Munch Poke Ping conference - combined presentation from all speakers. (Shared with permission from all speakers)

1. WIFI Twitter
Key richmix427
WELCOME # munchpokeping

2. HOUSEKEEPING
• Health & Safety & Fire drill
• Practical assistance – Rosie
• Everyone is a contributor!
• What’s in your pack?
WIFI Key XXYYSS
# munchpokeping

3. Ongoing feedback
• Evaluation and feedback

4. Stephen
Carrick-Davies

5. WITHIN THE CONTEXT OF
THE POSITIVE POTENTIAL
http://www.youtube.com/watch?NR=1&v=nWJu
t7KQhI4&feature=endscreen

6. Why is this subject like a
Rubik Cube ?
Parenting
And more...

7. RUBIK’s QUIZ
• Who invented the Hungarian sculptor and
Rubik’s cube ? architect Ernő Rubik
• What year did they 1974
appear ?
• How many have been 350 million
(as of Jan 2009)
sold ?
• What’s the record for 5.66 seconds in 2011
fastest completion ? by Australian Feliks Zemdegs

8. • Blindfolding solving
• Solving the cube with your feet
• Solving the cube under
water in a single breath
• Cube for the blind

9. A METAPHOR FOR
DIGITAL CITIZENSHIP
Involves many sides/aspects
It’s about choices
There are rules
It can define you! It includes ethics !
It involves a range of literacies;
emotional, digital, visual, print etc.
You can make mistakes! It’s about relationships
It’s a global thing
It can be really engaging !
Every age can be involved

10. Just six sides for today!
USERS’ VIEWS BIGGER PIC
What happens when
Films & Interviews we don’t support YP
BLOCKING NEW DANCE
Unwinnable war? New dance steps and
Mobile/BBM new thinking
FUTURE HEALTH
“The Internet of things” FUTURE ACTION Compulsion
Empathy, Resilience

11. Overview of project
Initial report – Recommendations
Further intense workshops and 6 further films
New reflections which we are looking at today

12. Digital Citizenship Jhg]#kl
L;#
Kl;k’;
Our safety, conduct &
Risk risky behaviours
Games
MOBILES
Reputation
SOCIAL
Responsibility MEDIA Our privacy, security
settings and our peer
group
Our leadership, ethical
code and resilience

13. What terms do we use to explain
this space ?
An incubator ?
FORWARDED
COMMENTED ON
UPLOADED AMPLIFIED
COPIED
STORED
MORPHED/
CHANGED
MUNCHED LIE DORMANT
(captured)
RE- BROADCAST

14. Julian Parmiter and
the MPP crew

15. USERS’ VIEWS
MPP crew in conversation

16. Seamus Oates
Executive Headteacher of Tri-borough Alternative Provision
“Winning an unwinable war?”

17. Seamus Oates
Executive Headteacher
Tri-borough Alternative Provision
WINNING AN UNWINNABLE WAR
How do PRUs get beyond block, ban, and restrict
to respect, responsibility and trust?

18. Aims: Thoughts on the use of
Context of TBAP & The Bridge technology in schools
Academy
Winning the unwinnable war…
A question for me…. ?
•? head@bridge.lbhf.sch.uk
Twitter: @bridgeacademyhf

19. STARTER –
Intelligence & Creativity

21. The Context
School Based Outreach
Primary and Secondary
PRUs 300+ Learners Outstanding
7 Sites Alternative Provision
Short term
Tri-borough
interventions

22. Outcomes 93% GCSE Pass Rate
GCSE Passes 186 -
100% Accreditation
13 possible GCSE’s
42 learners with an English GCSE
36% KS3
42 learners with a Maths GCSE
Reintegration
39 with a Science GCSE
19 with an ICT GCSE
95% Destinations
College
Apprenticeships
Work

23. "The Bridge Academy
Ofsted Said provides an
outstanding, caring and
supportive environment"
“the progress students make
in their education, and in
their social and emotional “The highly positive views
development, is quite expressed by parents and carers
staggering” reflect the inspectors’ judgments that
The Bridge Academy offers an
outstanding and life-changing
standard of education."
"The outcomes are far in
excess of what might have
been expected given the
students’ starting points."

