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Safeguarding children online training from steve c-d for southwark diocese- autumn 2012

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Slides from a 3 hour training session for members of churches on safeguarding young people online and in using social media.

Slides from a 3 hour training session for members of churches on safeguarding young people online and in using social media.

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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 A nice way of describing the new environment (I’m sure we’ve missed something else out here – but this helps to illustrate some of the changes. – The “Corporate” is not really the right word but for YP it felt that Webvs 1 was much like the other media “power” – big companies just moving into the digital space. – eg Disney, Microsoft, even Amizon and Google are now big corporates. – the new Web2 is more personal – user generated content.
  • The technology itself it neutral (advance) This poster which is currently displayed in the London underground reminds us that people have often misused communication technology for years.
  • 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
  • Childnet presentation on Social Networking 26 June 2006 Stephen Carrick-Davies A nice way of describing the new environment (I’m sure we’ve missed something else out here – but this helps to illustrate some of the changes. – The “Corporate” is not really the right word but for YP it felt that Webvs 1 was much like the other media “power” – big companies just moving into the digital space. – eg Disney, Microsoft, even Amizon and Google are now big corporates. – the new Web2 is more personal – user generated content.
  • 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 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
  • Transcript

    • 1. SAFEGUARDING CHILDREN ONLINE Training session written and presented by Stephen Carrick-Davies for
    • 2. Welcome and housekeepingSession lasts 3 hours 10-1.00Comfort break at 11.15 – 11.30Chance for questions and feedback at 12.20Not a forum for disclosuresEvaluation formsFire alarm arrangements
    • 3. ContextFalls within the overall context of our diocesan andparish safeguarding policies Contact Jill Sandhamfor overview of these safeguarding policies.Relates to: – how we include people – which involves how we communicate – how we treat each other with respect – which includes respecting people’s privacy – how we protect people from harm and abuse – especially children, but also those who carry responsibility for vulnerable people
    • 4. Context • This is a positive look at how technology can enhance our work, particularly with children and young people • Towards responsible leadership • These are procedures in the making – today’s sessions will inform development of diocesan procedures, as well as enabling you in parishes to work out your own. • An awareness of the hazards
    • 5. Introductions Stephen Carrick-Davies • Ten years at Childnet International • Now an Independent Trainer/ Social Entrepreneur /Parent/Learner .....
    • 6. What are your expectations and training needs ?
    • 7. Find people in this room who can answer yes to these statements. If someone says no move on and speak to a different person ! I have a Facebook I use Farmville on my I don’t have a Facebook Account with over 250 Facebook page. account and don’t Friends. particularly want one. Name ............................. Name ............................. Name............................. . I use my SMART phone I use SMART phone just I don’t have a SMART for e-mail. for Text messages. phone and don’t want one ! Name ............................. Name.............................. Name............................. . My children know more My pet knows more I know more about the than me about the than me about the internet than my Internet. this course I came on internet! I came because my children. this course I came on Name............................. because I feel like I’m Name.............................. manager thought it Name............................. because I’m concerned being left behind. would help me ! . about children’s welfare Name............................ Name ............................. Name............................. .When you have written one person’s name in each box shout “BINGO!”
    • 8. Structure and aims of trainingPart I “Understanding” the new Reality  Overview of ‘Social Media’ and web 2.0 REFLECT &  How technology is changing, and being changed THINK  Focus on Facebook (privacy settings)Part II Understanding the Risks  Overview of online risks for young people FACE- UP  Specific challenges for faith based groups & BE  Where we are vulnerable CHALLENGEDPart III Understanding our Responsibilities  Prevention & Response strategies  Case study to help us to see responses  ‘PIE’ approaches and positive opportunities for INSPIRED & faith-based groups learning and change. EQUIPPEDAll through a mixture of slides, quotes, case studies, films,small group exercises, Q&A, and links to practical resources.
    • 9. GROUP EXERCISEA little about youName ..........................Responsibility within your church ? Any incidents of internet misuse in your group/wider community ?Expectation of today’s training ?
    • 10. How confident are you online ?On a scale of 1- 10 rank yourself as to how confidentyou are using the internet and mobile phones. 1 ----------------------5----------------------10“What’s a mouse?” “I taught Mark Zuckerberg all he knows” How many of you have a facebook account ?
