( ( Guidelines((( ( for Parents, Guardians
and Educators on ( ( Child((( ( Online Protection
International Telecommunication Union Place des Nations CH-1211 Geneva 20 Switzerland www.itu.int/cop
Printed in Switzerland Geneva, 2009
With the support of: CHIS www.itu.int/cop Legal notice This document may be updated from time to time. Third-party sources are quoted as appropriate. The International Telecommunication Union (ITU) is not responsible for the content of external sources including external websites referenced in this publication. Neither ITU nor any person acting on its behalf is responsible for the use that might be made of the information contained in this publication.
Disclaimer Mention of and references to specific countries, companies, products, initiatives or guidelines do not in any way imply that they are endorsed or recommended by ITU, the authors, or any other organization that the authors are affiliated with, in preference to others of a similar nature that are not mentioned. Requests to reproduce extracts of this publication may be submitted to: [email protected] © International Telecommunication Union (ITU), 2009
ACKNOWLEDGEMENTS These Guidelines have been prepared by ITU and a team of contributing authors from leading institutions active in the ICT sector and would not have been possible without their time, enthusiasm and dedication.
ITU is grateful to all of the following authors, who have contributed their valuable time and insights: (listed in alphabetical order) • Cristina Bueti and Sandra Pandi (ITU) • John Carr (Children’s Charities’ Coalition on Internet Safety) • Ethel Quayle (University of Edinburgh, United Kingdom) • Janice Richardson (Insafe network) • Isabella Santa (European Network and Information Security Agency) • Margareta Traung (European Commission Safer Internet programme) • Nevine Tewfik (The Suzanne Mubarak Women’s International Peace Movement: CyberPeace Initiative)
The authors wish to thank John Carr from CHIS, Sonia Billard and Christiane Agbton-Johnson from UNIDIR, and Katerina Christaki from ENISA for their detailed review and comments.
ITU wishes to acknowledge Salma Abbasi from eWWG for her valuable involvement in the Child Online Protection (COP) Initiative.
Additional information and materials relating to these Draft Guidelines can be found at: http://www.itu.int/cop/ and will be updated on a regular basis. Photo credits: www.shutterstock.com, Violaine Martin/ITU, Ahone Ayeh Njume-Ebong/ITU If you have any comments, or if you would like to provide any additional information, please contact Ms. Cristina Bueti at [email protected] Table of Contents
Executive Summary 1
Guidelines for Parents, Guardians and Educators 4 Parents and Guardians Educators 1. Background 7
2. Children and Young People Online 11 Case Study: Egyptian Young People and the Internet 15
3. Parents, Guardians and Educators 17 Defining parents, guardians and educators What many parents, guardians and educators don’t know
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Case Study – Privacy in peril 21 Online risks and vulnerabilities related to the use of the Internet • Social networking • Sexting • How children are using new media • Where to go for help? • How educators might be at risk Same role for everyone? The right messages for the right people The role parents and guardians can play The role educators can play Educational and psychological effects Online solicitation or grooming Accessing problematic materials online Problematic opportunities Bullying
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4. Guidelines for Parents, Guardians and Educators 49 Parents and guardians Educators
5. Conclusions 57
References and Sources for Further Reading 58 Appendix 1 - Built-in Protection 61 Appendix 2 - Instant language, decoded 62
Guidelines for Parents, Guardians and Educators www.itu.int/cop “Protecting children online is a global issue, so a global response is needed”
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Foreword
I welcome this opportunity to share with you these preliminary guidelines which have been developed with the invaluable help of multiple stakeholders. Child Online Protection – in the era of the massively-available broadband Internet – is a critical issue that urgently requires a global, coordinated response. While local and even national initiatives certainly have their place, the Internet knows no boundaries, and an international cooperation will be the key to our success in winning the battles ahead. Parents, guardians and educators are key to winning the fight against cybercrime and cyberthreats, and I am personally grateful for your support.
Dr Hamadoun I. Touré Secretary-General of the International Telecommunication Union (ITU)
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Guidelines for Parents, Guardians and Educators www.itu.int/cop 1 Executive Summary
The Internet has brought untold puter programs and mobile or tell them are safe e.g. at home benefits to children around the personal devices, adults in gener- and at school. Many parents world, with the number of con- al tend to require an instruction and guardians adhere to the nected households increasing manual for what most children common misconception that each year. By early 2009, there would say are fairly simple tasks. their children are safer if they were over 1.5 billion people on- However, what adults can bring are at home using a computer line, up from under 200 million to the e-safety debate are invalu- than they would be if they were at the beginning of 1998. able life skills and experience. accessing the Internet outside of the home. This is a danger- But while the potential for good It is crucial to establish what ous misconception because the is undisputed, the Internet has children and young people are Internet can take children and also raised some new and dis- actually doing online as opposed young people virtually anywhere turbing issues, especially where to what adults think they are in the world, and in the process children are concerned. doing. Research is showing they can be exposed to poten- that more and more children Today’s youth are very techni- tially dangerous risks, just as are connecting to the Internet they could in the real world. cally savvy. They are able to using game consoles and mobile master complex programs and devices, yet many adults are not These Guidelines have been de- applications quickly and easily even aware that connectivity is veloped within the Child Online on both computers and mobile possible using such devices. Protection (COP) Initiative1, as or other personal devices and part of ITU’s Global Cyberse- they seem to be able to do this One key issue is that children curity Agenda2, with the aim of almost intuitively. On the other and young people tend to access establishing the foundations for hand, when it comes to com- the Internet in places that adults a safe and secure cyberworld not
1 http://www.itu.int/cop 2 http://www.itu.int/osg/csd/cybersecurity/gca/ Guidelines for Parents, Guardians and Educators 2 www.itu.int/cop
The UN Convention on the Rights of the Child defines a child as being any person under the age of 18. These Guidelines address issues facing all persons under the age of 18 in all parts of the world. However, a young internet user of seven years of age is very unlikely to have the same needs or interests as a 12 year old just starting at High School or a 17 year old on the brink of adulthood. At different points in the Guidelines we have tailored the advice or recommendations to fit these different contexts. Whilst using broad categories can act as a useful guide it should never be forgotten that, in the end, each child is different. Each child’s specific needs should be given individual consideration. Moreover there are many different local, legal and cultural factors which could have an important bearing on how these Guidelines might be used or interpreted in any given country or region. There is now a substantial body of international law and international instruments which underpin and, in many cases, mandate action to protect children both generally, and also specifically in relation to the internet. Those laws and instruments form the basis of these Guidelines. They are comprehensively summarized in the Rio de Janeiro Declaration and Call for Action to Prevent and Stop Sexual Exploitation of Children and Adolescents adopted at the 3rd World Congress against the Sexual Exploitation of Children and Adolescents, in November, 2008.
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only for today’s youth but also ICT sector, namely EU Safer children in cyberspace and for future generations. Internet Programme, European promote safe access to online Network and Information Secu- resources. The Guidelines are meant to rity Agency (ENISA)3, Children’s act as a blueprint which can be Charities’ Coalition on Internet This will not only lead to the adapted and used in a way which Safety, Cyberpeace Initiative and building of a more inclusive is consistent with national or the University of Edinburgh information society, but it will local customs and laws. More- (United Kingdom).Invaluable also enable ITU Member States over, it will be appreciated that contributions were also received to meet their obligations to- these guidelines address issues from individual national gov- wards protecting and realizing which might affect all children ernments and high technology the rights of children as laid out and young people under the age in the United Nations Conven- companies who share a common 4 of 18 but each age group will objective of making the inter- tion on the Rights of the Child , have different needs. Indeed net a better and safer place for adopted by UN General As- each child is unique, deserving children and young people. sembly resolution 44/25 of 20 individual consideration. November 1989 and the WSIS ITU, together with the other Outcomes Document5. These Guidelines have been authors of this report is calling prepared by ITU in a very col- upon all stakeholders to pro- laborative way involving a team mote the adoption of policies of contributing authors from and strategies that will protect leading institutions active in the
3 http://www.enisa.europa.eu 4 http://www.unicef.org/crc 5 http://www.itu.int/wsis/outcome/booklet.pdf
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Guidelines for Parents, Guardians and Educators This section aims to provide guidelines for parents, guardians and educators in order for them to help children have a safe and positive experience while online. A more extensive list of points to consider is provided at page 49
Parents guardians and Educators
# Key areas for consideration
1. Safety & a. Keep the computer in a common room security of your personal b. Install firewall and antivirus software computer
2. Rules a. Agree house rules about using the Internet and personal devices, giving particular attention to issues of privacy, age inappropriate places, bullying and stranger danger
b. Agree rules about use of mobile devices
3. Parents’, a. Parents, guardians and teachers should be familiar with the Internet sites used Guardians’ by their children and should have a good understanding of how children spend and Teachers’ their time online education b. Parents, guardians and educators should understand how children use other personal devices such as mobile phones, games consoles, MP3 players, PDAs, etc.
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4. Children’s a. Educate your children on the risks associated with sharing personal information; education arranging face-to-face meetings with a person/`s met online; posting photographs online; making use of the webcam; etc.
5. Communication a. Communicate with your children about their experiences
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Background
The World Summit on the In- their protection in cyberspace. formation Society (WSIS), which was held in two phases in Ge- The Tunis Commitment recog- neva (10-12 December 2003) and nized “the role of information Tunis (16-18 November 2005), and communication technolo- concluded with a bold commit- gies (ICTs) in the protection of ment “to build a people-centred, children and in enhancing the de- inclusive and development- velopment of children” as well as oriented information society, the need to “strengthen action to where everyone can create, access, protect children from abuse and utilize and share information and defend their rights in the context knowledge” (Geneva Declaration of ICTs”. of Principles, para 1). It is usually a given6 that in gen- At WSIS, ITU was entrusted eral, we know where our children by leaders of the international are each day, who they are with, community with Action Line C5: and what they are doing. 1.“building confidence and security But in the digital world, where in the use of ICTs”. even our youngest children are The WSIS Outcomes also spe- spending a growing amount of cifically recognized the needs of time, we are often reduced to the children and young people and role of spectator and many of us
6 http://www.parenting.com/article/Mom/Relationships/How-to-Spy-on-Your-Child-Online
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“Adults bring life-skills and experience to the e-safety debate”
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are reeling from a case of ‘digital been written yet and society hasn’t These patterns are consistent in they had been approached by whiplash’. had time to form standards. countries around the world: strangers online, and 41% had talked to an online stranger about Children, even very young ones, We have a legal drinking age and In France, 72% of children surf sex or something that made them may very well understand today’s a legal driving age, but there is online alone, and while 85% of feel uncomfortable. technology better than educators no solid, conventional wisdom parents know about parental or parents. about the age at which children control software, only 30% have In order to respond to these can safely go online by themselves installed it. growing challenges, ITU, together Children today have only ever or text a friend on their cell phone with other stakeholders, launched experienced a world that’s cyber- - or about what the parents’role In Korea, 90% of homes connect the Child Online Protection filled, where technology is woven should be in keeping watch on to cheap, high-speed broadband, (COP)7 Initiative in November into every aspect of their lives. our vulnerable and often naïve and up to 30% of Koreans under 2008. the age of 18 are at risk of Inter- It informs their friendships, their children during their online activi- ties. net addiction, spending two hours COP has been developed by ITU education and their understanding a day or more online. as part of its Global Cybersecu- of the world and people around There is a disconcerting gap rity Agenda (GCA)8 and has been them. In the meantime, we as between what parents think their In the UK, 57% of 9-19 year olds established as an international adults are scrambling to figure children know and what children say they’ve seen online pornogra- collaborative network for action out which rules to set and how to actually know. phy, 46% say they have given out to promote the online protection enforce them. information they should not have of children and young people While 92% of parents say they and 33% say they have been bul- The trouble is, this particular sub- worldwide, by providing guidance have established rules for their lied online. on safe online behaviour in con- ject isn’t covered in the parental children’s online activity, 34% of lesson book; that chapter hasn’t In China, 44% of children said junction with other UN agencies children say their parents haven’t. and partners.
