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  • Co-designed with young people, professionals who work with young people (formally and non-formally), technologists and designers

Munch Poke Ping Conference ~powerpoint combined presentations. pptx Munch Poke Ping Conference ~powerpoint combined presentations. pptx Presentation Transcript

  • WIFI TwitterKey richmix427 WELCOME # munchpokeping
  • HOUSEKEEPING• Health & Safety & Fire drill• Practical assistance – Rosie• Everyone is a contributor!• What’s in your pack? WIFI Key XXYYSS # munchpokeping
  • Ongoing feedback• Evaluation and feedback
  • StephenCarrick-Davies
  • WITHIN THE CONTEXT OFTHE POSITIVE POTENTIALhttp://www.youtube.com/watch?NR=1&v=nWJut7KQhI4&feature=endscreen
  • Why is this subject like aRubik Cube ? Parenting And more...
  • RUBIK’s QUIZ• Who invented the Hungarian sculptor and Rubik’s cube ? architect Ernő Rubik• What year did they 1974 appear ?• How many have been 350 million (as of Jan 2009) sold ?• What’s the record for 5.66 seconds in 2011 fastest completion ? by Australian Feliks Zemdegs
  • • Blindfolding solving• Solving the cube with your feet• Solving the cube under water in a single breath• Cube for the blind
  • A METAPHOR FOR DIGITAL CITIZENSHIP Involves many sides/aspects It’s about choices There are rules It can define you! It includes ethics !It involves a range of literacies;emotional, digital, visual, print etc. You can make mistakes! It’s about relationships It’s a global thing It can be really engaging ! Every age can be involved
  • Just six sides for today!USERS’ VIEWS BIGGER PIC What happens when Films & Interviews we don’t support YP BLOCKING NEW DANCE Unwinnable war? New dance steps and Mobile/BBM new thinking FUTURE HEALTH “The Internet of things” FUTURE ACTION Compulsion Empathy, Resilience
  • Overview of projectInitial report – RecommendationsFurther intense workshops and 6 further filmsNew reflections which we are looking at today
  • Digital Citizenship Jhg]#kl L;# Kl;k’; Our safety, conduct & Risk risky behaviours Games MOBILES Reputation SOCIALResponsibility MEDIA Our privacy, security settings and our peer group Our leadership, ethical code and resilience
  • What terms do we use to explain this space ? An incubator ? FORWARDED COMMENTED ONUPLOADED AMPLIFIED COPIED STORED MORPHED/ CHANGEDMUNCHED LIE DORMANT (captured) RE- BROADCAST
  • Julian Parmiter andthe MPP crew
  • USERS’ VIEWSMPP crew in conversation
  • Seamus OatesExecutive Headteacher of Tri-borough Alternative Provision“Winning an unwinable war?”
  • Seamus OatesExecutive HeadteacherTri-borough Alternative Provision WINNING AN UNWINNABLE WAR How do PRUs get beyond block, ban, and restrict to respect, responsibility and trust?
  • Aims: Thoughts on the use ofContext of TBAP & The Bridge technology in schoolsAcademy Winning the unwinnable war… A question for me…. ? •? head@bridge.lbhf.sch.uk Twitter: @bridgeacademyhf
  • STARTER –Intelligence & Creativity
  • The Context School Based OutreachPrimary and Secondary PRUs 300+ Learners Outstanding 7 Sites Alternative Provision Short term Tri-borough interventions
  • Outcomes 93% GCSE Pass Rate GCSE Passes 186 -100% Accreditation 13 possible GCSE’s 42 learners with an English GCSE 36% KS3 42 learners with a Maths GCSE Reintegration 39 with a Science GCSE 19 with an ICT GCSE 95% Destinations College Apprenticeships Work
  • "The Bridge Academy Ofsted Said provides an outstanding, caring and supportive environment"“the progress students makein their education, and intheir social and emotional “The highly positive viewsdevelopment, is quite expressed by parents and carersstaggering” reflect the inspectors’ judgments that The Bridge Academy offers an outstanding and life-changing standard of education." "The outcomes are far in excess of what might have been expected given the students’ starting points."