    • 11. “We have created a child who will be so exposed to the media that he will be lost to his parents by the time he is 12.” David Bowie interview with Melody Maker January 1972 “There are only two states for children these days; they are either asleep or online....even if they wake up in the middle ofEric Schmidt Executive Chairman the night they go online.”of Google. 2010
    • 12. PART 1Understanding the new reality Photo S C-D
    • 13. real The child’s online world ANONYMITY ALWAYS ON ACCESS THE WORLD “If you took awayADDICTIVE (?) my mobile phone ACTIVE NOT you would take PASSIVE away a part of me” MEDIUM AWAY FROM ACCEPTANCE - AMPLIFIER SUPERVISION IDENTITY & (gives children STATUS a voice)
    • 14. What is this real world like for vulnerable YP ?“I have over 120 people on my BBM but I deletedlike 30 on Saturday cause I was angry and theypissed me off so I just deleted them. Since I’ve hadmy BlackBerry only 2 people have deleted me.” Student from Pupil Referral Unit Play film Film at www.carrick-davies.com/research/films
    • 15. GROUP EXERCISETurn to your neighbourWhat was the greatest fearfor the yp in the film ?How did it had got out of control ?What would you do next if you werein that position ?
    • 16. Social media landscape
    • 17. “Youth is a wonderful thing. What a crime to waste it on children”. George Bernard Shaw BUT... The fastest growing segment in Facebook is older women !Check out this video overview athttp://www.youtube.com/watch?v=x0EnhXn5boM
    • 18. NOW YOU EVEN HAVE A DIFFERENT PHONELANGUAGE !• POS Parent over shoulder• I8u I hate you• AATK Always at the keyboard• LOL Laugh out loud My Xmas hols wr CWOT. B4 we used 2go2 NY 2C my bro, his GF & 3 kids ;) FTF. ILNY it’s a gr8 plc.
    • 19. “Anything that getsinvented after you’re thirtyis against the natural orderof things and the beginningof the end of civilisation aswe know it ….until it’s beenaround for about ten yearswhen it gradually turns outto be alright really.” Douglas Adams See full quote at http://www.douglasadams.com/dna/19990901-00-a.html
    • 20. What terms do we use to explain this space ?Cyberspace ?“This is just the beginning, the beginning of understanding that cyberspace hasno limits, no boundaries.” Nicholas Negroponte Founder of Massachusetts Institute of Technologys Media Lab,
    • 21. What terms do we use to explain this space ? Superhighway ?“The idea that we are still travelling on a ‘superhighway’ towards the future inthe same bus and in the same direction, is naive. If you are a child you’re likely tobe travelling alone, on a side street and probably without a crash helmet.” S C-D
    • 22. What terms do we use to explain this space ?Virtual World“Most people are awaiting Virtual Reality; Im awaiting virtuous reality”.Eli Khamarov
    • 23. What terms do we use to explain this space ?The favourite member of the family ? “Television: chewing gum for the eyes”. Frank Lloyd Wright
    • 24. What terms do we use to explain this space ? My World My library“Calling it ‘mine’ makes the vastness more intimate, the anonymity less threatening andthe chaos more orderly. But you can still feel lonely in a crowd”. S C-D
    • 25. What terms do we use to explain this space ? An incubator ? FORWARDED COMMENTED ONUPLOADED AMPLIFIED COPIED STORED MORPHED/ CHANGEDMUNCHED RE- BROADCAST (captured)
    • 26. What terms do we use to explain this space ? An incubator ? FORWARDED COMMENTED ON COPIED MORPHED/ STORED CHANGED RE-HATCHED“The new social web has changed the platform to that of an incubator; it is aplace where communication is captured, aggregated, added to, morphed,changed and rehatched as a new broadcast or ping.Those with the skill and confidence to narrate their lives online, manage theirreputation, mitigate the risks and build up resilience, may well be able tosurvive and thrive. Those who have few supportive adults, low levels ofliteracy and are unsupervised and vulnerable to abuse, are far less confidentand hence more at risk.” Stephen Carrick-Davies The Guardian newspaper July 2011
    • 27. APPLICATIONS PHOTOS/TAGS NEWS FEEDS Comment and “boast by post” Huge range of apps Tag photos face recognitionEvents/ Groups TIME LINE FRIENDS Find, link, be in LIVE CHATconstant contact Superseding IM+ on your mobile VIDEO link and embedMESSAGESSuperseding E-mail WHO’S ONLINE Social location Know who is online now! ALL FOR FREE …… BUT ….WHAT PRICE IS FREE ?
