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Munch, poke, ping presentation

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Presentation for Head Teachers on the 'Munch, poke Ping' research which focused to consider the risks which vulnerable young people, excluded from schools and being taught in Pupil Referral Units (PRUs), encounter online and through their mobile phones. The aim was to then ascertain what specific advice, support and safeguarding training staff working with these vulnerable young people need when it comes to understanding social media and mobile technology.

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Munch, poke, ping presentation

  1. 1. Vulnerable
YP
and
social
media
–
 who’s
controlling
who
?
 MUNCH PING POKE! Southampton Solent University Tuesday 4th October 2011info@katiebacon.co.uk
  2. 2. Introductions Ka#e
Bacon
info@katiebacon.co.uk
  3. 3. Introductions Ka#e
Bacon
 •Qualified
Youth
Prac##oner
info@katiebacon.co.uk
  4. 4. Introductions Ka#e
Bacon
 •Qualified
Youth
Prac##oner
 •10
years
experience
working
with
hard
to
 reach
young
people
and
their
families.

info@katiebacon.co.uk
  5. 5. Introductions Ka#e
Bacon
 •Qualified
Youth
Prac##oner
 •10
years
experience
working
with
hard
to
 reach
young
people
and
their
families.

 •Now
an
Independent
Trainer/Consultantinfo@katiebacon.co.uk
  6. 6. Introductions Ka#e
Bacon
 •Qualified
Youth
Prac##oner
 •10
years
experience
working
with
hard
to
 reach
young
people
and
their
families.

 •Now
an
Independent
Trainer/Consultantinfo@katiebacon.co.uk
  7. 7. Introductions Ka#e
Bacon
 •Qualified
Youth
Prac##oner
 •10
years
experience
working
with
hard
to
 reach
young
people
and
their
families.

 •Now
an
Independent
Trainer/Consultantinfo@katiebacon.co.uk
  8. 8. Introductions Stephen
Carrick‐Daviesinfo@katiebacon.co.uk
  9. 9. Introductions Stephen
Carrick‐Davies •Ten
years
at
Childnet
Interna#onal
info@katiebacon.co.uk
  10. 10. Introductions Stephen
Carrick‐Davies •Ten
years
at
Childnet
Interna#onal
 •Now
an
Independent
Trainer/Consultantinfo@katiebacon.co.uk
  11. 11. Introductions Stephen
Carrick‐Davies •Ten
years
at
Childnet
Interna#onal
 •Now
an
Independent
Trainer/Consultantinfo@katiebacon.co.uk
  12. 12. What
can
we
cover
this
morning
?
info@katiebacon.co.uk
  13. 13. What
can
we
cover
this
morning
?
 1)
WHY
IS
THIS
SO
IMPORTANT

?info@katiebacon.co.uk
  14. 14. What
can
we
cover
this
morning
?
 1)
WHY
IS
THIS
SO
IMPORTANT

? 2)
WHAT
WE
ALREADY
KNOWinfo@katiebacon.co.uk
  15. 15. What
can
we
cover
this
morning
?
 1)
WHY
IS
THIS
SO
IMPORTANT

? 2)
WHAT
WE
ALREADY
KNOW 3)
KEY
FINDINGS
+
RECOMMENDATIONSinfo@katiebacon.co.uk
  16. 16. What
can
we
cover
this
morning
?
 1)
WHY
IS
THIS
SO
IMPORTANT

? 2)
WHAT
WE
ALREADY
KNOW 3)
KEY
FINDINGS
+
RECOMMENDATIONS 4)
ACTION
OPPORTUNITIES
 including
staff
training
needs



info@katiebacon.co.uk
  17. 17. How are young people using hhj social network sites? jkjlinfo@katiebacon.co.uk
  18. 18. Platform-hopping Digital dimensions of young peoples livesinfo@katiebacon.co.uk
  19. 19. Hanging out, Messing about, ‘Geeking’ out.info@katiebacon.co.uk
  20. 20. NEWS
FEEDS

 APPLICATIONS “boast
by
post” Huge
range
of
apps PHOTOS/TAGS
 Comment
and
Tag
 photos

face
 recogni#on
 FRIENDS
 Find,
link,
be
in
constant
contact
+
 LIVE
CHAT

 on
your
mobile Superseding
IM VIDEO
 link
and
embed
MESSAGES
Superseding
E‐mail
 WHO’S
ONLINE Social
loca#on
Video
coming
 Know
who
is
online
now!
  21. 21. NEWS
FEEDS

 APPLICATIONS “boast
by
post” Huge
range
of
apps PHOTOS/TAGS
 Comment
and
Tag
 photos

face
 recogni#on
 FRIENDS
 Find,
link,
be
in
constant
contact
+
 LIVE
CHAT

 on
your
mobile Superseding
IM VIDEO
 link
and
embed
MESSAGES
Superseding
E‐mail
 WHO’S
ONLINE Social
loca#on
Video
coming
 Know
who
is
online
now! ALL
FOR
FREE
……
BUT
….WHAT
PRICE
IS
FREE
?

