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E- SAFETY TRAININGRECOGNISING THE HARMS OF    NEW TECHNOLOGY
Disclaimer, copyright and caveats• This presentation has been written by Stephen Carrick-Davies and forms the basis of tra...
Registration• Attendance on ‘My Learning source’
Introductions           Stephen Carrick-Davies          • Ten years at Childnet International          • Now an Independen...
Find people in this room who can answer yes to these statements.     If someone says no move on and speak to a different p...
What are your expectations and training needs ?
The 3 Rs of digital literacy                               Our safety, conduct                        Risk   & risky behav...
Structure and aims of trainingPart I “Understanding” the new Reality !                  Overview of ‘Social Media’ and we...
By the end of this training I hope youwill have: A better understanding and “feel” for the way YP use  the internet. Ent...
PART 1Understanding this new realityThe appeal of new technology forchildren
On a scale of 1- 10 rank yourself as to how       confident you are using social media. 1 ----------------------5---------...
GROUP EXERCISETurn to your neighbourWhat does the internet, social mediaand mobile technology give to youngpeople ?What is...
real         The child’s online world                          ANONYMITY  ALWAYS ON                                      A...
Why the real world ?“There are only two states for childrenthese days; they are either asleep oronline....even if they wak...
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...
GROUP EXERCISETurn to your neighbourWhat was the greatest fearfor the yp in the film ?How did it had got out of control ?W...
My first mobile phone !I used it twicea year !
“Anything that getsinvented after you’rethirty is against thenatural order of thingsand the beginning ofthe end of civilis...
NOW YOU EVEN HAVE A DIFFERENT PHONELANGUAGE !•   POS    Parent over shoulder•   I8u    I hate you•   AATK   Always at the ...
My family’s first TV
AGE RESTRICTIONS
Gamechanger 1 : GlobalFACEBOOK’S GLOBAL BILLION
Gamechanger 2: Converging
Gamechanger 3: Transforming politics/society/business                      Check out this video overview at               ...
Gamechanger 4: Revolutionising teacher/learner!                                             “A lot of kids want to play ga...
SMART PENS – the latest ‘Internet of Things’
APPLICATIONS           PHOTOS/TAGS    NEWS FEEDS                                      Comment and    “boast by post”      ...
Facebook Timeline                                                           Searchable                                    ...
• Searching for yourself – example
See pages 106- 107 in Vodafone’s Digital Parenting magazineBUT ... Remember privacy options and controls change frequently!
A word about BBM          • Be careful with your BBM PIN          • Be careful of ‘Screen Munching’          • Use the too...
See pages 54 – 59 in Vodafone’s Digital Parenting magazine
A word about games           • The ratings are there for a reason.           • Anyone who sells a designated 12+          ...
The game changerPORTABLE          A GREAT          STATUSPRIVATE +        PACIFIER !        SYMBOLPERSONAL  ANYTIME,      ...
Let’s break for coffee 15 minutes
PART IIUnderstanding the risks                (not the same thing as harm!)
All technology is neutral                            What would                            Gandhi have                    ...
Our perception of dangerMost abuse takes place in thecontext of a family or closerelative.
What terms do we use to explain this space ?               An incubator ?                  FORWARDED                 COMME...
GROUP EXERCISEFeedbackWhat do you think about thisdescription of the Internet ?What sort of things couldbe hatched ?
Classifying the risks to children onlineOriginal 3 Cs Classification by‘EU Kids’ online project          Commercial       ...
“Sexting” = teens sharing nude photos via mobiles and web. The practice canhave serious legal and psychological consequenc...
How the risks ‘migration’ from online to                                    offline can affect vulnerable YPOriginal 3 Cs ...
Film                                              Play filmFilm conceived and acted by yp from Croydon
GROUP EXERCISETurn to your neighbourWhat was the greatest fearfor the yp in the film ?What would you do if you were inteac...
Classifying the risks to children online                       Commercial   Aggressive                  Sexual            ...
“Sticks and stones.... But words ...?”From US Ad Council athttp://www.youtube.com/watch?v=bdQBurXQOeQ
Ways in which Cyberbullying is different from offline bullying?        OFFLINE                                            ...
Why YP may be scared of reporting abuse ?• “It was nobody else’s business”• “Didn’t think it was serious or wrong”• “Didn’...