    • 28. The importance of privacy settings31% of 12-15 year olds don’t use privacy settings on theirsocial networking profiles – Ofcom Medial literacy Report 2009
    • 29. The old view showed it clearer Name, profile picture, gender and membership of networks is always PUBLIC And customise further This information you can control
    • 30. RSS – seeing what others are doing ...And what are people saying about you on their pages?
    • 31. Digital Footprints • What goes online stays online What will your future employer think ?
    • 32. Q Can Facebook be used for good ?• Oscar Morales 33 yr old engineer started a Facebook group called ‘One Million voices’ against the FARC terrorist organisation in Columbia• Over 250,000 Facebook users signed on, and the movement was taken up by newspapers and radio and TV with two million people taking part in pprotests in Colombia and 100 other cities worldwide. S
    • 33. What wouldGandhi havedone if he had aFACEBOOKaccount ?
    • 34. PART IIUnderstanding the risks (not the same thing as harm!)
    • 35. 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 Meeting Self harm Tracking Being bulliedChild as Participant Harvesting harassed or strangers Unwelcome Personal info stalked Being persuasions groomedCONDUCT Illegal Bullying or Creating and ProvidingChild as Actor downloading harassing uploading misleading Hacking Gambling another inappropriate info/advice Financial scams material Terrorism CRIMINAL BEING IN THE WRONG PLACE AT THE WRONG TIME Original 3 Cs Classification by ‘EU Kids’ online project
    • 36. Classifying the risks to children online Commercial Aggressive Sexual ValuesCONTENTChild as RecipientCONTACTChild as ParticipantCONDUCT Online/offlineChild as Actor migration with reputational consequences CRIMINAL BEING IN THE WRONG PLACE AT THE WRONG TIME Original 3 Cs Classification by ‘EU Kids’ online project
    • 37. “Sexting” = teens sharing nude photos via mobiles and web. The practice canhave serious legal and psychological consequences Commercial Aggressive Sexual Values CONTENT Pornographic Child as Recipient Online grooming is a unwelcome criminal offence sexual content Include Contact this CONTACT www.ceop.gov.uk button on Meeting your Child as Participant if you have concerns strangers home about inappropriate Being page communication from an groomed adult to a minor. CONDUCT Creating and Child as Actor “One-third of those who uploading sexually abuse children are inappropriate just children themselves.” material BBC Newsnight programme March 2010 21,630 BEBO members have the name “Porn Star”
    • 38. Remember most child abuse takes place in inter-familiar settings.
    • 39. Film Play filmFilm conceived and acted by yp from Croydon
    • 40. Classifying the risks to children online Commercial Aggressive Sexual ValuesCONTENT Violent andChild as Recipient hateful content 22% of yp aged 11-CONTACT 18 report having Being bulliedChild as Participant harassed or been cyber bullied. stalked It ruins lives. YP may not discloseCONDUCT that it is happeningChild as Actor Bullying or harassing another Classification by ‘EU Kids’ online project and referenced in the Byron Report
    • 41. Words can hurt ...From Canadian Ad Council athttp://www.youtube.com/watch?v=bdQBurXQOeQ
    • 42. DEFINITIONS OF CYBERBULLYING“The use of ICT, particularly mobile phones & internet,deliberately to upset someone else”FORMS IT CAN TAKE Face talk – feature in new Iphone 4  Threats and intimidation  Harassment or stalking  Vilification/defamation/ hate or bias-bullying  Exclusion (MSN)  Identity theft, unauthorized access and impersonation (MSN)  Publicly posting, sending or forwarding personal or private information or images  Manipulation of images - see example
    • 43. 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 Abuse on the internet/mobile phone • “My parents don’t get the internet” • “Maybe it was my fault ! (blur)” • “Scared if computer is confiscated” • “Don’t know who to report to ?