  22. 22. NEWS
FEEDS

 APPLICATIONS “boast
by
post” Huge
range
of
apps PHOTOS/TAGS
 Comment
and
Tag
 photos

face
 recogni#on
 FRIENDS
 Find,
link,
be
in
constant
contact
+
 LIVE
CHAT

 on
your
mobile Superseding
IM VIDEO
 link
and
embed
MESSAGES
Superseding
E‐mail
 WHO’S
ONLINE Social
loca#on
Video
coming
 Know
who
is
online
now! ALL
FOR
FREE
……
BUT
….WHAT
PRICE
IS
FREE
?

  23. 23. Classifying
the
risks
to
children
online
 Original 3 Cs Classification by ‘EU Kids’ online project
  24. 24. Classifying
the
risks
to
children
online
CONTENT

CONTACT
CONDUCT
 Original 3 Cs Classification by ‘EU Kids’ online project
  25. 25. Classifying
the
risks
to
children
online
CONTENT
Child as Recipient
CONTACT
CONDUCT
 Original 3 Cs Classification by ‘EU Kids’ online project
  26. 26. Classifying
the
risks
to
children
online
CONTENT
Child as Recipient
CONTACT
Child as ParticipantCONDUCT
 Original 3 Cs Classification by ‘EU Kids’ online project
  27. 27. Classifying
the
risks
to
children
online
CONTENT
Child as Recipient
CONTACT
Child as ParticipantCONDUCT
Child as Actor Original 3 Cs Classification by ‘EU Kids’ online project
  28. 28. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
Child as Recipient
CONTACT
Child as ParticipantCONDUCT
Child as Actor Original 3 Cs Classification by ‘EU Kids’ online project
  29. 29. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 AdvertsChild as Recipient Spam
 Sponsorship Personal infoCONTACT
Child as ParticipantCONDUCT
Child as Actor Original 3 Cs Classification by ‘EU Kids’ online project
  30. 30. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 AdvertsChild as Recipient Spam
 Sponsorship Personal infoCONTACT
 TrackingChild as Participant Harvesting Personal infoCONDUCT
Child as Actor Original 3 Cs Classification by ‘EU Kids’ online project
  31. 31. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 AdvertsChild as Recipient Spam
 Sponsorship Personal infoCONTACT
 TrackingChild as Participant Harvesting Personal infoCONDUCT
 IllegalChild as Actor downloading Hacking Gambling Financial scams Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  32. 32. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent andChild as Recipient Spam hateful content
 Sponsorship Personal infoCONTACT
 TrackingChild as Participant Harvesting Personal infoCONDUCT
 IllegalChild as Actor downloading Hacking Gambling Financial scams Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  33. 33. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent andChild as Recipient Spam hateful content
 Sponsorship Personal infoCONTACT
 Tracking Being bulliedChild as Participant Harvesting harassed or Personal info stalkedCONDUCT
 IllegalChild as Actor downloading Hacking Gambling Financial scams Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  34. 34. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent andChild as Recipient Spam hateful content
 Sponsorship Personal infoCONTACT
 Tracking Being bulliedChild as Participant Harvesting harassed or Personal info stalkedCONDUCT
 Illegal Bullying orChild as Actor downloading harassing Hacking Gambling another Financial scams Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  35. 35. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent and PornographicChild as Recipient Spam hateful content unwelcome
 Sponsorship sexual content Personal infoCONTACT
 Tracking Being bulliedChild as Participant Harvesting harassed or Personal info stalkedCONDUCT
 Illegal Bullying orChild as Actor downloading harassing Hacking Gambling another Financial scams Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  36. 36. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent and PornographicChild as Recipient Spam hateful content unwelcome
 Sponsorship sexual content Personal infoCONTACT
 Tracking Being bullied MeetingChild as Participant Harvesting harassed or strangers Personal info stalked Being groomedCONDUCT
 Illegal Bullying orChild as Actor downloading harassing Hacking Gambling another Financial scams Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  37. 37. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent and PornographicChild as Recipient Spam hateful content unwelcome
 Sponsorship sexual content Personal infoCONTACT
 Tracking Being bullied MeetingChild as Participant Harvesting harassed or strangers Personal info stalked Being groomedCONDUCT
 Illegal Bullying or Creating andChild as Actor downloading harassing uploading Hacking Gambling another inappropriate Financial scams material Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  38. 38. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent and Pornographic BiasChild as Recipient Spam hateful content unwelcome Racist
 Sponsorship sexual content Misleading Personal info info or adviceCONTACT
 Tracking Being bullied MeetingChild as Participant Harvesting harassed or strangers Personal info stalked Being groomedCONDUCT
 Illegal Bullying or Creating andChild as Actor downloading harassing uploading Hacking Gambling another inappropriate Financial scams material Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  39. 39. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent and Pornographic BiasChild as Recipient Spam hateful content unwelcome Racist
 Sponsorship sexual content Misleading Personal info info or adviceCONTACT
 Tracking Being bullied Meeting Self harmChild as Participant Harvesting harassed or strangers Unwelcome Personal info stalked Being persuasions groomedCONDUCT
 Illegal Bullying or Creating andChild as Actor downloading harassing uploading Hacking Gambling another inappropriate Financial scams material Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  40. 40. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent and Pornographic BiasChild as Recipient Spam hateful content unwelcome Racist
 Sponsorship sexual content Misleading Personal info info or adviceCONTACT
 Tracking Being bullied Meeting Self harmChild as Participant Harvesting harassed or strangers Unwelcome Personal info stalked Being persuasions groomedCONDUCT
 Illegal Bullying or Creating and ProvidingChild as Actor downloading harassing uploading misleading Hacking Gambling another inappropriate info/advice Financial scams material Terrorism Original 3 Cs Classification by ‘EU Kids’ online project
  41. 41. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent and Pornographic BiasChild as Recipient Spam hateful content unwelcome Racist
 Sponsorship sexual content Misleading Personal info info or adviceCONTACT
 Tracking Being bullied Meeting Self harmChild as Participant Harvesting harassed or strangers Unwelcome Personal info stalked Being 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
 Original 3 Cs Classification by ‘EU Kids’ online project
  42. 42. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Adverts Violent and Pornographic BiasChild as Recipient Spam hateful content unwelcome Racist
 Sponsorship sexual content Misleading Personal info info or adviceCONTACT
 Tracking Being bullied Meeting Self harmChild as Participant Harvesting harassed or strangers Unwelcome Personal info stalked Being 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
  43. 43. Commercial
 Aggressive Sexual
 Values
CONTENT
 Pornographic unwelcomeChild
as
 sexual contentRecipient
CONTACT
 MeetingChild
as
 strangers BeingPar#cipant
 groomedCONDUCT
 Creating and uploadingChild
as
 inappropriateActor
 material
  44. 44. Commercial
 Aggressive Sexual
 Values
CONTENT
 Pornographic unwelcomeChild
as
 sexual contentRecipient
CONTACT
 MeetingChild
as
 strangers BeingPar#cipant
 groomedCONDUCT
 Creating and uploadingChild
as
 inappropriateActor
 material
  45. 45. Commercial
 Aggressive Sexual
 Values
CONTENT
 Pornographic Online
grooming
is
a
 unwelcomeChild
as
 criminal
offence sexual contentRecipient
CONTACT
 MeetingChild
as
 strangers BeingPar#cipant
 groomedCONDUCT
 Creating and uploadingChild
as
 inappropriateActor
 material
  46. 46. Commercial
 Aggressive Sexual
 Values
CONTENT
 Pornographic Online
grooming
is
a
 unwelcomeChild
as
 criminal
offence sexual contentRecipient
 Contact
CONTACT
 www.ceop.gov.uk

