Connections that CountConnections that CountStrathclyde Strathclyde

September 14 2003September 14 2003

The provision of an online advice and support The provision of an online advice and support service for young people – reflections on service for young people – reflections on

opportunities for new forms of networking, peer opportunities for new forms of networking, peer and adult supportand adult support

Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

Context:Context:• The NSPCC is the UK’s largest children’s charity and specialising The NSPCC is the UK’s largest children’s charity and specialising

in child protection and the prevention of cruelty to childrenin child protection and the prevention of cruelty to children• In December 2001 launched the UK’s first online child protection In December 2001 launched the UK’s first online child protection

support service called support service called There4me.comThere4me.com, including the provision of , including the provision of real time online discussion with adult advisersreal time online discussion with adult advisers

• Service uses qualified and trainee social work staffService uses qualified and trainee social work staff• Provides information, advice, support and counselling via a Provides information, advice, support and counselling via a

websitewebsite• Launched the service in the north of England first but the nature Launched the service in the north of England first but the nature

of internet searches and public access means that increasingly of internet searches and public access means that increasingly young people from all over UK and abroad can use the siteyoung people from all over UK and abroad can use the site

• Aimed at young people aged 12-16 yearsAimed at young people aged 12-16 years• Evaluation commissioned April 2002- July 2004Evaluation commissioned April 2002- July 2004

Connections that Count, 14/9/03Connections that Count, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

Young people and the internet in Young people and the internet in the UKthe UK

• Between 1998 and April 2003 the proportion of households in the Between 1998 and April 2003 the proportion of households in the UK with internet access rose from 9% to 47% UK with internet access rose from 9% to 47% ((sourcesource National Statistics National Statistics online 8/7/03)online 8/7/03)

• levels of internet access still relate very strongly to income and levels of internet access still relate very strongly to income and region region ((sourcesource ONS, Family Expenditure Survey, 2000) ONS, Family Expenditure Survey, 2000)

• the presence of children in the household significantly boosts the the presence of children in the household significantly boosts the likelihood of internet access likelihood of internet access (sic)(sic)

• Feedback from users (site survey revised May 2003) suggests that Feedback from users (site survey revised May 2003) suggests that most users access site from home pcmost users access site from home pc

This evidence has implications for accessibility to some vulnerable This evidence has implications for accessibility to some vulnerable young peopleyoung people

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

EvaluationEvaluationThe key question - The key question - Does the service deliver what it aims to Does the service deliver what it aims to

provide?provide?

Sub-questionsSub-questions

• What patterns of use are there for the service?What patterns of use are there for the service?

• What is the quality and range of information available?What is the quality and range of information available?

• How does the service balance its role in relation to child How does the service balance its role in relation to child protection and support with that of a broader information protection and support with that of a broader information provider?provider?

• What are users’ perceptions of the advice, information What are users’ perceptions of the advice, information and support received and the extent to which this made a and support received and the extent to which this made a difference to their individual situation?difference to their individual situation?

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

Data sources includeData sources include

Use of secondary data Use of secondary data

– text material generated on site of communications text material generated on site of communications between young people and with adult advisersbetween young people and with adult advisers

– site statisticssite statistics

– online feedback formonline feedback form

web site elementsweb site elements

• ‘‘Static’ text informationStatic’ text information

• ‘‘Ask Sam’Ask Sam’

• Message boardMessage board

• 121121

• weblinksweblinks

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

Young people and peer supportYoung people and peer supportMessage Board – analysed messages posted on the Message Board – analysed messages posted on the

site over a 3 month periodsite over a 3 month period ((bullying (19 messages) not bullying (19 messages) not yet doneyet done))

Total number of messages analysed: 104 & 350 Total number of messages analysed: 104 & 350 repliesreplies

– Split into subject areasSplit into subject areas Relationships (41)Relationships (41) Sex (20)Sex (20) Abuse (15)Abuse (15) School (11)School (11) Rights (6)Rights (6) Smoking (6)Smoking (6) Drugs and Alcohol (5)Drugs and Alcohol (5)

Other subjects like music not analysed (28 messages)Other subjects like music not analysed (28 messages)

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

0

5

10

15

20

number of replies

number of messages by number of replies

0 1 2 3 4 5 6 7 8 9 10 11

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

Issues that generated lots of repliesIssues that generated lots of replies

• 11 - viewpoint on getting drunk11 - viewpoint on getting drunk

• 10 – is an eating disorder self-harm?10 – is an eating disorder self-harm?

