This is a presentation which I use in my training with Foster Carers helping them to understand the E-safety issues for children.

1. Fostering in the digital age
understanding social media and
its impact on vulnerable yp.
16th
JUNE 2016
By Stephen Carrick-Davies
Training for Southwark Foster Carers

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

3. Welcome and housekeeping
Session lasts 3 hours 10-12.45
Comfort break at 11.15 – 11.30
Chance for questions and feedback at 12.30
Not a forum for disclosures
Evaluation forms
Fire alarm arrangements

4. 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.

5. What are your expectations and
training needs today ?

6. Help you understand the importance of protecting and
educating young people in their use of (and time with)
technology and have appropriate mechanisms to
intervene and support any incident where appropriate.
Part 1: THE NEW KIDS ON THE BLOCK
Snapchat, What’s app, Instagram and “Internet of things”
Part 2: OUR PERCEPTION OF RISK AND HARM
Issues for looked after children, recognising vulnerability
Part 3: CREATIVE WAYS OF ENGAGING WITH CYP.
Empathy and resilience
Foundations for digital citizenship
My expectations and aims of this training

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

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

9. 25 What will Fifa 25 allow you to do ?

10. “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.” 

12. “Express yourself …have fun…get personal…
stay in charge…on the move ….”
$22 Billion ?
Snaps (photos/videos) are sent but
disappear from recipients device
Swipe right for yes
Birds of a feather stick
together
Why watch telly ?
Someone else is bound to have made a
presentation I can use ?
What will FIFA 25 allow you to do ?
Capture and Share
the World's Moments
Looking for a job ?
Part 1: THE NEW KIDS ON THE BLOCK
Snapchat, What’s app, Instagram and “Internet of things”

13. Games
• The ratings are there for a reason
(and not based on ability).
• Anyone who sells a designated 12+
title to younger children will face
fines of up to £5,000 /jail.
• Recognise effects of ‘compulsion’:
tiredness, aggression, lack of
concentration.
• Misogynistic messages
• Inform yourself about games: Check
out YouTube for examples
PEGI

14. On a scale of 1- 10 rank YOURSELF as to
how confident YOU are in knowing how to
protect children using social media.
1 ----------------------5----------------------10
“Isn’t that the
responsibility of the
IT manager ?”
“I’ve been on a
CEOP course and
have no students as
Friends on my SM
accounts!”

15. ACTUAL EXAMPLE OF MISUSE FROM A
PRIMARY SCHOOL LAST MONTH
Child discloses to teacher that she is upset because of
conversation on Whats App
Teacher finds out that child was told on Whats App that
their father committed suicide after raping her mother.
Head Teacher (DCP Officer) investigates and views Whats
App conversation on child’s phone. (Educ Inspection act 20066/07
The Whats App chat involved a number of year 5 & 6
students and included clips of hard core pornography.
Head Teacher calls in Police who asks parents of the
children to attend a meeting
Parents shocked by the content but also their children’s
vulnerability and exposure to content so young
Key issue
Adding people to
groups without
their knowledge
What would you do next ?

16. Check out
www.net-aware.org.uk
/
for great advice on
age and usage of
SM

17. Small Group work
What would you do if your looked after
child told you this was happening ?
What advice would you give your child ?
How could you report this to ?

18. Our perception of harm !

19. What is better a….
fence at the top of
a cliff …
..or an ambulance
at the bottom ?

20. 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

21. Contact
www.ceop.gov.uk
if you have concerns
about inappropriate
communication from an
adult to a minor.
CONTENT
Child as Recipient
CONTACT
Child as Participant
CONDUCT
Child as Actor
Commercial Aggressive Sexual Values
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
“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.

22. Classifying the risks to children online
CONTENT
CONTACT
CONDUCT
Commercial Aggressive Sexual Values
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 Participant
Child as Actor
YP may not disclose
that it is happening

23. Snaps (photos/videos) are sent but
disappear from recipients device
The new arena of bullying
SEE http://www.youtube.com/watch?v=bdQBurXQOeQ

24. What is this world like for YP ?real
Let’s Fight it Together film
•https://www.youtube.com/watch?
v=dubA2vhIlrg

25. Cyberbullying vs. ‘Offline’ bullying?
OFFLINE ONLINE
Home is safe
Often Physical Usually words/pictures
Can be all the time
One or two people Many people involved
See the effect on the person Don’t see effect on the person
(lack of empathy)
People watching intervene People watching take part
Often silent
22% of yp aged 11-18
report having been
cyber bullied.
Can leave a trail
(don’t delete evidence)

26. OBSERVING CHANGES IN A CHILD’S BEHAVIOUR INCLUDING:
 Unwilling to go to school.
 Unwilling to discuss his/her school life.
 School work and academic results deteriorating.
 Coming home with scars and/or torn clothes.
 Moody and loses interest in leisure and entertainment.
 Nightmares or even insomnia.
 Often locks him/herself in the bedroom for a long time.
 Often claims to have 'lost' personal belongings such as
watch, or even money.
 Requests parents to accompany him/her to and from school.
 Becoming increasingly bad-tempered.
 Has difficulty making friends.
 Becomes nervous when another child comes near.
 Closes down the computer screen when you enter the room.
Signs that a child may be bullied
And others...
But it can be
hard to tell
as these are
also
common
signs of
teenage life!

27. How does bullying feel for a child ?
GUILT
They may feel it is
their fault
EXCLUDED
The peer group is
everything! Especially
online.
INTIMIDATED
Of further
repercussions as bully
may have threatened, “if
you tell...”
ANXIOUS
That their parents and
teachers might blame
them for not standing up
for themselves.
UNWORTHY
They may think of
themselves as
failures and not
worthy of being
helped.
SCARED & AFRAID
Of being physically
or emotionally harmed and
that they might make it
worse!
And other
feelings too!

28. 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
Victim of joint enterprise Victoria Station

29. What I tell parents about reporting a bullying incident
 INVESTIGATE
AND GET THE
FACTS
 REVIEW THE
SCHOOL’S POLICY
 FACE TO FACE
WITH CLASS TEACHER
IS USUALLY BEST.
 FOLLOW
PROCEDURE IF YOU
NEED TO ESCALATE
Head /governor
 MAKE SURE
YOU ‘MOVE ON’
AND SUPPORT
THE SCHOOL
How did it start ?
Do you have evidence
(print outs)
Make sure your child
didn’t start it.
Try not to get angry.
How did it start ?
Do you have evidence
(print outs)
Make sure your child
didn’t start it.
Try not to get angry.
By law, all state schools must
have a behaviour policy in
place that includes measures to
prevent all forms of bullying.
By law, all state schools must
have a behaviour policy in
place that includes measures to
prevent all forms of bullying.
Is this your understanding?
Can you help monitor the
situation?
Take notes and agree action.
Is this your understanding?
Can you help monitor the
situation?
Take notes and agree action.
Continue to reassure your
child and make sure that
they are not retaliating nor
making things worse
Continue to reassure your
child and make sure that
they are not retaliating nor
making things worseBe positive if the response
from the school has been
good and suggest ways in
which the school can help
other parents.
Be positive if the response
from the school has been
good and suggest ways in
which the school can help
other parents.
Some forms of bullying are
illegal (eg hate crime,
threats) and should be
reported to the police.
Some forms of bullying are
illegal (eg hate crime,
threats) and should be
reported to the police.
It is tempting to try to resolve
an issue by talking to the
parent of the bully first but this
can make things worse !
It is tempting to try to resolve
an issue by talking to the
parent of the bully first but this
can make things worse !
Follow what the policy
says in terms of
making a report.
Follow what the policy
says in terms of
making a report.
Remember Head teachers
have the legal power to
make sure pupils behave
outside of school premises.
Your child can be an
important “Upstander”
(ie not a ‘bystander’ for
other children).
Your child can be an
important “Upstander”
(ie not a ‘bystander’ for
other children).

