This document provides an overview and discussion of ethics issues for school social workers presented by Gary R. Schoener. It discusses standards for conduct including roles and responsibilities, ethical principles from the NASW code, and ethical decision making frameworks. It also covers challenges around professional boundaries, dual relationships, confidentiality, communication technologies, social media, and privacy in the digital age. The presentation aims to help social workers navigate complex ethical situations that arise in school settings.
This document discusses several challenges related to professional ethics faced by psychologists and counselors in the digital age. It addresses issues like communicating with clients via email/text, using social media, researching clients online, maintaining appropriate boundaries, and dealing with cyberbullying of clients or staff. Guidelines are proposed for developing social media policies and obtaining informed consent regarding digital interactions. Cases involving online harassment, privacy breaches, and legal issues are also examined.
This document discusses cyberbullying statistics and effects. It reports that 68% of teens see cyberbullying as a serious problem, but only 1 in 20 victims tell an adult. Girls are twice as likely as boys to be cyberbullied. Victims of cyberbullying are more likely to use drugs and alcohol, skip school, and have lower self-esteem. Cyberbullies can remain anonymous online, which prevents social constraints on their behavior and makes the bullying difficult for others to detect. Cyberbullying can negatively impact victims' mental health and potentially lead to self-harm or suicide in severe cases.
This document discusses social networking and social media, providing dos and don'ts for online socializing. It defines social networking as using websites and apps to interact with others. It advises that one should be their authentic self online but to only share information they don't mind being public, as anything posted can be found forever. Specific don'ts include posting private information, only accepting friend requests from people you know, and removing embarrassing photos. Privacy settings should be used and reviewed regularly to control what information is shared.
This presentation discusses bullying in social media. It covers what bullying online is and why it happens, how it affects victims, how major social media platforms address it, and closing thoughts. Bullying online can be direct through comments and shares, or indirect by creating fake profiles. It can cause mental health issues for victims like depression and increase suicide risks. While platforms have policies against harassment, online bullying still frequently occurs. All users are encouraged to report issues and work together to create a safer online environment.
This document defines cyberbullying and outlines its key aspects. It discusses the eight types of cyberbullying, including flaming, denigration, exclusion, outing, trickery, impersonation, harassment, and cyberstalking. Two types of people who are likely to cyberbully are discussed: popular people who see it as a way to stay popular, and less socially successful people who do it to fit in and cope with low self-esteem. Reasons for cyberbullying include anonymity, ignorance of consequences, and social pressure. Causes and effects of cyberbullying are also covered.
This presentation was prepared for Centerville High School in Dayton, Ohio. It consists of what parents should know about their teens and social media.
The document discusses cyberbullying, which is using digital media like the internet to deliberately harm others. Some common causes of cyberbullying include revenge, entertainment, boosting ego, and getting laughs at others' expense. Effects can include low self-esteem, depression from constant peer picking, difficulty communicating, and even suicide. Prevention methods proposed include educating kids about consequences, teaching respect for others, schools disciplining cyberbullying actions, and having parents be a trusted place for kids to go when problems arise online or offline.
Digital abuse involves using technology like texting and social media to bully, harass or intimidate someone. It is a form of emotional abuse and control. The document discusses different types of digital abuse like stalking, emotional abuse, and financial abuse perpetrated through technology. It provides advice on how to identify signs of digital abuse by looking for changes in victim behavior, and red flags in abuser behavior. The document recommends how to help victims by believing them, focusing on behaviors not people, and creating safety plans. It stresses the importance of having open conversations with teens about digital abuse while addressing their concerns about privacy and blame.
This document discusses several challenges related to professional ethics faced by psychologists and counselors in the digital age. It addresses issues like communicating with clients via email/text, using social media, researching clients online, maintaining appropriate boundaries, and dealing with cyberbullying of clients or staff. Guidelines are proposed for developing social media policies and obtaining informed consent regarding digital interactions. Cases involving online harassment, privacy breaches, and legal issues are also examined.
This document discusses cyberbullying statistics and effects. It reports that 68% of teens see cyberbullying as a serious problem, but only 1 in 20 victims tell an adult. Girls are twice as likely as boys to be cyberbullied. Victims of cyberbullying are more likely to use drugs and alcohol, skip school, and have lower self-esteem. Cyberbullies can remain anonymous online, which prevents social constraints on their behavior and makes the bullying difficult for others to detect. Cyberbullying can negatively impact victims' mental health and potentially lead to self-harm or suicide in severe cases.
This document discusses social networking and social media, providing dos and don'ts for online socializing. It defines social networking as using websites and apps to interact with others. It advises that one should be their authentic self online but to only share information they don't mind being public, as anything posted can be found forever. Specific don'ts include posting private information, only accepting friend requests from people you know, and removing embarrassing photos. Privacy settings should be used and reviewed regularly to control what information is shared.
This presentation discusses bullying in social media. It covers what bullying online is and why it happens, how it affects victims, how major social media platforms address it, and closing thoughts. Bullying online can be direct through comments and shares, or indirect by creating fake profiles. It can cause mental health issues for victims like depression and increase suicide risks. While platforms have policies against harassment, online bullying still frequently occurs. All users are encouraged to report issues and work together to create a safer online environment.
This document defines cyberbullying and outlines its key aspects. It discusses the eight types of cyberbullying, including flaming, denigration, exclusion, outing, trickery, impersonation, harassment, and cyberstalking. Two types of people who are likely to cyberbully are discussed: popular people who see it as a way to stay popular, and less socially successful people who do it to fit in and cope with low self-esteem. Reasons for cyberbullying include anonymity, ignorance of consequences, and social pressure. Causes and effects of cyberbullying are also covered.
