Slides from a 3 hour training session for members of churches on safeguarding young people online and in using social media.

1. SAFEGUARDING CHILDREN ONLINE
Training session written and presented by
Stephen Carrick-Davies for

2. Welcome and housekeeping
Session lasts 3 hours 10-1.00
Comfort break at 11.15 – 11.30
Chance for questions and feedback at 12.20
Not a forum for disclosures
Evaluation forms
Fire alarm arrangements

3. Context
Falls within the overall context of our diocesan and
parish safeguarding policies Contact Jill Sandham
for overview of these safeguarding policies.
Relates to:
– how we include people – which involves how we
communicate
– how we treat each other with respect – which includes
respecting people’s privacy
– how we protect people from harm and abuse – especially
children, but also those who carry responsibility for
vulnerable people

4. Context
• This is a positive look at how technology can
enhance our work, particularly with children
and young people
• Towards responsible leadership
• These are procedures in the making – today’s
sessions will inform development of diocesan
procedures, as well as enabling you in parishes
to work out your own.
• An awareness of the hazards

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

6. What are your expectations and training needs ?

7. Find people in this room who can answer yes to these statements.
If someone says no move on and speak to a different person !
I have a Facebook I use Farmville on my I don’t have a Facebook
Account with over 250 Facebook page. account and don’t
Friends. particularly want one.
Name ............................. Name ............................. Name.............................
.
I use my SMART phone I use SMART phone just I don’t have a SMART
for e-mail. for Text messages. phone and don’t want
one !
Name ............................. Name.............................. Name.............................
.
My children know more My pet knows more I know more about the
than me about the than me about the internet than my
Internet. this course
I came on internet!
I came because my children. this course
I came on
Name.............................
because I feel like I’m Name..............................
manager thought it Name.............................
because I’m concerned
being left behind. would help me ! .
about children’s welfare
Name............................
Name ............................. Name.............................
.
When you have written one person’s name in each box shout “BINGO!”

8. Structure and aims of training
Part I “Understanding” the new Reality
 Overview of ‘Social Media’ and web 2.0 REFLECT &
 How technology is changing, and being changed THINK
 Focus on Facebook (privacy settings)
Part II Understanding the Risks
 Overview of online risks for young people FACE- UP
 Specific challenges for faith based groups & BE
 Where we are vulnerable CHALLENGED
Part III Understanding our Responsibilities
 Prevention & Response strategies
 Case study to help us to see responses
 ‘PIE’ approaches and positive opportunities for INSPIRED &
faith-based groups learning and change. EQUIPPED
All through a mixture of slides, quotes, case studies, films,
small group exercises, Q&A, and links to practical resources.

9. GROUP EXERCISE
A little about you
Name ..........................
Responsibility within your church ?
Any incidents of internet misuse in your
group/wider community ?
Expectation of today’s training ?

10. How confident are you online ?
On a scale of 1- 10 rank yourself as to how confident
you are using the internet and mobile phones.
1 ----------------------5----------------------10
“What’s a mouse?” “I taught
Mark Zuckerberg
all he knows”
How many of you have a facebook account ?

11. “We have created a child
who will be so exposed to
the media that he will be
lost to his parents by the
time he is 12.”
David Bowie interview with
Melody Maker January 1972
“There are only two states for
children these days; they are
either asleep or online....even if
they wake up in the middle of
Eric Schmidt Executive Chairman the night they go online.”
of Google. 2010

12. PART 1
Understanding the new reality
Photo S C-D

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

14. 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

15. 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 ?

16. Social media landscape

17. “Youth is a wonderful thing.
What a crime to waste it on
children”.
George Bernard Shaw
BUT...
The fastest growing segment in
Facebook is older women !
Check out this video overview at
http://www.youtube.com/watch?v=x0EnhXn5boM

18. NOW YOU EVEN HAVE A DIFFERENT PHONE
LANGUAGE !
• POS Parent over shoulder
• I8u I hate you
• AATK Always at the keyboard
• LOL Laugh out loud
My Xmas hols wr CWOT. B4 we used 2go2 NY
2C my bro, his GF & 3 kids ;) FTF. ILNY it’s a gr8
plc.

19. “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.”
Douglas Adams
See full quote at
http://www.douglasadams.com/dna/19990901-00-a.html

20. What terms do we use to explain this space ?
Cyberspace ?
“This is just the beginning, the beginning of understanding that cyberspace has
no limits, no boundaries.” Nicholas Negroponte Founder of Massachusetts Institute of Technology's Media Lab,

21. What terms do we use to explain this space ?
Superhighway ?
“The idea that we are still travelling on a ‘superhighway’ towards the future in
the same bus and in the same direction, is naive. If you are a child you’re likely to
be travelling alone, on a side street and probably without a crash helmet.” S C-D

22. What terms do we use to explain this space ?
Virtual World
“Most people are awaiting Virtual Reality; I'm awaiting virtuous reality”.
Eli Khamarov

23. What terms do we use to explain this space ?
The favourite member of the family ?
“Television: chewing gum for the eyes”. Frank Lloyd Wright

24. What terms do we use to explain this space ?
My World
My library
“Calling it ‘mine’ makes the vastness more intimate, the anonymity less threatening and
the chaos more orderly. But you can still feel lonely in a crowd”. S C-D

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

26. What terms do we use to explain this space ?
An incubator ?
FORWARDED
COMMENTED ON
COPIED MORPHED/
STORED CHANGED
RE-HATCHED
“The new social web has changed the platform to that of an incubator; it is a
place where communication is captured, aggregated, added to, morphed,
changed and rehatched as a new broadcast or ping.
Those with the skill and confidence to narrate their lives online, manage their
reputation, mitigate the risks and build up resilience, may well be able to
survive and thrive. Those who have few supportive adults, low levels of
literacy and are unsupervised and vulnerable to abuse, are far less confident
and hence more at risk.” Stephen Carrick-Davies The Guardian newspaper July 2011

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

28. The importance of privacy settings
31% of 12-15 year olds don’t use privacy settings on their
social networking profiles – Ofcom Medial literacy Report 2009

30. The old view showed it clearer
Name, profile picture, gender and membership of
networks is always PUBLIC
And customise further This information you can control

32. RSS – seeing what others are doing ...
And what are people saying about you on their pages?

33. Digital Footprints
• What goes online stays online
What will your future
employer think ?

34. Q Can Facebook be used for good ?
• Oscar Morales 33 yr old engineer started a
Facebook group called ‘One Million
voices’ against the FARC terrorist
organisation in Columbia
• Over 250,000 Facebook users signed on,
and the movement was taken up by
newspapers and radio and TV with two
million people taking part in pprotests in
Colombia and 100 other cities worldwide.
S

35. What would
Gandhi have
done if he had a
FACEBOOK
account ?

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

37. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Adverts Violent and Pornographic Bias
Child as Recipient Spam hateful unwelcome Racist
Sponsorship content sexual content Misleading
Personal info info or advice
CONTACT Meeting Self harm
Tracking Being bullied
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

38. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT
Child as Recipient
CONTACT
Child as Participant
CONDUCT Online/offline
Child as Actor migration with
reputational
consequences
CRIMINAL BEING IN THE WRONG PLACE AT THE WRONG TIME
Original 3 Cs Classification by ‘EU Kids’ online project

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

40. Remember most child abuse takes place in inter-familiar settings.

41. Film
Play film
Film conceived and acted by yp from Croydon

42. Classifying the risks to children online
Commercial Aggressive Sexual Values
CONTENT Violent and
Child as Recipient hateful
content
22% of yp aged 11-
CONTACT 18 report having
Being bullied
Child as Participant harassed or been 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

43. Words can hurt ...
From Canadian Ad Council at
http://www.youtube.com/watch?v=bdQBurXQOeQ

44. DEFINITIONS OF CYBERBULLYING
“The use of ICT, particularly mobile phones & internet,
deliberately to upset someone else”
FORMS IT CAN TAKE Face talk – feature in new
Iphone 4
 Threats and intimidation
 Harassment or stalking
 Vilification/defamation/ hate or bias-bullying
 Exclusion (MSN)
 Identity theft, unauthorized access and impersonation (MSN)
 Publicly posting, sending or forwarding personal or private
information or images
 Manipulation of images - see example

45. 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”
• “Don’t know who to report to ?

46. How is Cyberbullying different from offline bullying?
OFFLINE ONLINE
Home was sanctuary Can be 24/7
Often Physical Usually words/pictures
Bully strong/victim weak Roles can change
Local & intimate Mass audience
See the impact Don’t see impact
(lack of empathy)
Bystanders intervene Bystanders take part
Often Silent It can leave a trail !

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

48. ‘Vulnerable’ This is complex because:
All children are different so there are Vulnerability is not static - All
dangers in making broad statements. children can be vulnerable at
different stages
Many children are neglected which is
harder to spot yet makes them The categorisations of risk offline
vulnerable do not necessarily mirror online
The paradox that over- What about experience (eg a disabled yp
protected children can be vulnerable may be empowered online as the
more vulnerable online. adults ? 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 Constantly changing
abuse may be more resilient and able to technologies. Eg, Location services
protect themselves online or may not be HOWEVER WE CAN IDENTIFY
affected so much by the risks they encounter. A FEW COMMON FEATURES....

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

50. “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
LE L
RO
RAB ON
T
VULNE IN C
S
AS SA
HEM E LVE
EET MS
YS THE “I have over 120 people on my BBM but I
MA SEE
WE MA
Y deleted like 30 on Saturday cause I was
Y
T THE angry and they pissed me off so I just
BU deleted them. Since I’ve had my BlackBerry
only 2 people have deleted me.”
PRU student from ‘MPP’ report

51. 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.

52. 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.

53. 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 ?

54. 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

55. “Any A/C holders looking
WAYS IN WHICH to make a quick grand get
THE INTERNET
at me. No time wasters.”
CAN AMPLIFY
VULNERABILITY  Earlier adopters ? 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 ?

56. 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 ALL CHILDREN WILL
drawn into illegal activity including being ‘nudged’ LEAVE A FOOTPRINT
through technology.
EXCEPT SOME WILL BE
IN MUDDIER SAND!

57. 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 ?

58. 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 ?

59. •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 .

60. •WAYS IN WHICH
 Low levels of Language & Literacy
THE INTERNET
CAN AMPLIFY
VULNERABILITY
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 ?

61. GROUP EXERCISE
Training Scenario
Facebook:
Friend or Fiend ?
In pairs read
through the scenario
(see handout)

62. Let’s have a coffee break
15 mins.
Talk to someone about what you’ve heard so far !

63. GROUP EXERCISE
FEEDBACK
Is this a serious
situation?
What went wrong ?
How can we safeguard
against this situation ?
How can FB be used more
safely ?
What have you learnt ?

64. PART III
UNDESTANDING
OUR
RESPONSIBILITIES

65. Government Strategic Framework
Every Child Matters *
be healthy
stay safe
enjoy and achieve
make a positive contribution
achieve economic well-being
ESPECIALY ONLINE
More telephones than people
Age of ownership decreasing
Children vulnerable in new ways
Schools encouraging digital learning
Parents & carers time-poor
* http://www.dcsf.gov.uk/everychildmatters/

66. From ‘Risk vs Opportunity’ to drawing on the wider framework of
the UN Rights of the Child – 3 Ps
FROM TIM DAVIES’ Rethinking Responses to Young People and the Internet
Beyond Opportunity and Risk - EU Kids Online II - September 2011

