Final Report - European Online Grooming Project

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Above average (110 +) 15 Don’t know 6 RM 2000 score Low risk (0 – 1) 6 Medium risk (2) 10 High risk (3+) 10 Offence Online grooming no meeting 2 Online grooming meeting 8 Images and online grooming – no meeting 5 Images and online grooming – meeting 18 Offender access to Yes 17 children No 16 Sex offender treatment None 2 received this sentence Core programme 26 Core plus other (Booster, Extended, HSF) 5 Sex offender treatment None 25 received (prior to sentence) Core programme Core plus other (Booster, Extended, HSF) 1 1 Thames Valley SOTP 1 Pre-convictions None 16 Non – sexual 6 Sexual - children offline 6 Sexual - children online 5 Sexual - children online and offline 0 Sexual - adult offline 0 Victim age (of 5 – 9 1 grooming) 10 – 12 5 13 – 15 27 Victim gender (of Male 5 grooming) Female 28 Both 0 2.7 Focus Groups with Young People Focus group discussions were conducted across three of the four partner countries. This fieldwork was provided by the consortium as an additional unfunded element of the research. Schools opted-in to the research and all young people were provided with detailed information to make an informed decision about whether to take part. Consent was also sought from each young person, using a consent form before each group started. The purposive sample frame was young people at secondary school with an age range of between 11 and 16 years. We know from previous research that there are differences between younger and older children in the incidence and nature of Internet use. There are also gender and socio-economic background differences. For this reason we ensured that the achieved sample comprised: two age groups of 11-13 years 34 of 152 |Final report European Online Grooming Project_
and 14-16 years; a mix of boys and girls with two of the groups being single sex (girls only); and where possible socio-economic diversity to identify any differences in awareness, behaviours and attitudes 11 . Twelve focus groups were delivered with 6-12 young people in each group (n=98). The strategy for including young people from a range of socio-economic backgrounds could not be consistent across the different partner countries. In the UK, socio-economic representation can generally be achieved by selection of schools in a particular ‘catchment area’ but it is not necessarily a transferable method for other European countries. As such, in Belgium and Italy the groups would be mixed. For example in Belgium the groups were young people in ‘vocational’ or ‘general’ education. Young people in vocational education tended to be from lower socio-economic groupings and pupils had selected special subject streams such as hairdressing, horticulture and drawing. Confirmation of the different socio-economic backgrounds was provided throughout the discussions where references were constantly made to their circumstances, particularly occupation of parents or a similar indicator. The final sample in terms of age groups and gender are given below in Table 2.7.1. Table 2.7.1 Focus groups sample profile Age Male Female Total 11-13 yrs 17 22 39 14-16 yrs 29 30 59 46 52 98 A topic guide was used to shape discussion and covered four main areas: • General nature of Internet use • Safety awareness, awareness and perception of groomers • Their own online experiences • Attitudes to safety awareness training The questions were mostly open with guidelines for suggested prompts where relevant. This guide was translated for use in the partner countries. 2.8 Stakeholder Dissemination Events Seven dissemination events were held with teachers, parents and professionals in Belgium, Italy, Norway and the UK in order to disseminate the key findings from the project. Feedback from those attending the 11 Though not with any expectation of statistically significant differences due to the qualitative design of the investigation 35 of 152 |Final report European Online Grooming Project_
Page 1 and 2: Final Report Stephen Webster, Julia
Page 3 and 4: Contents 1. Executive Summary......
Page 5 and 6: 1. Executive Summary Background •
Page 7 and 8: Online Spaces The Features of Onlin
Page 9 and 10: also described using webcams 3 as a
Page 11 and 12: Maintenance • Offence maintenance
Page 13 and 14: easons - here low self-efficacy und
Page 15 and 16: Typology of Young People Victimised
Page 17 and 18: ehaviours and strategies to stay sa
Page 19 and 20: Awareness and Perception of Online
Page 21 and 22: Content gaps • Some young people
Page 23 and 24: • Events with teachers were also
Page 25 and 26: Girls appear to be at higher risk,
Page 27 and 28: off-line abusive contact with the c
Page 29 and 30: said activity was sexual intercours
Page 31 and 32: 2.5 Scoping Methods Literature revi
Page 33: 2.6 Interviews with Online Groomers
Page 37 and 38: 3. Understanding Online Grooming Th
Page 39 and 40: turned off and daily life returned
Page 41 and 42: Social networking - For adults and
Page 43 and 44: Online Spaces Figure 3.3.1 - The fe
Page 45 and 46: The role of the online environment
Page 47 and 48: Online identities were described by
Page 49 and 50: Mode Before an approach to a young
Page 51 and 52: Extent of contact With technology a
Page 53 and 54: - Mentor: this refers to the way so
Page 55 and 56: extent of online disinhibition amon
Page 57 and 58: Providing gifts to young people cou
Page 59 and 60: It is not unreasonable to suggest t
Page 61 and 62: 4. Offender Maintenance and Risk Ma
Page 63 and 64: There are plenty of fish - you’ll
Page 65 and 66: conversations to escalate in a way
Page 67 and 68: In the literature, there has also b
Page 69 and 70: At the time… I said I’m not doi
Page 71 and 72: I felt powerful and important knowi
Page 73 and 74: However, as with images, it would b
Page 75 and 76: • how the young person behaved on
Page 77 and 78: children. Consequently, online groo
Page 79 and 80: forefront of their functioning. The
Page 81 and 82: achieved that allowed each groomer
Page 83 and 84: Risk Management Adaptable Style Dis
Page 85 and 86:
Risk Management Hyper-Sexualised se
Page 87 and 88:
6. Young People Online The chapters
Page 89 and 90:
equally exploited. Thus the level o
Page 91 and 92:
as having problems in family life o
Page 93 and 94:
of themselves. As we have seen in t
Page 95 and 96:
which are largely unformulated. Soc
Page 97 and 98:
G: Pictures of you and I want you t
Page 99 and 100:
If we begin with the example of the
Page 101 and 102:
Figure 6.6 Resilient young people o
Page 103 and 104:
make contact with young boys. In th
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to the people from schools with rob
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Plenty. Some I see around, they’r
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We have seen in chapter 3, 4 and 5
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Table 6.7: Young peoples perception
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Socialisation Information seeking O
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when appraising all potential conta
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evidence from parents’ that tends
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7. Implications: Applying the resea
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of online technology and mobile pho
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Targeted programmes for young peopl
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the grooming to which they were sub
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with particular regard to anonymity
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measures for online groomers. A key
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addition, the Good Lives Model-Comp
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References Andrews, D. A., Bonta, J
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Hayes, E., Archer, D. & Middleton,
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Taylor, M. & Quayle, E. (2006). The
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Appendices 139 of 152 |Final report
Page 141 and 142:
Dear [insert name] Understanding on
Page 143 and 144:
Understanding Online Grooming On be
Page 145 and 146:
Understanding the process of online
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2. ONLINE GROOMERS OFFENDING BEHAVI
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Online presentation (here we are ex
Page 151 and 152:
Contact offending and online groome
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Final Report - European Online Grooming Project

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