Youth Work and Social Networking

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1 Final Report
Youth Work and Social Networking
Final Research Report

How can Youth Work best support young people to navigate the risks and make the most of
the opportunities of online social networking?

September 2008




Tim Davies
and
Pete Cranston


Funded by


With thanks to:
All the many people who have contributed to the survey, focus groups, action research and general conversations
around this project, and in particular to Tricia Jessiman, Sarah Bellamy, Gillian Elliot, Jeremy Denis, Katie Bacon, Carl
Haggerty & Rachel Smith.
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Contents

Executive Summary: How should youth work respond to online social networking?

Section 1: Research Summary
1.1: Methodology
1.2: Findings

Section 2: Theory of youth work and social networking
2.1: How are young people using online social networking?
2.2: A youth work perspective on online social networking.

Section 3: Steps towards youth work engagement with online social networking
3.1: A checklist of change

Postscript: exciting opportunities and manageable challenges

Annex 1: Methodology

This report builds upon the Interim Report available from: http://blogs.nya.org.uk/ywsn/


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Executive Summary
Introduction
This one page document summarises a 2007/8 research study into the role of
youth work in supporting young people in their online social networking.

Findings
Social Networking Sites (SNS) plays an increasingly important role in the lives of many young people
and presents them with both opportunities and risks. Many of the reasons young people may
encounter risks through SNS have roots outside of the technology, in issues of young people's
personal and social development. Young people need support to develop the appropriate skills and
resilience to navigate online social networking risks and opportunities. Peer groups need chances to
negotiate and develop shared understandings of safe and reasonable online behaviour patterns.

Youth Work can play a key role in supporting young people to navigate the risks and exploit the
opportunities of online social networking. Youth work can provide space for young people to reflect
upon their online activity, and to develop their ‘media literacy’. Proactive youth work engagement with
SNS offers an alternative to information campaigns (which have limited demonstrable behaviour
change impact); and to blanket blocking of SNS sites (which can risk burying potential problems).
Both as professionals and as approachable adults who young people can talk to, youth workers can
offer:
 Individual interventions to address risk behaviours, or to encourage the take up of
opportunities, based upon existing youth work relationships;
 Group work to support the development of a shared understandings and practices in groups
and to support young people in supporting their peers.
 Reflective learning opportunities for young people to develop media literacy;
Online social networking tools can be used to complement existing youth work activities, as core tools
for youth workers, to explore new models of youth work and to promote youth services to young
people;
However, the access to technology, and the skills and knowledge base that will allow youth work to
perform this important informal education role is not yet widespread.

Recommendations
Most youth services are not yet playing the key role that they could in supporting young people's safe
and effective use of online social networking nor are they realising the many opportunities that online
social networking provides for youth work. However, the foundations of effective engagement do exist
in most services and could be developed through four lines of activity:
1. Survey –identify current access to SNS, engagement with online social networking and skills
and resources to draw upon within the service.
2. Safety –consider the safety implications of online social networking for young people and for
staff, and examine options for policy and action in supporting young people in navigating risk,
both individually and as groups.
3. Skills –take active steps to develop the online social networking knowledge and skills of staff.
4. Strategy –explore opportunities to use online social networking as a youth work tool, and to
support and encourage young people to take up the positive opportunities it provides.
The full research report provides more information and guidance on each of these lines of activity.
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Section 1: Research Summary

Methodology
The Youth Work and Social Networking project has sought to answer the question: “How can
youth work best support young people to navigate the risks and make the most of the
opportunities of online social networking.”
The project has taken place in two phases, and four parts. A detailed methodology is found in
Annexe 1.
Phase 1:
1. A literature review – exploring how young people, and youth work, are currently
engaged with online social networking and evaluation the evidence base concerning
opportunities and risks for young people online.
2. A national online survey – of youth workers, administrators and managers to assess
current levels of uses of online social networking and to identify youth work attitudes
towards social network sites and young people's online social networking behaviours.
3. Focus groups – exploring in depth with three youth services the attitudes of youth
workers towards online social networking, and seeking to identify training and
development needs.
Phase 1 of the project is written up in the Interim Report, which includes the full literature
review and a detailed presentation of evidence from the survey and focus groups.
Phase 2
4. Action research projects – working with three youth services to explore: ways of
training youth workers about online social networking; uses of online social networking
in youth participation; and using online social networks to promote youth work
activities.
This final report brings together the evidence from Phase 1, with the insights and learning
from Phase 2 to offer both a theoretical, and a practical, account of how youth work can, and
should, engage with online social networking.
This report seeks to balance the needs of academic, management and practitioner
audiences. For more details on the evidence base from the survey, literature review and
focus groups, please refer to the Interim Report. For more details on the practical learning
from Phase 2, please refer to the project blog, and in particular the posts mentioned in
Appendix 1.
In this section you will find:
 Details of the research carried out as part of the Youth Work and Social Networking
project;
 Headline findings from the research;
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Findings
Online social networking plays an increasingly important role in the lives of many
young people.
Over 60% of 13 – 17 year olds have profiles on social networking sites (SNS)
i
. Many young
people are spending upwards of two hours a night on online social networking activities
ii
.

Social Network Sites (SNS) like Bebo, Facebook and MySpace have driven a massive
growth in young people's online social networking since the emergence of MySpace in 2003,
and Facebook and Bebo in 2005 (alongside a range of other niche Social Network Sites that
have developed over the period)
iii
. However, these sites, which can be accessed both by
computer and mobile phone, are in all likelihood only the beginning of online social
networking trends which will continue to reshape much of young people's local and global
communication with significant real-world consequences both positive and negative.
Whilst not all young people are actively using SNS (and those from disadvantaged
background are less likely to have frequent or regular access to them) their impact is
widespread. Lack of access to online social networking opportunities may impact upon young
people's social exclusion – as many of the social conversations and co-ordination between
young people moves into SNS spaces.
Online social networking presents both opportunities and risks to young people.
Online social networking presents many opportunities
to young people by making it easier for them to,
amongst other things: publish creative works to local
and global audiences; stay in touch and communicate
with peers; find and interact with people with shared
interests; organise and co-ordinate political
engagement and action; for virtual volunteering; and to
engage in self expression.
However, online social networking can also expose
young people to new risks. Risks from: inappropriate
content; commercialism and unsuitable advertising;
inappropriate or offensive conduct on SNS; criminal
activities such as identity theft; and inappropriate
contact (online and offline) from strangers – which may
include grooming and in the most serious cases, sexual abuse.
For many young people, online social networking is not a distinct activity, but is part of day-
to-day life, communication and interaction with peers. This can lead to some 'risks' crossing
over into, and potentially being amplified by, SNS. Both young people and youth workers
identify bullying on SNS as one of the most significant negative issues linked to online social
networking
iv
.
Only 18% of young people
have not yet tried using a social
network site
(MSN/MTV, 2007)

40% of young people with
social network profiles have the
information on them set as
public – visible to anyone.
(Ofcom, 2008)
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Youth Work has a key role to play in supporting young people to navigate the risks of
online social networking.
Education and information campaigns promoting internet safety messages have had limited
success in changing young people’s online behaviours
1
. Providing space for young people to
reflect upon their online activity, and to develop their ‘media literacy’ in this space is one of
the most promising strategies for promoting safety and the up take of opportunities. Youth
work skills are well suited to offering:
 Individual interventions to address risk behaviours, or to encourage the take up of
opportunities, based upon existing youth work relationships;
 Group work to support the development and spread of positive on line social
networking behaviours ;
 Group work to support young people to become peer-mentors and peer-trainers –
supporting each other in their learning about, and safe use of, SNS;
 Reflective learning opportunities to develop media literacy;
Youth workers can also make themselves available as approachable adults who young
people can talk to about any concerns they may have about their online experiences.
The online social networking skills base and knowledge base to allow youth work to perform
this important informal education role is not yet widespread – but this report suggests a
number of approaches to build capacity in the youth workforce to provide effective
interventions related to online social networking.
Online social networking tools can be used to complement existing youth work
activities, as core tools for youth workers, and to explore new models of youth work;
The group and communication tools on social
networking sites can provide ways to keep young
people in touch with services and with each other, to
build bridges between different groups, and to
promote ongoing collaboration on projects between
face-to-face sessions. Social network sites can
provide a platform for sharing young people’s creative
efforts, or for enabling young people to have a public
voice on issues that affect them. Online social
networking also offers the potential for new forms of
online outreach work or for working with groups with
shared interests from across a wide geographical area
(e.g. online work with socially excluded young people,
young people from rural areas, or LGBT young
people).

1 Livingstone et al. in Ofcom (2008) find that even though young people are widely aware of the risks of certain online activities
and 'risk behaviours' the link between this awareness and action to avoid risks is weak.

I use Facebook to talk to
young people about youth
groups, and re-arrange dates
or organise trips. I use it to
see if they are ok if I've not
seen them in a while, and
also to share photos of
previous events we have run.
Survey respondent, January 2008

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Online social networking tools present a range of opportunities to promote youth
services to young people;
Positive activities based on long term relationships
with trusted adults and intentional age-appropriate
inputs designed to support young people's
development such as those provided by good quality
youth work have a stronger impact on positive
outcomes for young people than short-term or one-
off activities
v
. It is important that youth work
providers can effectively promote their services in an
increasingly diverse environment of provision for
young people – and online social networking tools
provide a wide range of ways to promote youth
services, to inform young people of opportunities,
and for services to keep in touch with young people.
There are a range of capacity building needs for youth services wanting to engage
effectively with online social networking.
At the time of writing this report in Summer 2008, most youth services are not yet (a) playing
the key role that they could in supporting young people's safe and effective use of online
social networking, and (b) realising the many opportunities that online social networking
provides for improving and developing youth work activities
vi
. However, the foundations of
effective engagement with online social networking are available in most services. Section 3
(Practice) of this report is structured to step through the key stages of moving from where
services are right now, to where they could (and we suggest, should) be in the near future.

We suggest that services should work through a checklist covering the following.

1. Survey –identify current access to SNS, engagement with online social networking
and skills and resources to draw upon within the service.

2. Safety –consider the safety implications of online social networking for young people
and for staff, and examine options for policy and action in supporting young people in
navigating risk, both individually and as groups.

3. Skills –take active steps to develop the online social networking knowledge and skills
of staff.

4. Strategy –explore opportunities to use online social networking as a youth work tool,
and to support and encourage young people to take up the positive opportunities it
provides.

Blackbird Leys Youth Centre Bebo profile
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Section 2: Theory
Exploring the literature on online social networking and laying foundations for practical
responses to online social networking set out in Section 3.

















