friends online report 2014
DESCRIPTION
Children and Young People’s Experiences of Harassment and Other Acts of Intimidation Online.TRANSCRIPT
In association with:
Online Report2014
Children and Young People’s Experiences of Harassment and Other Acts of Intimidation Online
Content3
16
14
18
20
22
23
4
5
6
8
Introduction
Our Recommendations
About the Report
Legislation Online
Key Findings
Conclusion
Use of Mobile Phones, Computers, and Tablets
Friends Online Report - a Collaboration Between Friends and Symantec
Children and Young People’s Experiences
• How Common Is Harassment and Other Acts of Intimidation Online?
• Most Victims On Facebook
• An Extension of the Schoolyard
Adult Involvement
Handling Harassment and Other Acts of Intimidation, and Experience of Harassing Others
PRODUCTION Johanna Olofsson GRAPHIC DESIGN Isak Arvidsson PRINT Nilsson & Bergholm Söder AB
CONTACT Johanna Olofsson, Project Manager Friends, [email protected]
[email protected] / www.friends.se
Introduction
In the past year, every third young person aged
10-16 in Sweden has been subjected to harassment
and other acts of intimidation via mobile phone,
computer, or tablet. This is equivalent to about 200
000 children and young people. Many have been
exposed to verbal harassment in the form of cruel
messages or comments, but also feelings of loneli-
ness and exclusion are prevalent online.
Our survey shows that far from everyone has an
adult who is involved in their life online. A third of
those surveyed don’t feel their parents have shown
any interest in what they are doing when using a
mobile phone, computer, or tablet. Every fourth
young person reports that their teacher has neither
shown interest in what they do online and talked
about how to behave towards others, nor have they
explained what can be done when a person is
subjected to harassment and other acts of intimida-
tion via mobile phone, computer, or tablet.
We know that there are thousands of committed
parents and teachers, but more adults need to take
responsibility. At Friends we believe that raising
awareness, preventive work, and emergency action
against harassment online should all be natural
components in working towards creating a safe and
equal environment in school. All members of school
staff need to possess the necessary knowledge and
tools to prevent and avoid harassment and other
acts of intimidation. We also hope to see more adults
show interest in their children’s lives online. The
digital revolution has brought with it fantastic pos-
sibilities for learning, entertainment, and communi-
cation, and we as adults must be present and offer
children and young people guidance and support.
With the Friends Online Report we hope, for the
second year in a row, to bring to light the voices of
children and young people about harassment and
other acts of intimidation online. The report has been
made possible thanks to the support of our sponsor,
Symantec, and for that we would like to express our
deepest gratitude to them.
At Friends we know that it is possible to make a dif-
ference. But for this to happen, we all need to get
involved and to pluck up the courage to make a
difference. Our work and our vision reaches far
beyond school hallways and changing rooms. We
want to see a society where young people can grow
up in a safe, fair, and equal environment—even online.
3
Lars Arrhenius, Secretary-General, Friends
About the ReportThe Friends Online Report is based on a survey
carried out by TNS SIFO, at the request of Friends and
Symantec. The aim of the report is to survey the expe-
riences of children and young people aged 10-16 in
Sweden, when it comes to harassment and other acts
of intimidation via mobile phone, computer, and tablet.
In this year’s survey, we chose to ask in-depth
questions to those respondents that had been
subjected to harassment or others acts of intimida-
tion, questions such as where the harassment took
place and what it had been about. We left out the
parental perspective, and focused on children and
young people’s experiences. We widened the range
of the age group and included respondents aged
10-12, in order to capture the experiences of those
who are a bit younger. The results in the report are
not comparable with last year’s report, since both the
sampling and the questions in the surveys differ.
The collection of data was carried out through
web-based surveys between the 8th and 25th
November 2013. The respondents in the survey were
the children of members of TNS SIFO’s web panel,
who are recruited on a national level via telephone and
postal services. An invitation to the survey was
randomly sent by e-mail to members of the panel with
children aged 10-16. Parents filled in details regarding
the child’s gender and age, and gave their approval
for the child’s participation in the survey. Respondents
have then themselves, or together with their parent(s),
answered all the remaining questions. In order for the
respondents to choose whether or not they wanted
to answer sensitive questions, there were alternatives
such as “Don’t want to answer” or “Don’t know”.