This presentation was prepared for Centerville High School in Dayton, Ohio. It consists of what parents should know about their teens and social media.
The document discusses cyberbullying, which is using digital media like the internet to deliberately harm others. Some common causes of cyberbullying include revenge, entertainment, boosting ego, and getting laughs at others' expense. Effects can include low self-esteem, depression from constant peer picking, difficulty communicating, and even suicide. Prevention methods proposed include educating kids about consequences, teaching respect for others, schools disciplining cyberbullying actions, and having parents be a trusted place for kids to go when problems arise online or offline.
Digital abuse involves using technology like texting and social media to bully, harass or intimidate someone. It is a form of emotional abuse and control. The document discusses different types of digital abuse like stalking, emotional abuse, and financial abuse perpetrated through technology. It provides advice on how to identify signs of digital abuse by looking for changes in victim behavior, and red flags in abuser behavior. The document recommends how to help victims by believing them, focusing on behaviors not people, and creating safety plans. It stresses the importance of having open conversations with teens about digital abuse while addressing their concerns about privacy and blame.
Cyber bullying involves using technology like computers, cell phones, or other devices to harass or embarrass others online. It can have serious psychological effects on victims and has become a widespread problem. The document discusses what cyber bullying is, different types of cyber bullies, examples of cyber bullying behaviors, effects on victims, statistics on cyber bullying prevalence, and case studies of individuals severely impacted by cyber bullying like Megan Meier who tragically died by suicide. It emphasizes the importance of preventing cyber bullying through education and policies.
This document discusses cyberbullying and provides information and statistics about its prevalence. It defines different types of online bullying and notes that 52% of students report experiencing cyberbullying. The document provides resources and advocacy groups working to address this issue. It encourages reporting bullying and using social media to promote kindness rather than tearing others down. Suggested solutions include open communication, monitoring online activities, and encouraging targets to seek help.
The document discusses various online safety issues including cyberbullying, pornography, software piracy, and cyber predators. It provides statistics on teen internet use and risks they face online like unwanted exposure to sexual material, contact from strangers, and cyberbullying. It outlines strategies for responding to cyberbullying and provides information on how cyber predators operate by building trust and grooming victims over time in an effort to eventually meet in person.
Cyberbullying involves using technology like email, social media, or cell phones to deliberately harass or threaten others. It differs from traditional bullying in that the bully can remain anonymous and the harassment has no limits of time or place. Common types of cyberbullying include flaming, harassment, denigration, impersonation, outing and trickery, exclusion, and cyberstalking. Cyberbullies may bully to feel powerful, for revenge, to entertain themselves, or without meaning to cause harm. Schools must recognize cyberbullying and enforce policies to protect students both online and offline.
This document discusses cyberbullying and its prevalence among youth. It notes that technology usage among school children continues to rise, with over 90% using the internet and 80% using cell phones regularly. While technology has benefits, it can also enable cyberbullying. Cyberbullying is defined as intentionally harming someone through electronic means to the point they feel harassed or unsafe. It discusses the different forms cyberbullying can take and why some youth engage in it, noting a lack of consideration for consequences. The document also outlines four types of cyberbullies and why cyberbullying remains common.
Cyber bullying involves a minor tormenting, threatening, harassing, humiliating or embarrassing another minor using the internet, digital technologies or cell phones. There are two main types - direct attacks through messages or posting content, and cyber bullying by proxy where someone else does the bullying. Cyber bullies often become victims as well. Reasons for cyber bullying include anger, revenge, entertainment or a desire for power. Cyber bullying can negatively impact children and teens through anxiety, depression, withdrawal and emotional distress. Prevention through education is key to addressing this issue.
Cyberbullying by Marian Merritt, Norton Internet Safety AdvocateMarian Merritt
1) Cyberbullying involves the use of electronic communication to harass, threaten, or humiliate someone repeatedly. It often involves targeting victims who have a hard time defending themselves.
2) Cyberbullying has evolved along with technology, starting with flaming and trolling online in the 1990s and expanding to social media in the 2000s. Offline bullying and online bullying are closely connected, with half of both victims and bullies experiencing both forms.
3) Research finds that about 24% of kids experience cyberbullying as victims and 17% admit to being cyberbullies themselves. Offline bullying increases the risks of being both a target and perpetrator of online bullying.
Cyberbullying presentation de jose_amigableKhy Amigable
This document defines cyberbullying and outlines its key aspects. It discusses the eight types of cyberbullying, including flaming, denigration, exclusion, outing, trickery, impersonation, harassment, and cyberstalking. Two types of people who are likely to cyberbully are discussed: popular people who see it as a way to stay popular, and less socially successful people who do it to fit in and cope with low self-esteem. Reasons for cyberbullying include anonymity, ignorance of consequences, and social pressure. Causes and effects of cyberbullying are also covered.
Cyberbullying involves using technology to deliberately harm or harass others. Over half of adolescents have experienced cyberbullying. Factors that may contribute to a teen becoming a cyberbully include lack of parental supervision, drug and alcohol use, and family conflicts. Two teenagers who died by suicide after experiencing severe cyberbullying were Ryan Halligan in 2003 and Tyler Clementi in 2010. Cyberbullying can have negative effects on victims' self-esteem, grades, health, and risk of suicide. Educating kids, monitoring their online activity, and having them tell trusted adults about cyberbullying are ways to help prevent it.
Cyberbullying involves bullying using electronic technology. Around half of teens have experienced cyberbullying, but only 1 in 10 tells their parents. Common causes include seeking revenge, entertainment, boosting ego, or social standing. Effects can include undermining confidence, poor school performance, stress, and even suicidal thoughts. While both genders engage in cyberbullying, females are twice as likely as males to be victims or perpetrators. New laws require schools to address cyberbullying and train staff to identify and prevent it.