67. What does Leadership look like in this space?
•Professional/Personal
•Principle centred AND people centred
• Personal integrity

68. Pause for thought.
And now, dear brothers and sisters, one final
thing. Fix your thoughts on what is true, and
honourable, and right, and pure, and lovely,
and admirable. Think about things that are
excellent and worthy of praise. Philippians 4:8

69. Leadership – how can you lead with SM ?
Wikis to work on joint policy
MANAGING
UP
Brilliant for
managing MANAGING MANAGING MANAGING RSS –
volunteers OTHERS YOURSELF CHANGE & keeping
CRISIS ontop of the
changes +
influencing
MANAGING
STAKEHOLDER
S
Increasingly donors are giving
via social media – eg just
giving

70. What do Faith Groups want to do?
Communicate (with parishioners and wider world)
Challenge (individual, opinion formers and public)
Champion (beliefs and values)
Community (build, enhance, transform)
Change (facilitate and provide vision)
Co-operate + collaborate (with others- hopefully!)
Customer service (provide real genuine trust)

71. What can social networks do + ?
Communicate Quick, personal, immediate
Challenge Aggregate the public voice
Champion Build a movement (not campaign
Community Inspire + build community
Change “Wisdom of the crowds”
Co-operate + collaborate Efficient + global
Customer service Hold providers to account
Collaborate + co-create Share best practice

72. Choose your tool

73. Top tips to help
1. Start scheduling this activity into your work.
2. Learn all you can and reflect on how these
tools can help you with your work.
3. Find just 3 or 4 resources which you can use and
sign up to learn and contribute. Slideshare, bookmarking
4. Subscribe to a few blogs and try to use RSS to
aggregate the content you want and need.
5. Start narrating your lives and experience –
blog or micro blog (140 characters)
6. Get mobile ! It will save you time and keep you
engaged.

74. PIE Policies
E-safety policy, Acceptable Use Policy,
Mobile use policy
Infrastructure Education
Opportunities for church groups
Managed learning environment to engage in education &
with high quality access and prevention programmes which
equipment which is filtered, are targeted at young users,
parents or the wider library
monitored and supervised. community.

75. What CHURCHES must do
PREVENTING RESPONDING
 Understanding and accepting the  Supporting the victim – need for
impact of cyberbullying. reassurance.
 Updating existing policies and  Practical advice and support such as
saving evidence, not retaliating,
practices. (AUP)
informing parents.
 Making reporting easier - includes  Investigate and record incidents,
advice about removal of content. identify the bully.
 Promoting the positive use of  Sanctions (if explicit in AUP)
technology.  Involve Parents /carers
 Evaluating impact of prevention  Training your parishioners
activities.
 Reaching out to your parents
Underpinned by effective education and awareness

76. Church safeguarding
AUP Policies policies should be explicit
about use of social
media/mobile technology.
Church safeguarding
• All staff understand (induction) policies should include
how the organisation is
• All staff enforce inducting and supporting
• All staff review regularly youth workers in all areas
of their work
and Who to report to ?
•Is updated in pace with changes

77. PROTECTING YOURSELF
1. Update your AUPs stating how and when personally owned
equipment (including camera phones) can be used.
2. If you have a social network site do not ‘friend’ young church
users or add them to your contact list.
3. Make sure you keep ALL personal information (profiles,
passwords, photos. Etc) private and do not post information
about yourself publically that you wouldn’t want employers, or
colleagues to see.
4. Close down computers quickly if you have to leave a room.
5. If misuse - make sure you do not retaliate but keep all records,
screen prints and record time, date & website addresses
6. Make sure the church workers inform parents about incidents
and delivers appropriate sanctions
7. Hold each other accountable !

78. • Searching for yourself – example

79. Infrastructure
• Recognise the impact of mobile
phones to access internet.
• Ofsted reflection for schools
about ‘Lock down’ vs ‘trusting’
• Should your church have it’s own
staff mobile phone for youth to
use ?

