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Pornography competence in the everyday life of social work
The European educational project: "Pornography Competence in Everyday Social Work" trains social workers* in dealing with Internet pornography and offers in this implementation a high-quality learning opportunity for open child and youth work, which also sustainably strengthens the institutions and leads to a public discourse on ethical issues.
Dear colleagues,
Imagine, you know a boy named Max at the age of 13 years.
Max comes regularly to your facility. For some time he seems withdrawn and confronts her with this mail.
LAST WARNING!
I'll give you the last 72 hours to make the payment before I
send all your friends a video with your masturbation.
The last time you visited a pornographic website with teenagers
have downloaded and developed software developed by me
Installed.
My program has turned your camera on and the process of your
Masturbation recorded. My software also has all of yours
E-mail contact lists and a list of your friends on Facebook
downloaded.
I have both the oueevmai.mpg with your masturbation as well as a file
with all your contacts on my hard drive.
You are very perverted!
If you want me to delete both files and keep the secret,
you have to send me a bitcoin payment. I give you the last 72
Hours.
If you do not know how to send bitcoins, visit
Google.
Send immediately 1000 EUR to this Bitcoin address:
379NyGnfaTGLQuNSoNyNNnQwrfSEW9xnRT
This is a shortened version of our consulting routine. In this case Max got help. But that is not the norm!
40 percent of all websites show pornographic content. Content with which children and adolescents come into contact, whether wanted or unintentional.
And then? What happens when first careful contact becomes usage behavior? Are there any effects? Why do children and adolescents consume pornographic content?
Which possibilities of addressing do I have in everyday social work?
How do I see the topic as a specialist? Where is my limit?
To get closer to this topic, below we have prepared information and perspectives that gently and visually introduce you to the world of Internet pornography.
Here we have set different content-related priorities. These are reflected in the following learning approaches, in which you can read in independently of one another as needed:
- Pornography in the lifeworld
- Conversation impulses
- Philosophizing in everyday life of social work
- TABU game
With this work, we actively and with great respect embark on a learning process that is still very young in Europe.
We also have great understanding and awareness of the sensitivity needed to face this learning process in social work.
It's worth it, because adolescent adolescents are looking for a counterpart who can speak calmly, but above all also competently on all aspects of the topic.
