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Technical Report and User Guide: - LSE Research Online

1. eene 5 1 2 THE RESEARCH CONTEXT seen 5 1 3 THE AIM OF EU KIDS ONLINE ll ees 6 1 4 THE SURVEY AT A GLANCE eene 7 1 5 FIELDWORK AGENCE 8 1 6 MAIN LIMITATIONS eese enne 9 1 7 ACCURACY OF THE FINDINGS een 9 2 Survey development and piloting 11 2 1 QUESTIONNAIRE DEVELOPMENT 11 2 2 COGNITIVE TESTING esses 11 2 3 SURVEY d Ee NEE 12 2 4 THE INTERVIEWS 13 2 b TRANSLATION vvswarsnsscansensnsvad cncveatvonctansiondssaadesteiints 14 3 Sampling 15 3 1 SELECTION OF SAMPLE POINTS AND ADDRESSES 15 3 2 RANDOM WALK METHOD eene 18 3 3 OTHER METHODS USED eene 18 3 4 RESPONDENT SELECTION eee 18 3 5 CONTACT SHEETS AND THE SCREENING PROCESSES 18 4 Fieldwork 21 4 1 FIELDWORK OVERVIEW eene 21 4 2 USEOF INCENTIVES cccccccccccccccccceccccccceseseseeeseseeess 21 4 3 INTERVIEWERS ccccccccccccceccccecscccececsescecetaneeanenenes 22 4 4 SURVEY MODE AND INTERVIEW LENGTH 23 4 5 SUPPORT FOR RESPONDENTS cccccccceeeeeeseeeseseeeeeeees 24 4 6 CONTEXT EFFECTS AND CHILD COMPREHENSION 24 4 7 ETHICS AND CHILD PROTECTION eene 24 4 8 FIELDWORK OUTCOMES AND RESPONSE RATES 26 5 Data entry and quality control 29 5 1 DATA ENTRY AND PROCESSING een 29 5 2 QUALITY CONTROL 2 tote oinnes 29 5 3 KE 30 Data weighting and design effects 33 6 1 THE USE OF WEIGHTS
2. Residents refused Contact made at address screening N 384 856 residential properties visited N 60 232 are No contact made at estimated to be eligible address Reason for drop out Non contact Refusal www eukidsonline net N 25 142 42 of all estimated eligible cases that were contacted Respondents complete Estimated overall interview response rate Child 9 16 that used the internet in household Interview refused or not completed No child 9 16 that used the internet in household Ineligible Refusal Source G rzig A in press Methodological framework the EU Kids Online project In Livingstone S Haddon L and G rzig A Eds Children Risk and Safety on the Internet Kids online in comparative perspective Bristol The Policy Press Differences in response rates may be related to differences in sampling methodology and unexplained or unmeasured cultural differences In Sweden for example respondents were pre selected and recruited via the phone possibly explaining the high contact rate in that country 8096 However the same methodology was used in Norway and this had one of the lowest contact rates 3496 The low cooperation rate in Cyprus might be due to a lack of respondent incentives but on the other hand the average incentive of 10 50 per respondent among the highest in the sample resulted in a low rate of cooperation in the Netherlands a finding that
3. cene 33 6 2 APPROACHES TO WEIGHTING 33 6 3 STAGES OF WEIGHTING ssccseessseeeeeseeeeeseeeeeseeeees 34 6 4 SAMPLING TOLERANCES ssssssessessrereerrrserrresrrennseees 36 6 5 DESIGN EFFECTS eire et etia rere bre 36 6 6 ANALYSING DATA ON THE COUNTRY LEVEL sesse 39 7 The data set 41 Helse THEDATA SET genae edel EE 41 7 2 SES MEASUREMENTS cene een 42 Tide EDUCATION eC 42 7 4 ROUTING AND HANDLING OF MISSING VALUES 45 7 5 TREATMENT OF MISSING VALUES BY EU KIDS ONLINE 46 List of figures 49 List of tables 49 Annex 1 EU Kids Online 51 Annex 2 The network 52 Annex 3 Ethics review 54 Annex 4 Translation of difficult words 77 Technical Report and User Guide The 2010 EU Kids Online Survey 1 INTRODUCTION 1 1 The EU Kids Online project The EU Kids Online project was organised as a direct follow up from the previous EU Kids Online project which was carried out in the years 2006 to 2009 That project examined research carried out in 21 European countries into how people especially children and young people use new media In this three year collaboration researchers across a diverse range of countries worked together through meetings networking and dissemination activities to identify compare and evaluate the available evidence Key questions included What research exists is ongoing or crucially is still needed What risks exist for which technologi
4. To design a thorough and robust survey instrument appropriate for identifying the nature of children s online access use risk coping and safety awareness To design a thorough and robust survey instrument appropriate for identifying the nature of parental experiences practices and concerns regarding their children s internet use To administer the survey in a reliable and ethically sensitive manner to national samples of internet users aged 9 16 and their parents in member states To analyse the results systematically so as to identify both core findings and more complex patterns among findings on a national and comparative basis To disseminate the findings in a timely manner to a wide range of relevant stakeholders nationally across Europe and internationally To identify and disseminate key recommendations relevant to the development of safety awareness initiatives in Europe To identify any remaining knowledge gaps and methodological lessons learned to inform future projects regarding the promotion of safer use of the internet and new online technologies To benefit from sustain the visibility of and further enhance the knowledge generated by the EU Kids Online network In brief the main aims of the EU Kids Online project was thus to enhance knowledge of European children s and parents experiences and practices regarding risky and safer use of the internet and new online technologies and thereby t
5. THE LONDON SCHOOL or ECONOMICS AND POLITICAL SCIENCE Wi Co funded by the European Union Technical Report and User Guide The 2010 EU Kids Online Survey A report on the design and implementation of the EU Kids Online survey of 9 16 year olds and their parents in 25 countries Sonia Livingstone Leslie Haddon Anke Gorzig and Kjartan Olafsson with members of the EU Kids Online network www eukidsonline net ISSN 2045 256X Technical Report and User Guide The 2010 EU Kids Online Survey This technical report describes the design and implementation of the EU Kids Online survey of 9 16 year old internet using children and their parents in 25 countries European countries It has been produced on behalf of the project Coordinator by Sonia Livingstone Leslie Haddon Anke G rzig and Kjartan Olafsson with members of the EU Kids Online network Annex 2 as advised by the International Advisory Panel Annex 1 It builds on the technical survey report delivered by the fieldwork agency Ipsos MORI as part of their contract with the London School of Economics and Political Science LSE Cite this report as Livingstone S Haddon L G rzig A and lafsson K 2011 Technical Report and User Guide The 2010 EU Kids Online Survey LSE London EU Kids Online Note that the dataset is archived in the UK Data Archive and available for public but not commercial use See http www data archive ac uk Previous reports and publicat
6. contacts met offline any 1 to 2 3 to 4 More than 10 Seeing and receiving sexual messages Receiving sexual In the PAST 12 MONTHS have you seen or received sexual messages of any QC167 messages kind on the internet yes no Frequency of How often have you seen or received sexual messages of any kind on the QC168 receiving sexual messages Types of sexual messages received The number out of five response options internet in the PAST 12 months Every day or almost every day Once or twice a week Once or twice a month Less often have been sent a sexual message on the internet have seen a sexual message posted where other people could see it on the internet have seen other people perform sexual acts have been asked to talk about sexual acts with someone on the internet have been asked on the internet for a photo or video showing my private parts The number out of five response options QC169A E 93 Technical Report and User Guide The 2010 EU Kids Online Survey Sexual images Seeing sexual images Types of sexual images Have you seen these kinds of things images that are obviously sexual on any websites in the past 12 months yes no Which types of website have you seen things like this ANY KIND OF SEXUAL IMAGES on in the LAST 12 MONTHS Images or video of someone naked Images or video of someone s private parts Images or video of someone having sex Images or video of mo
7. eprints Ise ac uk 24372 See also Livingstone S A Haddon L 2009a Kids online Opportunities and risks for children Bristol The Policy Press 3 Optem 2007 Safer Internet for Children Qualitative Study in 29 European Countries Luxembourg EC Livingstone S amp Helsper E 2010 Balancing opportunities and risks in teenagers use of the internet New Media amp Society 12 2 309 329 Technical Report and User Guide The 2010 EU Kids Online Survey digital literacy skills Thus it is important to encourage and facilitate children s confident and flexible internet use A difficult balancing act faces stakeholders promoting online opportunities without careful attention to safety may also promote online risk but measures to reduce risk may have the unintended consequence of reducing opportunities P 1 3 The aim of EU Kids Online Il A major conclusion in the EU Kids Online project was that a robust comparable and up to date portrait of online risks encountered by European children was lacking The available evidence base regarding users and their needs clearly had many serious gaps the methods used in the existing research were often non comparable across projects or countries also the available research in this field dates quickly given the pace of both technological and social change To rectify this lack would clearly require a substantial investment both in terms of funding given the scale
8. Bence S gv ri bence sagvari ithaka hu Information Society and Network Research Center ITHAKA Perc u 8 Budapest 1036 Hungary Anna Gal cz Bence S gv ri Erik Gerhradt Zs fia R t 52 Ireland IE Management Group Brian O Neill brian oneill dit ie College of Arts and Tourism Dublin Institute of Technology Rathmines Road Dublin 6 Ireland Brian O Neill N ir n Hayes Simon Grehan Sharon McLaughlin Italy IT Lithuania LT Giovanna Mascheroni giovanna mascheroni unicatt it OssCom Universita Cattolica del S Cuore Largo Gemelli 1 20123 Milano Italy Alfredas Laurinavi ius allaur mruni eu Department of Psychology Mykolas Romeris University Ateities st 20 LT 08303 Vilnius Lithuania Fausto Colombo Piermarco Aroldi Barbara Scifo Alfredas Laurinavi ius Laura Ustinavi t Rita ukauskiene Giovanna Mascheroni Maria Francesca Murru Netherlands NL Jos de Haan j de haan scp nl Netherlands Institute for Social Research SCP P O Box 16164 2500 BD Den Haag The Netherlands Jos de Haan Patti M Valkenburg Marion Duimel Linda Adrichem Jochen Peter Maria Koutamanis Els Kuiper Nathalie Sonck Norway NO Elisabeth Staksrud elisabeth staksrud media uio no Elisabeth Staksrud Dept of Media and Communication University of Oslo Ingunn Hagen Boks 1093 Blindern 0317 Oslo Norway J rgen Kirks ther Poland PL Lucyna Kirwil lucyna kirwil swps edu pl Lucy
9. Filter preferences Parental controls Spam junkmail Onurax ce na cu ro BbpHa Ha ApyrnaA YOBeK HacTponkn 3a NOBEPUTENHOCT M 3anTa HacTponkn 3a NOBEPUTENHOCT n 3a nTa Jluue B nuue CekcyanHo u3060paxenue CexkcyanHo ceo6ujeuue lipaBeHe Ha cekc 3a6panHen 3a nog 18 r car Topeur cant lHTWMHM YacTU Ha TANOTO OHnavH CouNanHa Mpexa Nporpama 3a pa3roBopu B peanHo Bpeme UYat pym Tevmbpcku cant llon enc HELO KOeTO ce NOABABa criyaaltHo PC HacroneH KOMNIOTbp BuptyaneH cBAT Npegnountannua 3a cbuntpupaHe Pogutencku KOHTpon HexenaHa nowa cnam Cyprus Concept TRANSLATION Bothered EvoxAnu voc Upset AVAOTOTWHEVOG Social worker Kolvwvikf Aerroupy g Adviser 20uBouAoG Try to get back at the other person Npootra8w va ekdiknOw Privacy settings PUBLICEIG AO aAEiag Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail puBLICEIC rraquv TIPOOWTTO UE TIPOOWTTO EIKOVO COEGOUAAIKOU TrEpIEXOU VOU M vupa c 60UQAIKOU TrEDIEXOU VOU OEEOUAAIKr OUVEUPEON site loTooEAiOa EvnAikwv site avtaAAayns apxeiwv YEVVNTIKd Opyava site lIoTOOEAIOG KOIVWVIK G SIKTUWONS ornypia o p vupa Chatroom nAekrpovik OWHATIO cuGnrrjioguv IOTOCEA OQ TIAIXVIOIWV EIKOVEG T
10. Romania Slovenia Spain Sweden Turkey United Kingdom and on a self paying basis Finland In each country the research teams are paired with the national node for the EC s Insafe network of awareness raisers educators and policy government stakeholders to ensure the evidence is used to inform policy see www saferinternet org These nodes are also producing the safety information to be left with each child during fieldwork 55 Technical Report and User Guide The 2010 EU Kids Online Survey As is the norm for a multi country study ethics approval is sought by the Coordinator at the LSE for the whole study rather than seeking approval from each participating member of the consortium This was specified in the Description of Work which forms the technical annex to the contract between LSE and the EC it also serves as an annex to the Network Members Agreement signed by each institutional university or research institute member of the network and countersigned by LSE Additionally the contracted fieldwork company Ipsos Mori is bound by the ethical requirements of its professional market research association ESOMAR see http www esomar org index php codes guidelines html In all that follows everything will take place in the national official language s of the country concerned Thus there will be careful translation into all languages of the interviewer protocols the letter of project introduction the parent and
11. as there are 510 boys in the sample The confidence interval for our estimate of how many UK boys have seen sexual images on any websites thus becomes Cl jy 1 96 Baie 1 96x ow 2 72 E n 1 510 1 Note that by going from estimating how many UK children have seen sexual images on any websites and to estimating how many UK boys have seen such images the confidence interval goes from 1 75 to 2 72 and the difference is almost exclusively the result of going from the group of all UK children and to the group of UK boys But note at the same time that it is not problematic here 39 Technical Report and User Guide The 2010 EU Kids Online Survey that only 56 UK boys have seen sexual images on any websites To further demonstrate this let us look at our estimate for a very rare activity like sending sexual messages In the UK sample only some 22 children admit or claim to have sent such messages or only some 2 of the UK sample of 1 032 children As before we can calculate a 95 confidence interval for our estimate that 2 of UK children have sent sexual messages i295 CODE 154 100909 s n l 1 032 1 Note that as with sexual images for all children in the UK sample this estimate is based on 1 032 children but the confidence interval becomes smaller as there are fewer children who have sent sexual messages than have seen sexual images As mentioned before this is because there is less uncertainty for numbers close to zero o
12. cases random walk sampling and face to face recruitment was used In a small number of countries households were selected from national population registers either households in general or households with children and pre selected addresses were visited in person or contacted by telephone in the first instance Table 5 below shows the number of sampling points selected in each country along with the address selection method used More detailed information about the different methods then follows It should be noted that the relatively low number of sampling points in Norway does not indicate a lower quality of the sample in Norway Typically a larger number of sampling points is preferred since they reduce the risk of homogenous responses within clusters which has the potential to reduce a survey s effective sample size the extent to which there are systematic differences in findings between survey clusters However the lower number of sample points in Norway has not caused a problem in this regard despite the relatively small number of sampling points the effective sample size for Norway is estimated at 729 which is in line with other countries see Table 12 This means that the smaller number of sample points used 15 Technical Report and User Guide The 2010 EU Kids Online Survey in Norway did not have a larger negative impact on the reliability of Norway s findings Table 4 Method of stratification by region an
13. handle new situations Not true A bit true Very true QC106g How true is this of you have many fears and am easily scared Not true A bit true Very true 37 Technical Report and User Guide The 2010 EU Kids Online Survey Since every estimate in a survey has a different design effect design effects were calculated in STATA on a range of survey variables These variables were selected purposively to cover a range of different types of question and therefore to give an indication of the range of design effects that may apply to different types of question These questions were also selected to cover some of the key measures of interest from the survey including of internet use parental monitoring and knowledge exposure to risks online and child self sufficiency and to provide an indication of the psychological profile of children from different sampling points Table 12 below shows the results by country and for the European sample as a whole giving the unweighted sample size for each country i e the actual number of interviews conducted as well as the design effects Table 12 Design effects and effective sample sizes by country Actual sample size Approximate design Approximate effective Approximate effective Approximate design effect sample size sample efficiency factor 1 000 1 79 BE 1 006 1 68 BG 1 088 1 56 CY 806 1 79 CZ 1 009 1 60 DE 1 023 1 67 DK 1 001 1 45 EE 1 005 1 51 EL 1 000 1 75
14. 68 measures is to further ensure the uniformity of fieldforce training across all countries covered by the survey The briefing given to interviewers will cover the following main topics Overall brief on EU Kids Online Survey o background o purpose o importance of the survey o international dimension ensuring the essential consistency of fieldwork across countries Detailed description of the random route sampling procedures o Definition of the population to be sampled o Concept of starting address location on a map o Focus on random walk rules o Child and parent selection implementation of the next birthday procedure o Management of failed contacts recall procedure number and timing of visits letter in mailbox when relevant etc o Sampling follow up review of contact sheets and how to use them o Explanation of over sampling when relevant o Contact sheet procedures Full questionnaire review o Overall structure of the questionnaire o Review of the various topics o Explanation of complex questions concepts or words o Detailed presentation of questionnaire routine and specifics filters split samples show cards etc Briefings on key aspects of approach relevant to interviewing children including consent ethics child protection and interviewing techniques Fieldwork management rules o Reminder of interviewing techniques general behaviour and presentation contact techniques to limit avoid refusals and
15. As noted in section 1 3 information about the study has been prepared in an appropriate form and language for potential participants Information about the study will be provided orally and in written form as a letter to the parent when the fieldwork interviewer from Ipsos Mori first visits the home to invite participation in the study If the parent wishes for more time to decide or if the timing is inconvenient for an interview the interviewer will leave a copy of the information letter with them and re visit them on another day The letter will contain both LSE and Ipsos branding plus contact details of the local fieldwork agency and the local EU Kids Online network representative It will also as noted below contain a url and date by which an accessible summary of the findings will be posted An explanation of the nature and purposes of the study will be given orally to the child by the fieldworker The child will be left also with an information leaflet on useful child friendly sources of help and guidance on matters concerning online risk and safety As noted earlier everything will take place in the national official language s of the country concerned Thus there will be careful translation into all languages of the interviewer protocols the letter of project introduction the parent and child survey questionnaires the information leaflet and the final posting of accessible findings on the project website 1 4 How will potent
16. ENTRY AND QUALITY CONTROL 5 1 Data entry and processing As noted above in section 4 4 some countries administered surveys using CAPI others used PAPI CAPI captures respondents answers electronically during fieldwork so no data entry is required For countries using PAPI the data from paper questionnaires were either scanned or the data were entered by local data processing teams Industry standard quality control and back check procedures were carried out to ensure a high quality of data Although all local agencies processed their own data a uniform collection of data across all countries was ensured through the use of a single data map provided centrally by the core survey team Raw data sets were uploaded by agencies to a centralised online data processing platform with each case containing contact sheet screening parent and child questionnaire data for one household To ensure that data were processed correctly local agency data sets had to pass a series of basic quality checks before being accepted by the online platform Such checks included considering if responses were valid and whether ID variables were consistent A range of further quality consistency and edits checks were considered centrally by the core project team using Initial data more detail about the edits applied to the data set is provided below At all times and in line with data protection legislation and professional industry standards ESO
17. ES 1 024 1 69 Fl 1 017 1 38 FR 1 000 1 36 HU 1 000 1 57 IE 990 1 31 IT 1 021 2 05 LT 1 004 1 62 NL 1 004 1 79 NO 1 019 1 47 PL 1 034 1 75 PT 1 000 1 63 RO 1 041 1 71 SE 1 000 1 40 SI 1 000 1 51 TR 1 018 2 39 1 032 1 52 59 1 34 644 64 1 30 711 65 1 25 591 73 1 34 668 66 1 27 626 61 1 29 723 72 1 20 688 68 1 23 616 62 1 32 640 62 1 30 830 82 1 17 744 74 1 17 662 66 1 25 784 79 1 14 533 52 1 43 651 65 1 27 591 59 1 34 729 72 1 21 634 61 1 32 661 66 1 27 663 64 1 31 771 77 1 18 682 68 1 23 473 46 1 55 67 1 23 38 The easiest way to interpret the design effect is with reference to the effective sample size calculated as actual sample design effect The effective sample size shows the amount of confidence we have in the reliability of our figures after adjusting for the impact of the survey design for example although 1 005 children in Estonia were interviewed we have as much confidence in the results as we would have from a simple random sample of 688 children in Estonia The European level design effect in particular is inevitably large with this type of design equal numbers of interviews were conducted in all countries despite the very large differences in population size and then large weights were applied to weight the contribution of each country appropriately within the aggregate figures The main contributing factor to these large design effects is the large European
18. Janice Richardson director of INSAFE the network of safety awareness raising nodes for the Safer Internet Programme EC Dieter Carstensen Save the Children Denmark and director of ENASCO the European network of child welfare NGOs in relation to internet safety Agnieszka Wrzesien of the Nobody s Children Foundation Poland Maria Jos Cantarino Corporate Social Responsibility Telefonica Professor Eileen Munro Professor of Social Policy LSE expert in risk assessment and management in child protection and welfare Now that the survey questionnaire is finalised and the sampling procedures and processes of administration are determined the development of the questionnaire will undergo cognitive testing with parents and children from a range of ages across all of those countries involved in the survey This will explore question wording responses themes and the process of the interview including interpretations of the consent form Furthermore the fieldwork will undergo a piloting phase which will assess the success of the recruitment process and methods for conducting the questionnaire 57 Technical Report and User Guide The 2010 EU Kids Online Survey 1 3 Has information written and oral about the study been prepared in an appropriate form and language for potential participants see Informed Consent guidance which lists questions to be considered At what point in the study will this information be offered
19. K 2009 What do we know about children s use of online technologies A report on data availability and research gaps in Europe 2nd edn Staksrud E Livingstone S Haddon L and Olafsson K 2009 Best practice research guide How to research children and online technologies in comparative perspective Lobe B Livingstone S Olafsson K and Sim es J A 2008 EU Kids Online Il Enhancing Knowledge Regarding European Children s Use Risk and Safety Online This project has been funded by the EC Safer Internet Programme from 2009 11 contract SIP KEP 321803 Its aim is to enhance knowledge of European children s and parents experiences and practices regarding risky and safer use of the internet and new online technologies in order to inform the promotion among national and international stakeholders of a safer online environment for children Adopting an approach that is child centred comparative critical and contextual EU Kids Online Il has designed and conducted a major quantitative survey of 9 16 year olds experiences of online use risk and safety in 25 European countries The findings will be systematically compared to the perceptions and practices of their parents and they will be disseminated through a series of reports and presentations during 2010 12 For more information and to receive project updates visit www eukidsonline net CONTENTS Contents 3 1 Introduction 5 1 1 THE EU KIDS ONLINE PROJECT
20. There were some instances where multiple codes were selected at single code questions In these cases it is not possible to know which is the correct answer so items were coded as no answer for cases where this applied There were also some instances of multi code questions where a respondent had chosen one or more answer options and also a don t know or prefer not to say option In these cases based on a review of the data it seemed appropriate to edit out the don t know prefer not to say response because the main response codes coded seemed likely to be valid Addressing inconsistent responses A range of consistency checks were carried out to check responses that were illogical based on responses to other questions or general reasonableness The table below details the checks carried out and any edits which were applied to address these Table 9 Details of non routing based edits www eukidsonline net Child age Checking contact sheet SCR 3b 4b Age of selected child against the child age question in the parent questionnaire Q 201 What is the age of your child Child gender Checking contact sheet SCR 3c 4c Gender of selected child against the child gender question in the parent questionnaire Q 201b Gender of child Number of children living in house Checking contact sheet SCR 2 Number of children aged 9 16 living in the household against parent questionnaire variable Q202 number of chi
21. Total number of inhabitants living in locality and number of children aged 9 16 living in locality Total number of inhabitants living in locality and number of children aged 9 16 living in locality Municipalities defined as Urban Rural by the Department of town Planning and Housing in Cyprus Total number of inhabitants in municipalities or postal districts ADM Arbeitskreis deutscher Marktforscher sample points have urban rural indicators Number of children aged 9 16 living in locality Number of children aged 9 16 living in locality Total number of inhabitants living in locality Number of children aged 10 15 living in locality Total number of inhabitants living in locality Population Density Total number of inhabitants living in locality and number of children aged 9 16 living in locality Total number of inhabitants living in locality Total number of inhabitants living in locality Population density Number of addresses per km2 Total number of inhabitants living in locality Population density and number of children aged 9 16 living in locality Total population resident in the locality Total number of inhabitants living in locality Number of children aged 10 15 living in locality City size number of inhabitants and percentage of agricultural population Total number of inhabitants living in locality Number of children aged 9 16 living in locality 16 Table 5 Sampling information Methodology Type of natio
22. and differences by children s age gender and SES A range of risks experienced by children online a Children s perception of the subjective harm associated with these risks Children s roles as victim and perpetrator of risks Accounts of risks and safety practices reported by children and their parents Data across countries for analysis of national similarities and differences The population interviewed in the EU Kids Online survey is children aged 9 16 years old who use the internet at all Technical Report and User Guide The 2010 EU Kids Online Survey Note that in countries where nearly all children use the internet internet using children are almost the same as the population of children aged 9 16 years in those countries But in countries where some children still do not have access or for whatever reason do not use the internet internet using children the population sampled for this project is not the same as all children In section 6 2 there is an estimate of the proportion of internet using children out of all children in each country It is particularly important to keep this in mind when interpreting cross country differences Additionally to pinpoint the support children can call on at home the EU Kids Online survey interviewed the parent most involved in the child s internet use while also recording the existence of other adults in the household The term parent
23. and new online technologies To benefit from sustain the visibility of and further enhance the knowledge generated by the EU Kids Online network These objectives will be achieved through the design and conduct of a comparable quantitative survey of children s use of online technologies across member states together with a survey of parents experiences practices and concerns regarding their children s online risk and safety The survey questionnaires will be conducted in home face to face with one parent and then the selected child Pilot research and cognitive testing with children will inform the design of the survey questionnaire as will the detailed literature review conducted by the Safer Internet programme s previous grant to the EU Kids Online network 2006 9 The network comprises experienced social researchers in 25 countries member states EEA and candidate countries that vary in geography north south urban rural wealth culture language religion position in Europe EUIS recent entrants from Eastern Europe and internet history and penetration 1000 children will be interviewed in each country drawn using a random stratified sampling procedure see the attached statement from Ipsos Mori on detailed sampling procedures The countries included are Austria Belgium Bulgaria Cyprus Czech Republic Denmark Estonia France Germany Greece Hungary Ireland Italy Lithuania Netherlands Norway Poland Portugal
24. at the coordination centre will have a debriefing session over the phone with the project managers and fieldwork supervisors to clarify any problem question raised during the interviewers 69 Technical Report and User Guide The 2010 EU Kids Online Survey briefing Continuous availability of the field management team and supervisors for whenever questions arise A dedicated phone line will be available to the interviewers 6 Risk to researchers 6 1 Are there any risks to the researcher s Please provide details if risk identified We do not foresee any risks for the interviewers However some cities neighbourhoods are safer for male interviewers than for women In some areas there may be a concentration of ethnic minorities who could be less inclined to let someone from another community entering their homes In these cases Ipsos Mori pays particular attention to allocating the right interviewer to the right area e g try to match the ethnic origin of the interviewer to that of the surveyed area In addition in the interviewers briefing all interviewers are reminded of elementary rules of behaviour such as neutrality respect politeness All stay in close contact with their supervisor and with the national field work agency which monitors their quality of their work including consideration of their personal safety 7 Confidentiality 7 1 Explain the mechanisms in place to ensure confidential
