E safety training for lewisham arts and education network (advance) by stephen carrick-davies sept 2013

SOCIAL MEDIA, YOUNG PEOPLE
AND E- SAFETY
LEWISHAM EDUCATION
ARTS NETWORK

Introductions
Stephen Carrick-Davies
• Ten years at Childnet International
• Now an Independent Trainer/ Social
Entrepreneur /Parent/Learner .....
Social Media & Vulnerable YP people

IDENTITY
Impersonation
“Fraping”
RELATIONSHIPS
TRUST
“Sexting”
CONFLICT
Anger
“Game
rage”
COPING
Reporting
“I’m there
for
you”

What are your expectations and training needs ?

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

Understanding the risks
(not the same thing as harm!)
PART I

“Everything that’s already in the world when
you’re born is just normal.
Douglas Adams
How to stop worrying and learn to love the internet
1999
Anything that gets invented between then and
before you turn thirty is incredibly exciting and with
any luck you can make a career out of it.
Anything that gets invented after you’re thirty is
against the natural order of things and the
beginning of the end of civilisation as we know it…
…until it’s been around for
about ten years ….when it
gradually turns out to be
alright really.” 
The risk of misunderstanding

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

Play film
“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
What is this world like for vulnerable YP ?real
Film at www.carrick-davies.com/research/films

What was the greatest fear
for the yp in the film ?
Turn to your neighbour
How did it had got out of control ?
What would you do next if you were
in that position ?
GROUP EXERCISE

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

SMART PENS – the latest ‘Internet of Things’

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

Facebook Timeline
Re-check
your privacy
settings using
‘View As’
function
Searchable
by years
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
Check
regularly
because the
settings
change

What is your experience of using FB with YP ?
Profiles have ‘friends’ and you will always need to create a
professional work profile to manage any engagement on a
profile, but you do not necessarily have to accept friend
requests from young people.
Groups have ‘members’ and can be public, private or invite
providing a discussion and media sharing space.
The creator of the group moderates members and
conversations. Groups work well when there is a clear
shared interest or sense of community between group
members. Sometimes groups are used as a form of petition
— where individuals join a group to display their support for
an idea or issue. You can message all the members of a
group direct to their Facebook inbox.
Pages have ‘fans’. A page is similar to a profile, but pages
are for organisations and projects rather than for people.
They are a good tool for sharing information and getting
feedback by allowing comments on the content you share.
You can add Facebook applications and add-on features to
your pages to make them more interactive

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)

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

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.

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

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

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

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

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

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

ASSOCIATION
WITH
SOMEONE
COMPLICIT IN
A JOINT
ENTERPRISE
“You played no
part but
presence there
encouraged
others ”
FAIL TO
INTERVENE
FAILURE TO
WALK AWAY !
INCLUDES ONLINE EVIDENCE OF
ASSOCIATION & ENCOURAGEMENT
JOINT ENTERPRISE:
Legislation that finds people guilty of a violent crime if they are
judged to have lent encouragement to the main perpetrator.
“They planned the attack on social media the night before, the court
was told, sending messages to each other on Facebook and via
BlackBerry Messenger.”

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

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

How is Cyberbullying different from offline bullying?
OFFLINE ONLINE
Home is safe
Often Physical Usually words/pictures
Bully strong/victim weak Roles can change
Can be 24/7
Local & intimate Mass audience
See the impact Don’t see impact
Lack of empathy
Bystanders intervene
Bystanders take part
“If you laugh at it you’re part of it”
Often Silent It can leave a trail !

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
• “My parents don’t get the internet”
• “Maybe it was my fault ! (blur)”
• “Scared if computer is confiscated”
Abuse on the internet/mobile phone

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

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

The young person who you are responsible for (let’s say she’s a
12 year old girl) tells you that her “friends” in her class took
video clip of her at a sleep over pyjama party on their phones
which is now being circulated and she thinks it is now posted on
a social networking site.
•Is this an issue for your school/organisation
•What advice would you give to her ?
•Who should the girl report this to ?
•How would you go about trying to remove this content ?
•What if those who posted it up have circulated it more widely
?
GROUP EXERCISE

Risk
Conversations about
ADVICE
FOR YOUNG PEOPLE
“Do you know who all your online
friends are offline?”
“Do you know how to block
someone on Facebook?”
“Do you have a PIN on your mobile
phone?”
“Do any of your friends send photos
of themselves?”
“Do you know how to save that sort
of evidence?”
“Would you report that at
school/CEOP?”
FOR OUR STAFF
“Have we assessed how we as staff and
our users could be vulnerable online?”
“If we use Social Media do we set clear
guidance on use ?”
“Do we use an organisation mobile
phone if working with yp ? (ie not our
personal one?”
“Do we know how to save evidence and
intervene or reporting to CEOP?”

