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E safety training for southwark staff - stephen carrick-davies january 2013


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E safety training for southwark staff - stephen carrick-davies january 2013

  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 . • 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 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. Introductions Stephen Carrick-Davies • Ten years at Childnet International • Now an Independent Trainer/ Social Entrepreneur /Parent/Learner ..... “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)
  4. 4. GROUP EXERCISE Close your eyes and try to remember when you were 8 years old and most happy. For how many of you was this experience… Outside? Without parental supervision? Involved in something risky?
  5. 5. GROUP EXERCISE What’s changed ? Outside? Without parental supervision? Involved in something risky?
  6. 6. A few facts and figures* *Source: Ofcom Oct 2013) •91% of all 5-15 year olds used the internet in 2012: – all 12-15 year olds (100%) •The estimated weekly volume of internet use at home in 2012 increased with the age of the child: – 8.1 hours for 8-11 year olds and – 17.1 hours for 12-15 year olds. •62% of 12-15’s own a smartphone (static) •A tablet is the device of choice for media consumption – their use has tripled since 2012. •In 2012, 12-15’s spent as much time using the Internet as watching TV. © Stephen Carrick Davies & Tim Mungeam 2014
  7. 7. Facts and figures* (*Source Ofcom 2012) •Mobiles are the device of choice for older YP for peer communication •43% of children aged 5-15 years old have an active social networking site profile. – 22% of 8-11 year olds – 80% of 12-15 year olds. •98% of both 8-11 year olds and 12-15 year olds who have an active social networking site profile use Facebook (despite the minimum age at which you can have a profile being 13). •12-15’s send an average of 255 text messages per week •They also send an average of 185 instant messages © Stephen Carrick Davies & Tim Mungeam 2014
  8. 8. What are your expectations and training needs ?
  9. 9. Structure and aims of training Part I “Understanding” the new Reality !  Overview of ‘Social Media’ and web 2.0  How technology is changing, and being changed  Why the positive appeal for children REFLECT & THINK Coffee break -------------------------------------------------------------------------------------------------------- Part II Understanding the Risks     Overview of online risks for young people Specific challenges for Wandsworth Staff Where we are vulnerable (privacy settings) Case study to help us to see responses FACE- UP & BE CHALLENGED ------------------------------------------------------------------------------------------------------------------------------------- Part III Understanding our Responsibilities     Building Empathy and Resilience What does OFSTED say ? Keeping professional in personal spaces. Prevention & Response strategies INSPIRED & EQUIPPED All through a mixture of slides, quotes, case studies, films, small group exercises, Q&A, and links to practical resources.
  10. 10. PART 1 Understanding this new reality
  11. 11. “Everything that’s already in the world when you’re born is just normal. Anything that gets invented between then and before you turn thirty is incredibly exciting and with any luck you can make a career out of it. Anything that gets invented after you’re thirty is against the natural order of things and the beginning of the end of civilisation as we know it… Douglas Adams How to stop worrying and learn to love the internet 1999 …until it’s been around for about ten years ….when it gradually turns out to be  alright really.”
  12. 12. On a scale of 1- 10 rank yourself as to how confident you are using social media. 1 ----------------------5----------------------10 “What’s a mouse?” “I taught Mark Zuckerberg all he knows”
  13. 13. GROUP EXERCISE Turn to your neighbour What does the internet, social media and mobile technology give to young people ?
  14. 14. eal r The child’s online world ANONYMITY ALWAYS ON ADDICTIVE (?) “If you took away my mobile phone you would take away a part of me” AWAY FROM SUPERVISION ACCEPTANCE IDENTITY & STATUS ACCESS THE WORLD ACTIVE NOT PASSIVE MEDIUM AMPLIFIER (gives children a voice)
  15. 15. What is this real world like for vulnerable YP ? “I have over 120 people on my BBM but I deleted like 30 on Saturday cause I was angry and they pissed me off so I just deleted them. Since I’ve had my BlackBerry only 2 people have deleted me.” Student from Pupil Referral Unit Play film Film at
  16. 16. GROUP EXERCISE Turn to your neighbour What was the greatest fear for the yp in the film ? How did it had got out of control ? What would you do next if you were in that position ?