RESPONDING TO THE VICTIM        Need for reassurance – THIS IS BULLYING !           Practical advice:              RED Don...
GROUP EXERCISEThe young person who you are responsible for (let’s say she’sa 12 year old girl) tells you that her “friends...
GROUP EXERCISE    A 14 year old boy in your    school has lost weight and    you have concerns that he    is self-harming....
WAYS IN WHICHTHE INTERNET CAN AMPLIFYVULNERABILITY                  10 WAYS IN                  WHICH THE                I...
‘Vulnerable’              This is complex because:All children are different so there are         Vulnerability is not sta...
Low self-                                          Fluid learning                    confidence.                          ...
“Many of the young people I work with are massive risk takers,impulsive to the extreme and often use alcohol and/or drugs....
WAYS IN WHICH THE INTERNET  CAN AMPLIFY VULNERABILITY                      Unmediated Contact                            ...
WAYS IN WHICH  THE INTERNET   CAN AMPLIFY  VULNERABILITY                     Social LocationYoung People who may need to ...
WAYS IN WHICH   THE INTERNET    CAN AMPLIFY   VULNERABILITY                       Exclusion from the ‘norm’              ...
WAYS IN WHICH   THE INTERNET    CAN AMPLIFY   VULNERABILITY                         Blackmailing “gifting” &             ...
“Any A/C holders looking WAYS IN WHICH                                               to make a quick grand get THE INTERNE...
WAYS IN WHICH   THE INTERNET    CAN AMPLIFY   VULNERABILITY                       Being ‘nudged’ into gangsVulnerable you...
WAYS IN WHICHTHE INTERNET CAN AMPLIFYVULNERABILITY                 Negative digital footprint                            ...
WAYS IN WHICHTHE INTERNET CAN AMPLIFYVULNERABILITY    Low Resilience                                    “When my pinger’s...
•WAYS IN WHICH  THE INTERNET  CAN AMPLIFY  VULNERABILITY                     Special needs & learning difficulties       ...
•WAYS IN WHICH                     Low levels of Language & Literacy  THE INTERNET  CAN AMPLIFY  VULNERABILITYLack of lit...
GROUP EXERCISEIn pairs discussDo you recognise these 10 offlinevulnerabilities and agree that theycan be amplified online ...
Questions and feedback on the      morning sessionLet’s break for lunch (50mins)
PART IIIUNDERSTANDING OURRESPONSIBILITIESHands on training
AN ABSENCE OF KNOWLEDGE IS NOTAN EXCUSE FOR AN ABSENCE OFRESPONSIBILITY AND CARE.         WHAT IS POTENTIALLY         CRIM...
SCHOOLSIn the context of an inspection,e-safety may be described as theschool’s ability:to protect and educate pupils ands...
See articles athttp://www.guardian.co.uk/education/2009/sep/23/teacher-pupil-sexual-relationship?INTCMP=SRCHhttp://www.bbc...
Assemblies, tutorial time, personal,                                   social, health and education lessons,              ...
10 THINGS SCHOOLS CAN DO TO REACH PARENTS1. Update and publicise your school’s Acceptable Use Policy    (AUP) stating how ...
The role of schools in respond to Cyberbullying ?• All UK schools must have an anti-bullying policy by law.• If your child...
PIE    all 3 ‘legs’ are vital                                Policies                     E-safety policy, Acceptable Use ...
PREVENTING                                         RESPONDING Understanding and accepting the       Supporting the victi...
Social media challenges for teachers• Recent TES survey  found that 9% of  teachers were friends  with pupils on SNS*.• Ge...
OTHER WAYS TO PROTECTING YOURSELF1. Update your AUPs stating how and when personally owned   equipment (including camera p...
GROUP EXERCISESETTING UP AFACEBOOK PAGE
Dilemmas and decisions:Setting up a Facebook account                                First name:                           ...
So easy to set up a free e-mail account                                          New                                      ...
As soon as you join you need to connect                                     FB can migrate                                ...
HANDS ON EXPERIENCELET’S SET UP A FACEBOOK ACCOUNT TOGETHER                                           Let’s do this       ...
What online profile and identity shall we give ?                        Questions                        What age shall we...
GROUP EXERCISE – In PairsHaving completed that exercise discuss thechallenges and dilemmas and imagine yourself as a13 yea...
REACHING PARENTS/CARERS “Parents and the home environment they create are the single most important factor in shaping thei...