25. based on a combination of the occupation and education variables see SES pack Socio economic status is not evenly distributed across countries the proportion of respondents with a high socio economic background ranges from 12 in Turkey to 82 in Norway for medium socio economic background the range is 16 in Norway to 67 in Italy and low socio economic background ranges from 2 in Norway to 54 in Portugal and Turkey Finding related to socio economic status could be an indicator of between country differences and vice versa Psychological differences were measured on scales derived or adapted from existing measures for self efficacy the Strength and Difficulty Questionnaire SDQ 5 sensation seeking and internet addiction 17 Schwarzer R and Jerusalem M 1995 Generalized self efficacy scale in J Weinman S Wright and M Johnston eds 41 Technical Report and User Guide The 2010 EU Kids Online Survey The data set also contains paradata metadata and auxiliary data Paradata give information on data collection processes in this case variables for interview mode CAPI PAPI screening outcome interview completion property type interviewer observations and identifiers for each respondent household sample point and country This technical report accompanying the data set provides information on questionnaire duration times and incentives per country Metadata are data on the data such as sampl
26. how 40 many of them have been bothered or upset by it the base number for that analysis would be 93 minus perhaps some small internal mortality if not all of those 93 respondents have responded to the question that is then being analysed within the group of 93 However it is questionable if it is possible to look at gender differences within the group of 93 UK children who have seen sexual images on any websites as that analysis would be based on only 56 boys and 37 girls Also it would be impossible to look any further at the 22 UK children who claim to have sent sexual messages For analysis of this kind where there is interest in looking at specific aspects of online experience it is however possible to use the whole data set with answers from all countries in a multivariate analysis where country differences are either controlled for or estimated along with other independent variables www eukidsonline net 7 THE DATA SET 7 1 The data set One of the main objectives of the EU Kids Online project was to make data available to the EU Kids Online network and the wider research community Attention was paid to ensuring that the variables in the data set were consistently labelled and coded The main types of variables are screening core and derived variables Screening variables contain selected socio demographic information about the household and its members core variables provide data on the survey questions and
27. in their lives generally and or in their experiences of the internet in particular The areas covered in the children s interview that relate to sensitive areas are Range of activities engaged in online varieties of sites and services used The child s experience of a wide range of specific risks The nature severity and consequences of specific risks experienced including child s risk responses and or coping Possible mediators of risk for example measures of self esteem skills vulnerability The areas covered in the parent s interview that relate to sensitive areas will be Their child s experience of a wide range of specific risks Parental regulation strategies social technical in relation to perceived online risks experienced by children A crucial part of the project design is to ask matched questions of children and parents particularly regarding assessment of risk and nature of parental mediation This will permit interesting forms of analysis comparing parents and children who see things similarly or differently It will also provide a much needed check on the widespread use of parents to report on their children s experience The purpose of the measures of child vulnerability mainly here relying on the internationally used SDQ is to permit the study to go beyond standard demographic measures of risk It is expected that for a range of online experiences most children are sufficiently resilient to en
28. is in line with past research Note that incentives were offered in 13 countries in the course of all or part of the fieldwork The monetary value of these incentives ranged from an average of 1 Turkey to 38 Norway per household with a range of 3 to 12 in those countries within the two centre quartiles middle 5096 Methodological issues mostly explain cross country differences in response 14 De Heer W 1999 International response trends results of an international survey Journal of Official Statistics vol 15 no 2 pp 129 42 13 De Leeuw E and de Heer W 2002 Trends in household survey non response a longitudinal and international comparison in R M Groves D A Dillman J L Eltinge and R J A Little eds Survey nonresponse New York Wiley pp 41 54 rates but not in all cases which suggests unmeasured cultural differences played a role Table 8 Contact cooperation and response rates by country Cooperation Response Contact rate rate rate kal 76 BG 85 75 64 CY 36 69 25 CZ 38 70 27 DE 31 100 30 DK 66 48 32 EE 88 89 78 EL 74 100 74 ES 64 85 54 FI 79 86 68 FR 45 90 41 HU 62 100 61 IE 39 65 25 IT 53 77 40 LT 79 100 79 NL 48 36 17 NO 34 61 21 PL 38 100 38 PT 78 97 76 RO 89 93 83 SE 80 89 70 SI 33 88 29 TR 62 99 61 UK 71 92 66 ALL 53 79 42 Be EE E 27 Technical Report and User Guide The 2010 EU Kids Online Survey 28 9 DATA
29. is used to refer to the parent or carer most involved in the child s internet use This was more often mothers female carers some three in four than fathers in a quarter of cases 1 5 Fieldwork agency Following a public procurement procedure conducted in accordance with EC guidelines psos MORI was commissioned to work with EU Kids Online coordinated by LSE the London School of Economics and Political Science to provide support with questionnaire design and testing and to conduct the fieldwork and produce the data sets Ipsos MORI in turn contracted with fieldwork agencies in each country see Table 2 in order to ensure a standard approach across Europe In each of 24 European countries around 1 000 children aged 9 16 who use the internet were interviewed as was one of their parents In the 25 country Cyprus it proved problematic to achieve this sample size and so 800 children were interviewed Households were selected using random sampling methods and interviews were carried out face to face in homes using CAPI Computer Administered Personal Interviewing or PAPI Paper Administered Personal Interviewing The LSE Research Ethics Committee approved the methodology and appropriate protocols were put in place to ensure that the rights and wellbeing of children and families were protected during the research process At the end of the interview children and families were provided with a leaflet providing tips on int
30. maximise the response rate interview flow techniques to maintain respondents attention techniques for interviewing children and young people etc o Handling of survey materials o Survey schedule fieldwork dates and hours o Detailed and thorough reminders of the importance and procedures of reporting requirements and how to meet them mode and frequency of contacts with the survey supervisor or manager interim returns of questionnaires and contact sheets rules of replacement of interviews if quality controls reveal mistakes made mode and date of debriefing at the end of fieldwork Specific techniques to convert refusals and maximise the response rate Review of ESOMAR ethical rules A reminder of how the quality of their work will be supervised and managed including back checking procedures In summary in each country territory the following briefing methods will be used Detailed briefings on paper as outlines above detailing objectives usage of show cards specific backgrounds per topic if deemed necessary using examples of completed questionnaires if deemed necessary Interviewers will receive these written instructions in their Interviewing Pack Local supervisors and interviewers attend face to face briefing sessions These half day or one day sessions are organised centrally or at regional level These briefing sessions end with role plays where interviewers work in pairs on the questionnaire The country coordinator
31. no valid response at Q202 and SCR2 answers were back coded from SCR3 If there was no data recorded at SCR2 SCR3 and Q202 responses were edited to refer to 1 child If a child had coded no not done in the past year at Q324 for activities they had reported doing in the past month at Q308 the response at Q324 was edited to show that they had participated in it 31 Technical Report and User Guide The 2010 EU Kids Online Survey 32 6 DATA WEIGHTING AND DESIGN EFFECTS 6 1 The use of weights The data set has three kinds of weights The weights are applied to the data to improve the representativeness of the achieved sample There are three forms of weighting applied to the data set country specific design weights which adjust for unequal probabilities of selection for example these correct for the fact that children in households with two eligible children only had half the chance of selection as one child households country specific non response weights which correct for bias caused by varying response rates across different types of respondent within each country These weights correct for differences between the achieved profile of respondents and the population profile on key demographic variables age gender region and education of the chief income earner in the household a European level weight which adjusts for country level contribution to the overall results This weight corrects for th
32. of 1 000 internet using children aged 9 16 and one of their parents or carers from each of the 25 European countries was selected The overall sample size was 25 142 A three stage sampling points addresses and individuals random probability clustered sample was achieved Details of the sampling process are outlined below The sampling for the project followed a robust approach for example reflecting processes and standards common for many large scale Europe wide surveys conducted by and on behalf of the European Commission 3 1 Selection of sample points and addresses An official and complete register of geographical units was used as the sampling frame for each country However in some countries certain areas were excluded from the sampling frame for reasons of practicality reflecting standard approaches to fieldwork in the country concerned These regions included Mount Athos in Greece The Wadden Eilanden in the Netherlands Madeira and Azores Islands in Portugal Ceuta and Melilla in Spain and The Channel Islands Isle of Man and the area north of the Caledonian Canal in the UK In all countries where small geographical areas have been excluded population coverage is still extremely high e g over 95 meaning negligible impact on survey estimates The approach taken reflects standard approaches to survey work in each country in this regard Prior to selection of sampling points the list of geographical units was strati
33. or the interview itself for around five per cent local supervisors checked contact sheet processes were implemented correctly on the ground during fieldwork For around 1096 telephone call backs to respondents checked the following Respondents memory of the interview gender of interviewer day time and duration mode of interviewing use of show cards topics of the survey Answers to some key questions mainly screener questions about the parent and child Checks on early completed questionnaires check f filtering and routing was working correctly and was being respected f questions had been missed out due to interviewer error 29 Technical Report and User Guide The 2010 EU Kids Online Survey The general quality of the data Each agency completed a quality check monitoring form provided by central project team early on in fieldwork confirming that the appropriate checks had been completed and any issues rectified At the data entry stage for a proportion of cases in each country data entry was back checked to verify that data entry was set up according to the data map provided and to check if responses were captured exactly in the way they were recorded by interviewers and respondents Checks required by local agencies included Ensuring filtering has been set up correctly No questions missed Noresponses miss keyed f there were blanks or don t knows in the demographic section
34. preferences Parental controls Spam junkmail seksuaalinen kuva seksuaalinen viesti seksuaalisten asioiden tekeminen aikuisten lapsilta kielletty sivusto vertaisverkon tiedostojen jako intiimit alueet verkkoyhteis pikaviesti chat huone pelisivusto pop up ponnahdusikkuna p yt kone virtuaalimaailma filtteri estoasetukset suodatinohjelma lapsilukko ohjelma roskaposti 82 Germany Concept TRANSLATION Bothered beunruhigt Upset unangenehm ber hrt Social worker Sozialarbeiter Adviser Betreuer Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Habe versucht mich an der anderen Person zu r chen Privatsph re Einstellungen Kontaktdaten Einstellungen pers nlich or von Angesicht zu Angesicht Bilder sexueller Art Nachrichten sexueller Art sexuelle Dinge Handlungen Internetseite f r Erwachsene nicht jugendfreien Internetseite Peer to peer Netzwerken oder Tauschb rsen z B RapidShare Geschlechtsteile Soziales Netzwerk Instant messaging Chatroom Spiele Webseite Pop up PC Festinstallierter PC Zeit in einem virtuellen Raum verbracht z B Second Life SIMS usw Filtereinstellungen E
35. seems to be underrepresented in the UK 16 Ireland 11 Finland 12 Germany 15 and Cyprus 12 However it is worth noting that although comparisons between some countries should be treated with caution the level of education variable provides a useful indication of the variation in education between households within the same country for which additional country specific variables can be found in the data set ATeduc to UKeduc and the education pack To allow analyses on the European level and country comparisons which include the education variable the EU Kids Online network took the following approach Following the suggestion of the International Telecommunication Union ITU 2010 the derived variable DPEDUHH4 was created for cross country analyses that include education The variable contains a four way classification of education using ISCED97 as follows 1 Primary education or lower no formal education pre primary ISCED 0 or primary education ISCED 1 2 Lower secondary education ISCED 2 3 Upper secondary or post secondary non tertiary ISCED 3 4 and 4 Tertiary ISCED 5 6 7 4 Routing and handling of missing values The use of routing in the questionnaire calls for special care in handling of missing values in the analysis of the EU Kids Online data set The following is the question on bullying experienced in past 12 months Has someone acted in this kind of hurtful or nasty way
36. should also take care not to over generalise from any findings based on small subsets of the data This applies for example about those children that have experienced 10 particular risk factors such as the 1496 who have seen sexual images on any websites and then go on and answer questions about that experience 2 SURVEY DEVELOPMENT AND PILOTING The questionnaires used in the survey were developed by EU Kids Online network in collaboration with the fieldwork agency Ipsos MORI They were then tested and refined through a two phase process of cognitive interviewing and pilot testing Phase one cognitive testing involved 20 cognitive interviews 14 with children and six with parents in England using an English language questionnaire Several refinements were then made to the questionnaires The amended master questionnaires were then translated and cognitively tested via a total of 113 interviews across the remaining 24 countries at least 4 in each country to ensure testing in all main languages Again amendments to the questionnaires were made for the final versions Prior to main stage fieldwork a pilot survey was conducted to test all aspects of the survey including sampling recruitment and the interview process A total of 102 pilot interviews 43 with children aged 9 and 10 years and 59 with children aged 11 to 16 years were carried out across five countries Germany Slovenia Ireland Portugal and the UK
37. the changing proportion of 16 24 year olds who have used the internet in the past year and those who have ever used the internet The change in internet penetration was estimated at being between these two figures Where data on the change in internet penetration among 16 24 year olds was unavailable the average rate of change of 2 percentage points was assumed Generally figures were rounded up rather than down since the change in internet use among 9 16s was assumed to be higher than among 16 24 year olds Note that figures for Norway were unavailable and so were estimated based on the data for Sweden Figures for Turkey were estimated from two local sources the Ministry of Social and Family Research whose data showed 67 2 children age 13 18 use the Internet and results from the ICT Usage in Households 2004 2010 from the Turkish Statistical Institute 2010 which showed 62 9 16 24 had used the internet in the last 3 months An average of these two figures was taken and used as the internet penetration rate for 9 16 year olds These figures were used to generate an estimate of the total number of 9 16 year old internet users in the population of each country These figures were then used to calculate the proportion of internet users across the 25 countries covered by the survey that fall within each country For example 4 of all internet users across the countries covered by the survey are in Belgium and therefore results from
38. to you in the PAST 12 MONTHS PLEASE TICK ONE BOX ONLY Yes L Answer question on next page e C Don t know L Go straight to section C Prefer not to say This is the frequency table in SPSS showing that some 93 of the children 16 6 73 6 give a definite answer to this question The remaining 7 say that they don t know coded ad 98 that they prefer not to say coded as 97 or simply do not answer the question coded as 99 QC112 Has someone acted in this kind of hurtful or nasty way to you in the past 12 months Frequency Percent Valid Percent Percent 48 2 2 2 4 8 4 8 5 0 Valid 99 98 Don t know 97 Prefer not to say 1 Yes 2 No Total Only those who answer with a definite yes continue to answer the following question on how often bullying has been experienced in the past 12 months www eukidsonline net How often has someone acted in this kind of way towards you in the PAST 12 MONTHS PLEASE TICK ONE BOX ONLY Every day or almost every day Once or twice a week C Once or twice a month C Less often Don t know Below is the frequency table in SPSS and here a new missing value has been introduced 96 for those who were routed out of the section in the previous question It is important to note however that this value contains a mixture of answers from the previous question and thus cant be seen as representing those who have not experienced bullying
39. video texts On the internet Other way s OOO OO Don t know However we can assume that those who have said no to whether they have bullied at all QC125 would also have said no to whether they have bullied online QC127c Hence for those who have said no to whether they have bullied at all QC125 the not applicable will need to be recoded into no if the base for percentage reporting are intended to be all children who use the internet Have you acted in a way that might have felt hurtful or nasty to someone else in the PAST 12 MONTHS PLEASE TICK ONE BOX ONL Yes Answer questions on next page No Don t know 96 96 no Go straight to section D Prefer not to say 96 In which of the following ways have you acted like this in the PAST 12 MONTHS PLEASE TICK AS MANY BOXES AS NEEDED In person face to face IT no By mobile phone calls texts or image video texts O no On the internet L yes Other way s L no Dont know 98 A similar approach was taken for other follow up questions when the intention was to include those that were routed out into the base for percentage reporting A different procedure would be taken if we would like to report the percentage of those who have bullied others online i e said yes to QC127c of all children who have bullied in general In this case the base for calculation would be all those who s
40. weights While the total number of interviews conducted was over 25 000 therefore this equates to an effective sample of 8 509 i e the same level of reliability applies to our achieved sample of 25 000 using a clustered and disproportionately stratified design as to a sample of 8 509 using a simple random sample 6 6 Analysing data on the country level When analysing the EU Kids Online data set on a country level and wanting to maintain claims of representativeness it is necessary to take care not to extent beyond the analytical possibilities of the data and to pay attention to base numbers in the analysis To take an example let us look at the UK data set which has 1 032 responses When making inferences about all children who use the internet this is roughly the base number that defines the standard error for point estimates in the data For percentages the standard error can be obtained by the following formula SE P 100 P n 1 As can be seen the standard error will be bigger for numbers close to 5096 than for numbers close or 100 or zero due to the multiplication of the percentage times 100 minus the percentage A confidence interval for the percentage can then be calculated by multiplying the standard error with the appropriate Z value usually 1 96 for a 9596 confidence interval To estimate the accuracy of percentages it is therefore only necessary to know the percentage itself and the correct base on whic
41. your partner carer make use of any of the following for the computer that your child uses MOST OFTEN at home Parental controls or other means of blocking or filtering some types of website Yes No Don t know QP224b Do you or your partner carer make use of any of the following for the computer that your child uses MOST OFTEN at home Parental controls or other means of keeping track of the websites they visit Yes No Don t know QP224c Do you or your partner carer make use of any of the following for the computer that your child uses MOST OFTEN at home A service of contract that limits the time your child spends on the internet Yes No Don t know QP228 As far as you are aware in the past year has your child seen or experienced something on the internet that has bothered them in some way For example made them feel uncomfortable upset or feel they shouldn t have seen it Yes No Prefer not to say Don t know QP235a Please tell me whether or not your child has done each of the following in the PAST YEAR as far as your are aware Gone to a meeting with someone face to face in person that he or she first met on the internet Yes No Don t know QP235b Please tell me whether or not your child has done each of the following in the PAST YEAR as far as your are aware Seen images on the internet that are obviously sexual for example showing people naked or people having sex Yes No Don t know QP235f Please tell me whet
42. 1 7 October 2010 in Luxembourg We will post the findings on our website on that date please visit the website if you would like to know the results Again many thanks for participating in this survey Yours sincerely Professor Sonia Livingstone Director EU Kids Online project Department of Media and Communications London School of Economics and Political Science Houghton Street London WC2A 2AE UK Telephone 44 0 2079557710 Email s livingstone Ise ac uk 71 Technical Report and User Guide The 2010 EU Kids Online Survey Parental consent letter LOGO s university and agency Date Dear Parent Guardian Research to help make the internet safe for children and young people am writing to ask for your help with an important study that is being conducted with children aged 9 16 who use the internet and their parents across lt INSERT COUNTRY NAME gt as well as in twenty three other countries across Europe The Independent research organisations Ipsos and lt INSERT FIELD AGENCY NAME gt are carrying out this research on behalf of the London School of Economics funded by the European Commission would like to invite both you and your child to take part in an interview about your views and experiences of your child s use of the internet Your household has been selected at random to take part in the research The questionnaire will ask about your own experiences of the internet and your child s experiences th
43. 2 1 Questionnaire development In terms of the scope and topics the questionnaire was based on previous work carried out in the EU Kids Online network This involved amongst other things a comprehensive review of existing research on children s internet use in Europe both in terms of findings and the questionnaires used An initial draft of the questionnaire was made by the LSE as project coordinator in close conjunction with the EU Kids Online network in the autumn of 2009 This development stage took the research design from a 7 See Livingstone S amp Haddon L 2009 EU Kids Online Final Report LSE London EU Kids Online http eprints lse ac uk 24372 scoping of the theoretical framework and pressing research and policy issues through to a draft questionnaire to children and to parents that encompassed the key issues to be addressed and seeking to optimise question formats and response options so as to be readily comprehensible by children Following this early development work the fieldwork agency Ipsos was involved in numerous revisions of the draft questionnaires making recommendations with regards to ensuring question wordings conformed to best practice for generating accurate and meaningful answers from respondents and in particular making recommendations for the approach to child question elements 2 2 Cognitive testing Cognitive testing is a diagnostic technique that explores the processes employe
44. 2 Valid answer 4182 months Total 48 1126 416 4587 17243 23420 Internal mortality 9 45 Technical Report and User Guide The 2010 EU Kids Online Survey The next question presents a new issue to think about Here the children are asked how bullying has happened in the past 12 months and as this can happen in more than one way they can tick as many boxes as they want At any time during the last 12 months has this happened IPLEASE TICK AS MANY BOXES AS NEEDED L LI In person face to face By mobile phone calls texts or image video texts Some other way Don t know The frequency table for question 114a shows that there are two kinds of missing values Those who do not tick any of the response options are coded as 99 and those who were routed out in question 112 have been coded as 96 Those who ticked the box for In person face to face are coded as Yes and everyone else is coded as No 3C114a At any time during the last 12 months has this happened In person face to face Cumulative Frequency Percent Valid Percent Percent 45 2 2 2 Valid 99 96 0 No 1 Yes Total As before in comparing questions 112 and 113 the same thing can happen here that children who have said in question 112 that they have been bullied do not give a valid answer in question 114 The table below shows how the first option in question 114 maps onto question 112 QC112 Has someone acted in
45. 41 33 35 6 BG 25 33 23 23 10 CY 21 24 34 36 12 CZ 20 24 16 17 7 DE 7 12 26 27 15 DK 52 54 34 34 20 EE 23 31 36 35 4 EL 20 24 23 24 0 ES 15 19 30 31 12 Fl 18 26 37 38 12 FR 32 38 29 29 9 HU 16 20 20 20 0 IE 21 26 36 37 11 IT 9 15 15 15 0 LT 25 32 31 33 1 NL 51 61 33 32 29 NO 76 82 36 37 45 PL 19 22 21 23 1 PT 9 10 15 15 5 RO 15 19 13 14 5 SE 38 54 33 34 20 SI 28 33 23 24 9 TR 8 9 12 12 3 UK 16 19 33 35 16 As demonstrated in Figure 4 below the correlation between the percentages obtained in the EU Kids Online 44 data set and the Eurostat figures is perhaps lower than expected Figure 4 Education as measured in the EU Kids Online survey and as estimated by Eurostat 100 4 3 90 4 NO E e 6 80 o S 70 x u 60 PESE B 504 DK S 40 4 FRe BE B 30 ws een CZ EE D eHU P EL e IE 20 ROe 9 PL ee Ce 9 Sr AT ES UK 10 4 CR D TR PT 2 0 i x 0 10 20 30 40 50 With tertiary education Eurostat It could be hypothesised that the EU Kids Online figure should be slightly higher than that of the Eurostat adult population especially considering that the EU Kids Online figure accounts for the highest level of education across the household as a whole rather than just individual adults Looking at Table 15 it therefore appears that the level of education is overestimated in three countries Norway 45 Netherlands 29 Denmark 20 and Sweden 20 in contrast the level of education
46. Belgium are weighted down to account for only 4 of the total 25 000 interviews The EU relative weights therefore adjust the data to be representative of the internet using 9 16 year old population of the 25 countries covered by the survey 6 4 Sampling tolerances When interpreting the findings it is important to remember that the results are based on a sample of children aged 9 16 who use the internet and not the entire population of 9 16 year olds in each country Therefore we cannot be certain that the figures obtained are exactly those we would have if the whole population of 9 16 year olds in 36 each participating jurisdiction had been interviewed the true values The margin of error is a common summary of sampling error which quantifies uncertainty about or confidence in a survey result Usually one calculates a 95 percent confidence interval of the format survey estimate margin of error The margin of error depends on the size of the sample the more interviews conducted sample size the smaller the margin of error It also depends on the study design any sample design that departs from a simple random design and any weighting applied to the data set normally results in a design effect that reduces the effective sample size the size that is effective for statistical reliability tests and a higher margin of error 6 5 Design effects Design effects are the ratio of the sampling vari
47. CAPI 49 0 47 7 49 4 DK CAPI 63 8 62 1 64 4 EE CAPI 68 1 69 9 67 6 EL PAPI 52 9 54 3 52 2 ES CAPI 56 3 51 7 57 7 FI CAPI 54 6 50 8 55 8 FR PAPI 47 3 58 5 56 7 HU PAPI 63 6 64 5 63 4 IE CAPI 53 5 52 1 53 9 IT CAPI 53 3 53 5 53 2 LT PAPI 56 9 56 8 57 0 NL PAPI 65 6 66 8 65 2 NO CAPI 66 4 67 4 66 1 PL PAPI 57 8 60 6 57 0 PT PAPI 49 8 51 0 49 3 RO PAPI 53 5 52 1 53 9 SE CAPI 61 2 59 7 61 8 SI CAPI 48 4 45 2 49 3 TR CAPI 55 3 54 9 55 5 PAPI 48 6 48 8 48 5 23 Technical Report and User Guide The 2010 EU Kids Online Survey 4 5 Support for respondents It was important to ensure that where possible children and parents were not excluded from the research due to language or communication difficulties In cases where child or parent did not speak the main language s of the country well enough to complete the survey another household member was asked to provide support If a child had communication difficulties where appropriate the parent or interviewer provided support However for the self completion element of the study interviewers were instructed to ensure that support was kept to a minimum to avoid biasing the findings Types of support received by respondents were recorded by interviewers and this information is included in the data set see section 5 4 below 4 6 Context effects and child comprehension As part of the survey s quality procedures interviewers were asked to record details relating to the child s co
48. CED UNESCO 2006 Not completed primary education Primary or first stage of basic Lower secondary or second stage of basic Upper secondary Post secondary non tertiary First stage of tertiary Second stage of tertiary The mapping of individual education systems to these seven central codes was undertaken in consultation with the relevant academics from the EU Kids Online network however there remained several challenges For example several education systems have courses or levels that fall in between or transcend across two of the seven variables or for cultural differences such as in Germany respondents underrepresented their tertiary education because not all gained qualifications at the end of their study A further difficulty in interpreting level of education is that the level of education profile of the survey population is Middle High High Low Low High High Low Low High High Low Low Middle High Low Low Middle High Low Low Low Low Low Low Low Middle Low Low Middle Middle unknown Although Eurostat data of adults 25 64 is used to generate an indicative comparison below the adults in the EU Kids Online project take a different profile namely they are parents not aged 25 64 per se of children 9 16 and whose children use the internet Crucially information about respondents level of education has been collected in different ways by Eurostat and EU Kids Online It is therefore not possible to use l
49. Furthermore whilst the first two survey tools were administered by interviewers face to face with the respondent a self completion mode was used among children to help ensure confidentiality of responses to sensitive questions and to minimise the potential of social desirability bias e g under reporting of exposure to online risks that might be caused by the presence of the interviewer or other household members Children were carefully briefed by interviewers about how to complete the self completion questionnaire and were also provided with clear written instructions about how to do so All children were given an envelope in which to place their completed forms to help reassure them about the confidentiality of their responses Two versions of the self completion tool were developed one for 9 10 year olds and one for 11 16 year olds The version for 9 10 year olds excluded some questions relating to sex and violence related to online risks that were thought to be less appropriate for this age group To keep the length to an acceptable minimum for this age group some of the follow up questions relating to the detail of specific risks experienced were also omitted and asked only of 11 16 year olds This version was also divided into five separate documents so that the interviewer could provide more guidance at each step of the way about how each one should be completed For this age group text that gave instructions about routin
50. Incentives given to the parent a gift bought by the interviewer most often some kind of premium coffee chocolate or tea costing on average 4 EUR The children were given a flash disk costing 8 EUR Both conditional on participation Denmark Each responding household received an incentive of 100 DKR Normally the child was offered the incentive Each respondent could choose between a gift card and donating the amount to a Child Welfare Organisation 42 of respondents chose charity donation Finland A small chocolate or candy bar was provided to the child as a gift after the interview was completed worth approximately 2 Netherlands The original incentive was a lottery with prizes as follows or cash equivalent 5x weekend in a bungalow park worth approximately 400 each 5x game consoles worth approximately 250 each 10x Nintendo DS worth approximately 200 each 1x weekend EuroDisney family max 4 persons 450 per person To boost response rates part way through fieldwork a conditional incentive of 10 EUR was given Norway Every family received 300 NOK Poland Chocolate was given to one of the parents conditional on participation worth approximately 3 Romania A key holder or a pocket calculator for the child on completion worth approximately 3 Spain An incentive of 6 EUR gift card was given to parents as a gift for the children The incentive was provided upon completing the i
51. MAR data were held securely and kept confidential Furthermore only anonymised data were uploaded via the online platform for anonymised central analysis 5 2 Quality control Strict quality measures were implemented at every stage of the data collection and production process This tight monitoring allowed for the early detection of any potential problems which could be addressed in a timely way thus maintaining quality of data throughout Checks for all returned materials included Check of returned Summary Contact Sheets to ensure that the pre defined random walk procedure was strictly applied and that a summary outcome was coded for the addresses contacted Check of returned Follow Up Contact Sheets to ensure that the birthday method for random child selection was correctly used to ensure that the parent and child consent was obtained for all interviews and that the interviewers had completed the child and head of household profile information for all households with a child aged 9 16 Check of returned interview packs to ensure that the correct survey forms were used and none were missing In a small number of cases in the final data set a non selected child had been interviewed However the profile by age and gender was reviewed and addressed in the overall approach to non response weighting In total 1596 of interviews for each interviewer received a quality back check focused on either the contact sheet
52. T VT T 4 FT FF Fr T Ut Yt T tT 1 5 15 25 35 45 55 65 75 85 95 Percentage finding in data To illustrate how this works it is possible to look at the number of children who have seen sexual images on any websites which is estimated at 1496 as estimated by using the weighted data set This estimate is based on answers from over 23 thousand respondents and thus has a very small margin of error only around x 0 4 percentage points In Turkey approximately the same number of children 1396 say that they have seen sexual images on any websites but as this estimate is based on answers from about one thousand respondents in Turkey the margin of error becomes larger around 2 4 percentage points The margin of error is then lower for Germany 5 1 6 percentage points but higher for Estonia 30 3 4 percentage points where the same number of respondents has participated in the survey in each country but where the lower figure 596 has a lower margin of error than the higher figure 30 These examples show that that when working with the overall findings from all children in all countries or for all children within each country the random error is in most cases very small For analysis of some parts of the data set however the groups that are being examined can get quite small For the findings that are presented in the report due care has been taken not to exceed the analytical possibilities of the data but readers of the report
53. User Guide The 2010 EU Kids Online Survey Intro for 9 12 year olds Hello my name is XXX and I am from Ipsos MORI a company that asks people questions about lots of different things We d like to ask you what you think about using the internet and the types of things you do and see online including things you have liked but also things that you have not liked We are speaking to lots of other young people like you from across lots of different counties The findings will be used to help make the internet safer for young people to use There aren t any right or wrong answers and nobody will know what you have said we just want to find out what you think If there s a question you don t like you don t have to answer it and you can stop the interview at any time The only thing we would have to tell someone about is if you said that you or someone else was being hurt but we would talk to you about that first ok Would you be able to help us It will take about 30 minutes Yes No Interviewer to sign that informed consent has been obtained ll LE c Intro for 13 16 year olds Hello my name is XXX and I am from Ipsos MORI the research company we find out what people think about things using questionnaires and surveys We d like to ask you what you think about using the internet and the types of things you do and see online including things you have liked but also things that you have no
54. Very often items were only asked of 11 16 year olds References Currie C Gabhainn S N Godeau E Roberts C Smith R Currie D Picket W Richter M Morgan A amp Barnekow V Eds 2008 Inequalities in young people s health Health behaviour in school aged children HBSC international report from the 2005 2006 survey Copenhagen Denmark WHO Regional Office for Europe Goodman R Meltzer H Bailey V 1998 The Strengths and Difficulties Questionnaire A pilot study on the validity of the self report version European Child and Adolescent Psychiatry 7 125 130 doi 10 1007 s007870050057 ITU 2010 Partnership on measuring ICT for development core ICT indicators http www itu int dms_pub itu d opb ind D IND ICT_CORE 2010 PDF E pdf Livingstone S and Helsper E J 2007 Taking risks when communicating on the internet The role of offline social psychological factors in young people s vulnerability to online risks Information Communication and Society 10 5 619 643 Smahel D Vondra kova P Blinka L amp Godoy Etcheverry S 2009 Comparing addictive Behavior on the Internet in the Czech Republic Chile and Sweden In G Cardosso A Cheong J Cole Eds World wide internet Changing societies economies and cultures pp 544 582 Macao University of Macau Schwarzer R 2006 SPSS RAW DATA WITH 18 000 Participants Retrieved from http userpage fu berlin de health world_24na
55. a privacy Impostazioni del mio contatto Faccia a faccia Immagine a sfondo sessuale Messaggio a sfondo sessuale Cose a sfondo sessuale activita sessuale Sito per adulti vietato ai minori Programma di condivisione di file Parti intime Sito di social network messaggi istantanei Chat Sito di giochi Pop up Computer da tavolo Mondo virtuale Cambiare le preferenze dei filtri Controllo genitori parental control spam 84 Lithuania Concept TRANSLATION Bothered Sunerim s QA6 QF12 suk l nerim QA7 sutrikti sutrikdyti QD8 QD9 QD15 QF11 QF21 QG5 Upset Nuli sti Social worker Socialinis darbuotojas Adviser Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls M ginau atsilyginti tuo pa iu tam asmeniui slaptumo nustatymai kontaktiniai duomenys tiesioginis bendravimas seksualinio turinio atvaizdas seksualinio turinio inut seksualiniai dalykai QG3 C u siimin ti seksu QG3 e seksualiniai veiksmai QH3 Suaugusiems skirtas puslapis Per P2P peer to peer keitim si duomenimis pvz Torrent Linkomanija RC Intymios k no dalys or intymios k no vietos in diff
56. ach of the participating countries 14 Table 4 Method of stratification by region and Ui UE EE 16 Table 5 Sampling information eeeeen 17 Table 6 Fieldwork dates incentives and number of al GET 22 Table 7 Survey mode and interview length 23 Table 8 Contact cooperation and response rates by DOHIN een 27 Table 9 Details of non routing based edits 31 Table 10 Estimated number of children aged 9 16 who use the internet by Country 35 Table 11 Variables used to calculate design effects 37 Table 12 Design effects and effective sample sizes by roii 38 Table 13 Variable names of core variables 41 Table 14 Variable names of core variables 41 Table 13 Level of education as measured in the EU Kids Online data and by Eurostat 44 49 Risks and safety on the internet The perspective of European children 50 ANNEX 1 EU KIDS ONLINE Overview EU Kids Online Il Enhancing Knowledge Regarding European Children s Use Risk and Safety Online is funded from 2009 2011 by the EC s Safer Internet Programme The project aims to enhance knowledge of European children s and parents experiences and practices regarding risky and safer use of the internet and new online technologies in order to inform the promotion of a safer online environment for child
57. addon and as advised by a team of survey experts within the network and its international advisors The initial reporting of top line findings is timed for the EC s major meeting of stakeholders in Luxembourg at the Safer Internet Forum in October 2009 Thereafter a series of reports focusing on pan European similarities and differences is planned as specified in the Description of Work attached to this application The purpose is to balance academic and policy ambitions by maximising the value of this unique and large data set in as timely a manner as possible This means prioritising policy and public dissemination in the short term and academic publication in the longer term Three months after the final report June 2011 the full data set will be deposited in a public archive in October 2011 to ensure maximum exploitation of the data set in the future The project is intended not only to report on the state of European children s internet risk and safety experiences in 2010 11 but also to establish a benchmark against which future trends can be measured 2 4 How have ethical concerns arising from data collection been addressed The project participants and advisors have compared research practice across a series of recent projects focused on asking children about risk and safety matters on the internet Our approach is set out in detail in section 3 1 below Our intention is to draw on the best practice available in rel
58. aid yes to the question of whether they have bullied in general QC125 and have been routed to the question whether they have bullied online QC127c In this case the complete base has been routed to the variable in question and no recoding of missing values would be needed Have you acted in a way that might have felt hurtful or nasty to someone else in the PAST 12 MONTHS PLEASE TICK ONE BOX ONLY Yes Answer questions on next page No 96 Dontknow oe Go straight to section D Prefer not to say 96 In which of the following ways have you acted like this in the PAST 12 MONTHS IPLEASE TICK AS MANY BOXES AS NEEDED In person face to face Cl no By mobile phone calls texts or O image video texts no On the internet O yes Other way s O no Dontknow 98 47 Technical Report and User Guide The 2010 EU Kids Online Survey 48 LIST OF FIGURES Figure 1 Countries surveyed by EU Kids Online 7 Figure 2 Estimated margin of error for findings based on the EU Kids Online data set 10 Figure 3 Field work steps and respondent mortality 27 Figure 4 Education as measured in the EU Kids Online survey and as estimated by Eurostat 44 LIST OF TABLES Table 1 Countries and two letter country codes 7 Table 2 List of fieldwork agencles 8 Table 3 Languages provided in the EU Kids Online survey in e
59. ailed in the online technical report in two thirds of cases interviewers reported that parents were wholly uninvolved in the child s interview in a fifth of cases they were not very much involved and in one in seven cases they were more involved www eukidsonline net 1 7 Accuracy of the findings To judge the accuracy of numbers in studies like the one carried out in the EU Kids Online project it is first necessary to distinguish between two types of error random error and systematic error or bias All numbers calculated from the EU Kids Online data set are to some extent affected by these and are thus essentially estimates of some true but unknown values Systematic error or bias occurs when the estimates provided in the study are systematically higher or lower than the true value This can for example be the result of sampling procedures or measurements e g question wording The EU Kids Online survey was carefully designed to avoid such error The cognitive testing of the survey instruments is an example of efforts taken to minimise systematic bias Random error is the result of the fact that not all children in all of the 25 countries have been interviewed The results obtained from the samples of approximately one thousand children in each country will invariably depart slightly from the findings that would have been obtained had it been possible to interview all children in these countries In most cases this differen
60. aj Cinsel i erikli davran Yeti kinlere y nelik site Dosya payla m sitesi arac l yla rn Kazaa Limewire Rapidshare V cuttaki mahrem ay p yerler Sosyal payla m sitesi Facebook gibi Hizli anlik ileti MSN gibi Sohbet odas Oyun sitesi Kazara a lan pencereler Pop ups Masa st bilgisayar Sanal d nya Filtre se enekleri Aile kontrol stenmeyen reklam ya da e posta spam 90 www eukidsonline net ANNEX 5 KEY VARIABLES Use and activities Concept Questions Response options Summaries variable names Number of places At school or college The number out where the internet is ivino room or other public room at home of eight response used PEENE options a friend s home DPplaceNM Own bedroom or other private room at home At a relative s home In an internet caf In a public library or other public place When out and about Number of devices Shared PC The number out used to access the Own PC of eight response internet options Television set DPdeviceNM Mobile phone Games console Own laptop Shared laptop Other handheld or portable device e g iPod Touch iPhone or Blackberry Estimated minutes About how long do you spend using the internet on a normal school day normal DCtimeuse online each day non school day 91 Technical Report and User Guide The 2010 EU Kids Online Survey Digital literacy Concept Questions Respo
61. ance for a static computed using a particular design divided by the sampling variance that would have been obtained from a Simple Random Sample of exactly the same size 9 The design effect statistic can be usefully applied to indicate the loss of precision in survey results derived using a particular methodology compared with the reliability of results derived using a Simple Random Sampling method This loss of precision is often indicated by showing how the margin of error for each survey statistic is widened as a result of the survey design Each statistic in a survey has its own design effect Design effects apply to the methodology used for EU Kids Online in a number of ways Clustering of interviews because a face to face fieldwork methodology was used interviews in each country were clustered in geographical areas rather than being spread randomly across the country This clustering leads to a loss of precision insofar as variance in survey results differs between rather than across clusters Weighting as described above several stages of weights were applied to adjust country level estimates All weights applied are associated with a design effect 1 Groves R M 2004 Survey Methodology Hoboken New Jersey Wiley In addition at the European level disproportionate stratification of samples rather than being sampled in proportion to the population of children within each country 1 000 interviews we
62. ase ensure that each answer provides the Committee with enough information to make an informed decision on the ethical dimensions of the proposal The LSE Research Ethics Policy and guidance will be reviewed annually and may be subject to further development I Project Details Project Title EU Kids Online II Enhancing knowledge regarding European children s use risk and safety online ll Applicant Details Name Sonia Livingstone Status delete as applicable Professor Department of Media and Communications Email address s livingstone g lse ac uk Room number contact address 8105 7710 54 Ill Research Aims Please provide brief details of the research aims and the scientific background of the research A full copy of the proposal should be attached to this document During 2008 the European Commission s 2005 8 Safer Internet Plus Programme called for knowledge enhancement projects that aim to increase the knowledge relevant to the issue of safer online technologies specifically to strengthen the knowledge base by conducting a comparable quantitative study of children s use of online technologies with a mapping of parents views of their children s use of online technologies See http ec europa eu information_society activities sip index_en htm The London School of Economics and Political Science as Coordinator of the multinational EU Kids Online network s
63. ata set will be retained 3 3 Have you been able to devise a timetable of research The project timetable as planned is set out in the Description of Work attached on p 30 The timetable that follows provides a more detailed breakdown of fieldwork tasks to be completed by Ipsos Mori Since the cognitive testing phase designed to ensure the questionnaire is thoroughly understood by children was added during contract negotiations with Ipsos Mori the cognitive testing begins earlier than initially planned and the main fieldwork phase begins later than initially planned Overall the timetable is very tight but the real deadline is to report key findings at the EC s Safer Internet Forum in October 2010 an event which all stakeholders across Europe and beyond attend each year 65 Technical Report and User Guide The 2010 EU Kids Online Survey Milestones Sub tasks Number Start date End date of weeks Contract start date 4 week of September Set up meeting with LSE project team in London 29th September Finalisation of the questionnaire and sampling schemes 3weeks Ist October 22nd October Meeting in Hamburg 16th October 18th October LSE send out new draft of questionnaire 20th October Input from Ipsos sent to LSE 22nd October Final questionnaire 23rd October LSE communicate questions that
64. ation to three research challenges working with children working in multiple countries and languages and addressing sensitive matters of risky experience These have been a core focus of the early network discussions which shaped the research proposal a central theme in the project s kick off meeting in a discussion led by Professor Eileen Munro LSE advisor to the project along with Dr Janis Wolak who conducts the leading American surveys on internet risk to children Since then in additional to lively electronic communication within the network the network has met in full with its advisors and with Ipsos Mori in a workshop in Hamburg in October 2009 at which survey sampling design administration sensitive questions and research ethics were all central topics The advisors to the project are all active expert and constructive The EC s Safer Internet Programme also takes a close interest in the progress and design of the project and Sonia Livingstone visits them in Luxembourg regularly and remains in frequent contact with the Project Officer 3 Research design 3 1 What concerns have been taken into account with regard to the design of the research project If agencies communities or individuals are directly affected by the research e g participants service users vulnerable communities or relations what means have you devised to ensure that any harm or distress is minimized and or that the research is sens
65. ation about how to keep my family safe online A Visit your safer internet awareness centre s website at www thinkuknow co_uk or use Our online family esafety kit at You can also find more information at www_saferintemet org Ins te 76 ANNEX 4 TRANSLATION OF DIFFICULT WORDS Academic representatives in every country in the EU Kids Online network also reviewed translations to double check that the meaning of key terms was as intended In particular a list of concepts for which there were challenges ensuring translation generated identical meaning across countries was drawn up upset is one example and network members input to ensure the most comparable terminologies were used The list of these concepts can be found below for each country Austria Concept TRANSLATION Bothered beunruhigt Upset beschaftigt Social worker Sozialarbeiter Adviser Berater Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail Ich habe versucht mich an der anderen Person zu rachen Einstellungen fur die Privatsphare Einstellungen fur die Kontakte personlich Bilder mit sexuellem Inhalt Nachrichten mit sexuellem Inhalt Ge
66. carer interview was conducted with the parent carer who knew the most about the child and their internet use In around three quarters of households the mother was interviewed around one fifth the father and in around one in twenty households another household member step parent grandparent or other was interviewed 3 5 Contact sheets and the screening processes Two types of contact sheet were provided to interviewers guiding them through the screening process and on which key screening and sample outcome information was recorded First a summary contact sheet was used to check if the property was residential occupied and if so to identify if a child aged 9 16 was present in the household Secondly at households with a 9 16 year old present fuller screening processes were carried out using a more detailed follow up contact sheet completing eligibility screening identifying children using the internet identifying and selecting the appropriate child and parent carer respondent Securing co operation and informed consent from parents and children see section below 6 Ethics and child protection capturing some profile information about all households with children that could be used for profiling and weighting purposes age gender and internet use of all children in the household and education and employment status of the chief income earner in the household In order to support communication of t
67. ce is small and gets smaller the more children there are in the sample At the same time however the smaller the group that is being analysed the greater the random error Another property of the random error is that very small or very large percentages such as when a small number of children have experienced a particular risk are more accurate than percentages that are closer to 5096 The figure below shows how the random error behaves for three typical kinds of groups in the EU Kids Online study The lowest line shows approximately how the margin of error varies for estimates based on the whole data set all children in all countries The middle line shows how the margin of error varies for estimates based on data from all children in a single country The top line shows how the margin of error varies for analysis based on small groups for example just children that have experienced a certain kind of risk and been bothered In general it is not advisable to conduct analysis of children who have experienced a risk and been bothered within a single country by using simple cross tabulation as the base number will become very low Technical Report and User Guide The 2010 EU Kids Online Survey Figure 2 Estimated margin of error for findings based on the EU Kids Online data set 10 4 9 e Whole group s amp Single country 4 Small group Margin of error percentage points N 99 BR Cc O T4 CO 0 i tj
68. child survey questionnaires the information leaflet and the final posting of accessible findings on the project website The EU Kids Online national teams will check translations provided by Ipsos Mori The survey questionnaires will be both translated and back translated according to international procedures and standards governing such survey translation processes 1 Informed consent 1 1 Will potential participants be asked to give informed consent in writing and will they be asked to confirm that they have received and read the information about the study If not why not The fieldwork will conducted by Ipsos MORI a highly reputable market research polling organisation appointed following a European tender process A requirement for the award of the contract was that data collection will be conducted in a timely efficient rigorous and ethically sensitive manner by interviewers trained to deal with children so as to ensure high quality results that will command widespread respect Accordingly informed consent and confirmation of receipt of information about the study will be a requirement for participation The survey will be conducted face to face in the child s home as this permits optimal sampling of individual children the convenience of obtaining parental permission a parent interview and a child interview and best ensures a reliable and valid interview with the child Consent from both parents and children will a pr
69. chool ever done any of these things DP221NM Made rules about what you can do on the internet at school Parental Does your parent either of your parents sometimes check any of the following things Either monitoring afterwards number of Which websites you visited available NC response The messages in your email or instant messaging account options OR Your profile on a social networking or online community if at least Which friends or contacts you add to your social networking profile instant messaging one of them service was chosen or not DC330NM DP223NM 97 Technical Report and User Guide The 2010 EU Kids Online Survey Parents Does your parent do your parents make use of any of the following Technical cape Parental controls or other means of blocking or filtering some types of website mediation Parental controls or other means of keeping track of the websites you visit A service or contract that limits the time you spend on the internet Software to prevent spam or junk mail viruses 98 Either number of available response options OR if at least one of them was chosen or not DC331NM DP224NM Psychological measures SELF EFFICACY variable DCSEMN Adapted from Schwarzer and Jerusalem 1995 4 items a 65 Item Property Analyses Selection and Re phrasing for the Adapted Self Efficacy Scale Item Original item phrasing ITC ITC Adapted item phrasing original items selected items f
70. counter risk with no distress It is also expected that the minority of children who do encounter distressing content or contact on the internet their identification will be better pinpointed with a subtle combination of social and psychological vulnerability factors rather than a simple demographic characterisation This however remains to be discovered It is also an important part of the research that we identify the incidence of online risk in relation to possible risks encountered elsewhere through other media or face to face experiences the purpose being to enable a proportionate response to online risk in the future by putting online risk in the context of other risky experiences Last the project team are committed to identifying ways in which children may be resilient to cope well or to support each other in addressing online risk A series of questions will permit findings on these possibilities insofar as they do exist thus enriching public and policy discussions which are at times too simplistic in portraying all children as naive or vulnerable Interviewer training Ipsos Mori is a member of ESOMAR and all local agencies also work within national industry ethical and legal codes All fieldwork will be conducted in line with stipulated ethical guidelines for conducting research with children and young people as well as those specified by the LSE Research Committee All fieldworkers will be experienced interviewers including sp
71. d by people when they answer survey questions such as comprehension recognition recall and decision making response e g how do they respond to being asked potentially sensitive questions and or how suitable are the pre code lists for capturing all types of valid response By exploring in a qualitative way the processes by which people interpret and respond to questions we can identify potential sources of measurement error and ideally address them via appropriate revisions to the questionnaire to ensure it measures what we want it to measure as accurately as possible This can be particularly helpful for surveys among children given the difference in cognitive ability between adult researchers who are designing the questionnaire and the child informants completing them In the context of international surveys cognitive testing can help to ensure that the R Groves F Fowler Jr M Couper J Lepkowski E Singer and R Tourangeau Survey Methodology 2004 p 202 11 Technical Report and User Guide The 2010 EU Kids Online Survey wording of questions and response options generate and capture the same meaning across all countries Findings can also be useful when interpreting findings in the sense that they provide extensive qualitative data on the types of aspects respondents are thinking about when they give particular answers to particular questions Two rounds of cognitive testing were conducted for this stu
72. d urbanisation Ki Type of Primary Sampling Unit AT BE BG CY CZ DE DK EE EL ES FI FR HU NL NO PL PT RO SE SI TR UK Locality village town city Locality village town city Locality village town city Municipalities Municipalities and postal districts for the cities with over 50 thousands inhabitants Postal district Postal district Locality village town city Administrative district Administrative area Postal district Locality village town city Locality village town city districts of the capital Electoral district Locality village town city Locality village town city Locality village town city and postal for larger cities Locality village town city Administrative areas Gminas Locality village town city Locality village town city Administrative area Administrative areas defined by Slovenian statistical office Administrative district NUTS 4 Indicator for stratification by region NUTS 2 NUTS 2 NUTS 2 by district Nicosia Limassol Larnaca Pafos Famagusta NUTS 3 ADM sampling points NUTS 2 NUTS 3 NUTS 2 NUTS 2 NUTS 2 UDA 5 regions NUTS 2 NUTS 2 NUTS 2 Counties NUTS 1 NUTS 2 NUTS 2 NUTS 2 NUTS 2 NUTS 2 NUTS 3 NUTS 1 NUTS 1 Indicator for stratification by degree of urbanisation Total number of inhabitants living in locality and number of children aged 9 16 living in locality
73. de The 2010 EU Kids Online Survey EU Kids Online template for information leaflet to be left following interviews Ins te insafe is a European network of Awareness Centres promoting safe responsible use cf the internet and mobile devices tc young people It is co funded by the Safer internet Programme Further information is available from EU Kids Online ll is a new project designed tc examine children s and parents experiences and practices regarding use risk and safety online Between 2009 and 2011 EU Kids Online Il is conducting original empirical research across member states with national samp es of children aged 9 16 years old and their parents Further information is available from httz evil l For further information about any online safety issues please don t hesitate to contact the Child Exploitation and Online Protection Centre who are the safer internet awareness centre for the UK Their website can be found at www thinkuknow co uk or you can call 0870 000 3344 Tiy e LE a Q Where can report illegal content A illegal content can be reported to the internet Watch Foundation which is the hotline in the UK www iwf org uk 0800 111 Q Who can speak to if have concerns about something that is happening online A Speak to your parents or a trusted adult or call the helpline In the UK you can call Childline on 0800 1111 and speak to sameone in confidence Q Where can find out more inform