 Meeting if
you
have
concerns
Child
as
 about
inappropriate
 strangers BeingPar#cipant
 communicaWon
from
an
 groomedCONDUCT
 adult
to
a
minor.
 Creating and uploadingChild
as
 inappropriateActor
 material
  47. 47. Commercial
 Aggressive Sexual
 Values
CONTENT
 Pornographic Online
grooming
is
a
 unwelcomeChild
as
 criminal
offence sexual contentRecipient
 Contact
CONTACT
 www.ceop.gov.uk

 Meeting if
you
have
concerns
Child
as
 about
inappropriate
 strangers BeingPar#cipant
 communicaWon
from
an
 groomedCONDUCT
 adult
to
a
minor.
 Creating and “One‐third
of
those
who
 uploadingChild
as
 sexually
abuse
children
are
just
 inappropriateActor
 children
themselves.” BBC Newsnight programme March 2010 material
  48. 48. Commercial
 Aggressive Sexual
 Values
CONTENT
 Pornographic Online
grooming
is
a
 unwelcomeChild
as
 criminal
offence sexual contentRecipient
 Contact
CONTACT
 www.ceop.gov.uk

 Meeting if
you
have
concerns
Child
as
 about
inappropriate
 strangers BeingPar#cipant
 communicaWon
from
an
 groomedCONDUCT
 adult
to
a
minor.
 Creating and “One‐third
of
those
who
 uploadingChild
as
 sexually
abuse
children
are
just
 inappropriateActor
 children
themselves.” BBC Newsnight programme March 2010 material 21,630
BEBO
members
have
the
name
“Porn
Star”


  49. 49. “Sex%ng”
=
teens
sharing
nude
photos
via
mobiles
and
web.
The
practice
can
have
serious
legal
and
psychological
consequences

 Commercial
 Aggressive Sexual
 Values
 CONTENT
 Pornographic Online
grooming
is
a
 unwelcome Child
as
 criminal
offence sexual content Recipient
 Contact
 CONTACT
 www.ceop.gov.uk

 Meeting if
you
have
concerns
 Child
as
 about
inappropriate
 strangers Being Par#cipant
 communicaWon
from
an
 groomed CONDUCT
 adult
to
a
minor.
 Creating and “One‐third
of
those
who
 uploading Child
as
 sexually
abuse
children
are
just
 inappropriate Actor
 children
themselves.” BBC Newsnight programme March 2010 material 21,630
BEBO
members
have
the
name
“Porn
Star”


  50. 50. “Sex%ng”
=
teens
sharing
nude
photos
via
mobiles
and
web.
The
practice
can
have
serious
legal
and
psychological
consequences

