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E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
E  safety training for lewisham arts and education network by stephen carrick-davies sept 2013
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E safety training for lewisham arts and education network by stephen carrick-davies sept 2013

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E-safety presentation for Lewisham Arts Network staff as an introduction to social media and e-safety.

E-safety presentation for Lewisham Arts Network staff as an introduction to social media and e-safety.

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  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies Parents: What is different about cyberbullying ? – form of bullying but some important things which are different Do parents recognise it and respond ? – knowing the key message to tell children. Seeing part of the whole school community. – if your Do they know what they can do once it has happened ? - know who to report –school,industry or police, Children and Young people are seeking validation, they are venting their frustrating, they are pulling pranks, getting even, impersonating, showing off, defaming bullying – no change there then !
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies Parents: What is different about cyberbullying ? – form of bullying but some important things which are different Do parents recognise it and respond ? – knowing the key message to tell children. Seeing part of the whole school community. – if your Do they know what they can do once it has happened ? - know who to report –school,industry or police, Children and Young people are seeking validation, they are venting their frustrating, they are pulling pranks, getting even, impersonating, showing off, defaming bullying – no change there then !
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies Parents: What is different about cyberbullying ? – form of bullying but some important things which are different Do parents recognise it and respond ? – knowing the key message to tell children. Seeing part of the whole school community. – if your Do they know what they can do once it has happened ? - know who to report –school,industry or police, Children and Young people are seeking validation, they are venting their frustrating, they are pulling pranks, getting even, impersonating, showing off, defaming bullying – no change there then !
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies Parents: What is different about cyberbullying ? – form of bullying but some important things which are different Do parents recognise it and respond ? – knowing the key message to tell children. Seeing part of the whole school community. – if your Do they know what they can do once it has happened ? - know who to report –school,industry or police, Children and Young people are seeking validation, they are venting their frustrating, they are pulling pranks, getting even, impersonating, showing off, defaming bullying – no change there then !
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies Parents: What is different about cyberbullying ? – form of bullying but some important things which are different Do parents recognise it and respond ? – knowing the key message to tell children. Seeing part of the whole school community. – if your Do they know what they can do once it has happened ? - know who to report –school,industry or police, Children and Young people are seeking validation, they are venting their frustrating, they are pulling pranks, getting even, impersonating, showing off, defaming bullying – no change there then !
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies Whenever I start talking about Childnet’s work I start with this picture. They say a picture speaks a thousand words. This is Tomison Adeloye – a friend of mine. I took this picture of him to illustrate just what it is that children access when going online – The whole world – the positive as well as the potentially harmful. There’s a further point to this picture in that Tomi is deaf. As he told me when I took this photo of him – no-one knows you are deaf on the Internet ! – he uses the same method of communicating – his fingers. – Again this is a powerful reminder that Children don’t really know who they are talking to on line. <Advance> Of course with mobile technology the Internet is now not just in our hands but in our pockets ! As you are seeing in Japan, children are able to access sites such as dating agency sites from their internet enabled phones . I read last week that the National Police Agency here want to ban anyone under 18 from accessing dating sties and we are facing similar calls in the UK and I’ll say something about this later. However, before we talk about the present and the future and the challenges and opportunities I want to go back to one of the founders of the Internet – Tim Berners Lee – generally credited for inventing the WWW. In his book “weaving the web he says”
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies "The web is more a social creation than a technical one. I designed it for social effect - to help people work together - and not as a technical toy. The ultimate goal of the web is to support and improve our weblike existence in the world...... We have to ensure that the society we build with the web is the sort we intend.” This is one of the motivations behind our work. Childnet is not first and foremost a technology charity, we don’t have too many techies on staff. We are motivated to ensure that children benefit from the net – that the future society is one in which the net is used positively to benefit children and that their rights are protected and promoted online. I am sure that many of you here today are committed to this ideal and want to ensure that our future society is shaped by positive applications of the net.
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies
  • Transcript

    • 1. SOCIAL MEDIA, YOUNG PEOPLE AND E- SAFETY LEWISHAM EDUCATION ARTS NETWORK
    • 2. Introductions Stephen Carrick-Davies • Ten years at Childnet International • Now an Independent Trainer/ Social Entrepreneur /Parent/Learner ..... But what about you ? ......