74. derived variables are created or computed from the information derived from the other variables All variables were labelled according to a similar structure containing a prefix a root and a suffix Core variables were named according to which questionnaire and question they referred to see Table 13 Table 13 Variable names of core variables Prefix Root Suffix Core Origin of Question Response variables variable number option Screener form SCR 1 b Child interview f2f Qc 300 d Child interview self ac 100 a completion Parent interview BP 200 i Derived variables were named according to which variables they were derived from which concept they incorporated and or what calculation was used to derive them see Table 14 Table 14 Variable names of derived variables Prefix Root Suffix Derived Origin of Concept Variable variables variable group type Child e g DC interview e g TUR SES NM Count arent DP age 2 Number interview Wabuse of categories Reversed Original items RC or RP question Respo nse option number The exact naming labelling and coding of variables can be found in the data dictionary downloadable as an excel file from the UK Data Archive Education and occupation of the household s main wage earner were obtained from the screening questionnaire Country specific codes were standardised to obtain comparable variables across countries Socio economic status indicators were derived
75. ducation level of the head of household QP208is in the parent questionnaire and asks about the highest education level completed by the parent or carer that is being interviewed QP210is in the parent questionnaire and asks about the highest level of education completed by the other parent or carer if there is such a person One of the challenges for the project was to create a central understanding of the different levels of education that could be applied across all countries whilst taking into account the different education systems that exist across Europe www eukidsonline net Table 12 Socio Economic Status of the Chief Income Earner ion of Main Wage Earner SCR6orig Less t General management Self employed professional Employed professional Middle management Business prop Farmer Fisherman Employed desk position Owner of shop craftsmen Employed position not at a desk Supervisor skilled manual worker Unskilled manual worker servant Non active housework student unemployed Non active retired Therefore although respondents answered a question that was specific to their country and reflected the different levels within their system of education responses to SCR6orig QP209 and QP210 were all later mapped into the derived variable DPEDUHH comprising a central model of seven different levels of education in line with the International Standard Classification of Education IS
76. dy by Ipsos and local fieldwork agencies The first stage involved 20 cognitive interviews 14 with children and six with parents in England Four of the children were aged 9 10 four aged 11 12 five were aged 13 14 and one was aged 15 16 There were eight girls and six boys In terms of social economic status three parents were from social groups ABC1 households where the chief income earner is in a professional managerial or clerical position and three were from social groups C2DE households where the chief income earner is a skilled manual worker semi skilled or unskilled or not working This stage of testing tested all key aspects of the main questionnaire including respondent comprehension the layout of the self completion module and the acceptability and suitability of approaches for sensitive subject matter A significant amount of refinement was implemented following this wave Many changes were made in order to increase clarity and comprehension and ensure consistent and unambiguous interpretation For example further clarification was given regarding specific timeframes to think about when asking children about frequency of internet based activities more specific definitions and supporting examples were given to describe generic internet terms and concepts such as social networking Some changes were also made to increase ease of completion of the self completion elements such as reducing complexity of routing and ma
77. e design and question coding which are contained in the data set variables on sample points in the questionnaires and in the interviewer briefing documents which contain introductory texts coding instructions and definitions of complex terms they are also provided in this technical report which provides information on actual numbers of interviewers per country In addition socio economic status and education packs downloadable as excel files from the UK data archive provide information on national coding and recoding procedures concerning educational levels and occupational status into cross national variables Auxiliary data are data from external sources and include variables for information such as regions population density and area size Measures in health psychology A user s portfolio Causal and control beliefs Windsor NFER Nelson pp 35 7 18 Goodman R 1997 The strengths and difficulties questionnaire a research note Journal of Child Psychology and Psychiatry vol 38 pp 581 86 Goodman R R Ford T T Simmons H H Gatward R R and Meltzer H H 2003 Using the strengths and difficulties questionnaire SDQ to screen for child psychiatric disorders in a community sample International Review of Psychiatry vol 15 nos 1 2 pp 166 72 19 Stephenson M T Hoyle R H Palmgreen P and Slater M D 2003 Brief measures of sensation seeking for screening and large scale surveys Drug and Alcohol D
78. e fact that the same number of interviews were conducted per country despite the fact that the population of internet using 9 16 year olds in each country is different This weight adjusts each country s contribution to the European level results in proportion to the actual population size of internet using children There are five variables in the SPSS file Weight Weightb Weightc Weightd and Weighte The EU Kids Online network generally follows a consistent approach to weighting for descriptive statistics weights are applied to make them representative of the population for statistical significance testing weights are not applied to avoid biased standard errors The first main weighting variable Weight in the SPSS file is generally used for all European level analysis as it incorporates individual respondent weights as well as the country level adjustment As a function of the survey design i e equal numbers of interviews in all European countries irrespective of their population size the final European adjustment weights are large for some countries For example respondents in Turkey have large up weights because the country has a large population This variable was used for overall results and analysis at the European level by age gender and socioeconomic status The second main weighting variable Weightb in the SPSS file is generally used for country by country analysis and for analysis look
79. e faili jagamine initimsed kehaosad suhtlusportaal MSN messenger jututuba m ngulehek lg h pikaken lauaarvuti virtuaalmaailm filtrieelistused Parental controls vanemakontroll Spanvjunkmail spamm rampsmail Estonia Russian Concept TRANSLATION Bothered ObITb o6ecnokoeHHbIM o6eckypaxeHHbIM Upset paccTpouTbca OTOpYNTbCA Social worker COLManbHbIN paboTHNK Adviser KOHCyTIBTaHT COBETYNK Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail OTBeTMTb ApyrorMy YenoBeKy TEM Xe OTOMCTMTb Hacrpolika 6e3onacHocTn KoHTakTHble Dante c rriaay Ha rna3 uW306paxxeuue cekcyaribHoro xapakrepa coo6uijeHue cekcyaribHoro xapakrepa NONOBON OKT Be6calir Tonbko ANA B3pocribix X Be6calir o6MeH dalnaMa Mexgny nornb3oBarersMM MHTMMHbIe YaCTU Tena COLIMaNbHaA CeTb MSN mecceHppKep Var UrpOBOU car BCNNbIBaIOLLEe OKHO HACTONbHbIN CTALIMOHAPHbIN KOMNbIOTep BMpTyaribHblli MAD Hacrpoliku CbunbTpa POAUTEN CKUN KOHTDOJIb cnam 81 Technical Report and User Guide The 2010 EU Kids Online Survey France Concept TRANSLATION Bothered Tracass Upset Perturb Social worker Travailleur social Advi
80. e the internet safer for children These advisors include Save the Children European Schoolnet and a European network for safety awareness raising Insafe We have designed this survey for parents and children from all over Europe and the findings will be important for advising schools child welfare youth workers and others who work to enable children to get the best out of the internet while minimising online risks For example knowing what children do online can help teachers to devise cyberbullying programmes It will also help governments in deciding whether parts of the internet should be better regulated Youth workers and other professionals who work with children also need to know what to warn or advise children about And our work will also provide guidance for parents so they can learn ways to help and support their children when using the internet The survey also aims to get the risks faced by some children into perspective by discovering the beneficial things children do on the internet and the great ways children ar e learning to use the internet sensibly and well This is why our survey asks lots of questions so that we can understand the different kinds of experiences that children of different ages and backgrounds may have in different countries Information about the researchers and advisors in each country is available on our website at www eukidsonline net The findings will be reported by the European Commission on 2
81. ecific experience with conducting interviews with children They will receive a project dedicated briefing overseen by national members of the EU Kids Online network regarding specific issues for this project CRB checks or equivalent in line with local procedures such as police certificates of character and documents stating no criminal convictions in the past will be required of all fieldworkers see also Ipsos Mori s agreed proposal to LSE for details of interviewer training and experience with children attached 62 to this proposal Before the interview takes place respondents will be notified of their right to withhold answers to particular questions or stop the interview at any point with no adverse consequences This will also be reiterated at key stages during the interview process Confidentiality anonymity will be guaranteed where there is not a disclosure of risk of harm To reassure both parents and children that it is safe for an adult interviewer to interview the child the interview itself the survey is administered in the child s home with the parents in the vicinity whilst care will also be taken to avoid physical contact with children Sensitive questions The flow of questions and use of gateway questions will aim to ensure that the interview does not introduce the child for the first time to ideas or material that may be ethically problematic Specifically questions which ask about risky behaviour wil
82. ect Children and their Changing Media Environment a 12 nation comparison conducted by Sonia Livingstone a decade ago the youngest children surveyed were 9 years old This proved satisfactory in terms of the collection of reliable and valid data though questions were carefully pretested in terms of their comprehensibility and the appropriateness of response options provided Other researchers experience in this field concurs that interviews with those as young as nine are feasible for example the SAFT Safety Awareness Facts and Tools project funded by the EC Safer Internet Programme as the precursor of the present survey 5 2 What arrangements have been made to preserve confidentiality for the participants or those potentially affected This has been addressed in detail in sections 3 1 and 3 2 above Confidentiality and anonymity will be guaranteed for participants in the survey only limited in cases where a young person makes a disclosure of risk or harm see above and below Participants names will not be recorded so it will not be possible to link responses to individual children It may be that the questions will uncover a child possibly at risk Such an eventuality must be anticipated when briefing the interviewers and when obtaining informed consent from respondents While generally confidentiality will be preserved in such cases specific actions appropriate to the circumstances would then be taken in line with the r
83. ed a maximum of 6 times the average weight is set to avoid any extreme weights which could cause peculiarities in the data as well as large design effects The weights were then rescaled divided by the average weight for each country a purely aesthetic process which means the weighted base reflects the number of respondents interviewed Since these individual weights are calculated separately for each respondent based on household make up and demographic profile of the country the range and average weight varies from one country to the next European weights applied to the full aggregate dataset all countries as the last stage of the weighting process in order to adjust the contribution each country makes to the data at the European level This is a final weight for European level analysis which adjusts for country level contribution to the overall results relative to population size Respondents in countries with a large population of child internet users are given a greater weight than those in countries with a smaller population which means that the larger countries contribute more to the total figures than smaller ones As there is no available data on the population of children aged 9 16 who use the internet by country to use for this stage these figures have been estimated using a combination of data from a range of sources For most www eukidsonline net countries data from the Eurobarometer and Eurostat has been
84. ed questions relating to online content of a sexual or violent nature A particular challenge emerged for generating comparable meanings across countries for questions measuring negative emotional impact of risk exposure on children A challenge lay in identifying a wording that generated meaning of the same evel of harm in each country The wording finalised for use in the survey focused on whether the children were bothered by an experience together with related words like upset worried or uncomfortable However users of the data set should note that there remain some differences in interpretation across countries 2 3 Survey pilot Before the main fieldwork a dress rehearsal pilot survey was conducted to test key aspects of implementation in as close to live conditions as possible A total of 102 pilot interviews were carried out across five countries Germany Slovenia Ireland Portugal and the UK 43 with children aged 9 10 and 59 with children aged 11 16 The pilot study checked the efficacy of random walk sampling procedures contact and screening procedures fieldwork materials and all protocols for how to communicate about the survey gain informed respondent consent and respondent co operation It also tested the length and effectiveness of the survey tools themselves in live conditions As a result of the pilot some final minor modifications were made to the questionnaire mainly to reduce len
85. ee www eukidsonline net has been awarded a contract for this work from 1 7 2009 to 30 6 2011 The aim is to enhance the knowledge base for children s and parents experiences and practices in relation to risky and safer use of the internet and new online technologies in Europe in order to inform the promotion of a safer online environment for children The objectives are as follows To design a thorough and robust survey instrument appropriate for identifying the nature of children s online access use risk coping and safety awareness To design a thorough and robust survey instrument appropriate for identifying the nature of parental experiences practices and concerns regarding their children s internet use To administer the survey in a reliable and ethically sensitive manner to national samples of internet users aged 9 16 and their parents in member states To analyse the results systematically so as to identify both core findings and more complex patterns among findings on a national and comparative basis To disseminate the findings in a timely manner to a wide range of relevant stakeholders nationally across Europe and internationally To identify and disseminate key recommendations relevant to the development of safety awareness initiatives in Europe To identify any remaining knowledge gaps and methodological lessons learned to inform future projects regarding the promotion of safer use of the internet
86. eeks 9th March 18th March Amendments to national questionnaires 9th March 15th March 4 Ethical questions arising from financial support the provision of incentives 4 1 Are there any real or perceived conflicts of interest which could compromise the integrity and or independence of the research due to the nature of the funding body No none 4 2 Have any incentives to the investigator been declared No none apply 66 4 3 Are there any restrictions on the freedom of the investigator s to publish the results of the research No none 4 4 Are any incentives being offered to participants No none 5 Research Subjects 5 1 Who do you identify as the participants in the project Are other people who are not participants likely to be directly impacted by the project The participants will be children aged 9 16 who use the internet and one of their parents Other people who are not participants are not likely to be impacted by the project The decision to define the sample of children as those from 9 to 16 years old has been carefully taken Ever younger children are now accessing the internet across the EU27 75 of 6 17 year olds now uses the internet this including 60 of 6 10 year olds Almost nothing is known of young children s use so it would be preferable to start with qualitative rather than quantitative research methods for younger children In a previous proj
87. elevant child protection policy of the country The interviewers will be instructed to bring such situations to the attention of their supervisor at the national fieldwork organisation who will then review the nature of the risks and options If the latter determines the risk is real the appropriate agencies will be contacted The level and nature of any such contacts will be included in the full field work report to be submitted as part of its work by Ipsos Mori to LSE 67 Technical Report and User Guide The 2010 EU Kids Online Survey 5 3 What are the specific risks to research participants or third parties We identify four possible risks and have addressed these in the foregoing The risk that the child will be distressed by sensitive questions addressed in 3 1 The risk that the parent will find out the answers given by the child addressed in 3 1 The risk that others will find out answers given by the parent and the child addressed in 3 1 and 3 2 The situation where the child is at risk addressed in 3 1 and 5 2 5 4 If the research involves pain stress physical or emotional risk please detail the steps taken to minimize such effects Explain why this is reasonable within the context of the project Although we do not anticipate unacceptable stress since we may uncover or occasion some stress the following procedures will be in place The interviewer will ensure that t
88. en we reported parental awareness of their child experiencing a risk Here we reported the percentages of parents who had said yes no and don t know to the question whether they thought their child had encountered a particular risk 2 When not applicable was assigned because a respondent was not routed to a question due to having given a response at a previous question that made him her not receive that particular question AND the respondent should still be included in the base for percentage reporting This was mainly the case when percentages were reported for follow up questions of online risks An example for the second case would be when reporting the percentage of all children who use the internet who have bullied others online i e said yes to QC125 and QC127c Now those children who have not said yes to the question whether they have bullied others at all QC125 will not have been routed to the follow up question which asked them in which mode they have bullied others QC127 and therefore been coded as not applicable 96 for this question Have you acted in a way that might have felt hurtful or nasty to someone else in the PAST 12 MONTHS PLEASE TICK ONE BOX ONLY Yes Answer questions on next page No L Don t know L Prefer not to say L MONTHS PLEASE TICK AS MANY BOXES AS NEEDED In person face to face By mobile phone calls texts or image
89. ent ranged from 29 in the Czech Republic to 80 in Spain and Romania and 83 in Turkey As well as noting adult presence during the child survey interviewers were also asked to observe the extent to which the parent respondent tried to involve themselves in the child interview for example if they were concerned about the sensitivity of some of the subject matter In the vast majority of cases this was not an issue overall two thirds of parents made no attempt to be involved 66 with a further fifth having made little attempt 2196 not very much equating to 8796 of parents overall In contrast four per cent of parents attempted to be involved a great deal with a further one in ten a fair amount 1096 Parents in Spain were the most fervent with around three in ten attempting to be involved a great deal a fair amount 2996 Interviewers were fully briefed on how to manage these types of situation for example explaining the importance of confidentiality reassuring that the child could skip any question they did not like and allowing the parent to see a blank copy of the questionnaire before the child interview took place 4 7 Ethics and child protection Children s exposure to risks on the internet is a particularly sensitive topic it was therefore paramount that fieldwork was conducted in an appropriately ethical manner The project received ethical clearance from LSE s Research Ethics Committee and all aspects of methodol
90. entified i e on the 25 Technical Report and User Guide The 2010 EU Kids Online Survey broad principle that the risk identified was something any reasonable person could not ignore The notes below outline the agreed approach of dealing with identified risk although it is important to note that a different approach was considered depending on whether or not the risk was identified within the survey questions The questionnaire design and methodology meant that risk of current harm would not identifiable from the study at the time of the interview First survey questions ask about exposure to risks in the past and do not directly identify current issues secondly questions on risk were asked within self completion modules and as such interviewers were not aware of the child s responses We therefore took a universal approach to responding to possible risk for all children Interviewers explained to all children that if they have they have experienced harm they should tell a trusted adult As mentioned above the interviewer left a leaflet with helpline numbers and top tips for online safety n addition fieldwork agencies abided by any local laws regarding actions required to protect children A protocol was in place for actions to be taken if a participant made a disclosure to the interviewer outside their response to a survey question and or the interviewer witnessed something in the household sugges
91. ependence vol 72 no 3 279 86 mahel D Vondr kov P Blinka L amp Godoy Etcheverry S 2009 Comparing addictive Behavior on the Internet in the Czech Republic Chile and Sweden In G Cardosso A Cheong J Cole Eds World wide internet Changing societies economies and cultures pp 544 582 Macao University of Macau Nicolaas G 2011 Survey paradata a review ESRC National Centre for Research Methods review paper London National Centre for Research Methods 42 For a list of key measurements used in the analysis of the data see Annex 5 7 2 SES measurements Information relating to the chief income earner s level of education and occupation was collected during the screening process As outlined in Table 12 responses to level of education and employment were then grouped and cross referenced with each other to calculate one of three levels of SES low middle and high However it should be noted that as is often the case with European research a uniform approach was taken to the calculation of SES across all 25 countries and therefore SES is not relative to the differences between the socio demographic make up of each country 7 3 Education Derived variables were also created to consider the level of education within the household Information on the education of parents came from three questions SCR6orig comes from the screening interview and asks about the highest e
92. erent questions Socialinis tinklas Naudotis tiesioginio susira in jimo programomis pvz Skype Google talk MSN Pokalbi svetain pvz Chat lt zebra It aidim puslapis I kylantys reklaminiai langai pop ups kurie kartais netik tai i kyla stalinis kompiuteris virtualus virtualusis pasaulis Filtru nustatymai T v kontrol Brukalas SPAMas decided to leave SPAM as it is called like that pretty much Spam junkmail offten than brukalas junkmail nepageidaujama reklama Netherlands Concept TRANSLATION Bothered van streek zijn Upset van slag geschrokken Social worker maatschappelijk werker Adviser adviseur Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail iemand terugpakken instellingen voor mijn privacy contact gegevens persoonlijk seksuele foto plaatje of video Seksueel bericht seksuele handeling niet geschikt voor minderjarigen file sharing sites gebruikt peer to peer intieme lichaamsdelen sociale netwerk site instant messaging MSN Chatroom spelletjes website pop up computer virtuele wereld filter voorkeuren not translated litterally Spam 85 Tech
93. erequisite of both the main fieldwork and also the prior phases of cognitive and pilot testing The process of gaining consent Ipsos Mori fieldwork interviewers will present written information about the project to participating parents where parent refers to a person legally responsible for the child and so could be the step parent foster parent This letter will explain the funding and purposes of the project the nature of the interview the value of the project to policy makers seeking to improve internet safety for children and contact details for the national fieldwork organisation contracted to Ipsos Mori the national EU Kids Online network representative and the project director Sonia Livingstone for EU Kids Online at LSE Those parents who agree to participate in the survey will be asked to sign a written consent form stating the purpose and nature of the project see Annex 2 this giving informed consent to their own interview and consent to us approaching the child to invite their participation in the child interview The child will also be asked to give informed consent to the child for their own interview Ipsos Mori s experience leads them to recommend that the child is asked to confirm their consent verbally rather than in writing Asking children to sign a formal document is not necessarily conducive to engaging participation and putting them at ease for the interview Instead the interviewer is asked to si
94. ernet safety and details of relevant help lines The EU Kids Online network worked closely with Ipsos MORI at both national and pan European levels to ensure the quality of the research The EU Kids Online network is entirely responsible for the survey questionnaire design the sampling decisions and all data analysis The network worked with Ipsos MORI on finalising and implementing the survey questionnaire cognitive and pilot testing translation fieldwork procedures and implementation and data editing Table 2 List of fieldwork agencies a CEN AT SPECTRA BE IPSOS BELGIUM BG MARKET TEST CY CYPRONETWORK CZ IPSOS TAMBOR CZ DE IPSOS GmbH DK DMA RESEARCH A S EE TURU UURINGUTE A S EL OPINION S A ES IPSOS SPAIN Fl TALOUSTOUKIMUS OY ER ALTERNATIVE INTERNATIONAL RESEARCH OBJECTIF MARKETING HU IPSOS SZONDA IE IPSOS MORI IT IPSOS ITALY LT RAIT NL IBT NO IPSOS NORWAY PL IPSOS POLAND PT IPSOS PORTUGAL RO MERCURY RESEARCH SE IMRI SI IPSOS PULS SLOVENIA TR IPSOS KMG UK ROSSLYN RESEARCH 1 6 Main limitations Every effort was made in designing and administering the survey to provide the best account possible of children s internet use in Europe Also the data set containing the responses has been thoroughly checked for consistency Inevitably however the project has limitations and these should be borne in mind when using the data set and interpreting the results Limits on sampli
95. es and in relation to which sub populations How do social cultural and regulatory influences affect the incidence and experience of and the responses to different risks Further in accounting for current and ongoing research and anticipating future research what factors shape the research capability of European research institutions and networks The aim was to identify comparable research findings across member states on the basis of which recommendations for child safety media literacy and awareness could be formulated The project members invited communications from the wider community practitioners and researchers in order to achieve this goal 1 2 The research context The rapidity with which children and young people are gaining access to online convergent mobile and networked media is unprecedented in the history of technological innovation Parents teachers and children are acquiring learning how to use and finding a purpose See Livingstone S amp Haddon L 2009 EU Kids Online Final Report LSE London EU Kids Online http eprints lse ac uk 24372 for the internet within their daily lives Stakeholders governments schools industry child welfare organisations and families seek to maximise online opportunities while minimising the risk of harm associated with internet use Diverse and ambitious efforts are underway in many countries to promote digital technologies in school
96. es and the national child helpline for confidential advice The child will also be urged to discuss with a parent or trusted adult any concerns they have regarding things that may have or could happen in relation to the internet see end of Child Survey attached to this application As explained below interviewers are carefully trained will be briefed on the particularities of this project and are supervised closely by the approved national fieldwork agency contracted to Ipsos Mori They remain in close contact with their supervisors and are required to report any problems to their supervisor In turn the national fieldwork agency remains in close contact with the coordinating agency Ipsos Mori in Belgium Ipsos Mori has appointed one key contact Rosario Spadaro to remain in weekly contact with the LSE coordinating 58 team see Ipsos Mori s proposal regarding fieldwork processes attached to this application for details of line management and team coordination both within the Ipsos Mori network across Europe and for their communication with LSE It is anticipated that most if not all ethical issues regarding sensitive questions or survey administration will be resolved during the cognitive testing and piloting phases of the research process However Ipsos Mori and LSE Sonia Livingstone will remain in close contact throughout fieldwork with weekly reporting and discussion planned and more frequent or immediate commu
97. es of children in relation to the internet This includes meetings of the EU Kids Online network and with the EC s Safer Internet Programme It has been designed partly in response to a series of focus groups the EC Safer Internet Programme held with children aged 9 10 and 12 14 during 2007 INSAFE on the advisory panel below maintains a Youth Panel which also advises the Safer Internet Programme including EU Kids Online EU Kids Online s International Advisory Panel has been fully involved at all stages from the initial proposal draft to the design of the survey and thereafter Its purpose is to ensure that the project benefits from the best research practice internationally and that its findings can be of maximum benefit to children Its members are Will Gardner of Childnet International the leading UK child welfare charity focused on internet related risk and safety issues Professors David Finkelhor and Janis Wolak of the Crimes against Children Research Center University of New Hampshire USA they conduct the leading American surveys examining internet related risks to children Dr Ellen Helsper formerly of the Oxford Internet Institute now at the Department of Media and Communications LSE experienced in the World Internet Project Amanda Lenhart Senior Research Specialist in teens and social networking at the Pew Internet amp American Life Project Annie Mullins Corporate Social Responsibility Vodafone A
98. es that data will be held securely and kept confidential and that the final data will stored analysed and reported in a completely anonymised format The contact details of respondents will be kept linked to the survey data for just a very short time after the interview to enable some quality control call backs 15 of parent respondents are recontacted by telephone to check the conduct and content of the interview for purposes of quality control However after this process all personal identifiers will be removed and deleted on finalisation of the complete data set The details of each interview case will be fully anonymised so that anyone analysing that database will not be able to trace the participants All data will be held securely in line with data protection legislation and professional industry in each country Appropriate mechanisms for ensuring secure transfer of data between local agencies and the co ordination centre and in turn with the LSE will also be in place The data set to be delivered to LSE EU Kids Online will therefore be wholly anonymised The quantitative data could not be traced back to any individual The inclusion of open ended questions is currently subject to timing i e the length of the questionnaire overall but should this be included still in the final version all text will be checked by the national EU Kids Online members so that any identifying information is removed Only the wholly anonymised version of the d
99. esponse adapted from the Health Behaviour in School aged Children survey Currie et al 2008 Been in trouble with my teachers for bad behaviour Been in trouble with the police Had so much alcohol that got really drunk only asked of children aged 11 Had sexual intercourse only asked of children aged 11 options for 9 10 year olds and out of five response options for children aged 11 DCROB1NM DCROB2NM Risky online activities adapted from the UK Children Go Online survey Livingstone amp Helsper 2010 Looked for new friends on the internet Added people to my friends list or address book that have never met face to face Pretended to be a different kind of person on the internet from what really am Sent personal information to someone that have never met face to face Sent a photo or video of myself to someone that have never met face to face The number out of five response options DCriskactNM Online risks Concept Questions Response options Summaries variable names Online contacts Online contacts Can just check have you ever had contact on the internet with someone you QC147 have not met face to face before yes no Meeting online And have you ever gone on to meet anyone face to face that you first met on the QC148 contacts offline internet in this way yes no Number of online And how many new people have you met in this way in the last 12 months if QC149
100. estionnaire by the national agencies v The national agencies sent the final national questionnaires to the coordination centre Academic representatives in every country in the EU Kids Online network also reviewed translations to double check that the meaning of key terms was as intended In particular a list of concepts for which there were challenges ensuring translation generated identical meaning across countries was drawn up upset is one example and network members input to ensure the most comparable terminologies were used see Annex 4 Network members also helped to provide nationally relevant examples to support communication of key concepts such as social networking 14 Table 3 Languages provided in the EU Kids Online survey in each of the participating countries AT Austria BE Belgium BG Bulgaria CY Cyprus CZ Czech Republic DE Germany DK Denmark EE Estonia EL Greece ES Spain Fl Finland FR France HU Hungary IE Ireland IT Italy LT Lithuania NL Netherlands NO Norway PL Poland PT Portugal RO Romania SE Sweden SI Slovenia TR Turkey UK United Kingdom SS EE German Dutch French Bulgarian Greek Czech German Danish Estonian Russian Greek Spanish Castilian Catalan Finnish French Hungarian English Italian Lithuanian Russian Dutch Norwegian Polish Portuguese Romanian Swedish Slovene Turkish Kurdish English 3 SAMPLING A representative sample
101. evel of education as a variable in weighting the data and comparisons of the population data and the survey profile should be treated with caution The difficulty in translating and mapping different education systems together and the inability to weight the data to a known population profile for education help explain why the level of education appears under or overrepresented in some countries Table 15 shows the education level as measured in the EU Kids Online data for the head of household and by Eurostat in the adult population aged 25 64 years In the EU Kids Online data set the estimated percentage of households where the head of household has completed tertiary education ranges from 9 percent in Turkey to 82 percent in Norway Eurostat can be found here http epp eurostat ec europa eu portal page portal education dat a database The highest education level of the household the variable DPEDUHH is calculated by taking the highest level of education across SCR6 Q209 and Q210 43 Technical Report and User Guide The 2010 EU Kids Online Survey The Eurostat figures for the individual adult population range from 12 percent to 38 percent Table 15 Level of education as measured in the EU Kids Online data and by Eurostat Percent with a tertiary education Difference As estimated by between Eurostat for the DPEDUHH adult population and Eurostat 2010 As measured in the EU Kids Online data BE 35
102. experience In addition to general survey research experience interviewers selected to conduct fieldwork will have particular skills in conducting public opinion research among children New interviewers are hired after having successfully passed a strict selection procedure Analysis of the applicant s curriculum vitae Face to face discussion with the fieldwork manager about the applicant s professional background motivation and skills are carefully analysed The interviewer s skills are tested through a role play In addition to Ipsos MORI s standard vigorous interviewer training before an interviewer works on this project they will have to go through intensive project specific training via a thorough combination of both written and classroom based briefings further details of which are outlined below Briefing of the interviewers Ipsos MORI Coordination Centre will provide all national operators with detailed and uniform instructions for conducting fieldwork The Coordination Centre will prepare these instructions with the assistance of the Quality Control Committee In addition to these procedures we will set up for the attention of Project Managers in each country a Training Book which will comprise all instructions regarding the survey and instructions on how to brief interviewers In addition individual project managers from each country will also receive an interactive telephone briefing The aim of these
103. f 25 142 children who use the internet were interviewed as was one of their parents during Spring Summer 2010 across 25 European countries Full details of the project s methods are provided in the accompanying Annexes which are online at www eukidsonline net Key features include Two rounds of cognitive testing in addition to piloting to check thoroughly children s understandings of and reactions to the questions Random stratified survey sampling of some 1000 children 9 16 years old per country who use the internet Survey administration at home face to face with a self completion section for sensitive questions A detailed survey that questions children themselves to gain a direct account of their online experiences Equivalent questions asked of each type of risk to compare across risks Matched questions to compare online with offline risks to put online risks in proportion Matched comparison questions to the parent most involved in the child s internet use Measures of mediating factors psychological vulnerability social support and safety practices Follow up questions to pursue how children respond to or cope with online risk The inclusion of the experiences of young children aged 9 10 who are often excluded from surveys The design is comparative in several ways comparing Children s experiences of the internet across locations and devices Similarities
104. fied ordered by i Region NUTS 2 3 or 4 or other nationally appropriate system of regional classification ii Population density or degree of urbanisation where data was available Nomenclature of Territorial Units for Statistics see see Eurostat 2010 Eurostat 2010 Introduction in NUTS Nomenclature of territorial units for statistics http epp eurostat ec europa eu portal page portal nuts_nomencl ature introduction Table 4 below outlines the method of stratification region and degree of urbanisation used in each country for both In all countries sampling points were then selected with Probability Proportionate to Size PPS This means that the chance of selection is equivalent to the number of children living there For example if the total population of children aged 9 16 is 2 million the probability of selecting an area with 50 000 children is 0 025 and the probability of selecting an area with 10 000 children is 0 005 The number of sampling points varied by country according to local circumstances see Table 4 All addresses were selected using random probability sampling approaches but the precise approach varied by country reflecting different circumstances on the ground the nature of sample frames available and cultural differences with regards to whether initial contact was thought to be most appropriate by telephone or face to face bearing in mind the sensitive subject matter In most
105. g the child to invite their participation in the child interview in all countries except from Germany where local laws prohibited written signatures being obtained and where instead interviewers were asked to sign to confirm that the parent had given their permission for the interview to take place Child consent was also recorded by the interviewer signing in writing that this had been given verbally by the child Particular attention was taken to ensure that the text and words spoken in the letter and consent form were age appropriate Across all languages separate versions of the text were tailored for parents and children of different ages A copy of the information letter safety tips leaflet and consent form can be found in Annex 3 Anonymity and confidentiality of responses were guaranteed to both parents and children with the exception that if the child reported that they are being harmed in some way this would limit the promise of confidentiality and action would be taken see below All fieldwork was conducted in line with stipulated ESOMAR ethical guidelines for conducting research with children and young people as well as those specified by the LSE Research Ethics Committee Interviewers were selected on their experience of working with children and further training and briefing was provided as outlined above in section 4 3 Relevant security checks were carried out on interviewers where appropriate according to countr
106. g through the questionnaire was also shown in red font to help ensure that it was not missed 13 Technical Report and User Guide The 2010 EU Kids Online Survey 2 5 Translation A master questionnaire was finalised in English National versions were then produced in appropriate languages see Table 3 After the master questionnaire was finalised and approved the translation process progressed as follows i The master questionnaire was sent to the national agencies using a specific format designed for multilingual questionnaires It was easy to understand as the source language and the target language could be simultaneously viewed ii In the national agencies two researchers that had at least two years of experience of opinion surveys independently translated the questionnaire into their mother tongue After this they met to compile the two translations into one which was then sent to the Ipsos coordination centre iii The core team in the coordination centre verified that everything had been translated after which the questionnaires were sent to back translation A native English speaker with a sufficient level of the source language then translated it back to English iv The back translated documents were returned to the coordination centre where the team checked them against the original English master Each country was given feedback based on this exercise and all necessary adjustments were made to the final qu
107. gn to confirm that they have obtained informed consent verbally see Annex 2 Both parent and child will be clearly informed that they may leave any question unanswered and they may stop the interview at any point The interviewers are trained to provide a calm and confidential context within which children can express hesitation and be reassured or permitted to withdraw as appropriate The consent process includes introductory wording tailored for parents and for children of different ages however interviewers will also be instructed to tailor their approach for each respondent and work to ensure that each respondent understands the nature of research in their own terms Anonymity and confidentiality of responses is guaranteed to both parents and children with one exception 56 As shown in Annex 2 the small but possible risk that the child reports that they are being harmed in some way will be handled as an explicit condition limiting the promise of confidentiality H other parent or child denies consent the interview will not take place The interviewer will not enter a home without a parent present and without express parental permission 1 2 How has the study been discussed or are there plans to discuss the study with those likely to be involved including potential participants or those who may represent their views The study has been extensively discussed by those who represent the views and experienc
108. gth Refinements were also made to the screening contact sheets to make them more user friendly for interviewers taking into account the large quantity of addresses that needed to be screened to identify eligible households The pilot also identified challenges relating to respondent engagement in communicating the survey and parental concern about the sensitivity of the subject matter The guidance already provided to interviewers on how to handle this during fieldwork was therefore expanded on for the main stage taking into account learning from the pilot 2 4 The interviews The questionnaires for the children consisted of three main components which were administered in a sequence The children were interviewed face to face to obtain responses to questions in most sections of the questionnaire and then were given the most sensitive questions in a questionnaire form for them to complete on their own For each child one parent carer was administered a questionnaire with a selection of questions that matched to the questions in the child survey The sections in these three questionnaires are outlined below Items with matched child parent questions are marked with an asterisk An additional screening questionnaire was used to obtain socio demographic information about the household and its internet use 1 Interviewer administered face to face the child questionnaire covering Patterns of child s internet usage Activit
109. h that percentage is calculated Let us take an example In the UK data set there are 93 children who claim to have seen sexual images on any websites This is based on the unweighted data set and to obtain the correct point estimate it is necessary to apply weighting and deduct individuals with missing values on this particular variable but let us for the moment imagine that in the UK sample 93 out of 1 032 respondents have seen sexual images on any websites or some 9 let us also ignore the fact that there is a clustering effect in the data set that reduces the effective sample size a bit To estimate the accuracy of this finding we would calculate a 95 confidence interval in the following way Gr2psga C9 TU oq gas PO qs V on V 1032 1 Then we conclude that some 9 1 75 of UK children have seen sexual images on any websites If we want to compare boys and girls then we must split the group by gender and then the accuracy of the point estimate for the boys will be based on the number of boys in the sample and similarly the accuracy for the point estimate for the girls will depend on the number of girls in the UK sample In the UK sample there are 510 boys and of those some 56 have seen sexual images on any websites or about 11 As can be seen from the formula that we use to calculate the standard error the accuracy of the 11 figure for boys in the UK sample is affected by both the 11 number itself and the n which in this case is 510
110. he child is genuinely happy to take part and that the child is entirely clear they don t have to answer any questions they don t wish to answer and can end the interview at any time The interviewers will be trained to be very neutral and phase questions in a way that make the children feel comfortable They will reassure the child that the survey is informal non judgemental and that there are no right or wrong answers In their training organised by the national survey firm interviewers will be advised on the signs of any discomfort they should be aware of e g in terms of body language when dealing interviewing the children and on how to cope with any immediate distress shown by the child Interviewers experience and training For a survey of this size the quality of interviewing will be absolutely vital and there is no substitute for interviewers who are thoroughly experienced with this kind of work Ipsos MORI is one of the most experienced organisations when it comes to large scale social surveys and we regard the experience of the field force used in each country to be as critical as that of the executive teams Each fieldwork institute member of the Ipsos MORI network is committed to allocate to this project experienced professional interviewers in opinion face to face interviewing with a very minimum of six months experience In most cases interviewers are considerably more experienced usually at least one year and often over 10 years
111. he research participants versus benefits need to be weighed up by researchers It is important to think through carefully the likely impact on participants or vulnerable groups of any data collection methods Certain groups are particularly vulnerable or will be placed in a vulnerable position in relation to research and may succumb to pressure for example children or people with learning disability or students when they are participating in research as students Some participants will have diminished capacity to give consent and are therefore less able to protect themselves and require specific consideration see further guidance given on the RPDD web pages regarding informed consent The Research Ethics Committee REC recognizes that it is not only research with human participants that raises relevant ethical concerns Researchers may be assessing sensitive information the publication or analysis of which may have direct impact on agencies communities or individuals For example collection and use of archive historical legal online or visual materials may raise ethical issues e g for families and friends of people deceased and research on provision of social or human services may impact user provision Similarly use of other people s primary data may need clearance or raise concerns about its interpretation The Research Ethics Committee will assess whether the relevant questions have been adequately addressed when it scrutinises proposals Ple
112. he survey requirements and gain respondent co operation a letter from the LSE was shown to the respondents emphasising the importance and value of the study A copy of the English version of the letter is provided in annex 3 In countries using face to face recruitment from pre selected addresses the letter was posted in advance 19 Technical Report and User Guide The 2010 EU Kids Online Survey 20 4 FIELDWORK 4 1 Fieldwork started in April 2010 and was completed by October 2010 week 26 however more than half of the countries completed by early July week 11 Fieldwork was shortest in Romania and Hungary 6 weeks and longest in Norway 23 weeks Fieldwork overview 4 2 Use of incentives The decision whether or not to use incentives was taken at the local agency level Using their experience of conducting in home surveys with parents and children within their market agencies considered whether they thought the offer of incentives would increase response rates enough to offer value for money In some cases incentives were introduced part way through fieldwork to help improve response rates Incentives were offered in the following countries Austria A 5 EUR Amazon voucher given to the child upon completion Belgium A 5 EUR voucher for the child conditional on taking part Bulgaria Stationary for the child coloured pencils ruler pocket books worth approximately 1 5 Czech Republic
113. her or not your child has done each of the following in the PAST YEAR as far as your are aware Sent Someone else sexual messages e g words pictures of videos on the internet By this we mean images of people naked or having sex Yes No Don t know QC301a Please tell me where you use the internet these days Your bedroom or other private room at home Yes No QC303 How often do you use the internet Every day or almost every day Once or twice a week Once or twice a month less than once a month Don t know QC110 In the PAST 12 MONTHS have you seen or experienced something on the internet that has bothered you in some way For example made you feel uncomfortable upset or feel that you shouldn t have seen it Yes No Prefer not to say Don t know QC106a How true is this of you am easily distracted and find it difficult to concentrate Not true A bit true Very true QC106b How true is this of you Other people my age often treat me as if wasn t there Not true A bit true Very true QC106c How true is this of you If am in trouble can usually think of something to do Not true A bit true Very true QC106d How true is this of you I take things that are not mine from school home or elsewhere Not true A bit true Very true QC106e How true is this of you I get on better with adults that with people my own age Not true A bit true Very true QC106f How true is this of you can generally work out how to
114. hieve an interview Make contact at the selected address up to four attempts Obtain consent for the screening questionnaire and establish whether at least one child aged 9 16 years old lived at the address and was using the internet Obtain consent for the child and _ parent carer interviews Contact cooperation and response rates were calculated in accordance with standard definitions It was estimated that in 5396 of interviewers attempts to contact an eligible address i e a residential address with at least one child age 9 16 that uses the internet this was successful contact rate Contact rates ranged from 3196 in Germany to 89 in Romania In 79 of the estimated eligible cases when contact was made the interviews were completed cooperation rate with a rate of 36 in the Netherlands to 100 in Poland and Greece The estimated overall response rate was 42 of all potentially eligible cases regardless of successful contact Response rates ranged from 17 in the Netherlands to 8396 in Romania see Table 8 12 American Association for Public Opinion Research AAPOR 2008 Standard definitions Final dispositions of case codes and outcome rates for surveys 5th edn 13 In Poland households were preselected using the Universal Electronic System for Registration of the Population which perhaps explains the high cooperation rate Figure 3 Field work steps and respondent mortality Residents screened
115. hild self completion questionnaires The first step was to investigate any inconsistencies found with fieldwork agencies to identify possible courses and solutions for example checking for any data entry errors that could be corrected or raising issues with interviewers to establish why issues might have occurred Where inconsistencies still remained data editing was considered and applied where logical to support data quality and consistency Importantly edits were also applied in ways that supported consistency with edit checks and routing implemented in CAPI The level of editing required was low reflecting that children had a good level of understanding of the questionnaire The edits applied were as follows Routing A check was carried out to identify instances where questions with filtered bases routed from responses to previous questions had been answered by the respondents whose previous responses indicated eligibility to proceed Based on a review of the responses to those followup questions edits were applied to route respondents out of later questions where earlier responses indicated that the questions were not relevant to them For example a review of follow up responses identified that in many cases respondents had coded response options such as don t know or not very much or not applicable This approach also provided consistency between PAPI and the routing built into CAPI Inappropriate multi coding
116. hoto identification card If you have any questions about the research or do not want to take part please call XXXX at Ipsos on XXXX or LOCAL AGENCY who will be happy to answer any questions you might have If you do get in touch please remember to give your name and the reference number at the top of this letter do hope that you will be able to take part in this important survey Yours sincerely NAME OF MANAGER Study Manager COUNTRY NAME gt 72 Consent forms This consent form is usually integrated into the contact sheet so that the interview completes a single form for each household at the stage of initial contact Introduction Good morning afternoon evening My name is from Ipsos MORI the independent research company would like to ask your help with a survey we are carrying out among young people and their parents the survey is about young people using the internet safely The questionnaire will ask about your own experiences of the internet and your child s experiences this will include discussions about how often they use the internet where they go online how they spend time on the internet and their exposure to potentially harmful or inappropriate material and behaviour such as content that would normally be for adults The survey results will be used by governments across Europe to help ensure that children are safe when they go online and support parents in helping to protect their chi
117. ial Mensagens Instant neas Sala de Chat Jogos Online Janelas Pop Up Computador de secret ria Mundo Virtual Prefer ncias de Filtragem Controlo Parental Spam junkmail Correio Electr nico N o Solicitado Lixo Electr nico Romania Concept TRANSLATION Bothered Deranjat Upset Sup rat Social worker Asistent social Adviser Persoan a c rei ocupatie este sa dea sfaturi Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail A incerca s te r zbuni pe persoana respectiv Set ri de protec ie a identit ii Set ri de contact fata n fata Imagine cu continut sexual Mesaj cu continut sexual Act sexual Un site pentru adulti Site uri de share uit fisiere adica puse la comun dc odc torrente P rti intime Retea sociala Messenger Camer de chat Site de jocuri Pop up Calculator desktop Lume virual Preferinte de filtrare Control parental Spam 87 Technical Report and User Guide The 2010 EU Kids Online Survey Slovenia Concept TRANSLATION Bothered vznemirjen Upset razburiti Social worker socialni delavec Adviser svetovalec Try to get back at the othe
118. ial participants be informed of whether there will be adverse consequences of a decision not to participate Or of a decision to withdraw during the course of the study There are no adverse consequences of participating in the study It is purely voluntary there is no incentive payment and the survey is entirely anonymous At the point when the researcher first visits potential participants will be advised that there will be no adverse consequences if they decide not to participate and they can withdraw at any point or choose not to answer specific questions Interviewers will be sensitive to the child s mood or possible hesitation and will remind the child of their right to omit a question or to withdraw if appropriate 1 5 What provision has been made to respond to queries and problems raised by participants during the course of the study During the interview the fieldwork interviewer will be the main point of contact for any explanation needed or to address any concerns regarding the study The letter of introduction to be left with parents will provide clear contact details of national and Coordinating team of EU Kids Online II plus contact details for the national fieldwork agency contracted by Ipsos Mori At the end of the interview the child s attention will be carefully drawn to further sources of information in the form of a child friendly leaflet containing advice contact information to national agenci
119. ids Online Survey PSYCHOLOGICAL DIFFICULTIES variable DCSDQMN Adapted from Strength and Difficulties Questionnaire SDQ Goodman 1998 16 items a 71 using items measuring psychological difficulties only Item Property Analyses and Selection for the Psychological Difficulties Scale adapted from SDQ ITC He Item Item phrasing and variable names by subscale Pilot peeled eine Emotional symptoms DCSDQepMN HL 1 get a lot of headaches stomach aches or sickness A0 36 2 worry a lot A8 35 3 am often unhappy sad or tearful 34 A8 A am nervous in new situations easily lose confidence 36 37 5 have many fears and am easily scared 23 40 Conduct problems DCSDQcpMN 1 get very angry and often lose my temper 61 42 2 usually do as am told reversed 07 06 3 fight a lot can make other people do what want 17 27 4 am often accused of lying or cheating A0 41 5 take things that are not mine from home school or elsewhere 48 26 Peer relationship problems DCSDQppMN 1 am usually on my own generally play alone or keep to myself 43 26 2 have at least one good friend reversed 20 12 3 Other people my age generally like me reversed ER EN A Other children or young people pick on me 52 A2 5 get on better with adults than with people my own age A0 28 Hyperactivity DCSDQhpMN 1 am restless cannot stay still for long 36 2 am easily distracted find it difficult t
120. ies online Digital skills Perceptions of parent s carer s teachers and friends mediation of online risks 2 Child questionnaire for self completion simple version for 9 10 year olds more complex version for 11 16 year olds covering Psychological factors Risky offline activities Experience of online risks Coping with online risks Sources of education advice and support 3 Interviewer administered parent questionnaire covering Additional and repeated household demographics and internet access Parental patterns of internet usage Perceptions of the child s internet usage and exposure to online risks Parental mediation of the child s online risks Sources of parental education advice and support The contact sheets used by interviewers to introduce the Survey screen for eligible households and gain informed respondent consent to the study was also designed to collect a small amount of demographic information about screened households where possible ie before respondent refusal for example The survey was carried out face to face in home rather than by telephone for example due to the sensitivity of the subject matter and the need to gain rapport with families to engage them in the survey work Questionnaires were administered either using Computer Assisted Personal Interviewing CAPI or on paper PAPI depending on local practice in each country see Table 7
121. ijn Social worker Sociaal werker Adviser hulplijn voor kinderen Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail Proberen het de andere persoon betaald te zetten Privacy instellingen persoonlijk sexueel getint beeld sexueel getinte boodschap sexuele handeling een site voor volwassenen niet geschikt voor kinderen bestanden die je deelt met andere internet gebruikers intieme lichaamsdelen site waar je een sociaal netwerkprofiel hebt instant messaging MSN Windows Live Messenger Chatroom spelletjeswebsite pop ups kleine venstertjes de opeens op je scherm verschijnen PC virtuele wereld Instellingen veranderen ouderlijke contr le ongewenste e mail spam 78 Bulgaria Concept TRANSLATION Bothered NMputecHeH a Upset PascrpoeH a Social worker CounaneH pa6orHukK Adviser CeBeTHMK Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world
122. ild for the first time to ideas or material that may be ethically problematic For example children were immediately routed out of sections about risky behaviour if it became apparent that they had not experienced the risk and introductory wording was used where appropriate to forewarn of the nature of the subsequent questions All respondents parents and children were provided with an information leaflet at the end of the survey visit containing tips and advice about online risk and safety The leaflet was tailored for each country and included the contact details of local help lines or other appropriate provision for children identified through the conduct of the survey as in some way at risk whereby the respondent can access private confidential help and advice These leaflets were developed for the project by the national Insafe nodes of the EC s Safer Internet Programme with input also from Child Helpline International see www childhelplineinternational org Given the topics considered in this project it was important to establish an agreed approach to intervention prior to fieldwork as to what would happen if it became apparent that a child was at risk of harm This approach was agreed between Ipsos and the LSE and cleared by the LSE Research Ethics Committee To ensure guarantees of confidentiality and anonymity intervention from fieldworkers was only considered on the basis of relatively serious harm being id