Cyber bullying involves tormenting, threatening, harassing, humiliating or embarrassing someone using the internet, mobile phones or other digital technologies. It must involve minors on both sides. There are two main types - direct attacks through messages or posting content, and cyber bullying by proxy where someone else does the bullying. Common reasons for cyber bullying include anger, revenge, entertainment or seeking attention. Cyber bullying can negatively impact children and teens through anxiety, depression, withdrawal and emotional distress. Prevention through education is key to addressing this issue. Resources are available to help victims of cyber bullying.
Dr. Suresh Kumar Murugesan is a professor of psychology in Madurai, India specializing in psychometry and positive psychotherapy. He presented on cyber bullying, defining it as the use of technology to deliberately and repeatedly upset someone. He discussed different types of cyber bullying like threats, harassment, impersonation, and sharing private information without consent. The presentation provided statistics on cyber bullying and explained that while technology enables new forms of bullying, the psychological impacts can be similar to traditional bullying.
Cyberbullying involves bullying through electronic means such as social media, instant messaging, and cell phones. It can occur directly by sending hostile messages to the victim or indirectly by using others to help bully the victim. Common forms of cyberbullying include flaming, identity theft, photoshopping, rumor spreading, and sexting. Surveys show that over half of adolescents have experienced cyberbullying or have cyberbullied others. Tips are provided for parents, teachers, and students on how to recognize and respond to cyberbullying.
This document discusses social networking and its pros and cons. Social networking refers to online services that enable users to connect, interact, and share information with other users. Popular social networks include Facebook, Twitter, Instagram, and Snapchat. While social networking allows for socialization and sharing of information, it can also enable cyberbullying and internet addiction. The interview with a college student explores their views on social networking and cyberbullying in more depth. Treatments for internet addiction include cognitive behavioral therapy.
This document summarizes a study on protecting oneself from cyber bullying on social media sites. The study included 254 undergraduate student participants who completed an online self-report measure about their experiences. The results identified three main groups - bullies, victims, and third party observers. For bullies, participants reported they could protect themselves by stopping harmful online interactions. Victims strategies included increasing online security and focusing on positive activities. Third party observers role was viewed as defending internet safety rather than encouraging bullying. The study also discussed recommendations around internet service providers, public education, support systems, and reporting processes.
Cyberbullying involves the use of technology to deliberately harm others. It can take many forms such as mean messages, threats, rumors, or posts online or through texts. Cyberbullying is emotionally abusive and can be difficult to overcome, with some victims considering or committing suicide. Surveys of students found that over half had received unwanted sexual pictures, many had engaged in mean behavior online, and over 40% had been cyberbullied, showing cyberbullying to be a significant problem.
This document discusses research on cyberbullying and provides information to help plan a video on the topic. It defines seven forms of cyberbullying, notes that only 56% of victims seek help and 75% suggest blocking messages as the best solution. Cyberbullying is related to issues like low self-esteem and substance abuse. The intended audience is teens and parents to raise awareness. The video will be published on websites for organizations addressing bullying. It aims to educate parents on preventive measures and the importance of communication to minimize cyberbullying's effects. Existing similar productions include the TV film "Cyber bully" and the movie "Cyber bully" from 2011.
Cyberbullying involves the use of electronic communication technologies to bully others and can have serious negative effects on victims. It is defined as bullying that occurs through electronic means such as phones, computers, and social media. Common forms of cyberbullying include mean texts, rumors spread online, and embarrassing photos or videos shared without consent. The anonymity and constant access provided by technology enables cyberbullying to occur easily and have a wide reach.
The document discusses cyberbullying and proposes strategies to address it. It defines cyberbullying, explores its methods and prevalence, and examines high-profile cases. It then outlines a multi-pronged approach involving education of parents, children and the community; social media campaigns; and pushing for new laws against cyberbullying anonymity and accountability. The goal is to create broad awareness and organize efforts to ultimately stop and prevent cyberbullying.
Professional Ethics: Facing New ChallengesJohn Gavazzi
The document discusses the new challenges that professionals face with technology and social media, including issues around privacy, boundaries, and ethics related to communicating with clients online and researching clients. It provides examples of real cases that illustrate these challenges and risks, as well as recommendations around developing policies for using the internet and social media in a professional practice.
This document provides an overview and discussion of ethics and practice challenges for school counselors in the digital age. It discusses issues around maintaining appropriate boundaries and confidentiality online, the risks of dual relationships and self-disclosure, and navigating communication technologies like email, texting, and social media. Guidelines are presented for conducting online research about clients, establishing social media policies, and making ethical decisions when dual roles and unforeseen issues arise in small communities or online interactions.
Cyber bullying involves using technology like computers, cell phones, or other devices to harass or embarrass others online. It can have serious psychological effects on victims and has become a widespread problem. The document discusses what cyber bullying is, different types of cyber bullies, examples of cyber bullying behaviors, effects on victims, statistics on cyber bullying prevalence, and case studies of individuals severely impacted by cyber bullying like Megan Meier who tragically died by suicide. It emphasizes the importance of preventing cyber bullying through education and policies.
This document discusses cyberbullying and provides information and statistics about its prevalence. It defines different types of online bullying and notes that 52% of students report experiencing cyberbullying. The document provides resources and advocacy groups working to address this issue. It encourages reporting bullying and using social media to promote kindness rather than tearing others down. Suggested solutions include open communication, monitoring online activities, and encouraging targets to seek help.
The document discusses various online safety issues including cyberbullying, pornography, software piracy, and cyber predators. It provides statistics on teen internet use and risks they face online like unwanted exposure to sexual material, contact from strangers, and cyberbullying. It outlines strategies for responding to cyberbullying and provides information on how cyber predators operate by building trust and grooming victims over time in an effort to eventually meet in person.