MODELLING GOOD BEHAVIOUR“Present but absent”Kids dont do what you saythey do what you do !Try to ...Be consistent and set ...
Influence of older siblings/uncles, aunts.... !“it’s not fair ...”Recognise the influenceand pressure and theirneed to dif...
CE  VI Conversations aboutAD      Risk“Do you know who all your online friends are offline?”“Do you know how to block some...
CE  VI Conversations aboutAD     Reputation   “Remember what goes online stays online”   “When did you last check your p...
CE  VIAD      Conversations about      Responsibility “Have you come across any good social  initiatives?” “What do you ...
The importance of reaching parents/carers   For Parents                                      For Young people• Be aware th...
Useful resources for parents                               Interactive video tutorial                                for ...
Dynamic education programs and ways for YP to   understand the issues (including resilience)See http://whatsyourstory.tren...
Useful websites          1) UK law Enforcement agency and part of VGTF          www.ceop.gov.uk          2) UK Council for...
GROUP EXERCISE !        -   Discuss in pairsWhat has been ONE thing which youhave found helpful from torday’straining ?Wha...
EVALUATION         Please give feedback.                   
And Finally….
• Questions about anything which has come up  today ?
Have we done what we said we would ?A better understanding and “feel” for the way YP use the internet.Enthused about the...
CAF as Referral to CSC•   The inter agency referral form to Childrens Social Care (CSC) is being replaced•   The CAF asses...
I’m sticking around for a furtherhour to help anyone individuallywith questions or their action plans
THANK YOU !          Complete Evaluation                     forms                                        MUNCH           ...
E  safety training for staff who work with children and young people - Stephen Carrick-Davies 2013
E  safety training for staff who work with children and young people - Stephen Carrick-Davies 2013
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E safety training for staff who work with children and young people - Stephen Carrick-Davies 2013

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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
  • 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
  • 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 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
  • Transcript of "E safety training for staff who work with children and young people - Stephen Carrick-Davies 2013"

    1. 1. E- SAFETY TRAININGRECOGNISING THE HARMS OF NEW TECHNOLOGY
    2. 2. Disclaimer, copyright and caveats• This presentation has been written by Stephen Carrick-Davies and forms the basis of training he has delivered for Foster Parents and other working with vulnerable adults across the UK.• Not all of the training content is included in this presentation and these slides are NOT a training package (either as a whole or in parts) and should not be used as such.• It is shared on SlideShare for information and guidance only and to contribute to the debate about how the internet can amplify offline vulnerabilities.• It’s great to share but it is not easy to strike the right balance between sharing and copying. Invariably these slides contain content developed by others and Stephen has sought to credit content (including photographs) which have come from other sources at the end of this presentation so please respect the authorship of these slides (See slide 101).• The content on the slides which Stephen has personally written and produced he has assigned with Creative Commons license. Slides showing this mark can be used for non-commercial purposes, as long the content is credited. see www.creativecommons.org for more info.• Ultimately Stephen hopes that these slides help others working with vulnerable young people and if you have questions or have other experience to share please contact Stephen directly (see e-mail address at the end).“In the past you were what you owned. Now you are what you share.” Charles Leadbetter
    3. 3. Registration• Attendance on ‘My Learning source’
    4. 4. Introductions Stephen Carrick-Davies • Ten years at Childnet International • Now an Independent Trainer/ Social Entrepreneur /Parent/Learner ..... • "Stay hungry, stay foolish*" But what about you ? ...... *From Steve Job’s talk at Stanford University
    5. 5. 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!”
    6. 6. What are your expectations and training needs ?
    7. 7. The 3 Rs of digital literacy Our safety, conduct Risk & risky behaviours ReputationResponsibility Our privacy, security settings and our peer group Our leadership, ethical code and resilience
    8. 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  Why the positive appeal for childrenCoffee break --------------------------------------------------------------------------------------------------------Part II Understanding the Risks  Overview of online risks for young people FACE- UP  Specific challenges for Southwark Staff & BE  Where we are vulnerable (privacy settings) CHALLENGED  Case study to help us to see responsesLunch --------------------------------------------------------------------------------------------------------------------------------------Part III Understanding our Responsibilities  Hands on training - Focus on Facebook INSPIRED &  Prevention & Response strategies EQUIPPED  ‘PIE’ approaches and positive opportunities for learning and change.All through a mixture of slides, quotes, case studies, films, small groupexercises, Q&A, and links to practical resources.