24. Using Technology

25. Internet Retirement Home

27. Block, Ban, Restrict

28. Respect, Responsibility, Trust

29. http://www.youtube.com/watch?v=7QsWQtDHhBg&feature=related&safe=active

30. BLOCKING
Seamus Oates
Executive Headteacher of Tri-
borough Alternative Provision
“Winning an
unwinnable war?”
http://www.youtube.com/watch?v=7QsW
QtDHhBg&sns=tw

31. QUESTIONS ?

32. COFFEE & TWEET BREAK
#Munchpokeping

33. FIT FOR FUTURE
Joseph and Esther Adefarakan

34. FUTURE
• Bill Thompson
• Graham Brown
Martin
See www.carrick-davies.com for tutorial.
• Joseph and Esther
Adefarakan

35. BLACKBERRY PICKING
Katie Bacon

36. FUTURE
• Katie Bacon
• Christopher
McDonnald
• Elizabeth Kanter

37. See pages 54 – 59 in Vodafone’s Digital Parenting magazine

38. See pages 54 – 59 in Vodafone’s Digital Parenting magazine

39. Guests Speakers:
Chris,
Elizabeth is director of government relations
in the UK for Research In Motion, the makers
of BlackBerry.
In this role, she works to promote the notion
of the BlackBerry as a tool for Public Sector.

40. Blackberry Messenger (BBM) network:
A free mobile phone messaging service open to anyone
with a BlackBerry smartphone.
Once users have swapped a pin, they can share
messages as often as they like, and at the touch of a
button send a broadcast
(or "ping") to everyone on their contact list.
Ofcom statistics confirm BlackBerry was the favoured
smartphone of teenagers, cornering 37% of the youth
market (44% for teenage girls), compared with just 24%
across all age groups.

41. Young people can not afford to have a monthly
phone contract, BlackBerry are more affordable
smartphone on a pay-as-you-go contract.
"I pay £5 [monthly] then I get to use it [BlackBerry] for a month. I can go on
the internet as well, for a fiver. That's why on everyone's phones, pictures
were being sent around, so much stuff, you know."
"The main thing about the phone that
everybody was gassed [excited] about was
BBM – that was the main feature. It's just
become the normal way to communicate …
Everyone has BlackBerry for BBM period –
BlackBerry is not a status phone; it is the
cheapest way to communicate. It's the best
social networking phone out there.''

42. Young people’s lives can not be viewed in isolation
CONTENT
EDUCATION FAMILY / STATE
IDENITY CONFLICT
Individual / Peers Advocacy &
Resolution
COPING
RELATIONSHIPS
Isolation &
Peers / Sex
Connecting
PHYSICAL EMOTIONAL

43. QUESTIONS ?

44. MAGGIE KALNINS
Chief Executive Inclusion Trust
REFLECTIONS

45. MAGGIE KALNINS
Chief Executive Inclusion Trust
REFLECTIONS

46. SURPRISE !

47. Creative Arts – Crime Prevention
Members Club for ex-
Central offenders and youth at risk
Leadership and employability
Inspire course for serving prisoners
Theatre, music and film
Create performed by members
My Youth project in North
Kensington promoting EET
Gen
Interactive theatre inspiring
Impact students to improve behavior

48. • Utilize theatre, film and
music to engage young
people at risk
• Professionally scripted and
designed
performances, personal
testimonies, role play and
forum theatre
• Interactive sessions for
large and small groups – all
designed to improve
behavior and learning
• Led by qualified facilitators
and trained ex-offenders

49. Peer Pressure
Drugs, &
Bullying Violence
Sexual Exploitation

50. “I CAN ONLY GIVE YOU PRAISE -
IT WAS COMPLETELY BRILLIANT
AND THE KIDS WERE REALLY
ENGAGED” “FANTASTIC WORK TODAY.
Safer Schools police officer, Enfield IT WAS EXTRAORDINARY, AND
THE FEEDBACK FROM KIDS AND
STAFF WAS BRILLIANT.
“I’VE SEEN LOADS OF PROJECTS WE NEED YOU BACK”
IN SCHOOLS AND THIS IS THE Headteacher, Nightingale EBD
BEST I’VE EVER SEEN” School, Wandsworth
Safer Schools police officer, Newham
“THIS IS THE BEST PROJECT THAT’S
EVER COME TO OUR SCHOOL”
Teacher, Brampton Manor School, Newham