    • 3. I have a Facebook Account with over 250 Friends. Name ............................. I use Farmville on my Facebook page. Name ............................. I don’t have a Facebook account and don’t particularly want one. Name............................. . I use my SMART phone for e-mail. Name ............................. I use SMART phone just for Text messages. Name.............................. I don’t have a SMART phone and don’t want one ! Name............................. . My children know more than me about the Internet. Name............................. My pet knows more than me about the internet! Name.............................. I know more about the internet than my children. Name............................. . I came on this course because I feel like I’m being left behind. Name............................ I came because my manager thought it would help me ! Name ............................. I came on this course because I’m concerned about children’s welfare Name............................. . Find people in this room who can answer yes to these statements. If someone says no move on and speak to a different person ! When you have written one person’s name in each box shout “BINGO!”
    • 4. What are your expectations and training needs ?
    • 5. Risk Reputation The 3 Rs of digital literacy Responsibility Our safety, conduct & risky behaviours Our privacy, security settings and our peer group Our leadership, ethical code and resilience
    • 6. Structure and aims of training Part I “Understanding” the new Reality !  Overview of ‘Social Media’ and web 2.0  How technology is changing, and being changed  Why the positive appeal for children Coffee break -------------------------------------------------------------------------------------------------------- Part II Understanding the Risks  Overview of online risks for young people  Specific challenges for Lewisham Staff  Where we are vulnerable (privacy settings)  Case study to help us to see responses Lunch -------------------------------------------------------------------------------------------------------------------------------------- Part III Understanding our Responsibilities  What does OFSTED say ?  Keeping professional in personal spaces.  Prevention & Response strategies All through a mixture of slides, quotes, case studies, films, small group exercises, Q&A, and links to practical resources. REFLECT & THINK FACE- UP & BE CHALLENGED INSPIRED & EQUIPPED
    • 7. By the end of this training you should have: A better understanding and “feel” for the way YP use the internet and social media. Enthused about the positive opportunities for them. Understand the risks esp for vulnerable children Know what to do if there is a problem Gained understanding on how to update your safeguarding policies to reflect e-safety. + Had the opportunity to ask questions know where to go for resources EG 
    • 8. Vodafone’s Digital Parenting Magazine - E-version at http://asp-gb.secure-zone.net/v2/index.jsp?id=727/899/7415&lng=en See pages 106- 107 in Vodafone’s Digital Parenting magazine
    • 9. PART 1 Understanding this new reality
    • 10. “Everything that’s already in the world when you’re born is just normal. Douglas Adams How to stop worrying and learn to love the internet 1999 Anything that gets invented between then and before you turn thirty is incredibly exciting and with any luck you can make a career out of it. Anything that gets invented after you’re thirty is against the natural order of things and the beginning of the end of civilisation as we know it… …until it’s been around for about ten years ….when it gradually turns out to be alright really.” 
    • 11. On a scale of 1- 10 rank yourself as to how confident you are using social media. 1 ----------------------5----------------------10 “What’s a mouse?” “I taught Mark Zuckerberg all he knows” Do the YP you work with use Social Media or Mobiles in any activity you are responsible for ?
