Keynote speech for IGGY (the International Gateway for Gifted Youth) conference July 2013. Looking at the language of safety and responsibility online.

1. “Munch, Poke, Ping!”
Stephen Carrick-Davies
Understanding the language of
safety and responsibility
Thursday 4th July 2013
University of Warwick,
Freedom, Safety and Security Session - Keynote

2. “If you talk to a man in a language he
understands, that goes to his head.
If you talk to him in his language, that
goes to his heart.”
Nelson Mandela
INTRODUCTION - my current Facebook status

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

5. “You can’t have 100% security and then
have 100% privacy and zero
inconveniences…. we are going to have
to make some choices as a society.”
President Obama
Governments are leaving
digital footprints too !
This language of
Freedom, Safety, and
Security is Global

6. http://www.yodaspeak.co.uk/index.php
This language is constantly changing

7. What I want to look at with you today
Part I
The changing online safety landscape & language
Lessons from the Munch Poke Ping project
Specific challenges for vulnerable young people
The dangers and opportunities of adults leaving children to it !
Part II
Breaking down the “silo-ization” of E-Safety
Move to citizenship and empowering youth
Provision, Prevention, Protection & now Participation
The opportunity for IGGY students to lead in this area
BREAK BREAK BREAK

8. IDENTITY
Impersonation
“Fraping”
RELATIONSHIPS
Trust
“Sexting”
CONFLICT
Anger
“Game rage”
COPING
Snitching
“I’m there
for you”

9. Play film
“I have over 120 people on my BBM but I deleted
like 30 on Saturday cause I was angry and they
pissed me off so I just deleted them. Since I’ve had
my BlackBerry only 2 people have deleted me.”
Student in this film
What is this world like?
Film at http://www.carrick-davies.com/mpp/relationships

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

11. An incubator ?
“An incubator, a place where communication is captured, aggregated,
added to, morphed, changed and re-hatched as a new broadcast or
ping. Those with the skill and confidence to narrate their lives online,
manage their reputation, 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 are far less confident
and hence more at risk.” Stephen Carrick-Davies The Guardian newspaper July 2011

12. Language changes … duh !
Children will always differentiate
themselves from adults and
making up new words to
communicate privately is part of
this. However, without adult
understanding of new words and
applications they can be at
greater risks.

13. A word about BBM
SOCIAL
MEDIA
MOBILES
Games
• 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

14. Lack of
supportive
adults in their
lives
More
unsupervised
time, fewer
structures and
boundaries
Fluid learning
environment and
gaps in education
and induction
Low self-
confidence.
Identity seen to be
part of ‘outsiders’
Influences of
alcohol, drugs and
gang culture. Risk
takers and at risk
Experience abusive
relationships or
environments
including anger
MUNCH
POKE
PING!
Q: What can make many young people vulnerable online ?
A: Lots of things including:

15. Where are vulnerable learners learning ?
PRU STUDENTS MAY:
 Have emerging personality disorders, severe anxiety and depression as
well as other mental health and/or medical needs.
 Be pregnant school-age mothers.
 Be school refusers, phobics or be young carers
 Have statements of special educational need whose placements are not
yet agreed, or pupils awaiting assessment.
 Asylum seekers and refugees who have no school place
 Children who, because of entering public care or moving placement,
require a change of school place and are unable to access a school place
PRUs (or Short Stay Schools) are DfE registered educational establishments
managed by local authorities and subject to inspections by Ofsted.
They teach students excluded from school on a permanent or fixed-term basis.
Approx 421 PRUS *
Average 50 students = 20,000 students
From:

16. 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

17. 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.

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

19. 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.”

20. Offline
vulnerability
10 WAYS IN WHICH THE INTERNET CAN
AMPLIFY OFFLINE VULNERABILITY
ONLINE
VULNERABILITY

21.  Allows for unmediated contact
 Social location embedded
 Excludes some from the ‘norm’ Eg FB Timeline & vanity tools
 Facilitates complex “gifting”& grooming by peers
 Introduces new services (often taken up by VYP) QR misuse ?
Screen Munch !
 Can subtly be used to ‘nudge’ yp into criminality
Eg financial fraud
 Extend negative reputation online
 Safety tools still require a high degree of Language & Literacy
 24/7 nature can come at time of lowest resilience
 Doesn’t account for special needs & learning difficulties