52. LUNCH

53. WIFI Twitter
Key XXYYSS WELCOME BACK # munchpokeping

54. Stephen
Carrick-Davies

55. Our perception of danger
Most abuse takes place in the
context of a family or close relative.

56. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic Bias
Child as Recipient Spam hateful unwelcome Racist
Sponsorship content sexual content Misleading
Personal info info or advice
CONTACT Tracking Being bullied Meeting Self harm
Child as Participant Harvesting harassed or strangers Unwelcome
Personal info stalked Being groomed persuasions
CONDUCT Providing
Child as Actor Illegal Bullying or Creating and
downloading harassing uploading misleading
Hacking Gambling another inappropriate info/advice
Financial scams material
Terrorism
3 Cs Classification by ‘EU Kids’ online project

57. Commercial Aggressive Sexual Values
CONTENT Online grooming is a Pornographic
Child as Recipient criminal offence unwelcome
sexual content
Contact
CONTACT To report concerns
Meeting
“So take a dirty
picture for me,
Child as Participant about inappropriate strangers Take a dirty picture
communication see Being groomed Just take a dirty
picture for me
www.ceop.gov.uk Take a dirty
picture”
CONDUCT From Taio Cruz
Creating and
Child as Actor uploading
song
inappropriate No 6 in the UK charts
April 2010.
material
“Sexting” = sharing nude photos via mobiles which can
have serious legal and psychological consequences .

58. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT
Child as Recipient
CONTACT
Child as Participant
CONDUCT Online/offline
Child as Actor migration with
criminal
consequences
CRIMINAL BEING IN THE WRONG PLACE AT THE WRONG TIME
Original 3 Cs Classification by ‘EU Kids’ online project

59. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Violent and
Child as Recipient hateful
content
22% of yp aged 11-18
report having been
CONTACT Being bullied cyber bullied.
Child as Participant harassed or
stalked It ruins lives.
CONDUCT
Child as Actor Bullying or
harassing
another
From US Ad Council at
http://www.youtube.com/watch?v=b
dQBurXQOeQ

60. Ways in which Cyberbullying is different from offline bullying?
OFFLINE ONLINE
Home was sanctuary Can be 24/7
Usually words/pictures
Often physical
More complex + fast changing, invisible
Clear to see intention audience, social rivalry, steganography*
Power and roles can shift +
Bully strong/victim weak change quickly even during activity.
Local & intimate Barriers collapse with potential mass
distribution but also wider help.
See the impact
Don’t see impact (lack of empathy)
Bystanders intervene Bystanders take part (using mobile/SNS)
Often silent It can leave a trail ! (keeping evidence)
Closure is easier Closure harder - permanent, archivable
* Steganography is the art and science of writing hidden messages in such a way that no one, apart from the sender and intended recipient, suspects
the existence of the message, a form of security through obscurity.

61. WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
10 WAYS IN
WHICH THE
INTERNET CAN
AMPLIFY OFFLINE
VULNERABILITY

62. ‘Vulnerable’ This is complex because:
All children are different so there are Vulnerability is not static - All
dangers in making broad statements. children can be vulnerable at
different stages
Many children are neglected which is
harder to spot yet makes them vulnerable The categorisations of risk offline
do not necessarily mirror online
The paradox that over- What about experience (eg a disabled yp may
protected children can be vulnerable be empowered online as the
more vulnerable online. adults ? 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 Constantly changing
abuse may be more resilient and able to technologies. Eg, Location services
protect themselves online or may not be HOWEVER WE CAN IDENTIFY
affected so much by the risks they encounter. A FEW COMMON FEATURES....

63. Low self-
Fluid learning
confidence.
environment and
Identity seen to be
gaps in education
part of ‘outsiders’
and induction
Experience abusive
Lack of relationships or
supportive environments
adults in their including anger
lives
MUNCH
POKE
More
unsupervised
PING! Influences of
alcohol, drugs and
time, fewer gang culture. Risk
structures and takers and at risk
boundaries
See www.carrick-davies.com

64. “Many of the young people I work with are massive risk
takers, impulsive to the extreme and often use alcohol and/or drugs. On
average they first engage in sexual activity at a far younger age than
other students. They also have huge amounts of unsupervised time on
their hands, often till very late at night. I teach many YP who are half-
asleep as they have been online till gone 3am.”
PRU staff member from ‘MPP’ report
“I have over 120 people on my BBM but I
deleted like 30 on Saturday cause I was
angry and they pissed me off so I just
deleted them. Since I’ve had my BlackBerry
only 2 people have deleted me.”
PRU student from ‘MPP’ report

65. 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.

