Workshops

The project delivers a series of co-creation workshops in both India and Wales. These workshops will bring together students, early-career researchers, practitioners, and community partners to jointly explore cybercrime challenges and co-design solutions. The students and participants will have opportunities to pitch ideas and work on mini projects. Hands-on training sessions in cyber awareness, criminology, digital forensics, and online safety will enable participants to build practical expertise while fostering international collaboration and cross-cultural learning. The Cardiff University workshop will centre on cybercrimes and cybersecurity, whereas the RCU workshop will emphasise criminology and digital forensics. 

Wales Workshop

India Workshop

Key questions to be asked:

Why do victims hesitate to report online harm?
How can adult responses unintentionally silence victims?
How do cultural expectations affect reporting in India vs the UK?
What does “doing no harm” look like in cyber investigations?

Scenario-Based Exercises

Scenario 1: Online Harassment Escalating to Threats

Audience: Police, NGO caseworkers

Context
A 22-year-old woman reports repeated abusive messages on Instagram. The sender is unknown and has begun referencing her daily routine and workplace. She has blocked the account twice, but new accounts keep appearing. She is afraid but unsure if this is “serious enough” to report.

Exercise Tasks

1. Identify immediate safeguarding risks

2. Decide what digital evidence should be preserved

3. Determine whether escalation is required

Expected Actions

• Treat as cyberstalking, not “online abuse

• Advise evidence preservation (messages, usernames, timestamps)

• Assess physical-world risk

• Explain reporting options and next steps clearly

Learning Outcome
Participants recognise escalation patterns and avoid minimising online threats.

Scenario 2: Child Grooming via Gaming Platform

Audience: Police, educators, safeguarding leads

Context
A 13-year-old boy tells a teacher that someone he met on an online game is asking for private photos and offering in-game rewards. He is scared his parents will ban gaming if he tells them.

Exercise Tasks

1. Identify safeguarding obligations

2. Decide how to speak to the child

3. Determine referral pathway

Expected Actions

• Immediate safeguarding response

• Non-punitive reassurance to the child

• Preserve chat logs

• Refer to safeguarding lead and police cyber unit

Learning Outcome
Participants prioritise child safety over discipline or device restriction.

Scenario 3: Image-Based Abuse (Cross-Border)

Audience: Police, NGOs

Context
A woman in Wales reports intimate images shared without consent on a site hosted outside the UK. The perpetrator is believed to be overseas.

Exercise Tasks

1. Identify jurisdictional issues

2. Support the victim during delays

3. Preserve evidentiary value

Expected Actions

• Manage expectations about timelines

• Maintain victim contact

• Document harm and platform interactions

Learning Outcome
Participants understand cross-border cybercrime realities and victim care.

CyberSafe Training Module

Reducing and Responding to Online Crimes Against Women and Children

Module 1: Understanding Cybercrime Against Women and Children

Learning Objectives

• Understand common forms of online harm

• Recognise why women and children are disproportionately targeted

• Identify socio-cultural barriers to reporting
  
  

Key Content

Cybercrime against women and children includes:

• Online harassment and cyberstalking

• Image-based abuse and sextortion

• Online grooming and exploitation

• Financial fraud exploiting trust or dependency
  
  

These harms are rarely isolated incidents. They often involve repetition, escalation, and psychological coercion.

Socio-cultural context

• In India, stigma, honour-based concerns, and family pressure discourage reporting

• In Wales and the UK, victims often disengage due to slow responses, victim-blaming, or platform inaction

• Children may not recognise harm or fear loss of digital access
  
  

Key takeaway: Online harm mirrors offline power imbalances. Effective response requires understanding both.

Module 2: Victim-Centred and Trauma-Informed Response

Learning Objectives

• Apply trauma-aware communication

• Avoid re-victimisation during reporting or investigation

• Build trust with victims and guardians
  
  

Practical Guidance

When engaging with victims:

• Do not minimise harm because it is “online”

• Avoid technical jargon or blame-based questioning

• Allow victims to control pacing and disclosure
  
  

Good practice

• Acknowledge emotional impact before technical details

• Reassure victims that evidence can be preserved without immediate action

• For children, involve safeguarding leads early and appropriately
  
  

Common mistakes to avoid

• Asking victims to repeatedly recount events

• Suggesting they should have “blocked” or “logged off”

• Confiscating devices without explanation

Module 3: Digital Evidence Awareness (Non-Technical)

Learning Objectives

• Recognise what constitutes digital evidence

• Preserve evidence without contamination

• Understand basic chain-of-custody principles

Key Content

Digital evidence may include:

• Emails, messages, images, videos

• Social media posts and account metadata

• System logs, IP data, timestamps

Preservation principles

• Do not delete, forward, or modify content

• Take screenshots only when necessary and record time/date

• Keep original devices powered but disconnected if advised

For police and NGOs

• Document who accessed evidence and when

• Keep clear timelines of actions taken

• Coordinate early with digital forensics teams

For educators

• Teach students and parents not to “clean up” incidents before reporting

Module 4: Reporting Pathways and Cross-Border Realities

Learning Objectives

• Navigate reporting mechanisms in India and the UK

• Understand jurisdictional challenges

• Support victims through the reporting process

Key Content

Cybercrime frequently crosses borders:

• Platforms may be hosted overseas

• Offenders may operate anonymously or internationally

Challenges

• Jurisdictional delays

• Limited feedback from platforms

• Victim frustration and withdrawal

Best practice

• Set realistic expectations with victims

• Maintain contact even when investigations are slow

• NGOs should act as continuity anchors for victims

Module 5: Prevention, Education, and Early Intervention

Learning Objectives

• Reduce risk through education and awareness

• Identify early warning signs

• Build digital resilience

Prevention Strategies

For women:

• Privacy and account hygiene awareness

• Recognising manipulation and coercion tactics

For children:

• Age-appropriate digital literacy

• Safe reporting without fear of punishment

For educators:

• Normalise conversations about online harm

• Embed digital safety into safeguarding policies

Early indicators

• Sudden withdrawal or anxiety

• Secretive device use or distress after online activity

• Financial pressure or threats

Module 6: Ethical and Legal Framing

Learning Objectives

• Understand rights-based approaches to digital safety

• Balance enforcement with protection

• Recognise international legal principles

Key Content

CyberSafe responses align with:

• Child protection and safeguarding obligations

• Victim dignity and privacy

• Proportional and precautionary principles in cyber harm

Effective response is not only technical or legal. It is ethical, preventative, and protective.