7 www.itu.int/cop 8 www.itu.int/osg/csd/gca Guidelines for Parents, Guardians and Educators 10 www.itu.int/cop
The key objectives of the COP • These Guidelines have been initiative are to: prepared within the ITU’s Child Online Protection • Identify the key risks and (COP) Initiative and aim to vulnerabilities to children and provide information, advice young people in cyberspace; and safety tips for parents, • Create awareness of the risks guardians and educators on and issues through multiple child online protection. channels; • Develop practical tools to help governments, organiza- tions and educators minimize risk; • Share knowledge and experi- ence while facilitating inter- national strategic partnerships to define and implement concrete initiatives.
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Children and Young People Online
The Internet has continued to Children and young people are ac- change dramatically in recent tive and enthusiastic users of ICTs years. New services such as blogs, for purposes such as chatting and Wikipedia, My Space, You Tube, sharing personal information. This and online games have increased provides a variety of positive op- the Internet’s connectivity, en- portunities for participation, cre- couraging social networking and ativity and education. It also allows allowing surfers to create their communication between young own content. The number of new people across national, religious blogs has continued to double and cultural borders. For example every five months for the last two the following table describes the 2. years; the use of social networking type of online experiences the websites such as Bebo, Facebook, children will be most likely to have Habbo and Twitter is multiplying when accessing virtual worlds9: year after year; and over the past three years communication be- tween web users has become the largest source of Internet traffic.
9 ENISA, Children on virtual worlds - What parents should know, September 2008, available at http://www. enisa.europa.eu/doc/pdf/deliverables/children_on_virtual_worlds.pdf
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Type of player Interested in Likely to be Characteristics Explorer-investigators Following a quest, The more confident Examines the solving a mystery, going children, no age or detail, curious and on a journey, being gender difference communicative, ‘outdoors’ imaginative engagement with the mystery
Self-stampers Presenting themselves in Both genders, possibly Boys and girls want to the world more older children ‘make their mark’ on their avatar, perhaps with their own face; older girls want to dress- up and make up their avatars. Both boys and girls want to express themselves through the creation of a home or “base”. Social climbers Ranking, social position Both younger and older Competitive; concerned within the environment children; only some with ranking and gender bias (boys slightly exhibiting that ranking more than girls) to others Fighters Death and destruction, Male, slight bias towards Children express violence, and older boys frustration when not superpowers having a means to express themselves; offering opportunities to “win” and “defeat opponents” lessens the frustration.
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Type of player Interested in Likely to be Characteristics Collector-consumer Accumulating anything Older boys and girls Collects pages and of perceived value coins, seeks shops, gift- within the system giving opportunities, an economy and a place to put belongings Power users Giving everyone Expert in the games, Spend several hours the benefit of their the geography of at a time playing and knowledge and the environment, the exploring the game, with experience systems a deep interest in how the game works Life-system builders Creating new lands, new Younger children Children express elements to the (imagined worlds frustration when not without any rules), having a means to environment, populating and older children express themselves; the environment (imagined worlds with systems (or lack of rules and systems – them) to govern the houses, schools, shops, environment are transport, economy) appealing. Nurturers Looking after their Younger boys and girls, Children want to meet avatar and pets and older girls and play with others, to teach their avatar skills such as swimming, and to have a place for their avatar to sleep. Virtual pets are also appealing.
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The Internet is a neutral tool for phones to access the Internet personal devices are similar to disseminating data, which can be virtually anywhere they go. those where the Internet is ac- used for good or bad purposes. cessed via a wired connection. This increases the likehood that On the one hand for example, they will be exposed to dangers The big difference between ac- it has enormous potential as a online without the supervision cessing the Internet through a source of education for people of an adult. child’s mobile phone or laptop of all ages and capabilities. compared to traditional access In Korea, for example, the through a home computer is Whilst on the other hand, the average age for children to be the very private nature of such Internet can be used to set given their first mobile phone is mobile personal devices. online traps to exploit users for around eight years old. criminal purposes and unfortu- Where personal devices are nately children are among those It is important to remember that used primarily by teenagers typi- who are most vulnerable to such mobile phones themselves have cally parents cannot use direct traps. evolved recently. supervision in the same way as Handsets can now be used for they would on a computer at It is important to remember home. that the Internet is not the only video messaging, entertainment communication tool which can services (downloading games, Parents should talk to their potentially negatively affect the music, and videos) as well as ac- children regarding usage and wellbeing of children. cess to the Internet and loca- ensure that they enable controls tion-based services. on children’s devices when they In the last few years, the use of The potential risks faced by are purchased or used for the mobile phones by young people first time. has increased dramatically, and children accessing the Internet children are using their mobile through mobile phones or other
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Case Study: Egyptian Young People and the Internet
The Egyptian Youth Internet The initial training session of Approximately 800 Egyptian • One of the most shocking Safety Focus Group (Net-Aman) Net-Aman has produced a ques- young people responded to results of the survey was the consists of 11 members aged 18 tionnaire that the members used the youth2youth survey en- fact that most of the youth are to 28, and is an integral part of to capture a “snapshot” of chil- titled “Egyptian young people sharing their personal info, full the wider Cyber Peace Initiative dren and youth’s concerns and and the Internet”. name, age, photos, school in- developed by the Suzanne Muba- hopes about using the Internet formation and phone numbers rak Women’s International Peace in Egypt. The children and young over the Internet without any Movement with support from a people surveyed asserted that: worry about the consequences. range of partners. Each youth was commissioned to go into schools and univer- • They are not monitored by In light of the results of this sur- The name of the focus group sities, and submit a report on any adults while using the vey and in line with the mandate is Net-Aman (“net-safety” in the findings of the survey to Internet. of the Egyptian Youth Internet Arabic) has been picked out by the second training session in • Concerning the risks and Safety Focus Group (Net-Aman), all the youth members. March 2008. The survey covered challenges of the Inter- the youth members will continue a range of young people repre- net in Egypt, they listed: to contribute and participate in ef- The mandate of this group is to senting diversified age groups forts that will help to raise aware- increase awareness about Inter- inappropriate content from 8 to 22 years. represented the main on- ness on child online protection net safety and the huge potential issues for the youth of Egypt. of ICT with the aim to offer Such a survey helped Net-Aman line risk, then viruses and children and youth the chance to to understand what young spywares, violent content, For additional information please identify by themselves harmful people in Egypt feel about the copying for homework visit the Cyberpeace website at: content and decide on the best Internet and their safety. (plagiarism), while the last http://www.smwipm.cyberpeace- way to deal with that through a risk is cyber bullying. initiative. org participatory approach.
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Parents, Guardians and Educators
Defining parents, Today’s world presents a myriad guardians and educators of cases where people other than the natural parents may take care Several Internet sites refer to of children. parents in a generic way (such as They are often referred to as on a “parents page” and refer to guardians or caregivers, and it “parental controls”), therefore, is important and imperative to it might be useful to define the recognise the role they can play people who ideally should ensure while the children under their care that children use Internet sites are online. safely and responsibly and grant 3.their consent to have access to An educator is a person who specific Internet sites. systematically works to improve another person’s understanding of In this document, the term a topic. “parents” will refer to the natural mother and/or father of a child The role of educators encom- or a person to whom guardianship passes both those who teach in has been granted. classrooms and the more informal educators who, for example, work
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in Social Networking sites to pro- vide online safety information or run community or school based courses to enable children to stay safe online. The work of educators will vary depending on the context in which they work and the age group of the children (or adults) they seek to educate. All those who come into contact with children and young people – parents, teachers, social care providers, library services, family support workers, youth leaders and wider members of the fam- ily including grandparents. It is important to note that children in the care of social services are a particularly vulnerable group and as such need special attention. Also, what it is important to look at the role of peer mentoring – as these individuals will be educators in one sense of the word.
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Feature Description Build profiles Input information about themselves. What many parents, Interact with others Share information and ideas with other users through chat, blogs, instant guardians and educators messaging, discussion forums and voice over Internet protocol (VoIP) features. don’t know Recent analysis conducted by Create avatar Choose a graphic image to represent themselves and establish their identity in the Internet site. ENISA has highlighted that in most cases parents and guardians Play games Challenge their minds and provide activities to participate in online. are not aware of details concern- Respond to quizzes Challenges such as brain training, generally with a reward of some kind for ing the online experiences their participation. Also, provides competition between friends or groups of friends in children are likely to encounter the form of “leaderboards”. and the risks and vulnerabilities related to various online activities. Make drawings, Also called UGC or User-Generated Content, many children enjoy creating animation, comic their own content to share with their community, and thrive creatively when Children can be online using strips and gadgets collaborating with others in their virtual community. different platforms and devices Create content Self-publishing has opened up to all ages and can be an excellent creative outlet. which can include: ranging from music 1. Personal computers and dance to video 2. Mobile phones Buy products Some services may allow users to purchase products or services using real money. 3. Personal digital assistants Upload photos Some services may allow children to upload photos and information. Some will (PDAs). or any other filter for personal and/or other inappropriate content. Depending on the type of information platform used and the features Download music Some services may allow children to download music. that are available, each person’s See advertisement Internet sites are often supported by advertising. experience will be different. For about products/ example: services
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Young people go online for a vari- 6. Playing games. rather than being outside and and they can be exposed to risks ety of different reasons including 7. Establishing their own space, not knowing where they are. Of in the same way as they can in the 10 the following ( ): even when parents and care- course the Internet can take chil- real world. (See case on page 21) 1. Interaction with friends in a givers are present. dren and young people anywhere new environment, in real time 8. Experimenting with their sharing common interests identity, new social spaces and with others. boundaries. 2. Creating and joining com- munities or interest groups, Even if the user experience is e.g. music, football etc., different when an Internet site is communicating thoughts accessed through a mobile phone and information on areas of or PDA rather than through a interest through blogs, instant personal computer, the risks messaging and other tools. and vulnerabilities related to the use of the Internet are the same 3. Meeting new people and regardless of the platform. eventually making new friends One key issue is that children and 4. Creating and sharing original young people tend to access the and personal content, such as internet in places that we tell them images, pictures and videos, are safe, i.e. home and school. to expand opportunities for Parents and guardians have similar self-expression. misconceptions, often saying that 5. Creating, publishing and shar- they would rather their children ing music. were at home using a computer
10 Home Office, Home office task force on child protection on the internet – Good practice guidelines for the providers of social networking and other user interactive services 2008, 2008, available at http://police.homeof- fice.gov.uk/publications/operational-policing/social-networking-guidance?view=Binary (last visited on 16 June 2008).