80. Education For Young people
• Always respect others be careful
• Finding creative ways to what you say.
educate users about • Think before you send, what goes
online stays online !
safety and responsibility • 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 !

81. The 3 Rs of digital literacy
Risk
Resilience Reputation

82. Did we do what we said we would ?
In pairs discuss REFLECT &
THINK
What has been the most helpful
aspect of this training? FACE- UP
& BE
CHALLENGED
What is the one thing you will do
as a result of this training ?
INSPIRED &
EQUIPPED

83. Developing policy
AREA OF IMPORTANCE OF THE POSITIVE ACTION
CONCERN SAFEGUARDING ISSUE AND POLICY
IMPLICATION
 While the issues which are
discussed in this guidance may  Use the resources
AN be challenging to those who are listed in section III
ABSENCE not confident in using new of this guidance to
OF social media and mobile gain a better
KNOWLED platforms and services, it is vital understanding of
GE IS NOT to remember that, an absence the technology.
 Find someone to
AN of knowledge is not an excuse
help you set up a
EXCUSE for an absence of responsibility social networking
FOR AN and care to those who we are page or download
ABSENCE responsible for. an app on your
OF phone to see how
If as part of the work or new services work.
RESPONSI services of the church you  Talk to other
BILITY are providing internet churches about
AND CARE. access (such as in a youth how they are
club for example) or are developing their
policies.
have a website, a Facebook  Attend one of
Group page or have Southwark
accepted ‘Friend’ requests Dioceses Social
on Facebook or other media and
service or given a minor safeguarding
training courses.
your mobile phone number,  Agree a timetable
than you must have a for the drafting of
written policy in place and your policy
must ensure that those in
your church understand this
policy.

84. • Questions about anything which has come up
today ?

85. EVALUATION FORMS
Think how can we improve and
develop this course and
roll-out across the diocese ?

86. 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

87. And Finally….

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

89. Credits and sources
I am happy for this presentation to be circulated across Faith
Groups as a pdf document but please don’t distribute further or
use for wider training or commercial purposes without contacting
me as it is important to respect the copyright of images and text
used in this presentation.
Available on SLIDE SHARE (Search for Stephen Carrick-Davies)
Photos content used from other sources is credited below.
Slide 10, Photo by Stephen Carrick-Davies
Slide 11 from slide share photo Fred Cavazza/flickr.com http://www.flickr.com/photos/fredcavazza/
Slide 12 from Is social media a fad?’ http://www.youtube.com/watch?v=45izI2jw0zA
Slide 14 photo library slide, quote from Douglas Adams see http://www.goodreads.com/author/quotes/4.Douglas_Adams
Slide 17 – from Social Text
Slide 19 – Facebook screen grab from old SC-D Facebook page Slide 20 Dali Lama screen grab from Facebook user sharing
Slide 28 – Photo of typewriter by SC-D from Imperial War Museum exhibition. Quote re Gandhi use of Facebook SC-D
Slide 29 from EU kids online project http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/Home.aspx
Slide 30 – pictures from Google images of London Riots Aug 2011
Slide 35 Screen grab from Canadian Ad Council at http://www.youtube.com/watch?v=bdQBurXQOeQ
Slide 40 – Photo of Guardian Newspaper article 19 June 2010
Slide 44 – unknown – sorry !
Slide 49 - from Tim Davies seehttp://www.timdavies.org.uk/2011/09/24/the-risk-opportunity-discourse-is-broken-rethinking-responses/
Slide 61 cartoon drawn by Jim Byrne and for Childnet International www.childnet.com/kia Childnet international
This slide image from www.flickr.com/photos/55279617@Noo/124659356 from http://www.slideshare.net/jisc_bce/ncl-bceweb2?
src=related_normal&rel=2745614
Slide 68 – Photo by Stephen C-D.
If I’ve missed anyone else out so sorry !