1. SOCIAL MEDIA, YOUNG PEOPLE
AND E- SAFETY

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

3. Introductions
Stephen Carrick-Davies
• Ten years at Childnet International
• Now an Independent Trainer/ Social
Entrepreneur /Parent/Learner .....
“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)

4. GROUP EXERCISE
Close your eyes and try to remember
when you were 8 years old and most
happy.
For how many of you was this experience…
Outside?
Without parental supervision?
Involved in something risky?

5. GROUP EXERCISE
What’s changed ?
Outside?
Without parental supervision?
Involved in something risky?

7. A few facts and figures*
*Source: Ofcom Oct 2013)
•91% of all 5-15 year olds used the internet in 2012:
– all 12-15 year olds (100%)
•The estimated weekly volume of internet use at home in
2012 increased with the age of the child:
– 8.1 hours for 8-11 year olds and
– 17.1 hours for 12-15 year olds.
•62% of 12-15’s own a smartphone (static)
•A tablet is the device of choice for media consumption –
their use has tripled since 2012.
•In 2012, 12-15’s spent as much time using the Internet as
watching TV.
© Stephen Carrick Davies & Tim Mungeam 2014

8. Facts and figures*
(*Source Ofcom 2012)
•Mobiles are the device of choice for older YP for peer
communication
•43% of children aged 5-15 years old have an active social
networking site profile.
– 22% of 8-11 year olds
– 80% of 12-15 year olds.
•98% of both 8-11 year olds and 12-15 year olds who have
an active social networking site profile use Facebook
(despite the minimum age at which you can have a profile
being 13).
•12-15’s send an average of 255 text messages per week
•They also send an average of 185 instant messages
© Stephen Carrick Davies & Tim Mungeam 2014

9. What are your expectations and training needs ?

10. Structure and aims of training
Part I “Understanding” the new Reality !
 Overview of ‘Social Media’ and web 2.0
 How technology is changing, and being changed
 Why the positive appeal for children
REFLECT &
THINK
Coffee break --------------------------------------------------------------------------------------------------------
Part II Understanding the Risks




Overview of online risks for young people
Specific challenges for Wandsworth Staff
Where we are vulnerable (privacy settings)
Case study to help us to see responses
FACE- UP
& BE
CHALLENGED
-------------------------------------------------------------------------------------------------------------------------------------
Part III Understanding our Responsibilities




Building Empathy and Resilience
What does OFSTED say ?
Keeping professional in personal spaces.
Prevention & Response strategies
INSPIRED &
EQUIPPED
All through a mixture of slides, quotes, case studies, films, small group
exercises, Q&A, and links to practical resources.

11. PART 1
Understanding this new reality

12. “Everything that’s already in the world when
you’re born is just normal.
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…
Douglas Adams
How to stop worrying and learn to love the internet
1999
…until it’s been around for
about ten years ….when it
gradually turns out to be

alright really.”

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

14. GROUP EXERCISE
Turn to your neighbour
What does the internet, social
media and mobile technology
give to young people ?

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

16. What is this real world like for vulnerable YP ?
“I have over 120 people on my BBM but I deleted
like 30 on Saturday cause I was angry and they
pissed me off so I just deleted them. Since I’ve had
my BlackBerry only 2 people have deleted me.”
Student from Pupil Referral Unit
Play film
Film at www.carrick-davies.com/research/films

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

19. AGE RESTRICTIONS

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

21. Facebook Timeline
Searchable
by years
Check
regularly
because the
settings
change
Re-check
your privacy
settings using
‘View As’
function
The importance of privacy settings
31% of 12-15 year olds don’t use privacy settings on their
social networking profiles – Ofcom Media literacy Report 2009

23. • Searching for yourself – example

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

25. 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)

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

27. 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.