    9. 9. By the end of this training I hope youwill have: A better understanding and “feel” for the way YP use the internet. Enthused about the positive opportunities for them. Understand the online issues for vulnerable children Hands’ on experience of using social media Challenged about the risks esp. cyberbullying Know what to do if there is a problemHad opportunity to ask questions look atother resources/ support organisations.
    10. 10. PART 1Understanding this new realityThe appeal of new technology forchildren
    11. 11. On a scale of 1- 10 rank yourself as to how confident you are using social media. 1 ----------------------5----------------------10 “I taught“What’s a mouse?” Mark Zuckerberg all he knows”
    12. 12. GROUP EXERCISETurn to your neighbourWhat does the internet, social mediaand mobile technology give to youngpeople ?What is the single most importantthing to YP about being online ?
    13. 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. 14. Why the real world ?“There are only two states for childrenthese days; they are either asleep oronline....even if they wake up in themiddle of the night they go online.” Eric Schmidt 2010 Executive Chairman of Google.Children don’t consume mediathey inhabit and have colonized it!“We have created a child who will be soexposed to the media that he will be lostto his parents by the time he is 12.” David Bowie 1972 Melody Maker
    15. 15. 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
    16. 16. 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 ?
    17. 17. My first mobile phone !I used it twicea year !
    18. 18. “Anything that getsinvented after you’rethirty is against thenatural order of thingsand the beginning ofthe end of civilisationas we know it….until it’s beenaround for about tenyears when it graduallyturns out to be alrightreally.” Douglas Adams
    19. 19. NOW YOU EVEN HAVE A DIFFERENT PHONELANGUAGE !• POS Parent over shoulder• I8u I hate you• AATK Always at the keyboard• LOL Laugh out loudMy Xmas hols wr CWOT. B4 we used 2go2 NY 2C mybro, his GF & 3 kids ;) FTF. ILNY it’s a gr8 plc.
    20. 20. My family’s first TV
    21. 21. AGE RESTRICTIONS
    22. 22. Gamechanger 1 : GlobalFACEBOOK’S GLOBAL BILLION
    23. 23. Gamechanger 2: Converging
    24. 24. Gamechanger 3: Transforming politics/society/business Check out this video overview at http://www.youtube.com/watch?v=x0EnhXn5boM
    25. 25. Gamechanger 4: Revolutionising teacher/learner! “A lot of kids want to play games but now we want to MAKE them ! But where do you go for advice? Not many parents have written apps !” Thomas Suarezhttp://www.youtube.com/watch?v=ehDAP1OQ9Zw Bustin Jieber ‘Whack-a-mole’
    26. 26. SMART PENS – the latest ‘Internet of Things’
    27. 27. APPLICATIONS PHOTOS/TAGS NEWS FEEDS Comment and “boast by post” Huge range of apps Tag photos face recognitionEvents/ Groups TIME LINE FRIENDS LIVE CHAT Find, link, be in Superseding IMconstant contact+ on your mobile VIDEO link and embedMESSAGESSuperseding E-mail WHO’S ONLINE Know who is online now! Social location ALL FOR FREE …… BUT ….WHAT PRICE IS FREE ?
    28. 28. Facebook Timeline Searchable by years Check regularly because the settings change Re-check your privacy settings using ‘View As’ functionThe importance of privacy settings31% of 12-15 year olds don’t use privacy settings on theirsocial networking profiles – Ofcom Media literacy Report 2009
    29. 29. • Searching for yourself – example
    30. 30. See pages 106- 107 in Vodafone’s Digital Parenting magazineBUT ... Remember privacy options and controls change frequently!
    31. 31. 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)
    32. 32. See pages 54 – 59 in Vodafone’s Digital Parenting magazine
    33. 33. 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.
    34. 34. The game changerPORTABLE A GREAT STATUSPRIVATE + PACIFIER ! SYMBOLPERSONAL ANYTIME, FUN & ANYWHERE GAMES ANYWAY PRACTICALEDUCATIONALLY USEAGE VALUABLE ! photo/video INTER Apps etc GENERATIONAL
    35. 35. Let’s break for coffee 15 minutes
    36. 36. PART IIUnderstanding the risks (not the same thing as harm!)
    37. 37. All technology is neutral What would Gandhi have done if he had a FACEBOOK account ?
