safe and positive manner, and TELUS takes responsibility for setting clear and simple guidelines for the technology tools we enable.

We are honoured to partner with the Factor-Inwentash Faculty of Social Work at the University of Toronto to offer all Canadian adults a hands-on guide to Internet use. The guide provides tips and insights on using the Internet for education, in the workplace and in relationships. It also touches on critical social aspects, such as the impact of the Internet on marginalized populations, online addictions and compulsions, and .

I hope you find this guide easy to use and I encourage you to discuss it with your friends and .

Regards,

Andrea Goertz

Executive sponsor of TELUS WISE Chief and Sustainability Officer, TELUS

3 Helping Canadian adults navigate their wired world Welcome note from University of Toronto Factor‑Inwentash Faculty of Social Work

The Internet has dramatically changed our world. A new digital landscape has been created, altering how we communicate, learn, work, give and receive help, and enjoy entertainment. We are now connected to devices 24 hours a day, 7 days a week and 365 days a year. The online world has become an extension of our offline world and travels everywhere with us through mobile technology. People of all ages and demographics use the Internet, making it central and influential in the lives of children, teenagers, young adults (e.g., college and university students), adults in the workforce and at home, and older adults.

New websites and platforms are developed every day, with no signs of slowing down, bringing us tremendous benefits. These changes in our communications and interactions can also carry some risks.

A wealth of knowledge exists on how children and teenagers use the Internet, along with the associated benefits and risks. The same is not true for adults. In today’s world, however, it is essential that everyone is competent in using the Internet and aware of the possible benefits and risks. This knowledge is critical for adults, so they can enjoy safe and productive Internet use, and provide guidance to younger generations.

To increase adults’ knowledge of Internet use, TELUS and the Factor-Inwentash Faculty of Social Work at the University of Toronto have created this guide. We discuss the various ways the Internet influences how adults learn, work, are entertained, and relate to friends, family, and romantic partners. Because individuals face particular issues according to their age and social location, we provide an overview of the benefits, risks and issues as well as tips for staying safe that are customized for young adults, adults in the workforce, adults who are vulnerable and marginalized, parents, and older adults.

Regards,

Faye Mishna

Dean & Professor, Factor-Inwentash Faculty of Social Work Margaret & Wallace McCain Family Chair in Child & Family University of Toronto

4 Helping Canadian adults navigate their wired world Introduction

The Internet has built and strengthened connections and increased access to information. Adults of all ages use the Internet to maintain relationships with friends and family. Combining online with offline interactions can enhance the quality of all relationships.1

Many young adults have never known a world without the Internet. Ingrained in their daily lives, the Internet can be particularly important for young adults, allowing them to access social support regardless of their physical location. This is especially valuable during the transition from adolescence to adulthood, when many young people leave their of origin to pursue employment opportunities, postsecondary education, or travel. The Internet can facilitate this transition by enabling contact with the youth’s families while forging ahead independently.

The Internet benefits families with young children and teenagers, by allowing them to effortlessly coordinate daily activities and communicate even when separated.2 Parents can stay apprised of their children’s educational aspirations and accomplishments by easily communicating with teachers and school staff.3 Some parents elect to make use of a global positioning system (GPS) to monitor the whereabouts and security of their children.4

In contrast to concerns that the Internet creates distance and isolation among family members, research indicates that families often use the Internet together and share their online experiences.5 Moreover, the Internet allows extended families to stay involved and connected regardless of their physical location. In addition to the clear benefits of connecting and communicating among family members, the Internet provides parents ready access to social support and resources related to the parenting experience.6

The Internet can be a particularly effective tool to close generation gaps and promote understanding and communication among family members of various ages.7 Older adults can use the Internet to communicate and coordinate with family members as well as friends, members, and health care and social service providers.8 The Internet offers a wealth of resources that older adults can access in order to maximize their personal health and quality of life.9 Another benefit

1 Whitty, M., & Gavin, J. (2001). Age/Sex/Location: Uncovering the Social Cues in the Development of Online Relationships. CyberPsychology & Behavior, 4(5), 623-630. 2 Wellman, B., Smith, A., Wells, A., & Kennedy, T. (2008). Networked families. Pew Research Center. Retrieved from http://www.pewinternet. org/2008/10/19/networked-families/. 3 Eynon, R., & Helsper, E. (2015). Family dynamics and Internet use in Britain: What role do children play in adults’ engagement with the Internet? Information, Communication & Society, 18(2), 156-171. doi: 10.1080/1369118X.2014.942344 4 Falhquist, J.N. (2015). Responsibility and Privacy — Ethical Aspects of Using GPS to Track Children. Children & Society, 29(1), 38-47. DOI:10.1111/chso.12016 5 Wellman, B., Smith, A., Wells, A., & Kennedy, T. (2008). Networked families. Pew Research Center. Retrieved from http://www.pewinternet. org/2008/10/19/networked-families/. 6 Duggan, M., Lenhart, A., Lampe, C., & Ellison, N.B. (2015). Parents and social media. Pew Research Center. Retrieved from http://www. pewinternet.org/2015/07/16/parents-and-social-media/. 7 AARP & Microsoft. (2012). Connecting generations. Retrieved from http://www.dhs.gov/sites/default/files/publications/Connecting%20 Generations_0.pdf. 8 Satariano, W. A., Scharlack, A. E., & Lindeman, D. (2014). Aging, Place, and Technology: Toward Imroving Access and Wellness in Older Populations. Journal of Aging and Health, 26(8), 1373-1389. doi: 10.1177/0898264314543470 9 Perkins, E.A., & LaMartin, K.M. (2012). The Internet as social support for older carers of adults with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 9(1), 53-62.