Questions and feedback so far ?
Let’s break for 10 minutes

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

‘Vulnerable’
Those who have experienced offline risk and
abuse may be more resilient and able to
protect themselves online or may not be
affected so much by the risks they encounter.
HOWEVER WE CAN IDENTIFY
A FEW COMMON FEATURES....
This is complex because:
All children are different so there are
dangers in making broad statements.
Vulnerability is not static - All
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
experience (eg a disabled yp
may be empowered online as the
internet can be ‘leveller’
The paradox that over-
protected children can be
more vulnerable online.
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.
What about
vulnerable
adults ?
Constantly changing
technologies. Eg, Location services

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

“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
WE MAY SEE THEM AS VULNERABLE
BUT THEY MAY SEE THEMSELVES AS IN CONTROL

Unmediated Contact
Children who have been fostered can suddenly receive messages from siblings, birth
parents, or those who want to trace them for potentially harmful reasons.
WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
Guardian Newspaper article 19 June 2010

 Social Location
WAYS IN WHICH
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.

Eg Facebook Timeline
 Exclusion from the ‘norm’
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 ?
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
WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY

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 ?
 Earlier adopters ?
Screen Munch !
WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
“Any A/C holders looking
to make a quick grand get
at me. No time wasters.”
Message on BBM about
bank scams (fraud!)

 Being ‘nudged’ into gangs
ALL CHILDREN WILL
LEAVE A FOOTPRINT
EXCEPT SOME WILL BE
IN MUDDIER SAND!
WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
Vulnerable young people who are risk takers,
impulsive or under the influence of alcohol and/or
drugs and less supervised, can be more easily
drawn into illegal activity including being ‘nudged’
through technology.

 Negative digital footprint
ALL CHILDREN WILL LEAVE A
DIGITAL FOOTPRINT
BUT SOME WILL BE MUDDIER
THAN OTHERS
WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
Those who are supported can compensate
and build positive online footprint but
what about those who aren’t ?

 Low Resilience
“When my pinger’s gone
to sleep that’s when I’ll
go to sleep.”
WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
Young people need to be cherished, have the right amount of
sleep and healthy food. What happens when you are running on
empty ?

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

 Low levels of Language & Literacy•WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
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 ?
Lack of literacy skills, can mean
that messages are unclear,
ambiguous or misunderstood

In pairs discuss
GROUP EXERCISE
Do you recognise these 10 offline
vulnerabilities and agree that they
can be amplified online ?
How could you begin to talk to the YP
you look after about these issues?
Can you think of positive ways in
which the Internet minimises offline
vulnerabilities?

PART II
Reputation
Our privacy,
security settings
and our peer group
What goes online stays online

Social media challenges for youth workers
• Social media applications are mostly designed
around informality, intimacy and speed.
• Contact with students outside of the classroom is not only easier
it is actively encouraged. (VLEs, online collaboration etc).
• BUT Young people can view one-to-one communication as a very
private “chumminess” and feel especially valued.
• The boundaries between professional/private expert and learner,
home and work, formal and informal are blurring.
• The technology can be used as vehicles for false allegations,
and exposing teachers to ridicule and humiliation.
• But... there are a range of views with some teachers & Youth Workers
wanting to positively embrace technology to support pupils and there
are very real positives especially for some pupils eg excluded, SEN,

• Recent TES survey
found that 9% of
teachers were friends
with pupils on SNS*.
Challenges for teachers & other professionals
* 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
• General advice from unions and GTS is:
Do not ‘friend’ pupils on personal accounts or ask to be
added to their contact lists.
You could make yourself
vulnerable by sharing your
personal information (and
that of your friends)
You could make yourself
vulnerable by being able to
access their personal
information
You could make yourself
open to allegations of
inappropriate contact or be
misunderstood.
WHY ?

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/organisation informs parents about
incidents and delivers appropriate sanctions
WAYS TO PROTECTING YOURSELF

Reputation
ADVICE
Conversations about
FOR YOUNG PEOPLE
 “Remember what goes online
stays online”
 “When did you last check your
privacy settings?”
 “Can you help me check my
settings”
 “Are you changing your
password regularly?”
 “Do you know the best way to
get offending material taken
down?”
FOR OUR STAFF
 “Do we have an organisational
policy on using social media with
users ?”
 Do we check regularly what
people are saying about our
service on social media ?
 Do we promote ourselves
positively on social media ?
 Are we reaching our users
through social media effectively?

UNDERSTANDING OUR
RESPONSIBILITIES
PART III
“with great power
comes....”

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 OUR DUTY OF
CARE & LEADERSHIP.

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

Policies
Need to be:
 Owned -don’t simply cut and paste another
 Updated for constantly changing technology
 Obeyed – new staff, volunteers, sanctions ?
 Monitored – are they effective, out of date?
 Promoted – made accessible to all users

http://network.youthworkonline.org.uk/forum/topics/use-of-facebook-examples-of
A few examples

Using social media Positively from
Using social media for youth engagement can help organisations:
 Reach young people where they already are spending hours a day connected to social
networking platforms. Too often engagement opportunities are based on expecting
young people to come to us, when we should go to where young people are.
 Be found— as many young people turn to search engines to find or confirm
information. If you’re not online and easy to find, you’re probably missing many
opportunities for youth engagement.
 Communicate with young people in familiar settings — using the same forms of media
young people are comfortable interacting with. Social media tools make it easy to
create rich multi-media communication that you can use to make ideas and
opportunities accessible to young people.
 Meet changing expectations as older methods of communication and participation lose
ground in a social media-rich environment. Young people will expect media they can
interact with.
 Take advantage of networks to spread engagement opportunities— creating content
and opportunities that young people can easily share with their friends through social
media and social networking tools.

Ten top tips to managing social media in adoption*
1 Talk openly and honestly with your children about
social media, contact issues and the risks involved.
Then work together to come up with solutions.
2 Look at privacy settings so that your children’s
profile can not be seen publicly, and also hide lists
of ‘friends’.
* From BAAF website
Advice from
Facing up to
Facebook
http://www.baaf.org.uk/
bookshop/book_fufa

3 Explain to your children the risks involved in
accepting random unknown people as ‘friends’.
4 Make sure they are not making public
information that could help identify them, such
as their date of birth or address.
5 Discuss the possibility of using a nickname
online instead of their real name, perhaps even
having an unusual spelling (e.g N1ck Sm1th)

6 Avoid using profile pictures. Instead use the
default pictures or something generic like
flowers, landscapes, football team logos etc.
7 Children should be discouraged from posting
any information about their school or local area
8 Don’t tag children in photos posted online, and
ask friends and family to be aware of this also.

9 Make sure your children are aware of the
risks of joining groups or networks that
identify where they live or go to school.
10 Make sure your children know how to ‘block’
people so that if they do receive unwanted
contact it can be managed.
See page 53

In the context of an inspection,
e-safety may be described as the
school’s ability:
to protect and educate pupils and
staff in their use of technology
to have the appropriate
mechanisms to intervene and
support any incident where
appropriate.
What can we learn
from schools ?

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

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)

• Does the technology contribute
to an erosion of empathy ?
If so how ?
• What happens when we
become “comfortably numb”
• How can we build empathy
online ?
EMPATHY

“You never really understand a
person until you consider things
from his point of view.
Until you climb inside of his skin
and walk around in it.”
Harper Lee, To Kill a Mockingbird

“Empathy is the ability to put ourselves in another’s
place and to understand their experience.
We are deeply present to their thoughts and
feelings with such compassionate accuracy that
they can hear their own thoughts more clearly.
Empathy connect us with our
common humanity.
It protects us from prejudice,
blame, and judgment – those
things that divide us from each
other. It moves us to seek
justice for every person. Even
those with whom we disagree.”
With empathy, we
reflect on how our
actions affect others.
Empathy inspires us
to be giving and
selfless. Empathy
connects our hearts.
Source
www.boundlessconnections.org/weeklyvirtuesblog/wp-

Risk
Reputation
Where to start ?
Responsibility
Our safety, conduct
& risky behaviours
Our privacy,
security settings
and our peer group
Our leadership,
ethical code and
resilience

Responsibility
Conversations aboutADVICE
FOR YOUNG PEOPLE
 “Have you come across any
good social initiatives?”
 “What advice do you need
about using social media ?”
 “I trust you to make good
decisions, but I also need
to learn from you.”
FOR OUR STAFF
 “Can we involve the YP we work with
in developing our policy and
practice ?”
 “What expectations are we making for
our staff in being online so much ?”
 Are we pioneering new and
imaginative ways of Educating and
inspiring our younger users via social
media ?

WHAT IS ONE THING YOU ARE GOING TO
ACT UPON ?
Risk Safety, conduct &
risky behaviour
Reputation
Privacy, security
settings and peer
group
Leadership, ethical
code and resilience
Responsibility

EVALUATION
Please give feedback.


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

"The web is more a social
creation than a technical one.
I designed it for social effect -
to help people work together -
and not as a technical toy….
The ultimate goal of the web is
to support and improve our web
like existence in the world......
Tim Berners-Lee ‘Weaving the Web’ 1999
We have to ensure that the
society we build with the web
is the sort we intend.”

• Questions about anything which has come up
today ?

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

E safety training for lewisham arts and education network (advance) by stephen carrick-davies sept 2013

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