    38. 38. Our perception of dangerMost abuse takes place in thecontext of a family or closerelative.
    39. 39. What terms do we use to explain this space ? An incubator ? FORWARDED COMMENTED ONUPLOADED AMPLIFIED COPIED STORED MORPHED/ CHANGEDMUNCHED LIE DORMANT (captured) RE- BROADCAST
    40. 40. GROUP EXERCISEFeedbackWhat do you think about thisdescription of the Internet ?What sort of things couldbe hatched ?
    41. 41. Classifying the risks to children onlineOriginal 3 Cs Classification by‘EU Kids’ online project 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
    42. 42. “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 Contact CONTACT www.ceop.gov.uk Meeting “So take a dirty Child as Participant if you have concerns strangers picture for me, Take a dirty picture about inappropriate Being Just take a dirty communication from an groomed picture for me Take a dirty picture” adult to a minor. CONDUCT From Taio Cruz song Creating and Child as Actor “One-third of those who uploading No 6 in the UK charts April 2010. sexually abuse children are inappropriate just children themselves.” material BBC Newsnight programme March 2010 21,630 BEBO members had the name “Porn Star”
    43. 43. How the risks ‘migration’ from online to offline can affect vulnerable YPOriginal 3 Cs Classificationby ‘EU Kids’ online project Commercial Aggressive Sexual CRIMINAL ValuesCONTENTChild as Recipient OF THE 1,984 PEOPLE CHARGED AFTER RIOTS:  53% were under 20 years oldCONTACT  42% received free school mealsChild as Participant (16% nat. average)  66% of them had some special education needs (21% of all pupils)CONDUCTChild as Actor Figures from the Ministry of Justice carried out by the Howard League for Penal Reform (published in Guardian 26.11.11) BEING IN THE WRONG PLACE AT THE WRONG TIME & “BAD LUCK”
    44. 44. Film Play filmFilm conceived and acted by yp from Croydon
    45. 45. GROUP EXERCISETurn to your neighbourWhat was the greatest fearfor the yp in the film ?What would you do if you were inteacher in this situation ?
    46. 46. 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
    47. 47. “Sticks and stones.... But words ...?”From US Ad Council athttp://www.youtube.com/watch?v=bdQBurXQOeQ
    48. 48. 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 Often silent mobile/SNS) 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.
    49. 49. 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”
    50. 50. 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 atChildnet’s www.digizen.org website
    51. 51. GROUP EXERCISEThe young person who you are responsible for (let’s say she’sa 12 year old girl) tells you that her “friends” in her class tookvideo clip of her at a sleep over pyjama party on their phoneswhich is now being circulated and she thinks it is now postedon a social networking site.•What advice would you give to her ?•Who should the girl report this to ?•Is this a school issue ?•How would you go about trying to remove this content ?•What if those who posted it up have circulated it morewidely ?
    52. 52. GROUP EXERCISE A 14 year old boy in your school has lost weight and you have concerns that he is self-harming.• What could be happening online ?• What could the online pressure be ?• What online support could help him ?• What if this person was posting images of himself on social networking and pro-harm sites ?
    53. 53. WAYS IN WHICHTHE INTERNET CAN AMPLIFYVULNERABILITY 10 WAYS IN WHICH THE INTERNET CAN AMPLIFY OFFLINE VULNERABILITY
    54. 54. ‘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....
    55. 55. 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
    56. 56. “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
    57. 57. 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.
    58. 58. 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.
    59. 59. 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 ?
    60. 60. 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
    61. 61. “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 ?
    62. 62. 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!
    63. 63. 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 ?
    64. 64. 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 ?
    65. 65. •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 .
    66. 66. •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 ?
    67. 67. 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?
    68. 68. Questions and feedback on the morning sessionLet’s break for lunch (50mins)
    69. 69. PART IIIUNDERSTANDING OURRESPONSIBILITIESHands on training
    70. 70. AN ABSENCE OF KNOWLEDGE IS NOTAN EXCUSE FOR AN ABSENCE OFRESPONSIBILITY AND CARE. WHAT IS POTENTIALLY CRIMINAL, HARMFUL, INAPPROPRIATE OR ILLEGAL OFFLINE, IS THE SAME ONLINE. ULTIMATELY THIS COMES DOWN TO LEADERSHIP.
