Presentation delivered for staff working with children and YP.

1. E- SAFETY TRAINING
RECOGNISING THE HARMS OF
NEW TECHNOLOGY

2. Disclaimer, copyright and caveats
• This presentation has been written by Stephen Carrick-Davies and forms the basis of training
he has delivered for Foster Parents and other working with vulnerable adults across the UK.
• Not all of the training content is included in this presentation and these slides are NOT a
training package (either as a whole or in parts) and should not be used as such.
• It is shared on SlideShare for information and guidance only and to contribute to the debate
about how the internet can amplify offline vulnerabilities.
• It’s great to share but it is not easy to strike the right balance between sharing and copying.
Invariably these slides contain content developed by others and Stephen has sought to credit
content (including photographs) which have come from other sources at the end of this
presentation so please respect the authorship of these slides (See slide 101).
• The content on the slides which Stephen has personally written and produced he has
assigned with Creative Commons license. Slides showing this mark can be used
for non-commercial purposes, as long the content is credited. see www.creativecommons.org for more
info.
• Ultimately Stephen hopes that these slides help others working with vulnerable young people
and if you have questions or have other experience to share please contact Stephen directly
(see e-mail address at the end).
“In the past you were what you owned. Now you are what you share.”
Charles Leadbetter

3. Registration
• Attendance on ‘My Learning source’

4. Introductions
Stephen Carrick-Davies
• Ten years at Childnet International
• Now an Independent Trainer/ Social
Entrepreneur /Parent/Learner .....
• "Stay hungry, stay foolish*"
But what about you ? ......
*From Steve Job’s talk at Stanford University

5. Find people in this room who can answer yes to these statements.
If someone says no move on and speak to a different person !
I have a Facebook I use Farmville on my I don’t have a Facebook
Account with over 250 Facebook page. account and don’t
Friends. particularly want one.
Name ............................. Name ............................. Name.............................
.
I use my SMART phone I use SMART phone just I don’t have a SMART
for e-mail. for Text messages. phone and don’t want
one !
Name ............................. Name.............................. Name.............................
.
My children know more My pet knows more I know more about the
than me about the than me about the internet than my
Internet. this course
I came on internet!
I came because my children. this course
I came on
Name.............................
because I feel like I’m Name..............................
manager thought it Name.............................
because I’m concerned
being left behind. would help me ! .
about children’s welfare
Name............................
Name ............................. Name.............................
.
When you have written one person’s name in each box shout “BINGO!”

6. What are your expectations and training needs ?

7. The 3 Rs of digital literacy
Our safety, conduct
Risk & risky behaviours
Reputation
Responsibility Our privacy,
security settings
and our peer group
Our leadership,
ethical code and
resilience

8. Structure and aims of training
Part I “Understanding” the new Reality !
 Overview of ‘Social Media’ and web 2.0
REFLECT &
 How technology is changing, and being changed THINK
 Why the positive appeal for children
Coffee break --------------------------------------------------------------------------------------------------------
Part II Understanding the Risks
 Overview of online risks for young people FACE- UP
 Specific challenges for Southwark Staff & BE
 Where we are vulnerable (privacy settings) CHALLENGED
 Case study to help us to see responses
Lunch --------------------------------------------------------------------------------------------------------------------------------------
Part III Understanding our Responsibilities
 Hands on training - Focus on Facebook INSPIRED &
 Prevention & Response strategies EQUIPPED
 ‘PIE’ approaches and positive opportunities for
learning and change.
All through a mixture of slides, quotes, case studies, films, small group
exercises, Q&A, and links to practical resources.

9. By the end of this training I hope you
will have:
 A better understanding and “feel” for the way YP use
the internet.
 Enthused about the positive opportunities for them.
 Understand the online issues for vulnerable children
 Hands’ on experience of using social media
 Challenged about the risks esp. cyberbullying
 Know what to do if there is a problem
Had opportunity to ask questions look at
other resources/ support organisations.

10. PART 1
Understanding this new reality
The appeal of new technology for
children

11. On a scale of 1- 10 rank yourself as to how
confident you are using social media.
1 ----------------------5----------------------10
“I taught
“What’s a mouse?”
Mark Zuckerberg
all he knows”

12. GROUP EXERCISE
Turn to your neighbour
What does the internet, social media
and mobile technology give to young
people ?
What is the single most important
thing to YP about being online ?