    • 12. What does the internet, social media and mobile technology give to young people ? Turn to your neighbour GROUP EXERCISE
    • 13. AMPLIFIER (gives children a voice) ANONYMITY ALWAYS ON AWAY FROM SUPERVISION ACCEPTANCE - IDENTITY & STATUS ACCESS THE WORLD ACTIVE NOT PASSIVE MEDIUM ADDICTIVE (?) “If you took away my mobile phone you would take away a part of me” The child’s online world real
    • 14. Play film “I have over 120 people on my BBM but I deleted like 30 on Saturday cause I was angry and they pissed me off so I just deleted them. Since I’ve had my BlackBerry only 2 people have deleted me.” Student from Pupil Referral Unit What is this world like for vulnerable YP ?real Film at www.carrick-davies.com/research/films
    • 15. What was the greatest fear for the yp in the film ? Turn to your neighbour How did it had got out of control ? What would you do next if you were in that position ? GROUP EXERCISE
    • 16. Check out this video overview at http://www.youtube.com/watch?v=x0EnhXn5boM
    • 17. SMART PENS – the latest ‘Internet of Things’
    • 18. AGE RESTRICTIONS
    • 19. Social location APPLICATIONS Huge range of apps NEWS FEEDS “boast by post” MESSAGES Superseding E-mail WHO’S ONLINE Know who is online now! PHOTOS/TAGS Comment and Tag photos face recognition LIVE CHAT Superseding IM FRIENDS Find, link, be in constant contact + on your mobile VIDEO link and embed Events/ Groups ALL FOR FREE …… BUT ….WHAT PRICE IS FREE ? TIME LINE
    • 20. Facebook Timeline Re-check your privacy settings using ‘View As’ function Searchable by years The importance of privacy settings 31% of 12-15 year olds don’t use privacy settings on their social networking profiles – Ofcom Media literacy Report 2009 Check regularly because the settings change
    • 21. • Searching for yourself – example
    • 22. BUT ... Remember privacy options and controls change frequently! See pages 106- 107 in Vodafone’s Digital Parenting magazine
    • 23. A word about BBM • Be careful with your BBM PIN • Be careful of ‘Screen Munching’ • Use the tools – like delete contact and block future requests. • Make sure your blackberry has a password See www.carrick-davies.com for film and tutorial. (bottom of the page)
    • 24. See pages 54 – 59 in Vodafone’s Digital Parenting magazine
    • 25. A word about games • The ratings are there for a reason. • Anyone who sells a designated 12+ title to younger children will face fines of up to £5,000 /jail. • Recognise the ‘compulsion’ issues. • Younger siblings and friends. • Misogynistic messages and casual cruelty.
    • 26. Let’s break for coffee 15 minutes
    • 27. Understanding the risks (not the same thing as harm!) PART II
    • 28. What would Gandhi have done if he had a FACEBOOK account ? All technology is neutral
    • 29. Our perception of danger Most abuse takes place in the context of a family or close relative.
    • 30. UPLOADED (captured) MUNCHED FORWARDED COMMENTED ON COPIED STORED MORPHED/ CHANGED LIE DORMANT AMPLIFIED RE- BROADCAST An incubator ? What terms do we use to explain this space ?
    • 31. What do you think about this description of the Internet ? Feedback What sort of things could be hatched ? GROUP EXERCISE
    • 32. Classifying the risks to children online CONTENT CONTACT CONDUCT Commercial Aggressive Sexual Values Adverts Spam Sponsorship Personal info Violent and hateful content Pornographic unwelcome sexual content Bias Racist Misleading info or advice Tracking Harvesting Personal info Being bullied harassed or stalked Meeting strangers Being groomed Self harm Unwelcome persuasions Illegal downloading Hacking Gambling Financial scams Terrorism Bullying or harassing another Creating and uploading inappropriate material Providing misleading info/advice Original 3 Cs Classification by ‘EU Kids’ online project Child as Recipient Child as Participant Child as Actor
    • 33. Contact www.ceop.gov.uk if you have concerns about inappropriate communication from an adult to a minor. CONTENT Child as Recipient CONTACT Child as Participant CONDUCT Child as Actor Commercial Aggressive Sexual Values Pornographic unwelcome sexual content Meeting strangers Being groomed Creating and uploading inappropriate material Online grooming is a criminal offence “One-third of those who sexually abuse children are just children themselves.” BBC Newsnight programme March 2010 21,630 BEBO members had the name “Porn Star” “Sexting” = teens sharing nude photos via mobiles and web. The practice can have serious legal and psychological consequences “So take a dirty picture for me, Take a dirty picture Just take a dirty picture for me Take a dirty picture” From Taio Cruz song No 6 in the UK charts April 2010.