    • 44. How is Cyberbullying different from offline bullying? OFFLINE ONLINEHome was sanctuary Can be 24/7Often Physical Usually words/picturesBully strong/victim weak Roles can changeLocal & intimate Mass audienceSee the impact Don’t see impact (lack of empathy)Bystanders intervene Bystanders take partOften Silent It can leave a trail !
    • 45. WAYS IN WHICHTHE INTERNET CAN AMPLIFYVULNERABILITY 10 WAYS IN WHICH THE INTERNET CAN AMPLIFY OFFLINE VULNERABILITY
    • 46. ‘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 The categorisations of risk offlinevulnerable do not necessarily mirror onlineThe paradox that over- What about experience (eg a disabled ypprotected children can be vulnerable may 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....
    • 47. Low self- Fluid learning confidence. environment and Identity seen to gaps in education be part of and induction ‘outsiders’ Experience Lack of abusive supportive relationships oradults in their environments lives including anger MUNCH POKE Moreunsupervised PING! Influences of alcohol, drugs and time, fewer gang culture. Riskstructures and takers and at risk boundaries See www.carrick-davies.com
    • 48. “Many of the young people I work with are massive risk takers,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 LE L RO RAB ON T VULNE IN C S AS SA HEM E LVE EET MS YS THE “I have over 120 people on my BBM but I MA SEEWE MA Y deleted like 30 on Saturday cause I was Y T THE angry and they pissed me off so I just BU deleted them. Since I’ve had my BlackBerry only 2 people have deleted me.” PRU student from ‘MPP’ report
    • 49. 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, birthparents, or those who want to trace them for potentially harmful reasons.
    • 50. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Social LocationYoung People who may need to escape from an abusive relationships need to thinkcarefully about how they make their ‘places’ public.
    • 51. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Exclusion from the ‘norm’ Eg Facebook TimelineThere are lots of online services which celebrate our ‘journey’. How do children whodon’t know their birth parents, may not have an early photo of themselves feel in these‘boast by post’ environments ?
    • 52. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Blackmailing “gifting” & grooming by peersA young person from a disadvantaged background may be targeted with ‘gifts’ ofmobile phones, mobile payment cards etc, by older young people but in exchange for‘favours’ which they ‘cash in’ later (including prostitution, trafficking or illegalactivity). 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
    • 53. “Any A/C holders looking WAYS IN WHICH to make a quick grand get THE INTERNET at me. 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 arenot yet regulated or in the public conscious. For example BBMHow will QR codes be mis-used ?
    • 54. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Being ‘nudged’ into gangsVulnerable young people who are risk takers,impulsive or under the influence of alcohol and/ordrugs and less supervised, can be more easily ALL CHILDREN WILLdrawn into illegal activity including being ‘nudged’ LEAVE A FOOTPRINTthrough technology. EXCEPT SOME WILL BE IN MUDDIER SAND!
    • 55. 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 ?
    • 56. 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 ?
    • 57. •WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Special needs & learning difficulties Attachment Theory AttachmentSome children with emotional or behavioural difficulties, attachmentdifficulties, and other complex needs, may be particularly vulnerable online.EG those with Autistim Spectrum Disorder may make literal interpretationsof 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 ordisabilities may not recognise that they are being bullied or appreciate howtheir own online behaviour may be seen by someone else as bullying .
    • 58. •WAYS IN WHICH  Low levels of Language & Literacy THE INTERNET CAN AMPLIFY VULNERABILITYLack of literacy skills, can meanthat messages are unclear,ambiguous or misunderstoodWe 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 ?
    • 59. GROUP EXERCISE Training ScenarioFacebook:Friend or Fiend ?In pairs readthrough the scenario(see handout)
    • 60. Let’s have a coffee break 15 mins.Talk to someone about what you’ve heard so far !
    • 61. GROUP EXERCISEFEEDBACKIs this a serioussituation?What went wrong ?How can we safeguardagainst this situation ?How can FB be used moresafely ?What have you learnt ?
