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chapter 7 Flashcards

1
Q

while it is possible for an adolescent to benefit psychologically from working, …

A

it is not probable

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2
Q

most common adol jobs fast-food restaurants or retail stores problem with this

A

—ranked highest in stress and in interference with other parts of life, and lowest in their likelihood of providing skills or leading to a career

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3
Q

Working long hours takes an especially bad toll on achievement among low income families

A

f Working long hours takes an especially bad toll on achievement among White and Asian students from middle-class families

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4
Q

Employed students often protect their grades by …3

A

cutting corners, taking easier classes, and cheating

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5
Q

The impact of working on students’ actual grades and achievement test scores is large

A

f small

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6
Q

When large numbers of students in a school are employed, even those who don’t have jobs can be affected indirectly how

A

Some teachers have responded by lowering classroom expectations, assigning less homework, and using class time for students to complete assignments that otherwise would be done outside of school

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7
Q

keeping teenagers busy with work keeps them out of trouble.

A

f

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8
Q

the teenage work and substance use correlation disappears over time

A

f People who worked long hours as teenagers drink and use drugs more in their late 20s than their peers who worked less or not at all

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9
Q

who does working have more positive effects for

A

mixed results but has special benefits for inner-city adolescents from single-parent families, from poor families, with poor school records, or with histories of delinquency

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10
Q

In sum, although teenagers generally enjoy working, there is little evidence, with the exception of …, that doing so contributes in significant ways to their psychosocial development

A

disadvantaged inner-city youth

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11
Q

cycle of adol employment and school decline?

A

Adolescents who are less attached and committed to school, and who are more involved in problem behavior, are more likely to choose to work long hours. Working long hours, in turn, leads to more disengagement from school and increased problem behavior

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12
Q

intensive employment during the school year most threatens the school performance and psychological well-being of those students who can …

A

least afford to suffer the consequences of overcommitment to a job.

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13
Q

how much time spent in leisure activities

A

nearly half of waking hors

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14
Q

what defines a leisure activity

A

they choose how they spend this time

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15
Q

Between grades 5 and 9, adolescents’ moods while with … become more positive, whereas their moods while with their …become more negative between elementary and middle school (between grades 5 and 7) and then rise between ….

A

friends
family
middle school and high school

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16
Q

which 2 extracurricular best for psychology development

A

structured extra

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17
Q

such thing as too much extracurricular involvement

A

no

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18
Q

Studies have found benefits of participating in structured extracurricular activities as many as 8 years after high school graduation for which activities

A

only among individuals whose activities were school-sponsore= attachment to school =edu success
relationship with adults in program

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19
Q

One study of a high school … also found that the experience contributed in important ways to adolescents’ emotional development

A

theater production

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20
Q

… of all adolescent athletes say they’ve been deliberately injured by an opponent

A

One-third

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21
Q

when is spending time in a adol recreation centre bad

A

when time is unstructured and unsupervised

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22
Q

Adolescents who spend five or more evenings out in an average week are at least … times more likely to be involved in antisocial activity than those who go out less than twice a week

A

4

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23
Q

delinquency is more common on weekday afternoons than at any other time why

A

out of school parents at work

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24
Q

In 2016, more than …% of mothers with children between ages 6 and 17, and more than …% of fathers with children this age, were employed

A

75

80

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25
Q

Both parents work in nearly …% of households with children this age

A

65

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26
Q

poor children less likely to be supervised after school

A

f Affluent, suburban, and White children are most likely to be home unsupervised, and poor, minority, and urban and rural children are least likely

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27
Q

The negative effects of low parental monitoring and unsupervised peer group activity are especially pronounced in …

A

unsafe neighborhoods

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28
Q

What should parents do if they have no choice but to leave their youngsters in self-care?..