  18. 18. NEWS FEEDS “boast by post” APPLICATIONS Huge range of apps Events/ Groups LIVE CHAT Find, link, be in constant contact + on your mobile Superseding E-mail Comment and Tag photos face recognition TIME LINE FRIENDS MESSAGES PHOTOS/TAGS Superseding IM VIDEO link and embed WHO’S ONLINE Know who is online now! Social location ALL FOR FREE …… BUT ….WHAT PRICE IS FREE ?
  19. 19. Facebook Timeline Searchable by years Check regularly because the settings change Re-check your privacy settings using ‘View As’ function The importance of privacy settings 31% of 12-15 year olds don’t use privacy settings on their social networking profiles – Ofcom Media literacy Report 2009
  20. 20. • Searching for yourself – example
  21. 21. See pages 106- 107 in Vodafone’s Digital Parenting magazine BUT ... Remember privacy options and controls change frequently!
  22. 22. 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 for film and tutorial. (bottom of the page)
  23. 23. See pages 54 – 59 in Vodafone’s Digital Parenting magazine
  24. 24. 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.
  25. 25. Let’s break for coffee 10 minutes
  26. 26. PART II Understanding the risks (not the same thing as harm!)
  27. 27. All technology is neutral What would Gandhi have done if he had a FACEBOOK account ?
  28. 28. Our perception of danger Most abuse takes place in the context of a family or close relative.
  29. 29. Classifying the risks to children online Original 3 Cs Classification by ‘EU Kids’ online project CONTENT Child as Recipient CONTACT Child as Participant CONDUCT Child as Actor Commercial Aggressive Sexual Adverts Spam Sponsorship Personal info Violent and hateful content Pornographic unwelcome Tracking Harvesting Personal info Being bullied harassed or stalked Meeting strangers Being groomed Self harm Unwelcome persuasions Illegal downloading Bullying or harassing another Creating and uploading inappropriate material Providing misleading info/advice Hacking Gambling Financial scams Terrorism sexual content Values Bias Racist Misleading info or advice
  30. 30. “Sexting” = teens sharing nude photos via mobiles and web. The practice can have serious legal and psychological consequences Commercial CONTENT Child as Recipient CONTACT Child as Participant CONDUCT Child as Actor Aggressive Online grooming is a criminal offence Sexual Values Pornographic unwelcome sexual content Contact if you have concerns about inappropriate communication from an adult to a minor. “One-third of those who sexually abuse children are just children themselves.” Meeting strangers Being groomed Creating and uploading inappropriate material BBC Newsnight programme March 2010 21,630 BEBO members had the name “Porn Star” “So take a dirty picture for me, Take a dirty picture Just take a dirty picture for me Take a dirty picture” From Taio Cruz song No 6 in the UK charts April 2010.
  31. 31. How the risks ‘migration’ from online to offline can affect vulnerable YP Original 3 Cs Classification by ‘EU Kids’ online project CONTENT Child as Recipient Commercial Aggressive Sexual CRIMINAL Values OF THE 1,984 PEOPLE CHARGED AFTER RIOTS:  53% were under 20 years old CONTACT Child as Participant  42% received free school meals (16% nat. average)  66% of them had some special CONDUCT Child as Actor education needs (21% of all pupils) Figures from the Ministry of Justice carried out by the Howard League for Penal Reform (published in Guardian 26.11.11) BEING IN THE WRONG PLACE AT THE WRONG TIME & “BAD LUCK”
  32. 32. JOINT ENTERPRISE: Legislation that finds people guilty of a violent crime if they are judged to have lent encouragement to the main perpetrator. FAIL TO INTERVENE FAILURE TO WALK AWAY ! COMPLICIT IN A JOINT ENTERPRISE ASSOCIATION WITH SOMEONE “You played no part but presence there encouraged others ” INCLUDES ONLINE EVIDENCE OF ASSOCIATION & ENCOURAGEMENT “They planned the attack on social media the night before, the court was told, sending messages to each other on Facebook and via BlackBerry Messenger.”
  33. 33. Classifying the risks to children online Commercial CONTENT Child as Recipient CONTACT Child as Participant CONDUCT Child as Actor Aggressive Sexual Values Violent and hateful content Being bullied harassed or stalked Bullying or harassing another 22% of yp aged 1118 report having been cyber bullied. It ruins lives. YP may not disclose that it is happening Classification by ‘EU Kids’ online project and referenced in the Byron Report
  34. 34. “Sticks and stones.... But words ...?” From US Ad Council at
  35. 35. How is Cyberbullying different from offline bullying? OFFLINE Home is safe Often Physical Bully strong/victim weak Local & intimate See the impact Bystanders intervene Often Silent ONLINE Can be 24/7 Usually words/pictures Roles can change Mass audience Don’t see impact Lack of empathy Bystanders take part “If you laugh at it you’re part of it” It can leave a trail !