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Case Study : Privacy in peril
Many users are unaware of how • Posting personal profiles Children and young people Child: We never have any money much personal information they should be encouraged to use anymore, either. Every time I need • Building a website give away online or even how it privacy settings at all times whilst something, she says the same is being done! online and to alert a respon- thing: “We can’t afford it.” When It is important for parents not my parents were together, I could to exaggerate the risks or to sible adult if they are asked for • Such methods include: buy things. Now I can’t. frighten children unduly in the personal (physical) information or are uneasy about their online Predator: Me too. I hate that! • Forgetting to click on pri- way we discuss the risks they may encounter online. communication. Child: I waited for six months for vacy settings, and the new computer game to come Below is a mock chatroom out. My mom promised to buy • Giving away more informa- Knowing how children can in- discussion that law-enforcement it for me when it came out. She tion than is required nocently give out information officers believe to be a realistic promised! Now it’s out. Can I buy online, and how easily informa- it? Nope. “We don’t have enough However, for children and young tion about them can be found example of online discussions. money!” I hate my mom! Imagine a predatory pedophile people, this leaves them vulner- by strangers, is one of the Predator: Oh! I’m so sorry! I got it! able to (perhaps) inappropriate important things to be taken into sitting and taking notes on this I have this really kewl uncle who contact by a peer, older youth or consideration. child, and using this information buys me things all the time. He’s even an adult. Children may also to lure them later. Would your really rich. innocently give away information Children need to know there are child fall for this? Unfortunately Child: You’re sooooo lucky. I wish about themselves by: many databases that are able to some would. I had a rich and kewl uncle. provide information about their Child: I hate my mom! I know it’s • Completing any type of Predator: Hey! I got an idea! I’ll address, phone number and e- her fault that my parents are getting ask my uncle if he’ll buy you one form (e.g. contest and regis- mail address. divorced. too....I told you he’s really kewl. I tration) bet he’d say yes. Predator: I know. My parents are get- ting divorced, too.
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Child: Really!? Thanks!! Child: Kewl. the $100 game. He comes out and hands it to the child, who is immedi- Predator: BRB [cybertalk for “be Predator: We can go to McDonald’s ately neutralized and delighted. right back”] . . . I’ll go and call him. too if you want. We’ll meet you there Stranger-danger warnings are not Predator: Guess what? He said okay. at noon. applicable. This isn’t a stranger- he’s He’s gonna buy you the game! Child: O.K.. Where? “Uncle George,” and if any proof Child: Wow, really? Thanks. I can’t Predator: In front of the computer was needed, the computer game is believe it!!! game store. Oh! My uncle’s name is it. He gets into Uncle George’s car without hesitation to meet his friend Predator: Where do you live? George. He’s really kewl. at McDonald’s. The rest is reported Child: I live in NJ. What about you? Child: Great . . . thanks, I really ap- on the 6 o’clock news. preciate it. You’re so lucky to have a Predator: I live in New York. So does rich and kewl uncle. It’s disgusting. It makes us sick to our my uncle. New Jersey isn’t far. stomachs, but it happens. Not very Saturday arrives, and the child goes to often, but often enough that you need Child: Great! the mall and meets an adult outside to be forewarned. (Several hundred Predator: Is there a mall near you? We the computer game store. He identi- cyberpredators are caught and arrest- can meet there. fies himself as “Uncle George” and ed each year.) Even once is too much, explains that his nephew is already at though, if it’s your child. Knowing Child: O.K.. I live near the GSP Mall. the McDonald’s waiting for them. how they operate and the tricks of the trade will help you teach your child. Source: http://www.wiredkids. Predator: I’ve heard of that. No prob. The child is uncomfortable, but the org/parents/parry_guide.html What about Saturday? uncle walks into the store and buys how to avoid being victimized.
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Online risks and Criminal attempts to imperson- usage or online gaming fees and merchandise. vulnerabilities related to ate internet users, primarily for financial gain. In some instances Exposure to racism and other Misrepresentation of a person’s the use of the Internet this might include identity theft, discriminatory speech and images. age: either a child pretending to although this is normally associ- be older so as to gain access to Exposure to illegal and harmful Defamation and damage to repu- ated with attempts to defraud age inappropriate sites, or by an content, such as pornography, tation. adults. older person for the same reason. gambling and other content Infringement of their own or the inappropriate for children and Use of parent’s email account Physical harm through real-life rights of others through plagia- contact with other users. In most without consent: when parental encounters with online acquain- rism and the uploading of content cases, operators of these sites do consent is required to activate tances, with the possibility of (especially photos) without not take effective measures to an account in virtual world sites physical and sexual abuse. permission. Taking and uploading restrict access of children to their for children, children may abuse inappropriate photos without per- websites. Targeting through spam and ad- access to the accounts of their vertisements from companies us- mission has been demonstrated to parents. Some services accounts Creation, reception and dis- ing Internet sites to promote age be harmful to others. can be difficult for parents to semination of illegal and harmful and/or interest-targeted products. Infringement of other people’s delete once been activated. content. Excessive use to the detriment of copyright e.g. by downloading Unwanted advertising: some Pretending to be someone else, social and/or outdoor activities music, films or TV programmes companies spam children through often another child, as part of a important for health, confidence that ought to be paid for. virtual world sites to sell prod- deliberate attempt to harm, harass building, social development and Relying upon or using inaccurate ucts. This raises the issue of user or bully someone else. general well-being. or incomplete information found consent and how this should be obtained. There is insufficient leg- Undesirable contact, especially Bullying and harassment. online, or information from an with adult impostors posing as unknown or unreliable source. islation in this area and it is clearly children. Self-harm, destructive and violent very difficult to determine when behaviours such as “happy slap- Unauthorised use of credit cards: children are able to understand Disclosure of personal informa- ping”. the credit cards of parents or oth- data transactions. Indeed how to tion leading to the risk of physical ers which can be used to pay for apply these rules on the Internet harm. Compulsive or excessive internet membership fees, other service is already a major concern, and
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mobile phone access accentuates provocative images of themselves by doing so they may help others. The OPTEM study11 however, the problem. online or sending them to friends suggests that the risks identified using mobile technologies. How educators might be at risk by children themselves seem to Specifically, the following present from bullying (e.g. children and relate more to the Internet than to the greatest concerns for educa- How children are using new young people who create hate mobile phones, and include: tors as they often feel ill-equipped media – as opposed to how sites about teachers or other pro- to deal with them: we think they are. – There is fessionals). Educators need to feel Risks to the computer (such as some good research available confident that they can use the viruses and hacking) Social networking – the way in (in individual countries) that can technology safely. Many educators which children and young people help to support this work. (Also, feel ill-equipped to deal with some Unsolicited appearances of im- live their lives using social spaces see EU Kids Online for sum- of these issues and are uncertain ages, or mistaken access to unde- is very different from anything maries of EU issues, risks etc at about how to actually have mate- sired websites showing violence that many educators are familiar www.eukidsonline.net). rial removed from sites etc. The or pornography. (Older children with. Many cannot understand teachtoday website provides some tend to play down the impact of why it is so important to have Where to go for help? Many excellent guidance around this accidental exposure). so many “friends” on a contact countries have helplines where and other related subjects. www. Cons and fraud list, but the number of friends is children and young people can re- teachtoday.eu seen to equate to popularity for port a problem. These are widely Sexually orientated attacks by younger users. publicised and different coun- It is important to emphasise (as malicious adults. tries have different approaches mentioned above), that although Sexting – the relatively new to getting this message out. It is some educators may not be as While children acknowledge that phenomenon where children and important that children and young technically proficient at using the they sometimes allow themselves young people are putting them- people realise that it is never too technologies as children and young to engage in risky behaviour, selves at risk by posting sexually late to report a problem and that people, they are well equipped in they do not show a lot of anxiety life skills and experience to be able about the inherent risks of this to offer advice, guidance and sup- type of behaviour and show a port. This needs to be reiterated to preference for trying to solve the 11 http://ec.europa.eu/information_society/activities/sip/docs/eurobarometer/qualitative_study_2008/sum- educators when providing training problems by themselves or within mary_report_en.pdf on e-safety issues. their peer group. This suggests
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that they turn to their parents our everyday lives have become learning15. parents and encouraging others or other adults only in cases of increasingly associated with online who interact with children (extend- 16 potentially ‘dramatic’ problems. technologies. For many children The UK Byron Report suggests ed family members, teachers, etc.) This is a problem particularly with this means a careful negotiation that child protection policies to teach children to stay safe online. older boys who may be more like- between the opportunities that should include an Awareness- ly to use a worry button12 (such as technology offers (such as explor- Raising Campaign which supports Children’s Internet safety should developed by the Virtual Global ing their identity, establishing the learning of adults (parents, not be looked at as an isolated Task Force). However, this is not close relationships and increased teachers, guardians) who may not issue but rather as one which has the case with all children. We can sociability) and risks (regarding be familiar with technology, as commonalities within a range of see that children who are aware privacy, misunderstandings and well as empowering children in initiatives concerning children, their of risks, do ‘police’ their own abusive practices) afforded by terms of encouraging safety con- safety and the Internet. activities but often do not share a internet-mediated communica- siderations and less risk taking. view of the new technologies that tion14. implies that adults should be the The right messages for reference point for judging and Same role for everyone? the right people monitoring young people’s behav- The main objective of such a iour13. We need to be cautious It is important to remember that campaign is to change behaviour, about making simple distinctions for children and young people, it including encouraging safer online between offline and online worlds, is the teachers and parents who behaviours by children, encourag- as this no longer captures how are the primary supports for ing effective online parenting by
12 http://www.virtualglobaltaskforce.com/ 13 Quayle, E., Lööf, L. & Palmer, T. (2008), Child Pornography and Sexual Exploitation Of Children Online. Bangkok: ECPAT International. 14 Livingstone, S. Taking risky opportunities in youthful content creation: teenager’s use of social networking sites for intimacy, privacy and self-expression. New Media and Society, 10 (3), 2008, 393-411. 15 Livingstone, S., Bober, M. UK Children Go Online, Final report of key project findings, April 2005 16 Byron, T. (2008) Safer Children in a Digital World.