A range of literature about youth work, the internet
and young people's online social networking

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2.1: The context of young people's online social networking

Understanding online social networking;
We can talk of online social networking in at least two senses: (a) as an activity or set of
activities people engage in; and (b) as the use of a series of specific online tools and
platforms.
Online social networking activities
An individual’s social network consists of all those people with whom they have a connection
(e.g. family members, friends, teachers, school colleagues, youth workers etc.). Social
networking involves creating new connections (for example, through finding people with
shared interests, attending events, meeting the friends of friends and chance meetings) and
keeping in touch with the people who one already has a connection with. When these
activities of creating and maintaining connections with other people take place through the
internet then we can talk of it as online social networking.
However, whilst it has long been possible to use tools like e-mail and instant messaging to
keep in touch with friends, family and other contacts, 'online social networking' refers in
particular to using internet tools with specific features for creating and communicating with a
network of contacts (friends). It is these specific features and the ways in which they work
which leads to some of the most interesting implications of the online social networking boom
that has taken place since 2005
2
.
Online social networking tools and platforms
Two of the most important feature of modern social networking platforms, often referred to as
Social Network Sites (SNS), are (1) public (or semi-public) profiles, and (2) the friends list.
The diagram below shows an annotated mock-up of a Facebook profile – pointing a number
of the different features, alongside the profile and friends list, which exist on many social
network sites.

2 Whilst knowing exactly how the different features of particular SNS work is not critical to understanding how it may impact on
young people – awareness of the key features, and attention paid to their continued development, change and evolution is
important for constructing a responsive account of youth work and social networking which has a chance of adapting in light of
continual new developments.
In this section you will find:
 An overview of what online social networking is and why it matters;
 Details of how young people are using online social networking;
 Different perspectives for making sense of online social networking;
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A public profile:
• allows users of a SNS allows individuals to publish and share details about themselves
and their interests
• displays a summary of that users 'activity' elsewhere on the particular SNS (and,
increasingly, on other services and websites that interact with the SNS).
• Can usually be set to allow anyone on the internet to access to view them can be
restricted in various ways by the profile owner.
The friends list:
• allows users of a SNS to link to other profiles on the site which belong to their friends or to
people (and sometimes organisations or brands) with whom they wish to display a
connection.
• makes it possible (privacy settings permitting) to browse a social network site from person
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to person exploring the connections between them.
• Is used by the site to allow a user to see a list of recent updates just from their friends.
(E.g.,when a user of Facebook uploads new photos to the site then Facebook will notify all
the people on the photo owners friends about the new photo – including a link to it.)
• can be used to control privacy settings – so a user can restrict areas of their profile, or
media that they upload to only be visible to their friends.
Social Network Sites are continually developing sophisticated new features, including: photo
and video sharing tools; messaging and instant messaging tools; discussion groups; event
organising tools and third-parties 'applications' which draw upon the profile and friends list
data of SNS users to provide add-on functions, games and tools.
Whilst the findings of the Youth Work and Social Networking report should have applications
for dealing with any forms of online social networking – our primary focus has been on that
which takes place through social network sites.
What are young people doing on online social networks?
Over 60% of young people have SNS profiles
vii
, and research by MSN/MTV suggests that
only 18% of young people have yet to explore SNS
viii
. The Institute of Public Policy Research
have found many young people spending upwards of two hours a night on SNS
ix
. So what
are young people spending all their time doing on sites like Facebook, Bebo and MySpace?
Young people are:
 Keeping in touch. Young people today are part of a 'constantly connected'
generation
x
– where conversations can start at school or in a youth club, move to
mobile phones, and then move onto social networking sites
xi
. Whilst tools like Instant
Messenger and TXT are used to organise activities, MSN/MTV
xii
found that “[social
network] sites are forums to share and relive experiences.” Young people leave
messages for each other on their profiles and comment on shared media such as
photos and videos. Often the content of these messages is very repetitive – and in
many cases the fact of 'being in contact' is what matters – rather than the content of
the communication
xiii
. The public (message wall) and private messaging features on
social network sites are also increasingly replacing e-mail as a communication tool for
many young people.
 Developing new contacts. Young people can find new contacts on SNS through
exploring the friends lists of their existing contacts, searching for people and groups
with particular shared interests, or by browsing the site. Young people may also
search for someone who they have met once or twice (for example, at a youth club or
a friends party) and add them as a friend on a SNS in order to keep in contact and as
part of developing friendships. The box below
xiv
shows how adding someone as a
friend on an SNS may take place for multiple reasons.
 Sharing content and engaging in self-expression. “53% of social network users
have shared some kind of artistic work online, compared to 22% of those who do not
use a social network”
xv
. SNS provide a space for young people to create and share
media – ranging from written blog posts, photos and videos, through to edited works
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Friends?
In an extended blog essay boyd (2006) offers
nine reasons why an individual may add
someone to their friends list.
1. Because they are actual friends
2. To be nice to people that you barely know
(like the folks in your class)
3. To keep face with people that they know but
don't care for
4. As a way of acknowledging someone you
think is interesting
5. To look cool because that link has status
6. (MySpace) To keep up with someone's blog
posts, bulletins or other such bits
7. (MySpace) To circumnavigate the "private"
problem that you were forced to use cuz
[sic] of your parents
8. As a substitute for bookmarking or favoriting
9. Cuz [sic] it's easier to say yes than no if
you're not sure.
and collaborative creations. Much of this
creative content is what might be seen as
traditional teenage self-expression moved
online. As Green and Hannon
xvi
put it
“There is nothing new about young people
being creative and expressive – you
certainly do not need a computer to
decorate your bedroom, form a band or
decide what clothes to wear. The
difference is that by digitising their creative
efforts this generation of young people can
share the fruits of their labour with a
worldwide audience”.
 Exploring identity. SNS provide a space
for young people to explore and develop
their identity – both through reflecting on
how they should represent themselves on
their own profiles and pages on the site
3

and through inviting and receiving
feedback from peers through comments and other contributions to the sites
xvii
. It is
important to note that whilst 'identity play' may take place – young people's main
profiles are rarely intentionally deceptive and there is a strong norm of authenticity on
most sites
xviii
.
 Hanging out and consuming content. Most SNS are commercial, media-rich spaces
and some of the time young people spend on these sites may be seen as time spent
just 'hanging out' and being consumers of the information, music, videos, photos and
games hosted within them
xix
.
 Accessing information and informal learning. Through browsing social network
profiles young people can access a wide range of information. A number of local and
national information providers and support services are creating a presence on social
network sites or are targeting advertising and information campaigns at online social
networking spaces. There is also significant interest in the potential of online social
networks as spaces for young people’s informal learning outside school.
Vibrant, cultural, dynamic and democratic or commercialised, toxic and time-wasting?
There are many differing perspectives on online social networking – ranging from those that
take online social networking to be a key part of, and a reflection of, “youth culture” (the youth
perspective) through to those that view online social networking as spaces of surveillance
(the surveillance perspective), sexual playgrounds for shallow self-expression (the body and
sex perspective) and places of significant danger to young people (the paedophile and
predator perspective).
4
Green and Hannon
xx
characterise the debate about technology in

3 Stern, 2008, talks of how whilst the construction of self-identity that profiles and homepages allow “is not unique to online self-
presentation, the deliberate nature of the construction magnifies the experience”
4 Larsen, 2007. Larsen’s article provides a very useful quick survey of different ways practitioners and policy makers may be
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general as polarised, into ‘moral panic’ and ‘digital faith’, noting that the introduction of every
new media technology is usually accompanied by a similar range of moral panic responses.
Below you will find a 12 of the 35 perspectives on social networking put forward by Dutch
researcher Malene Larsen. During our research we presented these perspectives to youth
workers and invited them to choose the perspectives which best represented their own
understanding of online social networking. Each perspective was chosen at least once –
illustrating the breadth of ways in which youth workers may initially approach SNS.
It is important to recognise that each of these perspectives provides some insight into the
impact of online social networking, but no single one provides a complete story. In the next
section we will suggest a particular youth work perspective on online social networking, and
will start to sketch relevant youth work responses to safety and opportunity on SNS.

12 perspectives on online social networking
(Taken from 35 perspectives on online social networking by Malene Larsen, 2007
5
)
The consumer perspective
Social networking sites are money-
making machines creating a need for
added value among young people
causing them to spend all their pocket
money on extra features such as VIP
profiles, widgets, gifts for friends and
so on.
The friendship perspective
Social networking sites are places
where young people can maintain and
nurse their existing (offline) friendships
and create new (online) friendships.
The body and sex perspective
Social networking sites are sexual
playgrounds for young people where
they portray themselves in a
provocative or soft porn-style manner.
It is all about appearance and body
making the youngsters superficial and
shallow.
The space and place perspective
Social networking sites are spaces
that allow young people to create their
own place(s). And those places are as
real and important as the offline
places where they meet.
The network perspective
Social networking sites are places
where young people learn the crucial
importance of being able to network
which they can benefit from in their
future professional life.
The democratic perspective
Social networking sites are places that
allow young people to have a voice in
society. Here, they can be heard and
express their opinions.
The public perspective
Social networking sites are “open
diaries” of young people, but they do
not think about the fact that the whole
world can read their text and see their
pictures online.
The surveillance perspective
Social networking sites are
surveillance. Everything young people
write online are saved and can be
used (against them) by marketing
people, future employers and so on.
The group work perspective
Social networking sites reinforce
group work mechanism and young
people often work together on profiles
and are often willing to help each
other.
The anti-social perspective
Social networking sites make young
people anti-social and incapable of
communication with others face to
face. They loose important social
competences.
The social perspective
Social networking sites make young
people more social and help them
communicate with others. Especially,
the sites help youngsters cope with
shyness or loneliness.
The communication tool
perspective
Social networking sites are merely a
communication tool for young people
and they use the sites similar to how
they use their mobile phones.
Consider: Which perspective(s) do you associate most with?

talking about online social networking – and can be a useful map for navigating the many different viewpoints that may be
brought into a discussion. Larsen’s article is available at: http://tinyurl.com/6e6n8f
5 The full article is available here: http://tinyurl.com/6e6n8f
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2.2: A youth work response to online social networking

A space of risk and opportunity
Much as going to a music festival would expose a young person to both opportunities
6
and to
possible risks
7
– so too are social network sites (SNS) places of opportunity and risk. In
looking out for both young people's safety, and their positive development, a youth work
response to online social networking needs to be aware of the particular opportunities and
risks young people may encounter.
Opportunities
SNS present significant opportunities for developing and maintaining friendships: for young
people to extend their social networks by meeting and 'friending' new people or by joining
interest based networks. It can be useful to look at the positive impacts of online social
networking on young people's developing social capital resources, in particular, on bridging
social capital
xxi
. Using online social networks can have a real-world impact on young people's
horizons and successful integration and participation in different communities. For example,
social network sites can be used for an individual leaving
home to go to university both to network with other first-years
before even arriving at the University, and can enable them to
keep in touch with friends 'back home' – or they can be used
by young people who have been on an international exchange
to keep in touch or get back in touch many years after the
exchange took place.
SNS can also play a role in young people's identity formation.
There are risks associated with the use of SNS in exploring
identity (e.g. the long-term record of identity 'experiments' and
exposure to peer pressures and negative norms). However,
the use of SNS can have significant positive impacts
xxii
, as a
canvas for reflecting upon identity development and progress
for young people, and as a way for young people “to engage
with their culture and to practice ways of being within it”
xxiii
.
SNS not only offer young people a platform for communicating
with friends, but they offer a world-wide publishing platform for text and multimedia. This

6 E.g. for entertainment, meeting new friends, gaining new experiences and ideas etc.
7 E.g. loosing money, getting involved in unsuitable activities, contact with abusive adults etc.
In this section you will find:
 An summary of the risks and opportunities young people face through online social
networks;
 An exploration of the unique youth work contribution to supporting young people in
navigating risks and making the most of opportunities of online social networking;
 A suggested 'youth work perspective' on online social networking – which informs the
practical guidance in Part 3.
The top 5 opportunities of
online social networking
As identified by respondents to our survey

1. Helping young people
keep in contact with
peers
2. Allowing young people to
develop new contacts
and friendships with
peers
3. Sharing information and
media with peers
4. Finding an audience for
creative works
5. Providing access to
information
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creates new opportunities for young people to have a 'public voice', to engage in self
expression and share their creative works, an opportunity particularly taken up by young
bands sharing their music and building their 'fan bases' on MySpace. Learning how to use
SNS, and accessing the content available through them, can encourage young people's
informal learning – both in terms of technical skills
8
, and informal learning about the people
and ideas that they encounter whilst browsing and engaging with content online.
Within the online social networking space there are opportunities for young people to access
information, advice and guidance either from trusted sources who have 'set up shop' within
particular SNSs, or informal advice and guidance from peers. Being networked with advisors
and professionals can open up new forms of communication and support for young people.
SNS also provide tools and spaces which can encourage and enable young people's civic
and political participation
9
– by providing ways for young people to show their political
preferences
10
(e.g. by joining 'petition' groups) and offering tools to help young people
organise. By way of illustration, a school walk out of over 50,000 US teenagers in 2006 in
protest at immigration policies was predominantly co-ordinated through social network sites.
Last but not least in terms of opportunities, SNS are places where young people can spend
leisure time and have fun.
Risks
Many of the features of online social networking can expose
young people to risks.
The way in which SNS allow for young people to be in
'constant contact' with peers, the possibility of setting up and
using anonymous profiles, and the nature of text-based
communication all mean that SNS can be used for forms of
bullying which Tanya Byron
xxiv
argues are “potentially more
damaging” than 'offline' bullying. Online bullying features as
both youth workers
11
and young people's
12
biggest concern
about SNS.
SNS encourage their users to share personal details and
information. In a study of SNS profiles belonging to US
teenagers, the Pew Internet Study
xxv
found that 49% included
details of the school that profile owner attended. There are
risks that the personal information young people publish on
SNS may be abused, lead to identity theft, or makes it easier
for predatory adults to contact, groom or abuse young people. The sharing of media and

8 See Green and Hannon, 2007 for a list of digital skills acquired through informal learning with technology. They also argue that
“[i]t is this type of [informal] learning which often provides children with the confidence of success in formal contexts.”.
9 Rheingold, 2008; Levine, 2008; Loader et. al,2007; Byron, 2008 §3.92; Howland and Bethel, 2002, amongst others, have
explored the internet, or SNS, and young people's political participation. It is an area which gains considerable interest in the
literature.
10 Both 'small p' political in terms of causes and campaigns, and, to a lesser extent, Party Political.
11 53% of respondents to our survey of Youth Workers, Managers and Administrators identified bullying as a risk of online social
networking (the top response)
12 87% of the young people consulted at Kongomana festival in Devon in July 2008 selected 'No bullying' as one of the rules they
wanted for any youth work supported online social networking (again, the top response of all the options).
The top 5 risks of online
social networking
As identified by respondents to our survey

1. Bullying
2. Young people disclosing
personally identifying
information
3. Abuse and exploitation of
young people
4. Too much time spend on
the computer / internet
addiction
5. Risks from sexual
predators
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photos may also impact upon young people's futures – with potential employers, educational
institutions or peers able to access photos , videos and information about young people in
the future which they may not wish those people to see. Whilst SNS usually incorporate
privacy controls to allow users to restrict who can see their information, these are often
confusing or ignored by profile owners.
The majority of SNS are commercially owned – and so in using them young people are
exposed to a large quantity of targeted advertising and, on occasions, age-inappropriate
advertising
13
. Often this advertising is hard to distinguish from non-advertising content on the
SNS. As with general access to the internet, it is possible for those using SNS to discover
and access offensive, inappropriate, violent or harmful content. However, unlike other online
spaces, SNS also makes it easier for this content to be shared within peer networks, and
provides a way in which young people could create and share harmful and offensive content
(for example, video clips of violent acts).
Youth work responses to online social networking
Professional youth work has a specific and unique contribution to make to ensuring young
people can navigate the risks and make the most of the opportunities of online social
networking. This builds upon the core skill set and values of youth work.
The importance of the youth work contribution is underlined by the effectiveness of youth
work approaches in engaging and working with socially excluded young people and young
people with complex needs. These young people are more likely to lack access to technology
and online social networking opportunities
xxvi
, and are more likely to encounter serious risks
when they are engaged with online social networking
14
.
90% of respondents to our survey agreed
that 'Youth Work has a crucial role in
supporting young people to navigate the
risks of online social networking', with 85%
believing youth work to have a similarly
crucial role supporting young people's
uptake of online social networking
opportunities. 53% of respondents said
supporting young people to navigate SNS
risks was a priority for them
xxvii
.
Many respondents to our survey, along with
participants in our focus groups and action
research projects were also keen to explore
how online social networking can be used as
a positive tool in youth work – both to promote existing activities, and to develop new online
and offline youth work opportunities and forms of youth work.

13 In particular, MySpace.com does not take adequate action to ensure young users to do not see sexualised or other innapropriate
advertising.
14 Social exclusion and wider complex needs were found to be key risk indicators in the Second Youth Internet Safety Survey of
American teenagers (Wolak et. al 2008). Young people without positive role models, without trusted adults to turn to, or with
little experience of the online environment may also be more at risk.
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The following tables outlines the implications of the core youth work skill and values for a
unique youth work response to young people's online social networking.

A youth work perspective on online social networking
Youth work
principles
15

Implications for a youth work perspective
Young people's
engagement with
youth work is on a
voluntary basis
Some perspectives suggest SNS are 'young people only' spaces where the
presence of adults is an illegitimate interference in young people's private lives.
However, drawing on the voluntary principle, youth workers can interact with
young people within SNS spaces and can legitimately address issues of online
social networking with young people – providing participation is negotiated
and not imposed.

Youth work 'starts
from where young
people are at...'
Pure information campaigns to inform young people about the risks of SNS are
limited in their success at changing behaviour
16
. Instead, youth work
interventions need to work with young people to explore their current use of
SNS, to identify risks and to identify ways to support young people in navigating
those risks. This involves being responsive to young people, and addressing
the risks of SNS at the point in time at which they are an issue – rather
than solely on the basis of a set curriculum that prescribes a set time and
method for exploration of online social networking risk and opportunity. It also
involves supporting young people to address the risks of SNS that concern
them, such as bullying, alongside the risks that get the most national attention,
such as grooming and abuse of young people.
'..and seeks to
encourage young
people to go beyond
where they started'
Whilst young people are making widespread use of SNS, they rarely understand
the full potential and wide range of positive uses. Youth workers can build upon
young people's existing use of SNS to (amongst other things): encourage
engagement with creative arts; develop political participation; support learning
around digital media literacy (particularly skills in identifying advertising and
being able to critically assess information found online); help young people
develop their technical skills; encourage young people to develop their social
networks and communicate with young people from different backgrounds; and
encourage young people to participate in particular pro-social social networks.

If young people are engaging with online social networking in negative ways
then there is a role for youth workers to provide the challenge and support
that builds on this engagement, and helps young people to discover, and
refocus their energies onto, positive uses of SNS.


15 The majority of these characteristics of youth work are drawn from Bernard Davies' Youth Work: a manifesto for our times,
2005
16 Livingstone et al. in the Ofcom (2008) research summary and submission to Byron’s review found that “young people may be
aware of the risks, especially regarding social networking sites, but this awareness of these issues and problems is not always
translated into action.”
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Youth work is
holistic and seeks to
build young people's
resourcefulness,
resiliency and
resolve.
Use of SNS does not, by itself, put young people at significant risk of harm
xxviii
.
However, certain behaviours on SNS can amplify the risks to young people – for
example, engaging in conversations of a sexual nature through the sites with
strangers
xxix
. Youth work should be able to identify when a concern or issue
is linked to technology (e.g. ignorance of privacy settings / lack of
understanding of appropriate norms for public communication online) or when
the concern is better addressed through other non-technology linked
interventions such as, for example, group work sessions on sex and sexuality,
or supporting an individual young person to deal with specific issues around self-
esteem, peer pressure or social isolation.
Youth work is
associational –
working with young
people within their
peer networks
SNS support young people in keeping in touch with peers. Responses to our
survey highlighted in particular the value of SNS in maintaining networks
between young people from different backgrounds, countries and cultures after
youth residential and exchanges
17
. Online social networking has an impact on
the formation, evolution and connection between young people's peer networks.
However, SNS can also encourage negative peer norms (such as posting
provocative profile photos) or 'branding' profiles with commercial content. Youth
work supported group discussions/group work can encourage young people to
agree and adopt positive shared standards behaviour for participation and
interaction on SNS within their peer networks
18
and can support young
people to understand and make positive choices in their online social
networking.
Youth work
addresses young
people as young
people, not through
adult imposed
categories and
labels.
Notions of privacy and appropriate conduct are not fixed from generation to
generation, but are constantly developing (compare any Sunday newspaper's
interviews with a politician from 1970 and 2008 to see this in practice). Youth
workers can look to understand young people's participation in online
social networking as both belonging to a particular generation (and in this
case, a generation for whom the technology has nearly always been present),
and as belonging to a particular developmental stage of life with it's own
particular concerns of friendship, relationships and identity formation amongst
others.
Youth work draws
upon a relationship
of mutual trust
between young
person and adult.
There are some risks on online social networking sites which cannot be
prevented by prior work with young people. The presence of trusted adults with
an established professional relationship with young people – able to identify and
address particular risks to specific young people in the online social networking
space - can contribute to making online social networking safer.
Youth work is open
to new approaches
and ways of
engaging with
young people
Online social networking provides a range of new opportunities to complement
existing youth work practices (e.g. adding an online element such as publishing
creative works online, or holding an area-wide discussion) and to build new
models of work with young people (such as area wide online youth work for
specific groups such as LGBT young people, or young people in rural areas).

17 Responses to our survey highlighted the role of SNS in keeping groups from a foreign exchange in touch in particular.
18 Kosse (2007) considers the social norms (shared standards of behaviour) that have emerged on social network sites, such as
posting provocative pictures on one’s profile – and notes that “social norms play a role in a person’s decision making process”.
Group work can help a small community of young people to examine their norms and explore whether the norms that have
emerged are appropriate and true representations of individual's preferences, or whether those norms need to be challenged.
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A youth work perspective on online social networking
Drawing on features of the youth work response listed above, and upon an understanding of
the opportunities and risks of online social networking – we can attempt to sketch out a
coherent summary of a youth work perspective on online social networking.

In the following section we will explore how this youth work perspective can inform a practical
process of building youth work capacity to engage with online social networking.
However, we also believe this youth work perspective should be promoted to those making
wider policy decisions about supporting young people in navigating risks and making the
most of opportunities online – to highlight the unique and important role that youth work, and
informal education professionals, can play.
A youth work perspective on online social networking
Social Network Sites (SNS) present young people with a wide range of opportunities and
risks. Opportunities and risks go hand in hand. The opportunities and risks of most
concern to young people (keeping in touch with friends and bullying respectively) are
different from those most frequently highlighted in the mainstream media.
Young people need support to develop the appropriate resources and resilience to
navigate risk and to make the most of opportunities on SNS, and peer groups need
opportunities to negotiate and develop positive norms for their interaction on SNS.
Many of the reasons young people may encounter risks through SNS have roots outside of
the technology, in issues of young people's personal and social development. The
appropriate response to SNS risk may not involve technology.
Social networking sites can be made safer when youth workers, as professional and
trusted adults, actively engage with them.
Youth work can engage with SNS as one or more of:
 an environment in which young people need support and guidance;
 a marketing tool for promoting youth work opportunities and activities;
 a communications tool for interacting with young people and groups of young
people;
 a youth work tool for promoting young peoples creative expression, political
engagement and wider personal and social development;
 a starting point to work from in helping young people develop their skills, interests
and capacities across a range of issues and areas;
 a platform for new forms of online youth work;
Youth work methods have a particular contribution to make in encouraging and supporting
young people to adopt safe and positive online behaviours.
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20 Final Report
Section 3: Practice
In this section we present data and shared learning about current youth work engagement
with online social networking and set out practical steps that services can take to build their
capacity for engaging with online social networking. This is built from our experience of
exploring online social networking with a variety of youth services.














Talking about SNS with young people
at Devon's Kongomana youth festival
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21 Final Report
3.1: Steps towards youth work engagement with online social
networking

Components of a youth work response: a four stage checklist
For a full youth work response to online social networking to be effective there is a need for
action at both the local and national level.
As part of the second phase of our research we worked with three different youth services
and projects to explore how they can engage with online social networking. In this section
you can find an overview of key issues for youth services along with issues that need to be
considered in a national context. We have divided this into four sub-sections:

 Survey –identify current access to SNS, engagement with online social networking
and skills and resources to draw upon within the service.

 Safety –consider the safety implications of online social networking for young people
and for staff, and examine options for policy and action in supporting young people in
navigating risk, both individually and as groups.

 Skills –take active steps to develop the online social networking knowledge and skills
of staff.

 Strategy –explore opportunities to use online social networking as a youth work tool,
and to support and encourage young people to take up the positive opportunities it
provides.

In this section you will find:
 A checklist of stages for any service developing their engagement with online social
networking to work through;
 Practical resources outlining: key questions to as when surveying your youth service
to identify current online social networking skills and practice; a list of considerations
for promoting online safety messages to young people; a table of issues to consider
when developing an online social networking policy; a series of capacity building and
training models; and suggestions for practical approaches for youth work
engagement with online social networking at a range of levels;
 Links to further resources on the web from Phase 2 of the youth work and social
networking research project
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Survey
In working with three different youth services during this research, and hearing from many
more we have seen that there are many different issues to be addressed in building youth
work capacity to engage with online social networking. Each service has it's own starting
point – and it is important for capacity building to identify where a service is starting from.
This will involve carrying out a survey or evaluation of:
Access to technology and access to online social networking sites

In our survey of over 100 youth workers, managers and administrators, we found that only
29% of respondents have access to social network sites (SNS) in the spaces where they
work with young people, and access to SNS is blocked in over 45% of office settings. Access
to SNS is crucial for staff to develop their understanding of these environments.
If internet access to your service is filtered, then you should also identify where control of the
filtering set-up rests, and what flexibility exists for the filtering set-up for local provision
19
. You
may also want to think about the physical set up of any IT provision. Supervising internet
access sessions is the most trusted strategy for promoting safety (blocking and filtering least
trusted
20
) but is most effective when a supervising worker can see all the screens in an ICT
room.
Skills and experience

64% of the respondents to our survey had used SNS in the past, with 49% of respondents
having set up their own social network site profiles. The focus groups and action research
workshops we held (where the number of people who had used SNS ranged from 50% to

19 For details of our learning about updating filters to provide access to social network sites take a look at:
http://blogs.nya.org.uk/ywsn/2008/06/facebook-filters-and-taking-th.html
20 See §3 of the Interim Report.
Key Questions: access
Do staff have access to computers and to online social networking sites from their office
base?
Do young people have access to online social networking sites through youth service IT
provision?
Key Questions: skills
Are there staff members with an existing understanding of online social networking?
How many staff have encountered or actively using SNS?
Are any staff trained to deliver online safety sessions?
Are there any staff with specific technology skills? Are there young people with specific
skills and experience who could advise and support the service?
Do staff and manager share a sense of the importance of engaging with online social
networking?
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just 1 in 10) suggest these figures may overstate general levels of use across the youth
service as a whole.
In the skills section we will outline a model for building upon existing skills in your service to
develop capacity for responding to online social networking.
Alongside mapping skills and experience, it will also be helpful to map out support from staff
and management in your service for engagement with online social networking.
Existing use

In our survey only 34% of the 64% who identified they were using social network sites said
that they were using them in a work context. Where SNS were being used in a work context,
the main uses were:
 Promotion and recruitment – letting young people know about activities and events;
 Engagement – seeking views from young people;
 Keeping in contact – sending messages to young people;
 Sharing media – including photos from events or music from young people's bands.
Whilst some areas are developing official bespoke social networking features for their own
local youth websites, most engagement with the main SNS where young people are already
active (MySpace, Facebook, Bebo etc.) was taking place 'under the radar' and a number of
survey responses specifically highlighted that their uses of SNS were not officially
sanctioned.
Policies and guidance

The safety section below includes guidance on key elements that need to be covered in
policies on online social networking.
Key Questions: use
Is your service already making use of online social networking?
What different uses are being made of SNS?
Are there demands to make use of online social networking which have not yet been met?
Which SNS are used by the young people the service works with?
Key Questions: policy
Do you have a policy or guidance for staff on online social networking?
Does your internet use policy mention online social networking?
Do you have other policies that apply to use of the internet or which can be easily adapted
to apply to use of the internet and online social networking by both young people and staff?
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Safety
Any engagement with online social networking does need to be build on a safe and sound
foundation which involves:
 Providing relevant and timely safety guidance and support to young people;
 Rigorous child protection procedures that apply online as well as offline;
 Policies and guidance in place to protect both young people and staff;
Approaches to safety guidance and support
21

We can divide ways of providing safety guidance and support to young people into reactive
and proactive. Services will need a mix of reactive and proactive measures in place.
Reactive
At present the most widely used social networking safety measure in youth services is
to block access to SNS from youth service computers. The majority of youth workers
do not believe this is an effective measure. Supervising young people's internet
access sessions is seen as far more likely to be effective in promoting safety
22
.
It is also important that youth workers are equipped to identify and address issues
relating to online social networking. This can require workers to be familiar with the
basic terminology and operation of online social networking sites, and to be able to
respond appropriately to potential risks.

For example, a youth worker hearing that a young person is planning to go to London
to meet a friend from Bebo should be able to identify that, in this context, the 'friend'
could be a stranger, and they should be
equipped (where there is an established
youth work relationship) to have a
conversation with the young person about
whether or not to go to the meeting, and
what safety precautions to take if going,
such as going with parents or friends and
staying in public spaces only.

Proactive
A number of pre-prepared training
programmes addressing online safety
issues already exist, such as the Think U
Know programme from the Centre for Child
Exploitation and Online Protection
xxx
. These
address specific dimensions of online safety
(such as the risk of grooming or sexual abuse), but do not cover all the issues relating

21 The Interim Report includes a full evaluation of the evidence for different approaches to safety.
22 See §3 of the Interim Report.

Example of a handout that links online social networking with
other youth work activities (a group discussion on street
crime in this case) showing how proactive engagement with
online social networking can promote safety messages and
encourage young people to make positive use of SNS.
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25 Final Report
to safe use of online social networking sites.

Youth services may design their own sessions or curriculum specifically to address
safety on online social networks, or messages about safety may be included in other
activities.

The factors that put young people at risk of harm through online social networks are
often extrinsic to the SNS themselves – and so services may also think proactively
about how their wider curriculum and activities contribute intentionally to developing
young people's resilience, cognitive and emotional competencies, critical skills and
self-esteem for online interactions. Young people generally do not perceive the
internet and online social networking as something special or distinct from other areas
of life, so including aspects of online safety into other themes in a youth work
curriculum offers wider opportunities to promote safe social networking.
Getting the safety messages right
It is not within the scope of this research to recommend the definitive safety messages that
should be promoted to young people
23
, however, we can briefly discuss a number of issues
that arise when considering safety messages. The messages given to young people need to
be:
 Relevant – it is important to start any inputs around safety from young people's own
experience. This may mean talking about sharing photos or information on SNS in
terms of its potential impact on bullying in the first instance, before discussing other
risks such as those of grooming or abuse and exploitation. Starting from the relatively
'low impact, high incidence' risks may prove more productive, than starting from 'high
impact, low incidence' risks.
 Realistic – asking young people aged 15 or 16 not to use their names or to put any
photos at all on a social network site is unlikely to be a realistic request. Instead,
safety messages should focus on thinking critically about which photos to share and
which not to. And what information to share and what not to.
 Positive – messages based on fear can have unintended consequences and negative
impacts upon young people's positive use of SNS
24
. It is important that safety
messages and interventions are delivered in a balanced way which supports young
people to think also about the positive aspects of online social networking. Often a
focus on the positive aspects of SNS will provide an opportunity to talk about safety
and sensible conduct.


23 And it should be noted that this research argues that the messages are only part of the story – building young people’s general
resiliency and capacities is equally as important as messaging.
24 We have heard anecdotal evidence during our research about young people who have stopped using SNS, or have been banned
from using SNS, because of 'scare stories'. This does not support young people to develop their resiliency in an increasingly
important environment.
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Policy checklist
As part of our action research in Devon we explored the key issues that a policy on youth
work engagement in online social networking would need to address. We consulted with over
60 young people at the 2008 Kongomana festival to identify their views on such a policy –
particularly a policy for youth workers creating participation opportunities on sites like Bebo,
Facebook and MySpace. The views shared by these young people
25
, along with evidence
from the literature review, and discussions in the UK Youth Online Community
26
are expored
in the table below. The left-hand column indicates a key issue that a policy for youth work
engagement with SNS should consider, and the right-hand includes guidance and notes for
considering that requirement of a policy.
Key issue Draft guidance/notes/issues
(a) What guidance is
provided for staff to
manage their personal
SNS profiles?