  36. 36. 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”
  37. 37. RESPONDING TO THE VICTIM Need for reassurance – THIS IS BULLYING ! Practical advice: RED Don’t retaliating, Orange – Save the evidence Green – Tell someone (who?) See advice, resources and guidance at Childnet’s website
  38. 38. PREVENTING  Understanding and accepting the impact of cyberbullying.  Updating existing policies and practices. (AUP anti-bullying)  Making reporting easier - includes advice about removal of content. (industry support)  Promoting the positive use of technology.  Evaluating impact of prevention activities. RESPONDING  Supporting the victim – need for reassurance.  Practical advice and support such as saving evidence, not retaliating, informing parents.  Investigate and record incidents, identify the bully.  Working with the bully and sanctions (including technology specific).  Involve Parents /carers Underpinned by effective education and awareness
  39. 39. The importance of reaching parents/carers For Parents • Be aware that your children may as likely cyberbully as be a target of cyberbullying. • Talk to your children and understand the ways in which they are using the internet and mobile phones. • Use the tools on the services • Remind your children not to retaliate • Remind yp to keep the evidence • Know where to report (see later) For Young people • Always respect others be careful what you say. • Think before you send, what goes online stays online ! • Treat your password like your toothbrush ! • Learn how to block the bully and save the evidence • Make sure you tell someone • Support others – how would you feel if no-one stood up for you ! • Encourage them to produce their own peer advice media !
  40. 40. GROUP EXERCISE The young person who you are responsible for (let’s say she’s a 12 year old girl) tells you that her “friends” in her class took video clip of her at a sleep over pyjama party on their phones which is now being circulated and she thinks it is now posted on a social networking site. •Is this an issue for your school/organisatinon •What advice would you give to her ? •Who should the girl report this to ? •How would you go about trying to remove this content ? •What if those who posted it up have circulated it more widely ?
  42. 42. ‘Vulnerable’ This is complex because: All children are different so there are dangers in making broad statements. Many children are neglected which is harder to spot yet makes them vulnerable What about The paradox that overvulnerable protected children can be adults ? more vulnerable online. Vulnerability is not static - All children can be vulnerable at different stages The categorisations of risk offline do not necessarily mirror online experience (eg a disabled yp may be empowered online as the internet can be ‘leveller’ The more a child uses the internet the more they can become confident and possibly complacent and feel ‘invincible’ and don’t feel they are at risk . Those who have experienced offline risk and abuse may be more resilient and able to protect themselves online or may not be affected so much by the risks they encounter. Constantly changing technologies. Eg, Location services HOWEVER WE CAN IDENTIFY A FEW COMMON FEATURES....
  43. 43. Low selfconfidence. Identity seen to be part of ‘outsiders’ Lack of supportive adults in their lives More unsupervised time, fewer structures and boundaries Fluid learning environment and gaps in education and induction MUNCH POKE PING! See Experience abusive relationships or environments including anger Influences of alcohol, drugs and gang culture. Risk takers and at risk
  44. 44. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Unmediated Contact Guardian Newspaper article 19 June 2010 Children who have been fostered can suddenly receive messages from siblings, birth parents, or those who want to trace them for potentially harmful reasons.
  45. 45. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Social Location Young People who may need to escape from an abusive relationships need to think carefully about how they make their ‘places’ public.
  46. 46. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Exclusion from the ‘norm’ Eg Facebook Timeline There are lots of online services which celebrate our ‘journey’. How do children who don’t know their birth parents, may not have an early photo of themselves feel in these ‘boast by post’ environments ?
  47. 47. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Blackmailing “gifting” & grooming by peers A young person from a disadvantaged background may be targeted with ‘gifts’ of mobile phones, mobile payment cards etc, by older young people but in exchange for ‘favours’ which they ‘cash in’ later (including prostitution, trafficking or illegal activity). If it sounds to good to be true .... it’s probably is (they want something ! ) Search ‘NSPCC survey on teen partner violence’ for more info
  48. 48. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Earlier adopters ? “Any A/C holders looking to make a quick grand get at me. No time wasters.” Message on BBM about bank scams (fraud!) Screen Munch ! Many vulnerable young people can be early adopters of tools and services which are not yet regulated or in the public conscious. For example BBM How will QR codes be mis-used ?