Cyberbullying involves using technology like email, social media, or cell phones to deliberately harass or threaten others. It differs from traditional bullying in that the bully can remain anonymous and the harassment has no limits of time or place. Common types of cyberbullying include flaming, harassment, denigration, impersonation, outing and trickery, exclusion, and cyberstalking. Cyberbullies may bully to feel powerful, for revenge, to entertain themselves, or without meaning to cause harm. Schools must recognize cyberbullying and enforce policies to protect students both online and offline.
This document discusses cyberbullying and its prevalence among youth. It notes that technology usage among school children continues to rise, with over 90% using the internet and 80% using cell phones regularly. While technology has benefits, it can also enable cyberbullying. Cyberbullying is defined as intentionally harming someone through electronic means to the point they feel harassed or unsafe. It discusses the different forms cyberbullying can take and why some youth engage in it, noting a lack of consideration for consequences. The document also outlines four types of cyberbullies and why cyberbullying remains common.
Cyber bullying involves a minor tormenting, threatening, harassing, humiliating or embarrassing another minor using the internet, digital technologies or cell phones. There are two main types - direct attacks through messages or posting content, and cyber bullying by proxy where someone else does the bullying. Cyber bullies often become victims as well. Reasons for cyber bullying include anger, revenge, entertainment or a desire for power. Cyber bullying can negatively impact children and teens through anxiety, depression, withdrawal and emotional distress. Prevention through education is key to addressing this issue.
Cyberbullying by Marian Merritt, Norton Internet Safety AdvocateMarian Merritt
1) Cyberbullying involves the use of electronic communication to harass, threaten, or humiliate someone repeatedly. It often involves targeting victims who have a hard time defending themselves.
2) Cyberbullying has evolved along with technology, starting with flaming and trolling online in the 1990s and expanding to social media in the 2000s. Offline bullying and online bullying are closely connected, with half of both victims and bullies experiencing both forms.
3) Research finds that about 24% of kids experience cyberbullying as victims and 17% admit to being cyberbullies themselves. Offline bullying increases the risks of being both a target and perpetrator of online bullying.
Cyberbullying presentation de jose_amigableKhy Amigable
This document defines cyberbullying and outlines its key aspects. It discusses the eight types of cyberbullying, including flaming, denigration, exclusion, outing, trickery, impersonation, harassment, and cyberstalking. Two types of people who are likely to cyberbully are discussed: popular people who see it as a way to stay popular, and less socially successful people who do it to fit in and cope with low self-esteem. Reasons for cyberbullying include anonymity, ignorance of consequences, and social pressure. Causes and effects of cyberbullying are also covered.
Cyberbullying involves using technology to deliberately harm or harass others. Over half of adolescents have experienced cyberbullying. Factors that may contribute to a teen becoming a cyberbully include lack of parental supervision, drug and alcohol use, and family conflicts. Two teenagers who died by suicide after experiencing severe cyberbullying were Ryan Halligan in 2003 and Tyler Clementi in 2010. Cyberbullying can have negative effects on victims' self-esteem, grades, health, and risk of suicide. Educating kids, monitoring their online activity, and having them tell trusted adults about cyberbullying are ways to help prevent it.
Cyberbullying involves bullying using electronic technology. Around half of teens have experienced cyberbullying, but only 1 in 10 tells their parents. Common causes include seeking revenge, entertainment, boosting ego, or social standing. Effects can include undermining confidence, poor school performance, stress, and even suicidal thoughts. While both genders engage in cyberbullying, females are twice as likely as males to be victims or perpetrators. New laws require schools to address cyberbullying and train staff to identify and prevent it.
Cyber bullying involves tormenting, threatening, harassing, humiliating or embarrassing someone using the internet, mobile phones or other digital technologies. It must involve minors on both sides. There are two main types - direct attacks through messages or posting content, and cyber bullying by proxy where someone else does the bullying. Common reasons for cyber bullying include anger, revenge, entertainment or seeking attention. Cyber bullying can negatively impact children and teens through anxiety, depression, withdrawal and emotional distress. Prevention through education is key to addressing this issue. Resources are available to help victims of cyber bullying.
Dr. Suresh Kumar Murugesan is a professor of psychology in Madurai, India specializing in psychometry and positive psychotherapy. He presented on cyber bullying, defining it as the use of technology to deliberately and repeatedly upset someone. He discussed different types of cyber bullying like threats, harassment, impersonation, and sharing private information without consent. The presentation provided statistics on cyber bullying and explained that while technology enables new forms of bullying, the psychological impacts can be similar to traditional bullying.
Cyberbullying involves bullying through electronic means such as social media, instant messaging, and cell phones. It can occur directly by sending hostile messages to the victim or indirectly by using others to help bully the victim. Common forms of cyberbullying include flaming, identity theft, photoshopping, rumor spreading, and sexting. Surveys show that over half of adolescents have experienced cyberbullying or have cyberbullied others. Tips are provided for parents, teachers, and students on how to recognize and respond to cyberbullying.
This document discusses social networking and its pros and cons. Social networking refers to online services that enable users to connect, interact, and share information with other users. Popular social networks include Facebook, Twitter, Instagram, and Snapchat. While social networking allows for socialization and sharing of information, it can also enable cyberbullying and internet addiction. The interview with a college student explores their views on social networking and cyberbullying in more depth. Treatments for internet addiction include cognitive behavioral therapy.
This document summarizes a study on protecting oneself from cyber bullying on social media sites. The study included 254 undergraduate student participants who completed an online self-report measure about their experiences. The results identified three main groups - bullies, victims, and third party observers. For bullies, participants reported they could protect themselves by stopping harmful online interactions. Victims strategies included increasing online security and focusing on positive activities. Third party observers role was viewed as defending internet safety rather than encouraging bullying. The study also discussed recommendations around internet service providers, public education, support systems, and reporting processes.