Staff should be free to have their own personal SNS profiles. However:
(a) They should not accept friend requests from young people against these
profiles;
(b) They should not post any content on their profiles which it would be
professionally inappropriate for young people to know or see or they should use
the privacy settings of a site to ensure this content is not accessible to young
people;
(c) They should lead by example, and abide by all the relevant safety messages
and guidance provided to young people.
(d) The youth service should provide clear guidance to staff on what they should
and shouldn't post on their personal online spaces. This should not prevent staff
from using their online spaces for reflective learning and knowledge sharing.
(b) Who is allowed to
use SNS as part of
their work? And in
what ways are they
allowed to use SNS.
There are different youth work uses of SNS and any guidance or policy should
specify who can use SNS and how they can use SNS. For example, a policy
may build upon these three distinctions:
 Individual youth workers may use a work SNS profile to contact the
young people with whom they have a direct professional relationship –
and only with the permission of that young person;
 A centre or project manager may use a public SNS profile or group to
market a project. They may accept friends list requests from young
people who have attended or would be interested in attending the
project subject to the notes in (e).
 A specially trained youth worker (e.g. a 'detached youth worker for the
web') may use SNS to interact with young people who may not already
be known to the service and to carry out online outreach and issue
based work.
A workers use of SNS should always be agreed with the relevant line manager.
(c) How should youth
workers manage their
work SNS profiles?
Workers should maintain separate personal and work profiles wherever
possible
27
. Where possible, the ability to browse the friends list on the profile
should be switched off.

Where a work profile is being used to contact young people known to the worker

25 See the consultation report at http://blogs.nya.org.uk/ywsn/2008/08/using-social-network-sites-for.html
26 See the discussion here: http://tinyurl.com/5wpgqe (Accessed 18/08/2008)
27 As of 18/08/2008 having two profiles is officially against the Facebook Terms of Use, as is having an organisational profile. It
is, however, possible to 'segment' a Facebook profile, and to have different privacy settings for different groups of people.
Managing this properly takes care – and staff and services should be confident in dealing with the Facebook settings before
going down this route.
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27 Final Report
it is important that the message box on the profile is checked regularly. Where a
profile or group may receive friend/membership requests from individuals not
already known to the worker – the profiles of the individuals making the request
should be checked before they are accepted.

Groups or profiles should include a clear message stating who the profile owner
is, their affiliation, how to confirm their identity, and who to contact in the case of
any concerns about their conduct.
(d) What recording of
contact should take
place?
Contact with young people through SNS should be recorded alongside any other
communication and work with young people. A process for recording contact and
communication may be based on a detached youth work policy.

Services should decide how to record and report 'contact time' with young
people that occurs through SNS.
(e) What guidelines
should exist for workers
and young people
about conduct in
online SNS spaces?
Our consultation with young people suggested the following (non exhaustive) list
of guidelines should be explored:
 Youth workers should make sure young people are aware that adding
them as a friend will make hidden information from the young person's
profile visible to the worker.
 If a youth worker is concerned about the content of a young persons
profile (e.g. unsuitable profile picture) they should send them a polite
private message.
 Workers should actively check any discussions they host, and should
make sure these online spaces are kept free of bullying.
Services should consider consulting young people on a local code of conduct for
particular uses of SNS and posting this on their official websites.
(f) How should workers
deal with concerns
about young people's
safety or conduct?
Youth workers should know how to record and report any concerns about young
people's safety to their line managers, or, where relevant, how to escalate any
child protection concerns to the relevant authorities.

Relevant codes of conduct, negotiated with young people should be used to set
the youth worker response to concerns about young peoples conduct in online
SNS and community spaces.

The national picture
In depth research is needed into the most effective safety messages, and delivery
mechanisms for safety messages, in terms of their impact on young people's behaviour. This
should test the hypothesis that safety messages delivered in a youth work context, and
delivered through group work are more likely to have a positive impact on behaviour than
those delivered in the classroom context.

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Skills
It is important for all youth workers to be aware of online social networking and to have the
understanding and skills to respond appropriately to any issues linked to online social
networking that young people may raise. Services should also develop their capacity to make
wider use of online social networking as a youth work tool.
Our research
As part of our survey and focus groups we sought to identify the existing skills base for
engagement with SNS within the youth work workforce. Through this we identified a clear
need for a basic training programme introducing online social networking in theory and
practice. We then worked with Rotherham Youth Service to develop and pilot a series of
training sessions. This section will draw upon the training needs model developed for the
Interim Report, and our experiences in Rotherham to explore options for developing
workforce skills.
Skill development models
There are different levels at which individual staff can engage with online social networking,
and consequently there are different skill development needs. These can be broadly divided
into three – from a universal skills base, through
to a widespread skill set, and a specialist skill
set.
 Universal: Youth workers are equipped
to respond to young people's online
social networking - All workers have
experience of what SNS are & understand
the basic safety and opportunity issues
associated with them. They are able to
apply good youth work practices and
responses to online social networking
related issues.
 Widespread: Youth workers are
equipped to use online social networking as a youth work tool - Some workers
are confident in using SNS as a tool in their work with young people for individual
communication, closed group work or promoting youth work activities and
opportunities.
 Specialist: Youth workers are equipped as an online social networking (and
social media) specialists - A small number of workers are equipped to run dedicated
projects using SNS and to support other staff members making use of SNS. They may
also be equipped to operate as online outreach workers.

In the interim report we identified two dimensions that would help determine an individual
workers training needs. Firstly (and on the horizontal axis in the diagram below) there is the
level of experience of digital technology a worker has. Our action research confirmed that a
significant number of youth workers have very low levels of experience or literacy with digital
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29 Final Report
technologies and the internet. Secondly (and on the vertical axis) there is the level of youth
work skills and experience that a worker has.

In any service, there are likely to be workers at each of the points on the diagram above (and
the points in between). The table below explores in more depth these different profiles and
the learning needs of staff.
Profile
(In order of approximate size of
group – largest first)
Strategic Implications Development needs
A: Experienced youth workers, on
the new media margins recognise
the importance of engaging with
SNS and new technologies but lack
the experience, knowledge and
confidence to understand how their
youth work skills could relate to
SNS, or how to address SNS issues.

“I think it’s quite scary – but I find
computers scary anyway. But, I also
think we need to be moving with the
times. I would need a 24 hour hotline
– but we could make this work – as
long as we had the support there.”
Probably the largest group.

While this group may learn
how to engage and discuss
SNS issues with young
people, few are likely to
become active users or
champions because of the
time needed to learn new
tricks concerning SNS,
especially as the general IT
skills of this group are often
very limited
May have had limited
opportunities or
encouragement to engage
with technology before.
These are needed.

This group is mostly willing
to engage with SNS, but
needs awareness raising
training, and a guarantee
that technical support and
back-up is available. The
need to know the service
supports workers engaging
with SNS. They may benefit
from contact with more
media-active staff.
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B: Experienced youth workers -
cautious converts are secure about
their own skills, have experience of
adapting to new situations and made
an effort to keep in touch with new
technology – often through a
relationship with a child or family
member.

(Commenting on young people
sharing embarrassing photos of
friend on Facebook) “It’s unfortunate
and bad behaviour on behalf of her
friends – but she shouldn’t have got
herself in that situation – she should
learn her lesson.”
Knowledge gaps amongst
this group can lead to over-
or under-cautious
responses to SNS issues.

Members of this group have
the potential to champion
online work within a service,
but are likely to need a
partnership with media-
active youth workers
This group are aware of the
need to learn how to adapt
to the way young people
operate online and able to
state their own training
needs.

They will benefit from
hands-on training and
connections with others in
similar situations, as well as
those who are
experimenting with new
online ideas.
D: Emerging youth workers,
active experimenters and
progressive converts are among
the most open, maybe active users
of online social networking sites
themselves and already
experimenting with SNS as
important spaces in which to support
and engage with young people.

“The ability to use social networking
is great for consultation and
promotion”

“A campaign ..by young people to
save [a] skatepark utilised social
networking [and] events and official
petitions to great success.”
This group represent the
most important training
group since they are moving
into a position where they
are likely to assume
increased responsibility and
are interested in trying out
new ways of working.

They are potentially a key
training resource – able to
share their practical skills
with others, whilst benefiting
from the youth work skills
and insights of their more
experienced youth work
peers.

This group would benefit
from training the trainers
programmes, to enable
them to play a lead,
specialist, or champion role
in local projects and
services – sharing their
SNS knowledge and skills.

This group will benefit from
making connections into
youth work and other
networks of interested
professionals for peer
support and knowledge
sharing.
E: Emerging youth workers,
uncritical networkers are
experienced users of online tools,
including SNS, and enthusiastic
about using them in youth work

“Some people have unsuitable
photos on their profiles –– their
profile pictures can look ‘slightly
dodgy’. I’m not really sure what to do
about it.”
The enthusiasm and
experience of this group in
using online social networks
is a key asset for youth
services.

However, this group also
need support to ensure they
don't miss identifying both
risks and opportunities.
This group may need
training and support
(possibly through mentoring
or supervision) in identifying
youth work concerns,
applying youth work
practice and working within
the boundaries of
professional youth work in
online social networking
spaces.






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31 Final Report
C: Experienced youth workers,
ready responders are often used to
operating relatively independently,
are early adopters of new technology
and ahead of mainstream trends.
Their understanding of technology
can help them identify both
technological and social solutions to
challenges and to identify/enable
new opportunities created by online
social networking.

“I think much more needs to be done
towards the use of social media to
create change …particularly …..
beyond the very personal way they
are used by the majority of people”.
Our sample suggests there
is a relatively small number
of youth workers, from all
levels, who are both secure
in their own practice as
professionals and
experienced users of online
tools, including SNS

This group are a valuable
resource for learning and
training – helping to map
out possible youth work
responses to SNS
scenarios and strategic
planning
This group would benefit
from a training trainers
programmes to enable them
to play a lead, specialist
and/or champion role

They would benefit from
connections into youth work
and other networks of
interested professionals for
peer support

Facilitating the right opportunities for conversations and shared learning inside a service is as
important as accessing external training and support to start a capacity building process.
However, it is important to recognise that even those workers with significant online
experience and who are active users of online social networks may not be equipped to
identify appropriate youth work responses to online social networking, or to use SNS in a
youth work context.
The skill development needs for workers towards the left of the diagram above (low
technology experience) are often very basic, and a fear of technology can limit the extent to
which these staff members are able to independently manage their own learning about online
social networking. A key goal of any training and capacity building must be to build
confidence as well as skills and knowledge.



