PRACTICE Dangers in a digital world Studies show a huge gap in social workers knowledge of how seemingly web-savvy young people can put themselves at risk online. Victoria Green and Peter Bower show how this can be addressed S ocial workers well know that every childs development is influenced by their environment. But after 25 years of practice I find myself asking whether the social work profession is equipped to meet the safeguarding needs of children and young people who live in a digital environment that was unimagined until recently. The governments Framework for the assessment of children in need and their families is clear about the impact of environment: Each childs development is significantly shaped by his or her particular experiences and the interaction between a series of factorsAn understanding of a child must be located within the context of the childs family (parents or caregivers and the wider family) and of the community and culture in which he or she is growing up. It is clear that part of this understanding must be young peoples use of the internet, something that social workers have acknowledged they lack. A survey of 327 social workers by the British Association of Social Workers found that 74% wanted more support, while half felt concerned about dealing with online sexual abuse or behaviour. A further survey of social workers, health and education staff, published by Plymouth University and Marie Collins Foundation, found that 98.2% of the social workers stated that they needed training in assessing the online risk to children and 94.5% required assistance in helping children and their families to recover from the impact of online abuse. Social workers acknowledge the need to be equipped to provide professional leadership in this area. Fundamentally, we realise that we cannot possibly understand the modern context of both the child and their family if we do not understand the digital world. The online and offline worlds are now a merged entity that influences our everyday lives Many practitioners admit they do not assess the needs of children and their families within the context of the online world because they do not know how to We cannot understand the modern context of both the child and their family if we do not understand the digital world and experiences, including the safe upbringing of children. The cornerstone of social work practice is our ability to assess the needs of children in the context of understanding the impact of parenting capacity and family and environmental factors on them. Yet it appears that social workers face three obstacles: they do not know enough about digital technologies used by children and their families to identify potential impairment of a young persons health and development; they do not know which questions to ask to uncover essential pieces of information that could identify harm or the likelihood of harm; and they cannot therefore provide the necessary professional leadership. The UK Safer Internet Centre, helped by funding from the European Commission, has developed a training package and toolkit that serves as an adjunct to social work and early intervention assessment models. It brings assessments of need up to date and the impact of online abuse on childrens development. Professionals who completed the training often reported feeling more confident and empowered, and felt the use of a toolkit provided a good framework. All felt it should be a core part of social work and social care continuing professional development and should be integrated into assessment frameworks. There needs to be a strategic, national approach to the training needs of social workers supporting vulnerable children. Those who have worked in the field of internet abuse of children have identified three specific aspects of safeguarding children online that need addressing. They are: incorporation of internet-related activity within assessment models; assessment and measurement of risk meets demands to which our digital society gives rise. It starts with information to understand and to an extent demystify what children and their families are doing with technologies and the internet, moving on to look at impact and how to apply assessment skills and knowledge of child development. It is at this point professionals realise they are not powerless and do have the knowledge and skills needed. The development of an intervention plan, with guidance on useful resources, tips on what works and how to measure impact, is the final piece of the jigsaw The UK Safer Internet Centre continues to put on training events, called E-Safety Live, across the country. The main findings from those involved in delivering the training are a universal lack of confidence and sense of disempowerment in the workforce. Many practitioners have admitted that they do not assess the needs of children and their families within the context of the online world because they do not know how to and feel unable to gauge online once concerns are identified; and models for intervention and meeting the recovery needs of children and their families who have been affected by online abuse. As a profession, we have a responsibility to develop these skills. The College of Social Work states social workers are uniquely skilled in accessing a wide range of practical and emotional support and services to meet individuals needs and aspirations. To neglect or overlook the digital world would be a failure to do this effectively. Victoria Green is an independent social worker and former principal social worker at South Gloucestershire council. She and Peter Bower are consultants with the UK Safer Internet Centre RESOURCES