Three of the questions in the survey were only asked
to respondents over the age of 13.
In total, 1070 children and young people participated:
437 aged 10-12, and 633 aged 13-16. The distribution
of girls and boys was 48 % girls and 52% boys. The
participating respondents were anonymous.
Definitions
HARASSMENT AND OTHER ACTS OF INTIMI-
DATION is an overarching term where bullying, har-
assment, discrimination, and other forms of degrad-
ing treatment are included. In the survey we used the
following description of the term:
The term harassment and other acts of intimidation
refers to situations where one is mistreated in a way
that makes one feel sad, hurt, or humiliated.
BULLYING is used to describe a repeated pattern of
negative intrusive and abusive behaviour against one
or more targets, and comprises constant trivial nit-
picking criticism, refusal to value and acknowledge,
undermining, discrediting, and a host of other beha-
viours. The word mobbing is preferred to bullying in
continental Europe, and in situations where a target is
selected and bullied (mobbed) by a group of people
rather than by one individual.
DISCRIMINATION is when someone is treated
worse than someone else based on their gender,
gender expression or identity; ethnicity; religion or
other belief system; disability; sexual orientation; or
age. Discrimination can be direct, indirect, or take on
the form of harassment.
HARASSMENT is treatment which violates the dignity
of a person, and is linked to the grounds of discrimination.
REMEMBER that it’s up to the one subjected to harass-
ment and other acts of intimidation to determine whether or
not they feel offended. Regardless of what words are used,
it’s important to take all forms of harassment seriously.
4
The results were analysed based on age groups (10-12
years and 13-16 years), gender, as well as what activity
the respondent mainly engages in when using a mobile
phone, computer, or tablet. The results presented in
tables and diagrams are based on weighted data. The
quotations included in the report are a selection of the
respondents’ answers to open-ended questions,
translated from Swedish to English.
Key Findings
1/3has been subjected to
harassment and other acts
of intimidation via mobile
phone, computer, or tablet
at least once in the
past year.
Those that are most affected are girls aged
13-16 who spend most of their time online
engaging with social media.
Out of those that have been subjected to harass-
ment and other acts of intimidation, one out of four
have felt lonely, excluded, or left out.
The most common forms of harassment and acts of
intimidation are cruel messages or comments about
appearance or interests.
26%
X4
8 out of 10 know who the offender is. Most commonly,
the offender is someone in the same school.
feel that their teacher has
neither shown interest or talked
about how to behave towards
others online, nor addressed
what they can do if subjected
to harassment and other acts
of intimidation via their mobile
phone, computer, or tablet.
Being subjected to harassment and acts
of intimidation with sexual references is
four times more common among girls
than boys.
Out of those that have been subjected to
harassment and other acts of intimidation
aged 13-16, 10% responded that it had to
do with their ethnicity.
One third of the respondents do not
feel that their parents have addressed
how to behave towards others when
using a mobile phone, computer, or
tablet.
5
10%
Facebook is the place
where most people have
been subjected to harass-
ment and other acts of
intimidation.
Use of Mobile Phones, Computers, and TabletsOur survey shows that a majority of boys spend most
of their time online on games, movies, music, or other
entertainment. Among girls, it’s more common to
socialise and talk to others through social media.
Four out of ten use a mobile phone, computer, or
tablet 1-3 hours a day, and a slightly larger number
use them 3-6 hours a day. Two out of ten use a mobile
phone, computer, or tablet more than 6 hours a day.
What do you do most of the time when using a mobile phone, computer, or tablet?
On average, how many hours per day do you use a mobile phone, computer, or tablet?(Include all the time you use a mobile phone, computer, or tablet, both at school and in your free time/at home)
49%37%
12% 2%17%
73%
9% 1%
I socialise or talk to others through social media such as Facebook, Instagram,
or Kik.