 Commercial
 Aggressive Sexual
 Values
 CONTENT
 Pornographic Online
grooming
is
a
 unwelcome Child
as
 criminal
offence sexual content Include Recipient
 Contact
 this button on your CONTACT
 www.ceop.gov.uk

 Meeting home if
you
have
concerns
 page Child
as
 about
inappropriate
 strangers Being Par#cipant
 communicaWon
from
an
 groomed CONDUCT
 adult
to
a
minor.
 Creating and “One‐third
of
those
who
 uploading Child
as
 sexually
abuse
children
are
just
 inappropriate Actor
 children
themselves.” BBC Newsnight programme March 2010 material 21,630
BEBO
members
have
the
name
“Porn
Star”


  51. 51. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Violent andChild as Recipient
 hateful contentCONTACT
 Being bulliedChild as Participant harassed or stalkedCONDUCT
Child as Actor Bullying or harassing another Classification by ‘EU Kids’ online project and referenced in the Byron Report
  52. 52. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Violent andChild as Recipient
 hateful content 22% of yp aged 11-18CONTACT
 Being bullied report having beenChild as Participant harassed or cyber bullied. stalkedCONDUCT
Child as Actor Bullying or harassing another Classification by ‘EU Kids’ online project and referenced in the Byron Report
  53. 53. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Violent andChild as Recipient
 hateful content 22% of yp aged 11-18CONTACT
 Being bullied report having beenChild as Participant harassed or cyber bullied. stalked It ruins lives.CONDUCT
Child as Actor Bullying or harassing another Classification by ‘EU Kids’ online project and referenced in the Byron Report
  54. 54. Classifying
the
risks
to
children
online
 Commercial
 Aggressive Sexual
 Values
CONTENT
 Violent andChild as Recipient
 hateful content 22% of yp aged 11-18CONTACT
 Being bullied report having beenChild as Participant harassed or 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
  55. 55. EU Kids Online Report 25,000 children, young people & parents Digital natives know it all. Only 36 per cent of 9-16-year-olds say it is very true that they know more about the internet than their parents. This myth obscures their needs to develop digital skills. Everyone watches porn online. One in seven children saw sexual images online in the past year. Even allowing for under-reporting, this myth has been partly created by media hype. Offline risks migrate online This is not necessarily true. Young people who lead risky offline lives are more likely to expose themselves to danger online, it cannot be assumed that those who are low-risk offline are protected while online.info@katiebacon.co.uk
  56. 56. info@katiebacon.co.uk
  57. 57. info@katiebacon.co.uk
  58. 58. info@katiebacon.co.uk
  59. 59. What
addi#onal
risks
do
vulnerable
YP
encounter,
and
bring
to
social
media?

 What
are
the
 risks?
  60. 60. What
addi#onal
risks
do
 vulnerable
YP
encounter,
 and
bring
to
social
media?

 What
are
the
 risks?What
can
we
learn
from
those
who
are
working
in
this
area
?

  61. 61. What
addi#onal
risks
do
 vulnerable
YP
encounter,
 and
bring
to
social
media?

 What
are
the
 risks?What
can
we
learn
from
those
 What
do
staff
who
are
working
in
this
area
?
 need
?
 What
training
and
support
do
professionals
 need
re
social
media
risk
in
their
prac#ce
?

  62. 62. 2)
OVERVIEW
OF
PROJECT What
addi#onal
risks
do
 vulnerable
YP
encounter,
 and
bring
to
social
media?

 What
are
the
 risks?What
can
we
learn
from
those
 What
do
staff
who
are
working
in
this
area
?
 need
?
 What
training
and
support
do
professionals
 need
re
social
media
risk
in
their
prac#ce
?

  63. 63. We
have
idenWfied
a
group
who
do
share
many
common
vulnerabiliWes

  64. 64. We
have
idenWfied
a
group
who
do
share
many
common
vulnerabiliWes
 Those
outside
of
school
in
Pupil
Referral
Units
or
NEET
sebngs

  65. 65. We
have
idenWfied
a
group
who
do
share
many
common
vulnerabiliWes
 Those
outside
of
school
in
Pupil
Referral
Units
or
NEET
sebngs
 How are these YP susceptible to risk, abuse, attack, exposure, harm online ?
  66. 66. We
have
idenWfied
a
group
who
do
share
many
common
vulnerabiliWes
 Those
outside
of
school
in
Pupil
Referral
Units
or
NEET
sebngs
 How are these YP susceptible to risk, abuse, attack, exposure, harm online ? Recognising of course that there are other vulnerable groups and overlapping issues
  67. 67. We
have
idenWfied
a
group
who
do
share
many
common
vulnerabiliWes
 Those
outside
of
school
in
Pupil
Referral
Units
or
NEET
sebngs
 How are these YP susceptible to risk, abuse, attack, exposure, harm online ? Recognising of course that there are other vulnerable groups and overlapping issues Special
EducaWon
 Marginalised
groups
 Looked
acer
 Needs in
our
society
 children
 DisabiliWes
and
or
emoWonal
 System
neglect,
language,
migrant
 “ChaoWc”
family/home
 behavioural
difficulWes communiWes
etc environments
  68. 68. MethodologyA Grounded Theory approach with data taken from: Reviews of relevant literature and recent studies Focus group interviews with YP (using drama and film to build a rapport and engage the group) Feedback from professional’s surveys, interviews, site visits & workshops Researchers field notes, diaries and reflections
  69. 69. Eight
main
findings
under
4
main
themes
of
info@katiebacon.co.uk
  70. 70. 3)
KEY
FINDINGS
+
RECOMMENDATIONS Eight
main
findings
under
4
main
themes
of
info@katiebacon.co.uk
  71. 71. info@katiebacon.co.uk
  72. 72. 1info@katiebacon.co.uk
  73. 73. 1 The
task
of
assessing
the
correla#on
 between
offline
vulnerabili#es
and
 online
risk
for
certain
groups
of
young
 people
is
problema#c
but
nevertheless
 broad
principles
can
be
extrapolated.

