Connections that Count Strathclyde September 14 2003

1. Connections that CountStrathclyde September 14 2003 The provision of an online advice and support service for young people – reflections on opportunities for new forms of networking, peer and adult support Julia Waldman, University of Southampton

2. Connections that Count, 14/9/03 Julia Waldman, University of Southampton Context: • The NSPCC is the UK’s largest children’s charity and specialising in child protection and the prevention of cruelty to children • In December 2001 launched the UK’s first online child protection support service called There4me.com, including the provision of real time online discussion with adult advisers • Service uses qualified and trainee social work staff • Provides information, advice, support and counselling via a website • Launched the service in the north of England first but the nature of internet searches and public access means that increasingly young people from all over UK and abroad can use the site • Aimed at young people aged 12-16 years • Evaluation commissioned April 2002- July 2004

3. Young people and the internet in the UK • Between 1998 and April 2003 the proportion of households in the UK with internet access rose from 9% to 47% (source National Statistics online 8/7/03) • levels of internet access still relate very strongly to income and region (source ONS, Family Expenditure Survey, 2000) • the presence of children in the household significantly boosts the likelihood of internet access (sic) • Feedback from users (site survey revised May 2003) suggests that most users access site from home pc This evidence has implications for accessibility to some vulnerable young people

4. Connections that Count, 14/9/03 Julia Waldman, University of Southampton Evaluation The key question - Does the service deliver what it aims to provide? Sub-questions • What patterns of use are there for the service? • What is the quality and range of information available? • How does the service balance its role in relation to child protection and support with that of a broader information provider? • What are users’ perceptions of the advice, information and support received and the extent to which this made a difference to their individual situation?

5. Connections that Count, 14/9/03 Julia Waldman, University of Southampton Data sources include Use of secondary data • text material generated on site of communications between young people and with adult advisers • site statistics • online feedback form

6. Connections that Count, 14/9/03 Julia Waldman, University of Southampton web site elements • ‘Static’ text information • ‘Ask Sam’ • Message board • 121 • weblinks

7. Connections that Count, 14/9/03 Julia Waldman, University of Southampton Young people and peer support Message Board – analysed messages posted on the site over a 3 month period(bullying (19 messages) not yet done) Total number of messages analysed: 104 & 350 replies • Split into subject areas • Relationships (41) • Sex (20) • Abuse (15) • School (11) • Rights (6) • Smoking (6) • Drugs and Alcohol (5) Other subjects like music not analysed (28 messages)

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

9. Connections that Count, 14/9/03 Julia Waldman, University of Southampton Issues that generated lots of replies • 11 - viewpoint on getting drunk • 10 – is an eating disorder self-harm? • 9 – self-harm definition • 8 – I hate school – why should I go? • 8 – is it normal to masturbate (mixture of serious and not serious replies) • 7- domestic violence and self-harm • 7 – family problem related to sibling favouritism and decision about leaving home • 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 you won’t be doing it?

10. Connections that Count, 14/9/03 Julia Waldman, University of Southampton In addition to the number of replies we also looked at size of response and type of content. • 82 of the initial message were related to a specific problem or question. 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 length and 24% 3 lines so overall quite short. • A serious question about a pregnancy led 2 only 2 replies but these were very long and thoughtful. • Self-harm issues generated a lot of discussion and a greater number of longer replies than other topics. • Content of replies coded by typology. 149 incidences of direct advice or information related to the problem or question posed. 124 descriptions of personal experiences (only 28 replies only included a personal story – the rest were used within a wider response)

11. Connections that Count, 14/9/03 Julia Waldman, University of Southampton • Most contained a mixture of text messaging language and full words – though full sentences uncommon. • ‘Hard’ information not very common • Compare this to the adult communications in Ask Sam and 121 where an emphasis is placed upon correct grammar and language and thus the dialogue has a very different ‘feel’. As expected much more information related to law and ‘hard’ contacts. • Complementary perspectives

12. Connections that Count, 14/9/03 Julia 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.

13. Connections that Count, 14/9/03 Julia Waldman, University of Southampton Further information NSPCC site www.there4me.com Our website with study information www.sws.soton.ac.uk/t4mstudy email jw@socsci.soton.ac.uk