Presentation for Head Teachers on the 'Munch, poke Ping' research which focused to consider the risks which vulnerable young people, excluded from schools and being taught in Pupil Referral Units (PRUs), encounter online and through their mobile phones. The aim was to then ascertain what specific advice, support and safeguarding training staff working with these vulnerable young people need when it comes to understanding social media and mobile technology.
1. Vulnerable YP and social media –
who’s controlling who ?
MUNCH
PING
POKE!
Southampton Solent University
Tuesday 4th October 2011
info@katiebacon.co.uk
4. Introductions
Ka#e Bacon
•Qualified Youth Prac##oner
•10 years experience working with hard to
reach young people and their families.
info@katiebacon.co.uk
5. Introductions
Ka#e Bacon
•Qualified Youth Prac##oner
•10 years experience working with hard to
reach young people and their families.
•Now an Independent Trainer/Consultant
info@katiebacon.co.uk
6. Introductions
Ka#e Bacon
•Qualified Youth Prac##oner
•10 years experience working with hard to
reach young people and their families.
•Now an Independent Trainer/Consultant
info@katiebacon.co.uk
7. Introductions
Ka#e Bacon
•Qualified Youth Prac##oner
•10 years experience working with hard to
reach young people and their families.
•Now an Independent Trainer/Consultant
info@katiebacon.co.uk
8. Introductions
Stephen Carrick‐Davies
info@katiebacon.co.uk
9. Introductions
Stephen Carrick‐Davies
•Ten years at Childnet Interna#onal
info@katiebacon.co.uk
10. Introductions
Stephen Carrick‐Davies
•Ten years at Childnet Interna#onal
•Now an Independent Trainer/Consultant
info@katiebacon.co.uk
11. Introductions
Stephen Carrick‐Davies
•Ten years at Childnet Interna#onal
•Now an Independent Trainer/Consultant
info@katiebacon.co.uk
21. NEWS FEEDS APPLICATIONS
“boast by post” Huge range of apps PHOTOS/TAGS
Comment and Tag
photos face
recogni#on
FRIENDS
Find, link, be in
constant contact + LIVE CHAT
on your mobile Superseding IM
VIDEO
link and embed
MESSAGES
Superseding E‐mail WHO’S ONLINE Social loca#on
Video coming Know who is online now!
22. NEWS FEEDS APPLICATIONS
“boast by post” Huge range of apps PHOTOS/TAGS
Comment and Tag
photos face
recogni#on
FRIENDS
Find, link, be in
constant contact + LIVE CHAT
on your mobile Superseding IM
VIDEO
link and embed
MESSAGES
Superseding E‐mail WHO’S ONLINE Social loca#on
Video coming Know who is online now!
ALL FOR FREE …… BUT ….WHAT PRICE IS FREE ?
23. 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 ?
29. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT
Child as Recipient
CONTACT
Child as Participant
CONDUCT
Child as Actor
Original 3 Cs Classification by ‘EU Kids’ online project
30. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts
Child as Recipient Spam
Sponsorship
Personal info
CONTACT
Child as Participant
CONDUCT
Child as Actor
Original 3 Cs Classification by ‘EU Kids’ online project
31. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts
Child as Recipient Spam
Sponsorship
Personal info
CONTACT Tracking
Child as Participant Harvesting
Personal info
CONDUCT
Child as Actor
Original 3 Cs Classification by ‘EU Kids’ online project
32. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts
Child as Recipient Spam
Sponsorship
Personal info
CONTACT Tracking
Child as Participant Harvesting
Personal info
CONDUCT Illegal
Child as Actor
downloading
Hacking Gambling
Financial scams
Terrorism
Original 3 Cs Classification by ‘EU Kids’ online project
33. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and
Child as Recipient Spam hateful content
Sponsorship
Personal info
CONTACT Tracking
Child as Participant Harvesting
Personal info
CONDUCT Illegal
Child as Actor
downloading
Hacking Gambling
Financial scams
Terrorism
Original 3 Cs Classification by ‘EU Kids’ online project
34. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and
Child as Recipient Spam hateful content
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
Original 3 Cs Classification by ‘EU Kids’ online project
35. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and
Child as Recipient Spam hateful content
Sponsorship
Personal info
CONTACT Tracking Being bullied
Child as Participant Harvesting harassed or
Personal info stalked
CONDUCT Illegal Bullying or
Child as Actor
downloading harassing
Hacking Gambling another
Financial scams
Terrorism
Original 3 Cs Classification by ‘EU Kids’ online project
36. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic
Child as Recipient Spam hateful content unwelcome
Sponsorship sexual content
Personal info
CONTACT Tracking Being bullied
Child as Participant Harvesting harassed or
Personal info stalked
CONDUCT Illegal Bullying or
Child as Actor
downloading harassing
Hacking Gambling another
Financial scams
Terrorism
Original 3 Cs Classification by ‘EU Kids’ online project
37. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic
Child as Recipient Spam hateful content unwelcome
Sponsorship sexual content
Personal info
CONTACT Tracking Being bullied Meeting
Child as Participant Harvesting harassed or strangers
Personal info stalked Being
groomed
CONDUCT Illegal Bullying or
Child as Actor
downloading harassing
Hacking Gambling another
Financial scams
Terrorism
Original 3 Cs Classification by ‘EU Kids’ online project
38. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic
Child as Recipient Spam hateful content unwelcome
Sponsorship sexual content
Personal info
CONTACT Tracking Being bullied Meeting
Child as Participant Harvesting harassed or strangers
Personal info stalked Being
groomed
CONDUCT Illegal Bullying or Creating and
Child as Actor
downloading harassing uploading
Hacking Gambling another inappropriate
Financial scams material
Terrorism
Original 3 Cs Classification by ‘EU Kids’ online project
39. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic Bias
Child as Recipient Spam hateful content unwelcome Racist
Sponsorship sexual content Misleading
Personal info info or advice
CONTACT Tracking Being bullied Meeting
Child as Participant Harvesting harassed or strangers
Personal info stalked Being
groomed
CONDUCT Illegal Bullying or Creating and
Child as Actor
downloading harassing uploading
Hacking Gambling another inappropriate
Financial scams material
Terrorism
Original 3 Cs Classification by ‘EU Kids’ online project
40. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic Bias
Child as Recipient Spam hateful content unwelcome Racist
Sponsorship 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 persuasions
groomed
CONDUCT Illegal Bullying or Creating and
Child as Actor
downloading harassing uploading
Hacking Gambling another inappropriate
Financial scams material
Terrorism
Original 3 Cs Classification by ‘EU Kids’ online project
41. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic Bias
Child as Recipient Spam hateful content unwelcome Racist
Sponsorship 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 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
Original 3 Cs Classification by ‘EU Kids’ online project
42. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic Bias
Child as Recipient Spam hateful content unwelcome Racist
Sponsorship 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 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
CRIMINAL
Original 3 Cs Classification by ‘EU Kids’ online project
43. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic Bias
Child as Recipient Spam hateful content unwelcome Racist
Sponsorship 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 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
CRIMINAL BEING IN THE WRONG PLACE AT THE WRONG TIME
Original 3 Cs Classification by ‘EU Kids’ online project
44. Commercial Aggressive Sexual Values
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
45. Commercial Aggressive Sexual Values
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
46. Commercial Aggressive Sexual Values
CONTENT Pornographic
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
Child as inappropriate
Actor material
47. Commercial Aggressive Sexual Values
CONTENT Pornographic
Online grooming is a unwelcome
Child as criminal offence sexual content
Recipient Contact
CONTACT www.ceop.gov.uk Meeting
if you have concerns
Child as about inappropriate
strangers
Being
Par#cipant communicaWon from an
groomed
CONDUCT adult to a minor.
Creating and
uploading
Child as inappropriate
Actor material
48. Commercial Aggressive Sexual Values
CONTENT Pornographic
Online grooming is a unwelcome
Child as criminal offence sexual content
Recipient Contact
CONTACT www.ceop.gov.uk Meeting
if you have concerns
Child as about inappropriate
strangers
Being
Par#cipant communicaWon from an
groomed
CONDUCT adult to a minor.
Creating and
“One‐third of those who uploading
Child as sexually abuse children are just inappropriate
Actor children themselves.”