5 Helping Canadian adults navigate their wired world of regular Internet use for older adults is its association with cognitive enhancement and improved functioning.10

While the Internet on the one hand opens up extraordinary ways to communicate and stay informed, Internet usage can also lead to a lack of involvement in the offline world, thus increasing social isolation.11 Moreover, the fewer available social cues and norms in Internet environments can increase the likelihood of misunderstanding others’ intentions and of inadvertently offending friends, family members and others.12

10 Ordonez, T.N., Yassuda, M.S., & Cachioni, M. (2011). Elderly online: Effects of a digital inclusion program in cognitive performance. Archives of Gerontology and Geriatrics, 53(2), 216-219. 11 Hughes, R. Jr., & Hans, J. D. (2001). Computers, the Internet, and Families: A Review of the Role New Technology Plays in Family Life. Journal of Family Issues, 22(6), 776-790. 12 Reich, S. M., Subrahmamyam, K., & Espinoza, G. (2012). Friending, IMing, and Hanging Out Face-to-Face: Overlap in Adolescents’ Social Networks. Developmental Psychology, 48(2), 356-368. doi: 10.1037/a0026980

6 Helping Canadian adults navigate their wired world The Internet in all aspects of our adult lives

Education

The Internet enriches the learning experiences of young adults in college or university through a wealth of educational resources, such as books, journal articles, and video lectures. Technology promotes interaction in classrooms and in distance learning settings, facilitating communication between faculty and students and preparing students to utilize technology in professional settings.13 The use of social media in distance learning has facilitated increased collaboration, communication, and interaction through online activities such as blogging, networking and tweeting.14 Moreover, open access online lectures and courses allow young adults across the world to engage in learning opportunities far beyond graduation.1516

The workplace

The Internet has extended the universal reach of companies and institutions around the globe, creating massive economic benefits. Individuals have benefitted through Did you know? greater career opportunities made available through job search websites (e.g., The Internet has created new 17 Workopolis) and professional networking resources (e.g., LinkedIn). challenges for employers and employees working in The Internet creates greater connectivity and productivity within workplaces, professions that demand 18 facilitating instant and efficient communication among colleagues. , online confidentiality. For example, messaging, virtual meetings, and video conferencing are just a few examples of helping professionals such 19 how the Internet has forever changed workplaces. The Internet allows adults as psychiatrists, family working in diverse sectors to complete tasks with greater ease and produce higher physicians, psychologists quality work.20 and social workers must now take great care in considering The flexibility afforded by the Internet allows employees to work from remote how sensitive and confidential locations.21 Flexibility benefits both employees and employers, by decreasing stress, information can be breached enhancing productivity and creativity, and improving work-life balance. while using the Internet.16

The technological revolution has introduced some challenges for employees and employers through the erosion of boundaries between work and personal spheres.

13 Lederer, K. (2012). Pros and cons of social media in the classroom. Campus Technology, 25(2), 1-2. 14 Guy, R. (2012). The Use of Social Media for Academic Practice: A Review of Literature. Kentucky Journal of Higher Education Policy and Practice, 1(2), A7. 15 Morris, S.M., & Stommel, J. (2015). The course as container: Distributed learning and the MOOC. In P.C. Layne & P. Lake (Eds.), Global innovation of teaching and learning in higher education (pp. 167-180). Springer. 16 Dunne, J.E. (2012). New risks to confidentiality in the modern era. Psychiatric Times, 29(12), 32-34. 17 Citrome, L. (2015). My two favourite professional social networking sites: LinkedIn and ResearchGate — how they can help you, or hurt you. The International Journal of Clinical Practice, 69(6), 623-624. 18 Quinones-Garcia, C., & Korak-Kakabadse, N. (2014). Compulsive internet use in adults: A study of prevalence and drivers within the current economic climate in the UK. Computers in Behavior, 30, 171-180. doi: 10.1016/j.chb.2013.08.004 19 Demerouti, E., Derks, D., ten Brummelhuis, L. L., & Bakker, A. B. (2014). New Ways of Working: Impact on Working Conditions, Work-Family Balance, and Well-Being. Springer: Netherlands. 20 Xiaojuan Ou, C., Ling Sia, C., & Kit Hui, C. (2013). Computer-mediated communication and social networking tools at work. Information Technology & People, 26(2), 172-190. 21 Rafnsdottir, G. L., & Heijstra, T. M. (2013). Balancing Work-family Life in Academia: The Power of Time. Gender, Work and Organization, 20(3), 283-296. doi: 10.1111/j.1468-0432.2011.00571.x

