Investigations & Intelligence
Week 6
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Learning Objectives
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Role Definitions
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Investigations
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Content Moderation�vs�Investigations
Both part of Trust & Safety team
Content moderation detects, labels, and removes content
Investigations seeks to uncover networks and patterns and shapes the work of content moderation teams
Different workflows and skill sets
Source: Trust & Safety Professional Association
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Intelligence
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Job Titles
Other specific roles also commonly seen:
Child Safety Investigator
Fraud Analyst
Payment Abuse Analyst
Counterterrorism Analyst
Information Integrity Analyst
In general: Analyst, Investigator, Investigations Analyst, Abuse Analyst
Individual contributors (ICs) may be generalists or subject matter experts (SMEs) in topics/verticals
Source: Trust & Safety Professional Association
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Threat Intelligence Lifecycle
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Lifecycle
Planning
Collection
Exploitation
Analysis
Dissemination
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
WHO
WHAT
WHERE
WHEN
WHY
HOW
Methodology
Motivation/Purpose
Length/Timing
Location
Abuse/Crime
Victim/Actor
5Ws+H Investigation Framework
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
How Actors Differ
Actors differ by skill/ability level, motivation, targets (size and type), and funding/support
Some actors want secrets to then use or provide to other teams in their organization/government to use while others seek funds or data they can sell for funds and still others seek revenge
Some actors want recognition for their conquers, while others want the opposite—to not have their name attached so less is known about their organization
Some actors act alone while others have very organized teams assigned to specific goals
Attribution Differences
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Organized (Financial) Cybercrime Gangs
Ability Level: High level of hacking and malware skills with organized structure
Motivation: disruption and financial gain directly from the hack or from reselling data
Targets: Large corporations with some focus on retail, banking, healthcare, or larger financial teams
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Nation State Groups
Ability Level: High level of hacking, malware, programming, and reconnaissance skills well supported by funds and training from their government
Motivation: disruption, data or knowledge theft, fundraising
Targets: Critical infrastructure, military, government and contractors, political organizations
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Risk Mitigation
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Risk Mitigation
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Process
Identification of abuse lead
Assessment of case and damage potential
Review of possible actions
Recommendation of next steps
Investigations and intelligence may be combined across all topics or combined into focused verticals
Source: Trust & Safety Professional Association
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium
Case Example
CJ407/CJ507 Digital Safety © The University of Alabama at Birmingham / Trust and Safety Teaching Consortium