  49. 49. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Being ‘nudged’ into gangs Vulnerable young people who are risk takers, impulsive or under the influence of alcohol and/or drugs and less supervised, can be more easily drawn into illegal activity including being ‘nudged’ through technology. ALL CHILDREN WILL LEAVE A FOOTPRINT EXCEPT SOME WILL BE IN MUDDIER SAND!
  50. 50. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  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 ?
  51. 51. WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  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 of sleep and healthy food. What happens when you are running on empty ?
  52. 52. •WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Special needs & learning difficulties Attachment Theory Attachment Some children with emotional or behavioural difficulties, attachment difficulties, and other complex needs, may be particularly vulnerable online. EG those with Autistim Spectrum Disorder may make literal interpretations of content, which will affect how they respond. Others with complex needs may not understand the concept of friendship, and therefore trust everyone implicitly. Some children with SEN or disabilities may not recognise that they are being bullied or appreciate how their own online behaviour may be seen by someone else as bullying .
  53. 53. •WAYS IN WHICH THE INTERNET CAN AMPLIFY VULNERABILITY  Low levels of Language & Literacy Lack of literacy skills, can mean that messages are unclear, ambiguous or misunderstood We must not assume that all YP are confident “digital natives” and we must also recognise that one in six people in the UK struggle with literacy (below the level expected of an eleven year old). Hence being able to complete a ‘REPORT ABUSE’ form or read instructions about safety, privacy and ‘terms and conditions’ are real barriers for many young people. Do YP recognise the link between reading and being able to be safe ?
  54. 54. GROUP EXERCISE In pairs discuss Do you recognise these 10 offline vulnerabilities and agree that they can be amplified online ? Can you think of positive ways in which the Internet minimises offline vulnerabilities? How could you begin to talk to the YP you look after about these issues?
  55. 55. Questions and feedback so far ?
  57. 57. The dangers and opportunities of adults leaving children to it ! EMPATHY, RESILIENCE AND LEADERSHIP Equipping children to be safe and secure online involves addressing issues such as Empathy acquisition, Resilience and Leadership. These are the true foundation blocks for children to become good digital citizens.
  58. 58. “You never really understand a person until you consider things from his point of view. Until you climb inside of his skin and walk around in it.” Harper Lee, To Kill a Mockingbird
  59. 59. “Empathy is the ability to put ourselves in another’s place and to understand their experience. We are deeply present to their thoughts and feelings with such compassionate accuracy that they can hear their own thoughts more clearly. With empathy, we reflect on how our actions affect others. Empathy inspires us to be giving and selfless. Empathy connects our hearts. Source Empathy connect us with our common humanity. It protects us from prejudice, blame, and judgment – those things that divide us from each other. It moves us to seek justice for every person. Even those with whom we disagree.”
  60. 60. “Empathy is the ability to put ourselves in another’s place and to understand their experience. We are deeply present to their thoughts and feelings with such compassionate accuracy that they can hear their own thoughts more clearly. With empathy, we reflect on how our actions affect others. Empathy inspires us to be giving and selfless. Empathy connects our hearts. Source Empathy connect us with our common humanity. It protects us from prejudice, blame, and judgment – those things that divide us from each other. It moves us to seek justice for every person. Even those with whom we disagree.”
  62. 62. PIE all 3 ‘legs’ are vital Policies Organisation E-safety policy, Acceptable Use Policy, Anti-Bullying policy, Mobile use policy Infrastructure Managed learning environment with high quality access and equipment which is filtered, monitored and supervised. Education Ongoing education & prevention programme which is targeted at both YP, parents and the whole work-force.
  63. 63. d Up at e an nJ di u 20 ry a 14 In the context of an inspection, e-safety may be described as the school’s ability: to protect and educate pupils and staff in their use of technology to have the appropriate mechanisms to intervene and support any incident where appropriate. What can we learn from schools ?
  64. 64. Assemblies, tutorial time, personal, social, health and education lessons, and an age-appropriate curriculum for e-safety Schools need to make good use of the views of pupils and their parents to develop their e-safety provision. The outstanding schools recognised that, relationships with families, needed to keep developing to support e-safety at home. WHAT DOES GOOD E-SAFETY LOOK LIKE? Pupils were more vulnerable overall when schools used locked down systems because they were not given enough opportunities to learn how to assess and manage risk for themselves. In the outstanding schools, senior leaders, governors, staff and families worked together to develop a clear strategy for e-safety. Policies were reviewed regularly in the light of technological developments.