info@katiebacon.co.uk
  74. 74. 1 The
task
of
assessing
the
correla#on
 between
offline
vulnerabili#es
and
 online
risk
for
certain
groups
of
young
 people
is
problema#c
but
nevertheless
 broad
principles
can
be
extrapolated.

 “Many
of
the
young
people
I
work
with
are
massive
risk
takers,
impulsive
 to
the
extreme
and
o>en
use
alcohol
and/or
drugs.
On
average
they
first
 engage
in
sexual
ac%vity
at
a
far
younger
age
than
other
students.
They
 also
have
huge
amounts
of
unsupervised
%me
on
their
hands,
o>en
%ll
very
 late
at
night.
I
teach
many
YP
who
are
half‐asleep
as
they
have
been
online
 %ll
gone
3am.”

PRU
staff
member
info@katiebacon.co.uk
  75. 75. Low self- Fluid learning confidence. environment and Identity seen to be gaps in education part of ‘outsiders’ and induction Experience Lack of abusive supportive relationships oradults in their environments lives including anger More Influences ofunsupervised alcohol, drugs and time, fewer gang culture. Riskstructures and takers and at risk boundaries
  76. 76. ns tio n da e m c om eR
  77. 77. ns tio n da e m c om eR
  78. 78. ns tio n da m e 
 c omR e Dedicated
staff
working
with
vulnerable
young
in
PRUs
(and
 elsewhere)
must
be
given
ongoing
support
and
training
to
beger
 understand
how
young
people
are
harnessing
social
media
and
 mobile
communicaWon
and
why
it
is
now
the
single
most
important
 ac%vity
many
vulnerable
young
people
rely
on
to
give
them
 iden%ty,
connec%on
and
a
sense
of
community. SignposWng
staff
to
the
exisWng
high‐quality,
age‐appropriate
E‐safety
 resources
and
guidance
is
important.
But
there
is
no
subsWtute
for
high
 quality
‘hands‐on’
training
so
staff
can
fully
understand

the
language,
 tools
and

applicaWons
  79. 79. ns tio n da m e 
 c omR e Dedicated
staff
working
with
vulnerable
young
in
PRUs
(and
 elsewhere)
must
be
given
ongoing
support
and
training
to
beger
 understand
how
young
people
are
harnessing
social
media
and
 mobile
communicaWon
and
why
it
is
now
the
single
most
important
 ac%vity
many
vulnerable
young
people
rely
on
to
give
them
 iden%ty,
connec%on
and
a
sense
of
community. SignposWng
staff
to
the
exisWng
high‐quality,
age‐appropriate
E‐safety
 resources
and
guidance
is
important.
But
there
is
no
subsWtute
for
high
 quality
‘hands‐on’
training
so
staff
can
fully
understand

the
language,
 tools
and

applicaWons “I
don’t
use
social
networking
so
probably
understand
less
than
 my
students.”
 PRU
staff
member.

  80. 80. 2
  81. 81. 2 For
most
young
people,
the
primary
 gateway
to
the
internet
is
now
their
mobile
 phone.
Furthermore
because
of
the
way
in
 which
young
people
are
able
to
‘screen
 grab’
messages
and
use
private
message
 services
such
as
Blackberry
Messenger
 (BBM)
to
communicate
one‐to‐many,
there
 is
much
less
disWncWon
between
what
is
 private
and
what
is
public
which
creates
 very
real
safeguarding
issues.
  82. 82. 2 For
most
young
people,
the
primary
 gateway
to
the
internet
is
now
their
mobile
 phone.
Furthermore
because
of
the
way
in
 which
young
people
are
able
to
‘screen
 grab’
messages
and
use
private
message
 services
such
as
Blackberry
Messenger
 (BBM)
to
communicate
one‐to‐many,
there
 is
much
less
disWncWon
between
what
is
 private
and
what
is
public
which
creates
 very
real
safeguarding
issues. “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.”
  83. 83. Q3)
In
your
experience
are
the
young
people
you
work
with
involved
in
risky
behaviour
online
or
via
mobile
phone
?
 Clear
picture
 emerged
that
staff
 felt
that
YP
in
these
 sebngs
were
 involved
in
risky
 behaviour
online.
 81%
yes
13.2%
not
 sure

and
5.7%
said
 “no”.info@katiebacon.co.uk
  84. 84. Feedback
from
survey
and
interviews 34%
replied
saying
 that
they
were
 very
equipped
to
 deal
with
abuse
 and
12%
saying
 they
felt
they
were
 not
equipped.
  85. 85. info@katiebacon.co.uk
  86. 86. This
report
reviews
whether
technology,
as
well
as
being
an
amplifier,
can
somehow
also
act
as
an
‘incubator’.
Does
the
constant
stream
of
communicaWon
which
is
created,
uploaded,
stored,
mutated
or
morphed
and
then
re‐broadcast
somehow
create
a
new
dimension?
For
example,
content
originally
intended
as
private
can
be
captured,
allowed
to
gestate,
commented
upon,
added
to
and
altered.
It
can
then
re‐surface
later
as
a
broadcast
as
something
very
different.