28. Let’s break for coffee 10 minutes

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

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

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

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

33. “Sexting” = teens sharing nude photos via mobiles and web. The practice can
have serious legal and psychological consequences
Commercial
CONTENT
Child as Recipient
CONTACT
Child as Participant
CONDUCT
Child as Actor
Aggressive
Online grooming is a
criminal offence
Sexual
Values
Pornographic
unwelcome
sexual content
Contact
www.ceop.gov.uk
if you have concerns
about inappropriate
communication from an
adult to a minor.
“One-third of those who
sexually abuse children are
just children themselves.”
Meeting
strangers
Being
groomed
Creating and
uploading
inappropriate
material
BBC Newsnight programme March 2010
21,630 BEBO members had the name “Porn Star”
“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.

34. How the risks ‘migration’ from online to
offline can affect vulnerable YP
Original 3 Cs Classification
by ‘EU Kids’ online project
CONTENT
Child as Recipient
Commercial
Aggressive
Sexual
CRIMINAL
Values
OF THE 1,984 PEOPLE
CHARGED AFTER RIOTS:
 53% were under 20 years old
CONTACT
Child as Participant
 42% received free school meals
(16% nat. average)
 66% of them had some special
CONDUCT
Child as Actor
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)
BEING IN THE WRONG PLACE AT THE WRONG TIME & “BAD LUCK”

35. JOINT ENTERPRISE:
Legislation that finds people guilty of a violent crime if they are
judged to have lent encouragement to the main perpetrator.
FAIL TO
INTERVENE
FAILURE TO
WALK AWAY !
COMPLICIT IN
A JOINT
ENTERPRISE
ASSOCIATION
WITH
SOMEONE
“You played no
part but
presence there
encouraged
others ”
INCLUDES ONLINE EVIDENCE OF
ASSOCIATION & ENCOURAGEMENT
“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.”

36. Classifying the risks to children online
Commercial
CONTENT
Child as Recipient
CONTACT
Child as Participant
CONDUCT
Child as Actor
Aggressive
Sexual
Values
Violent and
hateful
content
Being bullied
harassed or
stalked
Bullying or
harassing
another
22% of yp aged 1118 report having
been cyber bullied.
It ruins lives.
YP may not disclose
that it is happening
Classification by ‘EU Kids’ online project and referenced in the Byron Report

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

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

39. Why YP may be scared of reporting abuse ?
• “It was nobody else’s business”
• “Didn’t think it was serious or wrong”
• “Didn’t want parents/friends to find out”
• “Was frightened”
• “Didn’t think I would be believed”
• “Had been threatened by the abuser”
Source: Child Maltreatment in the UK Cawson 2000
Abuse on the internet/mobile phone
• “My parents don’t get the internet”
• “Maybe it was my fault ! (blur)”
• “Scared if computer is confiscated”

40. 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

41. PREVENTING
 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.
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

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

43. GROUP EXERCISE
The young person who you are responsible for (let’s say she’s a
12 year old girl) tells you that her “friends” in her class took
video clip of her at a sleep over pyjama party on their phones
which is now being circulated and she thinks it is now posted on
a social networking site.
•Is this an issue for your school/organisatinon
•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
?

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

45. ‘Vulnerable’
This is complex because:
All children are different so there are
dangers in making broad statements.
Many children are neglected which is
harder to spot yet makes them
vulnerable
What about
The paradox that overvulnerable
protected children can be
adults ?
more vulnerable online.
Vulnerability is not static - All
children can be vulnerable at
different stages
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 more a child uses the internet the more they can become confident and
possibly complacent and feel ‘invincible’ and don’t feel they are at risk .
Those who have experienced offline risk and
abuse may be more resilient and able to
protect themselves online or may not be
affected so much by the risks they encounter.
Constantly changing
technologies. Eg, Location services
HOWEVER WE CAN IDENTIFY
A FEW COMMON FEATURES....

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

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

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

49. WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
 Exclusion from the ‘norm’
Eg Facebook Timeline
There are lots of online services which celebrate our ‘journey’. How do children who
don’t know their birth parents, may not have an early photo of themselves feel in these
‘boast by post’ environments ?