    • 34. How the risks ‘migration’ from online to offline can affect vulnerable YP CONTENT CONTACT CONDUCT Commercial Aggressive Sexual Values Child as Recipient Child as Participant Child as Actor CRIMINAL BEING IN THE WRONG PLACE AT THE WRONG TIME & “BAD LUCK” OF THE 1,984 PEOPLE CHARGED AFTER RIOTS:  53% were under 20 years old  42% received free school meals (16% nat. average)  66% of them had some special education needs (21% of all pupils) Figures from the Ministry of Justice carried out by the Howard League for Penal Reform (published in Guardian 26.11.11) Original 3 Cs Classification by ‘EU Kids’ online project
    • 35. ASSOCIATION WITH SOMEONE COMPLICIT IN A JOINT ENTERPRISE “You played no part but presence there encouraged others ” FAIL TO INTERVENE FAILURE TO WALK AWAY ! INCLUDES ONLINE EVIDENCE OF ASSOCIATION & ENCOURAGEMENT JOINT ENTERPRISE: Legislation that finds people guilty of a violent crime if they are judged to have lent encouragement to the main perpetrator. “They planned the attack on social media the night before, the court was told, sending messages to each other on Facebook and via BlackBerry Messenger.”
    • 36. Classifying the risks to children online CONTENT CONTACT CONDUCT Commercial Aggressive Sexual Values Violent and hateful content Being bullied harassed or stalked Bullying or harassing another Classification by ‘EU Kids’ online project and referenced in the Byron Report Child as Recipient Child as Participant Child as Actor 22% of yp aged 11- 18 report having been cyber bullied. It ruins lives. YP may not disclose that it is happening
    • 37. “Sticks and stones.... But words ...?” From US Ad Council at http://www.youtube.com/watch?v=bdQBurXQOeQ
    • 38. How is Cyberbullying different from offline bullying? OFFLINE ONLINE Home is safe Often Physical Usually words/pictures Bully strong/victim weak Roles can change Can be 24/7 Local & intimate Mass audience See the impact Don’t see impact Lack of empathy Bystanders intervene Bystanders take part “If you laugh at it you’re part of it” Often Silent It can leave a trail !
    • 39. Why YP may be scared of reporting abuse ? • “It was nobody else’s business” • “Didn’t think it was serious or wrong” • “Didn’t want parents/friends to find out” • “Was frightened” • “Didn’t think I would be believed” • “Had been threatened by the abuser” Source: Child Maltreatment in the UK Cawson 2000 • “My parents don’t get the internet” • “Maybe it was my fault ! (blur)” • “Scared if computer is confiscated” Abuse on the internet/mobile phone
    • 40. RESPONDING TO THE VICTIM Need for reassurance – THIS IS BULLYING ! Practical advice: RED Don’t retaliating, Orange – Save the evidence Green – Tell someone (who?) See advice, resources and guidance at Childnet’s www.digizen.org website
    • 41.  Understanding and accepting the impact of cyberbullying.  Updating existing policies and practices. (AUP anti-bullying)  Making reporting easier - includes advice about removal of content. (industry support)  Promoting the positive use of technology.  Evaluating impact of prevention activities. PREVENTING RESPONDING  Supporting the victim – need for reassurance.  Practical advice and support such as saving evidence, not retaliating, informing parents.  Investigate and record incidents, identify the bully.  Working with the bully and sanctions (including technology specific).  Involve Parents /carers Underpinned by effective education and awareness
    • 42. The importance of reaching parents/carers • Be aware that your children may as likely cyberbully as be a target of cyberbullying. • Talk to your children and understand the ways in which they are using the internet and mobile phones. • Use the tools on the services • Remind your children not to retaliate • Remind yp to keep the evidence • Know where to report (see later) For Parents For Young people • Always respect others be careful what you say. • Think before you send, what goes online stays online ! • Treat your password like your toothbrush ! • Learn how to block the bully and save the evidence • Make sure you tell someone • Support others – how would you feel if no-one stood up for you ! • Encourage them to produce their own peer advice media !
