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Home > Blog > Social Work Interventions for Social Workers (Complete Guide)

Social Work Interventions for Social Workers (Complete Guide)

Courtney Gardner, MSW

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Are you a passionate social worker eager to make a difference in people's lives, but could you use expert guidance on the most effective intervention methods for your diverse clientele? Look no further! Get ready to dive into an exhilarating and comprehensive blog that covers everything you need to know about social work interventions, from tried-and-true evidence-based practices to innovative strategies that will take your interventions to the next level. With this valuable knowledge, you can confidently tailor your interventions to each client's unique needs and goals and make a powerful, positive impact on their lives. So, take a deep breath and prepare for an exciting journey transforming how you approach your work as a social worker!

What is a Social Work Intervention?

Social work interventions involve social workers actively engaging with individuals, families, groups, or communities who need help to bring about positive change. As social workers, our primary goal is to assist them in overcoming the obstacles that prevent them from reaching their full potential. We recognize that dealing with life's challenges can be difficult, and that is where our interventions can make a difference.

Typical Interventions Include:

Psychoeducation.

Teaching clients about their condition and treatment options.

Case management

Coordinating services to address complex needs.

Helping clients develop insight and make positive changes through discussion.

Crisis intervention

Providing immediate support in emergencies.

Promoting policies and practices that advance human rights and social justice.

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Social Work Intervention Models

As a social worker, you are responsible for ensuring the well-being of the individuals, families, groups, organizations, and communities you work with. This requires monitoring progress closely and adjusting to achieve the best possible outcomes. You must be familiar with various intervention models and strategies to strengthen your practice.

Social Work Intervention Plans

Social work intervention plans are crucial tools for social workers to assist individuals , families , or groups in need. A well-planned intervention helps ensure a social worker systematically addresses a client's needs and goals. It also provides accountability by specifying objectives and deadlines and gives clients something concrete to review to track their progress. Social workers should thoroughly assess clients and their situations to create a successful intervention plan. They should then determine realistic goals and objectives and outline specific strategies, resources, and timelines. Finally, they should review and revise the plan regularly to ensure positive progress. By choosing interventions tailored to the client's unique needs and strengths, social workers can empower their clients on their journey to well-being.

Some examples of standard intervention plans include:

Safety plans

To address risks like abuse, self-harm, or addiction relapse.

Behavior plans

To help change unhealthy behaviors and build life skills.

Crisis plans

To prepare for and respond to emergencies.

Discharge plans

To ensure a smooth transition when clients exit a program or facility.

Social Work Intervention Strategies

Some key intervention strategies social workers employ include:

Motivational Interviewing

This approach helps people uncertain about making a change identify their reasons for changing and become motivated to change their behavior. The social worker asks open-ended questions that allow the client to explore their reasons for wanting to change and express statements encouraging themselves. For instance, the social worker might ask questions like, "What do you enjoy about your current situation?" and "What do you not like?" to help the client weigh the advantages and disadvantages of maintaining the current state versus changing.

Cognitive Behavioral Therapy (CBT)

CBT is a type of therapy that focuses on the connection between thoughts, feelings, and actions. CBT aims to help the client identify negative and unhealthy thoughts and replace them with more positive and constructive ones. Additionally, CBT provides coping strategies that can be used to manage stressful events and symptoms better. For example, a social worker may use CBT to assist a client with social anxiety disorder in challenging irrational thoughts about social interactions and teach relaxation techniques that clients can use in anxiety-provoking situations.

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Solution-focused brief therapy (sfbt).

SFBT emphasizes solutions and the client's strengths instead of concentrating on problems. During this therapy, the social worker asks questions to help the client visualize a desired future and take small steps toward positive change. For instance, the social worker may ask the client, "What would be different if a miracle solved your problem tomorrow?" which helps the client to articulate their vision for positive change.

Task-Centered Practice

The task-centered practice approach is a method that aims to achieve change through accomplishing specific objectives and tasks. The social worker and client work together to set and break goals into smaller, more manageable steps. For instance, the social worker may assist the client in creating an action plan for finding employment, which may involve updating their resume, networking, and applying to a certain number of job openings weekly.

Micro, Mezzo, and Macro Interventions in Social Work

As a social worker, you'll need to address the needs of your clients and communities through various interventions. The three primary social work intervention methods are micro, mezzo, and macro.

Micro-level interventions

Micro-level interventions  are aimed at individuals, couples, or families to deal with personal issues and bring about positive change. As a social worker, your role could involve providing counseling, skill-building, therapy, advocacy, case management, crisis intervention, or narrative therapy services to your clients. This includes assisting clients in developing coping strategies for anxiety or helping families find community resources.

Mezzo-level interventions

Mezzo-level interventions  target small groups, local organizations, and communities to improve the well-being of the larger group. Examples of mezzo interventions include organizing community events, running support groups, connecting people with local resources, and participating in community development. Social workers, for example, may work with a local school to improve its anti-bullying program.

Macro-level interventions

Macro-level interventions  involve different approaches, such as analyzing policies, running political campaigns, participating in social movements, and advocating for new legislation. Social workers, for instance, can help by pushing for increased funding for affordable housing programs through lobbying efforts and advocating for policy changes.