123. in the past 12 months although this group is the vast majority of those ending up in the 96 category As in the question on if the children had been bullied at all they can also in the question on how often choose to say that they don t know coded as 98 as before or skip the question coded as 99 QC113 How often has someone acted in this kind of way towards you in the past 12 months LT Frequenc 99 98 Don t know 96 Cumulative Percent Valid Percent Percent 1 Every day or almost every day 2 Once or twice a week 3 Once or twice a month 4 Less often Total The table below shows how the answers from question 113 on how often bullying has been experienced map onto the answers from question 112 on whether bullying has been experienced at all in the past 12 months This shows how all the missing values from question 112 have been put together into one missing value in question 113 the 96 group This shows also how some 9 of those who said in question 112 that they had experienced bullying in the past 12 months do not give a valid answer in question 113 on how often this has happened QC112 Has someone acted in this kind of hurtful or nasty way to you in the past 12 months 97 98 Prefer 99 Don t not to Missing know say 1 Yes 2 No Total QC113 How often has 99 Missing 18 someone acted in this 98 Don t know 387 kind of way towards 96 Routed out 48 1126 416 17243 18833 you in the past 1
124. ine Survey population i e those containing at least one child aged 9 16 who used the internet The sample issued in each country was representative of the country s population while the population we interviewed was children who use the internet As such the issued sample includes households which were ineligible for the survey i e households which did not include children and households which included children who were not internet users Given the specific nature of the population the survey represents i e children aged 9 16 who use the internet there is no accurate population data available to use for weighting Instead the non response weights are based on data collected during the screening process on contact sheets and combined with general population data relating to households with children at national level This has been done based on data from two stages of the sampling and recruitment process First our screened sample consisting of all children in screened households including both internet users and non users was weighted according to the known population data for all children aged 9 16 users non users by age gender and region Once the first stage of weights had been applied the non internet users were excluded to provide a sample of internet users that is representative of the population of internet using children in terms of age gender and region It is this that was used to weight the inte
125. ing at any single country This weight incorporates the individual within country weights which combine any non response and design weights that were calculated Note that the SPSS file contains three additional weighting variables Weightc Weightd and Weighte These should not be used for data analysis These are intermediate weights that cover the first stages of the weighting calculations Weighte includes the Design Weight Weightd the Non response 1 weight and Weightc the Non response 1 and design weights These variables are included for users to judge the impact of the final stage of non response weighting has had in some cases very little As a rule of thumb for descriptive statistics the variable Weight is used for analysis on the whole data set but Weightb is used when analysing data within each country or comparing two or more countries with one another 6 2 Approaches to weighting Non response weights were calculated separately for each country Most survey designs would require only one stage of non response weighting the achieved sample would be weighted back to the profile of either the issued sample or the survey population However with this survey the achieved sample is purposively different from the issued sample since the entire issued sample has been screened to identify a sub set of households in the 33 Technical Report and User Guide The 2010 EU Kids Onl
126. ions from EU Kids Online include Final recommendations for policy methodology and research O Neill B Livingstone S and McLaughlin S 2011 Disadvantaged children and online risk Livingstone S G rzig A and Olafsson K 2011 EU Kids Online Final Report Livingstone S Haddon L G rzig A and lafsson K 2011 Risks and safety on the internet The perspective of European children Full findings Livingstone S Haddon L G rzig A and Olafsson K 2011 Risky communication online Livingstone S and lafsson K 2011 Digital literacy and safety skills Sonck N Livingstone S Kuiper E and de Haan J 2011 Social networking age and privacy Livingstone S lafsson K and Staksrud E 2011 Patterns of risk and safety online In depth analyses from the EU Kids Online survey of 9 16 year olds and their parents in 25 countries Hasebrink U G rzig A Haddon L Kalmus V and Livingstone S 2011 Cross national comparison of risks and safety on the internet Initial analysis from the EU Kids Online survey of European children Lobe B Livingstone S Olafsson K and Vodeb H 2011 Who bullies and who is bullied online A study of 9 16 year old internet users in 25 European countries G rzig A 2011 Comparing children s online opportunities and risks across Europe Cross national comparisons for EU Kids Online 2nd edn Hasebrink U Livingstone S Haddon L and Olafsson
127. is noted below A full record of the tender process is maintained by Margaret Newson purchasing manager at LSE and will be reported to the European Commission A 59 Technical Report and User Guide The 2010 EU Kids Online Survey lengthy document detailing the curriculum vitae of Ipsos Mori staff working on the project plus their prior experience in this field was submitted to LSE as part of the tender process Both documents are available to the REC on request The group evaluating the public tender process which appointed Ipsos Mori ensured ethical considerations were a key criterion in awarding the contract Those on the evaluation panel were Professor George Gaskell Deputy Director and Academic Governor LSE Professor Uwe Hasebrink Hans Bredow Institute For Media Research Hamburg Dr Cristina Ponte New University of Lisbon Portugal Dr Bojana Lobe University of Ljubljana Slovenia Dr Brian O Neill Dublin Institute of Technology Ireland Margaret Newson Finance Department LSE Bhimla Dheermojee Research and Project Development Division LSE Professor Sonia Livingstone Project Director for EU Kids Online LSE Dr Leslie Haddon Senior Research Fellow EU Kids Online LSE Ipsos MORI successful winners of the tender has a long and established tradition of social and government research They have a large team of around 200 experienced specialist researchers in our Social Research I
128. is will include discussions about how often your child uses the internet where they go online how they spend time on the internet and their exposure to potentially harmful or inappropriate material and behaviour The survey results will be used by governments across Europe to help ensure that children are safe when they go online and to support parents in helping to protect their children from online risks The interviews will be relaxed and informal and you and your child would be free to skip questions that you don t feel comfortable with but whatever information you feel able to provide will really help the governments across Europe to understand the risks that children currently face and how best they can work with parents to protect children Your survey answers would be treated in absolute confidence in accordance with the Data Protection Act Your name or personal details will not be passed on to anyone outside the Ipsos LOCAL AGENCY research team nor be identified in any research findings Once the research is complete your responses will be anonymised and your name and address will be securely deleted from Ipsos s LOCAL AGENCY records The interviews would take place in your home at a time convenient for you We would like to talk to your child for around 30 minutes and to you for around 10 minutes Taking part is voluntary but we hope that you will take part so we can hear the views of a range of people The interviewer will carry a p
129. itive to the particular needs and perspectives of those so affected Research importance We note first that at present there is no comparable reliable data on children s experience of online risks in Europe Indeed there is no survey of children s use of the internet in Europe that asks questions of any kind At present the research and policy community is guided by existing surveys conducted in America by pan European surveys of parents who then report on their perceptions of their child s internet use and by piecemeal surveys conducted with 61 Technical Report and User Guide The 2010 EU Kids Online Survey children that ask similar but not identical questions in different ways and to different samples in some countries only Hence we address the ethical issues that arise in asking children about online risk in a wider context in which robust evidence is almost wholly lacking and in which a sizeable policy community of multi sector stakeholders is developing educational industry awareness raising and other initiatives which sorely need an evidence base to guide them Survey design The survey questionnaires attached to this proposal will ask a range of questions of children and parents a central aim being to develop a realistic assessment of the risks range severity responses experienced by children online A further aim is to identify the subset of children who are in some sense vulnerable whether
130. ity privacy and data protection See 3 2 8 Dissemination 8 1 Will the results of the study be offered to those participants or other affected parties who wish to receive them If so what steps have been taken to minimize any discomfort or misrepresentation that may result at the dissemination level The project is designed to inform multiple stakeholders including children and parents as well as educators awareness raisers child welfare workers governments and industry The participants in the study will be offered access to the findings and resulting recommendations Specifically in the LSE letter introducing the project to each household the name a url will be provided as well as the date by which we will post a family friendly summary of the results November 2010 The leaflet to be left with all interviewees will include helpful safety information and further sources of information for them in their country 70 Information letter to parents Id MEDIA LSE Department of Media and Communications April 2010 Dear Parent EU Kids Online survey Thank you very much for agreeing to participate in our survey At the London School of Economics we lead this important project for the European Commission s Safer Internet Programme We are working with university researchers in 25 different countries plus international expert advisors who make sure that the results will be useful for initiatives to mak
131. ity Stepan Kone ny Petra Vondr kov Jo tova 10 602 00 Brno Czech Republic Luk Blinka Alena ern Denmark DK Gitte Stald stald itu dk Gitte Stald IT University of Copenhagen Ruud Langgaards Vej 7 2300 Copenhagen Denmark Estonia EE Veronika Kalmus Veronika Kalmus ut ee Veronika Kalmus Andra Siibak Institute of Journalism and Communication University of Pille Pruulmann Kadri Ugur Tartu 18 likooli St 50090 Tartu Estonia Vengerfeldt Pille Runnel Lennart Komp Finland FI Reijo Kupiainen reijo kupiainen uta fi Department of Journalism and Mass Communication University of Tampere 33014 Finland Reijo Kupiainen Kaarina Nikunen Annikka Suoninen Riitta Kauppinen France FR Dominique Pasquier Dominique Pasquier ehess fr Ecole Nationale Sup rieure des T l communications 46 rue Barrault 75013 Paris France Dominique Pasquier Sylvie Octobre Elodie Kredens Pauline Reboul Germany DE Management Group Uwe Hasebrink u hasebrink hans bredow institut de Hans Bredow Institute for Media Research Warburgstr 8 10 D 20354 Hamburg Germany Uwe Hasebrink Claudia Lampert Greece EL Liza Tsaliki etsaliki media uoa gr Department of Mass Media and Communications National and Kapodistrian University of Athens 5 Stadiou Street Athens 105 62 Greece Liza Tsaliki Despina Chronaki Eleni Revekka Staiou Kalpaki Kornilia Konstantina Michalopoulou Hungary HU
132. ivare Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging F rs ka ge igen Sekretessinst llningar Kontaktinstallningar ga mot ga Erotisk bild Erotiskt meddelande Sex En barnf rbjuden webbplats Fildelning K nsdelar Hemsidor f r socialt n tverkande t ex Hamsterpaj eller Facebook Snabbmeddelanden chattmeddelande Chatroom Chattrum Gaming website Spelwebbplats Pop up Poppuppf nster Desktop computer Stationar dator Virtual world Virtuell varld Filter preferences Filterinstallningar Parental controls Sparrfunktion Spam junkmail Skrappost 89 Technical Report and User Guide The 2010 EU Kids Online Survey Turkish Concept TRANSLATION Bothered Rahatsiz etmek Upset z c Social worker sosyal g revli Adviser dan man Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail Di er ki iden almak Gizlilik ayarlar leti im bilgileri Y z y ze Cinsel i erikli resim Cinsel i erikli mes
133. king instructions for navigation more prominent through the use of colour for younger children The questionnaire was then translated into all languages relevant to the 25 country study The second stage involved cognitive interviews 113 in total in the remaining 24 countries to ensure testing across different languages and cultural contexts Four or more interviews were conducted with children in each country and a small number of parent interviews were also conducted Whilst a range of age groups were included 9 10 year olds were over sampled to ensure that the questionnaire was sufficiently tested among the age group likely to have most difficulties with completing it 12 This stage of testing was designed to assess the suitability and efficacy of questioning approaches used and comparability of meaning generated from the translated questionnaires across countries languages and cultures It also tested the effectiveness of the questionnaire following amendments made after stage one testing The testing identified a range of country specific translation issues which were then addressed It also highlighted differing issues in different countries relating to the sensitivity of some questions and concerns about the length and complexity for younger age groups As a result the length of the questionnaire and level of filtering was reduced for all children and some further sensitive items cut out for 9 10 year olds especially detail
134. l have introductory wordings where appropriate to forewarn of the nature of the next questions and to clarify that the research does not condone such behaviour but that we are not passing any judgement on their response All questions will undergo thorough cognitive testing in each country this means that while the survey is planned to take 30 minutes on average in cognitive testing fieldworkers will take up to two hours per child in order to clarify misunderstandings understand any hesitations and so identify any problems Only after this has been completed in all languages countries will be survey questionnaire be finalised The network is during November constructing a table of sensitive terminology by language to guide the translators and fieldworkers Further to minimise distress some questions will only be asked of children aged 11 16 and not those aged 9 10 If required more questions will be restricted to the older age groups only as revealed by pilot testing In some countries the survey will be administered via CAPI and CASI Computer Assisted Personal Interview and Computer Assisted Self interview whilst in other countries the interview will be completed on paper by interviewer and respondent The interviewer will ask many questions in person but participants will be asked to complete the most sensitive questions identifying their own risky behaviour in a self completion format and thus will not be asked to disclose this infor
135. ldren aged 0 17 living in the household Child use of communication media on the internet Q324a f asked children which of a range of activities they had done in the last year This was checked against answers at Q308a f which asked how often they had done the same activities in the past month a email usage b visited a social networking profile C Visited a chat room d used instant messaging e Played games with other people on the internet f Spent time in a virtual world The age of the interviewed child in the contact sheet was edited where necessary to ensure it referenced the child who had completed the questionnaires If there was more than one possible match among the children recorded in the contact sheet data then the child that uses the internet SCR3D was identified as the selected child If both all or neither none used the internet then one child was selected at random In order to avoid confusion the contact sheet selected child age variable was not included in the main survey data set just in the contact sheet data set This ensured that all data users will use the same variable for analysis on child age as recorded during the main interview All selected children were then coded as internet users at SCR3D for consistency as per the profile of survey participants desired As above If more children were reported at SCR2 than Q202 Q202 was edited to be equal to the response at SCR2 If there was
136. ldren from online risks Your household has been selected completely at random from a list of addresses in this area All information will be treated in the strictest of confidence the reporting of findings will not identify individuals or families and the names of those who take part will not be passed on to anyone outside Ipsos MORI and Local agency or used for any purpose other than this research project You do not have to answer any questions that you do not want to and you can stop the interview at any point Screening If more than one parent select parent to take part random method If more than one child select child to take part random method We would like to carry out an interview with you that will last 10 minutes and an interview with your child one of your children that will last around 30 minutes Parent consent If necessary repeat intro to parent to gain parent consent participation Are you able to take part in this research Yes would it be convenient to conduct the interview now If not arrange appointment No close would also like to conduct an interview with selected child are you happy for me to invite him her to take part Yes proceed to consent No close Complete if consent given Parent name eseesesessseeeeenene nennen nenne nennen nena ID me Relationship to young person eeeeeernn eH 73 Technical Report and
137. lterliche Kontrollen Spam junkmail Spam oder Junk Mail Greece Concept TRANSLATION Bothered evoxAnoe avaor ruct araoyx Anoe Upset oTevaxwpnoe avnouxnoe Social worker KOIVWVIKOG AEITOUPYOG Adviser c pBouAoG Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail Tipoorr Onoe va ek iknOg TO GAAO oroug puOp oeig ISIWTIKOTNTACG OTOIXE A ETTIKOIVWVIOG TIPOOWTTIO UE TTD OUJTTO EIKOVEG HE OECOUCAIKO TTIEPIEXONEVO urivupa UE COEEOUCAIKO TTEPIEXOUEVO OEEOUAAIKN TIPGEN IOTOOEAIOES TrOU Eival HOVO yia EV IKE Tipoypapup rov avTaAAayns apxeiwv arr UTTOAOYIOTH oe UTTOAOYIOTH Yevvntikd pyava IOTOOEAION KOIVWVIKNS OIKTUWONS peoa unv para WH TIA ETTIKOIVWVIAG IOTOOE AG HE IA IKUAK TTAIXVI IWV ATT amp lK veG TTOU EUavidovTal EapviKd OT OBdvN oTa8epd rrpoourriK UTTOAOYIOTI EIKOVIKOG KOOUOG ETTIAOVEG PIATPWV yoviK G EAEYXOG aveTIOUUNTES Sia nyioeis rj aveTOUNTH AAAnAoypagia 83 Technical Report and User Guide The 2010 EU Kids Online Survey Hungary Concept TRANSLATION Bothered felzaklat zavar valami rossz tort nik Upset felzaklat zavar Social
138. luding local help lines or other appropriate provision for children identified through the conduct of the survey as in some way at risk whereby the respondent can access private confidential help and advice If a child is considered possibly at risk Given the important non interventionist principles of social research intervention will only be triggered on the basis of relatively serious harm being identified In general we will work according to the broad principle that this is something any reasonable person could not ignore Importantly we will follow national laws regarding the types levels of harm that should be acted upon Below we have summarised our approach to responding to potential harm if identified 1 from survey questions and i1 during the wider fieldwork process i Action that will be taken if a participant s response to a survey question indicates that they may be potentially at risk from harm Some questions on experience of risks are included in the questionnaire However they ask about exposure to risks in the past and do not directly identify current issues although they may indicate the possibility of current potential risk Questions on risk will be asked within self completion modules and as such interviewers will not know the child s responses We will therefore take a universal approach to responding to possible risk for all children The interviewer will explain to all children interviewed
139. mation to the interviewer This will help reassure the respond of confidentiality and anonymity thereby encouraging honest answers The CASI approach will involve the interviewer handing the computer to the respond explaining what they need to do and then allowing them to complete the section The self completion script will be user friendly using formats tried and tested with children and parents It will start with a practice question Answers will be stored electronically so that it is clear to the respondent that they do not see their answers afterwards The paper self completion approach will be similar except that the respondent will be provided with a paper form and an envelope into which they will put their completed form to help reassure of confidentiality and that the interviewer won t see the answers The interviewer will be on hand to answer queries if the respondent gets stuck at any point Since the survey will collect data from parents and children it is important to ensure confidentiality within as well as beyond the family Hence it is important that as far as possible the parent does not oversee the child s answers to sensitive questions Such privacy may be achieved by asking the parent to leave the room by occupying the parent in conversation while the child completes a self completion portion of the questionnaire written or on the computer for sensitive items or by requesting the child to complete the self completion por
140. messages were sent to me Nasty or hurtful messages about me were passed around or posted where others could see was left out or excluded from a group or activity on the internet was threatened on the internet Other nasty or hurtful things on the internet QC114B and or QC115 QC115 The number out of five response options QC117A E 94 Number of items reflecting negative user generated content Hate messages that attack certain groups or individuals Ways to be very thin such as being anorexic or bulimic Ways of physically harming or hurting themselves Talk about or share their experiences of taking drugs Ways of committing suicide The number out of five response options DC142NM Number of items reflecting data Somebody used my password to access my information or to pretend to be me Somebody used my personal information in a way didn t like The number out of three response misuse options lost money by being cheated on the internet DC143NM Has experienced any Online contacts Meeting online contacts offline Receiving sexual messages DCirisk2 of seven online risks Seeing sexual images Being bullied online Has come across one or more negative user generated content Has experienced personal data misuse of any kind Online perpetrators Concept Questions Response options Summaries variable names Cyberbullying others Have you acted in a way that might have felt h
141. months have you seen or experienced something on the internet that has bothered you in some way For example made you feel uncomfortable upset or feel that you shouldn t have seen it Yes no And in the LAST 12 MONTHS has the risk bothered you in any way For example made you feel uncomfortable upset yes no Thinking about the last time you were bothered by experiencing the risk how upset did you feel about it if at all O not at all upset to 3 very upset How long did you feel like this upset for 1 I got over it straight away to 4 I thought about it for a couple of months or more How long did you feel like this upset for 1 got over it straight away to 3 I felt like that for a few weeks Intensity x durationO low 12 high Intensity x durationO low 9 high 96 QC110 QC134 QC152 QC171 QC118 QC135 QC160 QC172 QC119 QC136 QC173 QC161 QC118 QC119 QC135 QC136 QC172 QC173 QC160 QC161 Mediation Concept Questions Response options Summaries variable names Active Does your parent do either of your parents sometimes Either mediation of sit with you while you use the internet number or internet use R available stay nearby when you use the internet response encourage you to explore and learn things on the internet on your own options OR do shared activities together with you on the internet if at least one of them Does your paren
142. mprehension of survey questions and who was present in the room during the child s interview The detail below comments on the overall average and maximum and minimum findings across all countries further detail by country can be found in the data set QC343 QC348 It should be noted that the figures outlined below are based on all unweighted data Interviewers were asked to observe how well they thought the child understood the questions asked during the interview Overall more than nine in ten children were thought to have understood the interview questions very or fairly well 9396 rising to as much as 9896 in Greece and Italy Comprehension was less proficient in Belgium and Turkey where 1396 of children were thought to understand questions not very well not at all well In total one in ten children had some form of help language or communication from a family member in order to answer the survey questions 1096 Overall two per cent of adults and three percent of children required language help to take part in the survey five per cent of children required some form of communication help Showing the importance of the self completion sections of the questionnaire more than three in five child interviews were conducted with the parent respondent present in the room 63 a further three per cent had another adult present other than the parent respondent The proportion 24 of households where the parent respondent was pres
143. n selected together The interviewer then continued along the route counting houses flats apartments leaving five addresses before identifying the next five neighbouring addresses as the next in the sample When turning at the end of the street the interviewer did not stop counting housing units addresses Every effort was made to screen each sampled address and achieve an interview at eligible households with the following fieldwork requirements followed Atleast 4 attempts to make contact at each address Contact attempted at different times of day including evenings and at weekends as well as weekdays No substitution of selected addresses this means that if an address is unproductive or appears unsuitable from the outside the interviewer still had to make contact there they could not choose a neighbour to try instead 3 3 Other methods used In home recruitment from national registers In Hungary Poland and Slovenia a sample of households with children aged 9 16 were drawn from population 1 In Slovenia the survey began with a random walk methodology but the approach was switched to this method early in on in fieldwork due to difficulties identifying eligible households using random walk methods 18 sample frames as the sample to be issued In each of these countries all selected addresses were sent a copy of the letter in advance This served to notify them of the survey and inform them t
144. na Kirwil Department of Psychology Warsaw School of Social Sciences and Humanities ul Chodakowska 19 31 03 815 Warsaw Poland Aldona Zdrodowska Portugal PT Management Group Cristina Ponte cristina ponte fcsh unl pt Departamento de Ci ncias da Comunica o Faculdade de Ci ncias Sociais e Humanas Universidade Nova de Lisboa UNL Av de Berna 26 C 1069 061 Lisboa Portugal Cristina Ponte Jos Alberto Sim es Daniel Cardoso Ana Jorge Romania RO Monica Barbovschi moni barbovski gmail com Babes Bolyai University Faculty of Sociology and Social Monica Barbovschi Maria Diaconescu George Roman Valentina Marinescu Work 21 Decembrie 1989 st no 128 130 Cluj Napoca Eva Laszlo Anca Velicu Romania Slovenia SL Bojana Lobe bojana lobe fdv uni lj si Bojana Lobe J j Management Group Centre for Methodology and Informatics Faculty of Social Sciences University of Ljubljana Kardeljeva pl 5 Ljubljana Slovenia Sandra Muha Spain ES Maialen Garmendia maialen garmendia ehu es Depto de Sociolog a Universidad del Pa s Vasco Apartado 644 48 080 Bilbao Spain Carmelo Garitaonandia Maialen Garmendia Gemma Mart nez Fern ndez Miguel Angel Casado Sweden SE Cecilia von Feilitzen cecilia von feilitzen sh se The International Clearinghouse on Children Youth and Media Nordicom Goteborg University Box 713 405 30 Goteborg Sweden Cecilia von Feilitzen Elza Du
145. nal register used a ih AT Random Walk BE Random Walk BG Random Walk CY Random Walk CZ Pre selected households telephone recruitment DE Random Walk DK Pre selected households of children aged 0 17 telephone recruitment EE Random Walk EL Random Walk ES Random Walk FI Random Walk FR Random Walk Pre selected households with children HU aged 9 16 IE Random Walk IT Random Walk LT Random Walk NL Pre selected households telephone recruitment NO Pre selected households telephone recruitment PL Pre selected households of children aged 9 16 PT Random Walk RO Random Walk SE Pre selected households with children aged 9 16 telephone recruitment sI 10 Random Walk 90 national register of households with 9 16s TR Random Walk UK Random Walk E Registered directory of fixed line telephones Held by Nexos Sample was purchased from Forbrugerliv a company owned by Jyllands Posten Holding AS the largest media provider of Denmark Addresses were selected from the Citizens Personal Data and Address Register held by The Central Office for Administrative and Electronic Public Services Hungary Addresses were selected from the Nationale Telefoongids published by KPN Telecom Addresses were purchased from Norstat using the EasyConnect database the largest database of private households and telephone numbers in Norway PESEL Universal Electronic System for Registration of the Population Addresse
146. nduct and evaluation of work packages WP2 Project Design design a robust survey instrument and sampling frame for children and parents WP3 Data Collection tender select and work with the subcontractor appointed to conduct the fieldwork WP4 Data Reporting cross tabulation presentation and report of core findings WP5 Statistical Analysis of Hypotheses analysis and hypothesis testing of relations among variables WP6 Cross National Comparisons interpretation of similarities and differences across countries WP7 Recommendations guide awareness and safety initiatives and future projects in this field WP8 Dissemination of Project Results dissemination to diverse stakeholders and the wider public International Advisory Panel Maria Jos Cantarino Corporate Responsibility Manager Telefonica Spain Dieter Carstensen Save the Children Denmark European NGO Alliance on Child Safety Online Professors David Finkelhor and Janis Wolak Crimes against Children Research Center University of New Hampshire USA Will Gardner CEO of Childnet International UK Dr Ellen Helsper Department of Media and Communications London School of Economics UK Amanda Lenhart Pew Internet amp American Life Project Prof Eileen Munro Department of Social Policy London School of Economics UK a Annie Mullins Global Head of Content Standards Vodafone UK Kjartan Olafsson University of Akurey
147. need testing 23rd October Cognitive testing including feedback from LSE and 13 weeks 23rd October 22nd Jan 2010 questionnaire finalisation Design of interview guide for cognitive testing 23rd October 29th October Feedback from LSE on cognitive testing guide 4th November Final cognitive testing guide 6th November Briefing of interviewers 6th November Recruitment in the UK 28th October 6th November Fieldwork cognitive testing phase 1 7th November 16th November Analysis and reporting 17th November 23rd November Report sent to LSE 23rd November Feedback from LSE 27th November New version of questionnaire after 1st 27th November 4th December phase of cognitive testing Translation of questionnaire 4th December 18th December Recruitment in 23 countries 4th Jan 2010 7th Jan 2010 Briefing of interviewers 4th Jan 2010 7th Jan 2010 Fieldwork cognitive testing phase 2 8th January 13th January Analysis and reporting 14th January 21st January Report sent to LSE 21st January Feedback from LSE 25th January New version of questionnaire after 2nd 26th January 28th January phase of cognitive testing CAPI Scripting 1 5 weeks 29th January 5th February Pilot testing 3 weeks 5th February 1st March Briefing of interviewers 5th February Fieldwork pilot testing 6th February 22nd February Pilot report 23rd February Ist March Pilot report sent to LSE 1st March Feedback from LSE on the pilot 8th March Finalisation of the national questionnaires 2w