I spend my time on games, movies, music, or other
entertainment
I search for information, do schoolwork, and read
about things that interest me
Other
1-3 hours
3-6 hours
More than 6 hours
I never use a mobile phone, computer, or tablet
17%
0%
38%
44%
Girls n=551
Boys n=524
6
7
Children and Young People’s ExperiencesHow common is harassment and other acts of intimidation online?
Have you been subject to harassment and other acts of intimidation by someone via mobile phone, computer, or tablet the past year? (Yes)
One in three persons has been subjected to harass-
ment or other acts of intimidation via mobile phone,
computer, or tablet at least once in the past year.
More girls than boys responded that they had been
victimised: 37% of girls compared with 28% of boys.
Those that spend most of their time online using
social media are more exposed to harassment and
acts of intimidation, compared with those who
spend most of their time online on entertainment
sites or searching for information.
The survey also shows that harassment and other
acts of intimidation via mobile phone, computer, or
tablet are more common among those aged 13-16,
than those aged 10-12. In the older age group, the
proportion of those subjected to harassment and
acts of intimidation was 38%, while the number was
Girls, 13-16 years,
social media*
54%
Girls n=551
Boys n=524
*Girls, 13-16 years, What do you do most of the time when you use a cell phone, computer, or tablet? = I socialise or talk to others on social media such as Facebook, Instagram, or Kik. n=182
All: Yes 33%, No 67%
37%
28%
8
26% in the younger age group. In contrast to these
results, other school surveys conducted by Friends
show that degrading treatment is more common
among younger pupils (see The Friends Report
2013).
Those who are victimised the most are girls aged
13-16 that spend most of their time online using
social media. Within this group, more than half have
been subjected to harassment and other acts of in-
timidation in the past year. Repetitive harassment
(often defined as bullying) was also more common
within this group: 17% responded that they had
been offended several times or regularly, which is
significantly higher than the average 6%.
Most Victims On FacebookFacebook is the place where most have been
subjected to harassment and other acts of intimida-
tion. Amongst girls it’s also common to be victimised
on other social media platforms, such as Instagram
or Kik, or via text message. In second place, after
Facebook, online games are the most common
places where boys are subjected to harassment and
other acts of intimidation. Three times more boys
than girls responded that they had been victimised
while playing online games.
The most common form of harassment and other
acts of intimidation via mobile phone, computer, or
tablet is verbal abuse. On average, half of those that
had been subjected to harassment and other acts
of intimidation responded that they had been sent
hurtful or cruel messages and comments. The ha-
rassments mostly concerned appearance and
interests. Psychological harassment, such as
exclusion, also occurs on digital platforms. Amongst
those aged 13-16, 17% that had been subjected to
harassment and other acts of intimidation responded
A girl approached me on the online game and started insulting me about my appearance, saying that I shouldn’t be allowed to exist on this planet”
9
that they had felt lonely, excluded, or left out. This was
even more common among the younger group aged
10-12, where the equivalent proportion was 32%.
The survey shows that harassment and other acts
of intimidation with sexual references is four times
more common among girls than boys. Among those
aged 13-16 that were subjected to harassment and
other acts of intimidation, 16% of the girls responded
that they had been subjected to abuse related to
sex. For example, they had been sent sexual
messages that felt awkward, or someone had
spread sexual rumours about them. The correspon-
ding proportion among boys was 4%.
Harassment and other acts of intimidation related to
ethnicity is more common in the older age group.
Among those aged 10-12, 2% responded that they
have been subjected to harassment that was related
to their ethnicity. Among those aged 13-16, the cor-
responding proportion was 10%.
Where have you been subjected to harassment and other acts of intimidation?
If you want to, you can answer how you were subjected to harassment and degrading treatment.
Out of the harassment or acts of intimidation you experienced, was any connected to any of the following?
