1. WALWORTH ACADEMY
E-SAFETY FOR STAFF
How to be safe online

2. Starter
I have a Facebook
Account with over 250
Friends.
Name........................
I use Farmville on my
Facebook page.
Name .............................
I don‟t have a Facebook
account and don‟t
particularly want one.
Name.............................
I use my SMART phone
for e-mail.
Name .............................
I use SMART phone just
for Text messages.
Name..............................
I don‟t have a SMART
phone and don‟t want
one!
Name..............................
My parents know more
than me about the
Internet.
Name.............................
I keep in contact more
with my friends/ family
on the internet than in
reality
Name..............................
I know more about the
internet than my
teachers.
Name..............................

3. By the end of this session...
 Understand the use/misuse of social media
 Acknowledge that safety online is not just an issue
in school
 Empowered to make choices for yourself about
how you use the internet and social media
 Recognise the online issues for young people
(YP).
 Equipped to help keep yourself and YP safe.

4. 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”

5. GROUP EXERCISE
What does the internet, social media
and mobile technology give to young
people ?
Turn to your neighbour
What is the single most important
thing to you about being online ?

6. See articles at
http://www.guardian.co.uk/education/2009/sep/23/teacher-pupil-sexual-relationship?INTCMP=SRCH
http://www.bbc.co.uk/newsround/14542636
http://www.bbc.co.uk/news/uk-scotland-16379494

7. 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

8.  Recent TES survey
found that 9% of
teachers were
friends with pupils
on SNS*.
Social media challenges for teachers
* 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
• General advice from unions and GTS is:
Do not „friend‟ pupils on personal accounts or
ask to be added to their contact lists.
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
You could make
yourself open to
allegations of
inappropriate contact or
be misunderstood.
WHY ?

9. Age restrictions?

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

11. Facebook Timeline
Re-check
your privacy
settings using
„View As‟
function
Searchable
by years
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
Check
regularly
because the
settings
change

12. Social Media – The statistics

13. Privacy setting on Facebook
BUT ... Remember privacy options and controls change frequently!
Page 106 deals
with privacy
settings

14. FB Features – Group
discussion
 Why would it be good to use these features on
your Facebook account?:
 View As
 Privacy Settings

15. Protecting our Young
People

16. Group Activity
 Watch the video clip (2 min) by clicking on any
of the images below.
 As you watch the video make notes of what
you observe.

17. GROUP EXERCISE
 Turn to your neighbour
What was the greatest fear
for the girl in the film ?
How did it get out of control ?
What if she was one of our
students – what will you do?

18. 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

19. 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
Commerci
al
Aggressiv
e
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
21,630 BEBO members had the name “Porn Star”
“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.

20. How the risks „migration‟ from 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

21. What goes online stays online footprint
Some of these young people in the above
picture were persecuted because of their
postings on BBM and Facebook in the London
Riots of 2011.
Who is this young lady and how
has her online postings affected
her.

22. JOINT ENTERPRISE:
Legislation that finds people guilty of a violent crime if they are
judged to have lent encouragement to the main perpetrator.
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
“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.”

23. Being „nudged‟ into gangs
ALL CHILDREN WILL
LEAVE A FOOTPRINT
EXCEPT SOME WILL
BE IN MUDDIER
SAND!
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.

24. Classifying the risks to children online
CONTENT
CONTACT
CONDUCT
Commerci
al
Aggressiv
e
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
22% of yp aged 11-
18 report having
been cyber bullied.
It ruins lives.
YP may not disclose
that it is happening

25. Group activity
 Watch Video
What would you have done:
1. If you were the boy in the
video?
2. If you were his peers

26. Teacher‟s interview
 Was the teacher bullied?
 How does the teacher recognise that something is
wrong with Joe?
 How did the teacher deal with the situation?
 How do you think she felt being a target of the
bullying?
 What happened to the website?
 What did she do to get it taken down?
 What can schools do to help people involved in
cyberbullying?
 What does the teacher recommend other people do to
help stop bullying?

27. Useful contacts
1. What if I have been a victim of cyber bullying?
a) Speak to Mrs McDowell (Child Protection Officer)/ your
teachers/ parents.
b) Report at: www.ceop.gov.uk (UK law
Enforcement agency )
1. Where else can I get more information about cyber
bullying away from school?
a) http://www.virtualglobaltaskforce.com/ (preventing
online sexual exploitation)
b) www.dcsf.gov.uk/ukccis/ (UK Council for Child Internet
Safety)
c) www.childnet.com/

28. Important things to remember
 Always respect others be careful what you
say.
 Think before you send, what goes online
stays online !
 Treat your password like your toothbrush !
(change every 3 months)
 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 !

29. Ways in which Cyberbullying is different from offline bullying?
OFFLINE ONLINE
Home was sanctuary
Often physical Usually words/pictures
Bully strong/victim weak
Power and roles can shift +
change quickly even during
activity.
Can be 24/7
Local & intimate Barriers collapse with potential
mass distribution but also wider
help.See the impact
Don‟t see impact (lack of empathy)
Bystanders intervene Bystanders take part (using
mobile/SNS)Often silent It can leave a trail ! (keeping
evidence)
Clear to see
intention
More complex + fast changing,
invisible audience, social rivalry,
steganography*
* Steganography is the art and science of writing hidden messages in such a way that no one, apart from the sender and intended recipient,
suspects the existence of the message, a form of security through obscurity.
Closure is easier Closure harder - permanent,
archivable

30. 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

31. 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

32. 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 ?
GROUP EXERCISE

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
VULNERABILI
TY
Guardian Newspaper article 19 June 2010

34.  Social Location
WAYS IN
WHICH THE
INTERNET
CAN AMPLIFY
VULNERABILI
TY
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
VULNERABILI
TY

36. 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
VULNERABILI
TY
“Any A/C holders looking
to make a quick grand get
at me. No time wasters.”
Message on BBM about
bank scams (fraud!)

37. In pairs discuss
GROUP EXERCISE
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?

38. The importance of reaching parents/carers
 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 Parents 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 !

39. E-Safety Policy/ Evaluation
 A copy of the draft e-safety policy is available
for each member of staff
 Please read through thoroughly especially section
on Staff and Students
 An evaluation of the course will be sent to you
tomorrow. Please complete promptly