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The role parents and to listen to their instincts and case they are visible to all world should also display guardians can play use their common sense. users. Usually an in-game a clear policy on how 4. Check to see if the site uses moderator will intervene to report inappropriate To ensure that children use Inter- technical solutions such as: only when difficult situa- behaviour and to whom. tions occur, but in some Children should be taught net sites safely and responsibly, 22 Filters and parental con- games they will assist users how to report incidents parents and guardians can: trols. who appear to be “lost” or or unwanted contacts and 1. Talk to their children about 22 Maintain user history. what they do and who they in need of assistance. Silent how to block unwanted 22 Moderation, if so is it car- communicate with when they moderators usually stay in contacts, use privacy set- ried out by humans or by use their computer or per- the background blocking tings and record online automated means e.g. using sonal device, such as a mobile offensive material, reacting conversations. text filtering which will phone or games console. to suspicious behaviour, 22 Ratings: parents and guard- recognise specific words Opening and maintaining this warning users, and per- ians should be aware of patterns and URLs? Does dialogue is crucial to helping forming other policing rating symbols and their the site use a combina- to keep children safe. activities. use as an important tool to tion of human interven- 22 If the site allows pho- protect young users from 2. Read the terms and conditions tion and technical tools? of use with their children be- tographs or videos to inappropriate services and Human moderators are be posted does the site content. fore they enter the site, discuss trained to ensure a safe actively moderate these or 22 Age verification: if a site safety precautions together, and appropriate environ- does it only review images claims to use age verifica- set some basic rules and ment. Active moderators following the receipt of a tion, how robust are its monitor use to ensure that the are often portrayed as report? systems? If age restricted rules are respected. characters or participants 22 Reporting and blocking products are on sale is a 3. Educate young users about in the virtual world or, in functionalities: usually tools reliable age verification responsible use of technology a gaming context, may act to report inappropriate system used to confirm the in general, encouraging them as an in-game host, in each postings, conversations and person’s age? activities are available, such as “flagging” and “report buttons”. The virtual
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5. Stay involved in online young than offline, face to face with one of the biggest problems about what children and young users’ activities. It is crucial to you. It is not unusual for Internet sites face with young people may or may not know underscore the importance of people to be more aggres- people. For example, a best about e-safety issues. There are the role parents and caregiv- sive online, where they don’t friend of a sibling can steal many misconceptions about the ers can and should play within think anyone will hold them virtual items that your child Internet and what either is, or Internet sites because their accountable. Use any reports has worked hard to collect. is not appropriate. For example involvement has a powerful of inappropriate behaviour by 10. Use the website contact page many teenagers share passwords effect on their children’s ex- your child as an opportunity to share your concerns and with each other and this is often perience, promoting positive to discuss with your child the questions. It is their job to seen as a sign of true friendship. behaviour. appropriate tone of commu- make sure you feel comfort- An important role for educators 6. Stay calm and don’t jump to nications online. able with the site. is to teach children and young conclusions if you hear or see 8. Learn the online culture so 11. Don’t assume everyone on people about the importance of anything that concerns you you can assess the authenticity the Internet is targeting your passwords, how to keep them about your child’s behaviour of the typical excuses young child. Statistics show that safe and how to create a strong or the behaviour of one of people give when faced with offline problems with pae- password. their online friends. Some accountability for their behav- dophiles far outweigh online Internet sites are social life- iour online, such as “someone incidents. In general, children’s Similarly, with regard to issues lines for some young people. stole my account”. This is sites can be safe and can of copyright, many adults are If your children fear that you rarely the case when it comes provide a wonderful, creative horrified at the apparent lack of will simply cut off their social to messages and chat logs social and educational experi- concern that younger users have lifeline, they are likely to be which have violated a virtual ence for your child, but only if about downloading illegal music increasingly reluctant to share world’s rules. It can happen, you stay involved and aware. and video. Research17 suggests problems or concerns that but it is exceptional. that rather than not caring about they may have. 9. Teach your children not to The role educators copyright, children and young people are hugely lacking in 7. Be aware that your child may share their access passwords can play behave quite differently online with friends or siblings. This is knowledge regarding issues of It is very important that educa- legality concerning copyrighted 17 Berkman Center –John Palfrey and Urs Gasser - 2008 tors do not make any assumptions content online. Again, there is a
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clear role for educators to play 2. Ensuring that everyone is 8. Delivering e-safety education Educational and here in explaining this to pupils. aware of the acceptable use to all children and specifying psychological effects policy (AUP) and its use. It where, how and when it will Schools have the opportunity to is important to have an AUP be delivered. Children’s use of Internet tech- transform education and help which should be age-appro- 9. Making sure that all staff nology has risen dramatically in pupils to fulfil both their potential priate. (including support staff) have recent years and has been ac- and to raise standards with ICT’s. 3. Checking that the school’s been adequately trained and companied by a growing concern However it is also important that anti-bullying policy includes that their training is updated about issues of online safety. children learn how to be safe references to bullying over on a regular basis. Throughout history there has when they are using these new the Internet and via mobile been a recurring moral panic technologies, particularly Web 2.0 10. Having a single point of con- phones or other devices and about the potential danger of collaborative technologies such tact in the school. And being that there are effective sanc- communication technologies and as social networking sites, which able to collect and record tions in place for breaching this has particularly been the case are becoming an essential aspect e-safety incidents which will the policy. for young women. However, it of productive and creative social give the school a better pic- has been argued that when such learning. Educators can help chil- 4. Appointing an e-safety co- ture of any issues or trends dangers are actually investigated dren use technology wisely and ordinator. which need to be addressed. it appears that very often it is not safely by18: 5. Making sure that the school 11. Ensuring that the man- the technology as such that is the network is safe and secure. agement team and school 1. Making sure that the school culprit but more the agency of the governors have an adequate has a set of robust policies 6. Ensuring that an accredited children using the technology and awareness of the issue of and practices and that their Internet service provider is the anxieties about loss of paren- e-safety. effectiveness is reviewed and used. tal control19. Educators have been evaluated on a regular basis. 7. Using a filtering/monitoring 12. Having a regular audit of all perceived to have a vital role in product? e-safety measures. promoting and ensuring Internet safety. Parents across the world 18 BECTA. Safeguarding Children Online. 2009. appear to believe that schools 19 Cassell, J. & Cramer. M. High Tech or High Risk: Moral Panics about Girls Online. In T. McPherson (Ed.) Digital Youth, Innovation, and the Unexpected. The John D. and Catherine T.MacArthur Foundation Series on should have a central role in edu- Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 53–76. cating children in safe technology
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use and the Children’s Charities transport. Schools offer the op- 5. Support staff should feel the relevance of such Coalition have also suggested portunity to work on the Internet, 6. Young people and parents or policies as well as their personal that ‘‘Clearer guidance should be collaboratively within a closed carers responsibility for making them offered to schools on the safe use network or simply surrounded by real. Creating a safe ICT learning 7. Local authority personnel of Internet, emails, chatrooms, other children. Obvious measures environment has several impor- school web sites, and filtering and include setting up effective secu- 8. Internet service providers tant elements which include the blocking software’’20. rity in the network but we need (ISPs), other electronic ser- following: vice providers (ESPs), such to go beyond this. Children may 1. an infrastructure of whole- Early approaches to online safety as the publishers of social have personal devices that are not site awareness, focused largely on technological covered by network protection networking sites, and region- 2. responsibilities, policies and solutions, such as the use of filter- and BECTA have argued that the al broadband consortia, who procedures ing software, but more recently emphasis should be on getting ev- are working closely with ISPs we have seen the increasing mo- eryone to understand the risk and and ESPs on network security 3. an effective range of techno- bility of information technology act accordingly. They suggest that measures. logical tools and as a result, desktop comput- 4. a comprehensive e-safety this means designing and imple- BECTA has argued that as all ers are no longer the sole access menting e-safety polices which education point to the Internet. Presently of these groups have insights demand the involvement of a 5. programme for everyone in increasing numbers of mobile that can help set school policies, wide range of interest groups. it is important that they are all the establishment phones and games consoles of- These include: fer broadband connections and consulted. However, simply hav- 6. a review process which con- 1. Headteachers children can access the Internet ing policies is not enough and, tinually monitors the effec- 21 while at school, at home, in the 2. Governors everyone involved with children tiveness of the above . library, at an Internet café, a fast- 3. Senior management should undertake active prac- tices that help young people and These should all be embedded food outlet, a youth club or even 4. Classroom teachers in existing child safety policies travelling to school on public staff to identify and achieve safe behaviour. By involving all these within the school, rather than be groups from the start, everyone seen as something managed solely 20 Children_s Charities_ Coalition for Internet Safety (2001). _Working to make the Internet a safer place for kids_. Available at www.communicationswhitepaper.gov.uk/pdf/responses/ccc_internet_safety.PDF 21 BECTA. Safeguarding Children Online: A Guide for School Leaders: 2009. Available from www.becta.org. uk/schools/safety
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by an ICT team. It makes little these technologies. At the end and academics who work in the sense to think of bullying over the of 2008 the US Internet Safety area, with the pendulum swinging internet or via mobile phone as Technical Taskforce produced its between those who feel that there being something apart from bully- report ‘Enhancing Child Safety is a danger of distorting the threat ing in the offline world. However, & Online Technologies’ which posed to children, and those for this does not mean that technol- provided a useful literature review whom it appears that the threat ogy cannot also be an important of original, published research ad- has been grossly underestimated. part of the solution through dressing online sexual solicitation, setting up: online harassment and bullying, 1. virus prevention and protec- and exposure to problematic 22 tion content . Within this report it was noted that, ‘There is some 2. monitoring systems to keep concern that the mainstream me- track of who downloaded dia amplifies these fears, rendering what, when it was down- them disproportionate to the risks loaded, and which computer youth face. was used 3. filtering and content control This creates a danger that known to minimize inappropri- risks will be obscured, and re- ate content via the school duces the likelihood that society network. will address the factors that lead to known risks, and often inadver- Clearly the problems that arise in tently harm youth in unexpected relation to new technologies do ways’. Media coverage of Internet not apply to all children and when mediated crimes against children problems do arise they depend often seem to mirror the polar- on the age of the children using ized positions of professionals
22 ISTTF (2008). Enhancing Child Safety and Online Technologies: Final Report of the Internet Safety Tech nical Task Force To the Multi-State Working Group on Social Networking of State Attorneys General of the United States. Harvard University: The Berkman Center for Internet and Society. Guidelines for Parents, Guardians and Educators 36 www.itu.int/cop
However, there is concern that Internet mediated technology may Commercial Aggressive Sexual Values leave some children vulnerable Content Adverts Violent/ Pornographic Bias, racist or and that educator, along with par- (child as Spam hateful or unwelcome misleading ents and guardians, have respon- recipient) Sponsorship content sexual content info or advice sibilities with regard to this. We Personal info know surprisingly little about how children are victimized and the factors that promote resilience. Contact Tracking/ Being bullied, Meeting Self-harm or Forms of victimization include: (child as harvesting harassed or strangers, unwelcome 1. Child solicitation or grooming. participant) personal info stalked or being persuasions 2. Exposure to problematic or groomed illegal materials Conduct Illegal, Bullying or Creating and Providing 3. Exposure to a medium that (child as downloading, harassing uploading misleading might foster harmful behav- actor) hacking, another inappropriate information/ iour on the part of young gambling, person material advice people financial 4. Cyberbullying scams or terrorism A useful way to think about risk can be seen in the following table23:
