1. SAFEGUARDING CHILDREN ONLINE
Training for Foster Parents and those who
work with vulnerable young people
Written and presented by Stephen Carrick-Davies

2. Welcome and housekeeping
Session lasts 4 hours 10-2.30
Comfort break at 11.15 – 11.30
Hands-on session after break
Not a forum for disclosures
Fire alarm arrangements (not expecting)
Chance for group questions and action planning
at 2.00 and optional one-to-one from 2.30
Evaluation forms – Please complete so we can improve !

3. Introductions
Stephen Carrick-Davies
• Ten years at Childnet International
• Now an independent trainer, writer, and
social entrepreneur
• And a parent 
“Children are like wet cement, whatever
falls on them makes an impression”
Haim Ginott

4. Introductions
A little about you
Name ..........................
How long have you been a foster carer/or worked
with vulnerable Young People ?
One thing you LOVE about the internet ?
One thing you HATE about the internet ?
What’s the one thing you want to get out of this training?

5. What are your expectations and training needs ?

6. Structure and aims of training
Part I Understanding the new Reality REFLECT &
 Overview of ‘Social Media’ and web 2.0 THINK
 How technology is changing, and changing us !
 What is this changing ‘space’ we call the Internet ?
Part II Understanding the Risks
 Overview of online risks for young people INFORMED &
 How the internet can amplify offline vulnerability EQUIPPED
 *Hands-on training* (with focus on privacy tools)
Part II Understanding our Responsibilities
 Specific challenges for Foster Parents INSPIRED &
 Prevention & Response strategies EMPOWERED
 The role of schools
 Further resources, support networks, and action plans.

7. On a scale of 1- 10 rank yourself as to how
confident you are using social media.
1 ----------------------5----------------------10
“I taught
“What’s a mouse?” Mark Zuckerberg
all he knows”
Teaching swimming without a swimming pool !

8. Why this stuff matters ?
Our safety, conduct
Risk & risky behaviours
Reputation
Responsibility Our privacy,
security settings
and our peer group
Our leadership,
ethical code and
resilience

9. PART 1
Understanding the new “Reality”

10. How many of you have a Facebook Account ?
How many of the YP you look after have a Facebook
Account ?

11. Film
Play film
Film at www.carrick-davies.com/research/films
Film conceived and acted by yp from Southwark see film and documentary about
how we made the film at http://www.carrick-davies.com/research/films

12. My first mobile phone !
I used it twice a year !

13. 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.

14. My family’s first TV

15. “THE FUTURE AIN’T WHAT IT USED TO BE”
IPTV, Mobile, 3D, & Interactive

16. The game changer
PORTABLE A GREAT STATUS
PRIVATE + PACIFIER ! SYMBOL
PERSONAL
ANYTIME, FUN &
ANYWHERE GAMES
ANYWAY
PRACTICAL
EDUCATIONALLY USEAGE
VALUABLE ! photo/video
INTER
Apps etc
GENERATIONAL

17. 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,

18. What terms do we use to explain this space ?
Superhighway ?
“We may still be travelling on a superhighway towards the future but the idea
that we are travelling in the same bus in the same direction is foolish. If you are a
child you’re travelling largely alone and probably without a crash helmet.”

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

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

21. 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.

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

23. Social media landscape

24. The fastest growing segment in
Facebook is older women !
PLAY VIDEO
http://www.youtube.com/watch?v=x0EnhXn

25. AGE RESTRICTIONS ?
If you lie about your
age .... you’ll soon
have to lie about
your experiences.

26. GROUP EXERCISE
In pairs discuss
What was the most technically
advanced communication tool that
you used when you were a teenager ?
Do you feel ‘left behind’ or excluded
from this rapid change ?

27. “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

28. NEWS FEEDS APPLICATIONS PHOTOS/TAGS
Comment and
“boast by post” Huge range of apps
Tag photos face
recognition
Events/ Groups
TIME LINE
FRIENDS (Coming)
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 location
Know who is online now!
ALL FOR FREE …… BUT ….WHAT PRICE IS FREE ?

29. 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)

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

31. 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.

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

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

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

35. Classifying the risks to children online
Original 3 Cs Classification by
‘EU Kids’ online project 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

36. How the risks of CRIME ‘migration’ from
online to offline can affect vulnerabile YP
Original 3 Cs Classification
by ‘EU Kids’ online project Commercial Aggressive Sexual
CRIMINAL Values
CONTENT
Child as Recipient OF THE 1,984 PEOPLE
CHARGED AFTER RIOTS:
 53% were under 20 years old
CONTACT  42% received free school meals
Child as Participant
(16% nat. average)
 66% of them had some special
education needs (21% of all pupils)
CONDUCT
Child as Actor
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”

37. “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
Contact
CONTACT www.ceop.gov.uk
Meeting “So take a dirty
Child as Participant if you have concerns strangers picture for me,
Take a dirty
about inappropriate Being picture
communication from an groomed Just take a dirty
picture for me
adult to a minor. Take a dirty
CONDUCT picture”
Creating and From Taio Cruz
Child as Actor “One-third of those who uploading song
sexually abuse children are inappropriate No 6 in the UK
just children themselves.” material charts
BBC Newsnight programme March 2010 April 2010.
21,630 BEBO members had the name “Porn Star”

38. 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

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

40. 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 !