7 Helping Canadian adults navigate their wired world The Internet facilitates endless after-hours communication regarding work matters. Many adults respond to employers and colleagues instantly regardless of the time of day and possess an “always on” mentality.22 Employers can use the Internet in various ways, for example to monitor employees’ online activities in the workplace.23 Employees may experience work overload and suffer from fatigue, emotional exhaustion, and stress, while employers may witness decreases in productivity.24

The search ability of the Internet allows employers, should they so choose, to discretely gather a vast amount of personal information about potential and current employees to inform hiring, promotion, and termination decisions. This decreases employees’ control over managing the impression they exude.25 Employers may discover personal information about their employees even if they do not actively seek this information. In a recent example, a female news reporter confronted several men who were directing hostile comments toward her while she was on air. As a result of social media, the news clip quickly went viral and sparked widespread outrage. One of the men was identified and subsequently lost his job.26

The Internet and romantic relationships

The Internet can play a critical role between adult romantic partners and can represent either a source of support or tension.27 Particularly beneficial for long distance relationships, it enables individuals to coordinate activities and extend Did you know? important offline conversations, such as expressing care or resolving arguments.28,29 Approximately one in five More recently, adults have begun using the Internet to engage in sexting, or in young adult women and other words to send sexually suggestive texts, images, or videos to one another. three-quarters of young A phenomenon that has gained substantial attention in recent years, sexting occurs adult men report that they have sexted.36 among youth, young adults and older adults, including married couples, dating adults, and those not in a relationship.30,31 Since 2012, sexting has been on the rise among adults and may be used as a means of sexual expression or because of a mutual interest between exclusive romantic partners.32,33,34,3536

22 Park, Y., Fritz, C., & Jex, S. M. (2011). Relationships Between Work-Home Segmentation and Psychological Detachment From Work: The Role of Communication Technology Use at Home. Journal of Occupational Health Psychology, 16(4), 457-467. doi: 10.1037/a0023594 23 Stanton, J. M., & Weiss, E. M. (2000). Electronic monitoring in their own words: an exploratory study of employees’ experiences with new types of surveillance. Computers in Human Behavior, 16, 423-440. 24 Piotrowski, C. (2012). From Workplace Bullying to Cyberbullying: The Enigma of E-Harassment in Modern Organizations. Organization Development Journal, 30(4), 44-53. 25 Berkelaar, B.L., & Buzzanell, P.M. (2015). Online employment screening and digital career capital: Exploring employers’ use of online information for personnel selection. Management Communication Quarterly, 29(1), 84-113. 26 The Canadian Press. (2015). Hydro One employee fired after FHRITP heckling of CityNews reporter Shauna Hunt. Retrieved from http://www.cbc. ca/news/trending/hydro-one-employee-fired-after-fhritp-heckling-of-citynews-reporter-shauna-hunt-1.3070948. 27 Lenhart, A., & Duggan, M. (2014). Couples, the internet, and social media. Pew Internet and American Life Project. 28 Ibid. 29 Morey, J. N., Gentzler, A. L., Creasy, B., Oberhauser, A. M., & Westerman, D. (2013). Young adults’ use of communication technology within their romantic relationships and associations with attachment style. Computers in Human Behavior, 29, 1771-1778. 30 Lenhart, A., & Duggan, M. (2014). Couples, the internet, and social media. Pew Internet and American Life Project. 31 Drouin, M., Vogel, K.N., Surbey, A., & Stills, J.R. (2013). Let’s talk about sexting, baby: Computer-mediated sexual behaviors among young adults. Computers in Human Behavior, 29, A25-A30. 32 Lenhart, A., & Duggan, M. (2014). Couples, the internet, and social media. Pew Internet and American Life Project. 33 Slane, A. (2013). Sexting and the law in Canada. Canadian Journal of Human Sexuality, 22(3), 117-122. doi: 10.3138/cjhs.22.3.C01 34 Englander, E. (2012). Low risk associated with most teenage sexting: A study of 617 18-year-olds. Bridgewater, MA: Massachusetts Aggression Reduction Center. 35 Strohmaier, H., Murphy, M., & DeMatteo, D. (2014). Youth sexting: Prevalence rates, driving motivations, and the deterrent effect of legal consequences. Sexuality Research and Social Policy, 11, 245-255. 36 The National Campaign to Prevent Teen and Unplanned Pregnancy. (2008). Sex and Tech: Real Results from a Survey of Teens and Young Adults. Washington, DC. Retrieved from http://thenationalcampaign.org/sites/default/files/resource-primary-download/sex_and_tech_summary.pdf

8 Helping Canadian adults navigate their wired world Sexting can be risky and harmful. Adults may pressure or coerce their romantic partners and others to send sexual content.37 Women are more likely to be pressured or coerced into sending intimate content via the Internet. Moreover, the risks can exist even without such pressure or intent. Whether consensual or coerced, once a sext is shared, a digital record of the sext is created. These images or videos exist permanently in the cyber world and can be shared beyond the intended audience, or may be accessed by a stranger through hacking or other means.38