    • 62. PART IIIUNDESTANDINGOURRESPONSIBILITIES
    • 63. Government Strategic FrameworkEvery Child Matters * be healthy stay safe enjoy and achieve make a positive contribution achieve economic well-being ESPECIALY ONLINE More telephones than people Age of ownership decreasing Children vulnerable in new ways Schools encouraging digital learning Parents & carers time-poor* http://www.dcsf.gov.uk/everychildmatters/
    • 64. From ‘Risk vs Opportunity’ to drawing on the wider framework ofthe UN Rights of the Child – 3 Ps FROM TIM DAVIES’ Rethinking Responses to Young People and the Internet Beyond Opportunity and Risk - EU Kids Online II - September 2011
    • 65. What does Leadership look like in this space?•Professional/Personal •Principle centred AND people centred• Personal integrity
    • 66. Pause for thought.And now, dear brothers and sisters, one finalthing. Fix your thoughts on what is true, andhonourable, and right, and pure, and lovely,and admirable. Think about things that areexcellent and worthy of praise. Philippians 4:8
    • 67. Leadership – how can you lead with SM ? Wikis to work on joint policy MANAGING UPBrilliant formanaging MANAGING MANAGING MANAGING RSS –volunteers OTHERS YOURSELF CHANGE & keeping CRISIS ontop of the changes + influencing MANAGING STAKEHOLDER S Increasingly donors are giving via social media – eg just giving
    • 68. What do Faith Groups want to do?Communicate (with parishioners and wider world)Challenge (individual, opinion formers and public)Champion (beliefs and values)Community (build, enhance, transform)Change (facilitate and provide vision)Co-operate + collaborate (with others- hopefully!)Customer service (provide real genuine trust)
    • 69. What can social networks do + ?Communicate Quick, personal, immediateChallenge Aggregate the public voiceChampion Build a movement (not campaignCommunity Inspire + build communityChange “Wisdom of the crowds”Co-operate + collaborate Efficient + globalCustomer service Hold providers to accountCollaborate + co-create Share best practice
    • 70. Choose your tool
    • 71. Top tips to help1. Start scheduling this activity into your work.2. Learn all you can and reflect on how these tools can help you with your work.3. Find just 3 or 4 resources which you can use and sign up to learn and contribute. Slideshare, bookmarking4. Subscribe to a few blogs and try to use RSS to aggregate the content you want and need.5. Start narrating your lives and experience – blog or micro blog (140 characters)6. Get mobile ! It will save you time and keep you engaged.
    • 72. PIE Policies E-safety policy, Acceptable Use Policy, Mobile use policyInfrastructure Education Opportunities for church groupsManaged learning environment to engage in education &with high quality access and prevention programmes whichequipment which is filtered, are targeted at young users, parents or the wider librarymonitored and supervised. community.
    • 73. What CHURCHES must do PREVENTING RESPONDING Understanding and accepting the  Supporting the victim – need for impact of cyberbullying. reassurance. Updating existing policies and  Practical advice and support such as saving evidence, not retaliating, practices. (AUP) informing parents. Making reporting easier - includes  Investigate and record incidents, advice about removal of content. identify the bully. Promoting the positive use of  Sanctions (if explicit in AUP) technology.  Involve Parents /carers Evaluating impact of prevention  Training your parishioners activities. Reaching out to your parents Underpinned by effective education and awareness
    • 74. Church safeguardingAUP Policies policies should be explicit about use of social media/mobile technology. Church safeguarding• All staff understand (induction) policies should include how the organisation is• All staff enforce inducting and supporting• All staff review regularly youth workers in all areas of their workand Who to report to ?•Is updated in pace with changes
    • 75. PROTECTING YOURSELF1. Update your AUPs stating how and when personally owned equipment (including camera phones) can be used.2. If you have a social network site do not ‘friend’ young church users or add them to your contact list.3. Make sure you keep ALL personal information (profiles, passwords, photos. Etc) private and do not post information about yourself publically that you wouldn’t want employers, or colleagues to see.4. Close down computers quickly if you have to leave a room.5. If misuse - make sure you do not retaliate but keep all records, screen prints and record time, date & website addresses6. Make sure the church workers inform parents about incidents and delivers appropriate sanctions7. Hold each other accountable !