41. 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”

42. 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.
•What advice would you give to her ?
•Who should the girl report this to ?
•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 ?

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

44. ‘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....

45. 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

46. “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
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

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

51. WAYS IN WHICH
THE INTERNET
CAN AMPLIFY
VULNERABILITY  Earlier adopters ?
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 ALL CHILDREN WILL
drawn into illegal activity including being ‘nudged’ LEAVE A FOOTPRINT
through technology.
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
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 .

56. •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 ?

57. GROUP EXERCISE
In pairs discuss
Do you recognise these offline
vulnerabilities and agree that they
can be amplified online ?
How could you begin to talk to the YP
you look after about these pressures ?

58. PART II
HANDS ON SESSION
To help
someone
swim...
you’ve got to
be willing to
Let’s get a little
Dive in ! wet!

59. MODELLING GOOD BEHAVIOUR
“Present but absent”
Kids don't do what you say
they do what you do !
Try to ...Be consistent and set examples
yourself; - eg no phones at the table,
mobiles on the landing at night.
Try to... Think about your history browser !
Try to ...detox yourself – leave it at home on
holiday, try not to take it to the cinema !
Try to ...be consistent across ratings.
They are there for a reason.

60. Influence of older siblings/uncles, aunts.... !
“it’s not fair ...”
Recognise the influence
and pressure and their
need to differentiate
themselves.
Recognise ratings are
there for a reason ! – The
ages are not based on
the age of ability !
Recognise that underage
“You can’t choose your kid’s best
use of gaming brings up
friend’s parents.”
important issues which you
need to have a view on. Recognise other parents will have
different views and values from you.

61. Influence of older siblings, cousins, friends !
“it’s not fair ...”
Identify different times of
the day and places for
different children.
Empathy checking – ask
what age would YOU set
this ?
Don’t get them to stop a
game half-way through !
Monitor signs of attention span,
Mediate and play tiredness, irritability, aggression,
together and don’t be levels of concentration
afraid to say “not yet”

62. CE
VI Conversations about
AD
Risk
“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?”

63. CE
VI Conversations about
AD
Reputation
 “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?”

64. CE
VI
AD Conversations about
Responsibility
 “Have you come across any good social
initiatives?”
 “What do you think about the KONY 2012
campaign?”
 “What would you do as parent about how long you
should stay online?”
 “I trust you to make good decisions, but I also need
to learn from you.”

65. Dilemmas and decisions:
Setting up a Facebook account
?
First name:
Surname:
Sex:
Dob: HAVE TO BE OVER 13
E-mail: - see next

66. So easy to set up a free e-mail account
New
G-Mail
account in
3 mins

67. As soon as you join you need to connect
FB can migrate
all your
existing e-mail
contacts
automatically

68. HANDS ON EXPERIENCE
LET’S SET UP A FACEBOOK ACCOUNT TOGETHER
Let’s do this
together

69. What online profile and identity shall we give ?
Questions
What age shall we give her ?
What information shall we make public ?
What should we keep private ?
What friends shall we link her to?
Shall we let her update from her mobile ?
What about location ‘places’

70. 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

72. 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

74. • Searching for yourself – example

75. GROUP EXERCISE – In Pairs
Having completed that exercise discuss the
challenges and dilemmas and imagine yourself as a
13 year old uploading a profile for the first time.
•Do you say you are “in a relationship”?
•Who do you accept as your friends ?
•What groups would it be cool to join ?
•What level of privacy would you give yourself ?

76. PART III
UNDERSTANDING OUR
RESPONSIBILITIES
ents]
[+ foster par
“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)

77. Specific challenges for foster parents
“The use of social media needs to be
incorporated more generally into understanding
the importance of a child’s curiosity about their
origins, and how this changes over time......
Adopters and adoption agencies need to become
tech-savvy so they can talk with confidence while
recognizing the natural curiosity and the need for
information”.
David Holmes, Chief Executive of BAAF

78. Why can online contact
be so painful ?
• Sensitive information can be distressing and raw. “Instant
messaging” is in contrast to prior “no messaging”
• E-mails can contain accusations anger, grief or shocking news. You
can’t see the reaction or response of the person
• Miscommunication is common – either party could be left feeling
angry and hurt at what has been said.
• You have to wait for a response ! (agonising for some)
• They may never get a reply leaving the person feeling rejected,
confused, angry or distressed.
• Often the communication is private so the person receiving it is
alone.
(See page 68 )

79. The specific dangers for looked after
children in unmediated contact
1. A child may not fully understand why they
came into care, and therefore not
understand the danger they are putting
themselves in;
2. A birth parent may be unprepared for, and
unable to deal with an approach from the
young person;
3. Some birth mothers belong to a family or
community where sex outside marriage is
taboo and so may have kept the pregnancy,

80. Can adults contact children via
facebook ?
Facebook says that over 18s cannot search for
under 18 unless there is already a link between
them However :
• Under 18s can enter a false date of birth
• An adult can enter a false date of birth
• An adult can enlist the help of another under
18 to use their account to search for and contact
a child (page 47)

81. GROUP EXERCISE - Discuss in pairs
What information posted on Facebook
could put a ‘looked after child’ at risk
from being contacted inappropriately
by a birth parent or sibling ?
Feedback to the group

82. How do you respond if this happens ?
• Each situation is unique and there is “not
one right way to deal with it”.
• Your response will vary according to your
child’s age, what s/he wants, the
circumstances and motivations of birth
parents etc.
• Who made the contact (child or birth parent) Advice from
Facing up to
• Don’t ban your child from using the internet. Facebook
• Don’t make knee-jerk decisions, get support http://www.baaf.org.uk/
bookshop/book_fufa
and advice and develop a plan.