  • Using Technology
  • Internet Retirement Home
  • Block, Ban, Restrict
  • Respect, Responsibility, Trust
  • http://www.youtube.com/watch?v=7QsWQtDHhBg&feature=related&safe=active
  • BLOCKINGSeamus OatesExecutive Headteacher of Tri-borough Alternative Provision“Winning anunwinnable war?” http://www.youtube.com/watch?v=7QsW QtDHhBg&sns=tw
  • QUESTIONS ?
  • COFFEE & TWEET BREAK#Munchpokeping
  • FIT FOR FUTUREJoseph and Esther Adefarakan
  • FUTURE• Bill Thompson• Graham Brown Martin See www.carrick-davies.com for tutorial.• Joseph and Esther Adefarakan
  • BLACKBERRY PICKINGKatie Bacon
  • FUTURE• Katie Bacon• Christopher McDonnald• Elizabeth Kanter
  • See pages 54 – 59 in Vodafone’s Digital Parenting magazine
  • See pages 54 – 59 in Vodafone’s Digital Parenting magazine
  • Guests Speakers: Chris, Elizabeth is director of government relations in the UK for Research In Motion, the makers of BlackBerry. In this role, she works to promote the notion of the BlackBerry as a tool for Public Sector.
  • Blackberry Messenger (BBM) network: A free mobile phone messaging service open to anyone with a BlackBerry smartphone. Once users have swapped a pin, they can share messages as often as they like, and at the touch of a button send a broadcast (or "ping") to everyone on their contact list. Ofcom statistics confirm BlackBerry was the favoured smartphone of teenagers, cornering 37% of the youth market (44% for teenage girls), compared with just 24% across all age groups.
  • Young people can not afford to have a monthlyphone contract, BlackBerry are more affordablesmartphone on a pay-as-you-go contract. "I pay £5 [monthly] then I get to use it [BlackBerry] for a month. I can go on the internet as well, for a fiver. Thats why on everyones phones, pictures were being sent around, so much stuff, you know." "The main thing about the phone that everybody was gassed [excited] about was BBM – that was the main feature. Its just become the normal way to communicate … Everyone has BlackBerry for BBM period – BlackBerry is not a status phone; it is the cheapest way to communicate. Its the best social networking phone out there.
  • Young people’s lives can not be viewed in isolation CONTENT EDUCATION FAMILY / STATE IDENITY CONFLICT Individual / Peers Advocacy & Resolution COPING RELATIONSHIPS Isolation & Peers / Sex Connecting PHYSICAL EMOTIONAL
  • QUESTIONS ?
  • MAGGIE KALNINSChief Executive Inclusion TrustREFLECTIONS
  • MAGGIE KALNINSChief Executive Inclusion TrustREFLECTIONS
  • SURPRISE !
  • Creative Arts – Crime Prevention Members Club for ex- Central offenders and youth at risk Leadership and employability Inspire course for serving prisoners Theatre, music and filmCreate performed by members My Youth project in North Kensington promoting EET Gen Interactive theatre inspiring Impact students to improve behavior
  • • Utilize theatre, film and music to engage young people at risk• Professionally scripted and designed performances, personal testimonies, role play and forum theatre• Interactive sessions for large and small groups – all designed to improve behavior and learning• Led by qualified facilitators and trained ex-offenders
  • Peer Pressure Drugs, &Bullying Violence Sexual Exploitation
  • “I CAN ONLY GIVE YOU PRAISE -IT WAS COMPLETELY BRILLIANTAND THE KIDS WERE REALLYENGAGED” “FANTASTIC WORK TODAY.Safer Schools police officer, Enfield IT WAS EXTRAORDINARY, AND THE FEEDBACK FROM KIDS AND STAFF WAS BRILLIANT.“I’VE SEEN LOADS OF PROJECTS WE NEED YOU BACK”IN SCHOOLS AND THIS IS THE Headteacher, Nightingale EBDBEST I’VE EVER SEEN” School, WandsworthSafer Schools police officer, Newham “THIS IS THE BEST PROJECT THAT’S EVER COME TO OUR SCHOOL” Teacher, Brampton Manor School, Newham
  • LUNCH
  • WIFI TwitterKey XXYYSS WELCOME BACK # munchpokeping
  • StephenCarrick-Davies
  • Our perception of dangerMost abuse takes place in thecontext of a family or close relative.
