SAFER INTERNET FOR CHILDREN

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1 Qualitative Study SAFER INTERNET FOR CHILDREN QUALITATIVE STUDY IN 29 EUROPEAN COUNTRIES NATIONAL ANALYSIS : DENMARK EUROPEAN COMMISSION Directorate-General Information Society and Media April 2007 OPTEM Ulveman Explorative A/S 74, chemin de la Ferme des Bois Gammel Vartov Vej Gambais France 2900 Hellerup Tel : +33 (0) Fax : +33 (0) DENMARK E mail :

2 TABLE OF CONTENTS Introduction....3 Chapter I Internet and Internet applications..5 I.1 Learning to use the Internet...6 I.2 Intensity of usage...7 I.3 Degree of freedom in using the Internet....8 I.4 Specific Internet applications Chapter II Mobile phone and mobile phone usage II.1 Mobile phone usage II.2 Degrees of freedom in using mobile phones Chapter III Perceptions of Internet and mobile phone related problems and risks.. 17 III.1 Spontaneous mentions of problems and risks.. 18 III.2 Problems and risks in using mobile phones Chapter IV Reactions to the presentation of six categories of problems and risks IV.1 Truthfulness of information found on the Internet. 24 IV.2 Potentially shocking contents. 25 IV.3 Potentially dangerous contacts...26 IV.4 Bullying.. 27 IV.5 Deception on free of charge character IV.6 Illegal downloading Chapter V Risk related information and reporting...30 V.1 Precautions envisaged by children..31 V.2 Ways of reporting envisaged..32 V.3 Attitudes towards information on problems and risks 33 Summary of results..34 Annex I Composition of the groups 37 Annex II Discussion guide

3 INTRODUCTION 3

4 The European Commission Directorate-General Information Society and Media - has commissioned OPTEM and its European partners to carry out a qualitative study on the subject Safer Internet for Children (1). This study covers 29 countries (the 27 Member States, as well as Iceland and Norway) and it involves children : Boys aged 9 to 10 years Girls aged 9 to 10 years Boys aged 12 to 14 years Girls aged 12 to 14 years all of whom have the possibility to access the Internet (although not necessarily at their home place) and use it at least once per month. It aims at improving knowledge about : Internet usage by children, as well as mobile phone usage (by those who own a mobile phone) Their on-line behaviour Their perceptions of risk and safety related questions The results of the study are to be used to contribute to designing the Safer Internet Programme, and to increase the impact of awareness building actions. The methodology used is that of group discussions with, in each country, four groups of children (one in each of the above categories). This report constitutes the national analysis of results of the section of the study conducted in Denmark by Ulveman Explorative, the Danish permanent member of the abovementioned network of partners. It includes, in the Annexes The composition of the groups The discussion guide used by the moderators (1) Study conducted under the aegis of the Framework Contract Eurobarometer Qualitative Studies, set up and managed by Directorate-General Communication A/4. 4

5 CHAPTER I THE INTERNET AND INTERNET APPLICATIONS 5

6 I.1 LEARNING TO USE THE INTERNET A general finding for the groups is that participants have usually learned to use the Internet from their siblings, parents or friends. Some participants also mention learning about the Internet at school, where a teacher explained to them how to go online. Some of the children have been introduced to the Internet from a very early age, about 6-7 years of age, while others have not really been introduced to it yet. Thus, the familiarity of the Internet to the children varies great deal, with the older children being most familiar with using the Internet, and the younger children being less familiar with it (or they do not have an interest in it yet). Learned it at school (Girls group years) My mother taught me to play games (Boys group 9-10 years) We have to use it all the time in the school for projects (Boys group years) My father and sister have introduced me to the Internet (Girls group 9-10 years) 6

