1. 3. Human Trafficking and Online Safety
Today’s session:
Introduce what will be looked at during the session:
If necessary, introduce yourself and recap previous module/s as required. Ignore if continuation from Module 1 & 2.
Outline what will be covered during the session
Understanding that the internet has positive and negative aspects
Understanding the link between the internet and the risk of grooming/trafficking
Where to seek help and support if someone feels that they are being tricked/pressured to do something that they do not want to do
[Insert name]

2. Into the Internet 1.What are the best things about the internet?
2.What are the worst things about the internet?
Into the Internet
Write the following 3 questions on 3 pieces of flip chart paper:
-What are the best things about the internet?
-What are the worst things about the internet?
-What are your biggest worries about being online?
You may need multiple sets of the questions depending on the size of your group
Ask small groups to rotate around the sheets and write their opinions/answers to the question. Give the group 10 minutes to comment on the sheets, then give feedback.
If there is no room for movement, then split into groups and ask them to write their ideas on flipchart paper.
Ensure that the positive aspects of the internet are highlighted.
3.What are your biggest worries about being online?
With thanks for material contribution

3. Friends… Online Friends VS Real Life Friends Friends
Facilitator notes:
Ask students to get into pairs/groups and ask them to think of a favourite memory with a close friend or someone who is important in their life and discuss this in groups/pairs
Feedback – Ask groups to feedback some of the memories talked about in their groups.
After feedback asks students to discuss in pairs what favourite memories they have with online friends that they have never met before?
Feedback: Ask students to feedback what they discussed. Point out the kind of memories you have with online friends we’ve never met before are very different to the memories we have with real life friends.
Ask students in pairs/groups; what is the difference between real life friendship and online friendships with people they have never met before?
Feedback: Ask students to feedback what they discussed. Facilitator - weave below pointers into the feedback discussion.
Real life
Physically present in a real place
Know our friends in different contexts; at school, with other friends, family, in town etc.
We can read their body language and have a gut feeling when someone is genuine or not
Have shared experiences in real life
Online
You only know what they choose to tell you
Only see them in one context – online
They can tell you what they think you want to hear
You can’t see them and
You can’t see how they respond in real life situations with other people
Anyone can recreate themselves online
(Facilitator – it is worth noting that 29% of online friends of children between year olds are not personally known to them. )

4. Matt’s Story Jade’s Story Jade’s Story and Matt’s Story
Recap how young people are often tricked or pressurised into situations of trafficking e.g. told they are going to the UK to study or to take-up a new work opportunity, but then end up being exploited in domestic servitude or sexual exploitation.
Explain or recap how in many of these circumstances the people who trafficked them were someone they trusted, such as a friend, boyfriend, family friend or even a family member. ( years: remind them of the Two Little Girls video and scenario in Module 1). Young People can be tricked through a process of grooming; initially by the trafficker deceiving them by making them feel like they are friends, boyfriends or girlfriends. Once they are trusted, they then force the person to do something they don’t want to do.
Remind them, that they already know that trafficking and exploitation takes place in the UK. Explain that In the UK there are many young people being groomed online, via the internet. They are then tricked or forced into doing something they don’t want to, often sexual acts.
Watch one or both videos with the group depending on time
‘Matt’s story’: mins
Jade’s Story’ mins
Group discussion:
How were Matt and Jade tricked?
What did they think their relationship was?
Why did Jade not report him to begin with? What was she scared of?
What are the key actions that you can take to keep yourself safe online?
How do you report someone who has made contact with you online and asked you to do things that you didn’t want to do?
Or alternatively - using Jade’s video and Jade’s story worksheet (15 mins)
Tell the students that they are going to watch a short film about online safety. Start the film and pause it at Ask the students what impression they have of Justin at this point e.g. ‘fun, untidy’ etc.
Pause again at 2.09 and quickly check how Justin got hold of that picture of Jade (from her boyfriend’s profile). Ask students to predict what might happen next.
Allocate the students a number, one or two. Give all the 1s task one hand-out and the 2s a task two hand-out. Ask them to make notes during the rest of the video.
After the video is finished, give students a blank copy of the task they did not complete during the video. Ask students to pair up so there is a number 1 and a number 2 in each pair; they then share their findings with their partner. 
Feedback
After the feedback for task 1, ask students how Justin used this information against Jade. (He tricked her into thinking he was a friend and then pressured her to take sexual photos of herself). Also ask why Jade did not report Justin to begin with and what was she scared of. (She was scared because Justin knew all about her and she was afraid of him making the photos public and sharing them with her family and friends).
Note: Reiterate to students that although Jade became vulnerable online, what happened with Justin was not her fault. She was tricked and then pressured into doing something she didn’t want to do. When young people make a report on the CEOP website, they are asked for their name and phone number and they will receive a call offering help and support.

5. Fake or Friend? Fake or Friend (10 mins)
Ask young people to split into groups/pairs as appropriate and hand out ‘Fake or Friend’ profile cards.
Ask young people to discuss if they think the profiles are for real or fake.
Discuss each case one by one, revealing case by case that each profile is a fake one.
Explain that these profiles are real examples of people who used social networking sites to trick and abuse young people online.
Facilitator note: ensure you are familiar with the case studies details and use discretion regarding what details you disclose to the group during feedback with the group – ensuring it is age appropriate.

6. Fake Real identity Stephen Quinnell 33 years
Real name: Stephen Quinnell 33 years
Used Call of Duty online Xbox
Posed as ‘Steve’ online
Groomed and befriended boys under age of 18 on gaming sites
Suggested live messaging on skype
Incited young boys to perform sex acts on webcam
He received a 4 year prison sentence at Durham Crown Court in July 2014

7. Fake or Friend?
Ask young people what they decided on James Lindsell’s profile in their groups.
Ask them if they thought this was Fake or Friend?

