# data[].attributes.body
https://v.gd/Hh3LZY

# data[].attributes.body
Governments have the final responsibility to make sure there is a robust system of law enforcement and criminal law sanctions in place against illegal hate speech and online content, contact or conduct promoting extremism or terrorism.
concerns that one of your pupils is being, or has been, radicalised or incited to violence or prejudicial action, you should follow your school’s standard safeguarding procedures.

Within this context, you can:

Contact your local authority or police force – if the child has not committed a criminal offence, the police and local authority will discuss your concerns, suggest how they can best protect the child, and help you gain access to all the support and advice you need.

In many countries, the Department for Education also has a counter-extremism point-of-contact for advice and support.

If in doubt, contact a national helpline – various helplines exist, both as part of the Insafe network and Child Helpline International.

INHOPE is an active and collaborative global network of Hotlines, dealing with illegal content online. While several Hotlines more specifically focus on child sexual abuse, many of them also deal with other types of illegal content, such as racism and xenophobia, incitement to hatred, and so forth.

# data[].attributes.body
Industry also has an important role to play, particularly for the most inappropriate and/or harmful types of online content, contact and conduct.
Big social media companies such as Facebook, Twitter and YouTube have all put community guidelines and reporting mechanisms in place to combat the spread of (certain types) of online hate speech and extremism.

# data[].attributes.headline
5.3	Education approaches to promote critical thinking and mutual respect

# data[].attributes.subject
5.3	Education approaches to promote critical thinking and mutual respect

# data[].attributes.body
In response to hate speech, citizenship education encompasses the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred.

To prevent and counter violent extremism, education can:

Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.

Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.

Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.

Foster critically informed citizens able to constructively engage in peaceful collective action.

# data[].attributes.body
Online hate speech and radicalisation are often mentioned in one breath. However, one could argue that the underlying problem and mechanisms are actually quite different.

Violent radicalisation online is a complex process whereby individuals, through their online interactions and exposure to various types of internet content, come to view violence as a legitimate method of solving social and political conflicts. Some of those violently radicalised via the internet may go on to commit acts of terrorism.

The educate.against.hate website provides concrete advice for parents, teachers and school leaders on protecting children from extremism and radicalisation, pointing to both Islamist extremism and extreme right-wing groups. The website encourages positive debate and provides a wealth of information and on, possible warning signs, which young people are vulnerable and why, and the important role of prevention and education.

# data[].attributes.body
The Council of Europe defines hate speech as covering“all forms of expression which spread, incite, promote or justify racial hatred, xenophobia, anti-Semitism or other forms of hatred based on intolerance, including: intolerance expressed by aggressive nationalism and ethnocentrism, discrimination and hostility against minorities, migrants and people of immigrant origin.”

it is a growing problem across and beyond Europe. The internet has become an important vehicle for promoting racism and intolerance. Hate speech through social media is rapidly increasing and has the potential to reach a much larger audience than extremist print media were able to reach. As discussed in previous modules, because of its anonymous nature, people are also likely to say things online which they would not say in person.

Childnet – member of the UK Safer Internet Centre – conducted an online survey on online hate speech for Safer Internet Day 2016 in the United Kingdom. An overwhelming 82% of 13-18s said they have seen something hateful on the internet about a certain group in the last year, which made them angry (37%), sad (34%) or shocked (30%).

# data[].attributes.headline
Module 5: Hate Speech and Radicalisation

# data[].attributes.subject
Module 5: Hate Speech and Radicalisation

# data[].attributes.body
Key Objectives:

You will learn what online hate speech and radicalisation is – Where does it come from? Why do we need to be concerned? Are there clear warning signs? And what can we do about it?

You will hear about educational approaches to promote critical thinking and mutual respect – we will talk about media literacy again, but also about digital citizenship and social and emotional learning.

Finally, we will explore some other strategies which have emerged in the fight against online hate speech and radicalisation. These will range from counterspeech, over Community Standards on social media platforms like Facebook, Twitter and YouTube, to the importance of reporting harmful and possibly illegal content.

# data[].attributes.body
Sextortion is a relatively new phenomena which is causing a great deal of concern. It involves individuals being persuaded to share sexual content, often believing that they are in a relationship (albeit online) with the other person. Once images or videos have been shared, they are asked either to pay a certain amount of money in order to prevent the images being shared publicly, or they are asked to send more content, often more extreme.
Unfortunately some young people have committed suicide as they felt unable to speak to anyone about what had happened.