Social Network Site Jigsaw Puzzles. Used as a training resource during Phase 2 of the project.
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Approaches to training and capacity building
We delivered two styles of training during our action research projects.
In the first we focussed on the theory of online social networking, using a paper-
based model of an SNS to look at the features which make it up – and using group
discussions to identify the different ways in which SNS are used by young people. We
used a quiz exercise to explore the facts about online social networking and the risks
and opportunities available to young people and youth services, and we used
discussions of a range of scenarios to identify possible youth work responses to young
people's safe or unsafe use of SNS. At the end of this first training session there was
an opportunity to look at Bebo.com and Myspace.com – but we did not encourage
training participants to log-in or do anything more than simply browse the sites
28
.
In the second training session we started with a practical exercise – working in a
computer room with unfiltered internet access. We asked training participants to sign
up to Bebo.com and to explore what happened when they added each other as
'friends'. We then held a group discussion on what the group had discovered, and
looked at issues that SNS may raise for young people or youth work. This training
session ended with an activity exploring proactive youth work responses of SNS, and
invited training participants to draft short project plans.
The second method, focussing on direct experience of SNS was far more effective in building
the confidence and understanding of SNS amongst the workers present – and at giving a
strong grounding to discussions of possible youth work responses to SNS. We also found
there was a significant benefit in splitting training over at least two sessions, and in creating
extensive space for reflective learning within the training group.
We would suggest that any approach to capacity building, aiming to establish a service wide
basis of understanding of SNS, needs to go
through the four stages of:
 Experiencing online social
networking by accessing, registering
with and using (even if for just ½ hour)
a particular social networking site.
 Understanding how young people
use SNS and the implications, risks
and opportunities that gives rise to.
 Identifying appropriate reactive and
proactive youth work responses to
online social networking. This may
involve learning about youth service policy and programmes, as well as providing an
opportunity for workers to reflect on how they would respond to particular scenarios.
 Youth work uses of online social networking. It is important for those staff
members already engaging with and using SNS that any training identifies appropriate
and inappropriate uses of SNS and points staff to any relevant policies and

28 Partly this was due to issues with the filtering system in the computer room we were using.
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33 Final Report
procedures. An exploration of potential youth work uses of SNS should provide a
foundation for further training on specific uses of SNS in youth work.
These four stages are presented in the diagram above as a cumulative/linear process to
show how each stage builds upon the previous. However, the process of gaining concrete
experience of SNS, observing and understanding young people's use of SNS, identifying
through theory and practical scenarios the appropriate youth work responses to SNS, and
experimenting with new approaches to youth work through SNS should also be seen as part
of an ongoing experiential learning cycle
29
.
Key training topics
In our focus groups and survey we invited staff to share their training priorities. Their
suggestions illustrate the range of issues that hands-on and reflective learning opportunities
need to address. Respondents asked for:
 Knowledge and learning activities that “remove the fear” of online social networking
(which is often due more to the fact that it involves IT than the nature of the social
networking platform itself)
 Practical ways of working, including how to offer professional advice in the online
context and, “how social networking can be used in a safe manner to aid creativity in
informing, supporting, and working with young people.”. These should include, “good
practise guidelines to encourage those in the different sectors to feel safe when
interacting in this new culture.”
 Information and examples about the opportunities and risks for youth work to enable
people to “feel more balanced about the risks and opportunities”, including information
on site security (from hacking and identity theft); whether personal information is
retained after a site is closed; how to identify spoof identities; and emerging trends.
 Support to identify “Where Youth Workers draw the line in social networking interaction
with young people professionally? Where is the line drawn between interaction and
advice and meddling in private lives? What are the protocols that young people would
like Youth Workers to follow? For example, how would they like us to interact with
them on social networking projects?”
 Ideas and guidance on “How can online social networking be constructive in working
with young people who lack confidence as opposed to face to face advice and
support?”
Respondents also wanted to be equipped to offer young people input, interventions and
capacity building that covers:
 How to “Assess risks in online behaviour”, and recognise dangers, such as grooming
patterns;
 What to do about dangers (who to contact, how to record activity);
 How to operate safely (such as using privacy settings and adopting appropriate

29 Drawing on the theory of Kolb's learning cycle. Kolb, 'Experiential Learning: Experience As The Source Of Learning And
Development', 1984.
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34 Final Report
behaviour),
 How to “compare and choose which (network) is a safer online service for them to
use?”
 How to exploit opportunities of online social networking for extending networks,
creative expression, accessing information and becoming more politically engaged.
Next steps
The National Youth Agency will be developing a programme of training and awareness
raising to help support the emergence of champions for online social networking engagement
in local authorities, whilst local youth services are encouraged to create opportunities for
learning about online social networking within their teams.


Training guides used during Phase 2 of the project.
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35 Final Report
Strategy: a menu of youth work applications for SNS
Key issues
It is important that any approach to build a youth service
capacity to engage with online social networking respects
existing practice and innovation, and respects the emergent
and constantly developing nature of online social networks
themselves.
Whilst each service will need to develop its own strategic
approach to online social networking there are some key
elements we have identified during our research:
 Support social networking champions – Empower an
individual or group to champion youth service
engagement with online social networking, and to act as
a knowledge-sharing hub to keep track of projects and
practice in the service.
 Support experimentation, pilot projects and new ideas – Online social networking
is still in its infancy. It is important to encourage staff to try out new approaches and to
attempt pilot projects in order to learn about effective ways to engage with online
social networking, and to updated existing methods as online social networking
evolves (for example, the next generation of online social networking may well take
place predominantly through mobile phones and be based on location-aware social
networking, which will raise a new set of issues for a service to engage with).

By providing clear guidance to staff, and a framework for safe engagement with online
social networking – without being prescriptive about the exact ways to engage you
can encourage innovative and effective practice.
 Network nationally – Networks like http://www.ukyouthonline.org provide a space to
share ideas, resources and questions from your service with others and to draw upon
shared learning from across the country.
Levels of strategic engagement
Youth work can engage with online social networking in three key ways:
 Using Youth Work to support young people to navigate the risks and make the
most of the opportunities of online social networking – youth workers need the
skills and experience to understand social networking, but access to technology is not
essential for this level of engagement. Discussions, group work and individual
interventions are possible approaches.
 Promoting conventional Youth Work activities by using online social networking
- online social networking is a key space to promote and advertise the work of youth
services and youth activities. Services can develop their online presence and
communication channels with young people through online social networking sites.
 Using online social networking and social network sites as Youth Work tools –
youth workers need regular access to SNS to use online social networking for

Devon County Council are piloting
an online participation project
using SNS. The project is supported
both within the youth service and
the local authority communications team.
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36 Final Report
communication with young people, to complement existing youth work, and to develop
new models of youth work.
The table below outlines different youth work approaches and activities that may fit within
these various levels of engagement.
A matrix of youth work engagement with online social networking.
Using Youth Work to support
young people to navigate the
risks and make the most of the
opportunities of online social
networking
Promoting
conventional
Youth Work
activities by
using online
social networking
Using online social networking and social network sites as Youth
Work tools.
(1) Promote safe
social
networking
messages and
skills.
(2) Promote
the uptake of
positive social
networking
opportunities.
(3) Use social
network sites to
advertise and
promote Youth
Work activities
available to
young people
30
.

(4) One-to-one
communication
between
workers and
young people
31
.


(5)
Complementing
existing
sessions
through online
social
networking.
(6) Creating
participation
opportunities
through online
social
networking
32
.
(7) Online-only
youth work &
'detached youth
work 2.0'.
-Run group-work
sessions and
training on safer
social networking;

-Build safer
online social
networking
messages and
skill-building into
other youth work
activities
33
;

-Identify and
address concerns
about risky
behaviour;
-Signpost young
people to
positive online
social
networking
spaces and
sites and uses
of SNS.

-Run group-
work sessions
and training on
positive uses of
social
networking
sites;

-Creating profiles;

-Using micro-
blogging and
social networking
tools;
-Communicating
with known
young people by
SNS message
services;

-Using status
updates and
friends list
information with
known young
people;

-One-to-one
contact from
unknown young
people (e.g. IAG
work online)
-Running an
online
component for a
group or for
group-work
sessions;

-Sharing photos
and media from
youth work
activities through
online social
networking;

-Hosting
discussion
spaces in online
social networks;

-Providing a
platform for
young people's
voice and
influence;
-Running online
only activities;

-Detached youth
work online;

-Running a
project across a
wide geographic
area (possibly
rural), or with a
specific group
(e.g. LGBT
young people).

A strategic approach
A strategic approach to youth work and youth service engagement with online social
networking will look to explore all these areas and opportunities – applying learning from
small scale experiments and pilot projects to the right-hand side of the table (#3, 4, 5, 6 & 7)
to both develop stronger youth work uses of online social networking and to provide a
stronger knowledge and experience base for delivering sessions and inputs for young people
on safe and effective uses of online social networking (#1 & 2)

30 See http://tinyurl.com/5rrbgo for an account of how Blackbird Leys Youth Centre have started to use Bebo and Facebook to
promote their activities.
31 See the case study from the Gateshead Young Women's Outreach Project at http://tinyurl.com/5bom4c for details of how social
network sites can act as a one-to-one communication tool in a youth work setting.
32 See the consultation report at http://tinyurl.com/5mvsm2 for ideas around using social networking in participation.
33 See the suggestions at http://tinyurl.com/552xbn for ideas on how to build safer social networking ideas into other youth work
sessions.
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37 Final Report
Postscript: exciting opportunities and manageable challenges
Online social networking is a disruptive technology. It has grown from nowhere to widespread use in
under five years, and will continue to have a significant impact on the way in which young people
interact with each other, and with their wider world – both now as young people, and as adults in the
future.
Online social networking (as part of the wider web) has the potential to bridge divides, open up new
horizons for young people, encourage creativity and create massive opportunities for learning,
collaboration and innovation. It also creates new spaces where young people may be at risk and
need both to be protected, and need to be equipped to respond to and navigate risk.
The impact of new technologies is not simply due to the way they are designed. The ways in which
they are adopted and used are far more important in determining whether their overall impact is
positive or negative . . We have argued in this report that youth work has a unique role. It can offer
support and guidance to young people as they learn to navigate the risks of online social networking.
Equally importantly, it can support them to find positive patterns of use and exploit the opportunities
opened up by online social networking – and in doing so, to remake SNS spaces as the sorts of
environments we, and they, want them to be.
We have also suggested that online social networking opens up new opportunities for youth work –
and we would encourage others to explore these more deeply. There are clear benefits in
understanding more about how to use social network sites as youth work tools. More profoundly, SNS
as a disruptive technology creates an opportunity space for a new exploration of historic youth work
values concerning voluntary participation, altering the balance of power between young people and
adults, and focussing on the importance of working with young people understood as part of peer
groups, networks and communities when supporting their personal, social and moral development.
Youth work is, however, not there yet. Many youth workers (may) still see online media like SNS as
about computers, and computers, they feel, are boring grey boxes that get in the way of human
contact. At the same time there are big gaps in access to technology in many youth work settings.
Building youth work understanding of, enthusiasm for, access to and skills for engaging in online
social networking, is an enormous challenge. We believe it is a manageable one – and we hope this
report is of practical help for those taking on that challenge.
Youth work can engage with online social networking, and we believe that in this age of social
technology – where technology is about connections between people, not between grey boxes – it
has a lot to gain from doing so.
In closing
This report contains a summary of our learning from this project. To have included all the material we
have uncovered would have turned the report into a book and, as we suggest above, there is scope
for a great deal more research.. We are also well aware that there is a wealth of experimentation,
good practice and learning taking place in local areas across the country which we were not able to
draw upon. For these reasons, amongst others, we are keen to foster continued opportunities for all
those interested in youth work and social networking through the online network at
http://www.ukyouthonline.org and by offering this paper as a discussion starter and a foundation for
future action and learning.