35%36%
30%
11%13%
11%
6% 6% 2% 1% 1% 1%2% 2%6% 4% 4%5%7% 7%
9%
23%21% 20%
15%
9%
My appearance
My interests Don’t want to answer
Something else
My clothes/style
My disability My transgender identity or expression
My gender My religion or other
belief system
My sexual orientation*
Games Kik Text- messages
Instagram Ask.fm Don’t remember
Somewhere else
Don’t want to
tell
YouTube Forum Twitter Blog
Girls n=204
Girls (n=204)
10-12 years n=122
Boys n=146
Boys (n=146)
13-16 years n=228
Base: Have you been subjected to harassment or other acts of intimidation by someone via mobile phone, computer, or tablet in the past year? (Yes)
Base: Have you been subjected to harassment or other acts of intimidation by someone via mobile phone, computer, or tablet in the past year? (Yes)
31%
22%25%
22%
15%
2% 2% 0%2% 1%3%
4%2% 1%
23%28%
26%24%
7% 5%
* This question was only posed to those aged 13-16.
Base: Have you been subjected to harassment or other acts of intimidation by someone via mobile phone, computer, or tablet in the past year? (Yes)
10
I have been sent hurtful or cruel messages or comments
I have felt lonely, excluded, or left out
I don’t want to tell what happened
Someone logged onto my profile or used my
computer, mobile phone, or tablet
without my permission
Someone uploaded a photo or film of me or forwarded it against
my will
50%
32%
7% 7%10% 3%
60%
17% 18%10%
Something else
16%5%
13-16 årKille
10%
4%
Have you been subjected to harassment or other acts of intimidation via mobile phone, computer, or tablet with sexual references? (For example, someone has sent sexual messa-ges to you that felt awkward or someone spread sexual rumours about you) * (Yes)
Have you been subjected to harassment or other acts of intimidation via mobile phone, computer, or tablet based on your ethnicity (that you are of Swedish origin, foreign origin, and/or belong to a minority group in Swedish society, e.g. Roma or Sami)? (Yes)
10-12 årTjej
* This question was only posed to those aged 13-16.
Base: Have you been subjected to harassment or other acts of intimidation by someone via mobile phone, computer, or tablet in the past year? (Yes)
Girls n=135, Boys n=93
Base: Have you been subjected to harassment or acts of intimidation by someone via mobile phone, computer, or tablet in the past year? (Yes)
10-12 years n=122, 13-16 years n=228
2%
16%
Where have most been subjected to harassment and other acts of intimidation?
1. Facebook
2. Games
3. Kik
11
An Extension of the Schoolyard
One of my classmates “hijacked” my computer and wrote things on my Facebook page. I have NEVER felt so VIOLATED, and I felt really awful.”
Harassment and other acts of intimidation via mobile
phone, computer, and tablets are often associated
with anonymity, but our survey shows that an over-
whelming majority, eight out of ten, know who the
offender is. Usually, they go to the same school. This
proves what we’ve often been told in meetings with
students, school staff, and parents: that harassment
and other acts of intimidation, and bullying online
and offline are interlinked.
Degrading messages and material via mobile phone,
computer, and tablets can spread quickly and reach
a wide audience. In most cases, someone other
than the subject sees or reads the material/post. In
the survey, half of the respondents believe that only
“a small number” of others have seen or read the
content, while 14% estimate the number of viewers
to be “many”.
One third of those who stated that someone else had
seen or read the content responded that someone
else spoke up for them, wrote a comment, or in another
way defended them. In the same way that it may seem
easier to write cruel things online, it can also be easier
to stand up for others. Our experience from our
dialogues with children and young people indicates
that more people stand up for others if they see
someone subjected to harassment or other acts of
intimidation via mobile phone, computer, or tablet than
if the harassment takes place face to face.
Do you know who the offender is?
Child/young person at my school
Child/young person I know/know of who doesn’t go to my
school
Don’t know who Someone I don’t know Don’t want to answer An adult that I know/know of
10-12 years n=122
13-16 years n=228
61%54%
23% 14% 14% 9% 2%13% 13% 12%6%
1%
Base: Have you been subjected to acts of intimidation by someone via mobile phone, computer, or tablet in the past year? (Yes)
12
8/10know who the offender is
How many others do you think have seen/read what happened?
Out of those that saw/read the content, do you know if anyone said anything (spoke up, wrote a comment, defended you)?