# data[].attributes.body
The problem lies in the fact that there is a digital copy of the image which can easily be shared beyond the original intended recipient.

# data[].attributes.headline
4.2 The net effect and online reputation

# data[].attributes.subject
4.2 The net effect and online reputation

# data[].attributes.body
Here are 6 key points that can get you into trouble:

1. Disinhibition – the lack of visual cues (in some online communication) can reduce empathy. The absence of body language, tone of voice, context and facial expressions can lead to people saying things online that they would never do in a face-to-face situation.

2. Persistence and searchability – the internet provides a permanent searchable archive. Anything which goes online can stay online.

3. Replicability – the internet provides the ability to copy and paste from anywhere to anywhere. In terms of online identity this can be problematic as a message or image intended for one person can easily be replicated and accessed by others. Users need to be able to trust the people they share content with. At another level the proliferation of free download sites such as putlocker, popcorn time and moveitube have led to widespread piracy and copyright violations with many young people thinking that it is acceptable to download content as it’s on the internet, I didn’t put it there so it must be okay.

4. Scalability – as Justine Sacco discovered a careless tweet can change your life. She was making a business trip to South Africa and before she boarded her flight sent a tweet that she thought was amusing, making a comment about AIDS in Africa. It was very racist and offensive. Before her plane had landed in Cape Town she had been sacked but she had also become an internationally renowned hated figure. Her life has completely changed as a result. Her name was trending on Twitter for quite some time with millions of people appalled at what she had said. The viral nature of communication on the internet can be scary when it doesn’t work in your favour.

5. Invisible audiences – if you post something publicly it is impossible to know who is watching or reading. It is very important to remember that not everyone will agree with you or see things from your point of view.

6. Blurring of public and private – boundaries are . unclear online. Although an individual may post something privately to a small group of followers, they can easily repost or retweet with unintended consequences.

Also viewed a video of a guy going for an interview and lying through his teeth, whilst the interviewer was searching about him online and caught him out without mentioning anything to him. He thought he had pulled through the interview with ease.

# data[].attributes.body
A Common Sense Media research brief on Children, Teens, Media and Body Image found that
35% of teens who were active on social networks reported having worried about people tagging them in unattractive photos;

27% reported feeling stressed out about how they look when they post pictures and

22% reported feeling bad about themselves when nobody comments on or “likes” the photos they post.

Another report from the Children’s Society found that
34% of 10-15 year old girls were unhappy with their appearance and also noted that much of this unhappiness was due to pressure from social networking.

# data[].attributes.headline
Module 4: Online Relationships and Sexting

# data[].attributes.subject
Module 4: Online Relationships and Sexting

# data[].attributes.body
Key objectives:

1. We will look at what it’s like to grow up in this digital age/environment and consider what are the pressures facing young people.

2. We will look specifically at sexting, something which most schools are having to deal with and try to understand why young people engage in this risky practice and what can be done to support them (and also their families).

3. inally we will look at some of the resources we can use to educate pupils and parents about sexting and associated issues such as sextortion.

# data[].attributes.body
Bullying will not go away if we do nothing! But it can if you do something. It is up to all of us to create and shape the online spaces that we like to spend our time in.
In order to stand up against cyberbullying the Irish Safer Internet Centre (Webwise) launched the awareness raising initiative ‘Watch Your Space’, targeting teenagers. It is devoted to promoting safe, effective use of the internet among young people through awareness raising resources and campaigns.

Watch the following campaign video called ‘The Promise’ and take a stand against bullying. The following Charter for Action will tell you how.  Well-being online is as important as in the offline world, it’s a collective responsibility and we all have a role to play!

# data[].attributes.body
3.4 How to set up an effective peer-support scheme?

# data[].attributes.headline
3.3 Developing social and emotional learning skills

# data[].attributes.subject
3.3 Developing social and emotional learning skills

# data[].attributes.body
ENABLE (European Network Against Bullying in Learning and Leisure Environments) aims to tackle bullying in a holistic way, helping young people exercise their fundamental rights in the home, school, class and community (i.e. peer group).

