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Social media in social work spaces

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Presentations from Making Research Count event held on Tuesday 31st January 2017

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Social media in social work spaces

  1. 1. Social Media in Social Work Spaces: Exploring opportunities & issues for social work practice Tuesday 31st January 2017 #mrcsalford
  2. 2. Dr Joanne Westwood Making Research Count at The University of Salford #mrcsalford
  3. 3. • University/HE and social work/Care education • Different partnership models • Dissemination of research in progress and findings • Research informing and shaping practice • Experts and specialists contribution • Conferences, seminars, workshops etc… • Your CPD What is Making Research Count (MRC)? #mrcsalford
  4. 4. • Making Research Count (MRC) is a national network : http://hub.salford.ac.uk/mrc/about-us/mrc-national-network/ • 10 English universities/partnerships with local agencies including children’s and adults’ services, health trusts and independent sector organisations • A continuing programme of conferences, seminars and workshops • Promote communication/dissemination between those examining social work/care in the English context and those engaged in it Making Research Count (MRC) #mrcsalford
  5. 5. • Events in the last 12 months include: – Child imprisonment – Child sexual abuse and exploitation – Social housing – Rights and dignity in marginalised communities – Stress and supervision in social work practice – Welfare and austerity – Adoption and identity – Family Group Conferences – Working with marginalised groups Making Research Count (MRC): Salford 1 #mrcsalford
  6. 6. • All events are filmed and available on our web site: http://hub.salford.ac.uk/mrc/mrcevents/ • Certificate of attendance and presentation materials • Follow us on Twitter: @mrcsalford • Collaboration and joint initiatives • Influence/contribute to our programme of events? • Contact: mrc@salford.ac.uk Making Research Count (MRC): Salford 2 #mrcsalford
  7. 7. • Social Media in Social Work Spaces: Exploring opportunities and issues for social work practice • Domestic Violence: forced marriage, recovery narratives and local research on DV in Salford (February) • Identifying and responding to sexual abuse in sport (March) • Learning from research with and about children and young people in the Gypsy/Roma Traveller communities (April) • Supporting and assessing social work students on placement (May) • Social Pedagogy (May) • Looking after children and young people in residential care (June) Forthcoming events: Salford MRC 2017 #mrcsalford
  8. 8. Questions? #mrcsalford
  9. 9. Dr Joanne Westwood University of Salford Social Media in Social Work Practice: Social media: Opportunities in practice #mrcsalford
  10. 10. Outline • Context: Increase in use of internet, public investment in technology, digital divide and social media as a form of communication and networking • Using social media in the workplace: ethics and boundaries • Pushing forward new ways of working with people and communities using social media
  11. 11. Statistics: internet use on the increase • The internet was used daily or almost daily by 82% of adults (41.8 million) in Great Britain in 2016, compared with 78% (39.3 million) in 2015 and 35% (16.2 million) in 2006. • In 2016, 70% of adults accessed the internet ‘on the go’ using a mobile phone or smartphone, up from 66% in 2015 and nearly double the 2011 estimate of 36%. • New analysis on the use of smart TVs show 21% of adults used them to connect to the internet in 2016. • In 2016, 77% of adults bought goods or services online, up from 53% in 2008, but only up 1 percentage point from 2015. • Clothes or sports goods were purchased by 54% of adults, making them the most popular online purchase in 2016. • Speed of delivery was a problem encountered by 42% of the 16 to 24 year olds who had bought online compared with 15% of those aged 65 and over. • In 2016, 89% of households in Great Britain (23.7 million) had internet access, an increase from 86% in 2015 and 57% in 2006. • 25% of disabled adults have never used the internet Internet users in the UK: 2016 (ONS)
  12. 12. Social media use : UK Increasing and at an earlier age: http://www.thinkdigitalfirst.com/2016/01/04/the- demographics-of-social-media-users-in-2016/ Facebook: 32 million user accounts LinkedIn: 21 million https://press.linkedin.com/about-linkedin
  13. 13. Research emphasis: • Relevant research: UK and beyond – Personal/professional boundaries – Ethics Singh Cooner: https://sites.google.com/site/socialworksocialmedia/ – Book groups in social work education and practice: Taylor http://www.tandfonline.com/doi/abs/10.1080/02615479.2013.832190 – Power and control and service user privacy – Parenting, children’s use of digital media – Adoption and contact : https://www.dur.ac.uk/resources/sass/research/briefings/ResearchBriefin g13-ChattingOnlineWithMyOtherMother.pdf – Online abuse and exploitation – Employer expectations – Social media in Higher Education – Social media/marketing – Big Data and using social media to undertake research
  14. 14. Current and on-going issues in social work practice – Safeguarding : risk assessment and management – Fostering and residential care – Engagement and communication with children, young people and their families – Professional conduct – Service user surveillance and social worker “stalking” – Confidentiality and anonymity
  15. 15. Use of social media in the workplace • BDO (2012/13) increase and encourage social media use is good for business • Employers “blanket ban” • Strain: McDonald and Thompson (2016) – Employer related (surveillance of staff) – Worker related (negative comments about employer) – Using social media for personal life in the workplace
  16. 16. Using social media in social work practice • Reach of social media • Agency policies • Privacy rights of service users • Safeguarding issues when working online • When is it ok to use social media in work • What policies and practice issues have you come across? • What works?
  17. 17. Risks of social media e.g. children and young people Location and identification of children/young people at risk (i.e. young people in care at risk of CSE/grooming, families fleeing domestic violence) • Cyberbullying of children and young people looked after • Contact between birth families and their children in care (residential, fostering and adoption)
  18. 18. Privacy • EG: Looked after young people: – Concerned about threats to privacy – Making the hidden public (i.e. experience of being in care) – -controlling their own information – No different from general population in limiting self disclosure – Using social media for peer relations, sharing music, interests etc.. (Fitch 2012)
  19. 19. Reach of social media Social media users considerably underestimate the reach of their online posts and misunderstand who can see the information they share (Bernstein, Bakshy, Burke, & Karrer, 2013). Are social work service users likely to be more or less aware of the reach and permanency of their posts?
  20. 20. Does your organisation/agency have a protocol to agree social media use to search for service users? • Yes we have a protocol • No we don’t have a protocol? • I don’t know if we have a protocol?
  21. 21. Is it ok to search for service users on social media? • Yes or No? • Under what circumstances is it ok? • How is this activity governed in your agency?
  22. 22. Sage and Sage 2016 Surveyed child welfare workers about their beliefs, values, activities, and training related to social media:
  23. 23. If you do have a protocol: who was involved in developing it and how is it reviewed? • Service user and carers • Policy/planning and governance • Practitioners/managers • Others? State who
  24. 24. Training, support and supervision • What training, support/supervision is available for social workers using social media in their practice?
  25. 25. Questions? #mrcsalford
  26. 26. Ideas for using social media in social work practice • What activities might you introduce which capitalise on the benefits of social media? • What support do you need to introduce these? • Who else would need to be involved in this project?
  27. 27. References • BDO (2012) BDO (2012) From housing and litter to facebook and twitter http://www.bdo.co.uk/__data/assets/pdf_file/0008/186524/BDO_Local_Government_Team_ -_Updating_your_status_social_media_report.pdf • BDO (2013) Following the trends. Results from the 2013 BDO Local Government Social Media Survey – today’s trends and making the most of the medium. http://www.bdo.co.uk/__data/assets/pdf_file/0009/186525/following_the_trends_2013.pdf • Kimball, E., & Kim, J. (2013) , 'Virtual Boundaries: Ethical Considerations for Use of Social Media in Social Work', Social Work, 58, 2, pp. 185-188 • Fitch, (2012) Youth in Foster Care and Social Media: A Framework for developing privacy guidelines. Journal of Technology in Human Services. 30:2, pp94-108 • Bernstein, M. S., Bakshy, E., Burke, M., & Karrer, B.(2013) Quantifying the invisible audience in social networks. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 21-30). New York, NY, USA: ACM. doi: http://doi.org/10.1145/2470654.2470658 • NSPCC (2016) Online Safety: https://www.nspcc.org.uk/preventing-abuse/keeping- children-safe/online-safety/ • McDonald, P., & Thompson, P. (2016). Social media(tion) and the reshaping of public/private boundaries in employment relations. International Journal of Management Reviews, 18(1), 69-84. doi: http://doi.org/10.1111/ijmr.12061 • Sage and Sage (2016) Social Media Use in Child Welfare Practice. Advances in Social Work Vol. 17 No. 1, pp. 93-112. https://journals.iupui.edu/index.php/advancesinsocialwork/article/viewFile/20880/20536
  28. 28. References cont… • Westwood, J., Campbell, A., Dill, K, and Shaw, A., (submitted under review) Service user feedback: Developing and implementing a service user feedback APP: Making it ‘App’en: reflections from Northern Ireland and Scotland. Social Work Education: The International Journal • Westwood, J. and Taylor, A. M.L. (2016) Developing Digital Competence for Practice Transformative Learning for Social Work; Learning for and in Practice (eds.) Stone, C. and Harbin, F. Palgrave MacMillan • Westwood, J. (2016) Social media in social work education: developing teaching and learning strategies: International Handbook of Social Work Education. In (eds.) Taylor, I Bogo, M., Lefevre, M. and Teater, B. Routledge • Westwood, J. (2016) Social media for students in practice (eds.) Bellinger, A., and Ford, D. Practice placement in social work: Innovative approaches for effective teaching and learning. Policy Press. http://www.policypress.co.uk/display.asp?k=9781447318613 • Westwood, J. (eds) (2014) Social media in social work education. Critical publishing http://criticalpublishing.com/browse-by-subject-1/social-work/social-media-in-social- work-education.html • Westwood, J. Taylor, A., and McKendrick, D., (2014) Student social workers use of social media: a cross national survey in (eds.) Westwood, J., Social Media in Social Work Education. Critical Publishing.