  • Classifying the risks to children online Commercial Aggressive Sexual ValuesCONTENT Adverts Violent and Pornographic BiasChild as Recipient Spam hateful unwelcome Racist Sponsorship content sexual content Misleading Personal info info or adviceCONTACT Tracking Being bullied Meeting Self harmChild as Participant Harvesting harassed or strangers Unwelcome Personal info stalked Being groomed persuasionsCONDUCT ProvidingChild as Actor Illegal Bullying or Creating and downloading harassing uploading misleading Hacking Gambling another inappropriate info/advice Financial scams material Terrorism 3 Cs Classification by ‘EU Kids’ online project
  • Commercial Aggressive Sexual ValuesCONTENT Online grooming is a PornographicChild as Recipient criminal offence unwelcome sexual content ContactCONTACT To report concerns Meeting “So take a dirty picture for me,Child as Participant about inappropriate strangers Take a dirty picture communication see Being groomed Just take a dirty picture for me www.ceop.gov.uk Take a dirty picture”CONDUCT From Taio Cruz Creating andChild as Actor uploading song inappropriate No 6 in the UK charts April 2010. material “Sexting” = sharing nude photos via mobiles which can have serious legal and psychological consequences .
  • Classifying the risks to children online Commercial Aggressive Sexual ValuesCONTENTChild as RecipientCONTACTChild as ParticipantCONDUCT Online/offlineChild as Actor migration with criminal consequences CRIMINAL BEING IN THE WRONG PLACE AT THE WRONG TIME Original 3 Cs Classification by ‘EU Kids’ online project
  • Classifying the risks to children online Commercial Aggressive Sexual ValuesCONTENT Violent andChild as Recipient hateful content 22% of yp aged 11-18 report having beenCONTACT Being bullied cyber bullied.Child as Participant harassed or stalked It ruins lives.CONDUCTChild as Actor Bullying or harassing another From US Ad Council at http://www.youtube.com/watch?v=b dQBurXQOeQ
  • Ways in which Cyberbullying is different from offline bullying? OFFLINE ONLINE Home was sanctuary Can be 24/7 Usually words/pictures Often physical More complex + fast changing, invisible Clear to see intention audience, social rivalry, steganography* Power and roles can shift + Bully strong/victim weak change quickly even during activity. Local & intimate Barriers collapse with potential mass distribution but also wider help. See the impact Don’t see impact (lack of empathy) Bystanders intervene Bystanders take part (using mobile/SNS) Often silent It can leave a trail ! (keeping evidence) Closure is easier Closure harder - permanent, archivable* Steganography is the art and science of writing hidden messages in such a way that no one, apart from the sender and intended recipient, suspectsthe existence of the message, a form of security through obscurity.
  • WAYS IN WHICHTHE INTERNET CAN AMPLIFYVULNERABILITY 10 WAYS IN WHICH THE INTERNET CAN AMPLIFY OFFLINE VULNERABILITY
  • ‘Vulnerable’ This is complex because:All children are different so there are Vulnerability is not static - Alldangers in making broad statements. children can be vulnerable at different stagesMany children are neglected which isharder to spot yet makes them vulnerable The categorisations of risk offline do not necessarily mirror onlineThe paradox that over- What about experience (eg a disabled yp mayprotected children can be vulnerable be empowered online as themore vulnerable online. adults ? internet can be ‘leveller’The more a child uses the internet the more they can become confident andpossibly complacent and feel ‘invincible’ and don’t feel they are at risk.Those who have experienced offline risk and Constantly changingabuse may be more resilient and able to technologies. Eg, Location servicesprotect themselves online or may not be HOWEVER WE CAN IDENTIFYaffected so much by the risks they encounter. A FEW COMMON FEATURES....
