Munch, poke, ping presentation

Vulnerable YP and social media – 
who’s controlling who ? 

MUNCH
PING
POKE!

Southampton Solent University
Tuesday 4th October 2011

info@katiebacon.co.uk

Introductions
Ka#e Bacon 


Introductions
Ka#e Bacon 
•Qualiﬁed Youth Prac##oner 


Introductions
Ka#e Bacon 
•10 years experience working with hard to 
reach young people and their families.  


Introductions
Ka#e Bacon 
•10 years experience working with hard to 
reach young people and their families.  
•Now an Independent Trainer/Consultant


Introductions
Stephen Carrick‐Davies


Introductions
•Ten years at Childnet Interna#onal 


Introductions
•Ten years at Childnet Interna#onal 
•Now an Independent Trainer/Consultant


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    


How are young people using
hhj
social network sites?
jkjl


Platform-hopping

Digital dimensions of young peoples lives


Hanging out,

Messing about,

‘Geeking’ out.


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!

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 ?

Classifying the risks to children online 

Original 3 Cs Classification by ‘EU Kids’ online project


CONTENT 
 

CONTACT 

CONDUCT 



CONTENT 
Child as Recipient
 

CONTACT 

CONDUCT 



CONTENT 
Child as Recipient
 

CONTACT 
Child as Participant

CONDUCT 



CONTENT 
Child as Recipient
 

CONTACT 

CONDUCT 
Child as Actor


Commercial  Aggressive Sexual  Values 

CONTENT 
Child as Recipient
 

CONTACT 

CONDUCT 
Child as Actor



CONTENT  Adverts
Child as Recipient Spam
  Sponsorship
Personal info

CONTACT 

CONDUCT 
Child as Actor



CONTENT  Adverts
  Sponsorship
Personal info

CONTACT  Tracking
Child as Participant Harvesting
Personal info

CONDUCT 
Child as Actor



CONTENT  Adverts
  Sponsorship
Personal info

CONTACT  Tracking
Personal info

CONDUCT  Illegal
Child as Actor
downloading
Hacking Gambling
Financial scams
Terrorism



CONTENT  Adverts Violent and
Child as Recipient Spam hateful content
  Sponsorship
Personal info

CONTACT  Tracking
Personal info

CONDUCT  Illegal
Child as Actor
downloading
Hacking Gambling
Financial scams
Terrorism



  Sponsorship
Personal info

CONTACT  Tracking Being bullied
Child as Participant Harvesting harassed or
Personal info stalked

CONDUCT  Illegal
Child as Actor
downloading
Hacking Gambling
Financial scams
Terrorism



  Sponsorship
Personal info


CONDUCT  Illegal Bullying or
Child as Actor
downloading harassing
Hacking Gambling another
Financial scams
Terrorism



CONTENT  Adverts Violent and Pornographic
Child as Recipient Spam hateful content unwelcome
  Sponsorship sexual content
Personal info


Child as Actor
Financial scams
Terrorism



Personal info

CONTACT  Tracking Being bullied Meeting
Child as Participant Harvesting harassed or strangers
Personal info stalked Being
groomed

Child as Actor
Financial scams
Terrorism



Personal info

groomed

CONDUCT  Illegal Bullying or Creating and
Child as Actor
downloading harassing uploading
Hacking Gambling another inappropriate
Financial scams material
Terrorism



CONTENT  Adverts Violent and Pornographic Bias
Child as Recipient Spam hateful content unwelcome Racist
  Sponsorship sexual content Misleading
Personal info info or advice

groomed

Child as Actor
Terrorism




CONTACT  Tracking Being bullied Meeting Self harm
Child as Participant Harvesting harassed or strangers Unwelcome
Personal info stalked Being persuasions
groomed

Child as Actor
Terrorism




groomed

CONDUCT  Illegal Bullying or Creating and Providing
Child as Actor
downloading harassing uploading misleading
Hacking Gambling another inappropriate info/advice
Terrorism




groomed

Child as Actor
Terrorism

CRIMINAL 



groomed

Child as Actor
Terrorism

CRIMINAL  BEING IN THE WRONG PLACE AT THE WRONG TIME


CONTENT  Pornographic
unwelcome
Child as  sexual content

Recipient 
CONTACT  Meeting
Child as  strangers
Being
Par#cipant  groomed

CONDUCT  Creating and
uploading
Child as  inappropriate
Actor  material


Online grooming is a  unwelcome
Child as  criminal oﬀence sexual content

Recipient 
CONTACT  Meeting
Child as  strangers
Being
Par#cipant  groomed

CONDUCT  Creating and
uploading
Actor  material



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
uploading
Actor  material



strangers
Being
groomed

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



strangers
Being
groomed

Creating and
material

21,630 BEBO members have the name “Porn Star”

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



strangers
Being
groomed

Creating and
material


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


Include
Recipient  Contact  this button
on your
CONTACT  www.ceop.gov.uk   Meeting home
if you have concerns  page
strangers
Being
groomed

Creating and
material



CONTENT  Violent and
Child as Recipient
  hateful content

CONTACT  Being bullied
Child as Participant harassed or
stalked

CONDUCT 
Child as Actor Bullying or
harassing
another

Classification by ‘EU Kids’ online project and referenced in the Byron Report


Child as Recipient
  hateful content

22% of yp aged 11-18
CONTACT  Being bullied report having been
Child as Participant harassed or cyber bullied.
stalked

CONDUCT 
harassing
another



Child as Recipient
  hateful content

stalked
It ruins lives.