7 I.2 INTENSITY OF USAGE There is a lot of variation in the amount of time participants spend on the Internet. In the group of 9-10 year old boys compared with the group of year old boys it is clear that the younger boys spend less time on the Internet than the older boys. The 9-10 year old boys express that they usually go online if there is nothing else to do, if nobody wants to play with them etc., whereas the year old boys tend to spend more time online playing games etc. even if they do have the option to go outside. Thus, in the group of 9-10 year old boys the Internet is used about half an hour each day, sometimes less, whereas the older year old boys spend more time online. When I do not have anybody to play with I go online (Boys group 9-10 years) If you are together with friends, then you are online together (Boys group years) As for the girls, the year olds are also on the Internet more frequently than the 9-10 year old girls. The year olds spend a lot of time online chatting to friends on MSN. I chat on the Internet, when I have nothing else to do (Girls group years) Not too much time on the Internet (Girls group 9-10 years) Both groups of year olds tend to spend more time on the Internet than the younger children, who still prefer to play and talk with their friends rather than being online. The intensity of usage is clearly linked to what the children use the Internet for for example, many of the 9-10 year old boys only use the Internet to play online games, whereas the year old boys use it for games, but also for multiple other purposes such as surfing websites, sending text messages, looking at pictures etc. It should be mentioned here, that there was a clear difference between the boys in this group: the boys aged 12 were much more like the 9-10 years olds and used the Internet mainly for online games, whereas the oldest boys - aged 13 and especially 14 - in the group had started using the Internet for chatting etc. Thus, this group was the most heterogeneous of the 4 groups, which might be beneficial to consider when putting the groups together, Thus, different factors affect Internet use for the groups: the younger children tend to choose playing/talking with friends to the Internet, and if these activities are available they will not spend time online. The older children use the Internet to chat with friends, and therefore also spend more time online. The year old children are more dependent on meeting with and being accepted by their peers, whereas the 9-10 year olds are still more connected to their parents, siblings etc. 7

8 I.3 DEGREES OF FREEDOM IN USING THE INTERNET In general the participants do not have any specific limitations in terms of how much they are allowed to use the Internet. Some participants say that they are not allowed to spend several hours a day on the Internet, and their parents have for example made the rule that after dinner they are not allowed to be online anymore. Or, the parents will tell them that now they have spent too much time online and are not allowed to sit in front of the computer anymore. But there are no specific restrictions as to how many hours per day/week the children are allowed to spend online. Rules (about using the Internet) are nice Or you just get a headache (Girls group 9-10 years) The general impression is that the children are quite free to use the Internet especially the younger children, who (as mentioned above) do not make the Internet a very high priority. Their time spent on the Internet is therefore fairly self-regulatory. Across groups, several participants mention different types of restrictions from their parents in terms of Internet behaviour. They say that they are not allowed to reveal their identity to anyone they meet online, for example by giving out the following: Name Address Phone number (and/or mobile phone number) address MSN address Thus, several parents have been quite specific in these instructions to their children. However, as will become clear later in this report, many of (especially) the year old children do not behave according to their parents warnings. My mother wants me to help with dinner and after dinner I do not want to be online anymore (Girls group years) When asked how they would perceive it if their parents were to give them any restrictions, many participants say that it would be fine with them (especially among the 9-10 year old participants), and they understand the need for restrictions. However, several of the year old children did not see the need for restrictions being placed upon them by their parents. Especially the year old boys were very independent, and openly declare that they do not tell their parents about a lot of the things they do online, and that they would not obey if restrictions were made. but I am not allowed to spend all the time I want, they say I have to turn off (Boys group 9-10 years) 8

9 Thus, the parents rules about time spent online vary according to the children s age: the older children have more restrictions because they use the Internet more, whereas not so many restrictions are needed (yet) for the younger children, as they have a natural tendency to spend less time online. Also, in terms of rules about Internet behaviour, the rules are generally the same for all the children, but especially the year old boys do not seem to take them that seriously. No exact rules (about time spent online) 3-4 hours maximum (Boys group years) 9