• 9 – self-harm definition9 – self-harm definition

• 8 – I hate school – why should I go?8 – I hate school – why should I go?

• 8 – is it normal to masturbate (8 – is it normal to masturbate (mixture of serious and not serious mixture of serious and not serious repliesreplies) )

• 7- domestic violence and self-harm7- domestic violence and self-harm

• 7 – family problem related to sibling favouritism and decision about 7 – family problem related to sibling favouritism and decision about leaving homeleaving home

• 7 – my girlfriend [age 14] is younger than me [16]7 – my girlfriend [age 14] is younger than me [16]

• 7 - is it right to think about sex if you are under 16, when you know 7 - is it right to think about sex if you are under 16, when you know you won’t be doing it?you won’t be doing it?

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

In addition to the number of replies we also looked at size of response and In addition to the number of replies we also looked at size of response and type of content.type of content.

• 82 of the initial message were related to a specific problem or question. 82 of the initial message were related to a specific problem or question. The other 22 were expressing a viewpoint to promote discussion.The other 22 were expressing a viewpoint to promote discussion.

• Replies ranged from 1 (40) to 15 (1) lines in length. 21% were 2 lines in Replies ranged from 1 (40) to 15 (1) lines in length. 21% were 2 lines in length and 24% 3 lines so overall quite short.length and 24% 3 lines so overall quite short.

• A serious question about a pregnancy led 2 only 2 replies but these were A serious question about a pregnancy led 2 only 2 replies but these were very long and thoughtful. very long and thoughtful.

• Self-harm issues generated a lot of discussion and a greater number of Self-harm issues generated a lot of discussion and a greater number of longer replies than other topics.longer replies than other topics.

• Content of replies coded by typology. 149 incidences of direct advice or Content of replies coded by typology. 149 incidences of direct advice or information related to the problem or question posed. 124 descriptions of information related to the problem or question posed. 124 descriptions of personal experiences (only 28 replies personal experiences (only 28 replies onlyonly included a personal story – the included a personal story – the rest were used within a wider response)rest were used within a wider response)

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

• Most contained a mixture of text messaging language Most contained a mixture of text messaging language and full words – though full sentences uncommon.and full words – though full sentences uncommon.

• ‘‘Hard’ information not very commonHard’ information not very common

• Compare this to the adult communications in Ask Sam Compare this to the adult communications in Ask Sam and 121 where an emphasis is placed upon correct and 121 where an emphasis is placed upon correct grammar and language and thus the dialogue has a grammar and language and thus the dialogue has a very different ‘feel’. As expected much more very different ‘feel’. As expected much more information related to law and ‘hard’ contacts.information related to law and ‘hard’ contacts.

• Complementary perspectivesComplementary perspectives

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

ONS in a discussion of a definition of social capital says

Individuals, families and communities potentially can benefit from social capital and its key indicators include social relations, formal and informal social networks, group membership, generalised trust, mutual reciprocity and civic engagement.

http://www.statistics.gov.uk/socialcapital/default.asp, Accessed 10/9/03

Young people are using the message board facility to enhance their social capital (in a safely protected mediated virtual environment, although one with limitations) and the responses evidence many elements of the indicators listed above.

Connections that CountConnections that Count, 14/9/03, 14/9/03Julia Waldman, University of SouthamptonJulia Waldman, University of Southampton

Further informationFurther information

NSPCC site NSPCC site www.there4me.comwww.there4me.com

Our website with study informationOur website with study information

www.sws.soton.ac.uk/t4mstudywww.sws.soton.ac.uk/t4mstudy

email email jw@socsci.soton.ac.ukjw@socsci.soton.ac.uk