This lead to discussing the practice of digital
communication with clients. Limits and boundaries about the capabilities of my e-mail
and phone are explored in the first session. Both are not confidential, family could access my phone/iPad which has text and
e-mail capability or they could also be stolen by someone and read all my
information. Administrative information versus crisis contact (no crisis
e-mails or texts) is explicitly discussed. So far adults have been great about
this, adolescents are another story. Our digital culture has allowed children
and adolescents to not think twice about sending red flags through digital
means. I have texted/talked adolescents off the ledge and reinforced techniques
to deal with stressful situations. Later,
I have to transcribe the communication for my records. Important e-mails I
print out. The adolescents have not abused the tool. They understand I may not
answer right away because my phone is not attached at my hip. We discuss
technology as not a reliable form of asking for help and explore other methods
of intervention.
Text Messaging Statistics
Most of my clients use
texting as a form of communication about session times or cancellations. An excellent example of an e-mail agreement
you can adapt to your practice is available here. I know I will adapt this
form for my use with clients. This document is a good resource for digital
communication standards.
I believe social work educators who are practitioners are
particularly vulnerable to boundaries regarding e-mails. Students are being taught to communicate with
instructors through Skype, texting, e-mails, and learning management systems. “The
more communication the better” is toted when courses are blended or online. A
slippery slope may occur when this translates to client interaction. Social work educators need to be especially mindful because they are a mentor in the field. The boundaries they teach and exhibit will be remembered by their students.
I am diligent in my efforts to maintain boundaries
between my different responsibilities. Not that mistakes don’t happen, but I
learn fast. This is the whole crux of the issue; change is constant with digital
communication. Even with our adaptation to these technologies there may not be
models for us to refer in case of a concern. Then all we can do is learn, get supervision, and
refer back to our code of ethics. What have been your experiences with digital
communication and clients?
Mishna, F., Bogo, M., Root, J., Sawyer, J., &
Khoury-Kassabri, M. (2012). 'It just crept in': The Digital Age and
Implications for Social Work Practice. Clinical Social Work Journal, 40(3),
277-286. doi:10.1007/s10615-012-0383-4
Glad someone is talking about. As an s/w educator I try to be careful about boundaries. I have not practiced where I need to consider some of the other points you made in a while, but I know it is coming. I do board work where I am be confronted with it. The little do understand about use of "technology" makes me cautious.
ReplyDeleteKeep pushing us. We need to think carefully about how do to this. I think the whether question is gone...