How to Craft Successful Social Work Interventions

Social workers play a crucial role in creating effective intervention plans that can positively change their clients' lives. By utilizing care, skill, and compassion, social workers can tailor the intervention plan to each client's unique needs. This involves collecting information through client assessments , identifying appropriate goals, and selecting customized interventions that can motivate clients and assist them in attaining greater well-being and independence. With the right approach, social work intervention plans can empower clients to overcome their challenges and lead fulfilling lives.

• Perform a comprehensive bio-psycho-social evaluation to gain insights into the client's history, mental health, relationships, and environmental factors. This aids in identifying the underlying causes of their difficulties.
• Set specific, measurable goals the client agrees to , like improving self-care, relationship skills, or daily functioning. Keep goals realistic and achievable to increase motivation and success.
• Develop a comprehensive intervention plan that includes frequency of contact, activities, homework, and ways to measure progress. Regularly review and update the plan based on client feedback and improvement.
• Help clients feel heard and supported, capable of positive change by using active listening, motivational interviewing, and empowerment skills. Strengthen interventions by building trust and rapport.

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How to choose the right intervention strategy for each client.

Social workers have a vital role to play in supporting individuals who are going through difficult times. To provide practical assistance, social workers must take a comprehensive approach and consider the client's background, values, mental health, risk factors, strengths, skills, resilience, and goals. By doing so, social workers can determine the most appropriate intervention strategies and involve the client. Working collaboratively with the client is essential to develop an approach that both parties feel confident with. Selecting the proper intervention method requires careful consideration of the client's preferences, resources, and support systems. Social workers can guide their clients toward overcoming challenges and achieving their goals by adopting a constructive approach.

The following factors can also help in formulating an effective strategy:

The Severity of the Issue

Immediate action is necessary during crises, but less severe concerns may allow time for exploration.

Client Preferences

It's essential to discuss which approach your client prefers with them. Some may want a more directive approach, while others want to be more involved in the solution development.

Available Resources

When considering available services to support the client, if options are limited, it may be necessary to use methods requiring fewer resources. It is also important to explore additional resources.

Cultural Understanding

When working with clients, it is crucial to consider their cultural beliefs and values and adapt interventions accordingly. This includes sensitivity to how different cultures view mental health issues and the social worker's role.

Likelihood of Success

Evaluate the strategies that could positively impact your client based on their circumstances. Success relies on the right fit, motivation, and follow-through. Identify barriers to determine the most viable options.

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Essential skills for implementing social work interventions.

To make a meaningful difference in the lives of their clients, social workers need to possess a comprehensive understanding of the skills required to address their specific needs. By constantly improving and expanding their knowledge, they can confidently select and apply appropriate interventions tailored to their client's unique situations. This approach is rooted in empathy, compassion, and understanding, essential qualities that enable social workers to contribute to a fair and equitable society. By developing these skills, social workers can become even more impactful catalysts for change and their hard work will be rewarded with the satisfaction of transforming lives for the better.

To implement effective interventions, social workers require a diverse array of skills, such as:

Communication

Social workers need to possess excellent communication skills to establish a connection with their clients who belong to diverse backgrounds. They should be empathetic listeners and pay close attention to their clients' situations to build mutual trust and respect. Social workers must have strong verbal and written communication skills to advocate for social change and clearly and accurately convey their ideas, interventions, and strategies clearly and accurately. Engaging in compassionate dialogue, asking thoughtful questions, and having difficult conversations are all necessary skills social workers must possess.

To provide effective assistance, it is essential to take a comprehensive approach to assessing the client's needs and circumstances. This approach involves considering various factors such as their physical, emotional, and social well-being, as well as their relationships, living environment, and any obstacles that may be hindering their growth. Additionally, evaluating the client's readiness for change can help identify the most appropriate interventions to meet their needs. By conducting a thorough assessment, we can better understand our clients and provide them with the necessary support and tools they need to thrive.

Creative and Critical Thinking

Social workers play a critical role in analyzing complex situations and developing interventions specifically tailored to meet the unique needs of their clients. To achieve this, social workers must be creative, resourceful, and willing to modify standard interventions to each client's specific needs. By setting clear goals, evaluating progress, and making ethical and objective adjustments as needed, social workers can provide clients with the support and guidance they need to achieve their desired outcomes.

Cultural Awareness

As social workers, we are responsible for providing interventions that respect and honor our clients' cultural identities and backgrounds. To achieve this, we must acknowledge our biases and strive to provide culturally sensitive services that empower our clients. We can make our interventions more effective and meaningful by showing respect and understanding towards individuals with diverse cultural backgrounds. It's crucial to select interventions that align with a client's cultural beliefs and values and address any language or accessibility barriers. We can achieve better client outcomes when we deeply understand cultural relevance and necessity.

Resource Knowledge and Flexibility

As a social worker, being aware of various community resources, referral options, and collaborative services that can benefit your clients is crucial. A strong support network can significantly improve your client's well-being. To provide the best possible services, it is essential to stay updated with the latest resources and be flexible with interventions, adjusting them based on each client's response and available resources in the community. Continuous education is vital to staying up-to-date with new approaches and interventions, ensuring you can provide your clients with the best support.