The project aims to develop social and emotional learning skills as a means of building resilience in young people so that they can better understand and become more responsible and effective for their on- and offline social interactions.
ENABLE summary report
ENABLE resource gallery

# data[].attributes.headline
3.2  How does the internet change bullying

# data[].attributes.subject
3.2  How does the internet change bullying

# data[].attributes.body
What is special about cyberbullying? Cyberbullying differs in some important aspects from bullying offline:

Intervention into private life around the clock: Cyberbullying does not end after school or work. Because cyberbullies can access the internet around the clock (24/7), the threat continues remotely, when victims are at home or away from the school environment.

The audience is immeasurably large and content is spreading extremely fast: Posts, which are sent electronically, are difficult to control - as soon as they are online. Therefore, the reach of cyberbullying is greater than that of offline bullying. For example, content, which may have been forgotten for a long time, can often be retrieved or discovered at a later date and therefore, will make it more difficult for victims to get over it.

Bullies can act anonymously: Not knowing who the perpetrators are can be scary and unsettle victims, because they do not know who exactly is bothering them. As perpetrators can potentially hide their identity, this can often give them a false sense of security (they think they will never be caught) and sometimes lead to them being more and more unpleasant to their victim.

Victimisation of the victim is not directly perceived: The responses of the victim to a hurtful statement, a disrespectful image, etc., are usually not visible to the offender online. In this way, perpetrators are often not fully aware of the extent of their actions and can often lack any empathy.

# data[].attributes.body
What should you do if you suspect your pupil/child is cyberbullying someone?

What can you do as a teacher and/or parents if your child is being bullied?

(Cyber-) bullying is any behavior that repeatedly makes someone feel upset, uncomfortable and/or unsafe. This is usually deliberate, and can take forms such as verbal, indirect and physical.

Cyberbullying is the intent to offend, threaten, block or harass others by using technical devices such as the internet and mobile phones. The perpetrator - also called "bully" - is seeking a victim who cannot defend himself against the attacks. Therefore, there is an imbalance between the offender and the victim, which is exploited by the perpetrator, while the victim is socially isolated. Cyberbullying takes place on the Internet (e.g. in social networks, video portals, etc.) and via smartphones (e.g. by instant messaging applications like WhatsApp). Often, the bully is anonymous, so the victim does not know from whom exactly the attacks are coming. Cyberbullying among children and adolescents, however, is often associated with the personal “offline” environment, such as the school, the residential district, the village or the ethnic community. Hence, the victims are therefore usually suspicious about who is behind the threats.

Moreover, cyberbullying is often accompanied by bullying in the offline world – in some cases bullying starts online and continues offline in school, or vice versa. Therefore, in most cases, bullying and cyberbullying cannot be seen as separate issue

# data[].attributes.body
Cyberbullying

Objectives:

Learn more about the European Network Against Bullying in Learning and Leisure Environments (ENABLE)

Understand how to develop social and emotional learning skills.

Discover how to set up an effective peer support scheme.

Discuss with others your own role.

Think about your own well-being and that of others online.

# data[].attributes.body
Activity:

I think it is very important to include media literacy in both formal and informal education that way they would get to know how to participate more safely online. It's no use just learning how to operate your device if one has no idea on how to use it with care and respect for others while at the same time watching out for themselves.

# data[].attributes.body
issues such as copyright, plagiarism and piracy. The Web We Want handbook provides a range of resources for both teachers and young people:

Learn how to protect your own creative rights and those of others in Chapter 6, The artist in you.

# data[].attributes.body
From a media literacy point of view, this means that pupils need to learn to recognise the commercial interests that are at stake in media production, and the ways in which profits are typically generated.