  87. 87. This
report
reviews
whether
technology,
as
well
as
being
an
amplifier,
can
somehow
also
act
as
an
‘incubator’.
Does
the
constant
stream
of
communicaWon
which
is
created,
uploaded,
stored,
mutated
or
morphed
and
then
re‐broadcast
somehow
create
a
new
dimension?
For
example,
content
originally
intended
as
private
can
be
captured,
allowed
to
gestate,
commented
upon,
added
to
and
altered.
It
can
then
re‐surface
later
as
a
broadcast
as
something
very
different.
Staff
need
to
understand
the
new
subtle
safeguarding
issues
of
converged
services.
For
example,
smart
phones
now
give
users
access
to
GPS
services
which
will
pin‐point
users’
locaWons
and
face
recogniWon
opWons.
  88. 88. 3
  89. 89. 3 It
is
impera#ve
to
be
informed
by
young
 people’s
own
experience
of
online
risk.
To
 understand
whether
and
exactly
how
young
 people
are
at
risk
online,
it
is
imperaWve
to
 understand
young
people’s
experience
of
risk
 through
their
own
narraWve
accounts
and
to
 analyse
the
contextualised
social
phenomena
 found
there.

  90. 90. 3 It
is
impera#ve
to
be
informed
by
young
 people’s
own
experience
of
online
risk.
To
 understand
whether
and
exactly
how
young
 people
are
at
risk
online,
it
is
imperaWve
to
 understand
young
people’s
experience
of
risk
 through
their
own
narraWve
accounts
and
to
 analyse
the
contextualised
social
phenomena
 found
there.
 “I
go
to
bed
like
at
2
o’clock
in
the
morning
cause
I’m
tex%ng.

When
my
 pinger’s
gone
to
sleep
that’s
when
I
go
to
sleep.
If
there’s
no‐one
to
 ping
I’ll
go
to
sleep.
If
<name>
is
up
%ll
6am
I
would
stay
up
all
night.”




 
 Student
from
Focus
Group
  91. 91. ns tio n da e m c om eR
  92. 92. ns tio n da e m c om eR
  93. 93. ns tio n da e om m E‐safety
needs
to
be
embedded
into
the
wider
 ecR teaching
of
emo#onal,
social
and
digital
 literacies
in
all
schools
from
an
early
age.

  94. 94. ns tio n da e om m E‐safety
needs
to
be
embedded
into
the
wider
 ecR teaching
of
emo#onal,
social
and
digital
 literacies
in
all
schools
from
an
early
age.
 A resource looking specifically at the compulsive nature of mobiles and understanding the ‘need’ for constantly checking for messages, could be a really positive resource for PRUS and could be a great ‘way in’ to addressing issues of identity and belonging.
  95. 95. ns tio n da e om m E‐safety
needs
to
be
embedded
into
the
wider
 ecR teaching
of
emo#onal,
social
and
digital
 literacies
in
all
schools
from
an
early
age.
 A resource looking specifically at the compulsive nature of mobiles and understanding the ‘need’ for constantly checking for messages, could be a really positive resource for PRUS and could be a great ‘way in’ to addressing issues of identity and belonging. “Schools
should
be
more
serious
about
this
subject,
like
they
don’t
know
what’s
 really
going
on
like,
ah
it’s
just
a
mobile
phone
and
they’re
just
pinging
each
other
 but
it’s
more
serious
than
that
and
there
ought
to
be
a
law
about
what
phone
you
 should
have.”

Student
from
focus
group
  96. 96. Q
11)

In
your
work
with
vulnerable
young
people
have
you
used
Social
Media
or
mobile
technology
posi#vely
to
engage
with
your
young
learners
? Just
under
half
of
 those
interviewed
 had
used
social
 media
posiWvely
to
 engage
with
young
 learners.

Of
those
 who
hadn’t
30%
 said
that
they
 would
like
to.
  97. 97. ns tio n da e m om ecR
  98. 98. ns tio n da e om m More
research
about
the
targeWng
of
young
girls
by
 ecR older
boys
via
technology
should
be
undertaken
 and
a
mulW‐agency‐supported
campaign
about
 peer‐grooming
aimed
at
vulnerable
young
people
 should
be
considered.

  99. 99. ns tio n da e om m More
research
about
the
targeWng
of
young
girls
by
 ecR older
boys
via
technology
should
be
undertaken
 and
a
mulW‐agency‐supported
campaign
about
 peer‐grooming
aimed
at
vulnerable
young
people
 should
be
considered.
 “More
and
more
‘Facebook’
style
bullying
issues
and
confronta%ons
 are
arriving
in
the
classroom
with
no
warnings
accessed
through
 mobiles
(not
PCs).
All
our
young
people,
despite
their
socio‐economic
 group,
have
mobile
phones
‐
most
with
internet
access.