Sexts that are shared consensually between romantic partners can be used in harmful ways at a later point in time, such as following an argument or relationship breakdown. “Revenge porn” — also known as “nonconsensual pornography,” “cyber rape,” or “involuntary porn” — is a form of sexual assault that involves the distribution of sexually explicit images or videos without the consent of the person depicted.39 The original images or videos may be acquired consensually while the individuals are romantically involved. Following relationship strain or a , one of the partners circulates the images or videos for the pupose of humiliating the individual depicted.40 Especially frightening and dangerous, this person may release the images or videos together with identifying information about the victimized Did you know? person including home address, email and telephone number, with an explicit Approximately one in ten or implict suggestion that others approach, scare, and perhaps hurt the victim ex‑partners have threatened offline.41,42 Males are more likely to forward sexts sent to them and to perpetrate to expose sexual photos “revenge porn,” while the vast majority of victims of “revenge porn” are female. using the Internet.43 Approximatley 75 – 90% of victims are female.43

The consequences of “revenge porn” can be severe. Victims suffer greatly, often experiencing problems such as emotional distress and anxiety as well Did you know? as loss of professional and educational opportunities.4445 Sharing sexual images or The Internet extends both the positive and negative aspects of romantic videos, without the consent relationships into the cyber context. It is important not to attribute the negative of the person depicted, is against the law. Anyone who aspects solely to the Internet. Violence in romantic or intimate relationships has shares an intimate image of long been documented as a problem in societies, and with the Internet, relationship a person knowing that the violence now also occurs in the online world. person depicted did not give their consent can be criminally Examples of how the Internet can be used to perpetrate intimate partner violence: charged and imprisoned for up ■■ Checking and scrutinizing a partner’s messages without permission to five years. More information ■■ Excessive monitoring of the partner’s whereabouts can be found in Bill C-13, the “Protecting Canadians from ■■ Demanding passwords to online accounts Online Crime Act.” 45

37 Klettke, B., Hallford, D.J., & Mellor, D.J. (2014). Sexting prevalence and correlates: A systematic literature review. Clinical Psychology Review, 34, 44-53. 38 Mitchell, K.J., Finkelhor, D., Jones, L.M., & Wolak, J. (2012). Prevalence and characteristics of youth sexting: A national study. Pediatrics, 129(1), 13-20. 39 Cyber Civil Rights Initiative. (2014). End revenge porn infographic. Retrieved from http://www.cybercivilrights.org/end_revenge_porn_ infographic. 40 Citron, D. K., & Franks, M. A. (2014). Criminalizing Revenge Porn. Wake Forest Law Review, 49, 345-391. 41 Cyber Civil Rights Initiative. (2014). End Revenge Porn infographic. Retrieved from http://www.cybercivilrights.org/end_revenge_porn_ infographic 42 Ibid. 43 Ibid. 44 Citron, D. K., & Franks, M. A. (2014). Criminalizing Revenge Porn. Wake Forest Law Review, 49, 345-391. 45 Montgomery, M. (2015). Canada’s cyberbullying and revenge porn law applies to adults too. CBC, Radio Canada International. Retrieved from http://www.rcinet.ca/en/2015/04/30/canadas-cyberbullying-and-revenge-porn-law-applies-to-adults-too/

9 Helping Canadian adults navigate their wired world ■■ Sharing private or embarrassing images or videos of a partner

■■ Threatening a partner if she/he does not respond

■■ Restricting a partner’s Internet use46

The Internet can extend the control of a violent partner and provide a new avenue for individuals to engage in abusive behavior.

The Internet and marginalized populations

The Internet can improve the quality of life for adults who are vulnerable and marginalized, including individuals who identify as lesbian, gay, bisexual, trans, or questioning (LGBTQ), individuals living with mental or physical health challenges, and individuals with disabilities.47,48 Adults who are marginalized because of Did you know?

perceived or actual aspects of their identity may find support systems in the online ■■ 1 in 5 Canadians self- world that are absent in the offline world, which can reduce social isolation.49,50 identify as a visible minority.

The support systems developed via the Internet may help them to cope with ■■ 21% of Canadian residents experiences of discrimination or marginalization. were born outside of Canada. Paradoxically, while vulnerable and marginalized adults can find invaluable support ■■ Between 2006 and 2011, systems through the Internet, they can also experience online hatred and aggression. same-sex married couples Approximately 14,000 websites have been found with hate related content, which nearly tripled in number. represents a six-fold increase since the year 2000.51 Aggressive acts may be ■■ 4% of children aged 5 directed toward others because of their race, religion, gender, sexual orientation, to 14 live with a disability socio‑economic status, or other real or perceived aspects of their identity. (physical and non-physical limitations, however Examples of bias-based cyber aggression include: majority have both). 54 ■■ Using the term “gay” as an insult in a public post following an argument.

■■ Creating a racist meme that plays on stereotypes of Canadians who recently immigrated.

■■ Distributing an email to classmates, calling the professor an inappropriate name and wondering why the university would “hire a girl to teach math.”