It is essential to understand that specific clients may need help at a broader, systemic level. As a social worker, it is your responsibility to take action by advocating for policy changes or addressing social injustices that impact your clients and communities. Advocacy plays a vital role in the social work profession as it can create positive change and foster a more fair and equal society.

As a social worker, your knowledge of various intervention models can make a significant difference in the lives of those you serve. Equipping individuals, families, and communities with the tools they need to overcome obstacles and achieve their goals gives you the power to bring about transformational change. With your diverse skills and innovative tools like Menalyc , you can streamline administrative work and dedicate more time to helping those in need by harnessing the power of AI to create  comprehensive and accurate case notes  within minutes.  Start your free trial today ! Together, we can make a fundamental difference in the world and improve countless lives!

FAQ on Social Work Intervention Plans, Strategies, Models, and Methods

With the right tools and training, social workers can significantly impact people. Intervention plans, strategies, models, and methods are essential to guide their work effectively. They help individuals manage challenges and improve their well-being. Below are some frequently asked questions and answers about these tools:

What is a social work intervention plan?

An intervention plan outlines a social worker's goals and steps to help a client. Plans consider a client's needs, strengths, and challenges to determine the best way to support them.

What are examples of intervention strategies?

Strategies include case management, counseling, advocacy, education, and community organization. A social worker chooses strategies based on a client's situation and goals.

What are the main social work intervention models?

Models include problem-solving, solution-focused, cognitive-behavioral, and strengths-based. Each model provides a framework for how to help clients. Social workers pick models that match a client's needs.

How do I choose the right interventions?

Consider the client's challenges, needs, strengths, and goals. Also, consider the evidence for the effectiveness of different interventions. The right interventions will uphold ethical standards, respect client values, and have the best chance of helping the client.

• Baylor School of Social Work Team. (2023, May 31) .  The 3 Levels of Social Work Explained: Micro, Mezzo, Macro .  https://gsswstories.baylor.edu/blog/the-3-levels-of-social-work-explained
• Social Work License ap. (2022, October 31) .  Theories & Practice Models Used in Social Work .  https://socialworklicensemap.com/social-work-resources/theories-and-practice-mo els/
• Social Work Portal. (n.d.) .  Best Guide to Social Work Interventions, Examples, Plans & Strategies .  ttps://www.socialwo kportal.com/social-work-intervention/
• Sutton, J. (2021, July 11) .  13 Social Work Methods & Interventions for Helping Others . Positive Psychology. https://positivepsychology.com/social-work-methods/
• University of Nevada. (2022, Apr l 12) .  11 Important Social Work Theories and Methods .  https://onlinedegrees.unr.edu/blo /social-work-theories-and-methods/

All examples of mental health documentation are fictional and for informational purposes only.

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Resources for Every Social Worker

Whether you are an aspiring social work student or a seasoned social worker already in the field, there are many resources available to support, encourage, and develop your professional knowledge and insight into the social work field. It’s important to stay informed on current trends, topics and research in the social work field even after your social work degree is complete.

Bookmark this page to access some of the must-have resources for every social worker.

National Association of Social Workers

Social work students who join NASW benefit from networking opportunities and multiple scholarship opportunities.

Council on Social Work Education

As the most important accrediting agency in social work, CSWE sets educational standards in the field. It also provides scholarship opportunities to doctoral students.

Association of Social Work Boards

Licensed social workers must pass ASWB exams to earn their state license. This organization also provides resources for students and works with social work regulatory boards.

Journal of Social Work Education

A peer-reviewed journal published by CSWE, this publication covers the doctoral process, distance education offerings, and key coursework in social work programs.

Social Work

Social Work is a journal published by NASW. This publication focuses on both social work practice and research, and NASW members receive free access to this journal.

Social Work Today

A magazine aimed at social workers, this publication covers professional regulations, provides book reviews, and includes a career section in every issue.

The New Social Worker Online

A social work career magazine aimed at social workers, providing practical articles on social work student issues, social work ethics, field placement, practice issues, social work specialities and book reviews.

Take the next step toward your future in social work.

Explore schools offering programs and courses tailored to your interests, and start your learning journey today.

7 Insider Tips for Online Social Work Students

From Recent Online Degree Grads Who Now Work in Online Education

Nicole Wong and Matthea Marquart

Nicole Wong (left) and Matthea Marquart (right)

by Nicole Wong, MSSW, and Matthea Marquart, MSSW

     With many transitions to remote learning, we asked seven 2019 graduates from the Columbia University School of Social Work online master’s degree, who now work with our Online Campus as Associates (similar to teaching assistants for large courses) and Live Support Specialists (similar to virtual event producers who are part of course instructional teams), to share their perspectives on online learning. Their advice fell into seven insider tips.

1. Connect with the instructional team.

     Attend office hours, arrive early or stay after class, and share your aspirations.  

     Régina Nguyen, MSSW, Staff and Lead Language Resource Specialist/Instructional Support Assistant at SUNY Binghamton, says, “I wish that I had taken advantage of each opportunity to connect with the instructional team for support, information, and academic/social exploration. Each member wants to help students succeed. Multiply that by however many courses you are taking in any semester, add in the student support and advising teams, and those are the people who are directly and immediately interested in your success.” 

     Patricia M. Desert, MSSW, President of Savesouls, Inc., says, “A lot of students stay after class to speak with their professors and create that relationship. I was surprised by the receptiveness of my instructional team to these students. I see the empowerment that students feel after these chats, and I wish I [had taken] advantage of that as a student. There might be a lot of students like me who feel that the extra minutes of staying back after class or attending office hours might be a bother. But go for it - there’s no shame in reaching out.” 

2. Make connections with students.

     The connections online students make can naturally be more permanent after the program ends (e.g., group chats, social media). 

     Andi Snyder, MA, LMSW, Director of Social Service Ministries for Greater Philadelphia at The Salvation Army, says, “Treat your online learning experience and how you build relationships with your peers just as if you were in a physical classroom. The virtual experience may feel different, but the work, participation, grading, and engagement with your classmates are the same. Having a community to share my experience in real time made the journey to my online degree enjoyable, and as a member of an instructional team, I love seeing the friendships developing among students.” 

     Kameron Mims-Jones, MSSW, Policy Advocate for California Food Policy Advocates, says, “Connect with your classmates all over the globe. Growing your network is important as you transition from student to employee and begin to search for opportunities. Networking is critical and a unique aspect of an online campus, because students are spread out geographically. You’ll have access to a wealth of perspectives while in school and lifelong colleagues that you continue to support. I saw classmates find their jobs through networking, and now, I see instructors intentionally supporting community-building that will continue after graduation.” 

3. Establish the time, space, and technology you’ll use while working.

     COVID-19 may make this more challenging, but do the best you can to set up your space to facilitate focus, especially when distractions may be abundant. 

     Nicole Wong, MSSW, Director of the Support, Advocacy, & Violence Prevention Office at Vassar College, says, “When I first started online, setting up a routine and designated space helped me feel like I was ‘in’ school. While my class space was my dining room table in the living room, establishing that space allowed me to focus. If you’re like me and a private space isn’t possible, let your instructors know when things are happening in the background. Communicate about issues with technology. Technology has the power to make or break an online learning experience, and as an employee within an online campus now, I can see how frustrating it can be to students who aren’t able to fully participate in class. In order to be successful in your online courses, loop in your instructors if you are having challenges with technology, but also commit to working on your technology on your own, so it can be a tool and not an obstacle or a hindrance!”

     Kristina Moore-Jager, MSSW, Health Program Manager II for the Alaska Department of Health and Social Services, says, “One of the benefits I’ve been most surprised to utilize is your on-camera image! To work on online courses, we were taught how to present ourselves professionally on camera by reviewing proper lighting, distance from the camera, camera height and angle, and your background. The instructional team’s strong webcam setups help students learn from example and present themselves professionally.” 

4. Use institutional resources.

     Find out what resources you can access virtually: the library, writing support, career services, and/or counseling, for example. Resources may look different from a physical campus, but may still provide valuable support. 

     Mary B. Downs, MS, MSSW, Case Manager at Binghamton Rescue Mission, says, “Take advantage of the resources that are available. Writing centers provide an extra set of eyes to look over assignments and help with brainstorming, outlining, grammar, focus, and flow. I always took the time to make an appointment with someone before turning in an assignment to ensure I was turning in my best work. It was comforting to know that I wasn’t alone in the process. Now that I work with online students, I see that students are sometimes reluctant to use the writing center. I encourage everyone to go, and after overcoming their reluctance, students say the consultants were really helpful.” 

     Wong says, “As someone who didn’t utilize the resources available to me as a student, I’m envious of the students I work with now who are more confident in reaching out for support from different offices. I remember feeling like the resources might be unhelpful, but as an employee with the Online Campus now, I see the impact of these connections on student assignments, participation, and perspective. These resources refine your work and enhance your communication skills. Also, research what virtual resources are available after graduation, especially professional development opportunities offered to alumni. I would not have been able to work for the Online Campus if I didn’t learn about additional courses I could take as an alum. And if your institution doesn’t have additional courses that you can enroll in, you might still be able to utilize their career services or library.” 

5. Appreciate that online education builds professional skills.

     If you’re worried about missing something, use a strengths-based approach and try shifting your perspective to how completing your degree online makes your education possible while balancing multiple responsibilities. 

     Nguyen says, “Reframe the concept of ‘the university and its schools.’ You don’t have to stroll the halls of buildings on campus to be part of the university. Keep an open mind; different does not mean inferior.  It’s another tool in your educational toolbox – one that you will be able to deftly wield when needed down the road because a multi-faceted way to approach problems and goals is always in demand. I was thrilled that I was able to study at CSSW while tending to my life and responsibilities in my city of residence, and working on online courses, I see many students doing this, too.”

     Mims-Jones says, “As a member of a teaching team, I have a new perspective on the amount of work and thought that goes into assignments and lessons. When I was a student, I didn’t really understand the need for weekly reflection assignments or other weekly homework. It felt like busywork. However, I learned that assignments support engagement with course material, connections with other students, and interactions with the teaching team. I made it through the program juggling assignments and other responsibilities, and refined my time management skills. As someone who now works behind the scenes, it’s evident that building the skills to complete assignments provides the foundation to continue learning even after your online degree.” 

6. Enhance your digital skills.

     Online courses develop valuable skills - for example, how to use a variety of platforms, communicate virtually, and collaborate with remote colleagues.  

     Desert states, “The greatest benefit of graduating from the Online Campus is my knowledge of technology. I never saw myself as a tech person, but I learned to use different forms of media for my presentations, recorded and edited posts, and became familiar with the technology required for class. Being an online student is like getting a dual degree in your major and in media. As a student, I was promoted at my job, because I came up with creative ways to complete staff evaluations and write proposals. That creativity came from my newfound love of technology. Technological skills are in high demand in our current climate - they can even set you up to work in online education after you graduate.” 

     Snyder says, “Since the pandemic, I've definitely realized how valuable it is to be comfortable operating in a virtual environment. In my job, the learning curve for me when we moved to remote work was pretty much nil, so my advice is to get comfortable with the tech aspects of learning online and test things out now as a student when mistakes are lower stakes, because it will help you in the workplace. As someone on an instructional team, I’ve seen how students are encouraged to learn from mistakes because it’s part of learning.”

7. Schedule time for self-care.  

     Downs says, “I found it important to practice regular self-care, to balance life, work, field, and school so I didn’t feel overwhelmed. While it can be challenging to find time for self-care, put it on your calendar, set an alarm for it, just do it! It doesn’t have to take up a lot of time. During COVID-19, we are all carrying the burden of uncertainty and added stress. It is more important than ever to evaluate our own mental health and practice self-care, or even explore new methods. Take the time to find what works best for you, and use your instructional team to support your well-being. This might include asking for extensions or utilizing office hours. We’re here to help you.” 

     Moore-Jager says, “Allow yourself some grace. It’s important to establish a balance of attending classes, engaging with your course material, and being present for yourself and your loved ones. This means establishing a day and time when you will study or complete assignments. We are all experiencing mental and emotional overload, so balance is critical for success. Don’t hesitate to ask for help, as there are many folks that want to help you succeed!” 

Additional Advice 

     For more tips, check out this advice from Columbia’s Center for Teaching and Learning . You may also be interested in marketable skills you can develop as an online student and the professional benefits of taking online courses . In this already stressful and difficult time, we wish you well. 

Alzuru, M., & Marquart, M. (2015, July 6). Online students develop marketable professional skills. EDUCAUSE Review. https://er.educause.edu/articles/2015/7/online-students-develop-marketable-professional-skills

Columbia University Online. (n.d.) Maximizing student learning . https://online.columbia.edu/students/

Columbia University School of Social Work. (n.d.) Online MSW. https://socialwork.columbia.edu/academics/online-msw/

Creswell Báez, J., Marquart, M., Garay, K., Chung, R., and Ryan, D. (2019, April 11). Increasing faculty satisfaction and student access to online education via dedicated technical support specialists . Columbia University’s Academic Commons. https://doi.org/10.7916/d8-ft0c-g896

Marquart, M., & Ryan, D. (2019, January 15). Taking online social work courses - 7 professional benefits. Social Work Today. https://www.socialworktoday.com/news/enews_0119_1.shtml

Nicole Wong, MSSW, is the Director of the Support, Advocacy, & Violence Prevention Office at Vassar College and a Live Support Specialist at Columbia University’s School of Social Work (CSSW). 

Matthea Marquart, MSSW, is the assistant dean of online education and a lecturer at CSSW.

All material published on this website Copyright 1994-2023 White Hat Communications. All rights reserved. Please contact the publisher for permission to reproduce or reprint any materials on this site. Opinions expressed on this site are the opinions of the writer and do not necessarily represent the views of the publisher. As an Amazon Associate, we earn from qualifying purchases.

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Guide to Earning an Online Social Work Degree

Reviewed by: Melissa Russiano, LCSW, LISW

The convenience and flexibility of distance learning makes online social work programs a popular education option for prospective students. The spread of COVID-19 has further expanded interest in online learning, as many previously on-campus programs move to online formats.

Because of the popularity of online learning, many colleges already had the resources in place to help online social work students, and many schools may continue offering the format even after the pandemic subsides. Students should feel assured that online social work degrees offer the same curriculum and academic rigor as on-campus degrees, as this guide further explores below.

When searching for an online social work degree, students should be sure to choose a properly accredited program. The accreditation system essentially evaluates academic programs to make sure they equip students with a quality education. Accredited programs ensure students can obtain licensure and qualify for jobs. Whether offered on-campus or online, social work students should look for programs accredited by the Council on Social Work Education (CSWE).

To help prospective students determine whether or not an online social work program fits their needs, this guide offers detailed information about what to expect from online schools for social work, including types of programs, information about technology requirements, and the available support for distance learning students.

What to Expect From an Online Social Work Program

In many ways, online social work degrees work similarly to traditional programs. Distance learners study the same curriculum as their on-campus peers, listen to comparable lectures from professors, and turn in similar homework assignments.

However, distance learners complete the majority of their work using online tools. Online programs might offer synchronous weekly classes and live discussions through a video platform. If the program uses an asynchronous model, students stream lectures and contribute to virtual discussion boards.

Colleges sometimes offer certain specializations online that might not be offered on campus, and vice versa. Just like traditional degrees, online programs usually involve an internship or field practicum, but distance learners can often fulfill these requirements with opportunities within their local communities.

Online students often prefer this format for its convenience and flexibility. Without a commute to campus, online programs work particularly well for degree-seekers with other time-consuming responsibilities, such as working or caring for families.

Online Learning Formats

When considering potential online social work degrees, keep in mind that each distance learning program follows a unique format. For example, online classes for social work might include either synchronous or asynchronous components, use different learning models, or require in-person commitments.

Many courses follow an asynchronous format, meaning that students can log on to complete coursework at their convenience, as long as they meet a given deadline. Other classes incorporate synchronous elements, which means distance learners must stream lectures or participate in a discussion at a scheduled time.

Colleges also offer cohort learning or individual learning models. For cohort programs, students enroll in courses with the rest of their peers, progressing through the degree together. This cohort style allows learners to form connections with their classmates. An individual learning format allows students to enroll in classes at their own pace, suiting students with multiple commitments.

Online programs might require on-campus components, giving students the opportunity to meet their professors and classmates. Degree-seekers might need to attend an orientation, workshop, bootcamp, or conference-style program.

These requirements could last anywhere from an afternoon to a week, although most last 1-3 days. For individuals who live far from campus, programs with on-campus residencies may prove financially or logistically challenging.

Technology Requirements

In order to enroll in online classes for social work, students need to make sure they meet all technology requirements. Most importantly, students need access to a computer with a fast internet connection.

Colleges might run their distance learning coursework through certain learning management systems or with specific browser requirements. For example, you might need to watch lectures with Flash, or participate in discussions on Zoom. Make sure your computer has the capacity and proper updates to run these programs. Colleges and universities typically offer online support for students experiencing technical challenges.

If you cannot access this technology at home, visit libraries, local community colleges, and learning centers. These resources often allow individuals to use computers for free or a small fee. Make sure you bring headphones so you can listen to audio without disturbing others.

Support for Online Learners

Online programs have become so common at colleges and universities that institutions generally offer support specifically for distance learners. Students can often find virtual tutoring services or academic advising through their school.

Colleges sometimes partner with an independent virtual tutoring agency to help students free of charge. Just like with their coursework, students can often participate in tutoring from their own homes.

Online students typically complete an online orientation before their program starts, helping familiarize them with their program’s web-based learning system. Distance learners should also take independent initiative to succeed at online coursework, perhaps reserving a certain time in the day when they can focus on studying or setting deadlines to keep themselves accountable.

Online Bachelor’s in Social Work Programs

If you want to become a social worker, earning a bachelor of science in social work (BSW) is the first step. Applicants for this degree usually possess a high school diploma, although some schools consider applicants with a GED certificate. Prospective students usually need to take the ACT or SAT exam. However, this requirement is being waived by some colleges due to COVID-19. Students should check with prospective schools to determine their policy.

BSW programs traditionally require 120 credits and take four years to complete, although sometimes colleges offer accelerated or year-round programs that allow degree-seekers to graduate early. Distance learners who enroll part time may require more time to complete the degree. All students complete at least 400 hours of supervised fieldwork.

Many individuals enroll in this program to prepare for their master’s degree and social work licensure. Some students, though, use their BSW to land jobs as community outreach workers, probation officers, caseworkers, or habilitation specialists.

Online Master’s in Social Work Programs

Aspiring social workers need a master of science in social work (MSW) to earn licensure. Students can apply to MSW programs after earning their bachelor’s degree. Schools usually require a minimum GPA ranging from 2.5-3.0, and they sometimes require GRE exam scores.

For students who pursue a master’s in social work online, programs typically last about two years. Students who enter a master’s program with a BSW can sometimes bypass the first year of coursework, graduating within one year.

The curriculum generally includes about 60 credits. Coursework teaches degree-seekers many essential skills, like how to take on caseloads and make clinical assessments. MSW candidates must complete a minimum of 900 supervised fieldwork hours, but many schools require more.

Online Doctorate in Social Work Programs

Social work students have two online doctorate options. Distance learners can pursue either an online doctor of social work (DSW) or an online doctor of philosophy (Ph.D.) in social work.

Social workers often enroll in DSW programs if they already possess some experience and want to become an expert or a leader within the profession. DSW graduates often work as advanced social work practitioners. A Ph.D. appeals to learners who want to teach social work at the university level.

Pursuing a degree at the doctoral level could take anywhere from 3-7 years, depending on the type of program and a student’s previous education and experience. Universities offer doctoral programs requiring anywhere from 50-100 credits.

Frequently Asked Questions About Online Social Work Degrees

Yes. As long as you complete an accredited online social work program, your online degree holds the same value as a traditional, on-campus degree. Whether candidates pursued their degree online or on campus, employers look for candidates with accredited degrees, proper licensure, and the required supervised experience.

Distance learners still complete the same number of supervised hours as their on-campus peers. They choose a place for their field work experience, such as a school or hospital, in which to complete their hours. Colleges generally allow students to find a fieldwork placement in their own communities, especially if they live far from campus.

While not always the case, online programs tend to charge less expensive tuition than traditional, on-campus programs because distance learning usually requires less cost for the universities. Check with your prospective programs for the cost comparisons between their online and on-campus offerings.

Many online programs do possess accreditation. If you come across an online social work degree without accreditation, this should come as a red flag. Most schools make it easy to identify a program’s accreditation status online. If you cannot find it, reach out to the college and ask about their regional and programmatic accreditation.

Reviewed by:

Melissa Russiano, LCSW, LISW

Melissa Russiano is a licensed clinical social worker in private practice that has organically developed a specialty working with helping professionals. Melissa has a proven track record helping professionals avoid burnout in a unique way that holds clinicians accountable through laughter, tears, blunt (yet very supportive) feedback, and quirky analogies that are grounded in solid theoretical research. Melissa practices solely in a virtual setting in the states of California, Florida, Ohio, Pennsylvania and Tennessee. In addition, Melissa is a professor imparting her experiences and knowledge in the field to future social workers in a graduate program through Simmons University online.

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The 5 Best Homework Help Websites (Free and Paid!)

Other High School , General Education

Listen: we know homework isn’t fun, but it is a good way to reinforce the ideas and concepts you’ve learned in class. But what if you’re really struggling with your homework assignments?

If you’ve looked online for a little extra help with your take-home assignments, you’ve probably stumbled across websites claiming to provide the homework help and answers students need to succeed . But can homework help sites really make a difference? And if so, which are the best homework help websites you can use? 

Below, we answer these questions and more about homework help websites–free and paid. We’ll go over: 

• The basics of homework help websites
• The cost of homework help websites 
• The five best homework websites out there 
• The pros and cons of using these websites for homework help 
• The line between “learning” and “cheating” when using online homework help 
• Tips for getting the most out of a homework help website

So let’s get started! 

The Basics About Homework Help Websites–Free and Paid

Homework help websites are designed to help you complete your homework assignments, plain and simple. 

What Makes a Homework Help Site Worth Using

Most of the best sites allow users to ask questions and then provide an answer (or multiple possible answers) and explanation in seconds. In some instances, you can even send a photo of a particular assignment or problem instead of typing the whole thing out! 

Homework help sites also offer more than just help answering homework questions. Common services provided are Q&A with experts, educational videos, lectures, practice tests and quizzes, learning modules, math solving tools, and proofreading help. Homework help sites can also provide textbook solutions (i.e. answers to problems in tons of different textbooks your school might be using), one-on-one tutoring, and peer-to-peer platforms that allow you to discuss subjects you’re learning about with your fellow students. 

And best of all, nearly all of them offer their services 24/7, including tutoring! 

What You Should Should Look Out For

When it comes to homework help, there are lots–and we mean lots –of scam sites out there willing to prey on desperate students. Before you sign up for any service, make sure you read reviews to ensure you’re working with a legitimate company. 

A word to the wise: the more a company advertises help that veers into the territory of cheating, the more likely it is to be a scam. The best homework help websites are going to help you learn the concepts you’ll need to successfully complete your homework on your own. (We’ll go over the difference between “homework help” and “cheating” a little later!) 

You don't need a golden piggy bank to use homework help websites. Some provide low or no cost help for students like you!

How Expensive Are the Best Homework Help Websites?

First of all, just because a homework help site costs money doesn’t mean it’s a good service. Likewise, just because a homework help website is free doesn’t mean the help isn’t high quality. To find the best websites, you have to take a close look at the quality and types of information they provide! 

When it comes to paid homework help services, the prices vary pretty widely depending on the amount of services you want to subscribe to. Subscriptions can cost anywhere from $2 to $150 dollars per month, with the most expensive services offering several hours of one-on-one tutoring with a subject expert per month.

The 5 Best Homework Help Websites 

So, what is the best homework help website you can use? The answer is that it depends on what you need help with. 

The best homework help websites are the ones that are reliable and help you learn the material. They don’t just provide answers to homework questions–they actually help you learn the material. 

That’s why we’ve broken down our favorite websites into categories based on who they’re best for . For instance, the best website for people struggling with math might not work for someone who needs a little extra help with science, and vice versa. 

Keep reading to find the best homework help website for you! 

Best Free Homework Help Site: Khan Academy

• Price: Free!
• Best for: Practicing tough material 

Not only is Khan Academy free, but it’s full of information and can be personalized to suit your needs. When you set up your account , you choose which courses you need to study, and Khan Academy sets up a personal dashboard of instructional videos, practice exercises, and quizzes –with both correct and incorrect answer explanations–so you can learn at your own pace. 

As an added bonus, it covers more course topics than many other homework help sites, including several AP classes.

Runner Up: Brainly.com offers a free service that allows you to type in questions and get answers and explanations from experts. The downside is that you’re limited to two answers per question and have to watch ads. 

Best Paid Homework Help Site: Chegg

• Price: $14.95 to $19.95 per month
• Best for: 24/7 homework assistance  

This service has three main parts . The first is Chegg Study, which includes textbook solutions, Q&A with subject experts, flashcards, video explanations, a math solver, and writing help. The resources are thorough, and reviewers state that Chegg answers homework questions quickly and accurately no matter when you submit them.  

Chegg also offers textbook rentals for students who need access to textbooks outside of their classroom. Finally, Chegg offers Internship and Career Advice for students who are preparing to graduate and may need a little extra help with the transition out of high school. 

Another great feature Chegg provides is a selection of free articles geared towards helping with general life skills, like coping with stress and saving money. Chegg’s learning modules are comprehensive, and they feature solutions to the problems in tons of different textbooks in a wide variety of subjects. 