# data[].attributes.body
The best way to involve your students in fake news activities is to present them with an actual fake news story or website, asking them to analyse its quality/veracity. To help them to organise their thinking, you can use the CRAP or CARS acronym

# data[].attributes.body
Media literacy has many different definitions. From an educational point of view, it typically refers to teaching and learning about how to access, analyse, evaluate and create media messages – both offline and online. As such, it provides you with a powerful tool to equip pupils for risks and opportunities in the digital world.
The South West Grid for Learning (SWGfL) – partner in the UK Safer Internet Centre – has produced schemes of work which include:
1. Privacy, security
2. Digital footfrint reputation.
3. Self  Image identity
4.  Creative Credit Copyright.
5. Relationships Communication
6. Information Literacy.
7. Cyberbulling
8. Internet Safety

# data[].attributes.body
Objectives:

1. Consider the various dimensions of media literacy

2. Understand why media literacy and its different dimensions are important for children and young people

3. Understand how media literacy links to some topical issues such as fake news, data privacy, and copyright.

4. Develop ideas how to develop media literacy with your students.

# data[].attributes.body
Maintaining an open dialogue between pupil and teacher and child and parent is one of the most effective ways of helping children and young people to stay safe online.

One way to facilitate whole-school interaction, is to take part in Safer Internet Day (SID), involving staff, pupils, parents and carers, and even the wider community in your actions.
It  is an ideal opportunity for schools to engage the whole community in the debate around online safety with a wealth of resources being made available for pupils, parents, and teachers.

# data[].attributes.headline
1.4 A Whole school approach to Online Safety.

# data[].attributes.subject
1.4 A Whole school approach to Online Safety.

# data[].attributes.body
Good practice is 4 key points.
1.  Policy
2.  Infrastructure
3.  Education
4. Standards

Online Safety should be:

1. Embedded within the curriculum
2. Based around teaching (media literate)
3. Evaluated within schools to demonstrate impact and students put to practise what they know.
4. A statutory part of the curriculum so no one gets left behind.
5. Part of an inspection regime so schools are held to account.
6. Delivered in partnership with parents and pupils - pupils can be peer educators for younger children at school.

Young people often feel unable to discuss what happened to them online, so educators and parents need to be level headed and not be shocked about what they hear so they can keep up to date of what is out there.

# data[].attributes.headline
1.3  Where to find resources and support.

# data[].attributes.subject
1.3  Where to find resources and support.

# data[].attributes.body
Learning to survive is important.

In 2006, the European Parliament recognised Digital Literacy as one of the main things that every European should master.

A recent UNICEF report found that when adolescents are threatened or feel unsafe online.

54% said that they would tell a friend,

48% said that they would tell a parent,

but only 19% said that they would tell a teacher

Examples of resources.

Crossing the Line – A practical online safety toolkit from the UK Safer Internet Centre with films and lesson plans to explore online issues with pupils aged 11-14. The purpose of this toolkit is to help educators generate discussion among young people about their online experiences. It covers topics such as cyberbullying, sexting, peer pressure and self-esteem.

Handbook on the internet and early sexualisation – this guide and lesson plan from the Bulgarian Safer Internet Centre provides information about a number of different online issues, recommendations on how to discuss them with young people, and a sample lesson plan.

Guide for Cyberbullying – a brochure from the Greek Safer Internet Centre providing tips and advice on how to avoid cyberbullying and what to do if it happens.

Protecting privacy in social networks – a leaflet for teens from the Slovenian Safer Internet Centre about how to protect privacy on social networks.

It isn’t funny, it hurts – this is a video resource from the Latvian Safer Internet Centre which helps young people to understand the challenges of life online and the impact that negative comments can have.

# data[].attributes.body
An Introduction to Online Safety.

1.1  The Challenges faced by young people when online
a. Believing everything
b. Peer Pressure - to behave in a certain                           manner or have a certain image
c. Inappropriate use of Social Media
d. Inappropriate comtact
e. Excessive use/ online addiction
f. Cyberbullying
g. Sexting
h. Blackmail

Helplines collect data. Cyberbulling is the most reported. Girls are more affected by online abuse than boys

# data[].attributes.body
One in five teachers are abused online by pupils and parents.
Teachers feel ill equipped to deal with questions and challenges from pupils about online safety issues.

Adults need to be aware of their own behaviour and reputation online.

Teachers are entitled to a private life, but the extent of that privacy depends on how much they share on social media.

Many employers regularly check the social media of their employees and now even schools are implementing this.

1.Trying to implement a whole school/ staff approach.

2. Educating parents on the risks associated with online behaviour.

3. Develop awareness, share experiences and ideas about the risks BUT huge opportunities connected with proper use.

4. Failing to operate internet features to help myself and students use computers in the proper way.

5. Lack of resources for teaching online safety effectively.

6. Lack of understanding what young people are doing online