10 I.4 SPECIFIC INTERNET APPLICATIONS The specific Internet applications can be illustrated as follows: Boys group 9-10 */** Girls group 9-10 */** Boys group */** Girls group */** Total */** Searching for information as a part of my school work 2 / 2 2/3 6/1 3 / 4 13/10 Searching for information on subjects which interest me/surfing for fun 3/ 4 4/4 6/3 3 / 3 16/14 Sending and receiving s 3/ 2 4/2 4 / 0 2 / 1 13/5 Using instant messaging (MSN)/chatting with friends 3/ 1 3/1 3 / 4 2 / 4 11/10 Engaging in open chatrooms 2/ 1 5/0 2/2 2 / 0 11/3 Creating my own blog/homepage and posting my own texts, photos, music on the Internet 1/ 0 2/1 3/0 0 / 1 6/2 Reading and responding to friends blogs/homepages 2/ 0 3/1 3 / 0 2 / 1 10/2 Reading and responding to blogs/homepages of someone I have never met 0/ 0 0/1 2/0 2 / 0 4/1 Playing on-line games 1/ 7 0/7 2 / 6 3 / 1 6/21 Downloading music, films, videos, games or other files 4/ 0 4/0 0/8 2 / 1 10/9 Sharing files (music, films, videos, games or others) 4/ 0 2/0 2 / 3 2 / 0 10/3 Sharing photos 3/ 0 3/0 3 / 0 1 / 0 10/0 Downloading ring tones/images for my mobile phone 3/ 0 0/1 3/ 2 1 / 0 7/3 Taking part in competitions 3/ 0 4/1 3 / 1 2 / 0 12/2 Making phone calls through the Internet 2/ 0 2 / 1 2/ 1 0 / 0 6/2 Total 35/17 39/23 44/31 27/16 145/87 * Used applications ** Most frequently used applications 10

11 The boys aged 9-10 (column 1 in the table) most frequently use the Internet for playing on-line games, and also for searching for subjects of interest. However, as can also be seen from the table, this group is also aware of many other things for which to use the Internet, even though they might not use these applications very frequently. Thus, in this group the Internet was mostly popular for playing games online which is again linked to the age group: they are still at the age were playing is more important than actual communication online. I play games online (Boys group 9-10 years) The girls aged 9-10 (column 2) are, like the 9-10 year old boys, most likely to use the Internet for playing games online, as well as searching for topics of interest. The number of applications used frequently is slightly larger here than in the 9-10 year old boys group. This could be the case because girls are a bit more mature than boys at this age, and have discovered different uses of the Internet earlier. At any rate, the general pattern for the young girls is similar to that of the young boys. Mostly sites about my interest. Are there sites about dogs? (Girls group 9-10 years) In the group of year old boys (column 3) the picture is quite different, however. The boys in this group are still clearly very interested in playing online games (6 out of 9 participants marked this application as frequently used), but here MSN and downloading things form the Internet also have very high places in the spectre of applications. This shows that the boys in this group make more use of the more communicative areas of the Internet, and the number of applications they use frequently is much larger than that of the 9-10 year old boys. Again it should be stressed that age was definitely a divider in this group, with the younger boys aged 12 - being much more interested in online games and not so familiar with chatting etc. online. (I use the Internet for) Arto, MSN, W-man, speak, Habbo, myspace, agame, mousebreaker etc (Boys group years) The year old girls (column 4), like the boys in the same age group, are very focused on using MSN for chatting with their friends online. This group is the only one that did not show any interest in playing games online (only 1 out of 8 participants used the Internet for this frequently) however, 3 participants did use this application some times. Thus, for these girls the Internet is most frequently used for communication with friends, and not so much for the general entertainment aspects. The biggest contrast in Internet applications is between the girls aged and the boys aged 9-10: almost all the girls use the Internet for chatting with friends (and almost none of the boys), and almost all the boys most frequently play online games, whereas only one of the girls marked that she does this frequently. This reflects the very different needs of these age groups. Thus, as previously mentioned, the amount of time spent online by the different age groups is closely linked to the specific applications used: the younger children mostly use the Internet for playing games and the older children tend to use it more for communicating with friends. This goes well with the fact that the youngest boys spend the shortest time online compared to the other groups. 11

12 To all the children in the age group MSN tops the list of applications, and many of them also chat with people they do not know in open chat rooms. Also, the boys aged quite frequently use it to download things from the Internet as well. The Internet therefore serves different purposes for the different groups of children: it is more about being entertained when you are bored for the younger children and more about communication for the older ones. There is so much to do (instead of being online), and I do not know how to do (Girls group 9-10 years) 12