    • 43. The young person who you are responsible for (let’s say she’s a 12 year old girl) tells you that her “friends” in her class took video clip of her at a sleep over pyjama party on their phones which is now being circulated and she thinks it is now posted on a social networking site. •Is this an issue for your school/organisatinon •What advice would you give to her ? •Who should the girl report this to ? •How would you go about trying to remove this content ? •What if those who posted it up have circulated it more widely ? GROUP EXERCISE
    • 44. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY 10 WAYS IN WHICH THE INTERNET CAN AMPLIFY OFFLINE VULNERABILITY
    • 45. ‘Vulnerable’ Those who have experienced offline risk and abuse may be more resilient and able to protect themselves online or may not be affected so much by the risks they encounter. HOWEVER WE CAN IDENTIFY A FEW COMMON FEATURES.... This is complex because: All children are different so there are dangers in making broad statements. Vulnerability is not static - All children can be vulnerable at different stages Many children are neglected which is harder to spot yet makes them vulnerable The categorisations of risk offline do not necessarily mirror online experience (eg a disabled yp may be empowered online as the internet can be ‘leveller’ The paradox that over- protected children can be more vulnerable online. The more a child uses the internet the more they can become confident and possibly complacent and feel ‘invincible’ and don’t feel they are at risk. What about vulnerable adults ? Constantly changing technologies. Eg, Location services
    • 46. Lack of supportive adults in their lives More unsupervised time, fewer structures and boundaries Fluid learning environment and gaps in education and induction Low self- confidence. Identity seen to be part of ‘outsiders’ Influences of alcohol, drugs and gang culture. Risk takers and at risk Experience abusive relationships or environments including anger MUNCH POKE PING! See www.carrick-davies.com
    • 47. “Many of the young people I work with are massive risk takers, impulsive to the extreme and often use alcohol and/or drugs. On average they first engage in sexual activity at a far younger age than other students. They also have huge amounts of unsupervised time on their hands, often till very late at night. I teach many YP who are half- asleep as they have been online till gone 3am.” PRU staff member from ‘MPP’ report “I have over 120 people on my BBM but I deleted like 30 on Saturday cause I was angry and they pissed me off so I just deleted them. Since I’ve had my BlackBerry only 2 people have deleted me.” PRU student from ‘MPP’ report WE MAY SEE THEM AS VULNERABLE BUT THEY MAY SEE THEMSELVES AS IN CONTROL
    • 48. Unmediated Contact Children who have been fostered can suddenly receive messages from siblings, birth parents, or those who want to trace them for potentially harmful reasons. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY Guardian Newspaper article 19 June 2010
    • 49.  Social Location WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY Young People who may need to escape from an abusive relationships need to think carefully about how they make their ‘places’ public.
    • 50. Eg Facebook Timeline  Exclusion from the ‘norm’ There are lots of online services which celebrate our ‘journey’. How do children who don’t know their birth parents, may not have an early photo of themselves feel in these ‘boast by post’ environments ? WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY
    • 51.  Blackmailing “gifting” & grooming by peers A young person from a disadvantaged background may be targeted with ‘gifts’ of mobile phones, mobile payment cards etc, by older young people but in exchange for ‘favours’ which they ‘cash in’ later (including prostitution, trafficking or illegal activity). If it sounds to good to be true .... it’s probably is (they want something ! ) Search ‘NSPCC survey on teen partner violence’ for more info WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY
    • 52. Many vulnerable young people can be early adopters of tools and services which are not yet regulated or in the public conscious. For example BBM How will QR codes be mis-used ?  Earlier adopters ? Screen Munch ! WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY “Any A/C holders looking to make a quick grand get at me. No time wasters.” Message on BBM about bank scams (fraud!)
    • 53.  Being ‘nudged’ into gangs ALL CHILDREN WILL LEAVE A FOOTPRINT EXCEPT SOME WILL BE IN MUDDIER SAND! WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY Vulnerable young people who are risk takers, impulsive or under the influence of alcohol and/or drugs and less supervised, can be more easily drawn into illegal activity including being ‘nudged’ through technology.
    • 54.  Negative digital footprint ALL CHILDREN WILL LEAVE A DIGITAL FOOTPRINT BUT SOME WILL BE MUDDIER THAN OTHERS WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY Those who are supported can compensate and build positive online footprint but what about those who aren’t ?
    • 55.  Low Resilience “When my pinger’s gone to sleep that’s when I’ll go to sleep.” WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY Young people need to be cherished, have the right amount of sleep and healthy food. What happens when you are running on empty ?