    • 76. • Searching for yourself – example
    • 77. Infrastructure• Recognise the impact of mobile phones to access internet.• Ofsted reflection for schools about ‘Lock down’ vs ‘trusting’• Should your church have it’s own staff mobile phone for youth to use ?
    • 78. Education For Young people • Always respect others be careful• Finding creative ways to what you say. educate users about • Think before you send, what goes online stays online ! safety and responsibility • 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 !
    • 79. The 3 Rs of digital literacy Risk Resilience Reputation
    • 80. Did we do what we said we would ?In pairs discuss REFLECT & THINKWhat has been the most helpfulaspect of this training? FACE- UP & BE CHALLENGEDWhat is the one thing you will doas a result of this training ? INSPIRED & EQUIPPED
    • 81. Developing policyAREA OF IMPORTANCE OF THE POSITIVE ACTIONCONCERN SAFEGUARDING ISSUE AND POLICY IMPLICATION While the issues which are discussed in this guidance may  Use the resourcesAN be challenging to those who are listed in section IIIABSENCE not confident in using new of this guidance toOF social media and mobile gain a betterKNOWLED platforms and services, it is vital understanding ofGE IS NOT to remember that, an absence the technology.  Find someone toAN of knowledge is not an excuse help you set up aEXCUSE for an absence of responsibility social networkingFOR AN and care to those who we are page or downloadABSENCE responsible for. an app on yourOF phone to see how If as part of the work or new services work.RESPONSI services of the church you  Talk to otherBILITY are providing internet churches aboutAND CARE. access (such as in a youth how they are club for example) or are developing their policies. have a website, a Facebook  Attend one of Group page or have Southwark accepted ‘Friend’ requests Dioceses Social on Facebook or other media and service or given a minor safeguarding training courses. your mobile phone number,  Agree a timetable than you must have a for the drafting of written policy in place and your policy must ensure that those in your church understand this policy.
    • 82. • Questions about anything which has come up today ?
    • 83. EVALUATION FORMSThink how can we improve anddevelop this course androll-out across the diocese ?
    • 84. 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
    • 85. And Finally….
    • 86. THANK YOU ! Complete Evaluation forms MUNCH PING POKE! See my current work re social media and vulnerable yp www.carrick-davies.com stephen@carrick-davies.com
    • 87. Credits and sourcesI am happy for this presentation to be circulated across FaithGroups as a pdf document but please don’t distribute further oruse for wider training or commercial purposes without contactingme as it is important to respect the copyright of images and textused in this presentation.Available on SLIDE SHARE (Search for Stephen Carrick-Davies)Photos content used from other sources is credited below.Slide 10, Photo by Stephen Carrick-DaviesSlide 11 from slide share photo Fred Cavazza/flickr.com http://www.flickr.com/photos/fredcavazza/Slide 12 from Is social media a fad?’ http://www.youtube.com/watch?v=45izI2jw0zASlide 14 photo library slide, quote from Douglas Adams see http://www.goodreads.com/author/quotes/4.Douglas_AdamsSlide 17 – from Social TextSlide 19 – Facebook screen grab from old SC-D Facebook page Slide 20 Dali Lama screen grab from Facebook user sharingSlide 28 – Photo of typewriter by SC-D from Imperial War Museum exhibition. Quote re Gandhi use of Facebook SC-DSlide 29 from EU kids online project http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/Home.aspxSlide 30 – pictures from Google images of London Riots Aug 2011Slide 35 Screen grab from Canadian Ad Council at http://www.youtube.com/watch?v=bdQBurXQOeQSlide 40 – Photo of Guardian Newspaper article 19 June 2010Slide 44 – unknown – sorry !Slide 49 - from Tim Davies seehttp://www.timdavies.org.uk/2011/09/24/the-risk-opportunity-discourse-is-broken-rethinking-responses/Slide 61 cartoon drawn by Jim Byrne and for Childnet International www.childnet.com/kia Childnet internationalThis slide image from www.flickr.com/photos/55279617@Noo/124659356 from http://www.slideshare.net/jisc_bce/ncl-bceweb2?src=related_normal&rel=2745614Slide 68 – Photo by Stephen C-D.If I’ve missed anyone else out so sorry !