30. Small Group work
What E-safety issues do the
children you look encounter ?

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

32. 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

33. 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

34.  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.

35. 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

36.  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
WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY

37. 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

38.  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.

39. 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.”

40.  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 ?

41.  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 ?

42.  Special needs & learning difficulties
•WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY
Some children with emotional or behavioural difficulties, learning 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.

43.  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

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

45. Part 3: WELL BEING + SCREEN-TIME BALANCE
Empathy and resilience the foundations of digital citizenship

46. Recent news

47. https://www.youtube.com/watch?
v=Z7dLU6fk9QY

48. THE IMPORTANCE
OF SLEEPFIND IT HARD
TO SWITCH OFF
IGNORING
OFFLINE
ACTIVITIES
EMPATHY
EROSION
ARGUE
ONLINE ?
FEEL TENSE IF
YOU CAN’T
GET ONLINE
RESPONSIBILITY TO YOURSELF
Screen 'addiction' is increasingly being
used by physicians to describe the
growing number of children engaging in
screen activities in a dependent manner,"
Psychologist Dr Aric Sigman BBC Oct 2012
FEELING
DEPRESSED ?
http://www.bbc.co.uk/news/education-19870199

49. WHAT WORKS ?
Teachers
1
2
3
Parent’s
1
2
3
Young people
1
2
3

51. • Does the technology
contribute to an erosion of
empathy ? If so how ?
• What happens when we
become “comfortably numb” ?
• How can we build empathic
behaviour online?
EMPATHY
See full article
http://www.huffingtonpost.co.uk/stephen-
carrickdavies/online-empathy-erosion-
or_b_1685344.html
• What principles of empathy will you use to build a Fence ?
• How can you use role-play and films to help you better support children?
• Is your school taking cyberbullying seriously and having clear policy, log
complaints and monitor bullying in the school? OFSTED requirement.

52. “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
ACTION
POINTS
• Talk to your children about how they build empathy and how the
technology can erode empathy
• Get engaged in your children’s online activities understand pressure
of ‘status anxiety’ “You can always come to me.”
• What are the sanctions in schools for a bully ? Does the SMT take
this seriously - they have to by law !
www.thersa.org/events/rsashorts/the
-power-of-empathy
RESPONDIN
G

53. RESILIENCE
Some tips for building
 Understanding that failure often leads to greater
success and is a learning opportunity
 Building good pro-social networks and modelling empathetic behaviour.
 Refraining from constant comparing which robs us of our own value.
 Helping YP seek a sense of purpose and engaged in ‘FLOW’* activities.
 Nurturing good self-esteem and optimistic outward focus (on others).
* ‘Flow’ activities are those which are intrinsically rewarding and which you become completely immersed in for their own
sake. Eg sport, dance, music which give you immediate feedback, and you get lost in !
 Teaching problem-solving skills including the skill of breaking big goals into
manageable chunks and focusing on solutions (role play can help here).
 Trying not to over-protect all the time and “air-bagging”
our kids from risk.

54. http://www.youtube.com/watch?
NR=1&v=nWJut7KQhI4&feature=endscre
en
LEADING Showing what
leadership
LOOKS like
and
FEELS like
PRAISE, MODELLING
AND FEEDBACK
The Miracle tools
in the parent’s
toolbox !

55. 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

56. Useful places for more info
Vodafone’s Digital Parenting Magazine
www.vodafone.com/parents
www.childnet.com
Non-profit organisation working with others to help
make the internet a great and safe place for children.
Understanding SHAME and vulnerability
http://www.ted.com/talks/brene_brown_on_
vulnerability.html

57. THANK YOU !
www.carrick-davies.com
stephen@carrick-davies.com
ANY
QUESTIONS ?