The document addresses the importance of maintaining professional boundaries in educational settings, emphasizing the legal implications of abusing positions of trust under the England and Wales Sexual Offences Act 2003. It discusses different worker types and the associated challenges and benefits, along with nine categories of boundaries including emotional, relationship, and institutional aspects. Additionally, the document provides guidelines and questions to consider when navigating boundaries and the impact of social media in professional relationships.

1. Professional Boundaries
Pestalozzi International Village Trust
Thursday February 12th 2015

2. Who are these women?

3. And this man?

4. Positions of Trust
In line with the England and Wales Sexual Offences Act 2003:
Abusing a position of trust is a criminal offence and includes all
sexual activity with 16 & 17 year olds, above the age of
consent – and covers inciting/encouraging a young person to
engage in, watch or take part in any sexual activity
Discussion: Consider how to respond when you know that a
student is having sexual relations with another young person,
over the age of consent

5. Space Invader?

6. Personal Space

7. Ethics: More Than A
Code
Personal Space & Touch
Use of language / cursing / nicknames
Gift-giving / loans/ favours
Favouritism & singling-out
Self-disclosure & over sharing
Collusion and ‘blind eye’ behaviour
Social contact and online relationships
Loco Parentis role & responsibilities

8. 3 Types of Worker
A – the ‘laissez faire’ worker
Discuss in your group
What qualities & behaviours might you see?
What are the benefits of this approach?
What are the challenges / difficulties?

9. 3 Types of Worker
B – the ‘overly strict’ worker
Discuss in your group
What qualities & behaviours might you see?
What are the benefits of this approach?
What are the challenges / difficulties?

10. 3 Types of Worker
C – the ‘balanced’ worker
Discuss in your group
What qualities & behaviours might you see?
What are the benefits of this approach?
What are the challenges / difficulties?

11. 9 Boundaries: Lori Price
Aultman (et al) 2009
Curricular (moral, spiritual, political, religious issues)
Emotional (provocative, loaded, over-exposure)
Relationship (role, friendships, romance, physical)
Power (rewards & sanctions, authority, favours)
Institutional (rules, ‘blind eye’, code of conduct)
Financial (gifts, services, loans, payments)
Communication (sharing, personal info, body language,
Temporal (time spent with individuals)
Expertise (appropriate to role, training, JDs)

12. Scenarios
Different scenarios to discuss, linked to these
nine boundaries
Please give everyone time to consider any
issues/actions and then agree on the best
protocol for handling each situation

13. Boundaries: Questions
to ask
Who does this benefit? (a student or you)
Why am I doing it? (is there a positive reason)
How much is enough? (i.e. info sharing – to
achieve a learning outcome)
How might this be perceived?
Does it feel right? Am I the right person?
Is this offered equally to everyone?
Should I check this with a manager first?

14. TOP TIPS: know your
limits hand-out
Source: Bryn Melyn
This article is published in the 19 November
2009 edition of Community Care under the
headline “Boundaries – not barriers”

15. Social Media

16. Social Media
Consider:
1) How do you use social media in your
personal life
2) How do you use it in your work
3) How do you use it with students
4) How do the students use it with each other
5) What are the benefits and the risks?

17. Conclusion
Q&A