66. WAYS IN WHICH
 Social Location
THE INTERNET
CAN AMPLIFY
VULNERABILITY
Young People who may need to escape from an abusive relationships need to think carefully about
how they make their ‘places’ public.

67. WAYS IN WHICH
 Exclusion from the ‘norm’
THE INTERNET
CAN AMPLIFY
VULNERABILITY
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 ?

68. 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

69. “Any A/C holders looking to
WAYS IN WHICH make a quick grand get at me.
THE INTERNET
No time wasters.”
CAN AMPLIFY
VULNERABILITY  Earlier adopters ? Message on BBM about bank
scams (fraud!)
Screen Munch !
Many vulnerable young people can be early adopters of tools and services which are not yet
regulated or in the public conscious. For example BBM
How will QR codes be mis-used ?

70. 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 ALL CHILDREN WILL
including being ‘nudged’ through technology. LEAVE A FOOTPRINT
EXCEPT SOME WILL BE
IN MUDDIER SAND!

71. 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 ?

72. 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 ?

73. •WAYS IN WHICH
 Special needs & learning difficulties
THE INTERNET
CAN AMPLIFY
VULNERABILITY
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.

74. •WAYS IN WHICH
 Low levels of Language & Literacy
THE INTERNET
CAN AMPLIFY
VULNERABILITY
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 ?

75. 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?

76. TINK PALMER
CEO MARIE COLLINS FOUNDATION

77. BIGGER PIC
What happens when
we don’t support YP

78. QUESTIONS ?

79. MUNCH POKE PING
What happens when we don’t
support young people
Tink Palmer
CEO
19th November, 2012
Marie Collins
Foundation

80. Children and Young People’s views on
attempting to disclose
• “Every single person should know about children being sexually abused. Especially workers
who children are sent to like doctors, counsellors, school nurses and psychiatrists…..they
need to know how to act when they (the children) tell them something awful that has
happened and to believe them”
• “Maybe there could be a way that you could write down what happened to you and give it
to your doctor or a teacher………..because it is really hard to get the words out when you
try to tell somebody. I don’t know how that would work but maybe if there was an easier
way for us to tell then more people would tell”
• “It’s just easier to keep something like that to yourself than to be told you’re a liar or told
you are wrong”
• “You’d worry that the person would hurt you more”
Marie Collins
Foundation

81. Gridlock
Abuser/harmful Abused/harmed
other child
Bystanders
Marie Collins
Foundation

82. Referrals
• Children viewing adult pornography
• Children abused through prostitution and/or
trafficking – abusers use the Internet and mobile
phones to control their victims
• Children made the subjects of abusive images
• Children groomed online and abused offline and/or
online
• Children made the subjects of abusive
images, groomed online and abused online and or
offline
Marie Collins
Foundation

83. Referrals
• Young people displaying sexually harmful
behaviours online
• Young people presenting as gay, lesbian or bi-
sexual online who are groomed online and
sexually abused offline
• Children living in a household where a family
member has been apprehended for viewing
child abuse images
• Young people being the subjects of sexting
Marie Collins
Foundation

84. Impacts
Do harmful and abusive behaviours online have
a differential impact on young victims?
Marie Collins
Foundation

85. • “It’s not so much what was done to me but
what it did to my head” – Marie Collins
Marie Collins
Foundation

86. Quotes from children
• “I would never have told anyone if the police
hadn’t come knocking at our door. It turned out
that they had arrested the bloke I was friends
with online and had traced me through
examining his computer. First off, I said they’d
got the wrong person….I was terrified my mum
and dad would know what I had been talking
about….you don’t even talk to your friends
about what you say online….somehow it seems
a different world….one in which I can act like I’m
22 when I’m actually only 14”
Marie Collins
Foundation

87. Barriers to effective
listening, observation and
action
The Adult
Own pain, experiences,
Personal
memories, sexuality.
View of child/alleged abuser .
Values, attitudes, beliefs
Feelings Pity, Horror, Shame, Distress,
Embarrassment, Anger, Disgust,
Uncertainty
Doubts Will I cope? Will I make it worse?
Is it true? What next?
Professional Practicalities ( time, other responsibilities etc.),
Knowledge, Skills, Confidence, Legislation, Language,
Support available, Possible repercussions.