BBC Newsnight programme March 2010
material
49. Commercial Aggressive Sexual Values
CONTENT Pornographic
Online grooming is a unwelcome
Child as criminal offence sexual content
Recipient Contact
CONTACT www.ceop.gov.uk Meeting
if you have concerns
Child as about inappropriate
strangers
Being
Par#cipant communicaWon from an
groomed
CONDUCT adult to a minor.
Creating and
“One‐third of those who uploading
Child as sexually abuse children are just inappropriate
Actor children themselves.”
BBC Newsnight programme March 2010
material
21,630 BEBO members have the name “Porn Star”
50. “Sex%ng” = teens sharing nude photos via mobiles and web. The practice can
have serious legal and psychological consequences
Commercial Aggressive Sexual Values
CONTENT Pornographic
Online grooming is a unwelcome
Child as criminal offence sexual content
Recipient Contact
CONTACT www.ceop.gov.uk Meeting
if you have concerns
Child as about inappropriate
strangers
Being
Par#cipant communicaWon from an
groomed
CONDUCT adult to a minor.
Creating and
“One‐third of those who uploading
Child as sexually abuse children are just inappropriate
Actor children themselves.”
BBC Newsnight programme March 2010
material
21,630 BEBO members have the name “Porn Star”
51. “Sex%ng” = teens sharing nude photos via mobiles and web. The practice can
have serious legal and psychological consequences
Commercial Aggressive Sexual Values
CONTENT Pornographic
Online grooming is a unwelcome
Child as criminal offence sexual content
Include
Recipient Contact this button
on your
CONTACT www.ceop.gov.uk Meeting home
if you have concerns page
Child as about inappropriate
strangers
Being
Par#cipant communicaWon from an
groomed
CONDUCT adult to a minor.
Creating and
“One‐third of those who uploading
Child as sexually abuse children are just inappropriate
Actor children themselves.”
BBC Newsnight programme March 2010
material
21,630 BEBO members have the name “Porn Star”
52. Classifying the risks to children online
Commercial Aggressive Sexual Values
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
53. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Violent and
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
Child as Actor Bullying or
harassing
another
Classification by ‘EU Kids’ online project and referenced in the Byron Report
54. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Violent and
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
It ruins lives.
CONDUCT
Child as Actor Bullying or
harassing
another
Classification by ‘EU Kids’ online project and referenced in the Byron Report
55. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Violent and
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
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
56. EU Kids Online Report
25,000 children, young people & parents
Digital natives know it all.
Only 36 per cent of 9-16-year-olds say it is very true that they know more about
the internet than their parents. This myth obscures their needs to develop
digital skills.
Everyone watches porn online.
One in seven children saw sexual images online in the past year. Even allowing
for under-reporting, this myth has been partly created by media hype.
Offline risks migrate online
This is not necessarily true. Young people who lead risky offline lives are more
likely to expose themselves to danger online, it cannot be assumed that those
who are low-risk offline are protected while online.
info@katiebacon.co.uk
62. What addi#onal risks do
vulnerable YP encounter,
and bring to social media?
What are the
risks?
What can we learn from those
who are working in this area ?
63. What addi#onal risks do
vulnerable YP encounter,
and bring to social media?
What are the
risks?
What can we learn from those What do staff
who are working in this area ? need ?
What training and support do professionals
need re social media risk in their prac#ce ?
64. 2) OVERVIEW OF PROJECT
What addi#onal risks do
vulnerable YP encounter,
and bring to social media?
What are the
risks?
What can we learn from those What do staff
who are working in this area ? need ?
What training and support do professionals
need re social media risk in their prac#ce ?
70. 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
75. 1 The task of assessing the correla#on
between offline vulnerabili#es and
online risk for certain groups of young
people is problema#c but nevertheless
broad principles can be extrapolated.
info@katiebacon.co.uk
76. 1 The task of assessing the correla#on
between offline vulnerabili#es and
online risk for certain groups of young
people is problema#c but nevertheless
broad principles can be extrapolated.
“Many of the young people I work with are massive risk takers, impulsive
to the extreme and o>en use alcohol and/or drugs. On average they first
engage in sexual ac%vity at a far younger age than other students. They
also have huge amounts of unsupervised %me on their hands, o>en %ll very
late at night. I teach many YP who are half‐asleep as they have been online
%ll gone 3am.” PRU staff member
info@katiebacon.co.uk
77.