13 CHAPTER II MOBILE PHONE AND MOBILE PHONE USAGE 13

14 II.1 MOBILE PHONE USAGE Out of all participants, only one did not have her own mobile phone this was a participant in the group of 9-10 year old girls. Thus, the children generally had their own mobile phones and were very familiar with using it. I use my mobile phone for SMSes, phone calls end pictures (Girls group 9-10 years) I just got my mobile phone, I have not used it yet (Boys group 9-10 years) Most of the children had gotten their mobile phone when they were around 8 years old and some even earlier. The mobile phones are mostly used for sending SMSs to friends and making phone calls to parents particularly when they need to let them know where they are, when they will be home etc. Some participants, especially in the boys group, also use their mobile phones to listen to music. In the group of year old boys the talk quickly turns to happy slapping, and it turns out that some of the boys have downloaded this online only one, however, has actively participated in it with his mobile phone. Thus, quite spontaneously, the issue of bullying comes up in this group, which will be addressed later. If you have participated in happy slapping you can go online with it and earn a lot of money (Boys group years) Although mobile phones are used daily by all the participants who own one, it is clear that the two groups of older children perceive it as more necessary and a part of them : they feel isolated from their peers if they do not have access to their phone. These children use the cell phone much more to stay in contact with their friends this connects with the previous finding that the older children also use the Internet more often for communication than the younger ones. SMSs for my friends phone calls for my family (Girls group years) 14

15 Table of hand counts of answers: MOBILE PHONE APPLICATIONS Boys group 9-10 years Girls group 9-10 years Boys group years Girls group years Total */** */** */** */** */** Making and receiving phone calls 1/6 0/7 3/6 5/4 9/23 Sending/receiving SMSs 1/7 0/7 2/7 2/6 5/27 Taking photos/images 4/3 2/5 5/3 4/3 15/14 Sending/receiving/sharing images Connecting to the Internet through my mobile phone 0/3 2/2 6/1 4/0 12/6 0/1 0/0 4/0 1/0 5/1 Total 6/20 4/21 20/17 16/13 46/71 The table clearly shows that sending SMSes is the most used application across groups, closely followed by phone calls. Among the boys aged 9-10, sending/receiving/sharing images is also used by many participants more than in the other groups, whereas the girls in the 9-10 year age group prefer taking photos. Thus, the general pattern is that the children predominantly use the mobile phone for sending SMSes and making phone calls the more traditional applications. Especially the SMSs can turn out to involve risks, as will be illustrated later in the report. 15

16 II.2 DEGREES OF FREEDOM IN USING MOBILE PHONES Several types of restrictions come up when talking about using mobile phones in the 4 groups: The mobile phone should be turned off while sleeping The mobile phone should be turned off during dinner Not allowed to spend more than a certain amount per month Not allowed to receive SMSes from people you do not know Not allowed to connect to the Internet Not allowed to send pictures to places that cost money Not allowed to send threatening SMSes Not allowed to use the mobile phone if you skip school The girls aged tend to agree with the rules and restrictions set by their parents: they can understand why they want the mobile phone to be turned off during dinner and at night, and most of them realize it is for their own good. The boys aged are more annoyed by the rules and express dissatisfaction with them. Especially one participant in this group, who had his phone taken from him because he skipped school for 10 days, said that the mobile phone is essential in his life: It was the worst thing, being without a mobile phone for 10 days.it is your life (Boys group years) Here we again see how this age group is clearly linked to their friends through mobile phone usage the world collapses if you do not have access to it. If someone calls when we are eating I cannot call or SMS, only afterwards.it is really annoying if you eat a little late, because then you cannot really reply until you get back to school (Girls group, years) In the younger age groups the parents have also set rules about sending pictures (Girls group 9-10 years) and receiving messages from unfamiliar people (Boys group 9-10 years). In general the children are generally quite free to use their mobile phones, though, and restrictions are (especially for the older children) mostly used as a means for not spending too much money or as punishment for unacceptable behaviour (e.g. skipping school). Compared to the use of the Internet, it seems that parents have set more rules about Internet usage than mobile phones in terms of the children s behaviour (for example giving out your address etc.), whereas the rules concerning the mobile phones are more concerned with the price and intrusiveness into the family s routines. 16