In some cases, bias-based cyber aggression falls within the scope of hate crime laws.52 Bias-based aggression threatens more than vulnerable and marginalized members of our society; it undermines and thus threatens Canadian values.5354

46 Stonard, K. E., Bowen, E., Walker, K., & Price, S. A. (2015). “They’ll Always Find a Way to Get to You”: Technology Use in Adolescent Romantic Relationships and Its Role in Dating Violence and Abuse. Journal of Interpersonal Violence, 1-35. doi: 10.1177/0886260515590787 47 Chong, E.S.K., Zhang, Y., Mak, W.W.S., & Yang, I.H.Y. (2015). Social Media as of LGB Individuals in Hong Kong: Its Relations with Group Membership, Stigma, and Mental Well-Being. American Journal of Community Psychology, 55(1), 228-238. doi:10.1007/s10464-014-9699-2 48 Smith, M.J., Ginger, E.J., Wright, K., Wright, M.A., Taylor, J.L., Humm, L.B., et al. (2014). Virtual reality job interview training in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(10), 2450-2463. 49 Huh, J., Liu, L.S., Neogi, T., Inkpen, K., & Pratt, W. (2014). Health vlogs as social support for chronic illness management. Transactions on Computer-Human Interactions, 21(4), 1-31. 50 Hynan, A., Murray, J., & Goldbart, J. (2014). ‘Happy and excited’: Perceptions of using digital technology and social media by young people who use augmentative and alternative communication. Child Language Teaching and Therapy, 30(2), 175-186. 51 Chan, J., Ghose, A., & Seamans, R. (2015). The Internet and Racial Hate Crime: Offline Spillovers from Online Access. Social Science Research Network, NET Institute Working Paper No. 13-02. 52 Henry, J. S. (2013). Bias-Based Cyberbullying: The Next Hate Crime Frontier? Criminal Law Bulletin, 49(3), 481-503. 53 Mishna, F., & Van Wert, M. (2015). Bullying in Canada. Toronto: Oxford University Press. 54 (a) Statistics Canada. (2013) 2011 National Household Survey: Immigration, place of birth, citizenship, ethnic origin, visible minorities, language and religion. The Daily, Wednesday, May 8, 2013. Ottawa: Authors. (b) Statistics Canada. (2012). 2011 Census of population: Families, households, marital status, structural type of dwelling, collectives. The Daily, Wednesday, September 19, 2012. Ottawa: Authors. (c) Statistics Canada. (2007). Participation and activity limitation survey 2006: Tables. Ottawa: Authors

10 Helping Canadian adults navigate their wired world Compulsive use of the Internet

Internet use may become compulsive if usage occurs in an excessive or maladaptive fashion. Compulsive Internet users have little control over their usage and may Did you know? 55 experience symptoms of withdrawal when access is out of reach. Individuals who use the Internet compulsively Compulsive Internet use is a relatively new phenomenon with research suggesting experience symptoms similar that anywhere between 7% and 60% of the adult population struggles with it to some to substance use disorders 56,57,58 degree. Compulsive Internet use is detrimental to one’s health and psychosocial and pathological gambling.61 functioning, and can cause stress, insomnia, depression, social isolation and relationship problems.59,60 61 62

Cyberbullying Did you know?

Cyberbullying is the use of the Internet to bully someone, or in other words, to The latest (2013) edition of intentionally act aggressively in order to hurt another person in some way.63 the Diagnostic and Statistical Manual of Mental Disorders Cyberbullying can take many forms and occurs through various Internet mediums (e.g., (DSM), a tool used by email, , and social media). healthcare professionals for diagnosis, introduced a Some examples include: new disorder called Internet ■■ Flaming: sending rude, angry, or vulgar messages during an argument Gaming Addiction.62 ■■ Masquerading/impersonating: pretending to be someone and sharing information to damage the person’s reputation or relationships

■■ Outing: sharing sensitive or private information about a person to others

■■ Exclusion: deliberately leaving someone out of a group online

■■ Trolling: trying to create or encourage conflict through posting inflammatory statements for personal entertainment

■■ Doxxing: researching and sharing someone’s personal details or contact information

■■ : online stalking to instill fear and gain control over an individual

■■ Denigrating: damaging or defaming someone’s character online

■■ Online harassment: making false accusations and defaming/slandering another person’s character online

55 Kerkhof, R., Finkenauer, C., & Muusses, L. D. (2011). Relational Consequences of Compulsive Internet Use: A Longitudinal Study Among Newlyweds. Human Communication Research, 37, 147-173. doi: 10.1111/j.1468-2958.2010.01397.x 56 Quinones-Garcia, C., & Korak-Kakabadse, N. (2014). Compulsive internet use in adults: A study of prevalence and drivers within the current economic climate in the UK. Computers in Human Behavior, 30, 171-180. 57 FAQs. (n.d.). In Net Addiction. Retrieved from http://netaddiction.com/faqs/ 58 De Cock, R., Vangeel, J., Klein, A., Minotte, P., Rosas, O., & Meerkerk, G.J. (2014). Compulsive use of social networking sites in Belgium: Prevalence, profile, and the role of attitude toward work and school. Cyberpsychology, Behavior, and Social Networking, 17(3), 166-171. 59 Peterson, S. A., Aye, T., & Wheeler, P. Y. (2014). Internet Use and Romantic Relationships Among College Students. North American Journal of Psychology, 16(1), 53-62. 60 Kardefelt-Winther, D. (2014). A conceptual and methodological critique of internet addiction research: Towards a model of compensatory internet use. Computers in Human Behavior, 31, 351-354. doi: 10.1016/j.chb.2013.10.059 61 Pies, R. (2009). Should DSM-V Designate “Internet Addiction” a Mental Disorder? Psychiatry, 6(2). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/ articles/PMC2719452/. Accessed 22 August 2015. 62 Internet Gaming Disorder. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Retrieved from http://www.dsm5.org/Documents/ Internet%20Gaming%20Disorder%20Fact%20Sheet.pdf 63 Smith, P. K., del Barrio, C., & Tokunaga, R. S. (2013). Definitions of Bullying and Cyberbullying: How Useful Are the Terms? In: Bauman, S., Cross, D., & Walker, J., editors. Principles of Cyberbullying Research: Definitions, Measures, and Methodology. Routeledge: New York.