Cyberbullying involves the use of technology to deliberately harm others. It can take many forms such as mean messages, threats, rumors, or posts online or through texts. Cyberbullying is emotionally abusive and can be difficult to overcome, with some victims considering or committing suicide. Surveys of students found that over half had received unwanted sexual pictures, many had engaged in mean behavior online, and over 40% had been cyberbullied, showing cyberbullying to be a significant problem.
This document discusses research on cyberbullying and provides information to help plan a video on the topic. It defines seven forms of cyberbullying, notes that only 56% of victims seek help and 75% suggest blocking messages as the best solution. Cyberbullying is related to issues like low self-esteem and substance abuse. The intended audience is teens and parents to raise awareness. The video will be published on websites for organizations addressing bullying. It aims to educate parents on preventive measures and the importance of communication to minimize cyberbullying's effects. Existing similar productions include the TV film "Cyber bully" and the movie "Cyber bully" from 2011.
Cyberbullying involves the use of electronic communication technologies to bully others and can have serious negative effects on victims. It is defined as bullying that occurs through electronic means such as phones, computers, and social media. Common forms of cyberbullying include mean texts, rumors spread online, and embarrassing photos or videos shared without consent. The anonymity and constant access provided by technology enables cyberbullying to occur easily and have a wide reach.
The document discusses cyberbullying and proposes strategies to address it. It defines cyberbullying, explores its methods and prevalence, and examines high-profile cases. It then outlines a multi-pronged approach involving education of parents, children and the community; social media campaigns; and pushing for new laws against cyberbullying anonymity and accountability. The goal is to create broad awareness and organize efforts to ultimately stop and prevent cyberbullying.
Professional Ethics: Facing New ChallengesJohn Gavazzi
The document discusses the new challenges that professionals face with technology and social media, including issues around privacy, boundaries, and ethics related to communicating with clients online and researching clients. It provides examples of real cases that illustrate these challenges and risks, as well as recommendations around developing policies for using the internet and social media in a professional practice.
This document provides an overview and discussion of ethics and practice challenges for school counselors in the digital age. It discusses issues around maintaining appropriate boundaries and confidentiality online, the risks of dual relationships and self-disclosure, and navigating communication technologies like email, texting, and social media. Guidelines are presented for conducting online research about clients, establishing social media policies, and making ethical decisions when dual roles and unforeseen issues arise in small communities or online interactions.
This document provides an overview and discussion of ethics and practice challenges for school counselors in the digital age. It discusses issues around maintaining appropriate boundaries and confidentiality online, the risks of dual relationships and self-disclosure, and navigating communication technologies like email, texting, and social media. Guidelines are presented for making ethical decisions, conducting online research on clients, developing social media policies, and addressing issues like cyberbullying.
Blogs, Tweets, and Friends: Effective Mentoring in the Age of Social MediaFriends for Youth, Inc.
This document discusses using social media to build relationships and support mentoring programs. It begins by outlining benefits like visibility, recruitment, and sustaining connections. However, it also notes risks like privacy violations and boundary issues. The document then recommends developing policies to guide safe and effective social media use. It suggests policies address monitoring, boundaries, and educating users. The document ends by exploring how to use social media to build communication and relationships while supporting healthy development, noting both benefits and risks to teens from social media and technology.
The Do’s and Don’ts updated for NursingLaura Burwash
This document provides guidelines for nurses on using social media professionally. It discusses dos and don'ts such as promoting a positive image of nursing by being caring and empathetic online, avoiding posting photos or private information about patients to respect their privacy, and not complaining about work or patients on social media. Maintaining patient confidentiality and an appropriate online presence is important as many employers screen candidates' social media profiles.
This document discusses some of the ethical considerations social workers should take into account regarding social media. It notes that while social media provides benefits like free communication and networking, it also challenges traditional notions of confidentiality and dual relationships. Clinicians need to avoid venting about clients online or sharing confidential details that could identify clients. Social media also makes it difficult to prevent clients and clinicians from finding personal information about each other online. The document questions how ethics may need to evolve as social media becomes more integrated and asks social workers to consider their own social media use and boundaries.
Social media use can negatively impact marital relationships in several ways:
1. Excessive social media use reduces face-to-face communication between spouses and increases the communication gap.
2. Partners may develop unrealistic expectations of each other from only seeing curated versions of lives on social media.
3. Late night chatting/messaging with others on platforms like WhatsApp or maintaining virtual relationships can breed mistrust and conflict.
4. Addiction to social media and internet use has been cited in divorce petitions with couples spending more time online than with each other.
5. Privacy issues around social media use and refusal to share account access has led to divorces due to lack of transparency and trust.
The document provides guidelines for MultiCare's social media team in responding to negative comments and reviews. It outlines four levels of negative feedback based on severity, with steps to take for each level. For less serious issues (Level 1), the guidelines recommend directly responding to questions or concerns. For more serious problems (Levels 2-3), the steps include forwarding the feedback to the appropriate patient advocacy team and media relations contacts. The most serious issues (Level 4) warrant contacting senior leadership as well as patient advocacy and media relations. The document also provides response tips, examples for each level, and a sample email for notifying patient advocacy about negative feedback.
Deck from day 2 of PR/Social Media Bootcamp for NonProfits sponsored by Are You Socially Acceptable. (What The F*k is Social Media, excerpted here, is not mine and would be used with attribution if i could find the attribution for it)
This document discusses professionalism and social media use for healthcare providers. It begins by defining social media and its prevalence of use among both the general population and healthcare providers. Guidelines are then presented for Mayo Clinic providers on maintaining professionalism when using social media, including not friending patients, maintaining separation between personal and professional profiles, and considering privacy and appropriateness before posting. The importance of time management and representing your organization professionally are emphasized. Resources for further social media training and interaction are provided at the end.