78. 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
82. 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
83. 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.
86. 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.
87. 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.”
89. 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.
97. 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.
98. 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
101. 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.
102. 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.
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.
103. 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.
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
107. 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.
108. 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.”
110. THE POSITIVE !
Work in progress
IDENTIFYING
GOOD PRACTICE
TO INSPIRE
OTHERS!
Could these be little
‘vignettes’ re specific
practical actions EG
‘Facebook Fridays’
111. THE POSITIVE !
Good
pracWce/
examples
Work in progress
IDENTIFYING
GOOD PRACTICE
TO INSPIRE
OTHERS!
Could these be little
‘vignettes’ re specific
practical actions EG
‘Facebook Fridays’
112. 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.
‘vignettes’ re specific
practical actions EG
‘Facebook Fridays’ “We would like to start a sheltered environment to
aid transition” Derbyshire
125. 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’.
126. 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.
130. 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
131. 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
132. Feedback
Do you recognise these reflec#ons from
staff members and young people ?
info@katiebacon.co.uk
150. PIE Policies
E‐safety policy, Acceptable Use Policy, An#‐
Bullying policy, Mobile use policy
Infrastructure Educa#on
151. PIE Policies
E‐safety policy, Acceptable Use Policy, An#‐
Bullying policy, Mobile use policy
Infrastructure Educa#on
Managed learning environment
with high quality access and
equipment which is filtered,
monitored and supervised.
152. PIE Policies
E‐safety policy, Acceptable Use Policy, An#‐
Bullying policy, Mobile use policy
Infrastructure Educa#on
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.
153. Digital Youth Work Practice Model
Support
Campaign
Educate
info@katiebacon.co.uk
154. 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
155. 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
156. “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.”
It is useful to think about how these activities are similar to familiar offline activities that young people get involved in, and how they are different because they take place digitally. Young people use social networks to keep in contact, share content about their interests (music, art, fashion, films) Some young people form new contacts and friends online. Simply they just some times &#x2018;hangout&#x2019; nattering to each other online. They are also exploring their identity; self express, sexuality,interests, future aspirations for training or employment.\n
Young people are often platform hopping, think about yourself. You may have the TV on in the back ground or music and be on the computer/laptop searching for car insurance or a holiday deal. Young people consumer and share content with their peer group - sometimes - without moderating or filtering the content. They forward or share content that is not appropriate. Encourage them to breath and just slow down. Check do they have permission to share that image? Are the comments on that link positive or negative? \n
The MacArthur Foundation Digital Youth project suggests there are three main &#x2018;genres&#x2019; of young peoples digital media use: Hanging out, messing around and geeking out. Young peoples engagement with these different types of digital media use can be distinguished between friendship driven and interest driven. \n
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Young people are often platform hopping, think about yourself. You may have the TV on in the back ground or music and be on the computer/laptop searching for car insurance or a holiday deal. Young people consumer and share content with their peer group - sometimes - without moderating or filtering the content. They forward or share content that is not appropriate. Encourage them to breath and just slow down. Check do they have permission to share that image? Are the comments on that link positive or negative? \n
Many young people do not like being in front of the camera or it is not appropriate for them to be identified in photo or film clip.\n
Since the arrival of social network sites there has been a change in the way people can communicate with each other within their peer groups, community and senior decision makers. People do not have to conform to the formal hierarchical communication structure - they can now tweet, facebook or send a youtube video message to convey their views about a service, experience or aspirations.\n
Since the arrival of social network sites there has been a change in the way people can communicate with each other within their peer groups, community and senior decision makers. People do not have to conform to the formal hierarchical communication structure - they can now tweet, facebook or send a youtube video message to convey their views about a service, experience or aspirations.\n
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Since the arrival of social network sites there has been a change in the way people can communicate with each other within their peer groups, community and senior decision makers. People do not have to conform to the formal hierarchical communication structure - they can now tweet, facebook or send a youtube video message to convey their views about a service, experience or aspirations.\n