88. What are the questions we need to
answer to develop an effective, national
policy to address vulnerability online?
UKCCIS
• Who is vulnerable?
• Why are some children and young people
vulnerable?
• How are they vulnerable?
• What makes children and young people
vulnerable?
• When are they vulnerable?
Marie Collins
Foundation

89. The Vulnerability Matrix
aka The Resilience Matrix
• Chronology
• The Vulnerability/Resilience matrix
– Conduct, content, contact and commercialism
– Identified as vulnerable offline may or may not be
(as) vulnerable online
– Child development
– Role of protective bystanders
– Resources required - educate, raise awareness, safeguard and
protect
Marie Collins
Foundation

90. tinkpalmer@mariecollinsfoundation.org.uk
Mobile: 07825 501180
Tink Palmer
CEO
Marie Collins Foundation
Marie Collins Foundation

91. JEN HYATT DIGITAL DANCES
Big White Wall

92. NEW DANCE
New dance steps and
new thinking
http://www.bigwhitewall.com/join/
FlashPlayer4.aspx?video=4

93. DR RICHARD GRAHAM
KATHERINE CORMACK

94. HEALTH
Compulsion
Empathy, Resilience

95. Digital Hygiene & Digital
Resilience
Dr Richard Graham
RGraham@tavi-port.nhs.uk

96. Resilience and Hygiene
• Digital resilience is the ability to cope with online
stress and adversity. This means developing the
ability to move, through choice, in both online
and offline environments safely and
effectively, reporting concerns freely.
• Digital hygiene refers to the set of online and
offline practices perceived by a community to be
associated with the preservation of health and
well-being.

97. Why?

100. Divergent Squint
• Brain has to process two images that are too
different from each other.
• Uncorrected in childhood, the brain switches
off part the visual cortex.
• The risk is that despite functioning eyes,
irreversible cortical blindness develops, and
cannot be later reversed.

101. Puberty
Puberty begins with a poorly understood
activation of a complex neuroendocrine network
which has been quiescent since neonatal life.

102. Pubertal Brain Changes
Gonadal hormones lead to
– Neurogenesis
– Dendritic growth
– Synapse formation and elimination
– Apoptosis
– Neuropeptide expression
– Sensitivity of receptors

103. Pubertal Brain Changes
Other factors also influence brain changes:
– Nutrition
– Genetic effects
– Sensory Inputs

104. Pubertal Brain Changes
• Stress during puberty and early adolescence
may affect brain development and
vulnerability to psychopathologies.
• Conversely, enrichment of the social and
learning environment in rats can reverse the
adverse effects of maternal separation.
• This neural plasticity has major implications
for service planning and health promotion.

105. Pubertal Brain Changes
• Development continues in to the third
decade, with greater capacity for judgement
and empathy.

107. Internet Addiction
‘A compulsive-impulsive spectrum disorder that
involves online and/or offline computer usage
and consists of at least three subtypes:
– Excessive gaming
– Sexual preoccupations
– Email/text messaging
Jerald Block, APA, March 2008

108. Internet Addiction
All three variants show the following
components:
– Excessive Use (often with associated loss of sense
of time, and neglect of basic drives)
– Withdrawal (anger, tension, depression)
– Tolerance (including the need for better
equipment, more software, more hours)
– Negative Repercussions (arguments, lying, poor
achievement, social isolation, fatigue)

109. Time limits
Surfing the Web should not take the place of
other important activities, including homework,
playing outside, or spending time with friends.
The American Academy of Paediatrics recommends
limiting total screen time in front of a
TV or computer to no more than 1 to 2 hours
a day for children older than 2 years. An alarm
clock or timer can help you keep track of time.

111. Two WoW Players
• A played to level and raid. Life was organised
around daily dungeon raids.
• B played to be part of a Guild/Community, and
prioritised social aspects over strategic gameplay.
• Both had comparable insomnia, and excitedly
anticipated (craved) return to the game.
Preoccupation was consuming and distracting.

112. Assessment
• Use of technology
– Track use of time
– Migration across platforms
– Attitude to Use
– Drivers – social, strategic, anxiety
– Explore online relationships
• Developmental History
• Life Events & Trauma

113. Treatment
• Medication
– May need help when first off of PC
– Antidepressants not used until mood is reassessed
when offline for two weeks.
• Establish limits – ‘Tech Hygiene’
• Promote social engagement and development of
life skills
– Build up offline activities
• When technology use lower, may be able start
exploration of events or factors that led to
excessive use.
• Residential Care may be needed

114. New Technologies
• Converging platforms
• Tease out what are motivations/drivers for
maintaining a very high level of use:
– Social engagement/fear of exclusion; heightened
in those suffering adverse care.
– Safety-related issues – checking on digital self, and
peers.
– Specific rewards e.g in-game prestige and
achievements, sexual gratification, money.