  29. 29. Donna Peach University of Salford Social Media in Social Work Spaces #mrcsalford
  30. 30. Introduction The importance of social work skills in social media spaces The value of online communities Maintaining social work relationships Learning from both previous and current service users Future challenges and opportunities DONNA PEACH
  31. 31. Professional Capabilities Framework DONNA PEACH
  32. 32. Social Work in Social Media Spaces Professionalism Values and Ethics Diversity Rights, Justice and Economic Wellbeing Knowledge Critical Reflection and Analysis Intervention and Skills Contexts and Organisations Professional Leadership DONNA PEACH
  33. 33. Valuing Online Communities Professionalism Values and Ethics Diversity Rights, Justice and Economic Wellbeing Knowledge Critical Reflection and Analysis Intervention and Skills Contexts and Organisations Professional Leadership DONNA PEACH
  34. 34. Maintaining Social Work Relationships Professionalism Values and Ethics Diversity Rights, Justice and Economic Wellbeing Knowledge Critical Reflection and Analysis Intervention and Skills Contexts and Organisations Professional Leadership DONNA PEACH
  35. 35. Learning From Service Users Professionalism Values and Ethics Diversity Rights, Justice and Economic Wellbeing Knowledge Critical Reflection and Analysis Intervention and Skills Contexts and Organisations Professional Leadership DONNA PEACH
  36. 36. Future Challenges and Opportunities Professionalism Values and Ethics Diversity Rights, Justice and Economic Wellbeing Knowledge D Critical Reflection and Analysis Intervention and Skills Contexts and Organisations Professional Leadership DONNA PEACH
  37. 37. Refreshments and Networking Break
  38. 38. Alicia Coad ChatFOSS ChatFOSS #mrcsalford
  39. 39. Tuesday 31st January 2017 Salford University
  40. 40. ChatFOSS – Friends Only Stay Safe • What is ChatFOSS • History of ChatFOSS • The key differences between ChatFOSS and other social media • Role in social care
  41. 41. What is ChatFOSS?
  42. 42. Technical Information
  43. 43. History of ChatFOSS
  44. 44. Age appropriate • ChatFOSS has an age rating of 3+ • Having an account as a child is not breaking any terms and conditions • Data is not be stored, your communications are private
  45. 45. ChatFOSS- Key Differences • Nothing is deletable • No profile pages • Cannot mass share • The making of friendships has been designed to make it deliberately difficult – so that friendships that occur only in the outside world occur online
  46. 46. ChatFOSS Friendships • No one can search for you • No invitations are received • Parent/Carer gets notification of all friendships made
  47. 47. ChatFOSS screenshots
  48. 48. ChatFOSS communications
  49. 49. ChatFOSS message board
  50. 50. ChatFOSS Circles • Cannot be put in a circle with people without your consent • No ability for people in the circle who you are not personally friends with to engage in one to one conversation. • Cannot remove people from a circle – individuals can choose to leave
  51. 51. Monitoring of Usage • Nothing is deletable • Password changes or change in parental/carer email are given notification to the parental/carer email.
  52. 52. Role of ChatFOSS in social care • Enables children and young adults to engage in instant messaging and photo sharing in a safe controlled environment. • Provides a safe secure environment to communicate with people they should be communicating with • Reduces risk of predators communicating with users.
  53. 53. ChatFOSS: Fun of Social Media, Safety of the Playground • First app built specifically for those under 13 • Gives an environment to learn how to use social media and enjoy online instant communication • Promotes a culture of sharing only with those relevant to you • Removes the culture of “likes” • A generation of individuals who value their privacy INTERNET ON YOUR TERMS
  54. 54. Questions & Conference Close #mrcsalford

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