23 Table developed by the EUKids Online project and referenced in paragraph 1.3 of the Byron Review.
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Online solicitation or Youth Advisory Council Global communications such as instant While the majority of youth ap- 24, 25 grooming Online Survey . There are also messages, e-mail, and chatrooms pear to take risks (and in particular further references to this issue in to meet and develop intimate older, male children), the vast ma- In the context of sexual solicita- the International Youth Advisory relationships with victims. jority of children do not appear to tion, or grooming, we under- Council Global Online Survey.26 be at risk28. Their work indicates that in the stand more about the process of great majority of cases, victims However, young people who victimization, in part because the These researchers have recently are aware they are conversing send personal information (e.g., research has largely involved the suggested that their work about online with adults. name, telephone number, pic- children themselves. Internet-initiated sex crimes makes it clear that the stereotype tures) to strangers or talk online To date, the focus has been on the Much of this research has come of the Internet child molester to such people about sex are more problems of children being made from the Crimes against Children who uses trickery and violence to likely to receive aggressive sexual the focus of abusive practices, Research Center (CCRC) at the assault children is largely inaccu- solicitations, involving actual or ignoring the kinds of social and University of New Hampshire rate27. attempted offline contact. cultural worlds young people are and has been generated by two creating online. In the five years between YISS-1 studies (YISS-1 and YISS-2), This US research would suggest and 2 there was an overall decline which involved telephone in- that most Internet-initiated sex However, children and adoles- in sexual solicitations, however terviews with national samples crimes involve adult men who use cents are not simply the targets of this was not observed among of Internet users ages 10 to 17 the Internet to meet and seduce adult Internet creations, but are minority youth and those living in conducted in 2000 and 2005 . underage adolescents into sexual encounters. active participants in creating their less affluent households. There are also further references own cyber cultures. to this issue in the International The offenders use Internet The authors felt that this in- The studies from the University 24 Finkelhor, D., Mitchell, K. and Wolak, J. Online victimization: A report on the nation’s youth. (NCMEC crease in harassment was largely 6-00-020). Alexandria, VA: National Center for Missing and Exploited Children. 2000. of New Hampshire emphasise explained by the increase in the 25 Wolak, J. Mitchell, K. and Finkelhor, D. Online victimization: 5 year later (NCMEC 07-06-025). Alexandria, that it is these aspects of the amount of Internet use of the VA: National Center for Missing and Exploited Children. 2006. Internet that create risks for some 26 previous five years. http://www.virtualglobaltaskforce.com/iyac_charter_supp.pdf young people who engage in 27 Wolak, J., Finkelhor, D., Mitchell, K,J., and Ybarra, M.L. Online “predators” and their victims. American Psychologist, 63 (2), 2008, 111-128. specific behaviours with the new However, in 2005 young people 28 OPTEM. Safer Internet for Children. Qualitative Study in 29 European Centres. Brussels: European Com mission. 2007. technologies. were 1.7 times more likely to re-
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port aggressive solicitations, even can ethnicity, having a close online jor depressive-like symptoms were and through other channels. when adjusting for changes in relationship, engaging in sexual 3.5 times more likely to report an demographic and Internet use and behaviour online and experiencing unwanted online sexual solicita- The corresponding figure for boys characteristics. sexual or physical abuse off-line tion compared to those with mild was 16%. The requests made were were risk factors for receiving a or no symptoms, and those with for adolescents to strip in front of The identified risk factors for request for a sexual picture. symptoms were twice as likely to the web cam or to watch an adult such aggressive solicitations report feeling emotionally dis- while he was masturbating into included being female, using chat Of interest is the fact that re- tressed by the incident. his web camera. rooms, using the mobile Internet, quests were more likely to occur talking with people they first met when young people were with In general, distress was more The adolescents in the study online, sending personal infor- friends, communicating with an common among younger youth, described these incidents as com- mation to people they first met adult, someone they had met first those who received aggressive mon and that they happened all online, and experiencing offline online, who had sent a sexual solicitations and those who were the time when using chat sites. physical or sexual abuse. picture to the young person, and solicited on a computer away None of the described attempted 31 who attempted or actually made, from their home . solicitations were in any way In the second survey, 4% (65 some form of offline contact29. cases) reported an online re- A recent Swedish study looked sophisticated; the adult started quest to send a sexual picture of In the first survey sexual solicita- at the number of 16 year-olds requesting sexual services at the themselves during the previous tion appeared to be associated that had received requests for onset of the chat conversation. year, but only one young person with showing signs of depres- sexual online meetings and offline In the same study, police reports 30 actually complied. sion . encounters. of crimes against children com- Being female, of African–Ameri- Young people who reported ma- Among the 7,449 respondents mitted via new technologies were 46% of the girls claimed that they examined and in 50% of these, had received such requests from the reported crimes only occurred online where requests for images 29 Mitchell, K.J., Finkelhor, D. and Wolak, J. Youth Internet users at risk for the most serious online solici an adult. tations. American Journal of Preventive Medicine, 32 (6), 2007, S32-S37. or for web camera contacts were 30 Ybarra, M.L., Leaf, P.J. and Diener-West, M. Sex differences in youth-reported depressive symptomatol Several of the respondents the most frequent. ogy and unwanted Internet sexual solicitation. Journal of Medical Internet Research, 6 (1), 2001, 9-18. reported having received such 31 Mitchell, K.J., Finkelhor, D. and Wolak, J. Risk factors for and impact of online sexual solicitation of The other reported crimes were youth. JAMA, 285 (23), 2001, 3011-3014. solicitations both via the Internet
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offences committed off-line but for him to have sex with them. is significant and that adolescents Internet users and share some of where contact was first estab- and children do report that they the qualities of social networking lished over the Internet. At the same time none of the girls happen and that all children know sites. would admit to being fully aware about it. In half of the off-line crimes, the of what this would imply. However it has been found that victim met with the perpetrator From looking into cases where teenagers and girls are the most knowing that the meeting would Something in the chat conver- offences both online and offline common bloggers, and bloggers lead to sex. sations with the girls made the have occurred, it is obvious that were more likely than other young perpetrator aware of their vulner- requests for the adolescent to people to post personal informa- The other crimes were all crimes abilities and gave him an oppor- send images or to engage in web tion online34. where the victim thought that the tunity to exploit these weaknesses camera sex often marks the start meeting would be of a completely even before he exploited the girls of the sexual abuse. However, bloggers were not more different nature32. sexually. likely to interact with people they In recent years there have been first met online who were not Recent accounts from victims of The vulnerabilities ranged from increasing concerns about the known to them in person. solicitation or grooming in Swe- loneliness to suicidal thoughts. kinds of behaviour relating to so- den, both confirmed and discon- The fact that the girls went on cial networking sites that may be Bloggers who did not interact firmed the findings of the New their own account to the meet- associated with children placing were at no increased risk of sexual Hampshire study. ings with the perpetrator does themselves at risk. solicitation and posting personal not make them into consenting information in and of itself did In one major Swedish case involv- subjects33. We will discuss this further when not increase their risk. ing more than 100 girls it was we examine the opportunities af- evident that all of the girls knew It is obvious that the number of forded by the Internet for young However, bloggers were at an they were meeting a man in order solicitations for online contacts people to engage in problematic increased risk of online harass- behaviour, but it is interesting to ment, regardless of whether they note that in the YISS-2 16% of interacted with others online. 32 Brottsförebyggande Rådet. Vuxnas sexualla kontakter med barn via Internet. [Adults’ sexual contacts with children had reported using blogs The UK Children Go Online Children via the Internet] Report 2007:11. Brottsförebyggande Rådet. 2007. Stockholm. in the past year. Survey also suggested that young 33 Wagner, K: Alexandramannen. Förlags AB Weinco. Västra Frölunda. 2008. 34 Mitchell, K.J., Wolak, J. and Finkelhor, D. Are blogs putting youth at risk for online sexual solicitation or people who were less satisfied harassment? Chid Abuse and Neglect, 32, 2008, 277-294. Blogs contain material created by
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with their lives and who have inhibited in what they communi- have been victims of offline and thing unexpected; become more frequent and skilled cate, and such offenders are not online exploitation are currently 2. the risk-takers, who take risks Internet users are more likely to restricted by time or accessibility being investigated at BUP Elefan- to meet emotional needs and value the Internet as a commu- as they would be in the “real” ten, which is a Child and Adoles- secure attention; nicative environment, which may world. cent Psychiatric Unit that treats 3. and the self-destructive, lead to more risky behaviours35. sexually and physically abused who, for example sell sex or In general perpetrators find out children in Sweden. Through practice and experi- as much as they can about their knowingly engage in abusive ence, it is possible to highlight a potential victim; establish the risk The project has been in progress relationships. number of factors that need to and likelihood of the child telling; since 2006, and has involved over The latter group are reluctant to change if we are going to be able find out about the child’s social 100 interviews with young people, see themselves as ‘victims’, instead to assist those children who have networks; may give false informa- therapists, police, prosecutors and positioning themselves as being in been groomed online for sexual tion about themselves, including social workers. control. abuse offline. false images, and, if safe enough, These young people have been they will form a “relationship” The results of these clinical find- We have learnt that grooming subjected to a variety of abuse with or control the child in such a ings suggest that many of these online, as opposed to offline, practices including: sexual harass- way that they are able to meet the children reject offers of help, and happens more quickly and may 36 ment; engagement in web camera child offline . it is important is that practitioners be anonymous: children establish sex; having their images uploaded do not give up on these children a quicker trust with their online Therapeutic approaches assist- onto the Internet; online engage- but instead try to maintain contact “friend” and tend to be less ing children and adolescents who ment leading to off-line abuse, with them until they feel ready and children selling sex online37. to engage in methods of help or The analysis of this interview data intervention. suggested that these young people One of the predominant im- 35 can be divided into three descrip- Livingstone, S. and Helsper, E.J. Taking risks when communicating on the Internet. The role of offline pacts of the grooming process social-psychological factors in young people’s vulnerability to online risks. Information, Communication and tive groups: Society, 10 (5), 2007, 618-643. with children, who are made the 36 Palmer, T. Just One Click. London: Barnardos. 2004. 1. those that were fooled and subjects of abusive images, is to 37 Quayle, E., Lööf, L. & Palmer, T. (2008). Child Pornography And Sexual Exploitation Of Children Online. who were lured into some- silence the children. Bangkok: ECPAT International.
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This silence is brought about both by the fact that the young people seriously believed that the person they were going to meet was their friend and that they would not want to own up to the nature of the conversations that they held online. The former point has implica- tions regarding how young people define and determine friendships, the latter relates to the fact that, as alluded to above, young people become far less inhibited when communicating online.
Guidelines for Parents, Guardians and Educators 42 www.itu.int/cop “The Internet can take children and young peo- ple virtually anywhere in the world – and in the process they can be ex- posed to potentially dangerous risks”
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Accessing problematic The New Hampshire studies have searching for sex partners, there is However, the authors emphasised materials online highlighted the accidental expo- little research to support this. that such exposure, particularly sure of young people to unwant- unwanted exposure, may affect The YISS-1 survey indicated that While it would be naive to assume ed sexual material on the Internet attitudes about sex, the Internet, 1 in 4 of children who regularly that pornographic or sexualized but have also acknowledged the and young people’s sense of used the Internet encountered un- materials did not exist prior to fact that existing research examin- safety and community. wanted sexual pictures in the year the Internet, it is true to say that ing the effects of such exposure prior to data collection. 73 per By YISS-2, there had been an the Internet has brought with it a to unwanted sexual material had cent of such exposures occurred increase in unwanted exposure to proliferation of easily accessible been largely with students and while the young person was pornography and this was particu- sexualized material. young adults, rather than younger children and has largely been searching or surfing the Internet, larly apparent among 10-12 years The accessibility, interactivity about voluntary rather than ac- and the majority happened while olds, 16-17 year old boys and 39 and anonymity of the Internet, cidental exposure. at home, rather than at school. white, non-Hispanic youth . however, are the very factors that These authors also discussed In a study of Australian youth increase the likelihood of expo- It is assumed that the differ- the ways in which programming (16-17 year olds), three quarters sure to violent or sexual material. ent kind of adolescents that are caught in abusive and exploitative techniques maintained such ex- had been accidentally exposed In the SAFT study 34 % of relationships online may indicate posure, making them difficult to to pornographic websites, while children had viewed a violent that risk-takers and self-destruc- get out of. Such “mousetrapping” 38% of boys and 2% of girls had 40 website, either accidentally or on tive young people may also be happened in one third of these deliberately accessed them . purpose38. distressing incidents. accessing pornography or visit- This study concluded that two ing chat sites catering to adults The majority of children who features of children’s exposure to were exposed to material regarded pornography mirror that seen in such exposure as not particularly adults. distressing. 38 SAFT. Safety Awareness Facts Tools. Brussels: European Commission. Accessed 5.6.2007 from: http:// ec.europa.eu/information_society/activities/sip/projects/awareness/closed_projects/saft/index_en.htm. 39 Mitchell, K.J., Wolak, J. and Finkelhor, D. Trends in youth reports of sexual solicitations, harassment, and unwanted exposure to pornography on the Internet. Journal of Adolescent Health, 40, 2007, 116-126. 40 Flood, M. Exposure to pornography among youth in Australia. Journal of Sociology, 43 (1), 2007, 45-60.