CONDUCT 
harassing
another



Child as Recipient
  hateful content

stalked
It ruins lives.

YP may not disclose
CONDUCT  that it is happening
harassing
another


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.


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

What are the 
risks?

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

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 ?

2) OVERVIEW OF PROJECT
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 ?

We have idenWﬁed a group who do share many common vulnerabiliWes

We have idenWﬁed a group who do share many common vulnerabiliWes 

Those outside of school in Pupil Referral Units or NEET sebngs


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




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

Methodology
A 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
 Researcher's field notes, diaries and reflections

Eight main ﬁndings under 4 main themes of 


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.  


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 


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 or
adults in their environments
lives including anger

More Influences of
unsupervised alcohol, drugs and
time, fewer gang culture. Risk
structures and takers and at risk
boundaries

ns
tio
n da
e
m
c om
e
R

ns
tio
n da
m
e  
c om
R
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

ns
tio
n da
m
e  
c om
R
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.

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.

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.”

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”.


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.

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.

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.

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.

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

ns
tio
n da
e
om
m E‐safety needs to be embedded into the wider 
ec
R
teaching of emo#onal, social and digital 
literacies in all schools from an early age.

ns
tio
n da
e
om
ec
R
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.

ns
tio
n da
e
om
ec
R
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

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.

ns
tio
n da
e
m
om
ec
R

ns
tio
n da
e
om
m
More research about the targeWng of young girls by 
ec
R
older boys via technology should be undertaken 
and a mulW‐agency‐supported campaign about 
peer‐grooming aimed at vulnerable young people 
should be considered.

ns
tio
n da
e
om
m
More research about the targeWng of young girls by 
ec
R
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.”

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)

THE POSITIVE !

Work in progress

IDENTIFYING
GOOD PRACTICE
TO INSPIRE
OTHERS!

Could these be little
‘vignettes’ re specific
practical actions EG
‘Facebook Fridays’

THE POSITIVE !

Good 
pracWce/
examples

Work in progress

IDENTIFYING
GOOD PRACTICE
TO INSPIRE
OTHERS!

Could these be little
‘Facebook Fridays’

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 use
Work in progress social media more than face to face as it helps break
down communication barriers, esp for those with
IDENTIFYING learning difficulties. Also – online games and tools
GOOD PRACTICE for learning is a great way for children to learn and
TO INSPIRE can be used at optimum times to suit different
OTHERS! learning styles.” Suffolk

Could these be little “We use it [SM] to keep in contact with YP, especially
those who go missing.” Sheffield.
‘Facebook Fridays’ “We would like to start a sheltered environment to
aid transition” Derbyshire

“Blended facilitation”

Offline
Online


ns
tio
n da
e
m
om If the support and guidance which PRUs give students in this area is to 
ec
R
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’.

ns
tio
n da
e
m
om If the support and guidance which PRUs give students in this area is to 
ec
R
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.

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

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

Feedback  
Do you recognise these reﬂec#ons from 
staﬀ members and young people ? 


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

Youtube (search for) NICE PICS
hgp://www.carrick‐davies.com/research/ﬁlms


UN Rights of the Child



Provision



Provision Protection



Provision Protection

Participation

PIE Policies

Infrastructure

PIE Policies

Infrastructure Educa#on

PIE Policies
E‐safety policy, Acceptable Use Policy,   An#‐
Bullying policy, Mobile use policy 


PIE Policies

Managed learning environment 
with high quality access and 
equipment which is ﬁltered, 
monitored and supervised.

PIE Policies

Managed 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 and
monitored and supervised. the whole school work‐force.

Digital Youth Work Practice Model

Support

Campaign

Educate


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 how
probably understand  would you handle a certain situation not just
less than my  theoretical discussion. + real information on % of risks
not over-exaggeration
students.”

Clear guidance on boundary issues for all staff ‘Friending’
YP eg fundraising, mentoring, organising events etc.
including advice on recording, transparency, disclosure
etc

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 we
young people know  need to learn from how other countries are tackling the
how 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

“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 sexual
researchers 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 online
learning”. for our YP.”

The 3 Rs of digital literacy

The 3 Rs of digital literacy 

Risk


Risk

Resilience


Risk

Resilience Reputa#on

Stephen@carrick‐davies.com
www.onlineyouthoutreach.co.uk


Twitter @Katie_bacon

Facebook page – onlineyouthoutreach


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