A

Experts advise parents to provide clear instructions about the child’s after-school activities and whereabouts, ask the child to check in with an adult as soon as he or she gets home, and teach the child how to handle any emergencies that arise

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29
Q

when asked to not use screens for a week how did they cope

A

Many students reported sleeping much more than usual as a way of coping; adolescents frequently use media to distract themselves from negative thoughts and emotions

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30
Q

reports at end of screen free week were they were going to stop using

A

f couldn’t wait to get back

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31
Q

weekend screen time use is worse

A

f weekend use is less problematic than weekday use

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32
Q

Naturally, the ultimate value of the Internet as an educational tool depends on the …

A

quality and content of the information conveyed

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33
Q

…% of all adolescents reported receiving unwanted sexual material, although fewer than half said that they had received material that upset them

A

15

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34
Q

boys also are more dissatisfied with their body after seeing music videos featuring exceptionally buff models or comparing themselves to others on social media

A

t

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35
Q

when adolescents played violent video games with their parents, they reported increase in aggression

A

f decline

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36
Q

Although most of the research on the impact of media violence is correlational, experimental research on the effects of video games on adolescent behavior are inconclusive, with some studies finding small effects and others none at all except for adol with mental health

A

f even with adol with mental health problems

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37
Q

that the proliferation of violent video games has led to a drop in violent crime

A

t

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38
Q

labelling violent video games reduces their use

A

f makes them more attractive to teens

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39
Q

are violent video games or images on TV worse

A

In contrast to studies of violent video games and music, numerous studies have shown that repeated exposure to violent imagery on television leads to aggressive behavior in children and youth, especially among those who have prior histories of aggression

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40
Q

For every public service announcement discouraging alcohol use, teenagers see a ad for alcoholic beverages

A

f 25 to 50 adds for alc

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41
Q

One problem in linking exposure to advertising and the use of alcohol or tobacco is that …

A

it is unethical to experimentally manipulate exposure in order to see whether increasing the number of ads adolescents see leads to an increase in their use of harmful substances.

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42
Q

The impact of …on adolescents’ behavior and development is interesting, poorly understood, and controversial

A

social media

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43
Q

adolescents’ online friends will displace the friendships they maintain in person

A

f keeps them in touch will people they see

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44
Q

the impact of social media on adolescents’ moods depends on …

A

what they learn when they check their accounts: When adolescents seek and find social support and positive feedback, they feel better; when they seek it but don’t get it, they feel worse

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45
Q

Frequent messaging, especially with acquaintances who are not close friends, can be healthy

A

become compulsive and lead to feelings of depression

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46
Q

T: Excessive worry that others are having rewarding experiences that don’t include you.

A

fear of missing out (FOMO)

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47
Q

compulsive Internet users are more introverted, less agreeable, and less emotionally stable what does this tell us

A

they were this way to begin with wasn’t internet that caused it just manifesting this way

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48
Q

social media sites are a context in which the socially rich get richer and the socially poor get poorer explain this

A

the impact of social media use on adolescents’ self-conceptions depends on the extent to which they have peer support at school; teenagers with a lot of friends benefit from frequent use of social media, whereas those with few friends suffer from it.

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49
Q

Depressed adolescents, in turn, are more likely to be victimized on social media sites why

A

depression are more likely to use social media to engage in social comparison and feedback seeking which may increase their anxieties and concerns, just as these behaviors do when they are done offline

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50
Q

adolescents with relatively more psychological problems and poorer family relationships are more likely than their peers to do what online

A

form close online relationships with strangers and post private information online

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51
Q

Most sexting is flirtatious and consensual, and often done at the request of a romantic partner

A

t

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52
Q

sexting encourages sexual activity

A

f if anything, it is sexual activity that leads to sexting, rather than the reverse

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53
Q

Many commentators view sexting as another type of …t, in which males are the usual perpetrators and females are the usual victims.

A

sexual harassmen`

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54
Q

A moderate amount of solitude (during which daydreaming is a central activity) is negatively related to high school students’ psychological well-being

A

f positively

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55
Q

… exert a far greater influence on adolescent development than do any of the media about which they are often so alarmed.

A

parents themselves

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56
Q

why little cause effect with media adol studies

A

because adolescents choose the media to which they are exposed, it is very difficult to demonstrate that adolescents are actually affected by what they see and hear

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57
Q

the vast majority of teenagers use the Internet in ways that are not only benign, but similar to their parents: ..3

A

to stay in touch with friends, to download and enjoy popular entertainment, and to keep up with the world around them.

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58
Q

although adults believe that the mass media have a uniformly negative effect on adolescents’ behavior, studies show that … affect their media use more than vice-versa.

A

adolescents’ interests

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59
Q

how does the wage differ for those who have a uni edu vs not differ?