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Firstly, males are more likely to place through more traditional Unexpected or partial access to However, young persons’ use of seek out and are more frequent media such as television, where material may be an important pornography has not been widely consumers of, X-rated movies and broadcasting times of erotic and issue and it has been suggested studied and most build on self- pornographic websites. sexual material may occur during that42: “The newer technologies reports, in which differences may times when children are likely to (including video but also the well be those that the prevailing Secondly, Internet users of any be viewers. Internet and mobile communica- societal norm would dictate to the age find it difficult to avoid un- tions) allow content to be seen adolescent. wanted encounters with sexually One factor that may be of signifi- out of context. explicit materials. cance here relates to the control- It may well be argued that many lability of exposure, and it may be One may see sets of trailers children and adolescents will An example of this relates to that there are differences in the rather than the entire storyline, in claim they only accidentally some computer games, which may impact of accidental exposure to which to understand the content. stumbled upon pornography since have a high sexual component. that of purposeful exposure. Editorial context has always been they believe it to be inappropriate Such games may be rated ‘for important in content regulation to state that they actively looked adults’ but inevitably enjoy a high It has also been found that there guidelines (e.g. BBFC, Ofcom), for it on the Internet. level of participation by young are a number of minors who are which may prove difficult to build people. surprised by the content of the into parallel guidelines for new In a Swedish sample of 18-year material that they inadvertently media. olds, 65% of the boys watched It is also important to note that happen upon when using the pornography every month as op- such exposure is not unique to Internet41. However, it is clear from research posed to only 5% of the girls. It the new technologies, but take on children’s accidental exposure should be noted that only 7% of to pornography on the Internet the boys and 31% of the girls in that unexpected and de-contextu- the study, claimed that they never alized content can be particularly watched pornography43. 41 Fug, O.C. Save the children: The protection of minors in the information society and the audiovisual media services directorate. Journal of Consumer Policy, 31, 2008, 45-61. upsetting. This poses a challenge 42 Livingstone, S. and Hargrave, A.M. Harmful to children? Drawing conclusions from empirical research on for regulators”. media effects. In U. Carlsson (ed) Regulation, Awareness, Empowerment. Young People and Harmful Media Content in the Digital Age. Göttenborg: Nordicom. 2006. 43 Mossige, S., Ainsaar, M. and Svedin, C.G. The Baltic Sea Regional Study on Adolescent´s Sexuality. NOVA Rapport 18/07. Oslo: NOVA, s. 93-111
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Many youth are exposed to online Problematic opportunities sexual materials, and we have clearly seen that not all of that ex- One further danger posed by new posure is accidental or damaging. technologies relates to the media themselves and the opportuni- One concern is that exposure to ties afforded to young people deviant or violent pornographies to engage in ways that might be may have an impact on the beliefs deemed worthy of concern. and attitudes of some young people, and to a lesser extent on These might be called self-vic- the behaviour of a select few. timizing activities through both the Internet and mobile phone This is increasingly being seen as technology, although this term a potential public health issue, and may be seen to be problematic, as it would appear that the conse- it largely relates to the increasing quence of exposure in the largely ability to generate online content. unregulated medium that is the Internet certainly warrants further The evidence would suggest that research44. mobile phone ownership may be higher among children aged 11-16 than among adults, with 76 per cent of children having their own phone45.
44 Perrin, P.C., Madanat, H.N., Barnes, M.D., Corolan, A., Clark, R.B., Ivins, N. et al. Health educationa’s role in framing pornography as a public health issue: local and na- tional strategies with international implications. Promotion and Education, 15, 2008, 11-18. 45 Child-Wise Monitor (2002). Accessed on 18.06.07 at: http://www.childwise.co.uk/monitor.htm
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A survey of 1,340 secondary extended social world. child’s inhibition to engage in off- These were: overuse; pornogra- school children from the Teesside line sex or to be paid by the adult phy; infidelity; sexual exploitation area of the UK in 2004 found By 2007 the OPTEM qualitative to meet. and abuse; gaming, gambling and that 86 per cent owned a mobile study of 29 European countries role-playing; harassment; isola- phone (89.7 per cent females and indicated that the vast majority of The targeted child is vulnerable tive-avoidant use; frauds, steal- 82.3 per cent males)46. children had mobile phones. for a number of reasons such ing and deception; failed online as loneliness, being bullied or in relationships; harmful influence In this study, mobile phone use However, there are emerging constant battles with their parents. concerns that such technological websites, and risky and inappro- was restricted to voice calls and The adolescent involved sees him priate use47. text, but there is evidence that participation may involve prac- or herself as an accomplice to the increasingly mobile phones can tices that target other individu- abuse after having sent the perpe- A further analysis examined also act as other forms of com- als or involve the young person trator images. which problematic experiences munication. themselves. were identified as primary or The question of harm was also secondary problems48. In the UK Children Go Online Self-generated images or films can examined by the University of study, however, it appeared that be seen as part of the grooming New Hampshire group through Youth and adult users were more this was now diversifying, and process where the offender con- examining the case-loads of 1504 likely to have problems related to 38 % of the young people had a vinces the child to send him im- practitioners to see what kinds overuse of the Internet, use of mobile phone, 17 % a digital tele- ages of himself or herself either of problematic experiences were adult pornography, child pornog- vision and 8 % a games console, with clothes removed or engaging reported that related to new tech- raphy, sexual exploitation per- all with access to the Internet. in sexual behaviour. nologies. petration, and gaming, gambling and role playing. For many young people, the mo- The images are often used to per- They found eleven types of prob- bile phone is both a vital means suade the child of the harmless- lematic experiences reported by Other Internet-related problems, of communication and a way of ness in sexual contacts between both youth and adult clients. such as isolative-avoidant use, relating to, and participating in, an a child and an adult, lowering the sexual exploitation victimization,
46 Madell, D. and Muncer, S. Back from the beach but hanging on the telephone? English adolescents’ attitudes and experiences of mobile phones and the Internet. CyberPsychology and Behavior, 7 (3). 2004, 359-367. 47 Mitchell, K.J., Becker-Blease, K.A. and Finkelhor, D. Inventory of problematic Internet experiences encountered in clinical practice. Professional Psychology: Research and Practice, 36 (5), 2005, 498-409. 48 Mitchell, K.J. and Wells, M. Problematic Internet experiences: Primary or secondary presenting problems in persons seeking mental health care? Social Science and Medicine, 65, 2007, 1136-1141.
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harassment perpetration, and on- understand what is actually going line infidelity were equally likely. on. Bullying is bullying wherever and how ever it happens. Youth problems related to gam- ing, gambling or role-playing The Byron Review in the UK sug- were 1.7 times more likely to be gested that, ‘Cyberbullying refers identified as a primary present- to bullying behavior that takes ing problem and online fraud or place through electronic means deception victimization four times such as sending threatening text more likely. messages, posting unpleasant things about people, and circulat- Sexually exploited youth were ing unpleasant pictures or videos more likely to have been given of someone.” a diagnosis of Post Traumatic Stress Disorder (PTSD) than Online bullying or bullying via youth with other Internet-related mobile phone can be an exten- problems. sion of face-to-face bullying, or it can be a form of retaliation for Bullying offline incidents. Online bully- ing or bullying via mobile phone We have already mentioned that can be particularly upsetting and bullying in the online world damaging because it spreads more should not be seen as something widely, with a greater degree of different than what is seen in publicity and content circulated the offline environment. People electronically can resurface at any sometimes refer to online bully- time, which can make it harder for ing or bullying via mobile phone the victim of the bulyying to get as being “cyberbullying” but this closure over the incident; it can may not always help everyone contain damaging visual images
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or hurtful words; the content is blackmail. frequenting risky online locations 3. although some electronic available 24 hours a day; bullying and may in fact place themselves communication methods and by electronic means can happen Such bullying was frequent and in situations in which victimiza- devices are associated with 24/7 so it can invade the vic- often the same children were tion is more likely. elevated risk of “cyberbully- tim’s privacy even in otherwise targeted. ing”, they are merely tools, ‘safe’ places such as their home; The study indicated that, in not causes of mean behavior Importantly, the study further comparison to victims of major and personal information can be 4. independent of school-based demonstrated that there was an school bullying, victims of major manipulated, visual images altered bullying, cyberbullying is association between victimiza- chat bullying more frequently ex- and these then passed on to oth- associated with increased tion experiences in school and in hibit socially manipulative behav- ers. distress Internet chatrooms. ior when visiting chatrooms (for 5. youth rarely tell adults about Moreover, it can be carried out Adolescents who were bullied in example, giving out false informa- 49 their experiences of online anonymously’ . school were also more likely to tion about their age or sex). bullying and do not fully capi- experience chatroom victimiza- Such bullying activity can include Research with American children talize on the tools provided tion. both teasing behavior and activ- has led to the conclusion that: by communication technolo- ity that is very aggressive and the These children were also likely 1. among heavy users of the gies to prevent future inci- University of New Hampshire to be seen as less popular and Internet, “cyberbullying” is a dents51. studies have suggested that there with lower self-esteem and hav- common experience is a big overlap between illegal ing parents who were likely to be 2. the forms of online and acts, such as sexual harassment, overprotective. in-school bullying are similar and bullying. and the experiences overlap The study also suggested that across the 2 contexts A recent German study looked these children moved between at victim perspectives of bullying being victims and bullies and that 50 behavior in Internet chatrooms . this could be interpreted as “fight- 49 Byron, T. (2008). Safer Children in a Digital World The Report of the Byron Review. Available from http://www.dcsf.gov.uk/byronreview/pdfs/Final%20Report%20Bookmarked.pdf They identified different types of ing back” or “letting off steam”. 50 Katzer, C., Fetchenhauer,D. and Belschak, F. Cyberbullying: Who Are the Victims? A Comparison of Victimization in Internet Chatrooms and Victimization in School. Journal of Media Psychology 2009; bullying which included harass- Victims of bullying in Internet Vol. 21(1):25–36. ment, abuse, insult, teasing, and 51 JUVONEN, J. & Gross, G.F. Extending the School Grounds?—Bullying Experiences in Cyberspace. chatrooms also reported often Journal of School Health, 2008, 78 (9), 496 – 505.
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Guidelines for Parents, Guardians and Educators The safety tips draw on analysis understanding of the dangers the data gathered and available and the likelihood that the parent research. This section of the pa- can reduce risks, before deciding per is intended to provide, in one which environment is right for convenient place, guidelines to their child. parents, guardians and educators to help them teach their children The Internet has great potential as how to have a safe, positive and a means of empowering children valuable experience while online. and young people to help and find things out for themselves. Parents, guardians and educators Teaching positive and responsible must consider the exact nature of forms of online behaviour is a 4. the different sites, and their child’s key objective.
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Parents, guardians and educators # Key Areas for Description consideration Safety & security 1. Keep the computer in a Keeping the computer in a common room and being present especially when younger of your personal common room children are using the Internet can be very important. If you cannot be present, computer consider other ways of keeping a close watch on what your children are doing online, for example by using technical tools. In larger families with multiple computers there may be some practical limits which also arise if you insist on them all being in the same room at the same time, and remember as children start to get older they are anyway entitled to some privacy. As more and more children acquire laptops, and wireless networks become commonplace in private homes, it will also be more difficult to maintain a rule of this kind. 2. Install firewall and antivirus Ensure that your computer has a firewall and antivirus software installed and that it is software kept up to date. Teach your children the basics of Internet security. Rules 3. Agree house rules about As soon as children begin to use the Internet on their own, discuss and establish a list of using the Internet and agreed rules. These rules should include when children can use the Internet and how they personal devices, giving should use it. particular attention to issues of privacy, age inappropriate places, bullying and stranger danger 4. Agree rules for mobile use As soon as children begin to use mobile phones, discuss and establish a list of agreed rules. These rules should include whether or not your children can go online using the mobile phone and how often they can use it, what kind of material they can buy or download using it, how to deal with inappropriate items, and levels of expenditure.