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The key to generating traffic and visits to the social network profile, group or page is Blended facilitation. You need to interlink the offline with the online. Capture the activities taking place offline and post online, with comments to help frame and create an audience which hopefully will comment and contribute. Keep it human and not just a notice board, post jokes, funny photos and comments about your day - they need to connect with &#x2018;you&#x2019; the person not the organizational logo/brand \n
The key to generating traffic and visits to the social network profile, group or page is Blended facilitation. You need to interlink the offline with the online. Capture the activities taking place offline and post online, with comments to help frame and create an audience which hopefully will comment and contribute. Keep it human and not just a notice board, post jokes, funny photos and comments about your day - they need to connect with &#x2018;you&#x2019; the person not the organizational logo/brand \n
The key to generating traffic and visits to the social network profile, group or page is Blended facilitation. You need to interlink the offline with the online. Capture the activities taking place offline and post online, with comments to help frame and create an audience which hopefully will comment and contribute. Keep it human and not just a notice board, post jokes, funny photos and comments about your day - they need to connect with &#x2018;you&#x2019; the person not the organizational logo/brand \n
The key to generating traffic and visits to the social network profile, group or page is Blended facilitation. You need to interlink the offline with the online. Capture the activities taking place offline and post online, with comments to help frame and create an audience which hopefully will comment and contribute. Keep it human and not just a notice board, post jokes, funny photos and comments about your day - they need to connect with &#x2018;you&#x2019; the person not the organizational logo/brand \n
The key to generating traffic and visits to the social network profile, group or page is Blended facilitation. You need to interlink the offline with the online. Capture the activities taking place offline and post online, with comments to help frame and create an audience which hopefully will comment and contribute. Keep it human and not just a notice board, post jokes, funny photos and comments about your day - they need to connect with &#x2018;you&#x2019; the person not the organizational logo/brand \n
The key to generating traffic and visits to the social network profile, group or page is Blended facilitation. You need to interlink the offline with the online. Capture the activities taking place offline and post online, with comments to help frame and create an audience which hopefully will comment and contribute. Keep it human and not just a notice board, post jokes, funny photos and comments about your day - they need to connect with &#x2018;you&#x2019; the person not the organizational logo/brand \n
The key to generating traffic and visits to the social network profile, group or page is Blended facilitation. You need to interlink the offline with the online. Capture the activities taking place offline and post online, with comments to help frame and create an audience which hopefully will comment and contribute. Keep it human and not just a notice board, post jokes, funny photos and comments about your day - they need to connect with &#x2018;you&#x2019; the person not the organizational logo/brand \n
The key to generating traffic and visits to the social network profile, group or page is Blended facilitation. You need to interlink the offline with the online. Capture the activities taking place offline and post online, with comments to help frame and create an audience which hopefully will comment and contribute. Keep it human and not just a notice board, post jokes, funny photos and comments about your day - they need to connect with &#x2018;you&#x2019; the person not the organizational logo/brand \n
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Many young people do not like being in front of the camera or it is not appropriate for them to be identified in photo or film clip.\n
Since the arrival of social network sites there has been a change in the way people can communicate with each other within their peer groups, community and senior decision makers. People do not have to conform to the formal hierarchical communication structure - they can now tweet, facebook or send a youtube video message to convey their views about a service, experience or aspirations.\n
Since the arrival of social network sites there has been a change in the way people can communicate with each other within their peer groups, community and senior decision makers. People do not have to conform to the formal hierarchical communication structure - they can now tweet, facebook or send a youtube video message to convey their views about a service, experience or aspirations.\n
Since the arrival of social network sites there has been a change in the way people can communicate with each other within their peer groups, community and senior decision makers. People do not have to conform to the formal hierarchical communication structure - they can now tweet, facebook or send a youtube video message to convey their views about a service, experience or aspirations.\n
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Universal: Youth workers are equipped to respond to young people's online social networking - All workers have experience of what SNS are & understand the basic safety and opportunity issues associated with them. They are able to apply good youth work practices and responses to online social networking related issues. \n\nWidespread: Youth workers are equipped to use online social networking as a youth work tool - Some workers are confident in using SNS as a tool in their work with young people for individual communication, closed group work or promoting youth work activities and opportunities. \n\nSpecialist: Youth workers are equipped as an online social networking (and social media) specialists - A small number of workers are equipped to run dedicated projects using SNS and to support other staff members making use of SNS. They may also be equipped to operate as online outreach workers. \n