A

the gap is getting smaller in Canada not in the US widening in

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60
Q

in the 16s and 70s what was the wage gap like in the US

A

not big! 7-8ooo dollar difference

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61
Q

what led to rise Adolescents’ Free Time in Contemporary Society

A

compulsory schooling and affluence

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62
Q

4 main things adol spend their time doing

A

work academics, social time, screen time
Wolf, S., Aber, J. L., & Morris, P. A. (2015). Patterns of time use among low-income urban minority adolescents and associations with academic outcomes and problem behaviors. Journal of youth and adolescence,

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63
Q

how much variability in how adol spend free time

A

a lot! Wolf study shows how they do is related to functioning

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64
Q

what was wolfs study

A

urban minority youth (African latino
those who spend free time academically perform better ac and less risky behaviours compared to those who spend it with social acitvites= highest risky behaviours lowest academic outcomes

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65
Q

wolf: are there Well-rounded adolescents? is focusing on single activity better?

A

yes! dabble in many things

better functioning= adaptive, organization commitment to Dif things

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66
Q

wolf: adol who are …. are better adjusted and more accomplishments

A

busier

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67
Q

wolf: problem with study?

A

chicken egg?

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68
Q

today the majority of highshool students work a job after school before they grad

A

t

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69
Q

proportion of high school students who work during school year is increasing

A

f declining

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70
Q

The Rise and Fall of the Student Worker: before 1925?

A

Before 1925, most entered the workforce by 15 years of age. (you were a student or a worker not both)

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71
Q

The Rise and Fall of the Student Worker: what led to shift to edu

A

Compulsory education laws and child labor laws: • Restricted adolescents’ work opportunities.
• Decline in adolescent student workers (didn’t drop out to work due to economic changes)

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72
Q

The Rise and Fall of the Student Worker: Second half of 20th century

A

retail and service industries
return to of adolescence to work force
part time, short work shifts for low wage

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73
Q

The Rise and Fall of the Student Worker: why current declines in work? 3

A
  • High school commitments
  • Economy (recession)
  • Technological advances (gave youth leisure time)
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74
Q

The Rise and Fall of the Student Worker: is the current decline in adol worker happening universally?

A

student employment varies in other countries

student employment not common in Japan

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75
Q

McCreary Adolescent Health Survey: how many adol work during school year?

A

1/3rd work paid job during school year but lower than a decade earlier

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76
Q

McCreary Adolescent Health Survey: age Dif in employment?

A

more work and more likely to be employed when older (over 20 hours a week in older youth)

77
Q

• Why is employment important to researchers? 3 big qs

A
  1. does it help them develop responsibility= prep for adulthood
  2. does it interfere with other things in life like school
  3. does it promote undesirable behaviours e.g. alc use
78
Q

• Why is employment important to researchers? 3 big qs

A
  1. does it help them develop responsibility= prep for adulthood
  2. does it interfere with other things in life like school
  3. does it promote undesirable behaviours e.g. alc use
79
Q

Popular belief that working helps youth build character, teaches them about the real world, and prepares them for adulthood.

A

f adol spend earnings on clothing media cars not on edu or family costs
cynicism of value of hard work

80
Q

employment Opportunities to learn how to manage a budget?

A

f

81
Q

having more income than one can manage maturely :T

A

Premature affluence

82
Q

those who use cannabis work more

A

t

83
Q

Drawbacks of most jobs during adolescence

A

the jobs they get don’t promote development monotonous or stressful, nlack of meaningful contact with adults or op for skills

84
Q

adol Overall impression of employment ?

A

positive = sense of autonomy

85
Q

employment impact on maturity

A

Impact on immaturity can vary= depends on nature of ones job
if given responsibility, challenged, using skills= positive impact
repetitive, stressful= little gain

86
Q

working long hours has what impact on the youth

A

impact on school absences , peers etc, less extracurricular less time on HW, don’t enjoy school, lower grades, choose less challenging courses (engagement and performance)

87
Q

issue of youth employment is Issue is …. not …

A

how many hours an adolescent works, not whether an adolescent has a job.