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Parents, guardians and educators # Key Areas for Description consideration Parents’, 5. Parents should become Evaluate the sites that children plan to use and read the privacy policy, terms of Guardians’ familiar with the Internet use and codes of conduct (often called “House Rules”) carefully, together with any and Teachers’ sites used by their children dedicated parents’ page. Also, find out if the site monitors content posted on the education (i.e. services and products services pages and review your child's page periodically. Check to see if any products offered by Internet sites) and are sold on the site. have a good understanding of how children spend their time online 6. Investigate online resources The positive and safer use of the Internet is celebrated around the world every for further information year. This might involve children, the local school, industry and relevant players about online safety and collaborating to create greater awareness of the opportunities to promote a positive how to use the Internet in a online experience. For the most up to date information on these events search online positive way for terms like “internet safety celebration” + “country name”. 7. Understand how children Today the Internet can be accessed by several other personal devices so similar safety use other personal devices issues can also arise in these environments. such as mobile phones, games consoles, MP3 players and PDAs
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# Key Areas for Description consideration Internet sites 8. Consider whether filtering Issues of trust and a young person’s right to privacy can arise where technical tools features review and blocking or monitoring are used, particularly monitoring programmes. In normal circumstances it is highly programmes can help desirable that a parent or guardian discusses their reasons for wanting to use of this support or underpin type of software, and in schools its use should also be fully explained. children’s and young people’s safe use of the internet and personal devices. If you use such software explain what it does and why you are using it to your children. Keep confidential any relevant passwords linked to these programmes. 9. Parental consent Some countries e.g. Spain and the USA have laws specifying a minimum age at which a company or web site can ask a young person to provide personal information about themselves without first obtaining verifiable parental consent. In the case of Spain it is 14, in the case of the USA it is 13. In other countries it is considered to be good practice to require parental consent before asking younger persons for their personal data. Many sites which cater for younger children will ask for parental consent before allowing a new user to join. Check what the consent requirements are for the sites your children want to join or are members of. 10. Control use of credit Control the use of landlines or mobile phones to purchase virtual items. The cards and other payment temptation can be too great when children are allowed to use landlines or cell phones mechanisms to buy any kind of goods or services. Also, keep your credit and debit cards secure, and do not disclose your pin numbers. 11. Ensure age verification Usually age is not verified when purchasing merchandise, however systems are is implemented when becoming available to guarantee age verification at the point of sale. In all cases, purchasing goods and carefully track your child’s spending online. services online
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# Key Areas for Description consideration 12. Check if the Internet site Ensure that the Internet site moderates conversations, ideally with both automatic uses moderation filters and human monitoring. Does the site review all photographs and videos that are posted on it? 13. Block access to undesirable Technical tools can help you to block access to undesirable websites e.g. ones which content or services allow un-moderated content or discussions, or to block access to undesirable services or content on mobile phones.
14. Check contractual flexibility Check how to delete an account – even if this will result in the forfeit of subscription fees. If the service will not allow an account to be deleted, consider not using it, or blocking access to it. Report such inability to delete to local authorities. 15. Look at the service scope Analyse the content provider’s policies and their compliance, look at the content and specific services provided and be aware of technical limitations (e.g. adverts may be not clearly identified as such). 16. Observe advertising, Keep an eye on ads, and report to your local ad council ads that: and report inappropriate 1. Mislead by over-simplifying complex matters. advertising 2. Encourage children to talk to strangers or go to dangerous locations. 3. Show people, in particular children, using dangerous things or being close to dangerous things. 4. Encourage unsafe emulation or dangerous practices. 5. Encourage bullying. 6. Cause moral harm and fear to children. 7. Encourage bad dietary practices. 8. Exploit a child’s credibility.
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# Key Areas for Description consideration Children’s 17. Educate your children Education and media literacy is crucial. Explain guidelines and rules of the virtual educations world. Children will likely adhere to the guidelines and often remind others to do the same. Educate your children not to reply to rude messages and to avoid sex talk online. Teach them not to open any attachment or link they receive while chatting with others because it might contain harmful content. 18. Explain to children to never Children could be in real danger if they meet in person strangers whom they have arrange to meet in person communicated with only online. Parents should encourage children to use Internet someone they first met sites only to communicate with their offline friends, not with people they’ve never met online in person. People online may not be who they say they are. However if a strong online friendship does develop and your child wishes to arrange a meeting, rather than risk them going alone or unescorted make it clear that you would rather go with them, or ensure another trusted adult goes, and ensure the first meeting is in a public place that is well lit and has plenty of other people around. 19. Prevent children from Help your children understand what information should be kept private. sharing personally Explain that children should post only information that you – and they – are identifiable information comfortable with others seeing. Remind your children that once they post information online, they cannot take it back. 20. Ensure children understand Explain to your children that photographs can reveal a lot of personal information. what it means to post Children should not be allowed to use webcams or to upload any content without the photographs on the approval of a parent, guardian or responsible adult. Encourage your children not to post Internet, including the use photographs of themselves or their friends with clearly identifiable details such as street of webcams signs, license plates on cars, or the name of their school on their sweatshirts. 21. Warn children about Children should not communicate with strangers directly online. Explain that what expressing emotions to they write can be read by anyone with access to the same site and that predators or strangers bullies often seek children who express an interest in making new friends online.
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# Key Areas for Description consideration Internet sites 22. Check your child’s page or Check your child’s page on a regular basis. Log on to view your child’s account history safe usage profile and if necessary, change your child’s chat mode to a level you are comfortable with. review Well-designed Internet sites provide the opportunity for you to be deeply involved in your child’s experience. If your child refuses to abide by the site’s rules, you might consider contacting the site to ask for your child’s pages and profile to be removed. Amongst other thing this should strengthen your message to your child about the importance of rules, and the consequences of breaking them. 23. Ensure children follow age If children are under the age recommended by the Internet sites, do not let them use limits of the Internet site the sites. It is important to remember that parents cannot rely on the service provider being able to keep underage children from signing up. 24. Ensure children do not use Wherever possible have children use nicknames – not their real names or parts of full names them. Nicknames should be selected carefully, such that do not attract inappropriate attention. Do not allow your children to post the full names of their friends or any other information which could be used to identify them, such as the name of the street where they live, where they go to school, their telephone number, their sports clubs, etc. Communication 25. Communicate with your Talk to your children regularly about where they go and who they speak to when children about their they go online. Encourage your children to tell you if something they encounter on experiences the Internet makes them feel uncomfortable or threatened. Remind your children to stop immediately whatever they are doing when they feel uncomfortable or become suspicious. Be sure they understand they will not get in trouble for bringing something to your attention. In turn, you, as the parent and adult, should not overreact when your child shares their experience with you. Stay calm regardless of what they tell you, get all the facts, and then take action. Praise your child for trusting you. Ensure children can report abusers.
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Educators52 Key Areas for Description consideration Safety & 1. Use a whole-establishment It is important that even if schools do not allow the use of a certain technology within security as approach towards the school, they teach pupils how to behave sensibly and appropriately when using it and part of child responsibility for e-safety. educate them about the risks. protection 2. Develop an acceptable use These should detail the ways staff, pupils and all network users (including parents) can strategies policy (AUP). and cannot use ICT facilities. Rules and 3. Sample AUPs are available It is important to tailor these rules to fit the particular context of your establishment. policies both online and via local authorities. 4 Link AUPs with other These should include policies such as anti-bullying and guidance on copyright and school policies. plagiarism. 5. Single point-of-contact. Designate a senior management team member with responsibility for safeguarding to also be the central contact point for all e-safety issues. 6. Need for leadership. Head teachers, supported by governors, should take the lead in embedding the agreed e-safety policies into practice. Be inclusive 7. Maintain awareness amongst Ensure the young people in your charge are aware of potential risks and how to practice young people. safe, responsible behaviour, wherever and whenever they are online. 8. Support resiliency. Allow young people to develop their own protection strategies for when adult supervision and technological protection are not available. 9. Encourage disclosure of Help young people understand that they are not accountable for the actions that others harms and responsibility may force upon them but that there are sanctions that the school will impose if they act taking. inappropriately when online
52 BECTA (2008) Safeguarding children online. A guide for school leaders is available at: www.becta.org.uk/schools/safety
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Key Areas for Description consideration Technological 10. Audit practice. Ensure technological measures and solutions are regularly reviewed and updated to solutions ensure maintenance of an effective e-safety programme Internet safety 11. Educate teachers on Educate teachers on Internet safety to help and support children to be safe on the Net. policy Internet safety policy. 12. Teach students to never give Inform students that personal information (e.g.., full name, address, email address, phone out personal information number, school, etc.) should never be given out when communicating with strangers when communicating with online. others. 13. Require students to search Require students to search for specific information, as opposed to "surfing" the Internet for specific information haphazardly and have them record, in a bibliographic format, the URLs of the sites they only. use. 14. Preview or test web sites Be sure to personally visit any site before recommending students view it. It is also a before sending links to good idea to bookmark web sites ahead of time before inviting students to visit the students. URLs.
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Conclusions
Information and Communication It is, therefore, crucial that parents Technologies – or ICTs – have and educators are able to decide, transformed modern lifestyles. with their child what is appropri- They’ve provided us with real- ate and safe for their use, as well time communications, borderless as how to behave responsibly and almost unlimited access to using ICTs. information and a wide range of innovative services. In working together, parents, educators and children can reap At the same time, they have also the benefits of ICTs, while at the created new opportunities for same time minimizing the pos- exploitation and abuse. Without sible dangers for children. proper safeguards, children – among the heaviest users of the We hope that these guidelines will Internet – are at risk of accessing provide clear and comprehen- violent, sexual and other disturb- sive information on child online 5. protection, the risks children can ing images. encounter and what parents and Without proper dedication to educators can do to protect and creating a safe cyber environment, help their children understand we will fail our children. Although how to reap the many benefits there is increasing awareness of ICTs offer while minimizing po- the risks related to the insecure tential dangers. use of ICTs, there is still a signifi- cant amount of work to do.