  • Low self- Fluid learning confidence. environment and Identity seen to be gaps in education part of ‘outsiders’ and induction Experience abusive Lack of relationships or supportive environmentsadults in their including anger lives MUNCH POKE More unsupervised PING! Influences of alcohol, drugs and time, fewer gang culture. Riskstructures and takers and at risk boundaries See www.carrick-davies.com
  • “Many of the young people I work with are massive risktakers, impulsive to the extreme and often use alcohol and/or drugs. Onaverage they first engage in sexual activity at a far younger age thanother students. They also have huge amounts of unsupervised time ontheir 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
  • WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Unmediated Contact Guardian Newspaper article 19 June 2010Children who have been fostered can suddenly receive messages from siblings, birth parents, orthose who want to trace them for potentially harmful reasons.
  • WAYS IN WHICH  Social Location THE INTERNET CAN AMPLIFY VULNERABILITYYoung People who may need to escape from an abusive relationships need to think carefully abouthow they make their ‘places’ public.
  • WAYS IN WHICH  Exclusion from the ‘norm’ THE INTERNET CAN AMPLIFY VULNERABILITY Eg Facebook TimelineThere are lots of online services which celebrate our ‘journey’. How do children who don’t knowtheir 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  Blackmailing “gifting” & grooming by peersA young person from a disadvantaged background may be targeted with ‘gifts’ of mobilephones, mobile payment cards etc, by older young people but in exchange for ‘favours’ whichthey ‘cash in’ later (including prostitution, trafficking or illegal activity). If it sounds to good to betrue .... it’s probably is (they want something ! )Search ‘NSPCC survey on teen partner violence’ for more info
  • “Any A/C holders looking to WAYS IN WHICH make a quick grand get at me. THE INTERNET No time wasters.” CAN AMPLIFY VULNERABILITY  Earlier adopters ? Message on BBM about bank scams (fraud!) Screen Munch !Many vulnerable young people can be early adopters of tools and services which are not yetregulated or in the public conscious. For example BBMHow will QR codes be mis-used ?
  • WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Being ‘nudged’ into gangsVulnerable young people who are risk takers, impulsive orunder the influence of alcohol and/or drugs and lesssupervised, can be more easily drawn into illegal activity ALL CHILDREN WILLincluding being ‘nudged’ through technology. LEAVE A FOOTPRINT EXCEPT SOME WILL BE IN MUDDIER SAND!
  • WAYS IN WHICHTHE INTERNET CAN AMPLIFYVULNERABILITY  Negative digital footprint ALL CHILDREN WILL LEAVE A DIGITAL FOOTPRINT BUT SOME WILL BE MUDDIER THAN OTHERS Those who are supported can compensate and build positive online footprint but what about those who aren’t ?
  • WAYS IN WHICHTHE INTERNET CAN AMPLIFYVULNERABILITY  Low Resilience “When my pinger’s gone to sleep that’s when I’ll go to sleep.”Young people need to be cherished, have the right amount ofsleep and healthy food. What happens when you are running onempty ?
  • •WAYS IN WHICH  Special needs & learning difficulties THE INTERNET CAN AMPLIFY VULNERABILITY Attachment Theory AttachmentSome children with emotional or behavioural difficulties, attachmentdifficulties, and other complex needs, may be particularly vulnerable online. EGthose with Autistim Spectrum Disorder may make literal interpretations ofcontent, which will affect how they respond.Others with complex needs may not understand the concept of friendship, andtherefore trust everyone implicitly. Some children with SEN or disabilities may notrecognise that they are being bullied or appreciate how their own onlinebehaviour may be seen by someone else as bullying.
