EMBEDDING DIGITAL WELLBEING AND SAFEGUARDING INTO A PROFESSIONAL

EMBEDDING DIGITAL WELLBEING AND SAFEGUARDING INTO A PROFESSIONAL SOCIAL WORK QUALIFYING PROGRAMME SHARON SOPER AND MARGARET JELLEY BA (HONS) SOCIAL WORK –PLYMOUTH UNIVERSITY MARGARET JELLEY AND SHARON SOPER

AIMS OF THE SESSION • To share our own learning and practice around Social media it relevance to Social Work • How we developed a strategy to embed ‘digital wellbeing and safeguarding’ into all three years of the BA in Social Work • Opportunity to share learning and knowledge across in an interdisciplinary framework

PLAN OF THE SESSION How and why we became involved with social media and social work. Year one teaching Year two teaching Year three teaching

EXERCISE Talk to you neighbour for 2 minutes about your knowledge and attitude towards Social Media Come up with one word that depicts your feelings towards the medium Share your word and the discipline you are from with the group.

OUR JOURNEY Ø From the personal to the professional Ø Students falling foul of professional issues/ codes of conduct Ø Running the pilot revealed the amount of social media being used in placement Ø Birmingham conference Ø Awareness raising session with the programme staff Ø We come from a position of ‘not being the expert’

STAGE 1 Digital literacy and personal/professional boundaries (example) • • Google yourself Google your neighbour… What kind of information have you found? 10 minutes feedback

STAGE 2 PERSONAL / PROFESSIONAL BOUNDARIES AND BECOMING ‘E-PROFESSIONALS’. PLAN OF THE SESSION: o What is social media/ social networking? o What forms do you use personally? professionally? o Relationship to developing professional identity. o What are the benefits and risks for service users/carers ? o Why have a social media policy ?

RELATIONSHIP TO DEVELOPING PROFESSIONAL IDENTITY When, if ever, is it permissible to conduct an online search for information about a service user / carer? In a macro setting, this may be common practice when doing research or undertaking managerial practices when recruiting. In a practice setting, such searches may lead to personal / professional boundary issues and interference with trust with both service user / carer within the social work relationship.

Community Care HCPC sanctions social worker over Facebook posts Mother in child protection case complained after finding the social worker's Facebook comments about the case via Google I’m in court tomorrow for a case where there is a high level of domestic violence amongst many things…” and after the trial finished posted: “It’s powerful to know that…children’s lives have just massively changed for the better and now they are safe and protected from harm and have every hope for the future…”

STAGE 3 – DIGITAL WELLBEING AND SAFEGUARDING https: //www. youtube. com/watch? v=h. K 5 Oe. Geud. BM (4. 46)

TA PM EN DE VE LO ’S TY CI PA Stimulation Guidance & Boundaries Stability CH ILD CHILD Safeguarding & promoting welfare CA Self-care Skills Emotional Warmth G Social Presentation TIN Family & Social Relationships Ensuring Safety N RE Identity PA Emotional & Behavioural Development Basic Care LN Education EE Health DS Common Conceptual Framework FAMILY & ENVIRONMENTAL FACTORS tory His ing ily n Fam unctio &F g am sin er F Wid Hou ym plo Em e om Inc s ily’ Fam ial Soc tion gra Inte nity mu s Com ource Res ily ent PLYMOUTH SAFEGUARDING CHILDREN BOARD PSCB@PLYMOUTH. GOV. UK 12

Online Conceptual Framework EE TA PM EN DE VE LO ’S CH ITY C PA CA ILD G Self-care Skills – Poor diet / no exercise CHILD Safeguarding online Including Mobile technologies Emotional Warmth – desensitisation TIN Social Presentation – Poor hygiene / aggression Ensuring Safety – no boundaries to online activities N RE Identity – avatars / low self-esteem Family & Social Relationships – Isolation / fantasy Basic Care – Internet as the Babysitter PA Emotional & Behavioural Development – Anxiety / addiction LN Education - misinformation DS Health – RSI / Sleep Stimulation – lack of face-to-face conversation Guidance & Boundaries: parents use Internet for dating and pornography PLYMOUTH SAFEGUARDING CHILDREN BOARD PSCB@PLYMOUTH. GOV. UK tory His ng – ily i Fam nction u m &F ole ing R l del mo erous g s dan aviour beh – ily am g er F ellin Wid mod role g– sin Hou terial ma itions d con – ent ym line plo Em es on g Ima e– om Inc bling es gam rchas pu and al oci s. S ily’ on – Fam grati of Inte lation se Iso net u r inte nity mu s – Comource and s Res drug ation gs, ploit Gan al ex u sex FAMILY & ENVIRONMENTAL FACTORS Stability – away from home 13

CHILD PROTECTIVE FACTORS PERPERTRAT OR

The internet’s dangers were all too real for my son, Breck Bednar I couldn’t save my child from being killed by an online predator The Guardian

WHAT ARE THE POTENTIAL RISKS ? o o o o Grooming Child Sexual exploitation Radicalisation Trolling Gambling Pornography Trafficking Any others?

DIGITAL WELLBEING LOOKING AFTER YOURSELF AS A PROFESSIONAL. Back to personal professional boundaries Agency policies Online presence –professional branding Security Benefits of twitter / resources/ academic / practice