13. real
The child’s online world
ANONYMITY
ALWAYS ON ACCESS THE
WORLD
“If you took away
ADDICTIVE (?) my mobile phone ACTIVE NOT
you would take PASSIVE
away a part of me” MEDIUM
AWAY FROM ACCEPTANCE - AMPLIFIER
SUPERVISION IDENTITY & (gives children
STATUS a voice)

14. Why the real world ?
“There are only two states for children
these days; they are either asleep or
online....even if they wake up in the
middle of the night they go online.” Eric Schmidt 2010
Executive Chairman of Google.
Children don’t consume media
they inhabit and have colonized it!
“We have created a child who will be so
exposed to the media that he will be lost
to his parents by the time he is 12.”
David Bowie 1972
Melody Maker

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 www.carrick-davies.com/research/films

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 ?

17. My first mobile phone !
I used it twice
a year !

18. “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
….until it’s been
around for about ten
years when it gradually
turns out to be alright
really.”
Douglas Adams

19. NOW YOU EVEN HAVE A DIFFERENT PHONE
LANGUAGE !
• POS Parent over shoulder
• I8u I hate you
• AATK Always at the keyboard
• LOL Laugh out loud
My Xmas hols wr CWOT. B4 we used 2go2 NY 2C my
bro, his GF & 3 kids ;) FTF. ILNY it’s a gr8 plc.

20. My family’s first TV

21. AGE RESTRICTIONS

22. Gamechanger 1 : Global
FACEBOOK’S GLOBAL BILLION

23. Gamechanger 2: Converging

24. Gamechanger 3: Transforming politics/society/business
Check out this video overview at
http://www.youtube.com/watch?v=x0EnhXn5boM

25. Gamechanger 4: Revolutionising teacher/learner!
“A lot of kids want to play games
but now we want to MAKE them !
But where do you go for advice?
Not many parents have written
apps !”
Thomas Suarez
http://www.youtube.com/watch?v=ehDAP1OQ9Zw
Bustin Jieber ‘Whack-a-mole’

26. SMART PENS – the latest ‘Internet of Things’

27. APPLICATIONS PHOTOS/TAGS
NEWS FEEDS Comment and
“boast by post” Huge range of apps
Tag photos face
recognition
Events/ Groups
TIME LINE
FRIENDS
LIVE CHAT
Find, link, be in
Superseding IM
constant contact
+ on your mobile
VIDEO
link and embed
MESSAGES
Superseding E-mail WHO’S ONLINE
Know who is online now!
Social location
ALL FOR FREE …… BUT ….WHAT PRICE IS FREE ?

28. 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

31. • Searching for yourself – example

32. See pages 106- 107 in Vodafone’s Digital Parenting magazine
BUT ... Remember privacy options and controls change frequently!

33. A word about BBM
• Be careful with your BBM PIN
• Be careful of ‘Screen Munching’
• Use the tools – like delete contact
and block future requests.
• Make sure your blackberry has a
password
See www.carrick-davies.com for film and
tutorial. (bottom of the page)

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

35. 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.

36. The game changer
PORTABLE A GREAT STATUS
PRIVATE + PACIFIER ! SYMBOL
PERSONAL
ANYTIME, FUN &
ANYWHERE GAMES
ANYWAY
PRACTICAL
EDUCATIONALLY USEAGE
VALUABLE ! photo/video
INTER
Apps etc
GENERATIONAL

37. Let’s break for coffee 15 minutes

38. PART II
Understanding the risks
(not the same thing as harm!)

39. All technology is neutral
What would
Gandhi have
done if he had a
FACEBOOK
account ?

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

41. 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

42. GROUP EXERCISE
Feedback
What do you think about this
description of the Internet ?
What sort of things could
be hatched ?

43. Classifying the risks to children online
Original 3 Cs Classification by
‘EU Kids’ online project 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 Meeting Self harm
Tracking Being bullied
Child as Participant Harvesting harassed or strangers Unwelcome
Personal info stalked Being persuasions
groomed
CONDUCT
Illegal Bullying or Creating and Providing
Child as Actor
downloading harassing uploading misleading
Hacking Gambling another inappropriate info/advice
Financial scams material
Terrorism

44. “Sexting” = teens sharing nude photos via mobiles and web. The practice can
have serious legal and psychological consequences
Commercial Aggressive Sexual Values
CONTENT Pornographic
Child as Recipient Online grooming is a unwelcome
criminal offence sexual content
Contact
CONTACT www.ceop.gov.uk
Meeting “So take a dirty
Child as Participant if you have concerns strangers picture for me,
Take a dirty picture
about inappropriate Being Just take a dirty
communication from an groomed picture for me
Take a dirty picture”
adult to a minor.
CONDUCT From Taio Cruz song
Creating and
Child as Actor “One-third of those who uploading No 6 in the UK charts
April 2010.
sexually abuse children are inappropriate
just children themselves.” material
BBC Newsnight programme March 2010
21,630 BEBO members had the name “Porn Star”