  • •WAYS IN WHICH  Low levels of Language & Literacy THE INTERNET CAN AMPLIFY VULNERABILITYLack of literacy skills, can mean thatmessages are unclear, ambiguous ormisunderstoodWe must not assume that all YP are confident “digital natives” and we must alsorecognise that one in six people in the UK struggle with literacy (below the levelexpected 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 realbarriers for many young people.Do YP recognise the link between reading and being able to be safe ?
  • GROUP EXERCISEIn pairs discussDo you recognise these 10 offlinevulnerabilities and agree that theycan be amplified online ?Can you think of positive ways inwhich the Internet minimises offlinevulnerabilities?How could you begin to talk to the YPyou look after about these issues?
  • TINK PALMERCEO MARIE COLLINS FOUNDATION
  • BIGGER PICWhat happens whenwe don’t support YP
  • QUESTIONS ?
  • MUNCH POKE PING What happens when we don’t support young people Tink Palmer CEO 19th November, 2012Marie CollinsFoundation
  • Children and Young People’s views onattempting to disclose• “Every single person should know about children being sexually abused. Especially workers who children are sent to like doctors, counsellors, school nurses and psychiatrists…..they need to know how to act when they (the children) tell them something awful that has happened and to believe them”• “Maybe there could be a way that you could write down what happened to you and give it to your doctor or a teacher………..because it is really hard to get the words out when you try to tell somebody. I don’t know how that would work but maybe if there was an easier way for us to tell then more people would tell”• “It’s just easier to keep something like that to yourself than to be told you’re a liar or told you are wrong”• “You’d worry that the person would hurt you more”Marie CollinsFoundation
  • Gridlock Abuser/harmful Abused/harmed other child BystandersMarie CollinsFoundation
  • Referrals• Children viewing adult pornography• Children abused through prostitution and/or trafficking – abusers use the Internet and mobile phones to control their victims• Children made the subjects of abusive images• Children groomed online and abused offline and/or online• Children made the subjects of abusive images, groomed online and abused online and or offlineMarie CollinsFoundation
  • Referrals• Young people displaying sexually harmful behaviours online• Young people presenting as gay, lesbian or bi- sexual online who are groomed online and sexually abused offline• Children living in a household where a family member has been apprehended for viewing child abuse images• Young people being the subjects of sextingMarie CollinsFoundation
  • ImpactsDo harmful and abusive behaviours online have a differential impact on young victims?Marie CollinsFoundation
  • • “It’s not so much what was done to me but what it did to my head” – Marie CollinsMarie CollinsFoundation
  • Quotes from children• “I would never have told anyone if the police hadn’t come knocking at our door. It turned out that they had arrested the bloke I was friends with online and had traced me through examining his computer. First off, I said they’d got the wrong person….I was terrified my mum and dad would know what I had been talking about….you don’t even talk to your friends about what you say online….somehow it seems a different world….one in which I can act like I’m 22 when I’m actually only 14”Marie CollinsFoundation
  • Barriers to effective listening, observation and action The Adult Own pain, experiences, Personal memories, sexuality. View of child/alleged abuser . Values, attitudes, beliefs Feelings Pity, Horror, Shame, Distress, Embarrassment, Anger, Disgust, Uncertainty Doubts Will I cope? Will I make it worse? Is it true? What next?Professional Practicalities ( time, other responsibilities etc.), Knowledge, Skills, Confidence, Legislation, Language, Support available, Possible repercussions.
