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Sexual assault has a devastating effect on survivors as well as their family and friends (i.e., secondary survivors). Research shows that survivors’ abilities to cope in the aftermath of sexual trauma are particularly difficult in the “internet” age. This struggle stems from the abilities of perpetrators to use cyberspace to abuse, harass, and threaten survivors vis-à-vis various cybercrimes: cyberstalking, cybersexual abuse, and cyberfraud. Indeed, a survivor in this study referred to the cybervictimizations as the “third-victimization” because it followed the sexual assault (first) and the “revictimization” experienced during the pursuit of justice (second). This article presents the results of semistructured interviews about the third-victimization of 48 female survivors and 89 secondary survivors, the family of the survivor. These results show that all primary and most secondary survivors (91%) experienced at least one third-victimization, with a majority experiencing multiple forms.

Purpose The purpose of this paper is to examine the extent to which line officers in police agencies can identify digital evidence at crime scenes, also known as the binary artifacts stored on computers, mobile devices, tablets and the internet, through an analysis of survey responses of line staff in a Midwestern state police agency. Design/methodology/approach An electronic survey was completed by 258 respondents using a scenario-based vignette asking them to identify where such evidence may be located during a fictitious call for service. Findings Most all respondents identified appropriate devices and locations where digital evidence may be stored on suspects and victims in a scenario call for service. There were significant differences in responses on the basis of recent field experience with digital evidence. Research limitations/implications The findings demonstrate the importance of experiential learning and training for line staff in police agencies to prepare them for basic digital evidence handling in the field. This sample is, however, based on a single state police agency and may not be reflective of other similarly sized agencies. Future research is needed to replicate this study and expand the generalizability of these findings. Originality/value First responders should be able to identify and secure all appropriate forms of evidence at crime scenes, regardless of crime type, while awaiting specialized investigators. This study is one of the first to consider when and how police are able to recognize digital evidence at crime scenes.

Criminological research has demonstrated the significant relationship between deviant peer associations, a lack of self-control, and individual delinquency. These relationships also account for involvement in cybercrime, though these results are based largely on adult samples. There is less research considering juvenile offending online, particularly examining involvement in property-based offenses such as computer hacking. This study utilized an international sample of 48,327 juvenile respondents in the Second International Self-Report of Delinquency (ISRD-2) study to examine the role of gender as a moderating factor in the relationship between deviant peer associations, self-control, opportunity, and self-reported computer hacking behavior. The findings demonstrated different correlates associated with hacking for males and females, as well as differences on the basis of urban and rural residency.

Although public awareness of cyberbullying has increased, evidence suggests the social problem has not abated. While past studies have highlighted numerous factors that affect risks of experiencing cyberbullying in general, few studies have focused on identifying risk factors within social networking sites (SNS). Moreover, even fewer studies have utilized a theoretical perspective to frame and ground findings. Therefore, using data collected as part of the Pew Internet Project, and Routine Activities Theory (Cohen and Felson, 1979) as a theoretical framework, this study fills a substantial void in the literature by reviewing what activities within SNS affect the risk of experiencing cyberbullying.

As educators of future law enforcement and social service personnel, one of the most important objectives of faculty members within the social sciences disciplines is to foster a sense of empathy toward victims of crime among their students. Empathy toward victims of crime, and domestic abuse in particular, is vastly important as evidence suggests that the reactions survivors encounter upon disclosure influences reporting behavior to law enforcement. Moreover, evidence indicates that by fostering empathy toward domestic abuse survivors among students, social science educators can reduce the endorsement of harmful victim-blaming attitudes that these individuals may otherwise carry with them into their public service. However, despite the importance concerning teaching empathy within the classroom, a dearth of information exists—particularly in the criminal justice pedagogical literature. To address this gap, the objective of this study was to assess several active learning activities designed specifically ...

The rapid advancement of technology has produced several substantial benefits that enrich individuals’ lives, but some also note that technology has provided new methods to engage in crime—particularly stalking. This investigation was one of the first to explore whether a relationship existed between cyberstalking and a new phenomenon becoming a pressing issue in the lives of adolescents: Internet Addiction. High school students in a rural North Carolina country were surveyed about their Internet behaviors and experiences. After analysis, the results indicated there is a significant relationship between Internet Addiction and cyberstalking in adolescents.

This study uses data from the Second Youth Internet Safety Survey (D. Finkelhor, K. J. Mitchell, and J. Wolak 2011) to predict the risk of cyberbullying between genders. Although much of the cyberbullying literature has considered gender in analyses, nearly all studies have lumped boys and girls together when examining risk factors. This gender lumping has led to the inaccurate perception that risk factors for cyberbullying affect both genders similarly. Therefore, this study fills that void by reviewing differences in the online behaviors of boys and girls, whether these differences affect risk for cyberbullying, and whether routine activities theory is applicable in explaining the risk of cyberbullying for both boys and girls.