11 Helping Canadian adults navigate their wired world Like traditional offline bullying, cyberbullying results in harm or negative6465666768 consequences for the victimized person. Also similar to the offline context, Did you know? cyberbullying involves a power differential between the victimized individual and ■■ One in five undergraduate perpetrator. Whereas in the offline context, the power differential may be due to students has been factors such as physical strength or social status, perpetrators of cyberbullying cyberbullied.64 may be more powerful than their victims because of factors such as technological proficiency or the degree of anonymity afforded by the Internet.69,70 ■■ Over 55% of undergraduate students report witnessing 65 Individuals victimized by cyberbullying suffer consequences such as: cyberbullying.

■■ Of 120 undergraduate ■■ Fear for emotional or physical safety students in a United States ■■ Inability to concentrate university, 100% of male ■■ Impaired interpersonal relationships respondents knew someone ■■ Feeling powerless and haunted who had been cyberbullied.66 ■■ Diminished mental health71 ■■ Within university settings, Cyberbullying often feels impossible to escape. It can occur anywhere and 44% of faculty and staff anytime — at home, at work, at school, and in personal spaces.72 An infinite report experiencing 67 audience can witness the bullying, and a permanent digital record of the cyberbullying victimization. incident exists in . When the perpetrator is unknown or anonymous, ■■ Cyberbullying rates cyberbullying can be particularly frightening.737475 are as high as 50% among employees in the workforce.68

Did you know? The causes of suicide are complex. Experiencing cyberbullying may be a contributing factor in these tragedies. Other contributing factors might include pre‑existing mental health issues, family problems, substance abuse, and/or systemic marginalization.74,75

64 Whittaker, E., & Kowalski, R. M. (2015). Cyberbullying via Social Media. Journal of School Violence, 14(1), 11-29. 65 Ibid. 66 Walker, C. M., Sockman, B. R., & Koehn, S. (2011). An Exploratory Study of Cyberbullying with Undergraduate University Students. TechTrends, 55(2), 31-38. 67 Clark, C., Werth, L., & Ahten, S. (2012). Cyber-bullying and Incivility in the Online Learning Environment, Part 1: Addressing Faculty and Student Perceptions. Nurse Educator, 37(2), 150-156. doi: 10.1097/NNE.0b013e31825a87e5 68 Piotrowski, C. (2012). From Workplace Bullying to Cyberbullying: The Enigma of E-Harassment in Modern Organizations. Organization Development Journal, 30(4), 44-53. 69 Smith, P. K., del Barrio, C., & Tokunaga, R. S. (2013). Definitions of Bullying and Cyberbullying: How Useful Are the Terms? In: Bauman, S., Cross, D., & Walker, J., editors. Principles of Cyberbullying Research: Definitions, Measures, and Methodology. Routeledge: New York. 70 Mishna, F., & Van Wert, M. (2015). Bullying in Canada. Toronto: Oxford University Press. 71 D’Cruz, P., & Noronha, E. (2013). Navigating the extended reach: Target experiences of cyberbullying at work. Information and Organization, 23, 324-343. doi: 10.1016/j.infoandorg.2013.09.001 72 Sabella, R. A., Patchin, J. W., & Hinduja, S. (2013). Cyberbullying myths and realities. Computers in Human Behavior, 29, 2703-2711. 73 Kowalski, R.M., Limber, S., & Agatson, P.W. (2012). Cyberbullying: Bullying in the digital age (2nd ed.). Malden, MA: Wiley-Blackwell. 74 Cover, R. (2012). Mediating Suicide: Print Journalism and the Categorization of Queer Youth Suicide Discourses. Archives of Sexual Behavior, 41(2), 1173-83. 75 Cash, S.J., & Bridge, J.A. (2009). Epidemiology of youth suicide and suicidal behavior. Current Opinion in Pediatrics, 21(5), 613-619.

12 Helping Canadian adults navigate their wired world Tips

Tips for all adults

■■ Learn about emerging technologies to make sure you understand the benefits and risks of specific platforms. Stay up do date with

■■ Stay up to date with privacy settings on social media websites, applications, and privacy settings other programs. Privacy policies change frequently.