  • What are the questions we need toanswer to develop an effective, nationalpolicy to address vulnerability online?UKCCIS• Who is vulnerable?• Why are some children and young people vulnerable?• How are they vulnerable?• What makes children and young people vulnerable?• When are they vulnerable?Marie CollinsFoundation
  • The Vulnerability Matrixaka The Resilience Matrix• Chronology• The Vulnerability/Resilience matrix – Conduct, content, contact and commercialism – Identified as vulnerable offline may or may not be (as) vulnerable online – Child development – Role of protective bystanders – Resources required - educate, raise awareness, safeguard and protectMarie CollinsFoundation
  • tinkpalmer@mariecollinsfoundation.org.uk Mobile: 07825 501180 Tink Palmer CEO Marie Collins Foundation Marie Collins Foundation
  • JEN HYATT DIGITAL DANCESBig White Wall
  • NEW DANCE New dance steps and new thinking http://www.bigwhitewall.com/join/ FlashPlayer4.aspx?video=4
  • DR RICHARD GRAHAMKATHERINE CORMACK
  • HEALTHCompulsionEmpathy, Resilience
  • Digital Hygiene & Digital Resilience Dr Richard Graham RGraham@tavi-port.nhs.uk
  • Resilience and Hygiene• Digital resilience is the ability to cope with online stress and adversity. This means developing the ability to move, through choice, in both online and offline environments safely and effectively, reporting concerns freely.• Digital hygiene refers to the set of online and offline practices perceived by a community to be associated with the preservation of health and well-being.
  • Why?
  • Divergent Squint• Brain has to process two images that are too different from each other.• Uncorrected in childhood, the brain switches off part the visual cortex.• The risk is that despite functioning eyes, irreversible cortical blindness develops, and cannot be later reversed.
  • PubertyPuberty begins with a poorly understoodactivation of a complex neuroendocrine networkwhich has been quiescent since neonatal life.
  • Pubertal Brain ChangesGonadal hormones lead to – Neurogenesis – Dendritic growth – Synapse formation and elimination – Apoptosis – Neuropeptide expression – Sensitivity of receptors
  • Pubertal Brain ChangesOther factors also influence brain changes: – Nutrition – Genetic effects – Sensory Inputs
  • Pubertal Brain Changes• Stress during puberty and early adolescence may affect brain development and vulnerability to psychopathologies.• Conversely, enrichment of the social and learning environment in rats can reverse the adverse effects of maternal separation.• This neural plasticity has major implications for service planning and health promotion.
  • Pubertal Brain Changes• Development continues in to the third decade, with greater capacity for judgement and empathy.
  • Internet Addiction‘A compulsive-impulsive spectrum disorder thatinvolves online and/or offline computer usageand consists of at least three subtypes: – Excessive gaming – Sexual preoccupations – Email/text messaging Jerald Block, APA, March 2008
  • Internet AddictionAll three variants show the followingcomponents: – Excessive Use (often with associated loss of sense of time, and neglect of basic drives) – Withdrawal (anger, tension, depression) – Tolerance (including the need for better equipment, more software, more hours) – Negative Repercussions (arguments, lying, poor achievement, social isolation, fatigue)
  • Time limitsSurfing the Web should not take the place ofother important activities, including homework,playing outside, or spending time with friends.The American Academy of Paediatrics recommendslimiting total screen time in front of aTV or computer to no more than 1 to 2 hoursa day for children older than 2 years. An alarmclock or timer can help you keep track of time.
  • Two WoW Players• A played to level and raid. Life was organised around daily dungeon raids.• B played to be part of a Guild/Community, and prioritised social aspects over strategic gameplay.• Both had comparable insomnia, and excitedly anticipated (craved) return to the game. Preoccupation was consuming and distracting.
  • Assessment• Use of technology – Track use of time – Migration across platforms – Attitude to Use – Drivers – social, strategic, anxiety – Explore online relationships• Developmental History• Life Events & Trauma
  • Treatment• Medication – May need help when first off of PC – Antidepressants not used until mood is reassessed when offline for two weeks.• Establish limits – ‘Tech Hygiene’• Promote social engagement and development of life skills – Build up offline activities• When technology use lower, may be able start exploration of events or factors that led to excessive use.• Residential Care may be needed
  • New Technologies• Converging platforms• Tease out what are motivations/drivers for maintaining a very high level of use: – Social engagement/fear of exclusion; heightened in those suffering adverse care. – Safety-related issues – checking on digital self, and peers. – Specific rewards e.g in-game prestige and achievements, sexual gratification, money.
