Elliston Berry, a teenager who was targeted at the age of 14 by a classmate who created and shared explicit deepfake images of her, has developed an online training program to combat the abuse of deepfake technology. This initiative aims to educate students, parents, and educators about recognizing AI-generated fake images and understanding issues related to sextortion—a form of blackmail where victims are coerced into sharing explicit photos under threat of exposure.

The course lasts approximately 17 minutes and provides essential information on how artificial intelligence tools are used to create sexualized fake images. It also outlines legal rights, reporting procedures, and resources available for victims, including organizations like RAINN (Rape, Abuse & Incest National Network). Research indicates that one in eight U.S. teenagers knows someone affected by non-consensual fake images.

Despite the existence of legal protections established by the Take It Down Act—signed into law by former President Donald Trump—which mandates social media platforms to remove harmful images within 48 hours upon notification, awareness among school officials remains limited. Berry faced a lengthy nine-month process to have her own images taken down.

The training program is offered free of charge as a proactive measure against this growing issue. Brian Long, CEO of Adaptive Security, emphasized the importance of educating both potential victims and perpetrators about the serious nature of these crimes. The initiative seeks not only to assist potential victims but also to raise awareness among young people regarding these threats as access to AI tools becomes more widespread. Schools are encouraged to adopt this training program in order to protect students from potential harm related to deepfakes and online abuse.

Original Sources: 1, 2, 3, 4, 5, 6, 7, 8 (rainn) (harassment) (sextortion) (blackmail) (entitlement) (feminism) (mgtow)

The article about Elliston Berry's online training program provides several points of value, but it also has areas that could be improved for greater usability and depth.

First, in terms of actionable information, the article does offer clear steps through the training course that educates students, parents, and teachers on recognizing deepfake technology and understanding sextortion. It mentions resources from organizations like RAINN and outlines legal consequences under the Take It Down Act. However, while these references are useful, they lack specific instructions on how to access these resources or what steps to take if someone finds themselves a victim of such harassment. This limits immediate actionability for readers.

Regarding educational depth, the article touches on significant issues surrounding deepfakes and sextortion but does not delve deeply into the causes or systems behind these phenomena. While it mentions statistics about teenagers affected by fake nude images, it does not explain why this is happening or how deepfake technology works in detail. This leaves readers with surface-level knowledge rather than a comprehensive understanding of the topic.

In terms of personal relevance, the information is highly pertinent to teenagers and their guardians as it addresses safety concerns related to digital harassment and exploitation. The mention of legal frameworks adds a layer of importance for those who may need to understand their rights in such situations.

The public service function is evident as the article aims to raise awareness about serious crimes associated with digital abuse. However, it could enhance its impact by providing more concrete guidance on what individuals can do if they encounter such issues or how they can protect themselves proactively.

When evaluating practical advice given in the article, while there are some suggestions regarding education and awareness through Berry's course being offered for free, there are no specific tips or strategies that an ordinary reader can easily implement immediately. This vagueness diminishes its practical utility.

As for long-term impact, educating young people about recognizing AI-generated images can certainly help them make safer choices online moving forward. However, without ongoing support or resources outlined beyond this initial course offering, it's unclear how lasting this impact will be.

Emotionally and psychologically speaking, while the story highlights a serious issue that could invoke fear or concern among readers—especially parents—it lacks reassurance or constructive coping mechanisms for those affected by similar experiences. It primarily recounts Berry’s traumatic experience without providing emotional support strategies for victims.

There is no indication that clickbait language was used; however, certain phrases might seem sensationalized without delivering substantial content behind them.

Lastly, missed opportunities include failing to provide detailed examples of what constitutes deepfake content versus legitimate images or offering guidance on evaluating sources before sharing personal information online. Readers could benefit from learning basic safety practices like scrutinizing unfamiliar accounts before engaging with them online or discussing privacy settings with trusted adults regularly.

To add real value beyond what was provided in the original article: individuals should consider implementing proactive measures such as regularly reviewing privacy settings on social media platforms to limit exposure; discussing potential risks associated with sharing personal images; educating themselves about digital literacy; seeking out local workshops focused on internet safety; encouraging open conversations within families about consent and boundaries regarding image sharing; and staying informed through reputable news sources regarding emerging technologies like AI-generated content which may affect their lives directly. These steps can empower individuals to navigate their digital environments more safely while fostering ongoing discussions around these critical issues.

Elliston Berry's experience is described as "traumatic," which evokes strong feelings about her situation. This word choice emphasizes the severity of her experience and aims to generate sympathy from the reader. By using such emotionally charged language, the text encourages readers to view Berry as a victim deserving of support, potentially overshadowing other perspectives on deepfake technology and its implications.

The phrase "combatting the abuse of deepfake technology" suggests that this technology is primarily harmful and used for malicious purposes. This framing can lead readers to believe that all uses of deepfake technology are negative without acknowledging any potential positive applications. The wording creates a bias against the technology itself rather than focusing on responsible usage or regulation.

The text states that "one in eight U.S. teenagers knows someone affected by fake nude images," presenting this statistic as alarming. The use of "alarming" implies a sense of urgency and danger, which may exaggerate the situation without providing context about how widespread these incidents truly are or what measures are being taken to address them. This choice of words can create fear rather than an informed understanding.

When discussing resources for help, the text mentions organizations like RAINN but does not provide details on how effective these organizations are in addressing issues related to deepfakes or sextortion. By only naming these organizations without evidence of their impact, it may mislead readers into thinking that simply having resources available is sufficient for solving complex problems like harassment and blackmail.

Brian Long's emphasis on educating both potential victims and perpetrators suggests a balanced approach but could imply that perpetrators might be misunderstood or need more education rather than facing consequences for their actions. This wording risks downplaying the seriousness of crimes committed through deepfake technology by suggesting education alone could mitigate harm instead of emphasizing accountability.

The course is described as being offered "for free" to schools and parents, which positions it positively as a generous act aimed at helping others. However, this phrasing does not address who funds this program or if there are any hidden costs associated with it later on. By highlighting its free nature without further context, it creates an impression that there are no strings attached when there might be underlying financial interests involved.

Berry's lengthy nine-month process to have her own images taken down illustrates how difficult it can be for victims to seek justice online. However, this detail may unintentionally suggest that similar cases will also take an equally long time without offering information about improvements in processes since then or ongoing efforts to streamline removals. This can foster hopelessness among victims who might feel discouraged from seeking help based on Berry’s experience alone.

The mention of legal consequences under the Take It Down Act frames social media platforms as having a responsibility to act quickly against harmful content once notified. While this sounds positive, it does not discuss whether platforms consistently comply with these regulations or what happens when they fail to do so effectively. This omission could lead readers to believe that legal frameworks alone guarantee swift action against abuse when real-world enforcement may vary significantly.

Overall, while discussing serious issues around harassment and digital safety, certain phrases used throughout create emotional responses or imply biases toward specific technologies and solutions without fully exploring all sides involved in these complex situations.

The text conveys a range of meaningful emotions that contribute to its overall message about the dangers of deepfake technology and the importance of education in preventing abuse. One prominent emotion is sadness, which is evident when it describes Elliston Berry's traumatic experience of being targeted with fake explicit images at just 14 years old. This sadness is strong and serves to evoke sympathy from the reader, highlighting the serious impact that such harassment can have on young individuals. By sharing her personal story, Berry not only illustrates her pain but also underscores the urgency of addressing this issue so that others do not suffer similarly.

Another significant emotion present in the text is fear, particularly related to the rise in incidents involving sextortion and fake images. The statistic stating that one in eight U.S. teenagers knows someone affected by this issue amplifies this fear, making it clear that these problems are widespread and affect many young people directly or indirectly. This fear serves to alert readers about the potential dangers lurking online, encouraging them to take action by engaging with Berry's training program.

Pride emerges through Berry’s initiative to create an educational course aimed at combating these issues. Her determination to ensure other young people are protected reflects a sense of empowerment and resilience. This pride not only highlights her strength but also inspires trust in her efforts as she positions herself as a knowledgeable advocate for change.

The writer employs various emotional tools throughout the text to enhance its persuasive power. For instance, storytelling plays a crucial role; by recounting Berry’s personal experience with harassment, readers can connect emotionally with her plight, making them more likely to empathize with her mission. The use of specific phrases like "traumatic experience" and "lengthy nine-month process" adds weight to her struggle and emphasizes how difficult it can be for victims seeking justice or resolution.

Additionally, repetition is subtly employed when discussing both education about recognizing AI-generated images and understanding sextortion issues; this reinforces their importance while driving home a sense of urgency around these topics. By framing these subjects as critical areas for awareness among students, parents, and teachers alike, the writer effectively guides readers toward recognizing their responsibility in addressing such challenges.

Overall, these emotional elements work together to create a compelling narrative that encourages readers not only to feel sympathy for victims like Berry but also motivates them toward proactive engagement against deepfake technology abuse. The combination of sadness for those affected by such crimes and pride in taking action fosters an environment where awareness leads directly into advocacy—ultimately shaping public opinion on necessary preventive measures against digital harassment.