    71. 71. SCHOOLSIn the context of an inspection,e-safety may be described as theschool’s ability:to protect and educate pupils andstaff in their use of technologyto have the appropriatemechanisms to intervene andsupport any incident whereappropriate.
    72. 72. See articles athttp://www.guardian.co.uk/education/2009/sep/23/teacher-pupil-sexual-relationship?INTCMP=SRCHhttp://www.bbc.co.uk/newsround/14542636http://www.bbc.co.uk/news/uk-scotland-16379494
    73. 73. Assemblies, tutorial time, personal, social, health and education lessons, and an age-appropriate curriculum for e-safety Pupils were moreSchools need vulnerable overallto make good when schools useduse of the locked downviews of pupils systems becauseand their WHAT they were notparents to DOES given enoughdevelop their opportunities toe-safety GOOD learn how toprovision. assess and manage E-SAFETY risk for LOOK themselves. LIKE?The outstandingschools recognised In the outstandingthat, relationships schools, senior leaders,with families, needed governors, staff andto keep developing to families worked togethersupport e-safety at to develop a clear strategyhome. for e-safety. Policies were reviewed regularly in the light of technological developments.
    74. 74. 10 THINGS SCHOOLS CAN DO TO REACH PARENTS1. Update and publicise your school’s Acceptable Use Policy (AUP) stating how you use technology including mobiles and photographs . Include e-safety advice on this.2. Include news items in school newsletter especially at time of national news story or concern3. Advice posters in the corridors/playground.4. Survey – using ‘Survey Monkey’ or students to get feedback which you can then respond to (more buy in).5. Advice and reporting buttons on School website6. Regular sessions with students with take home advice7. Assembly or play involving pupils which parents come to.8. Creative sessions during mainstream activities (winter or summer fair, SATs meetings, trips etc)9. Re-enforced during induction sessions when a child joins the school AND staff induction.10. Investing in free resources Eg Digital Parenting.
    75. 75. The role of schools in respond to Cyberbullying ?• All UK schools must have an anti-bullying policy by law.• If your child is bullied online by other children in a school even if it takes place outside of school hours or holidays it IS a school issue.• Ofsted inspects on safeguarding very closely (limiting factor !)• Government Guidance on cyberbullying is comprehensive and includes bullying of school staff!• Increasingly vital to have clear whole-school E-Safety and Acceptable Use Policies (AUPs)• Involving parents is crucial to a ‘whole-school’ policy
    76. 76. PIE all 3 ‘legs’ are vital Policies E-safety policy, Acceptable Use Policy, Anti-Bullying policy, Mobile use policyInfrastructure EducationManaged learning environment Whole-school ongoing educationwith high quality access and & prevention programme which isequipment which is filtered, targeted at both pupils, parentsmonitored and supervised. and the whole school work-force.
    77. 77. 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 anti-bullying) informing parents. Making reporting easier - includes  Investigate and record incidents, advice about removal of content. identify the bully. (industry support)  Working with the bully and sanctions Promoting the positive use of (including technology specific). technology.  Involve Parents /carers Evaluating impact of prevention activities. Underpinned by effective education and awareness
    78. 78. Social media challenges for teachers• Recent TES survey found that 9% of teachers were friends with pupils on SNS*.• General advice from unions and GTS is: Do not ‘friend’ pupils on personal accounts or ask to be added to their contact lists. WHY ? You could make yourself You could make yourself You could make yourself vulnerable by sharing your vulnerable by being able to open to allegations of personal information (and access their personal inappropriate contact or be that of your friends) information misunderstood. 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
    79. 79. OTHER WAYS TO PROTECTING YOURSELF1. 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 addresses6. Report any incident to the appropriate member of staff promptly7. Make sure the school informs parents about incidents and delivers appropriate sanctions
    80. 80. GROUP EXERCISESETTING UP AFACEBOOK PAGE
    81. 81. Dilemmas and decisions:Setting up a Facebook account First name: Surname: Sex: Dob: HAVE TO BE OVER 13 E-mail: - see next
    82. 82. So easy to set up a free e-mail account New G-Mail account in 3 mins
    83. 83. As soon as you join you need to connect FB can migrate all your existing e-mail contacts automatically
    84. 84. HANDS ON EXPERIENCELET’S SET UP A FACEBOOK ACCOUNT TOGETHER Let’s do this together
    85. 85. What online profile and identity shall we give ? 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 ?