88
Q

how much work is too much

A

Working 20+ hours/week

89
Q

Intensive part-time employment may even increase likelihood of dropping out of school. why

A

t

90
Q

McCreary Adolescent Health Survey: how many youth in BC

A

30 000

91
Q

McCreary Adolescent Health Survey: what did more work increase risk for

A

more likely to have been seriously injured at work
less connected to school
skip classes

92
Q

McCreary Adolescent Health Survey: are adol Work out of necessity 2 stats as proof

A

• Refugee youth more likely to work over 20 hours or more (20% of refugees vs 8% white youth)
• low SES (ones who reported hunger work excess (18% vs 8%)
= might have to!

93
Q

McCreary Adolescent Health Survey: impact on health

A

poorer health habits- more smoking and vaping (maybe because they can afford it)
poorer nutrition= ate less meals and more fast-food and drink pop

94
Q

SLIDES ON LESISURE

A

…

95
Q

how do adol spend most of their waking hours

A

Adolescents most of their waking hours in leisure activities. (about half)

96
Q

leisure time impact on mood?

A

because they get to choose them= better mood than in school or work

97
Q

Difficult to study adolescents moods. why

A

Individuals’ emotions change throughout the day.

98
Q

how do researchers counter for Individuals’ emotions change throughout the day.

A

Experience Sampling Method

99
Q

ESM is what kind of research method

A

longitudinal

100
Q

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience: ESM STUDY what did they find for when their moods most positive when worst mood

A

with friends

more negative when alone

101
Q

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience: how much concentration and interest across school, sports, or social time

A

moderate concentration in school low levels of interest
with friends low concentration moderate levels of motivation and interest
sports arts, hobby: high on both

102
Q

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience: T: high on both concentration and interest

A

flow= present and in the moment

associated with huge elevations in mood

103
Q

ESM don’t use pagers anymore now they use

A

smartphones

104
Q

how many youth participate in extracurricular

A

2/3rds

105
Q

most popular extracurriculars ?

A

School-sponsored, organized activity.

• Athletics most popular.

106
Q

other popular extracurricular ?

A

music (band, chorus, orchestra, glee club)
• drama
• academic (science club, language clubs)

107
Q

who participates in extracurricular more 5

A

students who earn higher grades, from high SES, attend small schools and from smaller communities= more

108
Q

McCreary Adolescent Health Survey: how much extracurricular in BC

A

Most youth (92%) participated in at least one (sports most common)

109
Q

McCreary Adolescent Health Survey: how has extracurricular changed from 2003 to 2018

A

Overall, slight decline in organized and informal sports between 2003 and 2018. (representative of overall decline)

110
Q

how many BC youth meet Canadian Physical Activity Guidelines.

A

17% of BC youth meet these guidelines

111
Q

Canadian Physical Activity Guidelines.

A

1 hour of moderate to vigorous physical activity everyday

112
Q

barrier to meeting physical activity guidelines and extracurricular

A

Variability in barriers but most say they are too busy (50% say this) followed by reasons like $ and transport lastly bullying

113
Q

McCreary Adolescent Health Survey …% at least activities are meaningful

A

70

114
Q

McCreary Adolescent Health Survey

why important to find meaning in activities 2

A
  • Protect against suicidal thoughts

* Overall better mental health (MH)

115
Q

McCreary Adolesce

• Youth born outside Canada feel less connected to activities = …

A

poorer MH

116
Q

Impact of Extracurricular Participation: Structured Leisure Time how does this impact compared to impact of work

A

reverse effect: Impact on performance in school, delinquency, risk taking.
Psychological well-being and social status.

117
Q

Impact of Extracurricular Participation: Structured Leisure Time when are the benefits felt

A

into adulthood

118
Q

why would extracurric contribute to future academic success

A

strengthen connections to schools

119
Q

why extracurricular have positive impact

A

• Impact on relationships with school members and teachers= reinforce value of school

120
Q

dark side of participation in extracurricular

A

sports and problem behaviours= pressure= stress, coach abuse (variable response)

121
Q

how does unstructured leisure time compare to structured impact youth

A

reverse of structured

122
Q

why negative impacts of unstructured leisure time

A

lack of structure and supervision can promote problem behaviours

123
Q

T: lack of structure and supervision can promote problem behaviours

A

routine activity theory

124
Q

because parents of adol are often employed the prime time for unstructured leisure time is …

A

after school

125
Q

Variability in effects on risk from unstructured activities depends on..2

A 
depends on context: neighbourhood 
parental monitoring (parents know what doing who with)
126
Q

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up
effects: what are his five Cs that promote positive youth development

A 
Competence 
Confidence 
Character
Connection 
Compassion/ caring = associated with most positive developmental outcomes focus on strengths not weaknesses
127
Q

experts have called for better and more readily available …

A

after-school programming for adolescents

128
Q

focus of after school programs should be …

A

Well-designed programs based on research on positive youth development not just preventing from being in trouble

129
Q

success of after school programs relates to extent to which participants are..