148. ng despite repeated return visits to sampled households and every effort made to encourage participation it must be acknowledged that the recruitment process may not have reached the most vulnerable or marginalised children Questionnaire limits the questionnaire was designed to take on average 30 minutes for children to complete and 10 minutes for parents although in practice it took rather longer than this just under one hour for the child and parent interviews combined It is difficult to hold children s attention for longer than this and so difficult decisions had to be taken about which questions to include or exclude n over half the countries the self completion section of the questionnaire was completed by pen and paper this limited the degree of routing i e the degree to which questions could follow up on children s answers Last for ethical reasons as confirmed by cognitive testing and pilot interviews intimate embarrassing or certain explicit questions could not be asked Survey context every effort was made to encourage honest answers to promise anonymity and privacy including reassuring children that their parents would not see their answers However any survey takes place within some social context Here the fact that it was conducted in homes with parents in the vicinity may have influenced the answers of some children meaning they gave more socially desirable answers As det
149. nical Report and User Guide The 2010 EU Kids Online Survey Norway Concept TRANSLATION Bothered plaget Upset lei seg Social worker sosialarbeider Adviser radgiver skoleradgiver Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Pr v a komme tilbake til den andre personen Personvern innstillinger kontakt innstillinger ansikt til ansikt seksuelt bilde seksuell melding seksuell handling pronoside fildeling mellom datamaskiner kj nnsorganer sosialt nettverksted Direktemeldinger Chattested pratested Nettside for dataspill pop up Skrivebord p datamaskin bord datamaskin virtuell verden filter innstillinger Foreldrekontroll Spam junkmail Spam s ppelmail Poland Concept TRANSLATION Bothered zaniepokojony Upset przej si czym w innym miejscu zrobi o Ci si nieprzyjemnie Social worker pracownik socjalny Adviser doradca Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming websi
150. nication possible if needed 2 Research methodology 2 1 How does the research methodology justify the use deception Not applicable 2 2 If the proposed research involves the deception of persons in vulnerable groups can the information sought be obtained by other means Not applicable 2 3 How will data be collected during the project Please provide details of data analysis The data to be collected is largely quantitative survey responses from parents plus one or two open ended questions addressed to children CAPI interview data is uploaded daily by fieldworkers to a national data base PAPI interview data is entered by the fieldworkers manually into the database National fieldwork agencies will upload the national data sets using a secure password protected intranet especially built for this project to a single multinational data set held by the Brussels coordinator Ipsos Mori shared with LSE This means that weekly reports on progress and any problems with data collection and fieldwork are shared with LSE and we are alerted early to any issues As explained in the original research proposal see the Description of Work attached to this application it was decided that in home face to face interviews with children in the comfort and privacy of their own home offered the best chance of obtaining reliable and valid information on sensitive issues Thus data will be collected by face to face in
151. ning and briefings and written guidance materials covering all aspects of survey implementation including guidance on how to conduct sensitive interviews with children All project managers and interviewers were supplied with detailed and uniform instructions supplied by the Ipsos coordination centre These Training Booklets and Interviewer Packs covered the following topics Overall briefing on EU Kids Online Survey Detailed description of the sampling procedures and random walk methodology where applicable Full questionnaire review clarifying terminology and data collection Review of ESOMAR ethical rules and other ethical issues and protocols associated with this project including relating to child protection and informed respondent consent Briefings on key techniques and protocols for interviewing children and parents Fieldwork management rules Specific techniques to convert refusals and maximise the response rate A reminder of how the quality of their work will be supervised and managed including back checking procedures Interactive telephone briefings with the project managers from each country were led by the Ipsos Coordination centre during early April 2010 Further to discussing the information detailed in the Training Booklets above briefings also gave guidance on data processing and how project managers should deliver local interviewer briefings Finally country specific interviewer briefings we
152. nkels Olle Findahl Turkey TR Kursat Cagiltay kursat metu edu tr Department of Computer Education and Instructional Technology Faculty of Education Middle East Technical University 06531 Ankara Turkey Kursat Cagiltay Engin Kursun Duygu Nazire Kasikci Christine Ogan Turkan Karakus United Kingdom UK Coordinator Management Group Leslie Haddon leshaddon aol com Department of Media and Communications London School of Economics and Political Science Houghton Street London WC2A 2AE UK Sonia Livingstone Leslie Haddon Anke G rzig Daniel Kardefelt Winther 53 Technical Report and User Guide The 2010 EU Kids Online Survey ANNEX 3 ETHICS REVIEW Questionnaire submitted to the LSE Research Ethics committee Researchers should consider the following questions when devising research proposals involving human participants personal medical or otherwise sensitive data or methodologically controversial approaches N B not all of these questions will be relevant to every study These questions provide pointers to direct researchers thinking about the ethical dimensions of their research It is expected that researchers will already have addressed the academic justification for the project in their proposal the guidance questions set out below aim to help researchers address specific ethical issues in so far as they relate to participants or data In particular consideration of risks to t
153. nsajes de contenido sexual Acto sexual P gina calificada como X para adultos Redes P2P para compartir archivos Partes intimas Red social Mensajer a instant nea Messenger Chat P gina de juegos Pop up o ventana emergente Ordenador de sobremesa Mundo virtual Preferencias de filtrado Controles paternales E mail spam o no deseado 88 Spain Catalan Concept TRANSLATION Bothered Molestar Upset Disgustar Social worker Assistent social Adviser Assessor Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Reaccionar en contra d una altra persona Condicions de privacitat Condicions de contacte Cara a cara Imatges de contingut sexual Missatges de contingut sexual Acte sexual P gina qualificada com X per a adults Xarxes P2P per a compartir arxius Parts ntimes Xarxa social Missatgeria instantania Messenger Xat P gina de jocs Pop up o finestra emergent Ordinador de sobretaula M n virtual Prefer ncies de filtratge Controls paternals Spam junkmail E mail spam o no desitjat Sweden Concept TRANSLATION Bothered Oroad Upset Uppr rd Social worker Socialarbetare Adviser R dg
154. nse options Summaries variable names Digital skills Bookmark a website The number out of eight response options DPskillsNM Block messages from someone you don t want to hear from Find information on how to use the internet safely Change privacy settings on a social networking profile Compare different websites to decide if information is true Delete the record of which sites you have visited Block unwanted adverts or junk mail spam Change filter preferences Range of online Used the internet for school work The number out activities of 17 response options DCactNM Played internet games on your own or against the computer Watched video clips Visited a social networking profile Used instant messaging Sent received email Read watched the news on the internet Played games with other people on the internet Downloaded music or films Put or posted photos videos or music to share with others Used a webcam Put or posted a message on a website Visited a chatroom Used file sharing sites Created a character pet or avatar Spent time in a virtual world Written a blog or online diary Belief about internet know lots of things about using the internet 1 not true to 3 very true DCwebableB abilities 92 Risky activities Concept Questions Response options Summaries variable names Risky offline Missed school lessons without my parents knowing The number out activities of three r
155. nstitute Ipsos MORI works extensively for both central and local government conducting more research for this sector than any other UK company This together with their national reputation among the public from our work as opinion pollsters means that they have additional credibility among a wide range of audiences The UK based team from this project is drawn from our specialist children and families research team They have considerable expertise in delivering large scale random probability government surveys for numerous government departments including Department for Children Schools and Families DCSF Home Office Department for Communities and Local Government Department for Trade and Industry Department for Work and Pensions Scottish Executive and the Welsh Assembly as well as for Agencies such as the Commission for Racial Equality and Child Support Agency Projects for DCSF involving similar surveys with children and or parents include the Longitudinal Survey of Young People in England evaluation of Play Pathfinders the Extended Schools Survey the evaluation of Find Your Talent Much of their work has included researching those living in deprived communities and those who are perceived as hard to reach experience which is key for enabling us to minimise non response bias and reach groups that are key for policy They also have a strong track record in delivering large scale surveys to target time and to budget and their ap
156. nterview Sweden A gift voucher of SEK 100 ca 10 signed for by the parent but aimed at the child this incentive was later increased to two cinema tickets value ca 18 Turkey A notebook and a pen were given to the child upon completion worth approximately 2TL UK 10 per household upon completion of the survey Incentives were higher in those countries where fieldwork took longer alternatively when fieldwork seemed to be progressing slowly the level of incentives was raised It appeared that incentives were lower when there were more sampling points This finding might be a methodological artefact due to both sample points and incentives being related to the number of interviewers An unexpected finding was that interviews took longer when incentives were higher In addition in those countries where addresses were pre selected higher incentives were more likely because interview times were longer To explain these findings three regression analyses were conducted with response rates incentives and fieldwork length as the dependent variables and all other sampling and fieldwork variables as well as country size area and number of children as predictors None of the predictors reached statistical significance suggesting that the 11 Source G rzig A in press Methodological framework the EU Kids Online project In Livingstone S Haddon L and G rzig A Eds Children Risk and Safety on the Internet Kid
157. o concentrate Ap 37 3 think before do things reversed 34 4 finish the work I m doing my attention is good reversed 19 Cronbach s a AT 71 Notes A 3 point response scale was used 1 Not true 2 A bit true 3 Very true ITC Corrected item total correlation ITCs and Crobach s as were computed for the full psychological difficulties scale the full sample of 9 16 year olds was used for both analyses Npio 76 Npata 25142 SENSATION SEEKING variable DCsensationMN From Stephenson Hoyle Palmgreen and Slater 2003 2 items r 64 p 001 Item Item phrasing 1 do dangerous things for fun 2 Ido exciting things even if they are dangerous Notes A 3 point response scale was used 1 Not true 2 A bit true 3 Very true 100 EXCESSIVE USE variable DCaddictMN Adapted from mahel Vondr kov Blinka and Godoy Etcheverry 2009 5 items a 77 Item Item phrasing have gone without eating or sleeping because of the internet have felt bothered when cannot be on the internet have caught myself surfing when I m not really interested A Ga M A have spent less time than should with either family friends or doing schoolwork because of the time spent on the internet 5 have tried unsuccessfully to spend less time on the internet Notes A 4 point response scale was used 1 Never almost never 2 Not very often 3 Fairly often 4
158. o expect an interviewer to call The selected household was then visited by an interviewer and screened on the doorstep following exactly the same contact procedure as in countries using Random Walk and discussed further below Telephone recruitment from national registers Sweden used a register which identified households in the selected sampling points with children aged 9 16 and Denmark used a register that identified households with 0 17s Czech Republic Norway and the Netherlands used national registers of households in general In each case households in the selected sampling points were randomly selected from the register for contact and screening In all four of these countries the pre selected households were initially contacted and screened by telephone with an interviewer then visiting responding households to conduct the interviews in person after appointments had been made In the Netherlands in cases where an appointment with a respondent was broken and could not be rescheduled the interviewer had the option of sampling screening new households using strict random walk methods 3 4 Respondent selection Each selected household was screened to identified eligible households with a child aged 9 16 who uses the internet An interview with one child and one parent carer was required Where there was more than one eligible child present one child per household was selected using the last birthday method The parent
159. o inform the promotion of a safer online environment for children It has generated a substantial body of new data rigorously collected and cross nationally comparable on European children s access use opportunities risks and safety practices regarding the internet and online technologies Significantly findings come from interviews conducted directly with children from 25 countries across Europe Figure 1 Figure 1 Countries surveyed by EU Kids Online Norway Estonia Ireland s alite kd Gen Poland Slovenia Bulgaria Je Greece o Throughout this report and in various network outputs the countries participating in the survey are referred to by a two letter country code see Table 1 These are the same as used by Eurostat and almost the same as the ISO 3166 1 two letter code The only difference between the ISO two letter code and the two letter codes used by Eurostat is that the United Kingdom is referred to as UK rather than GB and Greece is referred to as EL rather than GR Table 1 Countries and two letter country codes Austria Ireland Belgium BE Italy IT Bulgaria BG Lithuania LT Cyprus CY Netherlands NL Czech Republic CZ Norway NO Germany DE Poland PL Denmark DK Portugal PT Estonia EE Romania RO Greece EL Sweden SE Spain ES Slovenia SI Finland FI Turkey TR France FR United Kingdom UK Hungary HU www eukidsonline net 1 4 The survey at a glance A total o
160. ogy and approaches to survey implementation were developed with child and respondent wellbeing in mind See Research Ethics review questionnaire in Annex 3 Key points are described below An essential requirement was to gain informed consent from both the parent and the child Several several mechanisms were put in place to ensure that parents and children had all the information necessary to make an informed judgement about taking part in the survey Each house was presented with written information about the study as well as interviewers explaining this carefully to parents and children verbally The letter contained both LSE and Ipsos branding and was translated into the relevant local languages and was available online on the EU Kids Online website The key points covered including the funding and purposes of the project the nature of the interview the value of the project to policy makers seeking to improve internet safety for children and contact details for the national fieldwork organisation contracted by Ipsos the national EU Kids Online network representative and the project director Sonia Livingstone for EU Kids Online at LSE Where a parent wished for more time to consider taking part the information letter was left with the household for several days before the interviewer returned at a later date A signature was required from parents confirming consent to their own interview and consent to us approachin
161. or EU Kids Online II 1 can always manage to solve difficult problems if try hard enough 39 2 If someone opposes me can find means and ways to get what want DA 3 It is easy for me to stick to my aims and accomplish my goals 62 60 It s easy for me to stick to my aims and achieve my goals 4 Tam confident that could deal efficiently with unexpected events 58 60 am confident that can deal with unexpected problems 5 Thanks to my resourcefulness know how to handle unforeseen situations 59 DA can generally work out how to handle new situations 6 lcan solve most problems if invest the necessary effort 31 7 can remain calm when facing difficulties because can rely on my coping 54 abilities 8 When I am confronted with a problem can usually find several solutions 53 9 If lamin trouble can usually think of something to do 55 EN If am in trouble can usually think of something to do 10 No matter what comes my way I m usually able to handle it 62 61 can generally work out how to handle new situations Cronbach s a 84 80 Notes A 3 point response scale was used 1 Not true 2 A bit true 3 Very true ITC Corrected item total correlation original items 5 and 10 were combined for adapted item phrasing all analyses were performed on selected cases of children 12 15 years from a public data set Schwarzer 2006 N 1254 99 Technical Report and User Guide The 2010 EU K
162. ose corresponding to the region variables in the final data set and are typically the regions used at the sampling stage Design weights applied to the sample of all eligible children all children aged 9 16 who use the internet Design weights adjust for unequal probabilities of selection during sampling at eligible addresses one child per household was selected for interview from all those who were eligible This introduces unequal probabilities of selection whereby a child from a household with a number of eligible children has a lower chance of selection than a child from a household with only one eligible child We applied design weights to correct for these unequal probabilities of selection The weights are calculated as the inverse of the selection probability for example where there are 3 eligible children aged 9 16 who use the internet the weight would be 1 1 3 3 Non response weights 2 applied to the final sample of all interviewed children The weighted profile i e with NR1 x DW already applied to the data of all eligible children distributions of children by age gender region and education of the chief income earner in the household are used as targets for rim weighting for each country The regions used for weighting are the same as those used for Non response weights 1 as described above These three stages are then combined to produce one single weight for each respondent Weights are capp
163. proach is supported by the work of the Quantitative Research Methods Unit chaired by Patten Smith which not only supports best practice internally but contributes new methodological thinking of value industry wide regarding best practise approaches to survey Furthermore IPSOS MORI has large experience in the coordination of international surveys Below we offer examples of international research they have conducted in connection with children parents family young people and also use of internet Particularly pertinent to the current research the following surveys were carried out within the framework of the Eurobarometer 15 Member States Eurobarometer surveys were conducted by IPSOS previously INRA among the population aged 15 n 1 000 face to face interviews except Germany 2000 Luxembourg 600 United Kingdom 1300 including 300 in Northern Ireland Illegal and harmful content on the Internet Eurobarometer 60 2 This Eurobarometer 60 2 focused on the following places locations where child uses the Internet setting rules for child on the use of various entertainment applications rules guidelines set for children on the use of Internet the need for information on protecting child from illegal and harmful content and contact on the Internet awareness of amongst children on what to do in case ain the event a situation on the Internet make him or her feel uncomfortable preferred sources and format of information on the safe
164. r 100 than numbers close to 50 and as 2 is a smaller number than 9 the confidence interval is smaller If we wish to see how many UK boys have sent sexual messages we will see that 12 out of 510 UK boys admit or claim to have done so or roughly 2 We can calculate a confidence interval as follows and becomes larger than the confidence interval because it is based only on the 510 boys in UK but not the whole UK sample cr 1 96x 90 P ges 2000 2 n 1 510 1 So far we have looked at how the confidence intervals change when moving from the overall data set of c a 1 000 respondents and down to the subset of boys only or girls only where one could expect around 500 respondents It is possible to break the data down even further and look for example at two age groups by gender going down to roughly one fourth of the overall data or even further However as one goes into smaller sub groups the standard errors for the point estimates will grow increasingly large splitting a group in half will result in a standard error that is roughly 50 bigger than the standard error for the overall group 1 22 The small number of children who have experienced most of the risks asked about in the EU Kids Online survey becomes a limitation if there is desire to look at only those who have experienced a certain risk It might be possible to look a the group of 93 UK children who have seen sexual images on any websites and see for example
165. r person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail ma evati se nastavitve zasebnosti kontaktne informacije osebno v Zivo podoba s spolno vsebino sporo ila s spolno vsebino spolni odnos spolno po etje vsebine za odrasle stran za izmenjavo dokumentov spolovila intimni deli spletna stran za socialno mre enje takoj nje sporo anje klepetalnica spletna stran z igrami pop up okno nekar kar se pojavi samo od sebe namizni ra unalnik virtualni svet lastnosti filtrov star evski nadzor neza eljena po ta spam Spain Castilian Concept TRANSLATION Bothered Molestar Upset Disgustar Social worker Asistente social Adviser Asesor Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail Reaccionar en contra de otra persona Condicones de privacidad Condiciones de contacto Cara a cara Im genes de contenido sexual Me
166. rds the base is the actual number that makes up 100 of the reported data There are different ways in defining the base dependent on how non responses 96 and 99 don t know 98 and prefer not to say 97 responses are treated In the EU kids online Il project we decided to exclude all of the above from the base that is Total QC114a Atany time during the last 12 months has this happened In person face to face 99 Missing 416 17243 1 416 4587 17243 Internal mortality 196 The internal mortality between question 112 and question 114 is much lower than between questions 112 and 113 The reason is that in the variable holding the information 46 23420 387 8833 4182 we defined the base as All respondents who have given a valid answer to a question such as yes no or any response option that is not don t know or prefer not to say The assumption underlying this decision was that the likelihood of each missing respondent for one of the response options equals the likelihood which with that response option was chosen in the sample missing at random Two exceptions to this rule were made 1 When the response don t know or prefer not to say was considered meaningful to report e g due to the topic in question or because a large number of respondents had chosen them then these responses were included in the base This was for example the case wh
167. re conducted per country This has the advantage of producing reliable estimates per country At the aggregate level however this design requires corrective weighting so that each country s results are weighted back to reflect that country s relative population size within the 25 participating countries These weights are also associated with a design effect Table 11 Variables used to calculate design effects For example whilst ca 1 000 interviews are being conducted in both Ireland and Germany in the European data set as a whole Ireland cases will be weighted down whilst Germany cases will be weighted up reflecting the smaller and larger sizes of the eligible population in each respectively As would be the case for any study generating European estimates design effects arising from this are large due to the considerable variability in population size between each country The variables used to create the design are shown in Table 11 QP215 Do you personally use the internet Yes No QP220a Which of the following things if any do you or your partner other carer sometimes do with your child Talk to him her about what he she does on the internet Yes No Don t know QP220b Which of the following things if any do you or your partner other carer sometimes do with your child Sit with him her while s he uses the internet watching what s he is doing but not really joining in Yes No Don t know QP224a Do you or
168. re then conducted locally These half day or one day sessions are organised centrally or at regional level and often included role plays where interviewers worked in pairs to practice delivering the questionnaire 4 4 Survey mode and interview length Questionnaires were administered either using Computer Assisted Personal Interviewing CAPI or on paper PAPI As mentioned earlier some sections were interviewer administered whilst sensitive questions among children were administered via a self interviewing in a self completion questionnaire The interview length was measured per household encompassing the length of time it took to complete the parent child face to face and child self completion questionnaires The average across all countries was 55 8 minutes Table 7 gives an overview of the survey mode for each country and summarises the range in interview duration across the countries and provides a comparison between households where a child aged 9 10 was interviewed and those where a child aged 11 16 was interviewed The interview duration covers the period of time taken to complete the questionnaire tools not the full time spent in the household www eukidsonline net Table 7 Survey mode and interview length E EA Average nag time for child and combined Pe es ee mode year olde year Gide PAPI 59 4 61 8 58 6 BE PAPI 53 3 51 9 53 8 BG PAPI 56 2 56 2 56 2 CY PAPI 42 4 40 6 42 7 CZ PAPI 58 0 59 5 57 5 DE
169. read by someone in 5 or 10 years time Will it paint the best picture of you i hB u Always treat others as you would like them to treat you If you are went the victim of cyberbullying tell a trusted adult someone who can help yor LU you Don t suffer in silence and if you do receive a nasty text ar IM keep g the evidence 3 Who are you talking to Be a responsible net citizen remember that people who you only know online are still really strangers It is important to keep online friends online don t meet up with online friends in the real world without talking to an adult you trust first How can you report a problem If something goes wrong and you feel uncomfortable or upset when you are online there are things you can da Tell your parents or carers or another trusted adult You can always click the report abuse button and contact the helpline There is more information about this on ES the back of this leaflet amp Do you believe everything you see online htto rapatopl net treecetopus Remember that anyone can create online content you can t always believe everything that you find on the internet When you use the internet for homework or research remember to check the information you find carefully Use another website and see if it gives the same information ask who the website was created by Don t forget if it sounds too good to be true then it probably is 75 Technical Report and User Gui
170. ren among national and international stakeholders Adopting an approach that is child centred comparative critical and contextual EU Kids Online has conducted a major survey of children s experiences and their parents perceptions of online risk in 25 European countries The findings will be disseminated through a series of reports and presentations during 2010 12 Objectives To design a robust survey instrument appropriate for identifying the nature of children s online access use risk coping and safety awareness To design a robust survey instrument appropriate for identifying parental experiences practices and concerns regarding their child s internet use To administer the survey in a reliable and ethically sensitive manner to national samples of internet users aged 9 16 and their parents in Europe To analyse the results systematically to identify core findings and more complex patterns among findings on a national and comparative basis To disseminate the findings in a timely manner to a wide range of relevant stakeholders nationally across Europe and internationally To identify and disseminate key recommendations relevant to the development of safety awareness initiatives in Europe To identify remaining knowledge gaps and methodological guidance to inform future projects on the safer use of online technologies Work packages WP1 Project Management and Evaluation ensure effective co
171. ri Iceland Janice Richardson project manager at European Schoolnet coordinator of Insafe Brussels Belgium Agnieszka Wrzesie Project Coordinator Polish Safer Internet Node Nobody s Children Foundation 51 Technical Report and User Guide The 2010 EU Kids Online Survey ANNEX 2 THE NETWORK Country National Contact Information Team Members Austria AT Ingrid Paus Hasebrink ingrid paus hasebrink sbg ac at Department of Audiovisual Communication University of Salzburg Rudolfskai 42 A 5020 Salzburg Austria Ingrid Paus Hasebrink Andrea D rager Belgium BE Leen D Haenens Leen DHaenens soc kuleuven be Centrum voor Mediacultuur en Communicatietechnologie OE OE Centr Mediacult amp Comm technologie Parkstraat 45 bus 3603 3000 Leuven Belgium Leen d Haenens Ver nica Donoso Sofie Vandoninck Joke Bauwens Katia Segers Bulgaria BG Jivka Marinova gert mbox contact bg Gender Education Research and Technologies foundation P O B 963 Sofia 1000 Bulgaria Jivka Marinova Diana Boteva Cyprus CY Yiannis Laouris laouris cnti org cy Cyprus Neuroscience amp Technology Institute Science Unit of the Future Worlds Center 5 Promitheos 1065 Lefkosia Cyprus Yiannis Laouris Tatjana Taraszow Elena Aristodemou Aysu Arsoy Czech Republic CZ David Smahel smahel fss muni cz David Smahel Anna Sev ikova Faculty of Social Studies Masaryk Univers
172. roU amp uav Covrai amp aqvik pop up YTO OyIOT G e rrirparr Gioc EIKOVIKOG KOOUOG puUBLICEIC qpiATpap cparog l oviK g AeyxoG EVOXANTIKH AAAnAoypagia 79 Technical Report and User Guide The 2010 EU Kids Online Survey Czech Republic Concept TRANSLATION Bothered rozru en Upset rozhozen Social worker soci ln pracovn k Adviser linka bezpe Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls sna it se pomst t nastaven soukrom kontaktn daje osobn tv v tv n co se sexu ln tematikou zpr va se sexu ln tematikou sex str nky pro dosp l p stupn od 18 let str nky pro sd len soubor intimn partie str nka soci ln s t komunika n aplikace chatovac m stnost str nky pro hr e pop up webov okno okno kter se objev samo stoln po ta virtu ln sv t nastaven filtru rodi ovsk kontrola Spam junkmail spam Denmark Concept TRANSLATION Bothered Bekymret over f les sig generet af Upset Chokeret eller rystet Social worker Socialr dgiver Adviser R dgiver Try to get back at the other person Pri