Base: Have you been subjected to harassment and other acts of intimidation by someone via mobile phone, computer, or tablet in the past year? (Yes)
A few
Uncertain, don’t know
Nobody but me
Many
49%
20%
17%
14%
Yes
No
Uncertain/Don’t want to answer36%
32%
32%
Base: How many others do you think have seen/read what happened? (A few, many)
13
Handling Harassment and Acts of Intimidation, and Experience of Harassing Others
I had support from my mum and the school counsellor”
A majority responded that they would turn to an
adult at home if they were subjected to harassment
and acts of intimidation via mobile phone, computer,
or tablet. Those aged 10-12 showed especially high
levels of confidence in adults, with 81% answering
that they would turn to an adult at home if they were
victimised. Among those aged 13-16, the cor-
responding figure is 52%. The older respondents
would to a greater extent try to solve the situation
without involving an adult, e.g. through reporting,
blocking, speaking up against, or talking to a friend.
Significantly fewer respondents would turn to an
adult at school, rather than an adult at home. Among
those aged 10-12, one in four responded that they
would speak to an adult at school, while only one in
ten in the age group 13-16 would do so.
To admit to oneself and others having done
something that may have caused someone else to
feel sad, hurt, or inferior can be difficult. In the survey,
16% of the children responded that they have said
or done something using a mobile phone, computer,
or tablet that could have caused someone else to
feel offended.
Talk to an adult at home
Talk to an adult at school
Talk to a friend Report/remove/block the person that victimised
me
Write something cruel or hurtful
back
Something elseSpeak up by writing to the person that
victimised me
Speak up when I see the person that victimised
me
81%
52%
13%
34%
48%
10%5%
38%
23%23% 23%15%
28%
40%
4% 3%
What would you do if you were subjected to harassment and other acts of intimidation via mobile phone, computer, or tablet?
10-12 years n=437
13-16 years n=633
14
Have you said or done anything in the past year, via mobile phone, computer, or tablet, that could have
caused someone else to feel sad, hurt, or inferior, i.e. that the person could have felt offended? (Yes)
15
16%
Adult Involvement
Our experience shows that young people that have
been subjected to harassment and other acts of inti-
midation online tend to turn to adults who are involved
and have shown interest for what they do online.
In the survey, the majority responded that their
parents have shown interest for what they do online
and have talked about how to behave towards
others when using a mobile phone, computer, or
tablet. Somewhat fewer have talked about what one
can do if one is subjected to harassment and
degrading treatment. Despite this, one third still
don’t feel their parents to have shown interest for
what they do when using a cell phone, computer, or
tablet. One third don’t feel their parents have talked
about how to behave towards others, and more than
half don’t feel their parents have talked about what
one can do when subjected to harassment and
degrading treatment. 12% feel that their parents
have done none of these things.
When it comes to adults at school, most answer that
their teachers have talked about how to behave
towards others when using a mobile phone,
computer, or tablet. However, 85% claim that their
teacher has not shown interest for what they do
when using a mobile phone, computer, or tablet.
One in four feels that their teachers have neither
shown interest and talked about how to behave
towards others, nor talked about what one can do
if subjected to degrading treatment via mobile
phone, computer, or tablet.
You have to talk more about this at school. It’s also important that parents receive information, so that they also can talk to their children about the topic. Many don’t believe that their own kids are involved, and therefore they show no interest.”
What is true about your teacher(s)?
What is true about your parent(s)?
Is interested in what I do when using a mobile phone, computer,
or tablet
Is interested in what I do when using a mobile phone, computer,
or tablet
Has talked about how to behave towards others when using a
mobile phone, computer, or tablet
Has talked about how to behave towards others when using a
mobile phone computer, or tablet
Has talked about what one can do if subjected to harassment and
other acts of intimidation via mobile phone, computer, or tablet
Has talked about what one can do if subjected to harassment and
other acts of intimidation via mobile phone, computer, or tablet
None of the above
None of the above
16
15%
67% 62% 46% 12%
60% 41% 26%
17
Our RecommendationsWhat can the school do to prevent harassment and other acts of intimidation online?