A

placed in demanding roles, met with high expectations
and expected to take responsibility for their behaviour, consequences of failing to do these things= social responsibility

130
Q

why is social responsibility so important in after school programs

A

shows them the impact their behaviours have on others

131
Q

MEDIA LECTURE….

A

…

132
Q

what is the new digital meaning

A

internet social media ect (computers, smart phone= digital media)

133
Q

We live in a “media-saturated”

society. how many Canadians use the Internet daily

A

91%

134
Q

what age groups uses internet more

A

16-21 (9hours a day using 1+media)

135
Q

McCreary Adolescent Health Survey what do younger vs older youth use media for

A

older social media, listening to music, watching shows

younger play games

136
Q

Adolescents, Media, and the Internet impact on mental health

A

relationship depends on the amount of time on device = Variability in research

137
Q

Riehm, K. E., Feder, K. A., Tormohlen, K. N., Crum, R. M., Young, A. S., Green, K. M., … & Mojtabai, R. (2019). Associations between time spent using social media and internalizing and externalizing problems among US youth: what did they find

A

those who use for 3 hours plus are at higher risk for mental health problems= internalizing problems (time matters)

138
Q

impact of internet on cognitive development ?

A

not sure

139
Q

what is the link between adol mental health and internet use

A

time= Displacing other activities (sleep, physical activity= lower health)

140
Q

positive role of internet for adol

A

Maybe useful for education e.g., healthy behaviors such as safe sex.

141
Q

worries playing violent video-games and internet corrupting the mind are hard to empirically evaluate why

A

many different ways of impacting

142
Q

Several theories of impact internet has on adol through different mechanisms: what are 3

A
  1. cultivation theory
  2. By use and gratification
  3. • media practice model
143
Q

what is cultivation theory

A

influenced by the content they are exposed to= e.g. learn how to treat others through TV show

144
Q

By use and gratification theory

A

they choose media they are exposed to e.g. aggressive adol are drawn to aggressive media

145
Q

• media practice model theory of impact

A

Reciprocal (choose what exposed to and then interpret and influenced by those things

146
Q

The different mechanisms theories for how media influences increase likelihood of impact but differ with respect to …4

A

causation, correlation, reverse and spurious causation (hard to distinguish cause and effect!)

147
Q

explain hypothesized causation, reverse causation and spurious causation with beer football example

A
  1. hyp watching beer com causes beer drinking
  2. reverse= beer drinking causes watching beer commercials
  3. spur= liking football causes both watching beer com and drinking beer
148
Q

More than …% of all shows popular among youth contain sexual content.

A

70

149
Q

what message that youth are especially susceptible.

A

Most common sexual messages concern men seeing women as sex objects

150
Q

problem with sex messages

A

sex has physical consequences Relative absence of messages concerning the possible physical consequences of sex.

151
Q

Whether (and to what extent) exposure to sexual media affects adolescents’ sexual development is determined. what is it

A

f is controversial.

152
Q

what is the Effects of sexual media on sexual development?

A

unsure

153
Q

what has been proven about impact of exposure to ocntrivercial media

A

media linked to body image= body dissatisfaction

Effects on attitudes and beliefs

154
Q

who experiences body dissatisfaction in response to thin ideals

A

vulnerable adol

155
Q

Stice, E., Spangler, D., & Agras, W. S. (2001). method

A

subscription to fashion magazine and another group that didn’t

156
Q

results of Stice, E., Spangler, D., & Agras, W. S. (2001). study

A

only an effect on dieting patterns body dissatisfaction and bulimia for vulnerable girls= poor social support, poor body dis to begin with

157
Q

Adolescents’ Exposure to Controversial Media Content: Body Image what is the direction of influence

