This Webinar was presented as the first in a series exploring issues important to youth mentoring programs on August 17, 2010. Social media and networking offer numerous ways to professionally engage with youth, serving both program needs and youth adaptability. However, technology can also bring up questions about safety, boundaries, and appropriateness. Social Media and Mentoring: Policies, Gaps, and Boundaries explores social media and networking options and provides space for dialogue to explore safety and ethical considerations.
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Maintaining Healthy Boundaries in Mentoring Relationships
1. Social Media and
Mentoring: Policies,
Transforming lives through
the power of mentoring Gaps, Boundaries
Friends for Youth’s
Mentoring Institute
August 2010 Webinar
2. Transforming lives through
the power of mentoring
Sarah Kremer, ATR-BC
Program Director
Friends for Youth’s
Mentoring Institute
3. Case Study:
• Agreed to pursue strategy
• Collected account info from previous efforts
• Set goals: mentor recruitment & fundraising
• Set strategies:
– Focus on 5 existing social media sites (blog,
Twitter, Facebook, LinkedIn, YouTube)
– Connect various messages to web site & emails
– Survey constituents (volunteers, supporters,
clients)
– Explore user-generated content
4. *******
Sarah Kremer, ATR-BC
Program Director, Mentoring Institute + Bay Area Mentoring
Friends for Youth, Inc.
tel: 650-559-0200
mail: 1741 Broadway, First Floor
Redwood City, CA 94063
Follow us on Facebook, Twitter, and our Blog!
http://www.facebook.com/pages/Friends-for-Youth/105093182858863
http://twitter.com/friendsforyouth
http://www.friendsforyouth.blogspot.com/
5. Wabi-sabi
[Wabi-sabi] nurtures all that is authentic by
acknowledging three simple realities:
nothing lasts,
nothing is finished,
and nothing is perfect.
Powell, Richard R. (2004). Wabi Sabi Simple. Adams Media. ISBN 1-59337-178-0
http://en.wikipedia.org/wiki/Wabi-sabi
9. Best Information: Beth Kanter
• http://www.bethkanter.org
• Beth’s Blog: How Networked
Nonprofits Are Using Social
Media to Power Change and
Beth’s Tweets
• The Networked Nonprofit
18. Policies
• Purpose
• Responsibility
• Authenticity
• Audience
• Good Judgment & Common Sense
• Community
• Copyrights and Fair Use
• Privacy, Confidentiality, Proprietary
Information
• Value
• Productivity
• Protocol for Non-staff
20. Why Are Ethics Important?
Because a personal
relationship is at the heart of
mentoring interventions,
inconsistencies,
misunderstandings, and
terminations can touch on
youth’s vulnerabilities in ways
that other, less personal,
approaches do not.
Rhodes, Liang, Spencer, 2009
21. Why Are Ethics Important?
• Increases in negative
• Disappointment
risk behavior
• Rejection • Decreases in
• Betrayal emotional well-being
• Stalled or failed
• Conflict
academic outcomes
Rhodes, Liang, Spencer, 2009
22. Ethical Principles for
Youth Mentoring Relationships
• Promote Welfare and Safety of Youth
• Be Trustworthy and Responsible
• Act with Integrity
• Promote Justice for Youth
• Respect Youth’s Rights and Dignity
Rhodes, Liang, Spencer, 2009
23. Ethical Principles
Policies
• Photograph & identity releases – use by
mentors?
• Monitoring communication via different
technologies
• Training & expectations
24. Communication: Program Participants
• Checking in/saying hello
• Having conversations
• Connect exclusively
through online technology
• Schedule activities
• Sharing other material
(pictures, blogs, tweets)
• Other
25. Communication: Program Participants
• Checking in/saying hello
62%
• Schedule activities
52%
• Sharing other material
39%
(pictures, blogs, tweets)
• Having conversations
28%
• None
20%
• Unsure
15%
• Connect exclusively
5%
through online technology
Friends for Youth Technology Survey 08/15/10
30. Staff:
• Safety & monitoring issues
• Non-staff misrepresenting
agency
• Waste of time & energy
• Volunteers go outside of
agency for support/
feedback
• Loss of control overall
• Responding to negative
material
• Making mistakes
36. The Ethicist By RANDY COHEN
Published: July 1, 2009
My friend is a popular eighth-grade teacher. She has a
Facebook account and has been “friended” by many of
her students, who make their pages available to her.
Consequently, she has learned a lot about them,
including the inevitable under-age drinking and drug use
and occasional school-related mischief like cheating on
tests or plagiarizing assignments. Must she report any of
this to the school, the police or the parents? The school
has no policy for dealing with this modern problem. A.S.,
NEW YORK
http://www.nytimes.com/2009/07/05/magazine/05FOB-ethicist-t.html
37. The Ethicist By RANDY COHEN
Published: July 1, 2009
This teacher should respond to students apt to get themselves into trouble, and the most significant peril you describe
may not be a little teenage drinking or recreational drug use but the public exposure of this “mischief.” Your friend has a
chance to teach these students about Internet privacy or the lack of it. She should carpe that diem. Were she simply to
bust these online doofuses, she would squander a chance to convey something of lasting importance and leave them
feeling that she had betrayed their trust. In short, her essential role is educator, not cop.
Strictly speaking, when these students gave her access to their Facebook pages, they waived their right to privacy. But
that’s not how many kids see it. To them, Facebook and the like occupy some weird twilight zone between public and
private information, rather like a diary left on the kitchen table. That a photo of drunken antics might thwart a chance at a
job or a scholarship is not something all kids seriously consider. This teacher can get them to think about that.
She might send e-mail messages to transgressing students, noting their misdeeds and reminding them of their
vulnerability. Or she could address her entire class, citing (anonymous) examples of student escapades. Or she could
encourage her school to include a regular instructional session on the Internet and its pitfalls.
This is not to advocate turning a blind eye to bad behavior. It is to establish priorities. If a kid is in genuine danger, she
should intervene swiftly. When students violate academic standards, she should warn them sternly — in her first e-mail
message — that the lesson has been conveyed, there are no more free passes and henceforth they can expect her to
respond vigorously to anything she learns online.
Your friend should also think about the boundaries she maintains between herself and her students. It is great that they
can confide in her as long as she remembers that “confide in” is different from “gossip with,” and that she is their
teacher, not their pal, a necessary distinction if she is to be effective as the former.
http://www.nytimes.com/2009/07/05/magazine/05FOB-ethicist-t.html
39. • FREQUENCY
more = 30%
of communication
no change = 26%
• QUALITY
more + = 31%
of communication
+ and - = 26%
• Overall relationship
mostly + = 42%
+ and - = 19%
Friends for Youth Technology Survey 08/15/10
40. • Very valuable
16%
• Valuable
23%
• Somewhat valuable
30%
• Not very valuable
27%
• Not valuable at all
3%
Friends for Youth Technology Survey 08/15/10
41. • Be ethical
• Be smart
• Be purposeful
• Be resourceful
• Be experimental
• Be productive
44. www.mentoringinstitute.org
650-559-0200
• Products and resources for
mentoring programs
http://www.facebook.com/pages/Friends-for-Youth/105093182858863
• Trainings for program staff,
mentors, and mentees
http://twitter.com/friendsforyouth
Check out our Blog
• Individual consultations
http://www.friendsforyouth.blogspot.com/