115. Pursuit of Inclusion
• Scottish Mental Health and Wellbeing Study
– Positive Indicators
• Equality
• Anti-discrimination
• Social inclusion
• Social Networks
• Social Support
• Participation
• Safety
• Absence of Violence

116. Pied Piper
One was lame,
And could not dance the whole of the way;
And in after years, if you would blame
His sadness, he was used to say,—
"It's dull in our town since my playmates left!
I can't forget that I'm bereft
Of all the pleasant sights they see,
Which the Piper also promised me:
Robert Browning

117. Pied Piper
The music stopped and I stood still,
And found myself outside the Hill,
Left alone against my will,
To go now limping as before,
And never hear of that country more!"
Robert Browning

118. Four Areas of Risk
• The 4 ‘C’s
– Commerce
– Conduct
– Contact
– Content
– ? A 5th – Contagion

121. Are weDealing with Cults?

122. Fear and Empathy
• Context specific
• Fear of hacking/cyberstalking corrodes
empathy.
• “If I saw someone being mugged in the street I
would intervene; if they were being bullied
online, I would not”.
• “There is an underworld, and you just don’t
take on some people”.

123. Risks
• Multiple – from pro-self harm content to
gambling, to escalating access to pornography.
• Some young people don’t always recognise
bullying – either as victim or perpetrator.
• Establishing process for risk and harm to be
disclosed; confidential/anonymous helplines.
• Need for e-Safeguarding lead.
• Audit of industry responses to reporting
content.

124. How to get there…
• Digital Detox – at least 72hours
• Withdrawal may be very uncomfortable, and
keeping active, especially with physical activities
appears to help.
• May need wider family or social support for
Detox.
• Learn to ‘switch off’; from messages, from
checking etc; deactivate periodically.
• Learn to feel good when undertaking offline
activities.

125. How to get there…
• Encourage activities that use all of the
body, and all of the senses.
• Open discussions on use of new technologies.
• Achieving a balance earlier in life – by
adolescence, much harder to manage.

126. See pages 16-17 in Vodafone’s Digital Parenting magazine

127. QUESTIONS ?

128. DAN SUTCH
SO WHAT DO WE DO NEXT ?

129. What more needs to be done?
• Munch Poke Ping conference
• November, 2012
Dan Sutch dan.sutch@nominettrust.org.uk
@dansutch @nominettrust

130. www.nominettrust.org.uk
http://tinyurl.com/MunchPokePingReflections
Social investor & grant maker aiming to redesign ways of addressing social
challenges through the use of digital technology
Foundation charity of Nominet – the .uk domain registry (over 10 million .uk sites)
Grants/social investment of between £5-7m per year

132. Grant making and social investment

133. Current funding programmes
• Digital Makers Nesta & Mozilla
• Supporting the next generation of digital makers (personal, social & economic participation)
• ------------------------------------
• Working Well Design Council
• Developing new approaches to employment and employability
• ------------------------------------
• Innovation Labs Comic Relief & Right Here
• Co-designing new technologies to supporting young people around issues of mental health

134. How do we extend the value of this work to those not here today?
Key themes from the conference today
Twitter (aggregating the comments) #MPP
http://tinyURL.com/MunchPokePing

135. Key themes
• http://tinyURL.com/MunchPokePing
• http://cloudlearn.net/ Prof Stephen Heppell (Strategies
and resources to end ‘locking and blocking’
• Young people in the room: how would you like your
school to respond to your uses of technology – to help
you to keep safe and to support your learning?
• Educationalists in the room: what do you need to
know to best support the young people you work with
and what support do you need?

136. http://tinyurl.com/MunchPokePingReflections
http://tinyurl.com/MunchPokePing
Dan Sutch dan.sutch@nominettrust.org.uk
@dansutch @nominettrust

137. Ongoing feedback
• Evaluation and feedback

138. USERS’ VIEWS
MPP crew show us what they’ve done

139. THANK YOU FOR COMING

140. DRINKS RECEPTION
FEEDBACK