We
have
seen
 serious
incidences
of
grooming
through
mobile,
using
a
mixture
of
SN
 and
conversa%ons.”

  100. 100. Q6)
Thinking
about
the
young
people
you
work
with,
do
you
feel
that
they
are
more
at
risk
than
other
young
people
when
it
comes
to
bullying
and
abuse
online
or
via
mobile
phones
? Most
felt
that
they
 were
either
more,
 or
slightly
more
at
 risk,
than
other
YP
 when
it
came
to
 bullying
and
abuse
 online
or
via
 mobiles
(62%
 combined)


  101. 101. THE POSITIVE !Work in progressIDENTIFYINGGOOD PRACTICETO INSPIREOTHERS!Could these be little‘vignettes’ re specificpractical actions EG‘Facebook Fridays’
  102. 102. THE POSITIVE ! Good
 pracWce/ examplesWork in progressIDENTIFYINGGOOD PRACTICETO INSPIREOTHERS!Could these be little‘vignettes’ re specificpractical actions EG‘Facebook Fridays’
  103. 103. THE POSITIVE ! Our PRU set up its own internal social network to allow interaction between staff and pupils. Southampton Good
 “We don’t have a culture of panic here – especially pracWce/ re ICT issues. ICT is embedded in all we do - it’s examples now a life skill.” Parkside, Ipswich “Those who are shy are much more likely to useWork in progress social media more than face to face as it helps break down communication barriers, esp for those withIDENTIFYING learning difficulties. Also – online games and toolsGOOD PRACTICE for learning is a great way for children to learn andTO INSPIRE can be used at optimum times to suit differentOTHERS! learning styles.” SuffolkCould these be little “We use it [SM] to keep in contact with YP, especially those who go missing.” Sheffield.‘vignettes’ re specificpractical actions EG‘Facebook Fridays’ “We would like to start a sheltered environment to aid transition” Derbyshire
  104. 104. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  105. 105. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  106. 106. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  107. 107. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  108. 108. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  109. 109. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  110. 110. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  111. 111. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  112. 112. “Blended facilitation” Offline Onlineinfo@katiebacon.co.uk
  113. 113. ns tio n da e m om ecR
  114. 114. ns tio n da e m om If
the
support
and
guidance
which
PRUs
give
students
in
this
area
is
to
 ecR be
effecWve,
it
has
to
be
consistent
across

mulW‐agencies.

Any
agreed
 policies
should
also
be
understood
by
those
working
with
vulnerable
 young
people
outside
the
PRU
system,
including
those
responsible
for
 caring
for
young
people
(parents
and
carers,
or
foster
providers,
care
 homes
etc).

This
is
challenging
as
some
of
the
environments
in
which
 these
young
people
live
can
be
‘chaoWc’.

  115. 115. ns tio n da e m om If
the
support
and
guidance
which
PRUs
give
students
in
this
area
is
to
 ecR be
effecWve,
it
has
to
be
consistent
across

mulW‐agencies.

Any
agreed
 policies
should
also
be
understood
by
those
working
with
vulnerable
 young
people
outside
the
PRU
system,
including
those
responsible
for
 caring
for
young
people
(parents
and
carers,
or
foster
providers,
care
 homes
etc).

This
is
challenging
as
some
of
the
environments
in
which
 these
young
people
live
can
be
‘chaoWc’.
 “We
don’t
need
more
guidance
from
the
top
down.
What
we
need
is
support,
 resources
and
trust
to
develop
appropriate
responses
based
on
our
considerable
 professional
experience
and
understanding
of
vulnerable
young
people.”

LA
advisor.

  116. 116. ns tio n da e m om ecR
  117. 117. ns tio n da e om m It
is
important
to
pilot
more
creaWve
R ec approaches
to
the
use
of
mobile
technology
 and
access
to
social
networking
within
 PRUs.
Examples
of
vulnerable
young
 people’s
posiWve
engagement
with
social
 media
should
be
beger
promoted
and
 disseminated
within
the
field.
The
 www.prus.org.uk
network
could
help
in
 disseminaWng
good
examples
to
members
 and
help
link
pracWWoners
wanWng
to

  118. 118. ns tio n da e om m It
is
important
to
pilot
more
creaWve
R ec approaches
to
the
use
of
mobile
technology
 and
access
to
social
networking
within
 PRUs.
Examples
of
vulnerable
young
 people’s
posiWve
engagement
with
social
 media
should
be
beger
promoted
and
 disseminated
within
the
field.
The
 www.prus.org.uk
network
could
help
in
 disseminaWng
good
examples
to
members
 and
help
link
pracWWoners
wanWng
to
 “Those
who
are
shy
are
much
more
likely
to
use
social
media
more
than
 face
to
face
as
it
helps
break
down
communica%on
barriers,
especially

 for
those
with
learning
difficul%es.

Also
online
games
and
tools
for
 learning
are
a
great
way
for
children
to
learn
and
can
be
used
at
 op%mum
%mes
to
suit
different
learning
styles.”