173. rovided below Non response weights 1 applied to the sample of all screened children i e this will include not only those who completed an interview but those who were eligible but were not interviewed and those who were ineligible non users of the internet For each country population distributions of the population of children aged 9 16 by age gender and region were identified by local agencies These are used as targets for rim weighting for each country Rim weighting is a process whereby the population figures are fed into a piece of software which iteratively runs through different possibilities until it comes to the best fit weights for the data With this approach rather than interlocking all weighting variables each is treated on a marginal basis For example breaking the sample down into cells by age within sex within region is usually impractical due to limitations on the sample size All that rim weighting requires is the distribution for each of these variables The computer then calculates the best fit for the data across all the variables included in the weighting The advantages to this approach are that the weighting can include a greater number of variables and it is not necessary to have targets for all the interlocked cells As such rim weighting is the preferred option in most situations Profiles for the rim weights were created for each country based on age x gender and region The regions used were th
174. rviewed sample back to By weighting the screened sample first we can be confident that the starting point the screened sample of children is representative of the population in terms of these variables and therefore when the sample of users is extracted we can be confident that the profile used to weight the interviewed sample is also representative 6 3 Stages of weighting The three types of weighting with non response weighting being split into two meant that weights are calculated and applied in four stages see below However they are combined to give a single weight for analysis Together the design weights and the two stages of non response weighting produce an individual weight for each respondent This weight should be applied whenever any analysis is conducted for a single country for example looking at results and sub group differences for Denmark This weight is labelled Weightb in the SPSS file 34 The final European adjustment is calculated at the country level which means that every respondent in the same country will be given the same final adjustment factor This factor is combined with the individual weight to give a single weight which should be applied when analysis of the whole data set is conducted for example looking at results and sub group differences for Europe This weight is labelled weight in the SPSS file Further information about the construction of the individual weight is p
175. s e governance initiatives digital participation and digital literacy As many families are discovering the benefits are considerable New opportunities for learning participation creativity and communication are being explored by children parents schools and public and private sector organisations The previous EU Kids Online research identified a complex array of online opportunities and risks associated with children s internet use Interestingly the risks of concern to children often are not those that lead to adult anxiety Also it appears that the more children go online to gain the benefits the more they may encounter risks accidentally or deliberately Risks may arise when children are sophisticated confident or experimental internet users as observed in high use high risk countries or when as in new use new risk countries children gain internet access in advance of an infrastructure of awareness raising parental understanding regulation and safety protection So although the popular fear that the internet endangers all children has not been supported by evidence there are grounds for concern and intervention Further despite the popular rhetoric of digital natives many children still lack resources to use the internet sufficiently to explore its opportunities or to develop vital See Livingstone S amp Haddon L 2009 EU Kids Online Final Report LSE London EU Kids Online http
176. s online in comparative perspective Bristol The Policy Press 21 Technical Report and User Guide The 2010 EU Kids Online Survey relations become meaningless when other variables are held constant Table 6 Fieldwork dates incentives and number of interviewers Incentives Number of used interviews AT Yes 45 24 04 25 07 BE 06 05 14 07 Yes 44 BG 06 05 24 06 Yes 133 CY 17 05 20 09 No 39 CZ 21 05 02 07 Yes 146 DE 20 05 07 07 No 400 DK 30 04 14 06 Yes 160 EE 10 05 14 07 No 70 EL 10 05 02 07 No 52 ES 10 05 15 07 Yes 60 Fl 28 04 02 07 Yes 54 FR 06 05 03 07 No 83 HU 10 05 15 06 Yes 123 IE 05 05 24 07 No 103 IT 28 04 03 07 No 56 LT 23 04 06 07 No 52 NL 03 05 05 08 Yes 100 NO 21 05 19 10 Yes 90 PL 06 05 26 07 Yes 149 PT 29 04 30 07 No 47 RO 16 05 25 06 Yes 67 SE 27 05 20 09 Yes 64 SI 03 05 27 08 No 200 TR 03 05 17 06 Yes 27 UK 01 05 21 06 Yes 105 22 4 3 All countries recruited interviewers based on their experience not just in research but more specifically with face to face surveys and random walk procedures where appropriate and experience of research with children Agencies acknowledged the complexity and sensitive nature of the questionnaires and allocated the individuals they thought would achieve the best results As detailed in Table 4 the number of interviewers working on the project ranged from 27 in Turkey to 400 in Germany Interviewers All interviewers received intensive project specific trai
177. s were selected by the Ministry of Internal Affairs and Administration Addresses were selected from a random sample of households with children aged 9 16 The sample was provided by PAR Postens Adressregister the postal office address register which itself is drawn from SPAR the Swedish Population register Central Population Register 125 102 290 84 140 212 148 137 125 140 100 120 163 170 103 101 125 16 218 128 135 40 350 115 179 www eukidsonline net 17 Technical Report and User Guide The 2010 EU Kids Online Survey 3 2 Random walk method In each of the selected sampling points one address was drawn at random from the register of households or from the listing of streets in the geographical area of the sampling point This seed address is the first in the sample and acts as the start point for the random walk The remaining addresses in the sample point were selected using a strict pre defined random walk procedure which makes the selection independent of the interviewer s decision Specifically the interviewer selected a batch of five addresses before counting five on their route and then selecting another batch of five The procedure is as follows Standing at the seed address the interviewer faced the street and turns left He she identifies the next four immediately neighbouring addresses as the next in the sample a batch of five addresses has bee
178. schlechtsverkehr Eine Seite f r Erwachsene Auf einer Seite wo Daten mit anderen Personen geteilt werden Geschlechtsteile sozialen Netzwerk Seite Sofortnachrichtendienst Chatroom Spiele Seite Fenster das auf einmal aufgegangen ist per Zufall Computer am Schreibtisch virtuelle Welt Filtereinstellungen Kindersicherung Spam 77 Technical Report and User Guide The 2010 EU Kids Online Survey Belgium French Concept TRANSLATION Bothered Tracass Upset Perturb Social worker Travailleur social Adviser conseiller Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail Belgium Flemish essayer de se venger de l autre personne param tres de confidentiali coordonn es Face face image caract re sexuel Message caract re sexuel relation sexuelle Site pornographique Site d change de fichier Sexe Site de r seau social Messagerie instantan e Chat Site de jeux Fen tre qui s ouvre sur l cran ordinateur de bureau monde virtuel Filtres de pr f rence Contr le parental spam mail ind sirable Concept TRANSLATION Bothered Je zorgen maken Upset Geschokt z
179. sensitivity and quality of the evidence required and in terms of collaborative effort among experts in each country given the task of interpreting and exploiting the evidence produced The project aims were framed in accordance with Action 3 2 Strengthening the knowledge base of the 2008 Safer Internet plus programme namely To enhance the knowledge base regarding children s and parents experiences and practices regarding risky and safer use of the internet and new online technologies in Europe in order to inform the promotion of a safer online environment for children Enhancing the knowledge base is here understood as i producing new relevant robust and comparable findings regarding the incidence of online risk among European children ii pinpointing which children are particularly at risk and why by examining vulnerability factors at both individual and country levels and iii examining the operation and effectiveness of parental regulation and awareness strategies and children s own coping responses to risk including their media literacy 5 Helsper E amp Eynon R 2010 Digital natives where is the evidence British Educational Research Journal 36 3 502 520 Livingstone S 2009 Children and the Internet Great Expectations Challenging Realities Cambridge Polity Building on existing knowledge and experience this aim was operationalized in the EU Kids Online project as specific objectives
180. ser conseiller Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls essayer de se venger de l autre personne param tres de confidentiali coordonn es Face face image caract re sexuel message caract re sexuel relation sexuelle site web class X Pornographique Site d change de fichier parties intimes sexe Site de r seau social Messagerie instantan e Chat Site de jeux Une fen tre qui s est ouverte sur l cran sans que tu le veuilles ordinateur de bureau monde virtuel Filtres de pr f rence Contr le parental Spam junkmail Spam courrier ind sirable Finland Concept TRANSLATION Bothered vaivata vaivaantunut Upset jarkyttaa jarkyttynyt Social worker sosiaality ntekij Adviser nuorisoneuvoja Try to get back at the other person Yritin kostaa talle henkil lle Privacy settings yksityisyysasetukset Contact settings yhteydenottoasetukset face to face kasvokkain Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter
181. supervisor Action will be taken by the Institute according to national law Where institutes are not competent to make a decision of this kind a legal person will be consulted before action is decided upon Insuch cases the interviewer will also tell the child that they are concerned and talk to them about the action that they will be taking It will be preferable to gather the child s consent although in cases of serious cause for concern there are exemptions in some countries where it appropriate to act with out this As mentioned above the interviewer will also encourage the child to talk to a trusted adult if they have not already done so and provide them with the leaflet of top tips help line support services 64 www eukidsonline net 3 2 How has the methodology addressed how sensitive information data or sources will be handled Data from the parent will not be revealed to the child Data from the child will not be revealed to the parent The sensitive portion of the questionnaire to the child which is to be asked using self completion methods if a CAPI interview the screen is turned to the child only if a PAPI interview the child completes a paper and pen questionnaire and places it themselves in a sealed envelope to give to the interviewer is kept confidential to the child ie neither parent nor fieldwork knows of their responses The participants themselves will be advised during the introductory stag
182. t do either of your parents sometimes Have any teachers at your school was chosen ever done any of these things or not DC327NM talk to you about what you do on the internet DP220NM Active Does your parent do either of your parents sometimes Have any teachers at your school Either mediation of ever done any of these things Have your friends ever done any of these things number of internet safety Helped you when something is difficult to do or find on the internet available i response Explained why some websites are good or bad options OR Suggested ways to use the internet safely if at least Suggested ways to behave towards other people online one of them was chosen Helped you in the past when something has bothered you on the internet or not Does your parent do either of your parents sometimes Have any teachers at your school DC329NM ever done any of these things DP222NM In general talked to you about what to do if something on the internet bothered you Restrictive Parents CURRENTLY allow them to do them only with permission supervision or never Either mediation allow number of Use instant messaging available response Download music or films on the internet options OR Watch video clips on the internet if at least Have your own social networking profile one of them was chosen Give out personal information to others on the internet or not Upload photos videos or music to share with others DC328NM Have any teachers at your s
183. t liked The research is being carried out across Europe and the findings will be used help make the internet safer for young people to use There aren t any right or wrong answers and nobody will know what you have said we just want to find out what you think If there s a question you don t like you don t have to answer it and you can stop the interview at any time The only thing we would have to tell someone about is if you said that you or someone else was being hurt but we would talk to you about that first ok Would you be able to help us It will take about 30 minutes Yes No Interviewer to sign that informed consent has been obtained RIMhru c M S H 74 www eukidsonline net Information leaflet to be given to the child at the end of an interview EU Kids Online template for information leaflet to be left following interviews EU KIDS AND INSAFE Ins te TOP TIPS WORKING TOGETHER TO HELP YOU STAY SAFE ONLINE The internet is a great place to learn discover communicate and have fun But just as in the real world there are some risks as well as great benefits Take note of the tips below to help you and your family to stay safe online e instfe 1 What does your digital footprint look like Think before you post Everything you put online stays there and becomes your digital footprint which can be seen by anyone Remember that something you past today may be
184. te Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail zem ci si odegra na tej osobie ustawienia prywatno ci ustawienia kontakt w twarz w twarz obraz zdj cie lub film zwi zany z seksem wiadomo zwi zana z seksem czynno seksualna strona przeznaczona dla doros ych portale umo liwiaj ce dzielenie si plikami tzw peer to peer intymne cz ci cia a portal spo eczno ciowy komunikator czat chatroom strona z gr grami wyskakuj ce okienko pop up komputer stacjonarny wiat wirtualny ustawienia filtr w programy kontroli rodzicielskiej spam niechciane wiadomo ci 86 Portugal Concept TRANSLATION Bothered Incomodado Upset Perturbado Chateado Social worker Assistente Social Adviser Conselheiro Try to get back at the other person Vingar se Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Defini es de Privacidade Defini es de Contactos Cara a Cara Imagem de teor sexual imagem sexual Mensagem de teor sexual mensagem sexual Acto Sexual Fazer sexo Website Conte dos para Adultos Partilha de Ficheiros PtP Zonas intimas partes intimas Site de Rede Soc
185. terviews conducted in home with parents and children in each of the countries participating in the project The project will be explained in turn to the parent and the child and informed consent will be obtained from the child and young person and the parent for their own interviews Interviewers will be fully trained to ensure that consent is fully informed in line with ESOMAR guidelines and the core principles contained in LSE informed consent guidance Interviews will last on average 10 minutes for the parent and 30 minutes for the child Every effort will be made to ensure respondents are at ease in their domestic setting and the interviewer will be at pains to create a comfortable situation in which questions can be asked explained and or refused without awkwardness Interviews will be administered via CAPI where possible and by PAPI otherwise with the highest priority given to collection of high quality data in an ethical and sensitive manner Specifying these requirements was central to the public call for tender issued in spring 2009 As a result of this process Ipsos Mori was appointed to conduct the fieldwork in all 25 countries This process of selecting and approving Ipsos Mori is detailed below for it is important though LSE is the coordinator of the project the fieldwork is entirely contracted out to Ipsos Mori Hence the quality control process adopted by LSE to make this contract and the expertise of Ipsos Mori themselves
186. that if they have they have experienced harm they should tell a trusted adult The interviewer will leave with the child a leaflet with helpline numbers and top tips to safety These leaflets are being developed for the project by the national Insafe nodes of the EC s Safer Internet Programme with input also from Child Helpline International see www childhelplineinternational org The leaflet attached to this application will provide safety tips contact information phone email url for the national Insafe node the national child internet safety organisation and the main national child helpline members of the Child Helpline International Organisation Inaddition fieldwork agencies will abide by local laws regarding actions required to protect children ii Action that will be taken if a participant makes a disclosure to the interviewer outside their response to a survey question and or the interviewer witnesses something in the household suggesting that a child is at risk Ifthe interviewer becomes aware of risk of harm to a child that no reasonable person could ignore or that requires action within national laws appropriate action will be taken Given that disclosure of harm in this scenario is outside the main interview questions this approach does not conflict with guarantees of respondent confidentiality with regards to survey responses The interviewer will report the incident to the project manager field
187. the fieldwork department was encouraged to contact the interviewer or interviewee in order to complete the missing information f Contact sheet ID numbers were missing they had to be identified and entered for 10096 of cases f there were multiple blanks or don t knows across the entire questionnaire and or sections of the questionnaire are not filled in or filters routings are not respected properly the questionnaire was not retained for subsequent processing A data count was run checking for instances where more than 3096 of responses to the parent and the child questionnaire were not valid and this enabled the survey team order to consider whether such instances should be treated as incompletes and potentially removed from the data set There were no cases where both the parent and child interview had over 30 invalid responses and needed to be removed 5 3 Data editing A wide range of automatic routing and edit checks i e checks to disallow out of range responses are built into CAPI to ensure accuracy of completion However for paper based surveys this is not possible and as for all PAPI studies it was necessary to carry out edit checks on the data to identify and address errors on a small proportion of cases for some questions Inconsistencies are particularly likely to occur with any self completion questionnaire due to the lack of interviewer administration 30 Therefore particular attention was paid to the c
188. this kind of hurtful or nasty way to you in the past 12 months 97 98 Don t know 99 Missing not to say 1 Yes 2 No from response option 114a the only missing values are those who do not pick any response option in question 114 and those who tick the Don t know option are all coded as No in the other response options QC114a Atany time during the last 12 months has this happened In person face to face QC114d At any time during the last 12 months has this happened Don t know Crosstabulation Count QC114d At any time during the last 12 months has this happened Don t know QC114a At any time during the last 12 99 96 0 No 1 Yes months has this happened In person face to face Total It should be stressed that the issues related to missing values in the EU Kids Online data are more complex than in many other surveys The preferred setting of missing values depends however on the nature of the analysis and is by no means default or natural in the data set However as a recommendation it is advised to follow the approach taken by the EU Kids Online network 7 5 Treatment of missing values by EU Kids Online The exact number of percentages reported will be dependent on how missing values are treated and which of them are included or excluded from the base The base determines which respondents were included for reporting percentages of a particular variable In other wo
189. ting that a child was at risk H be interviewer became aware of risk of harm to a child that no reasonable person could ignore or that required action within national laws they were to follow specific agreed protocols as below Given that disclosure of harm in this scenario is outside the main interview questions this approach does not conflict with guarantees of respondent confidentiality with regards to survey responses The interviewer was instructed to report the incident to the project manager field supervisor for action to be taken by the Institute according to national law Where institutes are not competent to make a decision of this kind a legal person was to be consulted before action is decided upon n such cases the interviewer was also instructed to tell the child that they are concerned and talk to them about the action that they will be taking As mentioned above the interviewer was also briefed to encourage the child to talk to a trusted adult if they have not already done so and provide them with the leaflet of top tips help line support services 26 Importantly and reassuringly there were no such incidents reported during fieldwork Finally confidentiality and anonymity was guaranteed during the data processing stage of the project by removing key identifiers from the data set 4 8 Fieldwork response rates outcomes and The interviewers needed to complete the following steps to ac
190. tion and return to the interviewer in a sealed envelope or closing that section of a computer assisted interview The interview will note if the parent or other household members are present or intrusive We will encourage parents to be absent from the room but on hand near by during interviews but the comfort and wellbeing of children and parents will be paramount and we will be flexible on this If the parent does remain present we will ask them to keep as low a profile as possible and refrain from prompting the child or inputting into the survey responses in any way Where there is a disclosure of a child being at a risk of serious harm that no reasonable person could ignore steps will be undertaken considered on a case by case basis by the research team to follow local procedures laws and contact national agencies 63 Technical Report and User Guide The 2010 EU Kids Online Survey After the interview The interviewer will thank the respondent and reassure clarify once again about confidentiality but also the value of the study in helping policies to improve children s safety on the internet The interviewer will also explain to the child that if they have experienced anything that has upset or worried them on the internet that they should talk to a parent or other trusted adult so that they can help All respondents parents and children will be provided with information about online risk and safety inc
191. tions_25nov2006 sav Schwarzer R amp Jerusalem M 1995 Generalized Self Efficacy scale In J Weinman S Wright amp M Johnston Eds Measures in health psychology A user s portfolio Causal and control beliefs pp 35 37 Windsor UK NFER NELSON Stephenson M T Hoyle R H Palmgreen P amp Slater M D 2003 Brief measures of sensation seeking for screening and large scale surveys Drug and Alcohol Dependence 72 3 279 286 doi 10 1016 j drugalcdep 2003 08 003 UNESCO 2006 International Standard Classification of Education S C E D 1997 Re edition http www uis unesco org Library Pages DocumentMorePage aspx docldValue 144 amp docldFld ID 101
192. urtful or nasty to someone else in QC127B and or the PAST 12 MONTHS In which of the following ways have you acted like this QC127c in the past 12 months By mobile phone calls texts or image video texts AND OR On the internet yes no Online bullying Have you acted in a way that might have felt hurtful or nasty to someone else in QC127c others the PAST 12 MONTHS In which of the following ways have you acted like this in the past 12 months On the internet yes no Sending sexual In the PAST 12 MONTHS have you sent or posted a sexual message example QC179 messages words pictures or video of any kind on the internet This could be about you or someone else yes no Has done either of Online bullying others Sending sexual messages DCiperp2 the two things associated with being a perpetrator 95 Technical Report and User Guide The 2010 EU Kids Online Survey Harm from online risks overall sexual images sexual messages meeting online contacts offline being bullied online Concept Questions Response options Summaries variable names Experience of harm on the internet overall Experience of harm specific risk Intensity of harm specific risk Duration of harm sexual images sexual messages being bullied online Duration of harm meeting online contacts offline Harm index sexual images sexual messages being bullied online Harm index meeting online contacts offline In the past 12
193. use of the Internet preferred information format on safe use of the Internet and awareness of where to report illegal or harmful content on the Internet Youth and drugs TO YOUNG PEOPLE aged 15 24 only Eurobarometer 57 2 This Eurobarometer 57 2 focused on main reasons for experiencing experimenting with drugs main reasons to find it hard to stop using drugs barriers to giving up drug use Consequences of drugs using drugs most effective ways of tackling drug related problems how information is obtained on drugs obtaining information about drugs personal situation in relation to drugs dangerousness of drugs whether respondent personally takes drugs 60 and perceived dangers of drug use Internet usage Eurobarometer 56 2 This Eurobarometer 56 2 focused on the use of Internet and the periodicity of nternet usage and frequency of usage Young Citizens TO YOUNG PEOPLE aged 15 24 only Eurobarometer 55 1 This Eurobarometer 55 1 focused on reasons why young people live longer in their parent s home leisure time activities source of money and use of ICT equipment In terms of data analysis the EU Kids Online network coordinated by LSE bears sole responsibility for analysing and disseminating the findings LSE has appointed a postdoctoral survey research officer from January 2010 to June 2011 the official end of the project to implement the analysis as led by Sonia Livingstone and Leslie H
194. used Figures for internet penetration are estimated from a combination of data from the Eurobarometer 96 children using the internet in 2008 and Eurostat change in internet penetration as measured among 16 24s 2008 2009 Table 10 Estimated number of children aged 9 16 who use the internet by country Children in Estimated European population children children se 9 16 years online Ger N AT 739 722 86 1 49 BE 974 461 78 1 78 BG 554 032 91 1 2 CY 82 059 68 0 13 CZ 809 443 90 1 71 DE 6 419 300 86 12 95 DK 558 236 97 1 27 EE 105 460 96 0 24 EL 862 481 59 1 19 ES 3 401 338 80 6 38 FI 501 387 98 1 15 FR 6 005 850 87 12 26 HU 854 406 93 1 86 IE 458 260 93 1 00 IT 4 516 646 55 5 83 LT 320 821 96 0 72 NL 1 582 903 96 3 57 NO 503 160 98 1 16 PL 3 490 271 97 7 94 PT 871 444 78 1 59 RO 1 821 471 78 3 33 SE 861 183 98 1 98 SI 154 063 95 0 34 TR 10 297 791 65 15 70 UK 5 861 598 98 13 20 35 Technical Report and User Guide The 2010 EU Kids Online Survey Internet penetration for 2010 was estimated by taking the actual penetration in 2008 and extrapolating the rate of growth in internet use measured by Eurostat across 2009 2010 As 2009 data was unavailable for the UK and Belgium estimates for UK and Belgium are based on 2008 data scaled up by the average population change across the countries where 2009 data are available Eurostat gives figures for
195. vacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail Fors ger at h vne sig p den anden person Personlige indstillinger Kontaktoplysninger Ansigt til ansigt personligt Seksuelle billeder Seksuelle beskeder G re noget seksuelt Hjemmesider kun for voksne Ven til ven fildeling f eks Limewire K nsdele Sociale netv rkssteder Messenger MSM Chatroom Hjemmeside med spil Pop up vindue noget der vises tilf ldigt PC station r PC Virtuel verden Foretrukne filterindstillinger For ldrekontrol Spam 80 Estonia Estonian Concept TRANSLATION Bothered hairitud olema Upset endast valjas olemine Social worker sotsiaaltddtaja Adviser n ustaja Try to get back at the other person Teisele inimesele samaga vastata proovima tagasi teha Privacy settings privaatsusseaded Contact settings kontaktandmed face to face silmast silma Sexual image seksipilt Sexual message Seksis num Sexual act seksakt An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences taiskasvanute veebileht isikult isikul
196. vies that show sex in a violent way Something else QC131 The number out of five response options QC133A E Bullying BULLYING introduction Sometimes children or teenagers say or do hurtful or nasty things to someone and this can often be quite a few times on different days over a period of time for example This can include teasing someone in a way this person does not like hitting kicking or pushing someone around leaving someone out of things When people are hurtful or nasty to someone in this way it can happen face to face in person by mobile phones texts calls video clips e on the internet e mail instant messaging social networking chatrooms Cyberbullying victim of Being cyberbullied Has someone acted in this kind of hurtful or nasty way to you in the past 12 months At any time during the last 12 months has this happened By mobile phone calls texts or image video texts yes no AND OR At any time during the last 12 months has this happened on the internet yes no Online bullying victim of Being bullied online Types of being bullied online Has someone acted in this kind of hurtful or nasty way to you in the past 12 months At any time during the last 12 months has this happened on the internet yes no And in which ways has this SOMEONE HAS DONE NASTY OR HURTFUL THINGS TO YOU ON THE INTERNET happened to you in the LAST 12 MONTHS Nasty or hurtful
197. worker csal dseg t Adviser tan csad szakember Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls bossz t ll szem lyes biztons gi be ll t sok szem lyes biztons gi be ll t sok szem lyesen szexu lis tartalm felv telek k pek szexu lis tartalm zenetek szex korhat ros feln tteknek sz l honlap peer to peer f jlmegoszt nemi szervek k z ss gi oldal zenetk ld program msn chat j t k oldal felugr ablak asztali sz m t g p PC virtu lis vil g csal dseg t tan csad szakember Spam junkmail bossz t ll Italy Concept TRANSLATION Bothered Infastidito Upset turbato Social worker assistente sociale Adviser tutor 9 10 educatori 11 16 Try to get back at the other person Privacy settings Contact settings face to face Sexual image Sexual message Sexual act An adult X rated website Peer to peer file sharing Private parts Social networking site Instant messaging Chatroom Gaming website Pop up Desktop computer Virtual world Filter preferences Parental controls Spam junkmail Cercare di vendicarsi dell altra persona Impostazioni sull
198. y specific legal requirements Confidentiality and anonymity was guaranteed to survey questions but at the same time interviewers were instructed to ensure that parents remained in the vicinity within the household whilst the children interview was being conducted with the door open for example Whilst in the field all children were advised of the fact that it was their right to stop the interview at any point and that they could choose not to answer a question if they felt uncomfortable doing so In designing the questionnaire several measures were also put in place to make the child as comfortable as possible The most sensitive questions relating to risky behaviour were asked in a self completion format where children were assured that neither the interviewer nor the parent would be able to see their answers since for CAPI the screen was turned so only they could see it or for PAPI a pen and paper questionnaire was provided for their answers along with a sealed envelope for the child to use Discretion was used to consider whether questions were suitable for the youngest participants the most sensitive and more mature themed questions were only asked to those aged 11 years and above A Prefer not to say option was also included in those questions where a child might feel uncomfortable about disclosing their behaviour The routing and introduction to questions ensured that the interview does not introduce the ch

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