45. How the risks ‘migration’ from online to
offline can affect vulnerable YP
Original 3 Cs Classification
by ‘EU Kids’ online project Commercial Aggressive Sexual
CRIMINAL Values
CONTENT
Child as Recipient OF THE 1,984 PEOPLE
CHARGED AFTER RIOTS:
 53% were under 20 years old
CONTACT  42% received free school meals
Child as Participant
(16% nat. average)
 66% of them had some special
education needs (21% of all pupils)
CONDUCT
Child as Actor Figures from the Ministry of Justice
carried out by the Howard League for
Penal Reform
(published in Guardian 26.11.11)
BEING IN THE WRONG PLACE AT THE WRONG TIME & “BAD LUCK”

46. Film
Play film
Film conceived and acted by yp from Croydon

47. GROUP EXERCISE
Turn to your neighbour
What was the greatest fear
for the yp in the film ?
What would you do if you were in
teacher in this situation ?

48. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Violent and
Child as Recipient hateful
content
22% of yp aged 11-
CONTACT 18 report having
Being bullied
Child as Participant harassed or been cyber bullied.
stalked
It ruins lives.
YP may not disclose
CONDUCT that it is happening
Child as Actor Bullying or
harassing
another
Classification by ‘EU Kids’ online project and referenced in the Byron Report

49. “Sticks and stones.... But words ...?”
From US Ad Council at
http://www.youtube.com/watch?v=bdQBurXQOeQ

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

51. 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”

52. 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 www.digizen.org website

53. 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.
•What advice would you give to her ?
•Who should the girl report this to ?
•Is this a school issue ?
•How would you go about trying to remove this content ?
•What if those who posted it up have circulated it more
widely ?

54. GROUP EXERCISE
A 14 year old boy in your
school has lost weight and
you have concerns that he
is self-harming.
• What could be happening online ?
• What could the online pressure be ?
• What online support could help him ?
• What if this person was posting images of himself
on social networking and pro-harm sites ?

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

56. ‘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 The categorisations of risk offline
vulnerable do not necessarily mirror online
The paradox that over- What about experience (eg a disabled yp
protected children can be vulnerable may 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....

57. Low self-
Fluid learning
confidence.
environment and
Identity seen to
gaps in education
be part of
and induction
‘outsiders’
Experience
Lack of abusive
supportive relationships or
adults in their environments
lives including anger
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

58. “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
LE L
RO
RAB ON
T
VULNE IN C
S
AS SA
HEM E LVE
EET MS
YS THE “I have over 120 people on my BBM but I
MA SEE
WE MA
Y deleted like 30 on Saturday cause I was
Y
T THE angry and they pissed me off so I just
BU deleted them. Since I’ve had my BlackBerry
only 2 people have deleted me.”
PRU student from ‘MPP’ report

59. 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.

60. 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.

61. 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 ?

62. 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

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

64. 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 ALL CHILDREN WILL
drawn into illegal activity including being ‘nudged’ LEAVE A FOOTPRINT
through technology.
EXCEPT SOME WILL BE
IN MUDDIER SAND!

65. 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 ?

66. 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 ?

67. •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 .

68. •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 ?

69. 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?

70. Questions and feedback on the
morning session
Let’s break for lunch (50mins)

71. PART III
UNDERSTANDING OUR
RESPONSIBILITIES
Hands on training

72. AN ABSENCE OF KNOWLEDGE IS NOT
AN EXCUSE FOR AN ABSENCE OF
RESPONSIBILITY AND CARE.
WHAT IS POTENTIALLY
CRIMINAL, HARMFUL,
INAPPROPRIATE OR ILLEGAL
OFFLINE, IS THE SAME ONLINE.
ULTIMATELY THIS COMES
DOWN TO LEADERSHIP.

73. SCHOOLS
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.

74. See articles at
http://www.guardian.co.uk/education/2009/sep/23/teacher-pupil-sexual-relationship?INTCMP=SRCH
http://www.bbc.co.uk/newsround/14542636
http://www.bbc.co.uk/news/uk-scotland-16379494

75. Assemblies, tutorial time, personal,
social, health and education lessons,
and an age-appropriate curriculum
for e-safety
Pupils were more
Schools need vulnerable overall
to make good when schools used
use of the locked down
views of pupils systems because
and their
WHAT they were not
parents to DOES given enough
develop their opportunities to
e-safety GOOD learn how to
provision. assess and manage
E-SAFETY risk for
LOOK themselves.
LIKE?
The outstanding
schools recognised In the outstanding
that, relationships schools, senior leaders,
with families, needed governors, staff and
to keep developing to families worked together
support e-safety at to develop a clear strategy
home. for e-safety. Policies were
reviewed regularly in the
light of technological
developments.

76. 10 THINGS SCHOOLS CAN DO TO REACH PARENTS
1. Update and publicise your school’s Acceptable Use Policy
(AUP) stating how you use technology including mobiles and
photographs . Include e-safety advice on this.
2. Include news items in school newsletter especially at time of
national news story or concern
3. Advice posters in the corridors/playground.
4. Survey – using ‘Survey Monkey’ or students to get feedback
which you can then respond to (more buy in).
5. Advice and reporting buttons on School website
6. Regular sessions with students with take home advice
7. Assembly or play involving pupils which parents come to.
8. Creative sessions during mainstream activities
(winter or summer fair, SATs meetings, trips etc)
9. Re-enforced during induction sessions when a child
joins the school AND staff induction.
10. Investing in free resources Eg Digital Parenting.

77. The role of schools in respond to Cyberbullying ?
• All UK schools must have an anti-bullying policy by law.
• If your child is bullied online by other children in a
school even if it takes place outside of school hours or
holidays it IS a school issue.
• Ofsted inspects on safeguarding very closely (limiting
factor !)
• Government Guidance on cyberbullying is
comprehensive and includes bullying of school staff!
• Increasingly vital to have clear whole-school E-Safety
and Acceptable Use Policies (AUPs)
• Involving parents is crucial to a ‘whole-school’ policy

78. PIE all 3 ‘legs’ are vital
Policies
E-safety policy, Acceptable Use Policy,
Anti-Bullying policy, Mobile use policy
Infrastructure Education
Managed learning environment Whole-school ongoing education
with high quality access and & prevention programme which is
equipment which is filtered, targeted at both pupils, parents
monitored and supervised. and the whole school work-force.

79. PREVENTING RESPONDING
 Understanding and accepting the  Supporting the victim – need for
impact of cyberbullying. reassurance.
 Updating existing policies and  Practical advice and support such as
saving evidence, not retaliating,
practices. (AUP anti-bullying)
informing parents.
 Making reporting easier - includes  Investigate and record incidents,
advice about removal of content. identify the bully.
(industry support)  Working with the bully and sanctions
 Promoting the positive use of (including technology specific).
technology.  Involve Parents /carers
 Evaluating impact of prevention
activities.
Underpinned by effective education and awareness

80. Social media challenges for teachers
• Recent TES survey
found that 9% of
teachers were friends
with pupils on SNS*.
• General advice from unions and GTS is:
Do not ‘friend’ pupils on personal accounts or ask to be
added to their contact lists. WHY ?
You could make yourself You could make yourself You could make yourself
vulnerable by sharing your vulnerable by being able to open to allegations of
personal information (and access their personal inappropriate contact or be
that of your friends) information misunderstood.
http://community.tes.co.uk/forums/t/463065.aspx?s_cid=16
See http://www.childnet.com/kia/downloads/Social-networking.pdf for Childnet/TDA leaflet

81. 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

82. GROUP EXERCISE
SETTING UP A
FACEBOOK PAGE

83. Dilemmas and decisions:
Setting up a Facebook account
First name:
Surname:
Sex:
Dob: HAVE TO BE OVER 13
E-mail: - see next

84. So easy to set up a free e-mail account
New
G-Mail
account in
3 mins

85. As soon as you join you need to connect
FB can migrate
all your
existing e-mail
contacts
automatically

86. HANDS ON EXPERIENCE
LET’S SET UP A FACEBOOK ACCOUNT TOGETHER
Let’s do this
together

87. What online profile and identity shall we give ?
Questions
What age shall we give her ?
What information shall we make
public ?
What should we keep private ?
What friends shall we link her to?
Shall we let her update from her
mobile ?

88. GROUP EXERCISE – In Pairs
Having completed that exercise discuss the
challenges and dilemmas and imagine yourself as a
13 year old uploading a profile for the first time.
•Do you say you are “in a relationship”?
•Who do you accept as your friends ?
•What groups would it be cool to join ?
•What level of privacy would you give yourself ?

89. REACHING PARENTS/CARERS
“Parents and the home environment they create are the
single most important factor in shaping their children’s
well-being, achievements and prospects”
Alan Johnson (when Education Secretary)

90. MODELLING GOOD BEHAVIOUR
“Present but absent”
Kids don't do what you say
they do what you do !
Try to ...Be consistent and set examples
yourself; - eg no phones at the table,
mobiles on the landing at night.
Try to... Think about your history browser !
Try to ...detox yourself – leave it at home on
holiday, try not to take it to the cinema !
Try to ...be consistent across ratings.
They are there for a reason.

91. Influence of older siblings/uncles, aunts.... !
“it’s not fair ...”
Recognise the influence
and pressure and their
need to differentiate
themselves.
Recognise ratings are
there for a reason ! – The
ages are not based on
the age of ability !
Recognise that underage
“You can’t choose your kid’s best
use of gaming brings up
friend’s parents.”
important issues which you
need to have a view on. Recognise other parents will have
different views and values from you.

92. CE
VI Conversations about
AD
Risk
“Do you know who all your online friends are offline?”
“Do you know how to block someone on Facebook?”
“Do you have a PIN on your mobile phone?”
“Do any of your friends send photos of themselves?”
“Do you know how to save that sort of evidence?”
“Would you report that at school/CEOP?”

93. CE
VI Conversations about
AD
Reputation
 “Remember what goes online stays online”
 “When did you last check your privacy settings?”
 “Can you help me check my settings”
 “Are you changing your password regularly?”
 “Do you know the best way to get offending
material taken down?”

94. CE
VI
AD Conversations about
Responsibility
 “Have you come across any good social
initiatives?”
 “What do you think about the KONY 2012
campaign?”
 “What would you do as parent about how long you
should stay online?”
 “I trust you to make good decisions, but I also need
to learn from you.”

95. The importance of reaching parents/carers
For Parents For Young people
• Be aware that your children may as • Always respect others be careful what
likely cyberbully as be a target of you say.
cyberbullying. • Think before you send, what goes
• Talk to your children and understand online stays online !
the ways in which they are using the • Treat your password like your
internet and mobile phones. toothbrush !
• Learn how to block the bully and save
• Use the tools on the services
the evidence
• Remind your children not to retaliate • Make sure you tell someone
• Remind yp to keep the evidence • Support others – how would you feel
• Know where to report (see later) if no-one stood up for you !
• Encourage them to produce their own
peer advice media !

96. Useful resources for parents
Interactive video tutorial
for parents
Designed for schools to
give away free (1.5
million copies)
Promoting the benefits of
technology
In 9 languages
Pre-loaded for new users
SHOW

97. Dynamic education programs and ways for YP to
understand the issues (including resilience)
See http://whatsyourstory.trendmicro.com/internet-safety/pg/winners-2011)
Or do a Linked In positive profile exercise to help
vulnerable YP get a positive online reputation

98. Useful websites
1) UK law Enforcement agency and part of VGTF
www.ceop.gov.uk
2) UK Council for Child Internet Safety
www.dcsf.gov.uk/ukccis/
3) Childnet International
www.childnet.com/ including Cyberbullying film
4) British Association for Adoption and Fostering
www.baaf.org.uk - including advice on Facebook

99. GROUP EXERCISE ! - Discuss in pairs
What has been ONE thing which you
have found helpful from torday’s
training ?
What ONE thing will you do as a result
of this training ?

100. EVALUATION
Please give feedback.


101. And Finally….

102. • Questions about anything which has come up
today ?

103. Have we done what we said we would ?
A better understanding and “feel” for the way YP
use the internet.
Enthused about the positive opportunities for them.
Understand the online issues for vulnerable children
Hands’ on experience of using social media
Challenged about the risks esp. cyberbullying
Know what to do if there is a problem

104. CAF as Referral to CSC
• The inter agency referral form to Children's Social Care (CSC) is being replaced
• The CAF assessment record now replaces the inter agency referral form
• If you complete a CAF assessment record and send it to Children’s Social Care, it should
clearly outline your understanding of children and families needs. It will be helpful to
also indicate what has been tried already to meet these needs
• We will also be seeking clarity about what support you feel is required to meet the
needs you have identified
• Where there is a safeguarding concern a referral should be made immediately
• We are happy to be contacted or consulted where there is a concern about a child
(Social Care Duty: 020 7525 1921)
If you are using the record to make a referral to Children’s Social Care, please send it to
RAD@southwark.gov.uk
• CAF continues to be used as part of providing early help in Southwark. The record
remains the mechanism by which you assess needs in partnership with children, young
people and their families; and the method by which targeted services understand why
you have requested their involvement. Training is available on
www.mylearningsource.co.uk

105. I’m sticking around for a further
hour to help anyone individually
with questions or their action plans

106. THANK YOU ! Complete Evaluation
forms
MUNCH
PING
POKE!
See my current work re
social media and vulnerable
yp on my website
www.carrick-davies.com
stephen@carrick-davies.com