22. Equipping children to be safe and secure online
without addressing issues such as Empathy
acquisition, Resilience and Leadership is lazy
practice and can be counter productive !
EMPATHY, RESILIENCE
The dangers and opportunities
of adults leaving children to it !
AND LEADERSHIP

23. “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

24. “Empathy is the ability to put ourselves in another’s
place and to understand their experience.
We are deeply present to their thoughts and
feelings with such compassionate accuracy that
they can hear their own thoughts more clearly.
Empathy connect us with our
common humanity.
It protects us from
prejudice, blame, and
judgment – those things that
divide us from each other. It
moves us to seek justice for
every person. Even those with
whom we disagree.”
With empathy, we
reflect on how our
actions affect others.
Empathy inspires us
to be giving and
selfless. Empathy
connects our hearts.
Source www.boundlessconnections.org/weeklyvirtuesblog/wp-
content/uploads/2010/12/Empathy.jpg

25. “Empathy is the ability to put ourselves in another’s
place and to understand their experience.
We are deeply present to their thoughts and
feelings with such compassionate accuracy that
they can hear their own thoughts more clearly.
Empathy connect us with our
common humanity.
It protects us from
prejudice, blame, and
judgment – those things that
divide us from each other. It
moves us to seek justice for
every person. Even those with
whom we disagree.”
With empathy, we
reflect on how our
actions affect others.
Empathy inspires us
to be giving and
selfless. Empathy
connects our hearts.
Source www.boundlessconnections.org/weeklyvirtuesblog/wp-
content/uploads/2010/12/Empathy.jpg

26. “You better brace
yourself for a whole lot
of ugly coming to you
from a never ending
parade of stupid”
Motormouth Maybelle from Hairspray
“Casual Cruelty ”
Lady Gaga has established her
Born This Way Foundation to
empower young people to resist
the urge to engage in casual
cruelty in the digital world.

27. “MASH UP” OF LANGUAGE
http://www.youtube.com/wat
ch?v=7QsWQtDHhBg&sns=tw

28. 2 mins tweet break ! #stephencarrickD
#Esafety #antibullying #onlinesafety #mpp
BREAK BREAK BREAK

29. Part II How E-safety needs to change
E-safety cannot be
taught in isolation
from the whole
curriculum as a tick
box  done once a
year for Ofsted!
Why ?

30. 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.
SCHOOLS

31. 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
SOCIAL
MEDIA
MOBILES
Games
CITIZENSHIP
CIVIC ENGAGEMENT
UNDERSTANDING HARM
EMOTIONAL LITERACY
BELONGING
COPING
EMPATHY
LEADERSHIP
RELATIONSHIPS
EXPLORING
RESILIENCE
TOOLS
ETIQUETTE

32. Because it’s social stupid !
E-Safety language has to stop going on about strangers “out
there” And focus on ego-behaviour “in there”!
People don’t crave
anonymity they
crave connection
and want to be
known!
It’s now personal,
driven by friendship
and people’s shared
interests.

33. # E-Safety should be re-badged “Life-safety”
 Because we live in a post PC world
The “Internet of
things” is upon us

34.  Because it’s not all about fear and panic
“The problem of Juvinoia”
by David Finkelhorn
Crimes against Children Research Centre
(University of New Hampshire)
# E-Safety can’t be based on fear !
“Can you scare the
hell out of them!”

35. Because the way we view
children’s rights has changed (4 Ps)
# E-Safety programmes are effective when they empower and give users opportunities to
participate, share in and ‘own’ the responsibility

36. “Eighteen months ago I would
never have said to a school that
their firewalls are irrelevant. Now
they are. There is no purpose in
any school having any blocks or
filters because kids are coming
into school with cellphones that
have Internet access.
More and more the real safety
issue has to be about how we treat
each other.”
Rosalind Wiseman, Queen Bees & Wannabes
 Because blocking has important unintended
consequences.
# Where E-Safety policies over focus on restricting and blocking you simply create an
‘arms-race’ on who can keep up and who can break through
You can’t teach people how to swim by
blocking access to a swimming pool

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

38. A good head and a good heart are
always a formidable combination.
Nelson Mandela

39. THANK YOU FOR THE PRIVILEDGE OF BEING ABLE TO
SHARE MY WORK AND VIEWS AT YOUR CONFERENCE
stephen@carrick-davies.com
@StephenCarrickD
MUNCH
POKE
PING!
Full report and films at www.carrick-davies.com/mpp