■■ Find a balance. The Internet has become all encompassing. Figure out a way that makes sense to you to balance work, school, and your personal life.

■■ As much as possible, restrict information to trusted individuals. An email or phone number on one website means it is accessible by anyone who wishes to access it. Google yourself ■■ Google yourself every few months to make sure that you are content with your online image.

■■ Learn netiquette, or network etiquette. Demonstrate politeness, courtesy, and respect to others when interacting through the Internet. Be mindful that it is easy for others to misunderstand your intentions when using the Internet, especially because you have fewer social cues. For example, resist writing everything in capital letters or trying to convey sarcasm over text or e-mail — these can easily be misinterpreted.

■■ Do not let online information about personal health and wellbeing act as a substitute for advice from a physician or other helping professionals. It might be difficult to decipher the accuracy of information obtained online. Always consult with a physician or other helping professionals if you have a personal concern.

■■ Monitor how often you and your family and friends use the Internet. If compulsive use of the Internet is interfering with your life or the life of someone you care about, be proactive and seek help.

If you experience or witness cyber aggression, regardless of the platform

■■ Always disclose any questionable incidents online to a trusted friend or loved one. If unsure, contact authorities, such as the online provider, university or college administrators, employers, or the police, to discuss it with them. Silence will only empower the perpetrator.

■■ Experiencing cyberbullying and other forms of aggression while using the Internet can affect your relationships, social life and personal behaviours. The more your loved ones and acquaintances know, the more they can manage their own expectations and support you.

■■ Keep a record of everything, whether you experience or witness cyber Keep a record of aggression. This might be needed to talk with authorities (e.g., administration; cyber agression you employer; internet provider; police). witness or experience

■■ Block the aggressor. If it is someone you know and , consider discussing it with them or, if it is someone you do not trust, take it to the authorities.

13 Helping Canadian adults navigate their wired world ■■ Report the cyber aggression online. Websites have features that allow you to Report cyber aggression inform them of any rules of conduct being violated. online. ■■ Consult with an attorney in the event of serious incidents.

■■ Change your contact information — this may be a last resort, but changing your email address or phone number may be necessary in some cases.

Tips for young adults

Be mindful of your online presence

■■ Google yourself and carefully examine the search results. Keep an eye out for anything embarrassing or unprofessional that may give others a negative impression as you enter university, college, or the workforce. Take steps to remove or block the content.

■■ Develop and maintain a professional web presence. When someone Googles Develop and maintain you, make sure it is your professional identity that is the first content they come a professional web across. presence

■■ Consider creating a professional web presence that is separate from your personal web presence. This may mean having separate social media accounts and email addresses for different purposes.

■■ Be conscious of who you are communicating with on social media. Interacting with professors, teaching assistants, employers and colleagues might be appropriate in certain circumstances, but inappropriate in others. Boundaries between your personal life and your professional life become important as you enter post-secondary school and the workforce.

Sexting

■■ Sexting is an increasingly common component of romantic relationships. Be prepared for this to come up in your current or next romantic relationship. Reflect on how you feel about sending and receiving intimate text, images, and videos.

■■ Know yourself. Learn to recognize when you feel distressed, uncomfortable, unsure, or pressured. If you feel this way when someone asks you for a sext or Know yourself. sends you an intimate text, image, or video, listen to your feelings. Only engage in sexting if you feel completely comfortable doing so.

■■ Releasing private photos without consent is illegal and unethical. If you receive a sext from someone, that does not give you the right to show it to anyone else. The person has not given consent for you to circulate it more broadly. The same Releasing private photos without consent is illegal applies to anyone you send a sext to. If you have not provided consent for it to and unethical be circulated, then it is illegal for the receiver to do so.

■■ Before sexting, consider that the image will be nearly impossible to completely erase. Ask yourself a few questions: ■■ Are you feeling threatened, pressured, or coerced into sending the sext? ■■ What is your relationship to the person who will receive the sext? Do you trust the person to keep the image or video private?

14 Helping Canadian adults navigate their wired world Using the Internet to access information

■■ Be critical of the information you come across online.

■■ Some of the information you find might not be trustworthy. Moreover, it can Be critical of the be difficult to determine the accuracy of information online. information you come ■■ If you are using the Internet for school or work assignments, ensure that you across online use trusted sources for high quality information. Only use these sources and remember to cite the original author.

Tips for adults in the workforce

■■ When working from home, ensure you have an area to work that is separate from the space you typically use to relax and spend time with family and friends.

■■ Find a way to switch off and psychologically detach from work. This is necessary Find a way to switch in order for adults of all ages to develop a healthy distance from work, maintain off and psychologically health and well being, and sustain performance capabilities. detach from work

■■ Make sure you take care of yourself to balance the demands of work. Find an activity that helps you relax and disengage from work matters.

■■ Many adults are required to sit for a large part of the day while working on a computer or meeting in person or via teleconference. Physical activity is vital for Physical activity is vital maintaining health and mental health. Try to get up from your desk throughout for maintaining health the day to stretch and walk around. When you return home, consider doing a and mental health physical activity to relax (e.g., a walk) rather than relaxing with the Internet.