Opportunities, Challenges, and Power of Media and Information.pptxjessemaguiya1
This document discusses various opportunities, challenges, and impacts of media and information. It provides examples of opportunities like job hiring and empowering citizens, as well as challenges like fake news and unreliable sources. Various social, economic, educational, and political impacts are mentioned. Specific examples are given for news, film, social media, and how media can inspire, influence elections, and cause issues like cyberbullying.
Opportunities, Challenges and Power of Media InformationHazel Lorenzo
This document discusses the opportunities, challenges, and power of media and information. It provides examples of opportunities like job hiring and informing the masses, as well as challenges like fake news and unreliable sources. The power of media is its ability to influence and distribute information. The document also discusses economic, educational, social, political, and cyberbullying impacts of media and information.
Social Media has blurred the boundary lines of how adult service providers can interact and communicate with youth participants in programming. This training seeks to present best practices for outreach activities to youth that includes engagement strategies, codes of conduct, organizational liability, boundaries, mandated reporting, and digital footprints.
O'Connor & Schmidt (2015) Facebook Fired: Teaching students to recognize and ...Gordon Schmidt
This document discusses teaching students about the potential professional ramifications of personal social media use. It notes that 73% of American adults use social media, and 17% of organizations have had issues with employees' social media use, firing 8% of those. Case studies are presented of employees being fired for social media posts that were seen as inappropriate. The document advocates discussing social media policies and privacy settings with students to help protect their careers.
This document discusses the benefits and risks of social media use for kids and teens. The benefits include increased communication, building social relationships, and staying connected with others. However, risks include social media being addicting and distracting from schoolwork. It can also enable bullying and allow oversharing of private information. The document provides tips for parents to minimize risks, such as monitoring kids' social media use and teaching them online safety and privacy. It also includes statistics on kids' social media usage.
Social Network Privacy, Security and Reputation Management.
What are the threats on social networks?
How can you help your customers manage their online identity?
This document provides information and tips for safely traveling through the web. It discusses internet basics like URLs and domain extensions. It also covers topics like avoiding inappropriate sites, social media safety, cyberbullying awareness and prevention, common online scams, and internet security best practices. Resources are provided on each topic for further education. The overall message is to be aware of potential online dangers but not to be afraid, and to take basic precautions like using privacy settings, avoiding giving out private information, and knowing how to get help if needed.
Emerging Technologies in Higher Education - Privacy in Social Media Learning ...National University
Learn how to set adequate data privacy parameters around assignments that utilize social media, by educating students on how to safeguard and protect themselves, while enhancing their personal and professional reputations.
Cyber-Bullying: How to Recognize & Prevent ItFeliciaDixon5
This document discusses cyberbullying, including how to recognize it and prevent it. Cyberbullying is bullying that occurs online through digital devices and social media. It can include sending malicious texts or posts, exposing embarrassing information, or threatening harm. Most cyberbullying occurs on social media sites. It is persistent, public, and difficult for teachers and parents to detect. Signs of cyberbullying include depression, anxiety, and decreased academic performance. The document provides strategies for teachers and parents to establish no-bullying policies, monitor online behavior, and encourage open communication to address cyberbullying.
Social media in the workplace - 27 November 2014Martin Augustus
This document discusses social media in the workplace. It begins with an agenda for a training event on this topic. It then provides information on Scrase Employment Solicitors and the services they provide. The bulk of the document discusses what social media is, how it has grown exponentially, and some of the key issues it presents in the workplace such as inappropriate posts, distraction, discrimination, its use in recruitment and disciplinary proceedings, and developing appropriate policies.
Similar to Ethics Update for School Social Workers (20)
Moral injury has gained greater acceptance in the practice of psychotherapy. Moral injury involves a significant traumatic experience, creation of negative moral emotions, and disrupts the sense of the moral self.
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1. Ethics Update
For School Social Workers
Presented by:
Gary R. Schoener, M.Eq., Licensed
Psychologist
Director of Consultation & Training
SCHOOL DISTRICT 279
7 JANUARY 2013
2. • School or Agency rules & policies
• Ethics codes
• Codes of conduct (licensure board)
• Laws & rules
• Standard of care: what a reasonable &
prudent practitioner would do in the
same or similar circumstances
(failure = malpractice)
Standards for Conduct
3. Roles & Responsibilities
• The school & professional as fiduciaries –
position of trust – explicit vs. implicit
warranties – we set the rules
• Supervisory role – the supervisor is responsible
for all actions of the supervisee done within the
scope of employment – vicarious liability
(respondeat superiori) vs. negligent supervision
• Consultation -- is there such a thing as
negligent consultation?
4. NASW Ethical Principles
• Service – duty to help those in need &
solve social problems
• Social Justice – challenge injustice
• Dignity & Worth of Person – respect both
• Importance of Human Relationships –
central importance
• Integrity – behave in trustworthy fashion
• Competence – practice within; enhance
expertise
5. •Beneficence – doing good; helping
•Non-maleficence – avoiding harm
•Autonomy – client’s input and role
•Fidelity – consistent with what
promised
•Justice -- welfare of client vs. others;
fair use of resources – having a basis
to proportion them
Ethical Framework
6. Ethical Decision-Making
• It is often not what is ethical vs.
unethical, but the comparative ethicality
of the options
• This involves weighing which principles
are best dealt with through one option or
another
• What are the likely positive vs. negative
outcomes of choosing a given course of
action?