A success factor for preventative work is to conduct structured and long-term work where pupils,
guardians, and the entire staff are involved.
Step by step:
18
Update your plan against discrimination and degrading treatment
By working with fair and equal treatment online, the school can enhance a good school
atmosphere and prevent harassment and other acts of intimidation. It’s also important that
there are clear routines and courses of action when harassment and degrading treatment
occur on the internet, for example if a student has published degrading content online.
Survey the pupils’ perceptions of safety and wellbeing online
Survey the pupils’ perceptions of safety and wellbeing online, and identify where there’s a
need for specific measures in order to enhance pupils’ equal rights and opportunities.
What places and services online do students feel are the most unsafe?
Involve all staff and all pupils
Discuss safety and wellbeing online with both the staff and pupils. Give everyone the opportu-
nity to contribute ideas about how the school can create a good online environment. Mutually
agree on measures that draw from the specific challenges that exist in the school.
Cooperation between the school and the guardians
Strive to achieve a consensus and work together to teach children and young people to
create positive social relationships online. Let the atmosphere online, as well as in the
classroom, be a recurring topic brought up at parent-teacher meetings.
Follow up and evaluate
Follow up and evaluate measures, and put forward suggestions for new measures where these
are needed.
1
2
3
4
5
What can children and young people do to contri-bute to a good atmosphere online?
1. Be critical
Think about and reflect on what you
read, see, and hear online
2. Don’t lie
Use your real name when you post or
comment
3. Don’t hurt anyone
Before you write something or share
content about someone other than
yourself, think it over.
4. Speak up
Report something that doesn’t feel okay
to the website where you see it, regard-
less of whether it’s about you or others.
(Our recommendations for children and young people are a part of the campaign No Hate Speech Movement, initiated by the Council of Europe and implemented in Sweden by the Swedish Media Council during 2014. Friends are one of the partner organisations.)
What can adults do to prevent harassment and acts of intimidation online?
If you as an adult show a genuine interest
in your child’s life online, their willingness to
listen to your advice will increase, as well as
the likelihood of them telling you if something
were to happen. Remember to be a good
role model and stand up for a friendly online
environment.
1. Show interest
Create trustful relationships by engaging
in children and young people’s lives
online.
2. Be a good role model
Lead by example and talk about how to
behave online.
3. Offer your support
Tell your child that you are there for them
if something happens.
IF YOU ARE subjected to harassment or
acts of intimidation or see someone else
being victimised, you should tell an adult.
It’s never a child’s or a young person’s re-
sponsibility to stop bullying—the responsi-
bility always lies with the adults.
19
Legislation OnlineThe digital revolution has brought with it new pos-
sibilities for us to communicate and socialise with
others, but has also raised questions about what
rules and laws apply online. In our encounters and
dialogue with school staff, parents, and pupils, we
often find that people are uncertain about what laws
apply when something happens online. Sometimes
there is a perception that different laws apply online
when it comes to what people write about others
and what pictures and videos they post online.
20
In some cases people believe there are no laws at
all. This isn’t true. A simple rule of thumb is to assume
that the same things are illegal online as offline. For
example, if you threaten someone or slander
someone, it doesn’t matter if it happens on
Facebook, Instagram, Minecraft, in the schoolyard
or hallway, on the bus, or downtown. Furthermore,
this year new legislation was passed, making it
possible to be sentenced for surreptitiously photo-
graphing or filming someone.
Offensive Photography 4 ch. 6 a § Penal Code
Offensive photography means to unlawfully
and secretly take pictures or film someone
located in a home or in a public toilet, in a
changing room, or other similar space.
Unlawful Threats 4 ch. 5§ Penal Code
An unlawful threat means to threaten to do
something illegal towards someone else, for
example threatening to assault or kill a
person. For the threat to be unlawful, it must
be meant seriously and posed in a manner
that induces grave fear.
Slander 5 ch. 1§ Penal Code
Slander means to claim someone is a criminal
or blameworthy in their way of living, or to
provide information that serves to expose the
person to contempt by others.