Teacher
  119. 119. Feedback

 Do
you
recognise
these
reflec#ons
from
 staff
members
and
young
people
?
info@katiebacon.co.uk
  120. 120. Film
  121. 121. Film

  122. 122. Film
 FEEDBACK Showcasing
how
tools
can
put
the
 learner
in
the
centre
and
become
co‐ researchers
and
parWcipants
in
the
 delivery
of
learning.

  123. 123. Youtube (search for) NICE PICS hgp://www.carrick‐davies.com/research/filmsinfo@katiebacon.co.uk
  124. 124. UN Rights of the Childinfo@katiebacon.co.uk
  125. 125. UN Rights of the Child Provisioninfo@katiebacon.co.uk
  126. 126. UN Rights of the Child Provision Protectioninfo@katiebacon.co.uk
  127. 127. UN Rights of the Child Provision Protection Participationinfo@katiebacon.co.uk
  128. 128. PIE
  129. 129. PIE
  130. 130. PIE Policies
  131. 131. PIE Policies
  132. 132. PIE PoliciesInfrastructure
  133. 133. PIE PoliciesInfrastructure
  134. 134. PIE PoliciesInfrastructure Educa#on
  135. 135. PIE PoliciesInfrastructure Educa#on
  136. 136. PIE Policies E‐safety
policy,
Acceptable
Use
Policy,


An#‐ Bullying
policy,
Mobile
use
policy
Infrastructure Educa#on
  137. 137. PIE Policies E‐safety
policy,
Acceptable
Use
Policy,


An#‐ Bullying
policy,
Mobile
use
policy
Infrastructure Educa#onManaged
learning
environment
with
high
quality
access
and
equipment
which
is
filtered,
monitored
and
supervised.
  138. 138. PIE Policies E‐safety
policy,
Acceptable
Use
Policy,


An#‐ Bullying
policy,
Mobile
use
policy
Infrastructure Educa#onManaged
learning
environment
 Whole‐school
ongoing
educa#on
&
with
high
quality
access
and
 preven#on
programme
which
is
equipment
which
is
filtered,
 targeted
at
both
pupils,
parents
andmonitored
and
supervised. the
whole
school
work‐force.
  139. 139. Digital Youth Work Practice Model Support Campaign Educateinfo@katiebacon.co.uk
  140. 140. Legalities of handling online disclosures. What is our duty of care and legal ramifications of viewing. What
do
 staff
need
? We need positive examples of use for learning and 1
 meaningful engagement We need ‘hands-on’ catch up sessions on the basics and new trends of social media especially for our older staff (digital divide). (set up dummy A/Cs)“I
don’t
use
social
networking
so
 Operational knowledge with clear guidance on howprobably
understand
 would you handle a certain situation not justless
than
my
 theoretical discussion. + real information on % of risks not over-exaggerationstudents.” Clear guidance on boundary issues for all staff ‘Friending’ YP eg fundraising, mentoring, organising events etc. including advice on recording, transparency, disclosure etc
  141. 141. Need help to embed this topic into wider Digital and Social and emotional literacy schemes to help develop resilience and reduce inappropriate actions. What
do
 staff
need
?
 We need advice about sanctions that work and advice about what to do re inappropriate and threatening 2 messages from parents to other pupils. Not having access to Facebook in school is problematic as we can’t demonstrate safe use. We need clear guidance on how to use it in school breaks“
I
am
sad
and
amazed
at
how
li`le
 There is a really important international dimension and weyoung
people
know
 need to learn from how other countries are tackling thehow
to
protect
 use of social media in schools – Spain ‘A’ level in Moodle !themselves.” We must also learn the lessons which are coming from Serious Case Reviews
  142. 142. “Deliverables” need to be dynamic and not a set of do’s and don’ts. AUPS need to be positive NOT negative - expectation is that you do something wrong! What
do
 staff
need
? Advice needs to include the importance of putting the 3
 learner at the heart – including being the teacher. “Teachers are sometimes the worst learners!” We need really clear advice about ‘Taking, making and distributing’ inappropriate images (inc legal advice). So“We
need
to
build
on
 YP are not criminalised at early stage.this
work
and
conWnue
to
allow
students
to
be
co‐ We need to recognise the affects of increased exposure to more extreme pornography is having on issues of sexualresearchers
and
make
 discovery/identity and experience.sure
that
the
focus
is
on
parWcipaWon
in
the
delivery
of
 “We need good quality advice & training which is updated and ‘REAL’ to our context as we learn to exist more onlinelearning”. for our YP.”

  143. 143. The
3
Rs
of
digital
literacy

  144. 144. The
3
Rs
of
digital
literacy

  145. 145. The
3
Rs
of
digital
literacy
 Risk
  146. 146. The
3
Rs
of
digital
literacy
 Risk Resilience
  147. 147. The
3
Rs
of
digital
literacy
 Risk Resilience Reputa#on
  148. 148. Stephen@carrick‐davies.com www.onlineyouthoutreach.co.uk info@katiebacon.co.uk Twitter @Katie_bacon Facebook page – onlineyouthoutreachinfo@katiebacon.co.uk

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