50. 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

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

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

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

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

55. •WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
 Special needs & learning difficulties
Attachment
Theory
Attachment
Some children with emotional or behavioural difficulties, attachment
difficulties, and other complex needs, may be particularly vulnerable online.
EG those with Autistim Spectrum Disorder may make literal interpretations
of content, which will affect how they respond.
Others with complex needs may not understand the concept of friendship,
and therefore trust everyone implicitly. Some children with SEN or
disabilities may not recognise that they are being bullied or appreciate how
their own online behaviour may be seen by someone else as bullying .

56. •WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
 Low levels of Language & Literacy
Lack of literacy skills, can mean
that messages are unclear,
ambiguous or misunderstood
We must not assume that all YP are confident “digital natives” and we must also
recognise that one in six people in the UK struggle with literacy (below the level
expected of an eleven year old). Hence being able to complete a ‘REPORT ABUSE’
form or read instructions about safety, privacy and ‘terms and conditions’ are real
barriers for many young people.
Do YP recognise the link between reading and being able to be safe ?

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

58. Questions and feedback so far ?

59. PART III
UNDERSTANDING OUR
RESPONSIBILITIES
Hands on training

60. The dangers and opportunities
of adults leaving children to it !
EMPATHY, RESILIENCE
AND LEADERSHIP
Equipping children to be safe and secure online
involves addressing issues such as Empathy
acquisition, Resilience and Leadership. These
are the true foundation blocks for children to
become good digital citizens.

61. “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

62. “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.
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-
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.”

63. “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.
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-
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.”

64. 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.

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

66. d
Up
at e
an
nJ
di
u
20
ry
a
14
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 ?

67. Assemblies, tutorial time, personal,
social, health and education lessons,
and an age-appropriate curriculum
for e-safety
Schools need
to make good
use of the
views of pupils
and their
parents to
develop their
e-safety
provision.
The outstanding
schools recognised
that, relationships
with families, needed
to keep developing to
support e-safety at
home.
WHAT
DOES
GOOD
E-SAFETY
LOOK
LIKE?
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.

68. d
Up
at e
n
Ja
in
d
ry
ua
20
Everyone knows what school-based
reporting routes are and external
abuse buttons (eg CEOP) and
effective peer mentoring and
support
14
Personal data
is managed
securely and in
accordance
with statutory
requirements
WHAT
DOES
GOOD
E-SAFETY
LOOK
LIKE?
Risk assessment taken
seriously and used to
good effect in
promoting e-safety .
All teaching and
non-teaching staff
receive regular and
up-to-date training
and one or more
members have
higher level of
expertise and
defined
responsibilities
assess and manage
risk for
themselves.
Written in plain English
updated regularly and
ratified by governors +
incorporate an AUP that is
understood and respected
by parents, pupils and
staff.

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

70. OTHER WAYS TO PROTECTING YOURSELF
1. Update your AUPs stating how and when personally owned
equipment (including camera phones) can be used.
2. Make sure you have a strong password and set a password or
pin for your phone. Increasingly important for Facebook
‘Fraping’
3. Close down computers quickly if you have to leave a room and
don’t allow cookies to ‘remember your password’
4. Do not post information about yourself publically that you
wouldn’t want employers, colleagues, pupils or parents to see.
5. Make sure you do not retaliate but keep all records – screen
prints and record time, date & website addresses
6. Report any incident to the appropriate member of staff
promptly
7. Make sure the school informs parents about incidents and
delivers appropriate sanctions

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

72. CE
VI Conversations about
AD
Risk
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?”

73. CE
VI Conversations about
AD
Reputation
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?

74. CE
VI
Conversations about
AD
Responsibility
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 ?

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

76. EVALUATION
Please give feedback.


77. 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

78. And Finally….

79. Tim Berners-Lee ‘Weaving the Web’ 1999
"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......
We have to ensure that the
society we build with the web
is the sort we intend.”

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