Assault 4 ch. 7§ Penal Code
Assault means to act recklessly towards
someone, for example, to repetitively post de-
rogatory comments about someone online.
Hate Speech 16 ch. 8§ Penal Code
Hate speech means to threaten or speak
badly of a group of people alluding to the
group members’ ethnicity, religion, or sexual
orientation.
Verbal Abuse 5 ch. 3§ Penal Code
Verbal abuse means to speak about some-
one in a derogatory manner by using offen-
sive words, accusations, or other degrading
behaviour.
Personal Data Act
Personuppgiftslagen (PuL), or The Personal
Data Act, aims to protect people against
violation of their personal integrity. For
example, it is illegal to reveal information
about people’s ethnicity, political opinions,
religious beliefs, or union membership.
Education Act
According to The Education Act, schools have
a responsibility to act also when it comes to
harassment and acts of intimidation online, if
the degrading treatment impacts the pupil’s
school day. The laws have been paraphrased by Friends and are not direct quotations of the official wording of the Swedish law.
2021
ConclusionThank you for reading this report. We hope and believe that the content has given you a better understanding of children and young peoples’ experiences when it co-mes to harassment and other acts of intimidation via mobile phone, computer, and tablet, as well as some valuable guidelines for preventative work.
Johanna Olofsson
Project Manager, Friends
Follow us on Facebook:
www.facebook.com/stiftelsenfriends
Carolina Schattauer Ramnö
Nordic PR Manager, Symantec
Follow us on Facebook:
www.facebook.com/nortonsverige
22
ONE LAST PIECE OF ADVICE: remember that together we create the atmosphere online. If you, like us,
want the web to be a place for everyone, be sure to contribute by including others and showing respect.
Online there are many different possibilities for communicating, debating, and expressing emotions and
opinions. But before you do—think it over. Could what I write be perceived as offensive to someone else?
Protect and consider equality, and choose your words carefully. Remember that we are all people behind
the screen.
Friends Online Report
In order to increase knowledge about harassment and other acts of intimidation online and to provide practical
tools for preventative work, Friends and Symantec initiated a collaborative project in the autumn of 2012. The
project rests on a foundation of Friends’ knowledge about problems with bullying, and Symantec’s experience
and knowledge about internet safety. The project targets children, young people, and adults, and contains edu-
cational material and training to help schools, pre-schools, and sports clubs in their work against degrading
treatment online. Last year, we educated 1800 school employees, 2300 parents, and showed our student per-
formances for 9000 students around Sweden.
About FriendsFriends is a non-profit organisation dedicated to the prevention
of bullying. We work with a long-term perspective through
education, counselling, and formation of opinion to increase
knowledge and involvement by adults and children.
Every day we visit schools, pre-schools, and sports clubs
around Sweden. We believe in a holistic approach where
everyone is involved, from teachers to school staff, parents, and
children. Our educational resources and courses are based on
current research, as well as legislation of the school’s mission.
Friends started in 1997, and is represented all over the country
with regional offices in Malmö, Göteborg, Stockholm, and Umeå.
Our work is financed through donations from private persons
and companies, as well as from honorariums from education
and training programs we conduct. Friends has a so-called
“90-bank account”, and is scrutinised by Svensk Insamlingskon-
troll (The Swedish Foundation for Fundraising Control).
About SymantecSymantec’s ambition is to make the world a safer and simpler
place by helping people, businesses, and governments protect
their information. We offer solutions to protect what matters the
most in peoples digital life, such as identity information, pictures,
music, contacts or communication with loved ones.
In addition to technical solutions, we believe that dialogue between
adults and children is important to prevent crime and violations
online.
Knowledge about technical solutions and our expertise in online
security is our contribution to this collaboration.
23
PLEASE READ MORE ON SYMANTEC’S FAMILY WEB SITE:
• Norton Family, a free online tool to help children and
adults set their family rules together for a safe and
healthy online habits.
• Find new inspiration and hands-on tips on how you
can become more involved and protect children in
our Family Online Safety Guide.
• Norton’s general safety tips or specifically for the family.
- A Collaboration Between Friends and Symantec