Tim Davies (tim@timdavies.org.uk) and Pete Cranston (pete.cranston@btinternet.com)
August 2008, Oxford.
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38 Final Report

Annex 1: Methodology
“How can youth work best support young people to navigate the risks and make the most of
online social networking?”
The Youth Work and Social Networking project consisted of four key elements:
 A literature review
 An online survey of youth workers and youth work managers
 A series of focus groups
 Three action research projects
The focus of the research was on uncovering key messages from and for youth work
practitioners. The literature review, online survey and focus groups formed Phase 1 of the
research from December 2007 to April 2008. From April 2008 to August 2008 we applied to
learning from Phase 1 into the Phase 2 action research projects.
Ongoing details of the project were reported and resources shared via a blog at
http://blogs.nya.org.uk/ywsn/ and issues relating to the project were discussed in an open
online forum at http://www.ukyouthonline.org.
Details of each of the components of the project are given below.
Literature Review
We carried out an in depth literature review to identify existing research concerning:
 young people's engagement with online social networking;
 the opportunities and risks of online social networking;
 appropriate responses to concerns about the risks of online social networking;
 existing youth work engagement with online social networking;
The result of this literature review form §2 and §5 of the Interim Report from the project, with
a more detailed outline of the evidence concerning the opportunities and risks of online social
networking provided in Annex 1 of the Interim Report.
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39 Final Report
Survey
We carried out an online survey between December 2007 and January 2008 to explore
awareness levels around social networking amongst youth workers, and to ascertain youth
work attitudes towards online social networking.
We invited responses to questions covering respondents:
 Demographics and working contexts;
 Access to and use of online technology in home and work settings;
 Perceptions of young people’s access to and use of online technologies;
 Use of different media for information and entertainment;
 Current use of online social networking tools in personal and work contexts;
 Current online safety mechanisms in use, and belief in their efficacy;
 Responses to the risk levels in a series of online social networking scenarios;
 Attitudes towards online social networking and perceived opportunities and risks it
presents to young people;
 Attitudes towards a youth work role linked to online social networking;
The survey used a mixture of closed questions and open responses. Some free text
responses were coded to allow for trends to be identified.
Demographics:
We received survey responses from over 120 youth workers, youth support workers, youth
work managers and youth work administrators.
54% of responses were from women, with 46% of responses from men.
77% of responses came from the statutory sector, 17% from the voluntary sector, 3% from
the faith sector and 1% from the private sector.
33% of respondents identified as ‘youth work managers’, with 29% ‘professional youth
workers’, 7% ‘youth support workers’, 6% ‘volunteer youth workers’, 5% ‘administrators’ or
‘other qualified youth workers’ and 15% providing some other definition of their role.
Asked about the different tasks their jobs involved, 63% of respondents identified they
‘organised and managed provision’ for young people, with 56% involved in ‘participation and
youth empowerment’, 46% ‘delivering specific courses and programmes’ and providing ‘one-
to-one support with young people’, 32% ‘running general youth club evenings’, 30% ‘running
drop-in sessions’, and 21% involved in ‘detached work’.
Given the survey was conducted online, and was clearly labelled as concerning ‘Youth Work
and Social Networking’, there is likely to be some selection bias in terms of those who
completed the survey - although we believe the survey as a whole does represent a wide
range of youth work views.
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40 Final Report
Focus Groups
Through a series of focus groups we sought to explore in more depth questions around:
 Current levels of access to, awareness of, and experience with online social
networking in youth work;
 Attitudes within youth work towards online social networking;
and
 What recommendations and proposals for action were coming from youth work with
respect to online social networking;

We held three focus groups with youth workers in:
 Rotherham
 Oxfordshire
 Wiltshire

Across these three locations, 27 people took part in our focus groups, including a range of
youth work managers, professional youth workers, youth support workers, trainee youth
workers, administrators and young people on work experience placement. Centre based,
project based, school based and detached youth work were all represented with the focus
group sample. Focus group participants’ ages ranged from 15 to 52, with an average age of
36. 7 of the participants were male, 20 participants were female. Of those who provided an
answer, 4 participants work part time, and 20 participants work full time.

In each focus group we held a general discussion around the questions ‘What is online social
networking?’ and ‘How are young people using online social networking?’. This was followed
be a short presentation on the key features of a Social Network Site, designed to make sure
everyone was working from a similar understanding of online social networking in the
following sections of the focus group.

We then described a number of scenarios to the group, and asked individuals to position
themselves along a spectrum to indicate whether they thought the scenario was risky or safe
(for the young people involved). This led to further whole group discussion.

The same scenarios then formed the basis of small group discussions about possible youth
work responses to such a scenario. Small group discussions were also used to explore
possible ways in which online social networking presented an opportunity for youth work.

Finally, we held a whole group discussion to look at where participants thought youth work
should be moving with respect to online social networking, and the key resources and
changes they felt would be needed to support progress in those directions.
A detailed report of results from the Focus group is included in the Interim Report §4.
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41 Final Report
Action Research
We worked with three youth services to develop short pilot projects in response to learning
from the first phase of our research. These projects took place in:
 Rotherham – where we worked to develop a programme of training for youth
workers.
 Oxford – where we worked to explore the use of social network sites in a youth center
setting, and the use of social network sites in the promotion of youth service
provision.
 Devon – where we worked to explore the use of social network sites to support young
people's participation in decision making.
In each case the youth service had access to a set number of consultancy days from our
researchers to enable them to develop these projects. Throughout the process we sought to
capture insights and learning from the project participants.
The learning generated from these projects is captured in the 'applications and implications'
sheets and case studies in this report.
Resources generated during these projects can be found on the project blog at
http://blogs.nya.org.uk/ywsn/. In particular you can find blog posts on:
 Weaving safe social networking messages into other sessions – ideas from a
meeting in Rotherham about how to talk about safe social networking without just
talking about social networking. http://is.gd/1K4R
 Using SNS for participation: consultation report from Devon – a four page
summary of young people's views on how Devon county council should use sites like
Bebo and MySpace to invite young people's views on issues that affect them.
http://is.gd/1K4Y
 Sign-posting young people to positive social networking spaces – a potential
activity to promote opportunities on social network sites to young people, whilst also
sharing safety messages. http://is.gd/1K52
 Introductions to MySpace and Bebo – responding to requests from workers for very
basic details of these sites, and how to explore them. http://is.gd/1K5k and
http://is.gd/1K5h
 Dealing with blocking and filtering – notes on our experiences of trying to gain
access to MySpace, Bebo and Facebook to run a training session with youth workers.
http://is.gd/1K5t
Discussions that have contributed to the action research phase of the Youth Work and Social
Networking project have also taken place on the UK Youth Online network at
http://www.ukyouthonline.org and we have drawn upon a case study of the Gateshead Young
Women's Outreach Project which you can find here: http://is.gd/1K5c

Youth Work and Social Networking
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42 Final Report
Bibliography
The following bibliography includes works used both in this final report, and in the Interim
Report, which contains a literature review on youth work and young people's online social
networking.
If you are interested in a brief introduction to some of the literature relevant to Youth Work
and Social Networking you may find this blog post useful: http://tinyurl.com/5pk8t7 (Youth
Work and Social Networking – 10 articles which have influenced by thinking, Tim Davies,
2008).
---

Anne E Green and Richard J White (2007) Attachment to place: Social networks, mobility
and prospects of young people (Joseph Rowntree Foundation)

Becta (2006) Safeguarding children in a digital world: developing a strategic approach to e-
safety

boyd, d (2007) Viewing American class divisions through Facebook and MySpace
(Apophenia Blog Essay. June 24 ) http://www.danah.org/papers/essays/ClassDivisions.html

boyd, d (2006) Friends, Friendsters, and MySpace Top 8: Writing community into being on
social network sites (First Monday 11 (12)) (First Monday)
http://www.firstmonday.org/issues/issue11_12/boyd/

boyd, d (2007) "Facebook's 'Privacy Trainwreck': Exposure, Invasion, and Drama."
(Apophenia Blog)
http://www.danah.org/papers/FacebookAndPrivacy.html

boyd, d. m & Ellison, N. B (2007) Social network sites: Definition, history, and scholarship.
(Journal of Computer-Mediated Communication, 13(1), article 11.)
http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html 39573

Brennan, M (2006) Understanding Online Social Network Services and Risks to Youth
(CEOP: Child Exploitation and Online Protection, London)

Buckingham, D et al. (2005) The Media Literacy of Children and Young People: a review of
the research literature on behalf of Ofcom (Ofcom)

Byron, T (2008) Children and New Technology - Byron Review (DSCF Publications,
Nottingham)

Childline (2005) Children talking to ChildLine about the internet - Briefing paper (ChildLine)

Clark, L S (2005) The constant contact generation: exploring teen friendship networks online
in S. Mazzarella, Girl Wide Web (Peter Lang, New York))

Coleman S (2007) How democracies have disengaged from young people in Loader, B (ed.)
Youth Work and Social Networking
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43 Final Report
Young Citizens in the Digital Age (Routledge, Abingdon)

Cramer M, Zutty D, Foucault B, Huffaker D, Derby D, Cassell J (2007) Everything in
Moderation: The Effects of Adult Moderators in Online Youth Communities in Steinfield et. al.
(eds.) Communities and Technologies 2007: Proceedings of the Third Communities and
Technologies Conference (Springer, London)

Cranston, P and Davies, T(2008) Youth Work and Social Networking – Interim Report, (The
National Youth Agency, Leicester)
http://www.nya.org.uk/information/111564/youthworkandsocialnetworking/

Davies, Bernard (2005) Youth Work: A Manifesto for Our Times in Youth & Policy, Number 88
(The National Youth Agency)

DCFS (2008) Staying Safe: Action Plan (Department for Children, Families and Schools)

Donath & boyd (2004) Public displays of connection (BT Technology Journal, 22(4), 71)

Donnavan, G (forthcoming) Whose Safety, Whose Security?

