About this resource
Youth work relationships are close and must stay professional. This reflection covers social media, gifts, transport, self-disclosure, contact outside work hours and physical contact, warning signs and what to bring to supervision, within child safety frameworks.
Purpose
To support safe, ethical relationships with young people.
Who it is for
Primary profession: Youth workers. Also relevant for educators and school support staff, community services and case workers.
Client or participant group: Youth workers and students.
Practice setting: Supervision and professional development.
Suggested uses
- Supervision
- Induction
- Professional development
- Team reflection
Instructions for practitioners
- Know your organisation's child safety code of conduct.
- Discuss grey areas in supervision.
- Document decisions.
- Report concerns about others' boundaries.
Accessibility considerations
Editable HTML source available for adaptation.
Scope and limitations
A reflection tool. Follow your organisation's code of conduct and child safety policies.
Research basis
Clinical supervision and structured reflection support learning, safe practice and professional development.
- Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic. https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf
- Milne, D. (2007). An empirical definition of clinical supervision. British Journal of Clinical Psychology, 46(4), 437–447. https://doi.org/10.1348/014466507x197415
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