7. Positive Outcomes Negative Outcomes
Option A ______________ _________________
______________ _________________
______________ _________________
Option B ______________ _________________
______________ _________________
______________ _________________
Decision table or chart
9. Dual or multiple relationship
Social workers should not engage in dual or
multiple relationships with current or
former clients in which there is a risk of
exploitation or harm to the client. In
instances where dual or multiple
relationships are unavoidable, social
workers should take steps to protect clients
& are responsible for setting clear,
appropriate, & culturally sensitive
boundaries.
10. Confidentiality
• The IEP Meeting & similar challenges – (a)
group discussion of confidentiality; (b)
private meetings with colleagues from
other fields to work out understandings.
• Specific issues – who needs to know?:
• Girl is pregnant
• Boy involved in gang activity
• Drug or alcohol abuse
• Girl is sexually assaulted
11. Boundaries challenges
•Contact w/ students not on caseload
•Children/relatives of colleagues
•Gifts from parents or students
•Social encounters
•Recovery groups
•Attending funeral, graduation, etc. –
issue of how visible to be
12. Ethical& Practice Challenges
• Suicide intervention – related challenges:
• Keeping up to date -- assessment
• Having consultative resources
• Safety plans
• Intervening w/ dangerousness:
• What do we know about assessment?
• Challenge of talk, writings, internet
posts & what they mean
• Duty to warn or protect
13. Challenges of private knowledge
• CASE 1: You have a case with severe
abuse. You visit your sister and notice the
family lives next door, and her kids are
going over to play in the abuse house.
What actions do you take if any?
• CASE 2: Your brother brags to you how he
fooled child protection into closing a case,
by threatening his wife and kids to deny
the complaint. What action options are
there? What if any should you take?
14. Traditional Boundaries with
regard to Information Access
• Client has access to information about
the professional based on published
biography or revelations, news items
• Professional only has access to
information about client from
disclosures or access granted through
signed releases
15. Self-disclosure by professional
• Are you obligated to answer all of the
student or parent’s questions?
• There are not clear rules on this, and
there is great variability in the field
• What helpful or expected?
• What is risky or ill-advised?
• In general, problematic if too often, too
much, too personal – Most complaint
letters begin with list of alleged self-
disclosures
16. Realities of a small community
• You and client belong to same church,
same social club, same athletic club
• Client lives in same building as a friend of
yours – what are the issues?
• Client interacts with member of your
family, with or without knowing the
connection;
• Former client interacts with you or a
friend or family
17. Traditional Communication
• Communication by traditional mail (now
called “snail mail”);
• Communication by phone during limited
business hours;
• Leave messages on answering machines
for later response;
• Phone calls private, although a message
left might be saved;
• Quick response not expected or promised
18. Communication in today’s world
• Expectation of being able to connect at all
hours, even when professional is away
from office, via cell phones, texting, etc.
• Same is true for emails;
• Emails and text messages create a record;
• Emails can be misdirected or examined by
others – need to warn people about
employer access to work computers
20. Text Messaging
• A growing number of people do texting
instead of (or in addition to) emailing;
• This is an abbreviated type of message
with less information;
• This the only way to quickly reach people;
• Unlike a phone call, it is silent, so people
can receive and view a text without the
ring of a phone
21. Text Messaging (continued)
• Veterans Crisis Line (800) 273-8255 or text
to 838255 http://veteranscrisisline.net
• Crisis Connection has a program for
texting in 7 counties in northeast Minn. –
they are receiving more texts from young
people in a day than they previously
received as phone calls in a month.
• Some use for follow-up or crisis contacts
22. Smartphones & Tablets & Apps
• The Therapist May See You Anytime,
Anywhere (NY Times, 2/13/12)
• Cognitive bias modification (CBM) using
an app for social anxiety which directs
attention away from hostile faces
• Nader Amir at San Diego State –
30”/week for anxiety disorder
• Daniel Pine at NIMH – 40 children with
chronic anxiety
23. More apps
• Hazelden’s Field Guide to Life
• iMedicalApps -- examines new apps
• Mobilyze – “a therapist in your pocket”
• Can be a source of reference information
or assist the practitioner
• Can enable a client to log in personal data
and keep focused on goals
• In future may use sensors
24. Social Networking Sites
• Facebook -- >750 million users
• 92% of SNS users are on Facebook;
• 50% log in on any given day;
• Facebook – “friend” vs. “deferred”?
• Posts from you, friend, relative, kid
• 29% use MySpace; 18% Linkedin;
• 50 million Twitter – 13% of SNS
25. Networking for support
• Pro-Ana blogs: social support, ways to
cope, self-expression – but risk of
exposure & question about whether it
encourages (“pro-ana” on Wikipedia)
• Bipolar: www.dbsalliance.org
• Victims of abuse: rape and sexual assault
victim bulletin boards
• Do an internet search about any
condition or problem to see what is there
26. More visibility issues
• If you use a family photograph on
Facebook, even with the highest privacy
settings people see that photo;
• Even if you don’t show your family to the
world, friends or family may show your
photo or a family activity;
• 90% of US physicians are on Facebook or
Linked in or some social media.
27. Hazards Never Imagined (for staff
or even clients)
• Happy slapping – assaulting someone while
others film it (usually on cell phone)
• Sexting – sending racy photos of yourself or
someone else
• Filming and/or broadcasting a party, or
other event
• Live broadcast using cell phone or camera
(privacy invasion case – Tyler Clementi
suicide at Rutgers – Dharun Ravi, age 19,
convicted in Feb. 2012.)