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References and Sources for Further Reading
Children’s Online Privacy Protection ‘Children’s social-networking sites: http://aappolicy.aappublications. Entertainment & Leisure Software Act (COPPA ) set your little monsters loose online’, org/cgi/content/full/pediat- Publishers Association (ELSPA), http://www.coppa.org/coppa.htm Telegraph.co.uk, 17 November 2007, rics;107/2/423 (last visited on 10 Unlimited learning –Computer and available at http://www.telegraph. September 2008). video games in the learning landscape, Cyberpeace Initiative, available at: co.uk/connected/main.jhtml?xml=/ available at http://www.elspa.com/ http://www.smwipm.cyberpeaceini- connected/2007/11/17/dlchil- Cyber-bullying: Developing policy assets/files/u/unlimitedlearningthero- tiative. org dren17.xml (last visited on 10 June to direct responses that are equitable leofcomputerandvideogamesint_344. 2008). and effective in addressing this spe- pdf (last visited on 26 August 2008). Cyril. A. Wantland, Subhas C. Gupta, cial form of bullying, Canadian Jour- Scott A. Klein, Safety considerations CBC News, Cyber-bullying, 2005, nal of Educational Administration ENISA, Children on virtual worlds for current and future VR appli- available at http://www.cbc.ca/ and Policy, Issue n. 57, 18 December - What parents should know, Septem- cations, available at http://www. news/background/bullying/cy- 2006, available at http://www.umani- ber 2008, available at http://www. webmed.com/i-med/mi/safety.html ber_bullying.html (last visited on 4 toba.ca/publications/cjeap/articles/ enisa.europa.eu/doc/pdf/deliver- (last visited on 4 September 2008). September 2008). brown_jackson_cassidy.html (last ables/children_on_virtual_worlds.pdf visited on 2 September 2008). ‘Are ads on children’s social network- Child Exploitation and Online Gauntlett, David and Lizzie Jackson, ing sites harmless child’s play or Protection Centre (CEOP): Think eModeration, Virtual World and Virtual worlds – Users and producers, virtual insanity?’, The Independent, 2 You Know, available at http://www. MMOG Moderation: Five tech- Case study: Adventure Rock, Commu- June 2008, available at http://www. thinkuknow.co.uk/parents/gaming/ niques for creating safer environ- nication and Media Research Institute independent.co.uk/news/media/are- bad.aspx (last visited on 4 September ments for children, May 2008, (CAMRI), University of Westmin- ads-on-childrens-social-networking- 2008). available at http://www.emodera- ster, UK, available at http://www. sites-harmless-childs-play-or-virtual- tion.com/news/press-release-virtual- childreninvirtualworlds.org.uk/pdfs/ insanity-837993.html (last visited on Children, Adolescents, and Televi- world-and-mmog-whitepaper (last Gauntlett_and_Jackson_May_2008. 11 June 2008). sion, American Academy of Pediat- visited on 22 July 2008). pdf rics, Pediatrics, Vol. 107, No. 2, February 2001, available at
Guidelines for Parents, Guardians and Educators 60 www.itu.int/cop
Home Office, Home office task http://www.redherring.com/ Mediashift, Virtual Worlds for Virtual Worlds Management, Virtual force on child protection on the in- Home/24182 (last visited on 10 July Children Entwined with Real World, Worlds Managements Youth Worlds ternet – Good practice guidelines for 2008). available at http://www.pbs.org/me- Analysis, 22 August 2008, available the providers of social networking diashift/2007/06/your_take_round- at http://www.virtualworldsmanage- and other user interactive services Internet Watch Foundation: Protec- upvirtual_world.html (last visited at ment.com/2008/youthworlds0808. 2008, 2008, available at http://police. tion Online 28 August 2008). html (last visited on 25 August 2008). homeoffice.gov.uk/publications/op- http://www.iwf.org.uk/public/ erational-policing/social-networking- page.36.htm Microsoft, How to help your chil- Virtual Worlds News, Virtual World dren’ use social networking Web sites 125,000 Children Fight Obesity in guidance?view=Binary (last visited Keith, Stuart, ‘SpongeBob is the real on 16 June 2008). more safely, 9 November 2006, avail- Whyville, available at http://www. threat to our children online’, The able at http://www.microsoft.com/ virtualworldsnews.com/2007/06/ Home Office, Good practice guid- Guardian, April 10, 2008, available at protect/family/activities/social.mspx virtual_world_h.htm (last visited on ance for the providers of social http://www.guardian.co.uk/technol- (last visited on 11 June 2008). 4 September 2008). networking and other user interactive ogy/2008/apr/10/games.news (last services 2008, available at http:// visited on 10 July 2008). NSPCC: Children and the Internet Ambassador programmes, for train http://www.nspcc.org.uk/ the trainers – various nodes have police.homeoffice.gov.uk/publica- Kirriemuir J., A Survey of the Use tions/operational-policing/social- whatwedo/mediacentre/mediabrief- good examples of this. of Computer and Video Games in ings/policy/children_and_the_inter- http://www.thinkuknow.co.uk/ networking-guidance (last visited on Classrooms, Nesta Futurelab Series, 12 September 2008). net_media_briefing_wda49338.html teachers/training.aspx 2002, available at http://ccgi.goldin- http://www.saferinternet.at/tipps/ Home Office, Good Practice Guid- gweb.plus.com/blog/wp-content/ The Children’s Charity: fuer-eltern/ ance for the Moderation of Interac- Games_Review1.pdf (last visited on Net Smart Rules tive Services for Children, available at 2 September 2008). http://www.nch.org.uk/informa- Educational materials. There are tion/index.php?i=135 many excellent resources available http://police.homeoffice.gov.uk/ Kramer, Staci D., Disney Acquires publications/operational-policing/ for delivering e-safety messages. The Club Penguin; $350 Million Cash, Virtual Worlds Management, following lists are not exhaustive, moderation-document-final.pdf (last Possible $350 Million Earnout, Disney.com Launches Games visited on 12 September 2008). and further resources can be found paidContent.org, 1 August 2007, and Virtual Worlds Portal; Mobile at http://www.saferinternet.org/ http://disney.go.com/fairies/pix- available at http://www.paidcontent. Widgets, 14 August 2008, available ww/en/pub/insafe/resources.cfm. iehollow/comingSoon.html (last org/entry/419-disney-acquires- at http://www.virtualworldsnews. visited on 26 August 2008). club-penguin-in-deal-values-at-700- com/2008/08/disneycom-launc. million-to-be-brande/ (last visited on html (last visited on 26 August 2008). 10 July 2008). Guidelines for Parents, Guardians and Educators www.itu.int/cop 61
http://www.digizen.org/cyberbully- www.microsoft.com/cze/athome/ www.tietoturvakoulu.fi. parents http://www.unh.edu/ccrc/ research ing/film.aspx an excellent resource bezpecnyinternet - flash version of can test their media education from David Finkelhor about the used by several nodes to combat the entertaining brochure on how to knowledge with this online test on trend in arrests of internet preda- bullying. use the Internet safer published by web site. Languages: Finnish and tors which suggests that there is Microsoft. Promoted during Safer Swedish. no real evidence to back up claims http://www.internetsanscrainte.fr/ Internet Day 2009. that the internet has created more le-coin-des-juniors/dessin-anime- http://www.medieradet.se/Bestall- predators. du-mois Vinz et Lou – a number www.tietoturvakoulu.fi - Safer use -Ladda-ner/filmrummet a part of of French cartoons aimed at raising of the Internet and the “Be Smart the Swedish Media Council’s web- http://www.webwise.ie/article. awareness of e-safety issues. on the Web” test. site is dedicated to moving image aspx?id=10611 research carried out material Language(s): Swedish and by the Irish node. http://www.cybereth- Video interviews with Latvian parts in English. ics.info/cyethics2/page. celebrities expressing their opinion http://www.childnet-int.org/young- php?pageID=25&mpath=/35 and personal experience with the http://www.lse.ac.uk/collections/ people/ provides a range of top tips for bullying online Language(s): Latvian EUKidsOnline/ European Re- teachers. More interviews: Video 2 (TV show search on Cultural, Contextual and www.kidsmart.org.uk star): Risk Issues in Children’s Safe Use www.chatdanger.com http://www.easy4.it/content/cat- of the Internet and New Media. egory/13/59/104/ materials from http://www.youtube.com/watch?v the Italian node aimed at supporting =QttMrRABnR0&feature=related - http://www.nortononlineliving. teachers. Video 3 (dancer): com/ provides a snapshot of trends in several countries. http://www.teachtoday.eu/en/ http://www.youtube.com/wat Lesson-Plans.aspx this site provides ch?v=3cPRlhQDJAg&feature http://www.pewinternet.org/ Pew a range of lesson plans which have =related - Video 4 (rally driver): provides a wide range of reports been designed for use in schools. http://www.youtube.com/watch into use of the internet and related The site is being updated and more ?v=PodsmBjrE6Y&feature=rela technologies. Although US based, will be available soon. ted - Video 5 (politician): http:// time has shown that trends which www.youtube.com/watch?v=4_ start in the US tend to migrate to http://dechica.com an awareness xrUvDQaIY&feature=related - Vid- the EU in time. raising game for small children de- eo 6 (singer): http://www.youtube. veloped by the Bulgarian Node. com/watch?v=usqpmAHjHQ4
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Appendix 1 Built-in Protection
PCs and Macs have parental If you’re running Leopard, you Firefox, etc.) have an automatic Keep in mind that any protec- controls built into their opera- can record IM conversations history log that shows which tion you give your kids will, ting systems, and each of their and designate with whom the sites have been visited. Check of course, be incomplete. You newest systems (Windows Vista child can talk via e-mail or iChat, your user manual to learn how need to communicate with your and Mac’s Leopard). If you’re among other things. You can to check the history, if you’re children as much as possible and considering upgrading your ope- also limit screen time. For ins- not familiar with it. Make sure discuss with them about child rating system, that switch might tance, you can set the computer to check all the browsers on online protection issues. save you the cost of additional to automatically log your kids your computer if you have more monitoring software. out at 8 p.m. than one. And be warned: Kids can learn how to delete the To use your computer’s controls, Windows users: The parental controls are accessed through history to cover their tracks, so first set up individual user the Control Panel. Look for ask questions if you discover accounts for each of your kids. User Accounts and Family that the history was cleared by Check your computer’s user Safety Control Panel. With someone other than you. guide if you’re not sure how to Windows Vista, you’ll be given Need more help? Both Apple do this. choices about web restrictions and also have the option of (Macs) and Microsoft (Windows) Mac users: Next, choose System have online tutorials and detailed Preferences on the Apple menu, receiving reports on your child’s use of the computer. You can info on their websites -- just and click on Accounts. For each designate certain hours off-limits Google “parental controls” and child’s account, click on Parental and block objectionable video “Apple” or “Microsoft” to find Controls and you’ll be given a games and programs. them. list of categories (Mail, Safari, etc.) that you can restrict or No matter which system you monitor. have, most browsers (Safari,
Guidelines for Parents, Guardians and Educators www.itu.int/cop 63
Appendix 2 Instant language, decoded
Abbreviations and code words ADIH: Another day in hell LMIRL: Let’s meet in real life STFU: Shut the f-ck up (ex- speed up instant messaging pression of surprise rather than A/S/L: Age, sex, location LYLAS (B): Love you like a reprimand) and texting, but they also mask sister (brother) what people are saying! Brace BTDT: Been there done that TMI: Too much information yourself. Here are some com- NIFOC: Naked in front of CULTR: See you later monly used terms: computer TTFN: Ta ta, for now (goo- dbye) GTFO: Get the f-ck out (ex- PAW or PIR or P911: Parents pression of surprise) are watching or Parent in room WTF: What the f-ck? (drop the subject) H8: Hate POS: Parent over shoulder (can ILY or 143 or <3: I love you also mean “piece of sh-t,” used JK or J/K: Just kidding as insult) KWIM: Know what I mean? Pr0n: Intentional misspelling of “porn” LLS: Laughing like sh-t
Source: http://www.parenting.com/article/Mom/Relationships/How-to-Spy-on-Your-Child-Online/3
Photo credits: www.shutterstock.com, Violaine Martin/ITU, Ahone Ayeh Njume-Ebong/ITU
Guidelines for Parents, Guardians and Educators
( ( Guidelines((( ( for Parents, Guardians
and Educators on ( ( Child((( ( Online Protection
International Telecommunication Union Place des Nations CH-1211 Geneva 20 Switzerland www.itu.int/cop
Printed in Switzerland Geneva, 2009
With the support of: CHIS www.itu.int/cop