A

time on social media increase body image concerns

158
Q

de Vries, D. A., Peter, J., de Graaf, H., & Nikken, P. (2016).
time on social media increase body image concerns what is their hypothesized mechanism mechanism

A

link between social media and body dis= friends as the mediator

159
Q

de Vries findings

A

increase in social media correlated with increased body dissatisfaction
increase in social media correlated with increase in peer appearance related feedback reception (friends criticism, dieting advice ect)

160
Q

de Vries: what happened when increased appearance related feedback

A

could not predict body dis alone
social media does increase how you receive this feedback but it doesn’t explain why social media impacts body image = don’t know what the link is

161
Q

de Vries, D. A., Peter, J., de Graaf, H., & Nikken, P. (2016) a different mediating variable test?

A

relationship with mom and dad = family (moderated or buffered)
adolescents’ social network site use, peer appearance-related feedback, and body dissatisfaction: Testing a mediation model.

162
Q

de Vries, D. A., Peter, J., de Graaf, H., & Nikken, P. (2016) findings family

A

mothers but not fathers buffer relationship (adol with supportive mothers less likely to have body dis regardless of social media use

163
Q

what mediates link between social media and body dis

A

family (rel with mother)

164
Q

Adolescents who spend a lot of time playing video games have what problems 2

A

get into more fights and arguments than do their peers. BUT chicken egg Difficult to determine causation

165
Q

has a causal link been found between video games and aggressive acts

A

no

166
Q

is there any causal link between media violence and aggression

A

Repeated exposure to violent imagery (in general) on TV leads to aggressive behaviours in youth

167
Q

why exposure to aggressive imagery related to aggressive behaviour

A

(modelling)

168
Q

Alcohol, tobacco, or illicit drugs are present how many shows, movies, and music videos.

A

3/4

169
Q

any influence on smoking

A

Modeling of risky habits e.g., smoking youth more likely to smoke if fav TV star is a smoker

170
Q

ads for illicit drugs but not as for drug prevention have an influence on youth

A

Ads promoting alcohol and tobacco use, as well as antismoking ads, may change teenagers’ attitudes

171
Q

do drug attitudes change behaviour

A

Not clear whether they change behavior.

172
Q

6 symptoms of internet addiction

A

salience, mood change, tolerance, withdrawal, conflict, and relapse and reinstatement.

173
Q

what does salience mean

A

perception that being online is most important thing to you

174
Q

internet use is never pathological

A

f internet addiction

175
Q

do youth who are dep turn to internet or other way around

A

unsure

176
Q

Holfeld, B., & Sukhawathanakul, P. (2017).: what were they looking at

A

Associations between internet attachment, cyber victimization, and internalizing symptoms among adolescents

177
Q

cyberbullying more prevalent than traditional bullying today

A

f Less prevalent than traditional – more an extension of relational aggression

178
Q

Holfeld, B., & Sukhawathanakul, P. (2017 Problematic reliance on social media and internet linked with
…4

A

depressive and anxious symptoms (dependence & addiction).

179
Q

Holfeld, B., & Sukhawathanakul, P. (2017• Being the victim of cyberbullying reduce reliance on internet

A

f if cyberbullied exhaserbate dependancy on internet and link to internalizing symptoms is stronger

180
Q

Holfeld, B., & Sukhawathanakul, P. (2017: why cyberbullied victims spend more time online

A

if you spend all you time online place greater value on online presence= becomes apart of self concept= cyberbully tarnish self concept= internalizing disorder

181
Q

Holfeld youth who spend more time on internet more likely to report depressive symptoms because…

A

more prone to experience cybervictimization

182
Q

why does internet attachment cause internalizing disorders according to Holfeld

A

cyberbullying mediating variable

183
Q

Holfeld a lot of the link between cybervictimization and internalizing disorders can be explained by…

A

being dependant on the internet

184
Q

how many sext according to McCreary Adolescent Health Survey

A

About 5% of BC youth reported sexting on their most recent school day

185
Q

younger youth more likely to sext

A

f older youth

186
Q

…% used their device to watch pornography

A

12

187
Q

link between sexting and porn ?

A

yes increase likelihood

188
Q

McCreary Adolescent Health Survey: Sexting and safety riskis there a safety risk to sexting

A

yes more likely to say they met someone online who made them feel unsafe= make vulnerable to being sexually targeted online

336 (13 decks)

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