Dutton, W and Helsper, E.J (2007) Oxford Internet Survey – The Internet In Britain in 2007
(University of Oxford, UK)

Ellison N, Steinfield C & Lampe C (2006) Spacially Bounded Online Social Networks and
Social Capital: The Role of Facebook

European Commission (2007) Safer Internet for Children - National Analysis: United
Kingdom (European Commission)

Fielder A, Gardner W, Nairn A & Pitt J (2007) Fair Game? Assessing commercial activitiy on
children's favourite websites and online environment (National Consumer Council)

Goad R & Mooney T (2008) The Impact of Social Networking in the UK (Experian-Hitwise)

Goodchild and Owen (August 6, 2006) Independent on Sunday quoted in Press Release at
http://www.virtualglobaltaskforce.com/news/article_04122006.html

Green, H and Hannon, C (2007) Their Space: education for a digital generation (Demos)

Greenfield et. al (2006) Teens on the Internet: Interpersonal connection, identity and
information in R. Kraut (ed.) Information technology at home. (OUP, New York)

Gross R, Acquisti A (2005) Information Revelation and Privacy in Online Social Networks -
The Facebook case in pre-proceedings of the ACM Workshop on Privacy in the Electronic
Society (WPES, 2005)

Hasebrink, Livingstone, Haddon, Kirwil and Ponte (2008) EU Kids Go Online
Youth Work and Social Networking
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44 Final Report

HMSO (1960) Albermarle Report

Howland L & Bethell M (2002) Logged Off? How ICT can connect young people and politics
(DEMOS)
http://www.demos.co.uk/publications/loggedoff

Kirwan, T et. al (2003) Mapping Media Literacy: Media Education 11 - 16 Years in the United
Kingdom

Kosse, S H (2007) MySpace is Also Their Space: Ideas for Keeping Children Safe from
Sexual Predators on Social Networking Sites http://ssrn.com/abstract=989042 39479

Landberg (2006) The degree of risk taking in Children and Young Persons with Abusive and
Violent Experiences Connected to Cyberspace Challenges for Research, Rehabilitation,
Prevention and Protection

Landberg et. al (2006) Children and Young Persons with Abusive and Violent Experiences
Connected to Cyberspace Challenges for Research, Rehabilitation, Prevention and
Protection (Report from an Expert Meeting at Sätra Bruk, Sweden 29th – 31st of May 2006
Swedish Children’s Welfare Foundation and the Working Group for Cooperation on Children
at Risk under the Council of the Baltic Sea States.)
http://www.barnhuset.com/engine/data/media/sexbarnhuset_eng_070709.pdf

Larsen, M C (2007) 35 Perspective on Online Social Networking (Social Computing
Magazine, 5th July)

Larsen, M C (2007) Understanding Social Networking: On Young People's Construction and
Co-Construction of Identity Online (Paper for the conference Internet Research 8.0: Let’s
Play, Association of Internet Researchers, Vancouver)
http://malenel.wordpress.com/publications/ 39523


Lenhart and Madden (2007) Social Networking Websites and Teens: An Overview (Pew
Internet and American Life Project)
http://www.pewinternet.org/pdfs/PIP_SNS_Data_Memo_Jan_2007.pdf

Levine P (2008) A Public Voice for Youth: The Audience Problem in Digital Media and Civic
Education in Bennet, L (ed.) Civic Life Online: learning How Digital Media Can Engage Youth
(The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning.
Cambridge MA: The MIT Press)

Livingstone and Bober (2005) UK Children Go Online

Livingstone, Couldry and Markham (2007) Youthful steps towards civic participation in
Loader, B (ed.) Young Citizens in the Digital Age (Routledge, Abingdon)

Youth Work and Social Networking
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45 Final Report
Livingstone, S (2001) Online Freedom and Safety for Children [Online] (LSE Research
Online, London)
http://eprints.lse.ac.uk/archive/00000416 39479

LLUK (2008) List of Professional and National Occupational Standards for Youth Work -
whole suite (Lifelong Learning UK)
http://www.lifelonglearninguk.org/currentactivity/cld/3132.htm
Loader, B (2007) Young Citizens in the Digital Age (Routledge, Abingdon)

McIntosh, Ewan (2007) Blog post: How will we firefight when there's no water left?
(edu.blogs.com)
http://edu.blogs.com/edublogs/2007/11/how-will-we-fir.html

Mediappro (2007) Mediappro: the appropriation of media by youth, Final Report. (European
Commission / Safer Internet Action plan)
www.mediappro.org

Merton, Brian (2007) Good Youth Work: What youth workers do, why and how (The National
Youth Agency)

MSN/MTV (2007) Circuits of Cool Report (MSN/MTV)
http://advertising.microsoft.com/uk/MSNMTV-Circuits-of-Cool-Social-Networks

National School Boards Association (2007) Creating and Connecting: Research and
guidelines on Online Social - and Educational - Networking (National School Boards
Association, US)

Ofcom (2006) Ofcom Communications Market Report (Ofcom)

Ofcom (2007) Children and the internet: a research study into the social effects of lack of
internet access on socially disadvantaged children and families (Ofcom)

Ofcom (2008) Social Networking: A quantitative and qualitative research report into attitudes,
behaviours and use (Ofcom)

Papper et al. (2007) High School Media Too: A school day in the life of fifteen teenagers
(Centre for media design)

Raynes Goldie, K and Walker, L (2008) Our Space: Online Civic Engagement Tools for Youth
in Bennet, L Civic Life Online: learning How Digital Media Can Engage Youth (The John D.
and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge
MA: The MIT Press)

Rheingold H (2008) Using Participatory Media and Public Voice to Encourage Civic
Engagement in Bennet, L Civic Life Online: learning How Digital Media Can Engage Youth
(The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning.
Cambridge MA: The MIT Press)
Youth Work and Social Networking
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46 Final Report

Rosen L (2006) Adolescents in MySpace: Identity Formation, Friendship and Sexual
Predators (California State University)

Ryberg, T & Larsen, M L (2007) Networked Identities - Understanding Different Types of
Social Organisation and Movements Between Strong and Weak Ties In Networked
Environments (Journal of Computer Assisted Learning (Forthcoming))
http://malenel.wordpress.com/publications/

Sculman and Davies (2007) Evidence of the impact of the 'youth development model' on
outcomes for young people - a literature review (The National Youth Agency)

Sefton-Green, J (2004) Literature Review in Information Learning with Technology Outside
School (Futurelab)

Solove D J (2007) The future of reputation: gossip, rumour, and privacy on the internet
(Caravan Books)

Stark, Philip (2007) The Effectiveness of Internet Content Filters

Stern, S (2008) Producing Sites, Exploring Identities: Youth Online Authorship in Bennet, L
(ed.) Civic Life Online: learning How Digital Media Can Engage Youth (The John D. and
Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge MA:
The MIT Press)

Suden, J (2006) quoted in boyd d Friends, friendsters, and top 8: Writing community into
being on social network sites (First Monday, volume 11, number 12, December 2006)

The NYA (2006) Youth Service Audit Basic Facts 2005-6 - Overview (The National Youth
Agency)

Thelwall M (Forthcoming 2008/2009) Social networks, gender and friending: An analysis of
MySpace member profiles (Journal of the American Society for Information Science and
Technology)
http://www.scit.wlv.ac.uk/~cm1993/papers/MySpace_preprint.doc

Tynes, B M (2007) Internet Safety Gone Wild?: Sacrificing the Educational and Psychosocial
Benefits of Online Social Environments Journal of Adolescent Research (22; 575 - 584)
(SAGE Publications)

Withers and Sheldon (2008) Behind the Screen: The hidden life of youth online (IPPR)

Withers, K (2007) Young people and social networking sites: briefing guide to policy
responses (Unpublished) (IPPR)

Wolak J, Finkelhor D, Mitchell K J, Ybarra M L (2008) Online "Predators" and Their Victims -
Myths, Realities, and Implications for Prevention and Treatment (American Psychologist, The
Youth Work and Social Networking
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47 Final Report
American Psychological Association)

Wolak, Mitchell and Finkelhor (2006) Online Victimisation of Youth: Five Years Later

Ybarra et. al (2007) Internet Prevention Messages: Targetting the Right Online Behaviours
ARCH PEDIATR ADOLESC MED/VOL 161, FEB 2007 (American Medical Association)
Youth Work and Social Networking
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48 Final Report


i
Goodchild and Owen, 2006
ii
Withers and Sheldon, 2008
iii
boyd and Ellison, 2007
iv
Our research: see Interim rReport
v
Schulman and Davies, 2007
vi
See the Survey Results from the Interim Report of the Youth Work and Social Networking project.
vii
Goodchild and Owen, 2006
viii
Circuits of Cool, 2007
ix
Withers and Sheldon, 2008
x
Clark, 2005 in Livingstone et al. 2007
xi
Mediaappro, 2007
xii
Circuits of Cool, 2007
xiii
Livingstone in talk to the National Participation Forum, June 2008 (unpublished)
xiv
Drawing on boyd, 2006.
xv
Lenhart and Madden, 2007
xvi
Green and Hannon, 2007
xvii
Larsen, 2007
xviii
ibid.
xix
Raynes-Goldie and Walker, 2008
xx
Green and Hannon, 2007
xxi
Donath and boyd, 2004 & Ellison et al., 2006
xxii
Greenfield et. al quoted in Tynes, 2007
xxiii
Stern, 2008
xxiv
Byron, 2008
xxv
Lenhart and Madden, 2007
xxvi
Ofcom, 2007
xxvii
See §3 of the Interim report.
xxviii
Wolak et. al., 2008
xxix
Ybarra et. al., 2007
xxx
http://www.thinkuknow.co.uk/
The National Youth Agency
works in partnership with young people and with
organisations and services to ensure better outcomes
for young people. It is an independent, development
organisation located between government and funding
bodies on the one hand and service providers and their
users on the other.
We strive to ensure that the work of services and
organisations is:
· relevant to the lives of voune people:
· responsive to poliov:
· effeotive and of a hieh standard:
· eftoient and provides eood value: and
· suooessful in seourine the best outoomes for voune people.
Our five strategic aims are:
· Partioipation: promotine voune people`s in1uenoe, voioe
and place in society.
· Professional praotioe: improvine vouth work praotioe,
programmes and other services for young people.
· Poliov development: in1uenoine and shapine the vouth
policy of central and local government and the policies of
those who plan, commission and provide services for young
people.
· Partnership: oreatine, supportine and developine
partnerships between organisations to improve services and
outcomes for young people.
· Performanoe: strivine for exoellenoe in 1he Aeenov`s
internal workings.
Published by
Eastgate House, 19–23 Humberstone Road, Leicester LE5 3GJ.
Tel: 0116 242 7350. Fax: 0116 242 7444.
Website: www.nya.org.uk E-mail: nya@nya.org.uk
Getting it right for young people