17 CHAPTER III PERCEPTIONS OF INTERNET AND MOBILE PHONE RELATED PROBLEMS AND RISKS 17

18 III.1 SPONTANEOUS MENTIONS OF PROBLEMS AND RISKS The following applications of the Internet/mobile phone were spontaneously mentioned as involving risks: The Internet Giving out personal information (phone number, address, MSN address, ) on the Internet o o People might threaten or bully you by sending SMSes or s, or on MSN People might take your username/password in online games Writing back if you receive a message (for example in a chat room) from an unfamiliar person o o o The person might send you nasty or pornographic messages The person might be much older and have bad (and maybe sexual) intentions You can get cheated Downloading things off the Internet o o It is not legal It can cause a virus on your computer The mobile phone Receiving threatening SMSes o o o Makes you feel uncomfortable and afraid especially if it is someone you might meet at school the next day You should not erase them then you can find out who sent them You should not write back if it is someone you do not know Across groups, most of the children express that they have experienced bullying especially through SMSes. This type of bullying is viewed by the children as worse than bullying via MSN or in chat rooms: you can block people from your MSN account permanently, but you can only turn your mobile phone off temporarily, because you have to turn it back on to be in touch with your friends and when you do, you will be reminded of the bullying. On MSN you can block people, in chat rooms you can leave on the mobile phone it is someone you know, you have to turn the phone back on (Girls group years) I send threatening SMSes (Boys group years) 18

19 The major difference between the groups when it comes to bullying, is that for the younger boys real life bullying, which happens at school, is perceived as far worse than bullying taking place online or on the mobile phone physical threats are the worst. In contrast, the girls find online and mobile phone bullying worse. (If I get a SMS and I do not know who have send it), my mother look if it is someone she knows (Boys group 9-10 years) When it comes to the Internet involving risks, all the children mention chat rooms as being risky: People might send you nasty messages, which is why it is important not to give out any personal information. This was especially mentioned by the 9-10 year old girls. Most of the children have either been warned of the risks by their parents, who have told them never to give out any information online, or they have had a negative experience, which has made them think more about the dangers of the Internet. However, though all the children were aware of the dangers of using chat rooms, they still express that they give out personal information to people they are not familiar with (even if they have checked out the identity of the person) if some time goes by and they feel like they can trust the person they are chatting with. In general, it is only if the child has had a negative experience (such as chatting with someone and finding out the person is much older) that the risks become clear, and the child then stops giving out information. For most of the children, though, the fact that you can simply block people in the chat room or on MSN is enough security for them, and they do not consider it an important obstacle for continuing to use chat rooms. My friend got a SMS that said: I hate you and I want to beat you (Girls group 9-10 years) Thus, generally although they are aware of the risks of using mobile phones and the Internet the children are not afraid or nervous about it, and do not seem to take it very seriously. And the awareness of the risks of the Internet and mobile phones does not make them change their behaviour in any remarkable way it is a negative experience that leads to this change of behaviour. 19

20 III.2 PROBLEMS AND RISKS RELATED TO SPECIFIC APPLICATIONS Table of hand counts of answers problems and risks using Internet and mobile phones: Boys group 9-10 */** Girls group 9-10 */** Boys group */** Girls group */** Total */** Searching for information as a part of my school work 1/2 0/0 0/0 0/0 1/2 Searching for information on subjects which interest me/surfing for fun 5/2 1/0 2/0 0/0 8/2 Sending and receiving s 3/1 5/1 2/0 2/0 12/2 Using instant messaging (MSN)/chatting with friends 3/2 3/1 2/0 3/1 11/4 Engaging in open chat rooms 2/1 4/0 6/0 2/2 14/3 Creating my own blog/homepage and posting my own texts, photos, music on the Internet 1/0 1/0 0/1 0/0 2/1 Reading and responding to friends blogs/homepages 3/1 0/0 1/0 0/0 4/1 Reading and responding to blogs/homepages of someone I have never met 0/2 2/0 3/0 3/2 8/4 Playing on-line games 1/5 1/0 0/0 1/0 3/5 Downloading music, films, videos, games or other files 3/0 5/0 3/0 0/0 11/0 Sharing files (music, films, videos, games or others) 3/0 0/0 0/0 0/0 3/0 Sharing photos 0/0 1/0 0/0 2/0 3/0 Downloading ring tones/images for my mobile phone 3/0 0/0 0/0 0/0 3/0 Taking part in competitions 4/0 0/0 2/2 1/0 7/2 Making phone calls through the Internet 1/1 1/0 1/0 1/1 4/2 Total 33/17 24/2 22/3 15/6 94/28 * Problematic/risky applications ** Most problematic/risky applications 20