  • Pursuit of Inclusion• Scottish Mental Health and Wellbeing Study – Positive Indicators • Equality • Anti-discrimination • Social inclusion • Social Networks • Social Support • Participation • Safety • Absence of Violence
  • Pied PiperOne was lame,And could not dance the whole of the way;And in after years, if you would blameHis sadness, he was used to say,—"Its dull in our town since my playmates left!I cant forget that Im bereftOf all the pleasant sights they see,Which the Piper also promised me: Robert Browning
  • Pied PiperThe music stopped and I stood still,And found myself outside the Hill,Left alone against my will,To go now limping as before,And never hear of that country more!" Robert Browning
  • Four Areas of Risk• The 4 ‘C’s – Commerce – Conduct – Contact – Content – ? A 5th – Contagion
  • Are weDealing with Cults?
  • Fear and Empathy• Context specific• Fear of hacking/cyberstalking corrodes empathy.• “If I saw someone being mugged in the street I would intervene; if they were being bullied online, I would not”.• “There is an underworld, and you just don’t take on some people”.
  • Risks• Multiple – from pro-self harm content to gambling, to escalating access to pornography.• Some young people don’t always recognise bullying – either as victim or perpetrator.• Establishing process for risk and harm to be disclosed; confidential/anonymous helplines.• Need for e-Safeguarding lead.• Audit of industry responses to reporting content.
  • How to get there…• Digital Detox – at least 72hours• Withdrawal may be very uncomfortable, and keeping active, especially with physical activities appears to help.• May need wider family or social support for Detox.• Learn to ‘switch off’; from messages, from checking etc; deactivate periodically.• Learn to feel good when undertaking offline activities.
  • How to get there…• Encourage activities that use all of the body, and all of the senses.• Open discussions on use of new technologies.• Achieving a balance earlier in life – by adolescence, much harder to manage.
  • See pages 16-17 in Vodafone’s Digital Parenting magazine
  • QUESTIONS ?
  • DAN SUTCHSO WHAT DO WE DO NEXT ?
  • What more needs to be done? • Munch Poke Ping conference • November, 2012Dan Sutch dan.sutch@nominettrust.org.uk@dansutch @nominettrust
  • www.nominettrust.org.ukhttp://tinyurl.com/MunchPokePingReflections Social investor & grant maker aiming to redesign ways of addressing social challenges through the use of digital technology Foundation charity of Nominet – the .uk domain registry (over 10 million .uk sites) Grants/social investment of between £5-7m per year
  • Grant making and social investment
  • Current funding programmes• Digital Makers Nesta & Mozilla• Supporting the next generation of digital makers (personal, social & economic participation) • ------------------------------------• Working Well Design Council• Developing new approaches to employment and employability • ------------------------------------• Innovation Labs Comic Relief & Right Here• Co-designing new technologies to supporting young people around issues of mental health
  • How do we extend the value of this work to those not here today?Key themes from the conference todayTwitter (aggregating the comments) #MPPhttp://tinyURL.com/MunchPokePing
  • Key themes• http://tinyURL.com/MunchPokePing• http://cloudlearn.net/ Prof Stephen Heppell (Strategies and resources to end ‘locking and blocking’• Young people in the room: how would you like your school to respond to your uses of technology – to help you to keep safe and to support your learning?• Educationalists in the room: what do you need to know to best support the young people you work with and what support do you need?
  • http://tinyurl.com/MunchPokePingReflections http://tinyurl.com/MunchPokePingDan Sutch dan.sutch@nominettrust.org.uk@dansutch @nominettrust
  • Ongoing feedback• Evaluation and feedback
  • USERS’ VIEWSMPP crew show us what they’ve done
  • THANK YOU FOR COMING
  • DRINKS RECEPTION FEEDBACK