■■ Cyber aggression can occur in the workplace. Report any incidents to a trusted colleague, human resources, or management. Consider approaching your union, where applicable, or seeking legal advice if the aggression continues.

■■ Maintain a record of any work-related or cyber communications that make you feel upset, uncomfortable, or threatened. The Internet allows you to easily save proof of any troubling interactions. This proof will be important should you decide to report the issue.

■■ Remember that all of your Internet -facilitated communications with colleagues, employers, and employees can be saved in perpetuity. Be mindful and ensure that you do not write anything that could be construed as mean-spirited, sarcastic, or aggressive. Even if someone sends you something hurtful or offensive, do not respond in kind.

■■ Be aware of any policies that your workplace might have regarding appropriate use of the Internet. Ensure that you read and fully understand the policies. Advocate for change if you feel the policies are outdated or irrelevant.

Tips for adults with children

■■ Be aware of what your children are doing while using the Internet.

■■ Engage in open and honest communication about the Internet giving equal weight to the pros and cons involved.

■■ Watch the television shows, YouTube videos, and movies that your children Watch the shows, videos, watch. Be conscious of how their Internet use is depicted in these media and and movies that your how the characters respond to troubling situations online. This is important as children watch

15 Helping Canadian adults navigate their wired world there are more and more shows that depict potentially risky Internet use (e.g., sexting) as common and without consequence.

■■ Work to find a balance between vigilantly monitoring children’s Internet use and allowing your child the freedom to engage in age-appropriate autonomous use of the Internet.

■■ Help your child understand how to identify trustworthy, credible, and positive content online, and ensure they understand both the benefits and risks of certain forms of the Internet usage. Simple “dos” and “don’ts” are insufficient.

■■ Talk to them about the importance of respecting the privacy of others and never sharing information beyond the intended audience.

■■ Be a non-judgmental safe haven for kids. Although it can be quite difficult, you want your children to come to you if they or someone they know is involved in cyberbullying or other high-risk situations in some capacity. You also want your Be a non-judgmental children to come to you if they make a mistake and do something inappropriate safe haven for kids while using the Internet. Take an interest in how your children and their friends use the Internet and try to stay non-judgmental.

■■ Speak the language and stay current. Be knowledgeable about the latest social media platforms and devices. Notice the language children and youth use when talking about Internet use and the meaning they ascribe to certain interactions.

■■ Consult with your children as much as possible to see what they think about the Internet and check in about the ways using the Internet use makes them feel.

■■ The Internet offers many resources for parents (e.g., TELUS WISE). Take advantage of the support and assistance you can get in the online world while being vigilant regarding the trustworthiness of the source.

■■ Always speak to a professional about your child’s health, developmental, and mental health issues rather than solely relying on information you retrieve online.

Tips for adults who are vulnerable and marginalized

■■ Seek out supportive online spaces. Take advantage of online platforms such as forums, blogs, and online groups to connect with other individuals who have similar experiences and concerns. This can decrease social isolation and improve Do not release any health and well-being. personal or identifying ■■ Remain cautious of the websites you are visiting and people with whom you are information about interacting. Do not release any personal or identifying information about yourself, yourself, especially if especially if the connection is new. the connection is new.

■■ Websites with hateful content may be difficult to avoid. If you come across hurtful material, talk to trusted friends and family about how this makes you feel, and consider reporting it to the appropriate authorities. Avoid responding to hate content in an angry and combative fashion.

Tips for older adults

■■ Try to increase your familiarity and competencies with the Internet and keep up with the always-changing nature of technology.

16 Helping Canadian adults navigate their wired world ■■ Be aware of scams that target older adults. These may appear in your email or web browser. Identify someone in your life with whom you can consult regularly Be aware of scams that to determine whether content is trustworthy and safe. Being Intenet-savvy will target older adults. help you differentiate between scams and legitimate content.

■■ It can feel impossible to learn how to use the Internet when you haven’t grown up with it. Believe in yourself! The Internet is surprisingly user friendly. Take advantage of the time you spend with younger family members and friends to Believe in yourself! learn about the Internet. This will not only enhance your knowledge but may also strengthen your relationships.

17 Helping Canadian adults navigate their wired world Additional resources

■■ For an ongoing resource on how to keep you and your family safe on line, please visit TELUS WISE (Wise Internet and Education).

■■ Book a free 1 hour session with a TELUS Learning Centre Specialist for you and your child to learn all of the safety features and functionality of your smartphone.

■■ The are a number of additional TELUS WISE guides that you may find of value, including:

■■ TELUS WISE distracted driving guide ■■ TELUS WISE helping our kids navigate their wired world ■■ TELUS WISE privacy matters ■■ TELUS WISE helping our kids use their smartphone safely

18 Helping Canadian adults navigate their wired world How you can participate in TELUS WISE

■■ Visit us at telus.com/wise if you have any questions or if you want to book a free in-person TELUS WISE session for you child’s school and/or parent group.

■■ Contact us at [email protected]

■■ Join the conversation online with @TELUS on and using #TELUSWISE

TELUS, TELUS WISE, the TELUS logo, and the future is friendly are trademarks of TELUS Corporation, used under licence. © 2015 TELUS. 15_00645