28. Hazards Never Imagined (cont.)
• Fake profiles
• Internet harassment – which can lead to
great distress the same as any type of
bullying (1/3 to 1/2 of adolescents?);
• Fake emails & chat screen names – so one
can harass secretly;
• Massive Defriending – being shut-out by
groups of friends or classmates on a social
networking site such as Facebook
29. Undressing your Friends (or
enemies)
• FalseFlesh.com, billed
as “adult image editing
software” allows you to
paste someone’s face
onto a nude body
• “Easily make any
picture a nude picture
in minutes”
30. Cases to lose sleep over
• Draker v. Schreiber (2006, 2008) two
students created My Space site with fake
photos trashing Asst. Principal – Anna
Draker sued them and their parents
without success;
• Megan Meier, driven to suicide by “Josh,”
created by the mother of a girl she was
having a dispute with;
31. Cases (cont.)
• Ryan Hallingan, middle school student
with a learning disorder was the focus of
bullying & suggestions he was gay. He
hanged himself after a girl who claimed
to be his friend told him publicly he was a
“loser” and that she had been pretending
to be just like him so she could post their
conversations on line and humiliate him.
32. Cases (cont.)
• Ghyslain Raza, the “Star Wars Kid,” a
Canadian adolescent made a video in 2002
pretending to fight with a light saber as a
school project. Another student posted it,
adding music, and 900 million saw it on the
web. Raza was taunted repeatedly and
dropped out of school. After treatment for
depression he got support, some from the
internet, graduated law school, and heads a
foundation for preservation.
33. Cases (cont.)
• Jesse Logan, Ohio teenager, sent nude
pictures of herself to her boyfriend. After
they broke up he sent them to other girls
who circulated them on line. She was
called a slut & ridiculed and started
skipping school. Jesse went public with
her story via a TV interview in May 2008,
but two months later hanged herself. A
classic example of the dangers of sexting.
34. Cases (cont.)
• 4/21/11 Buffalo, NY. Police invade home
with assault rifles; throw man on floor;
call him a “pervert” and “pedophile” and
confiscate all computers and cell phones in
the house including those of his wife and
daughter. He did not have a passcode on
his wireless router and it was utilized by
someone nearby to download
pornography. This can be done by
neighbor, or from a car.
35. Other networking issues
• Caring Bridge – sites related to illness:
therapist’s illness?; posting on client’s
bridge?;
• Blogs -- posting responses;
• Sites focused on special interests:
• Client alerts you to site
• You encounter client on a site
• Former client alerts you to site
36. Google & Net Research
• Should you “Google” a client?
• Emergency Situation – identity issue;
• Client denies suicide history but has
prior attempts;
• Reality check on claims by client;
• Checking on criminal justice history;
• Screening for sex offenders
37. Google & Net Research (cont.)
•What if the client googles you?
• Intern entering therapy googles her
therapist and then wonders if she’s
“blown it” by doing this.
• What if they tell you? What if you
suspect?
• Sites that evaluate professionals –
YELP has >25 million hits a month
38. Some thoughts
• The internet creates a “small town” or
ethnic subgroup for all of us;
• With some areas of work such as criminal
justice, there may be greater challenges –
clientele, role of security;
• Health care rating sites are likely to grow
and include more therapists –
healthgrades.com, vitals.com
39. Self protection
• Be aware of your web-presence
• “Google” yourself
• If there is false information, contact site
administrator to get things changed
• Should you control on-line presence by
expanding it? Should you post your own
www.google/com/profile?
• Collegial discussion – develop standards
40. On line reviews
• It’s hard to know what they mean – they
are not systematic;
• The data about your work or practice may
be in error or outdates;
• Many times there are only a few who do
a review so there can be a heavy
influence of just a few ratings
• Consumers focus on manner – civility,
perceived warmth, etc.
41. Consent and Disclosure
• What ground rules will you have for a
given school or program for googling?
• If you do “Google” someone, will you
disclose this to them?
• What rules if any will you ask clients to
follow as regards the internet?
• Will you ask them to maintain any
privacy or respect any boundaries?
42. Communications & Social Media
Policy (examples)
• Email: Email only to arrange or modify
appointments. Do not email content or
important things we should discuss face
to face…..
• Rating or review sites: Info. on them is
questionable; I cannot respond to them
and do not need positive ratings; ask me
about any concerns you have about my
services.
43. Communications & Social
Media Policy (continued)
• Text messaging: please do not use to contact
me – leave phone message for time changes,
etc.; email not as good but at ….
• Internet interaction: do not use wall
postings or other means of communication
on the internet – none are private
• Blog or Twitter: I do not follow you on either
– if there are things you want to share, bring
them to a session
44. Communications & Social
Media Policy (continued)
• Friending: It is my practice to not accept
contact or “friend” requests from clients
on social networking sites such as
Facebook or Linkedin. They can
compromise privacy and also complicate
our helping relationship.
• Website or Facebook Page: If you have
questions, bring them in a session. Please
don’t interact on the internet.
45. Communications & Social
Media Policy (continued)
• Search Engines: I do not research my
clients on Google or other search engines.
There may be occasions where you will
direct me to look up something related to
your life or experience, and if so we can
discuss it at a future meeting. If you
choose to check me out on the web I
would note that not all information is
accurate, and would suggest that we
discuss anything which you find troubling.
46. Communications & Social
Media Policy (continued)
• Recording: Unless we have specifically
discussed it, there will be no recording of
our meetings or any phone conversation. All
of our discussions are private.
• Records: I will maintain the records of our
work together as confidential although some
billing-related information may be
communicated securely. Please remember
that any notes you make can compromise
your privacy if not carefully protected.
47.
48. Gary R. Schoener, Licensed Psychologist, M.Eq.
Director of Consultation and Training
2421 Chicago Avenue South
Minneapolis, MN 55404
(612) 870-0565 Ext. 107
grschoener@walkin.org
www.WalkIn.org
CONSULTATION &
TRAINING INSTITUTE