83. Ten top tips to managing social media in adoption*
• Talk openly and honestly with your children about
social media, contact issues and the risks involved.
Then work together to come up with solutions.
• Look at privacy settings so that your children’s
profile can not be seen publicly, and also hide lists
of ‘friends’.
* From BAAF website

84. • Explain to your children the risks involved in
accepting random unknown people as ‘friends’.
• Make sure they are not making public
information that could help identify them, such
as their date of birth or address.
• Discuss the possibility of using a nickname
online instead of their real name, perhaps even
having an unusual spelling (e.g N1ck Sm1th)

85. • Avoid using profile pictures. Instead use the
default pictures or something generic like
flowers, landscapes, football team logos etc.
• Children should be discouraged from posting
any information about their school or local area
• Don’t tag children in photos posted online, and
ask friends and family to be aware of this also.

86. • Make sure your children are aware of the
risks of joining groups or networks that
identify where they live or go to school.
• Make sure your children know how to ‘block’
people so that if they do receive unwanted
contact it can be managed.
See page 53

87. The role of schools in respond to Cyberbullying ?
• All schools now use and promote ICT
• All UK schools must have an anti-bullying
policy by law.
• Government Guidance on cyberbullying is
available (includes bullying of school staff!)
• Ofsted inspects on safeguarding very closely
• If your child is bullied online by other children
in a school (even if it takes place outside of
school hours or holidays) it IS a school issue.
• Support the school and recognise the real
challenge that school staff are under.

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

89. A NEW DIGITAL LITERACY CURRICULUM
The 3 Rs of digital literacy
Risk
Resilience Reputation

90. Useful websites
1) Child Exploitation and Online Protection Centre
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

91. Useful resources for parents
Interactive video tutorial
for parents
Designed for schools to
give away free (1.5
million copies)
Promoting the benefits of
technology
In 9 languages
Pre-loaded for new users
SHOW

92. EVALUATION
Please give feedback.
We want to continue to improve this training and YOU are now the expert ! 

93. Have we done what we said we
would ?
Part I Understanding the new Reality REFLECT &
 Overview of ‘Social Media’ and web 2.0 THINK
 How technology is changing, and changing us !
 What is this changing ‘space’ we call the Internet ?
Part II Understanding the Risks
INFORMED &
 Overview of online risks for young people
EQUIPPED
 How the internet can amplify offline vulnerability
 *Hands-on training* (with focus on privacy tools)
Part II Understanding our Responsibilities
 Specific challenges for Foster Parents INSPIRED &
 Prevention & Response strategies EMPOWERED
 The role of schools
 Further resources, support networks, and action plans.

94. Action Plans
Before you leave write down 3 things which you are
going to do as a result of attending this training.

95. And Finally….

96. 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

97. I’m sticking around for a further
hour to help anyone individually
with questions or their action plans

98. Credits and sources
This training has been designed by Stephen Carrick-Davies. The
slides are available on Slide Share.net and I am happy for this
presentation to be circulated as a pdf document. However please
don’t distribute further or use for training or commercial purposes
without contacting me as it is important to respect the author’s
content and copyright of images and text used in this
presentation.
Photos content used from other sources are acknowledged on
Slide 1 or credited below. companies via Google images.
slides - Assorted images from
Slide 7 & 97 Photo by Stephen Carrick-Davies
Slide 21 from slide share photo Fred Cavazza/flickr.com http://www.flickr.com/photos/fredcavazza/
Slide 22 from Is social media a fad?’ http://www.youtube.com/watch?v=45izI2jw0zA
Slide 37 Classification of online risk by ‘EU Kids’ online project Http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/Home.aspx
Slide 38 – Updating of Classification of online risk by S C-D pictures from Google images of London Riots Aug 2011
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 40 Project and photos by Stephen Carrick-Davies / Film by Ruined City Films.
Slide 42 Screen grab from Canadian Ad Council at http://www.youtube.com/watch?v=bdQBurXQOeQ
Slide 50– Photo of Guardian Newspaper article 19 June 2010
Slides 50-60 – 10 ways of amplified vulnerability by Stephen Carrick-Davies – from Munch Poke Ping research work
Slide 82-86 summarised from advice from BAAF publication http://www.baaf.org.uk/bookshop/book_fufa
Slide 90 - 3 ‘R’s of Digital Literacy by Stephen Carrick-Davies
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
If I’ve missed anyone else out so sorry !