8. Fake http://news.bbc.co.uk/1/hi/uk/3175700.stm
Story came to light October 2003
Real Name: Douglas Lindsell 63 years old (real name)
From: Twickenham, West London
Chatrooms: posed as a teenage boy
Obtained: 54 girls s and mobile numbers in the UK
Bought a book to learn how teenagers text to seem more convincing
Attempted to abduct a 14 year old girl
Arranged to meet 13 and 14 year old girls – when they saw how old he was they ran away

9. Fake or Friend?
Ask young people what they decided on Nicolas Geddes’ profile in their groups.
Ask them if they thought this was Fake or Friend?

10. Fake
Real name: Nicholas Geddes 24 years old
Based: Liverpool
Facebook: created fashionable profile
He groomed six teenage boys online before abusing them
He has been jailed for 15 years.
Two of Nicholas Geddes's victims were from Long Eaton while the other four boys were aged 14 or 15 and from Durham, Newcastle, Montrose and Gwent.
The case against Geddes, 24, began on June , when the parents of a 13-year-old Long Eaton boy called police to report that their son had been groomed online, taken to a hotel in the East Midlands and abused by Geddes.
Officers discovered that Geddes had been in contact with the boy via social media.
Geddes was convicted of two counts of sexual activity with a child, rape, meeting a child following sexual grooming and trafficking within the UK for sexual exploitation in relation to this victim.

11. Fake or Friend?
Ask young people what they decided on Tim Stone’s profile in their groups.
Ask them if they thought this was Fake or Friend?

12. Fake
Real name: Timothy Storey 34 years old
Online name: Tim Stone
Posed on Facebook as 15 year old teenager
Claimed he went to Dover College, class of 2011
Amassed 800 friends all female under age of 18 years.
Private messaged girls, inciting them to send naked/intimate images to him.

13. Spotting the signs Online
Too good to be true – Do they like all the same things as you and give you loads of attention? Do they like all your photos?
Give presents and make promises
Put you under pressure and ask to private message you?
Go through spotting the signs online
Too good to be true – like all the same things as you and gives you loads of attention. Likes all the photos and posts. We all like to get attention and it’s great to meet people who like similar things but remember some people use the internet to make fiends with people to abuse them.
Giving presents and making promises – Do they make promises or offer gifts. If you will do things for them? Are they putting pressure on you to do stuff on camera, send photos or give out your personal information.
Asked to private message you? – to be safe keep it public and not private.
Just a little secret – Have they told you to keep what you say and do online just between you and them? And told you that you would be in trouble if you didn’t keep it private.
Ask young people if they can think of any other potential signs of grooming online
Ask you to keep your chat secret?
If someone bothers you, go to this website and click ‘CLICK CEOP’ button

14. Stay Safe Online
Only put pictures of yourself online that you would want to show to your friends or family
Keep your user settings and personal details private
Do you know the people on your friends list?
Stay Safe online:
Go through the pointers on how to stay safe online to prevent being groomed like Matt/Jade – do students have other ideas? Facilitator to write these down on the board or flip chart.
Only meet up with strangers with an adult you trust
If someone bothers you, go to this website and click ‘CLICK CEOP’ button

15. Help and Advice:
If you want to report something anonymously you can call Crimestoppers or Fearless
Call ChildLine for anonymous support and advice
If you or someone else is scared, in danger or feels threatened- call the police
Go to and click ‘CLICK CEOP’ button
For Help and Advice:
- Reiterate that all the stories and examples we have looked at and talked about today, show young people tricked, pressured and groomed in to doing things they didn’t want to. Reiterate they are victims.
- If you ever feel you are in a situation where someone is grooming, tricking you or forcing you to do things there are helpline numbers you can call.
- If you are in an emergency always call the police. Outline other support options.
- Stress that students will not get in trouble for calling the numbers and they are there to help them if they are in danger.
- Sometimes things don’t always happen to us but our friends – important to know what to do so we can help our friends

16. 1. 2. 3. [Insert schoo/org named person and contact]
List 3 adults you can go to for help: 1. 2.
Trusted Adults
Ask students to think of three people they can go to if they need help and give a named person at the school/setting. Make sure pupils write these names down on their hand-outs. 3.
[Insert schoo/org named person and contact]

17. List 3 things you will do to protect yourself and your friends1. 2.
Further action:
Ask group to write down 3 things they will do to protect themselves and their friends. 3.

18. Learn more at: www.stopthetraffik.org
Feedback and STOP THE TRAFFIK:
Outline who STOP THE TRAFFIK are, and that they would love for the group to get in touch via social media or . Explain there are a wealth of resources on the website if they want to know more about how they can take action against human trafficking worldwide, whether that’s spreading awareness in their own communities or joining our global campaigns.
STT is a global movement of individuals, communities and organizations fighting to prevent human trafficking around the world. We work to inspire, inform, equip and mobilise communities to: 
-Know what trafficking is and how to identify it
-Know how to protect themselves and others
-Know how to respond
We are turning communities into places where it is harder for traffickers to hide their activities and their victims. The power of STOP THE TRAFFIK is in the thousands of activists around the globe who give their time and energy to fight human trafficking by creating change and awareness in their community and beyond. Explain that they can be part of this too.
The development of these materials has been made possible through funding by Comic Relief. Whenever possible, STOP THE TRAFFIK asks that workshop participants complete a short feedback form on the session. These can be scanned and sent via to or sent by post to STOP THE TRAFFIK, c/o UK Coordinator, 1 Kennington Road, London, SE1 7HS.
Learn more at: