Invited Workshop at the Australasian Society for the Study of Brain Injury National Conference May 2022

1. Crafting a robust social media strategic plan for
professional practice:
Development, intervention, and advocacy online
Prof Bronwyn Hemsley
The University of Technology Sydney
Invited Workshop at Australasian Society for the
Study of Brain Injury Conference 2022
9am-12 noon 5th May (Perth time) #ASSBI2022

2. Acknowledgement of Country
The Girra Maa (Indigenous Health
Discipline at UTS) wattle seed artwork
was produced by Wiradjuri artist Nathan
Peckham. It signifies our unity and
diversity.
I acknowledge the Gadigal People of
the Eora Nation as traditional
custodians of knowledge for the land
on which UTS stands, and pay my
respects to Elders past, present and
emerging and those here with us today.

3. Overview of the workshop
Time Topic Activity
9.00am Welcome + Introductions Overview
9.05am Social Media Strategic Plan Garden Metaphor + Vision
9.45am Breakout Room 10 mins Reflect, interpret, share drawing
10.00am Purpose 1 Professional
Development & building
communities
Professional identity and
connections
10.40am Breakout room + share back Community building and resources
10.50am Break
11.00am Purpose 3 TBI/ABI Rehabilitation Using social media in therapy
11.50am Going forward safely together
12.00pm End

4. A note about Zoom and contributions
• Cameras on if possible please
• Chat function
• Mic off / on to talk
• During breakout rooms, those following
along at home will do the activities in
the time period.
• Each activity will have instructions for
the live audience, and for the recording
audience.

5. What is ‘social media’?
“Social media describes the online
and mobile tools that people use to
share opinions, information,
experiences, images, and video or
audio clips, and includes websites
and applications used for social
networking.
Common sources of social media
include, but are not limited to, social
networking sites such as Facebook
and LinkedIn, blogs (personal,
professional and those published
anonymously), business search and
review sites such as Word of Mouth
and True Local, microblogs such as
Twitter, content-sharing websites
such as YouTube and Instagram, and
discussion forums and message
boards.” (p.30)
AHPRA (June 2022 Code of Conduct)

6. • Develop a personal or organisational social media strategic plan which furthers your goals
• Support staff in the implementation of the plan and as their competency and confidence
develop over time
• Consider your use of social media strategically, for both use and non-use
• Support others – in ways that empower rather than restrict a person’s autonomy and
freedom of expression and access to an important mode of social and professional
communication.
Rationale and direction

7. Developing your skills in …
Predicting & avoiding social media harms
Reducing risk and negative impacts
Build interdisciplinary networks online
Develop social networks inclusive of people with TBI and their families
Use social media within rehabilitation goals

8. Whose social media garden is growing?

9. You and Your Social Media Garden
A visualisation exercise to guide your strategic planning
Based on Arts Based Knowledge Translation
Reflection and obtaining feedback and insights from others
Setting your scene social media safety for 3 purposes of use:
1. Networking
2. Engaging
3. Rehabilitation

10. Determining your purposes & goals
• This is something you may have already
determined.
• Today is a time to revisit and confirm your
purposes & goals, or else create a new plan for
2022-2025.
• How can you use these same tasks and activities
to help clients step through their own ‘social
media’ planning?

11. Important concepts
• Digital selves - identity
• Digital autonomy – freedom, choice
• Produsage – user production
• Co-production
“A key characteristic of produsage is a collaboration between produsers to
create content rather than working as individuals.”
https://en.wikipedia.org/wiki/Produsage
“Consumption of a social media platform and co-production of valued
content” (Eagar & Dann, 2016)

12. User “Produser” Producer
Research in relation to TBI or Communication Disability favours a focus
of researchers on Twitter, minor focus on Instagram and Facebook,
… but still no focus on Podcasting, TikTok, Blogging, YouTube
Facebook
(Meta)
Podcast Blog
YouTube
channel
Twitter Instagram TikTok

13. Using an Arts Based
Knowledge Translation
Approach: Visualise,
conceptualise, and
realise your social media
goals
Boundaries / Blurred Boundaries
Public posts
Gatekeeper
Brunner, M., Bryant, L., Turnbull, H., & Hemsley, B. (In
press). Developing and Sustaining a Social Media
Ecosystem in Speech-Language Pathology: Using
Innovative Qualitative Methods to Visualise and
Cultivate a Social Media Garden. IJSLP

14. Picture your
social media
usage: wall,
frame, canvas,
medium, style,
content
Pic. Liss Brunner, in (in press IJSLP).
Brunner, M., Bryant, L., Turnbull, H., & Hemsley, B. (In
press). Developing and Sustaining a Social Media
Ecosystem in Speech-Language Pathology: Using
Innovative Qualitative Methods to Visualise and
Cultivate a Social Media Garden. IJSLP

15. Pic. Liss Brunner, in
(submitted, IJSLP).

16. Framing your own social media strategy
• Wall = the place you hand your picture – your beliefs,
values, identity, persona, world view etc
• Frame = overall social media strategy and clinical practice
frameworks; ethical and professional standards and scope
of practice; the purposes and drivers for its use.
• Canvas = the social media platforms and technologies
(e.g. mobile phone, computer, smart watch); which
platforms and technologies will influence your posts and
audience (and types of posts, pictures, text, videos etc)
• Medium = materials used to create the post
• Style = how it looks or sounds, design elements
• Content = topic of the post
Brunner, M., Bryant, L., Turnbull, H., & Hemsley, B. (In
press). Developing and Sustaining a Social Media
Ecosystem in Speech-Language Pathology: Using
Innovative Qualitative Methods to Visualise and
Cultivate a Social Media Garden. IJSLP

17. Activity in the Arts and Reflective Practice
Design your own visualised ‘picture’ of a
social media garden (yours)
• WALL – on which you hang your picture;
your guiding principles, beliefs, values or
‘golden rules’ that you wish to uphold and
be true to; your persona your identity.
• FRAME – your strategy
(policy/ethics/standards) purpose and
activities
• CANVAS – your social media platform(s)
• MEDIUM – your type of content
• STYLE – the way your content is presented
• CONTENT – the topic of your posts or posts
that you read
Brunner, M., Bryant, L., Turnbull, H., & Hemsley, B. (In
press). Developing and Sustaining a Social Media
Ecosystem in Speech-Language Pathology: Using
Innovative Qualitative Methods to Visualise and Cultivate
a Social Media Garden. IJSLP

18. • Position of the house vs the outside world
• The fences are your boundaries
• The gate is your social media gatekeeping strategy
• The verge and gardens outside are your public posts / platforms
• The plants are your types of posts
• Your planting strategy is your social media strategic plan
• Water features, water traps, drainage,
• Sheds, rock gardens, statues, bird feeders
• Seats, playgrounds, trellises …
• Help in the garden (mowing, pruning)?
• Do you use any gardening tools?
• Do you enjoy spending time in this garden?
Reflections to guide
your drawing
elements

19. Gardening tools for safe gardening
• Gloves – handle with care (sensitive topics)
• Organic fertiliser – feed your topics to grow networks
• Spade, fork, rake – dig a little (backgrounding, check sources), plant
ideas, get your garden in order
• Weed repellent matting – ground cover plants –
• Block, report – reporting noxious weeds
• Hose – clean out your followers occasionally
• Mute button?

20. Your turn to draw
– sketch out your
plan (garden)

21. Time to explain our interpretive picture …
why?
“Sharing the interpretations made as the artist or
as the viewer can help to build a mutual
understanding of what the use of social media
means to the artist.
Relating this to clinical practice, asking an SLP to
picture their own current or future social media
garden might unearth aspects of identity that are
important in enriching their use and enjoyment of
their social media ecosystem.”
Brunner, M., Bryant, L., Turnbull,
H., & Hemsley, B. (In press).
Developing and Sustaining a
Social Media Ecosystem in Speech-
Language Pathology: Using
Innovative Qualitative Methods to
Visualise and Cultivate a Social
Media Garden. IJSLP

22. Breakout room – Explain your social media
garden (10 mins)
• People watching along at home: show your garden plan picture to
someone else; video call a friend; show a family member; try to
explain it verbally to them.
• Get some feedback!
• Share ideas – what do others have in their gardens?

23. Activity for later
Item You now You by 2025
WALL (values, beliefs, identity)
FRAME (strategic direction)
CANVAS (platforms)
MEDIUM (type of content)
STYLE (way that content is presented)
CONTENT (topics)
Fill in the table, thinking about your picture now, and your picture in 3
years’ time.

24. You and Your Social Media Professional Networks
• Building
interdisciplinary
networks
• Building inclusive
communities
online

25. Build interdisciplinary networks online
• The first design element of the plan is the strategic use of social
media by rehabilitation professionals to build interdisciplinary
connections in areas of interest to develop a robust but diverse
network.
• The main benefit of this is the potential for professional development
and shared strength in raising awareness and knowledge in the
general public and co-ordinated or concerted campaigns in social
media for greater impact.

26. Finding, following, subscribing to topics
Podcast + TBI
https://synapse.org.au/brainbank/
https://soundcloud.com/speechpathologyaustralia/functional-assessment-and-tbi-s02-e04
https://blog.feedspot.com/traumatic_brain_injury_podcasts/
https://constanttherapyhealth.com/brainwire/top-5-podcasts-for-caregivers-and-survivors-of-tbi-
stroke-or-aphasia/
https://www.headway.org.uk/news-and-campaigns/campaigns/a-new-me/podcast/
https://player.fm/podcasts/Brain-Injury
https://braininjuryns.com/podcast/
https://www.center-tbi.eu/podcasts
https://www.biawa.org/brain-injury-today-podcast-6
https://facesoftbi.com/podcast-series/
https://www.esicm.org/test-podcast-2/next-podcast-1/

27. Finding, following, subscribing: Lived Experiences
Blog (or ‘blog’ stories pages on websites) (google)
https://www.brainline.org/personal-stories-blogs
https://www.braininjuryaustralia.org.au/brain-injury-2/stories-living-
brain-injury/
YouTube channel Type “Traumatic Brain Injury + Story” into search bar
TikTok #TBI #TraumaticBrainInjury (helps find other hashtags
networked)

28. Finding, following, linking … microb(v)logging
Twitter #TBI #TraumaticBrainInjury (in search bar)
Instagram #TBI #TraumaticBrainInjury (in search bar)
TikTok #TBI #TraumaticBrainInjury (in search bar)
Hashtag networks
User follower/following networks

29. Using social media for networking: rapid
responses to and resource sharing

30. Guiding policies for health professionals
June 2022 AHPRA Code of Conduct (Advance copy accessed 16 April 2022)
“Positive professional relationships are built on effective communication12
between a practitioner and the patient they are caring for.” (page 10)
12. Applies to all forms of communication including face to face and any
digital form of communication, including email, online meeting technologies,
internet, social media, etc
“do not transmit, share, reproduce or post any person’s information or
images, even if the person is not directly named or identified, without first
getting written and informed consent. See also the Social media guidance on
Ahpra’s website”
“behave professionally and courteously toward colleagues and other
practitioners at all times, including when using social media.” (p. 16)
“understand social media is sometimes used as a mechanism to bully or
harass, and you should not engage in, ignore or excuse such behaviour” (p.
17)

31. Social media guidelines
Speech Pathology Australia provide a social media guide.
“Think like a spokesperson for the profession.”
“Be transparent”
“Link to sources and/or acknowledgement must be given to external sources.”
“Be positive, respectful and civil in your tone and language.”
American Speech-Language Hearing Association
ASHA Civility Digital Toolkit: Guidelines
AMA (Australian Medical Association): A guide to social media and medical
professionalism: The tips and traps every doctor and medical student should know
(2019).

32. 12 myths that prevent
medical professionals from
engaging in social media
What else stops people from
using social media for
professional purposes?
Michael D. Patrick Chapter 3 p.49
People use
websites not
social media
Only millennials
use social media
Health
consumers don’t
need my help
I’m not changing
minds
Too old/not
techy enough
Takes too much
time
Needs a large
audience
Comments are
my own not my
employer’s views
It’s too risky
Clients won’t
leave me alone
I don’t get
anything in
return
I’m not needed –
other providers
already do it
© Springer Nature Switzerland AG 2019 189 D. R.
Stukus et al., Social Media for Medical Professionals,
https://doi.org/10.1007/978-3-030-14439-5_10

33. Pew Research Centre (2021). The behaviours
and attitudes of U.S. Adults on Twitter
McLaim, Widjaya, Rivero, & Smith (2021).
https://www.pewresearch.org/fact-tank/2022/03/16/5-
facts-about-twitter-lurkers/
• Half adults who use Twitter post less than
5 tweets per month, revisit the site less
frequently
• More likely to use Twitter to hear other
points of view
• Are followed by fewer accounts
• Replies make up the largest share of
lurkers’ tweets

34. “Creating Clinical Research Impact Through
Social Media: Five Easy Steps to Get Started”
Davidson, M. D., Mahendar, N., & Nicholson, N. (2022). https://pubs.asha.org/doi/10.1044/2022_PERSP-21-00208
Identify goal
or purpose
Identify target
audience and
match to social
media
platform
Study
benchmark
posts by active
users and
influencers
Create novel
and engaging
content
Share content
and track
responses

35. 88 studies on social media use
by healthcare professionals
(Medical, Dental, Nursing,
Pharmacy)
• Medical health professionals were involved
in about three-quarters of the studies
• Majority of studies did not specify which
platform (any platform)
• One third of studies focused on Facebook
• Twitter (5 studies), Instagram (1 study),
YouTube (1 study) – ie not much evidence
here!
Rukavina et al., 2021 Dangers and Benefits of
Social Media on E-Professionalism of Health Care
Professionals: Scoping Review. J Med Internet Res
2021 | vol. 23 | iss. 11 | e25770 | p. 1

36. Rukavina et al., 2021 Dangers and Benefits of Social Media
on E-Professionalism of Health Care Professionals: Scoping
Review. J Med Internet Res 2021 | vol. 23 | iss. 11 | e25770
Divulging what
kind of personal
information?
Friending or
following – or
not?
Frequency of use
– once a day or
once a week?
Setting of privacy
settings
Blended identity
profiles, or
separate?
What are your
purposes for using
social media?

37. Social Media for Professional Networking and Collaboration
• Improvements of established networks or possibilities for collaboration
• Opportunity for connecting with others and sharing experiences
• Creation of communities for support.
• Access information
• Have a voice, advocacy, opportunity to state views
• Build professional identity (as a healthcare provider)
• Peer-to-peer advice, feedback, reflection, and learning
• Emotional support (provide/receive)
Social media “is also where they (students) gained control of their digital
footprint and a sense of equalization within the medical hierarchy.”
Rukavina et al., 2021 Dangers and Benefits of Social Media
on E-Professionalism of Health Care Professionals: Scoping
Review. J Med Internet Res 2021 | vol. 23 | iss. 11 | e25770

38. Social Media for Professional Education and Training
• Acquiring knowledge, gain access to experts
• Creating communities for supportive, professional,
and social learning
• A “simple information repository” that will
stimulate professional development
• Use of social media in health services improves
professional knowledge
• Useful for promoting health services
Rukavina et al., 2021 Dangers and Benefits of Social Media
on E-Professionalism of Health Care Professionals: Scoping
Review. J Med Internet Res 2021 | vol. 23 | iss. 11 | e25770

39. Social Media for Improving Patient Education and Health Promotion
• Improving communication with patients
• Responding to patients who seek advice via social
media
• Potential use in “medical practice, patient education,
health promotion, and interpersonal communication, if
applied in a safe and responsible manner”
• Use to educate society in general about our roles in the
health system, clinical roles
• promote quality care for patients
• Use as a tool for patient education and raising public
health awareness
• “Sharing general medical knowledge as opposed to
giving specific treatment advice”
• Efficiency in patient education
Rukavina et al., 2021 Dangers and Benefits of Social Media
on E-Professionalism of Health Care Professionals: Scoping
Review. J Med Internet Res 2021 | vol. 23 | iss. 11 | e25770

40. Dangers (primarily relate to professionalism)
• Loosening accountability
• Compromising confidentiality
• Blurred professional boundaries
• Depiction of unprofessional behaviour
• Legal issues and disciplinary consequences
Rukavina et al., 2021 Dangers and Benefits of Social Media
on E-Professionalism of Health Care Professionals: Scoping
Review. J Med Internet Res 2021 | vol. 23 | iss. 11 | e25770
Cautions

41. What constitutes unprofessional behaviour?
“studies most frequently associated it with online content pertaining to
alcohol intoxication; substance or illegal drug use, nudity, and sexuality;
demeaning content about patients, peers, educators, clinical sites, or
the profession as a whole; discriminatory content; profanity; and
aggressive/bullying content toward coworkers.”
addressing unprofessional posts made by peers as positive
online behaviour
Rukavina et al., 2021 Dangers and Benefits of Social Media
on E-Professionalism of Health Care Professionals: Scoping
Review. J Med Internet Res 2021 | vol. 23 | iss. 11 | e25770

42. Confronting vulnerability, safety, & risk

43. Troll Hunting: Inside the World of Online Hate and Its
Human Fallout. Ginger Gorman, 2019.
Intentionally disrupt, bait, offend, silence
Cause fear, shame, upset, reputational damage
Intentionally harm, hate crimes, serious threats
We don’t have a shared understanding of what ‘trolling’ is, and this impedes our ability to prevent and respond.
Victims are often blamed and prevented or told not to go online. “
Trolling: “A spectrum of behaviours with mild pranks at one end and hate crimes at the other.”

44. The downside of social media
Rainie, Lee, Janna Anderson and
Jonathan Albright. “The Future of Free
Speech, Trolls, Anonymity and Fake
News Online.” Pew Research Center,
March 2017. Available at:
http://www.pewinternet.org/2017/03/2
9/the-future-of-free-speech-trolls-
anonymity-and-fake-news-online/

45. Who is more at risk of cyberbullying / cyber-
hate / technology assisted abuse?
• People with disability (e.g., autism, ID, facial)
• Women
• Victims of domestic violence
• Younger people
• LGBTQI+ community
• Aboriginal or Torres Strait Islander people
• People who advocate against racism and
abuse, domestic violence
• Scientists/advocates for evidence-based
practices – eg vaccination, against
pseudoscience
• Climate change scientists/advocates
• People who support these groups
The dangers can
extend into real life
“Axel Bruns, a professor at the Queensland
University of Technology’s Digital Media
Research Centre, said, “Unfortunately, I see
the present prevalence of trolling as an
expression of a broader societal trend across
many developed nations, towards belligerent
factionalism in public debate, with particular
attacks directed at women as well as ethnic,
religious, and sexual minorities.” p. 9-10
Rainie, Lee, Janna Anderson and Jonathan Albright. “The Future of Free Speech, Trolls, Anonymity and Fake News
Online.” Pew Research Center, March 2017. Available at: http://www.pewinternet.org/2017/03/29/the-future-of-
free-speech-trolls-anonymity-and-fake-news-online/

46. How to Spot and Deal with Internet Trolls
From book ‘Social Media for Medical Professionals: Strategies for
Successfully Engaging in an Online World’ by David R. Stukus Michael D.
Patrick Kathryn E. Nuss. Chapter: Calistam Dammann 2019
“A troll is a person who posts irrelevant, inflammatory, or
offensive content online meant to disrupt a conversation
or provoke or upset others. “Trolling” is simply the act of
posting this type of content. The main goal of almost all
trolls is to create conflict. In the case of medical
professionals, it is often a social media troll’s goal to
create distrust in an individual’s practices or the medical
community as a whole.”
© Springer Nature Switzerland AG 2019 189 D. R. Stukus et al.,
Social Media for Medical Professionals,
https://doi.org/10.1007/978-3-030-14439-5_10

47. Types of trolling (Dammann, 2019)
• Grammar/spelling trolling
• Political trolling
• Insult trolling
• Bad experience trolling
• Topic trolls / persistent debate trolling
• Extremist troll (Gorman – Predator troll)
How might you respond?
• Ignore
• Wait before replying (to genuine questions)
• Block and report
• Document / screen shots /
• Report to police / employer
© Springer Nature Switzerland AG 2019 189 D. R. Stukus et al., Social Media for Medical
Professionals, https://doi.org/10.1007/978-3-030-14439-5_10

48. Develop social networks that are inclusive of
people with TBI and their families
• enable the development of social networks between rehabilitation
professionals and people with traumatic brain injury and their
families and service providers
• increase the discourse and mutual understanding of roles and
experiences
• both of which can improve collaboration for person-centred care and
could increase the impact of awareness-raising campaigns

49. Page 49
The University of Sydney
Building community: Dr Liss Brunner
@LissBEE_CPSP
Image: Photo by John Cameron on Unsplash

50. Page 50
The University of Sydney
Communicating with people in social media
My approach…
Add value
Be
professional
Be authentic
and
transparent
Be a
spokesperson
Be engaged
@LissBEE_CPSP

51. Breakout room discussion 2: Curation
Collate a list
1. What are the richest aspects of your networks in social media?
2. Best sources of information related to TBI or rehab in general?
3. How have you noticed people with TBI being included?
4. What has helped you to include people with TBI?
5. What gets in the way of including people with TBI in your networks online?
People at home watching the recording:
- What are your ‘search terms’ for finding TBI-related professional networks?
- Are you missing any leads or not sure where to go for particular clinical
questions?
- Do you ever participate in hashtag chats or community of practice activities in
social media?

52. Share the love
What did your small group come up with? Drop it in the chat

53. Break time! Grab a cuppa for the last hour.
• This break will occur at 10 minutes to the last hour!

54. Using Social Media in Rehabilitation Goals
with People with TBI
• Working with clients and their families on their social media use
• Putting safety, risk management, safeguarding procedures and safety
frameworks into place with people with TBI

55. Still the most recent systematic review of
literature on social media and TBI
Melissa Brunner, Bronwyn Hemsley, Stuart Palmer, Stephen Dann &
Leanne Togher (2015) Review of the literature on the use of social
media by people with traumatic brain injury (TBI), Disability and
Rehabilitation, 37:17, 1511-1521, DOI:
10.3109/09638288.2015.1045992
Is it time for an update? Yes. 7 years on and cited by 33 (Scopus)

56. Brunner at al., review - Cited by … 33 (Scopus)
• Kate R. Gould, Jao-Yue J. Carminati & Jennie L. Ponsford (2021): “They just say how
stupid I was for being conned”. Cyberscams and acquired brain injury: A qualitative
exploration of the lived experience of survivors and close others,
Neuropsychological Rehabilitation, DOI: 10.1080/09602011.2021.2016447
• Ni Gao, SunHee J. Eissenstat & Matthew DeMasi (2022): A one-year followup study
of changes in social media addiction and career networking among college
students with disabilities, Journal of American College Health, DOI:
10.1080/07448481.2022.2047707
• Brunner, M., Hemsley, B., Togher, L., Dann, S., & Palmer, S. (2021). Social media and
people with traumatic brain injury: A metasynthesis of research informing a
framework for rehabilitation clinical practice, policy, and training. American
Journal of Speech-Language Pathology Volume 30, Issue 1, Pages 19 – 33.
• Lucy Bryant, Melissa Brunner, Emma Power & Bronwyn Hemsley (2021) Content
and network analysis of tweets tagged with #aphasia: an emergent community of
practice, Aphasiology, 35:8, 1084-1102, DOI: 10.1080/02687038.2020.1770195
• Brunner Disability and Rehabilitation article re Health Professionals’ views of social
media

57. What is this ‘framework for rehabilitation’
• And what are the barriers to its implementation?
BRUNNER, M. et al. Social Media and
People With Traumatic Brain Injury: A
Metasynthesis of Research Informing a
Framework for Rehabilitation Clinical
Practice, Policy, and Training. American
Journal of Speech-Language
Pathology, [s. l.], v. 30, n. 1, p. 19–33,
2021. DOI 10.1044/2020_AJSLP-20-
00211.

58. BRUNNER, M. et al. Social Media and
People With Traumatic Brain Injury: A
Metasynthesis of Research Informing a
Framework for Rehabilitation Clinical
Practice, Policy, and Training. American
Journal of Speech-Language
Pathology, [s. l.], v. 30, n. 1, p. 19–33,
2021. DOI 10.1044/2020_AJSLP-20-
00211.
Start here
Check prior posts
Reflect with client
Reflect with rehab

59. Framework
Purpose
Goals
Knowledge
and
Experience
Cautions
Building
Networks
Supports
BRUNNER, M. et al. Social Media and
People With Traumatic Brain Injury: A
Metasynthesis of Research Informing a
Framework for Rehabilitation Clinical
Practice, Policy, and Training. American
Journal of Speech-Language
Pathology, [s. l.], v. 30, n. 1, p. 19–33, 2021.

60. PURPOSE of using social media (client)
• Identify platforms that are personally
meaningful for the individual
• Discuss which platform/s the client uses
(with family; friends; others) currently or in
the past
• Ask for permission to see a sample of the
client’s pre-injury posts (social media data)
BRUNNER, M. et al. Social Media and People
With Traumatic Brain Injury: A Metasynthesis of
Research Informing a Framework for
Rehabilitation Clinical Practice, Policy, and
Training. American Journal of Speech-
Language Pathology, [s. l.], v. 30, n. 1, p. 19–
33, 2021. DOI 10.1044/2020_AJSLP-20-00211.

61. Identify person-centred goals (and measures)
related to purpose
• Person-centred goals for social media
communication
• What would the person like to be able to do on
social media?
• What types of communication does the person
use on social media? (e.g., in Twitter, look at past
tweets and identify type of tweets; Instagram,
look at past posts for imagery/content.
• Discuss online persona and identity
• Identify goals for social media use and Goal
Attainment Scaling to guide therapy and
determine suitable therapy outcome measures
3 side notes coming!
BRUNNER, M. et al. Social Media and People
With Traumatic Brain Injury: A Metasynthesis of
Research Informing a Framework for
Rehabilitation Clinical Practice, Policy, and
Training. American Journal of Speech-
Language Pathology, [s. l.], v. 30, n. 1, p. 19–
33, 2021. DOI 10.1044/2020_AJSLP-20-00211.

62. Side note on purposes:
Action and Engagement Motivators for Injured
Workers to use Online Communities
What Injured Workers With Complex Claims Look For in Online Communities: Netnographic
Analysis  47 threads, 4 forums, 141 individuals
https://www.jmir.org/2022/4/e17180
• help make decisions
• get support, and
• solve problems.
ACTION and ENGAGEMENT were motivated by a need for
• seeking information, INFORMATION EXCHANGE
• connection, CONNECTING WITH OTHERS
• Justice (acknowledgement, validation, apology)
Establishment of relationships was a key mediator – diary of a daily life aspects

63. (Side note) On types of tweets (Dann, 2010)
https://firstmonday.org/ojs/index.php/fm/article/view/2745/2
681 Twitter content classification
Status
broadcast
“I’m going
to the
beach!”
#Malabar
(daily
chatter,
diary of a
daily life)
News
“There’s a
whale
breaching
off
Malabar!”
#WhaleWa
Conversat-
ional reply
“@friend
would love
to be
there!”
Social
presence
“Who
wants a
coffee?”
“Good
morning!”
Pass along
(Retweet,
Quote
tweet,
user-
generated
content
links,
photos,
videos)

64. (Side note) about #Selfies on Instagram
• Toni Eagar and Stephen Dann (2016) Classifying the narrated #selfie: genre
typing human-branding activity", European Journal of Marketing, Vol. 50
Iss 9/10 pp. 1835 - 1857
• Random sample of 1000 samples from 3,300 English language captioned
#Selfies
• Findings – Based on their structural characteristics, seven genre types
emerged from the coded sample set.
Selfies: “a deliberate, consciously considered communication approach to
maintaining social bonds between friends, family and wider audience. Selfies
are presented as a combined effect of consumption of a social media service
(Instagram) and the co-production of valued content (the selfie) that
recognizes the individual as an active constructor of their digital self.”

65. (Side note) The 7 primary genres of #Selfie meta
narratives are:
1. autobiography
2. parody
3. propaganda
4. romance
5. self-help
6. travel diary
7. coffee-table book

66. Purposes of using Social Media -
Knowledge and experience
Identify barriers and challenges to using social media –
theirs and yours!
• Identify individual, environmental, and technological
factors impacting social media in rehabilitation - Use
the Model for Using Technology in Cognitive-
Communicative Rehabilitation with People after TBI
• Identify cognitive impairments impacting use of social
media (e.g., memory, attention, and insight).
• Identify clinician barriers (lack of
knowledge/experience/confidence/competency in
social media) = Learn to use the social media platform
chosen by the client (e.g., learn from
client/family/friends/students; create an online
technology community of practice/study group.
Side note coming!
BRUNNER, M. et al. Social Media and People
With Traumatic Brain Injury: A Metasynthesis of
Research Informing a Framework for
Rehabilitation Clinical Practice, Policy, and
Training. American Journal of Speech-
Language Pathology, [s. l.], v. 30, n. 1, p. 19–
33, 2021. DOI 10.1044/2020_AJSLP-20-00211.

67. (Side note) Model for ICT and TBI
• An Open Access version is on Page 158 of Melissa Brunner’s PhD
Thesis
• https://opus.lib.uts.edu.au/handle/10453/142209
• The model for ICT and TBI is outlined in the journal Brain Impairment
Brunner M, Hemsley B, Togher L, Palmer S. Technology and its
role in rehabilitation for people with cognitive-communication
disability following a traumatic brain injury (TBI). Brain Inj.
2017;31(8):1028-1043. doi: 10.1080/02699052.2017.1292429.
Epub 2017 May 4. PMID: 28471267.

68. (Side note) ICT Domains to explore clinically
Proposed Theoretical Model for Using Technology
in Cognitive-Communication Rehabilitation with
People after TBI
• Drivers of social media use
• Individual and environmental factors, impairment, training and
supports
• Technological factors Brunner M, Hemsley B, Togher L, Palmer S. Technology and its
role in rehabilitation for people with cognitive-communication
disability following a traumatic brain injury (TBI). Brain Inj.
2017;31(8):1028-1043. doi: 10.1080/02699052.2017.1292429.
Epub 2017 May 4. PMID: 28471267.

69. (Side note) How to explore ICT domains: Drivers,
Individual & Environmental Factors, Technological
Factors
• Drivers: connection, leisure, everyday life, independence, learning,
access, sharing, practice, self-identity
• Individual and environmental factors: impairment, intervention
approach, consumer involvement, support, training, type of
technology
• Technological factors: reliability, durability, accessibility
Brunner M, Hemsley B, Togher L, Palmer S. Technology and its
role in rehabilitation for people with cognitive-communication
disability following a traumatic brain injury (TBI). Brain Inj.
2017;31(8):1028-1043. doi: 10.1080/02699052.2017.1292429.
Epub 2017 May 4. PMID: 28471267.

70. Cautions in using Social Media
• Support cyber safety and cyber resilience
• Discuss access to personal devices with client and family.
• Negotiate shared use (e.g., looking at posts from family
and friends, composing shared posts).
• Provide frequent education and practical training
opportunities in managing online scams, cyberbullying,
privacy and security, and using strategies to stay safe
online (eSafety Commissioner 2019).
• Use cognitive-communication profiles to tailor education
and training tasks (e.g., use strategies to reduce
overstimulation or cognitive fatigue).
• Negotiate independent use (e.g., using social media
autonomously)
BRUNNER, M. et al. Social Media and People
With Traumatic Brain Injury: A Metasynthesis of
Research Informing a Framework for
Rehabilitation Clinical Practice, Policy, and
Training. American Journal of Speech-
Language Pathology, [s. l.], v. 30, n. 1, p. 19–
33, 2021. DOI 10.1044/2020_AJSLP-20-00211.

71. Networks – building supportive networks
• Support inclusion in online communities
• Discuss online social networks—map their connections,
who they communicate with regularly (or used to), and
who they want to connect with now and into the future.
• Use of the Electronic Social Networking Subscale
(Questions 16–18) of the Community Integration
Questionnaire–Revised (Callaway et al., 2016) could
facilitate these discussions.
• Map changes in networks over time (e.g., compare lists of
online connections or maps of networks at different time
points).
• Identify groups of people or communities of interest that
the person may want to interact with.
Side note coming!
BRUNNER, M. et al. Social Media and People
With Traumatic Brain Injury: A Metasynthesis of
Research Informing a Framework for
Rehabilitation Clinical Practice, Policy, and
Training. American Journal of Speech-
Language Pathology, [s. l.], v. 30, n. 1, p. 19–
33, 2021. DOI 10.1044/2020_AJSLP-20-00211.

72. (Side note) Measuring Social Network Site Usage
- 3 questions on the Community Integration Questionnaire – Revised (Callaway et al.,
2016).
- https://www.summerfoundation.org.au/wp-
content/uploads/2020/12/2014_Winkler_The-Community-Integration-Questionnaire-
Revised.pdf
- Frequency, platforms (social media, video calls, texting)
Iffat Ali, Mahmoud Danaee & Amira Firdaus (2019): Social networking sites usage & needs
scale (SNSUN): a new instrument for measuring social networking sites’ usage patterns and
needs, Journal of Information and Telecommunication, DOI:
10.1080/24751839.2019.1675461
- diversion, cognitive needs, personal integrative needs, social integrative needs
- E.g., “Social media helps me to express my emotions to others easily”

73. Supports for using social media
• Identify everyday communication partners for
social media  encouragement and practical
and emotional support and someone to practice
skills with on the platform.
• Identify key communication partners to support
posting about life after TBI and/or rehabilitation
progress (as applicable to goals)
• Provide frequent education and practical
training opportunities - on platform conventions
(i.e., how to use it), cyber safety and security,
social communication skills, developing an
online persona, and developing supportive
networks.
BRUNNER, M. et al. Social Media and People
With Traumatic Brain Injury: A Metasynthesis of
Research Informing a Framework for
Rehabilitation Clinical Practice, Policy, and
Training. American Journal of Speech-
Language Pathology, [s. l.], v. 30, n. 1, p. 19–
33, 2021. DOI 10.1044/2020_AJSLP-20-00211.

74. More supports: therapy sessions/training
• Customise your training to the individual
• Use short and practical training, with simple steps,
pictures to support, and opportunities to practice.
• Increase access to devices and social media resources
(e.g., a “how to” manual, YouTube tutorials)
• Practice observing and reading social media (lurking)
• Practice responding (liking and replying)
• Practice posting on the social media platform
• Use the social media platform in the therapy session
(e.g., practice or look over and reflect on posts made) BRUNNER, M. et al. Social Media and People
With Traumatic Brain Injury: A Metasynthesis of
Research Informing a Framework for
Rehabilitation Clinical Practice, Policy, and
Training. American Journal of Speech-
Language Pathology, [s. l.], v. 30, n. 1, p. 19–
33, 2021. DOI 10.1044/2020_AJSLP-20-00211.
Side note coming!

75. New! Open Access (side-note)
Review of Web-based training and peer-reviewed sources on training
social media (any population) https://www.jmir.org/2022/4/e35595/
This study shows that there are at least “47 peer-reviewed
academic articles, 48 social media training websites, and 120
online support groups for people with ABI” that might help in
deciding on treatment plans …

76. Building social media skills in therapy
Slides by Dr Liss Brunner
@LissBEE_CPSP
Image: Photo by Afif Kusuma on Unsplash
@LissBEE_CPSP
#social-ABI-lity

77. The University of Sydney Page 77
The Social Brain Toolkit: Online resources supporting communication after
brain injury
@LissBEE_CPSP
#social-ABI-lity
Team members:
Rachael Rietdijk, Melissa Brunner, Emma Power, Petra Avramovic,
Melissa Miao, Renee Lim, Nick Rushworth, Liza Maclean, Anne-Maree
Brookes, Jarryd Daymond & Leanne Togher

78. The University of Sydney Page 78
The Social Brain Toolkit: Online resources supporting communication after
brain injury
1. Social media skills training for a person with
ABI, with the aim of using social media safely
and successfully.
2. Training and Facebook groups for practising
skills.
@LissBEE_CPSP
#social-ABI-lity

79. Page 79
The University of Sydney
@LissBEE_CPSP
#social-ABI-lity
ASSBI 2022 presentation
Friday 6th May, 1.30pm (3.30pm
AEST)
Concurrent Session 4
Developing social-ABI-lity - an online
course to support safe use of social
media for connection after brain injury

80. The University of Sydney Page 80
@LissBEE_CPSP
#social-ABI-lity
social·ABI·lity
Now available for FREE on
our University of Sydney
website: http://bit.ly/social-
ABI-lity
@LissBEE_CPSP
#social_ABI_lity

81. The University of Sydney Page 81
@LissBEE_CPSP
#social-ABI-lity
Course Pilot – Outcomes in Using Social
Media
No significant changes:
• Number of friends/followers
• Frequency of
posts/interactions
Increased awareness of:
• Social media activity and
interactions
• The amount and type of
people they
followed/friended
4 participants with ABI
Were given access to the social-ABI-lity course and asked for their feedback
Manuscri
pt in Peer
Review

82. The University of Sydney Page 82
@LissBEE_CPSP
#social_ABI_lity
Now available for FREE on
our University of Sydney
website: http://bit.ly/social-
ABI-lity
Complement to
Intervention
Proof of
Concept
Acceptable and
Engaging
Resource to
Guide
Rehabilitation
Manuscri
pt in Peer
Review

83. The University of Sydney Page 83
@LissBEE_CPSP
#social-ABI-lity
16 participants with ABI
Were given access to the social-ABI-lity course and
joined a closed, moderated Facebook group for 12
weeks
Course + Facebook Group Pilot

84. The University of Sydney Page 84
@LissBEE_CPSP
#social-ABI-lity
Course + Facebook Group Pilot –
Outcomes in Using Social Media
No significant changes:
• Number of friends/followers
• Frequency of
posts/interactions
Statistically significant
increases in:
• Facebook confidence
• Facebook enjoyment
Manuscri
pt in Peer
Review

85. Page 85
The University of Sydney @LissBEE_CPSP
Taking a social media case history
What questions would you ask to find out how someone with TBI uses social media?
How could this help you start to discuss social media communication goals with a clien
Client A
Teenager
Client B
Young adult
Client C
Older adult

86. Implications for Clinical Practice
1. Adopt a team approach to using social
media in rehabilitation
2. Develop support structures to assist the
entire team in using social media
3. Use evidence-based guidance to
incorporate social media goals into
rehabilitation
Dr Liss Brunner, PhD Thesis

87. BRUNNER, M. et al. Social Media and People
With Traumatic Brain Injury: A Metasynthesis of
Research Informing a Framework for
Rehabilitation Clinical Practice, Policy, and
Training. American Journal of Speech-
Language Pathology, [s. l.], v. 30, n. 1, p. 19–
33, 2021. DOI 10.1044/2020_AJSLP-20-00211.
WHO? Team
approach
People with TBI
Family and Friends
Rehabilitation
Professionals
Rehabilitation
Services
The Broader
Community
WHAT?
Supports
Education
Proactive Training
Resources
Policy
Support Personnel
WHEN?
Context
Assessment
Intervention
Community
Interactions
Relationships
Employment
Who, What, When of TBI and Social Media

88. Questions and Comments
Stay in touch!
Prof Bronwyn Hemsley
@BronwynHemsley Bronwyn.Hemsley@uts.edu.au