  65. 65. d Up at e n Ja in d ry ua 20 Everyone knows what school-based reporting routes are and external abuse buttons (eg CEOP) and effective peer mentoring and support 14 Personal data is managed securely and in accordance with statutory requirements WHAT DOES GOOD E-SAFETY LOOK LIKE? Risk assessment taken seriously and used to good effect in promoting e-safety . All teaching and non-teaching staff receive regular and up-to-date training and one or more members have higher level of expertise and defined responsibilities assess and manage risk for themselves. Written in plain English updated regularly and ratified by governors + incorporate an AUP that is understood and respected by parents, pupils and staff.
  66. 66. Challenges for teachers & other professionals • 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 vulnerable by sharing your personal information (and that of your friends) You could make yourself vulnerable by being able to access their personal information * See for Childnet/TDA leaflet You could make yourself open to allegations of inappropriate contact or be misunderstood.
  67. 67. OTHER WAYS TO PROTECTING YOURSELF 1. Update your AUPs stating how and when personally owned equipment (including camera phones) can be used. 2. Make sure you have a strong password and set a password or pin for your phone. Increasingly important for Facebook ‘Fraping’ 3. Close down computers quickly if you have to leave a room and don’t allow cookies to ‘remember your password’ 4. Do not post information about yourself publically that you wouldn’t want employers, colleagues, pupils or parents to see. 5. Make sure you do not retaliate but keep all records – screen prints and record time, date & website addresses 6. Report any incident to the appropriate member of staff promptly 7. Make sure the school informs parents about incidents and delivers appropriate sanctions
  68. 68. Where to start ? Risk Responsibility Our leadership, ethical code and resilience Our safety, conduct & risky behaviours Reputation Our privacy, security settings and our peer group
  69. 69. CE VI Conversations about AD Risk FOR YOUNG PEOPLE “Do you know who all your online friends are offline?” “Do you know how to block someone on Facebook?” “Do you have a PIN on your mobile phone?” “Do any of your friends send photos of themselves?” “Do you know how to save that sort of evidence?” “Would you report that at school/CEOP?” FOR OUR STAFF “Have we assessed how we as staff and our users could be vulnerable online?” “If we use Social Media do we set clear guidance on use ?” “Do we use an organisation mobile phone if working with yp ? (ie not our personal one?” “Do we know how to save evidence and intervene or reporting to CEOP?”
  70. 70. CE VI Conversations about AD Reputation FOR YOUNG PEOPLE  “Remember what goes online stays online”  “When did you last check your privacy settings?”  “Can you help me check my settings”  “Are you changing your password regularly?”  “Do you know the best way to get offending material taken down?” FOR OUR STAFF  “Do we have an organisational policy on using social media with users ?”  Do we check regularly what people are saying about our service on social media ?  Do we promote ourselves positively on social media ?  Are we reaching our users through social media effectively?
  71. 71. CE VI Conversations about AD Responsibility FOR YOUNG PEOPLE  “Have you come across any good social initiatives?”  “What advice do you need about using social media ?”  “I trust you to make good decisions, but I also need to learn from you.” FOR OUR STAFF    “Can we involve the YP we work with in developing our policy and practice ?” “What expectations are we making for our staff in being online so much ?” Are we pioneering new and imaginative ways of Educating and inspiring our younger users via social media ?
  72. 72. WHAT IS ONE THING YOU ARE GOING TO ACT UPON ? Risk Reputation Responsibility Safety, conduct & risky behaviour Privacy, security settings and peer group Leadership, ethical code and resilience
  73. 73. EVALUATION Please give feedback. 
  74. 74. Useful websites 1) UK law Enforcement agency and part of VGTF 2) UK Council for Child Internet Safety 3) Childnet International including Cyberbullying film 4) British Association for Adoption and Fostering - including advice on Facebook
  75. 75. And Finally….
  76. 76. Tim Berners-Lee ‘Weaving the Web’ 1999 "The web is more a social creation than a technical one. I designed it for social effect to help people work together and not as a technical toy…. The ultimate goal of the web is to support and improve our web like existence in the world...... We have to ensure that the society we build with the web is the sort we intend.”
  77. 77. THANK YOU ! Complete Evaluation forms MUNCH PING POKE! See my current work re social media and vulnerable yp on my website