    • 56.  Special needs & learning difficulties •WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY Some children with emotional or behavioural difficulties, attachment difficulties, and other complex needs, may be particularly vulnerable online. EG those with Autistim Spectrum Disorder may make literal interpretations of content, which will affect how they respond. Others with complex needs may not understand the concept of friendship, and therefore trust everyone implicitly. Some children with SEN or disabilities may not recognise that they are being bullied or appreciate how their own online behaviour may be seen by someone else as bullying. Attachment Attachment Theory
    • 57.  Low levels of Language & Literacy•WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY We must not assume that all YP are confident “digital natives” and we must also recognise that one in six people in the UK struggle with literacy (below the level expected of an eleven year old). Hence being able to complete a ‘REPORT ABUSE’ form or read instructions about safety, privacy and ‘terms and conditions’ are real barriers for many young people. Do YP recognise the link between reading and being able to be safe ? Lack of literacy skills, can mean that messages are unclear, ambiguous or misunderstood
    • 58. In pairs discuss GROUP EXERCISE Do you recognise these 10 offline vulnerabilities and agree that they can be amplified online ? How could you begin to talk to the YP you look after about these issues? Can you think of positive ways in which the Internet minimises offline vulnerabilities?
    • 59. Questions and feedback so far ? Let’s break for lunch (50mins)
    • 60. UNDERSTANDING OUR RESPONSIBILITIES PART III Hands on training
    • 61. AN ABSENCE OF KNOWLEDGE IS NOT AN EXCUSE FOR AN ABSENCE OF RESPONSIBILITY AND CARE. WHAT IS POTENTIALLY CRIMINAL, HARMFUL, INAPPROPRIATE OR ILLEGAL OFFLINE, IS THE SAME ONLINE. ULTIMATELY THIS COMES DOWN TO OUR DUTY OF CARE & LEADERSHIP.
    • 62. Policies Infrastructure Education Ongoing education & prevention programme which is targeted at both YP, parents and the whole work-force. Organisation E-safety policy, Acceptable Use Policy, Anti-Bullying policy, Mobile use policy Managed learning environment with high quality access and equipment which is filtered, monitored and supervised. PIE all 3 ‘legs’ are vital
    • 63. In the context of an inspection, e-safety may be described as the school’s ability: to protect and educate pupils and staff in their use of technology to have the appropriate mechanisms to intervene and support any incident where appropriate. What can we learn from schools ?
    • 64. Assemblies, tutorial time, personal, social, health and education lessons, and an age-appropriate curriculum for e-safety Pupils were more vulnerable overall when schools used locked down systems because they were not given enough opportunities to learn how to assess and manage risk for themselves. In the outstanding schools, senior leaders, governors, staff and families worked together to develop a clear strategy for e-safety. Policies were reviewed regularly in the light of technological developments. The outstanding schools recognised that, relationships with families, needed to keep developing to support e-safety at home. Schools need to make good use of the views of pupils and their parents to develop their e-safety provision. WHAT DOES GOOD E-SAFETY LOOK LIKE?
    • 65. • Recent TES survey found that 9% of teachers were friends with pupils on SNS*. Challenges for teachers & other professionals http://community.tes.co.uk/forums/t/463065.aspx?s_cid=16 See http://www.childnet.com/kia/downloads/Social-networking.pdf for Childnet/TDA leaflet • General advice from unions and GTS is: Do not ‘friend’ pupils on personal accounts or ask to be added to their contact lists. You could make yourself vulnerable by sharing your personal information (and that of your friends) You could make yourself vulnerable by being able to access their personal information You could make yourself open to allegations of inappropriate contact or be misunderstood. WHY ?