    86. 86. GROUP EXERCISE – In PairsHaving completed that exercise discuss thechallenges and dilemmas and imagine yourself as a13 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 ?
    87. 87. REACHING PARENTS/CARERS “Parents and the home environment they create are the single most important factor in shaping their children’s well-being, achievements and prospects” Alan Johnson (when Education Secretary)
    88. 88. MODELLING GOOD BEHAVIOUR“Present but absent”Kids dont do what you saythey do what you do !Try to ...Be consistent and set examplesyourself; - eg no phones at the table,mobiles on the landing at night.Try to... Think about your history browser !Try to ...detox yourself – leave it at home onholiday, try not to take it to the cinema !Try to ...be consistent across ratings.They are there for a reason.
    89. 89. Influence of older siblings/uncles, aunts.... !“it’s not fair ...”Recognise the influenceand pressure and theirneed to differentiatethemselves.Recognise ratings arethere for a reason ! – Theages are not based onthe age of ability !Recognise that underage “You can’t choose your kid’s bestuse of gaming brings up friend’s parents.”important issues which youneed to have a view on. Recognise other parents will have different views and values from you.
    90. 90. CE VI Conversations aboutAD Risk“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?”
    91. 91. CE VI Conversations aboutAD Reputation “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?”
    92. 92. CE VIAD Conversations about Responsibility “Have you come across any good social initiatives?” “What do you think about the KONY 2012 campaign?” “What would you do as parent about how long you should stay online?” “I trust you to make good decisions, but I also need to learn from you.”
    93. 93. The importance of reaching parents/carers For Parents For Young people• Be aware that your children may as • Always respect others be careful what likely cyberbully as be a target of you say. cyberbullying. • Think before you send, what goes• Talk to your children and understand online stays online ! the ways in which they are using the • Treat your password like your internet and mobile phones. toothbrush ! • Learn how to block the bully and save• Use the tools on the services the evidence• Remind your children not to retaliate • Make sure you tell someone• Remind yp to keep the evidence • Support others – how would you feel• Know where to report (see later) if no-one stood up for you ! • Encourage them to produce their own peer advice media !
    94. 94. Useful resources for parents Interactive video tutorial for parents Designed for schools to give away free (1.5 million copies) Promoting the benefits of technology In 9 languages Pre-loaded for new users SHOW
    95. 95. Dynamic education programs and ways for YP to understand the issues (including resilience)See http://whatsyourstory.trendmicro.com/internet-safety/pg/winners-2011) Or do a Linked In positive profile exercise to help vulnerable YP get a positive online reputation
    96. 96. 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
    97. 97. GROUP EXERCISE ! - Discuss in pairsWhat has been ONE thing which youhave found helpful from torday’straining ?What ONE thing will you do as a resultof this training ?
    98. 98. EVALUATION Please give feedback. 
    99. 99. And Finally….
    100. 100. • Questions about anything which has come up today ?
    101. 101. Have we done what we said we would ?A better understanding and “feel” for the way YP use the internet.Enthused about the positive opportunities for them.Understand the online issues for vulnerable childrenHands’ on experience of using social mediaChallenged about the risks esp. cyberbullyingKnow what to do if there is a problem
    102. 102. CAF as Referral to CSC• The inter agency referral form to Childrens Social Care (CSC) is being replaced• The CAF assessment record now replaces the inter agency referral form• If you complete a CAF assessment record and send it to Children’s Social Care, it should clearly outline your understanding of children and families needs. It will be helpful to also indicate what has been tried already to meet these needs• We will also be seeking clarity about what support you feel is required to meet the needs you have identified• Where there is a safeguarding concern a referral should be made immediately• We are happy to be contacted or consulted where there is a concern about a child (Social Care Duty: 020 7525 1921)If you are using the record to make a referral to Children’s Social Care, please send it to RAD@southwark.gov.uk• CAF continues to be used as part of providing early help in Southwark. The record remains the mechanism by which you assess needs in partnership with children, young people and their families; and the method by which targeted services understand why you have requested their involvement. Training is available on www.mylearningsource.co.uk
    103. 103. I’m sticking around for a furtherhour to help anyone individuallywith questions or their action plans
    104. 104. THANK YOU ! Complete Evaluation forms MUNCH PING POKE! See my current work re social media and vulnerable yp on my website www.carrick-davies.comstephen@carrick-davies.com

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