21 MOBILE PHONE APPLICATIONS Boys group 9-10 years Girls group 9-10 years Boys group years Girls group years Total */** */** */** */** */** Making and receiving phone calls 2/3 3/0 1/0 3/0 9/3 Sending/receiving SMSes 2/3 4/1 2/0 2/0 10/4 Taking photos/images 0/1 1/0 0/0 0/0 1/1 Sending/receiving/sharing images Connecting to the Internet through my mobile phone 1/1 0/1 5/2 1/0 7/4 2/0 0/0 0/0 4/0 6/0 Total 7/8 8/2 8/2 10/0 33/12 There are many differences in the problems/risks the groups associated with the various Internet and mobile phone applications. Regarding Internet applications: There are many differences between the groups the young children do not have much to say at all: some of them are more active and some of them say nothing at all when marking their sheet. The boys aged 9-10 were the group where most marked competitions as being risky. This could be because these boys usually use the Internet for games and competitions, and therefore they only have knowledge about the risks associated with these types of applications. The girls aged 9-10 marked s and chat rooms as risky but generally it seems that they are more afraid of the unknown than actually afraid of a risk they know is there. Several of the boys in the group aged marked chat rooms as risky, which also goes well with the previous finding that they use this more often than the younger boys. The girls aged marked MSN and blogs as risky: these girls know of the risks present on the Internet (by for example responding to blogs of unfamiliar people or giving out your MSN address), and are therefore worried about these specific applications. Thus, there are very many differences between the groups when it comes to threats on the Internet. Overall, though, most children across groups think that chat rooms and ing could be risky, followed by MSN and downloading things off the Internet. However, in many cases the children do not associate problems with many of the applications presented to them. 21

22 Regarding mobile phones applications: As can be seen in the table, the boys aged 9-10 mostly felt that SMSes are associated with risks, because you can be threatened by someone you know (possibly from school). Thus, the boys are first and foremost scared of threats, which can result in physical violence at school. In the girls group of 9-10 year olds SMSes were also associated with risks. Only a few of the boys aged marked SMSes as risky here, 5 out of 9 participants marked sending/receiving/sharing images as involving risks. They also clearly expressed that it is specifically happy slapping that could be problematic. Again, the physical aspects of the threat is important, as well as the fact that happy slapping is illegal. In the group of year old girls half of the participants felt that connecting to the Internet through the mobile phone was problematic. This goes well with the fact that this is also the group expressing the most fear about disclosing personal information online. 22

23 CHAPTER IV REACTIONS TO THE PRESENTATION OF SIX CATEGORIES OF PROBLEMS AND RISKS 23

24 IV.1 TRUTHFULNESS OF INFORMATIONS FOUND ON THE INTERNET Boys 9-10: did not say anything about this. Girls 9-10: These girls stress the fact that you cannot trust people you chat with online this shows they have an awareness of the risks associated with this. Many of the girls say they know people who have lied about their age in the chat rooms called Arto and Habbo, in order to be able to use them (you may only be a user if you are over 14). However, as for the boys, the girls seem to take it for granted that people will lie, and so they do not take it very seriously. Boys 12-14: The children in this group are used to the fact that information on the Internet might not be true to the degree that they actually expect people to lie in chat rooms etc. and many of them admit to lying themselves. It has become a part of everyday life (Boys group years) [Referring to chat rooms] You should not hope for too much in there (Boys group years) The boys in this group say that many boys lie to impress girls they meet online for example by saying they look different than they actually do. Or, they will lie about doing things that give status, such as happy slapping, to get more respect from their peers. Girls 12-14: The girls in this age group focus more on actual false information on websites, such as Wikipedia (online dictionary). Though they are aware that it is possible that such information might be wrong, it does not represent a big problem for them. Thus, overall the truthfulness of information on the Internet is not something the children see as very problematic although they are well aware of the risks - and they even expect that information in chat rooms may be false. 24

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