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Professional Identity, Social Media and Boundaries

Reflective resources on professional identity, digital professionalism and acting with integrity online. Developed with reference to Social Work England Professional Standard 5.

45-60 min discussionStudents and ASYEUniversitiesTeam learning
Important: This resource supports reflection - it does not provide individual conduct advice and it does not replace your employer's social media policy or current Social Work England guidance. All scenarios are fictional. Always check your local policies.

Learning Outcomes

  • Reflect on what professional identity means in person and online
  • Explore the boundaries between personal and professional digital presence
  • Consider risks, benefits and integrity in online visibility
  • Connect reflection to Social Work England Professional Standard 5

Listen and Watch: Social Work England - Professional Standard 5

Act safely, respectfully and with professional integrity. This Social Work England podcast episode, featuring Kayleigh Rose Evans, explores what Standard 5 means in practice - including conduct online.

Learning videoSocial Work England - Professional Standard 5Play in privacy-enhanced YouTube mode

While you listen, notice:

  • What does 'professional integrity' mean beyond simply following rules?
  • Where does Standard 5 reach into life outside work, including online?
  • What is the relationship between personal authenticity and professional boundaries?
  • What support should be available when these lines feel hard to draw?

Transcript and Source Material

For accessibility and reference, Social Work England publishes a full transcript of the Professional Standard 5 episode.

Read the Transcript at Social Work England →

This resource links to Social Work England materials for reference. It is not endorsed by Social Work England.

Group Discussion Prompts

For team sessions, student seminars and ASYE groups. All scenario discussion should stay fictional and general - do not invite descriptions of employer-specific incidents.

Can a social worker ever be fully 'off duty' online? Where do we each draw the line?
What are the benefits of social workers being visible online - for the profession and the public?
What is the difference between healthy venting and something that undermines public trust?
How should we respond when a person we work with finds or contacts us online?
What would we want a student or NQSW to know about their digital footprint?
Kindness and integrity online: what does that look like when we disagree publicly with colleagues or policy?

Choose Your Session Length

Each plan uses the same videos and resources, adapted for the time available.

45-Minute Discussion Session

Best for: team meetings, student seminars

0-5 min
Welcome: framing - reflection, not conduct advice. All scenarios fictional. Check local policy alongside.
5-20 min
Listen/watch: play the Professional Standard 5 episode (or assign as pre-work and recap key points).
20-35 min
Scenarios: pairs or small groups take one fictional scenario from the discussion pack. What are the risks, and what would integrity look like?
35-42 min
Group discussion: two or three prompts from the bank above.
42-45 min
Close: one thing each person will check or change about their own online presence. Signpost the CPD template.

60-Minute Extended Session

Best for: ASYE groups, university teaching

0-5 min
Welcome and framing.
5-20 min
Listen/watch the Standard 5 episode.
20-30 min
Opening reflection: individually - what does professional identity mean to me, in person and online? Share one thought in pairs.
30-45 min
Scenario carousel: small groups rotate through two fictional scenarios each from the discussion pack.
45-55 min
Group harvest: what principles emerged? Where do we need to read policy or guidance?
55-60 min
Close and CPD: one personal boundary check each. Complete the reflection template.

Download Resources

Discussion materials built around fictional scenarios, plus a CPD template.

💬

Discussion Pack

Four fictional scenarios, discussion prompts and personal boundary checks

Download PDF
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CPD Reflection Template

Typeable Word template aligned with Social Work England CPD expectations

Download Word

Professional Standards This Resource Supports

Mapping is indicative, to help you evidence CPD and connect the learning to professional frameworks.

Social Work England professional standards
Standard 5 (act safely, respectfully and with professional integrity) - including conduct outside work and online. Also touches Standards 1 and 2.
Professional Capabilities Framework (PCF)
Professionalism; Values and ethics; Contexts and organisations
Employer policy
Always read alongside your organisation's social media, acceptable use and code of conduct policies

CPD Reflection Prompts

Use these to record your learning. They align with Social Work England CPD expectations, including the value placed on peer reflection.

What did I watch, read or discuss?
What stood out to me and why?
What did I discuss with a peer, supervisor or team?
How has this challenged, confirmed or developed my practice thinking?
What might I do differently in future?
What further learning or supervision do I need?

Using This With Your Team

This pathway is especially useful for students, ASYE cohorts and university teaching - the people building their professional identity right now. It also works as a team session anywhere online visibility, boundaries or digital footprints are live questions.

Keep the tone balanced and reflective. The aim is not to scare people off being online - social workers being visible can benefit the whole profession - but to support thoughtful, intentional choices.

Using this resource?

If your team, authority or university is using this resource, I would love to hear from you. Your feedback helps me improve it.

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Prefer Kayleigh to deliver it live?

Kayleigh speaks at a select number of events each year and is available on request for keynotes, workshops, webinars and tailored learning sessions.

View speaking & workshop options

Educational resource only — follow local policy, current legislation and statutory guidance.