    • 66. 1. Update your AUPs stating how and when personally owned equipment (including camera phones) can be used. 2. Make sure you have a strong password and set a password or pin for your phone. Increasingly important for Facebook ‘Fraping’ 3. Close down computers quickly if you have to leave a room and don’t allow cookies to ‘remember your password’ 4. Do not post information about yourself publically that you wouldn’t want employers, colleagues, pupils or parents to see. 5. Make sure you do not retaliate but keep all records – screen prints and record time, date & website addresses 6. Report any incident to the appropriate member of staff promptly 7. Make sure the school informs parents about incidents and delivers appropriate sanctions OTHER WAYS TO PROTECTING YOURSELF
    • 67. Risk Reputation Where to start ? Responsibility Our safety, conduct & risky behaviours Our privacy, security settings and our peer group Our leadership, ethical code and resilience
    • 68. Risk Conversations about ADVICE FOR YOUNG PEOPLE “Do you know who all your online friends are offline?” “Do you know how to block someone on Facebook?” “Do you have a PIN on your mobile phone?” “Do any of your friends send photos of themselves?” “Do you know how to save that sort of evidence?” “Would you report that at school/CEOP?” FOR OUR STAFF “Have we assessed how we as staff and our users could be vulnerable online?” “If we use Social Media do we set clear guidance on use ?” “Do we use an organisation mobile phone if working with yp ? (ie not our personal one?” “Do we know how to save evidence and intervene or reporting to CEOP?”
    • 69. Reputation ADVICE Conversations about FOR YOUNG PEOPLE  “Remember what goes online stays online”  “When did you last check your privacy settings?”  “Can you help me check my settings”  “Are you changing your password regularly?”  “Do you know the best way to get offending material taken down?” FOR OUR STAFF  “Do we have an organisational policy on using social media with users ?”  Do we check regularly what people are saying about our service on social media ?  Do we promote ourselves positively on social media ?  Are we reaching our users through social media effectively?
    • 70. Responsibility Conversations aboutADVICE FOR YOUNG PEOPLE  “Have you come across any good social initiatives?”  “What advice do you need about using social media ?”  “I trust you to make good decisions, but I also need to learn from you.” FOR OUR STAFF  “Can we involve the YP we work with in developing our policy and practice ?”  “What expectations are we making for our staff in being online so much ?”  Are we pioneering new and imaginative ways of Educating and inspiring our younger users via social media ?
    • 71. WHAT IS ONE THING YOU ARE GOING TO ACT UPON ? Risk Safety, conduct & risky behaviour Reputation Privacy, security settings and peer group Leadership, ethical code and resilience Responsibility
    • 72. EVALUATION Please give feedback. 
    • 73. Useful websites 1) UK law Enforcement agency and part of VGTF www.ceop.gov.uk 2) UK Council for Child Internet Safety www.dcsf.gov.uk/ukccis/ 3) Childnet International www.childnet.com/ including Cyberbullying film 4) British Association for Adoption and Fostering www.baaf.org.uk - including advice on Facebook
    • 74. And Finally….
    • 75. "The web is more a social creation than a technical one. I designed it for social effect - to help people work together - and not as a technical toy…. The ultimate goal of the web is to support and improve our web like existence in the world...... Tim Berners-Lee ‘Weaving the Web’ 1999 We have to ensure that the society we build with the web is the sort we intend.”
    • 76. • Questions about anything which has come up today ?
    • 77. THANK YOU ! www.carrick-davies.com stephen@carrick-davies.com Complete Evaluation forms MUNCH PING POKE! See my current work re social media and vulnerable yp on my website
    • 78. SETTING UP A FACEBOOK PAGE GROUP EXERCISE
    • 79. Dilemmas and decisions: Setting up a Facebook account First name: Surname: Sex: Dob: HAVE TO BE OVER 13 E-mail: - see next
    • 80. So easy to set up a free e-mail account New G-Mail account in 3 mins
    • 81. As soon as you join you need to connect FB can migrate all your existing e-mail contacts automatically
    • 82. HANDS ON EXPERIENCE LET’S SET UP A FACEBOOK ACCOUNT TOGETHER Let’s do this together
    • 83. Questions What age shall we give her ? What information shall we make public ? What should we keep private ? What friends shall we link her to? Shall we let her update from her mobile ? What online profile and identity shall we give ?
    • 84. Having completed that exercise discuss the challenges and dilemmas and imagine yourself as a 13 year old uploading a profile for the first time. •Do you say you are “in a relationship”? •Who do you accept as your friends ? •What groups would it be cool to join ? •What level of privacy would you give yourself ? GROUP EXERCISE – In Pairs

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