Runner Up: Bartleby offers basically the same services as Chegg for $14.99 per month. The reason it didn’t rank as the best is based on customer reviews that say user questions aren’t answered quite as quickly on this site as on Chegg. Otherwise, this is also a solid choice!

Best Site for Math Homework Help: Photomath

• Price: Free (or $59.99 per year for premium services) 
• Best for: Explaining solutions to math problems

This site allows you to t ake a picture of a math problem, and instantly pulls up a step-by-step solution, as well as a detailed explanation of the concept. Photomath also includes animated videos that break down mathematical concepts to help you better understand and remember them. 

The basic service is free, but for an additional fee you can get extra study tools and learn additional strategies for solving common math problems.

Runner Up: KhanAcademy offers in-depth tutorials that cover complex math topics for free, but you won’t get the same tailored help (and answers!) that Photomath offers. 

Best Site for English Homework Help: Princeton Review Academic Tutoring

• Price: $40 to $153 per month, depending on how many hours of tutoring you want 
• Best for: Comprehensive and personalized reading and writing help 

While sites like Grammarly and Sparknotes help you by either proofreading what you write via an algorithm or providing book summaries, Princeton Review’s tutors provide in-depth help with vocabulary, literature, essay writing and development, proofreading, and reading comprehension. And unlike other services, you’ll have the chance to work with a real person to get help. 

The best part is that you can get on-demand English (and ESL) tutoring from experts 24/7. That means you can get help whenever you need it, even if you’re pulling an all-nighter! 

This is by far the most expensive homework site on this list, so you’ll need to really think about what you need out of a homework help website before you commit. One added benefit is that the subscription covers over 80 other subjects, including AP classes, which can make it a good value if you need lots of help!  

Best Site for STEM Homework Help: Studypool

• Best for: Science homework help
• Price: Varies; you’ll pay for each question you submit

When it comes to science homework help, there aren’t a ton of great resources out there. The best of the bunch is Studypool, and while it has great reviews, there are some downsides as well. 

Let’s start with the good stuff. Studypool offers an interesting twist on the homework help formula. After you create a free account, you can submit your homework help questions, and tutors will submit bids to answer your questions. You’ll be able to select the tutor–and price point–that works for you, then you’ll pay to have your homework question answered. You can also pay a small fee to access notes, lectures, and other documents that top tutors have uploaded. 

The downside to Studypool is that the pricing is not transparent . There’s no way to plan for how much your homework help will cost, especially if you have lots of questions! Additionally, it’s not clear how tutors are selected, so you’ll need to be cautious when you choose who you’d like to answer your homework questions.  

What Are the Pros and Cons of Using Homework Help Sites?

Homework help websites can be a great resource if you’re struggling in a subject, or even if you just want to make sure that you’re really learning and understanding topics and ideas that you’re interested in. But, there are some possible drawbacks if you don’t use these sites responsibly. 

We’ll go over the good–and the not-so-good–aspects of getting online homework help below. 

3 Pros of Using Homework Help Websites 

First, let’s take a look at the benefits. 

#1: Better Grades Beyond Homework

This is a big one! Getting outside help with your studies can improve your understanding of concepts that you’re learning, which translates into better grades when you take tests or write essays. 

Remember: homework is designed to help reinforce the concepts you learned in class. If you just get easy answers without learning the material behind the problems, you may not have the tools you need to be successful on your class exams…or even standardized tests you’ll need to take for college. 

#2: Convenience

One of the main reasons that online homework help is appealing is because it’s flexible and convenient. You don’t have to go to a specific tutoring center while they’re open or stay after school to speak with your teacher. Instead, you can access helpful resources wherever you can access the internet, whenever you need them.

This is especially true if you tend to study at off hours because of your extracurriculars, work schedule, or family obligations. Sites that offer 24/7 tutoring can give you the extra help you need if you can’t access the free resources that are available at your school. 

#3: Variety

Not everyone learns the same way. Maybe you’re more of a visual learner, but your teacher mostly does lectures. Or maybe you learn best by listening and taking notes, but you’re expected to learn something just from reading the textbook . 

One of the best things about online homework help is that it comes in a variety of forms. The best homework help sites offer resources for all types of learners, including videos, practice activities, and even one-on-one discussions with real-life experts. 

This variety can also be a good thing if you just don’t really resonate with the way a concept is being explained (looking at you, math textbooks!).

Not so fast. There are cons to homework help websites, too. Get to know them below!

3 Cons of Using Homework Help Websites 

Now, let’s take a look at the drawbacks of online homework help. 

#1: Unreliable Info

This can be a real problem. In addition to all the really good homework help sites, there are a whole lot of disreputable or unreliable sites out there. The fact of the matter is that some homework help sites don’t necessarily hire people who are experts in the subjects they’re talking about. In those cases, you may not be getting the accurate, up-to-date, and thorough information you need.

Additionally, even the great sites may not be able to answer all of your homework questions. This is especially true if the site uses an algorithm or chatbot to help students…or if you’re enrolled in an advanced or college-level course. In these cases, working with your teacher or school-provided tutors are probably your best option. 

#2: No Clarification

This depends on the service you use, of course. But the majority of them provide free or low-cost help through pre-recorded videos. Watching videos or reading info online can definitely help you with your homework… but you can’t ask questions or get immediate feedback if you need it .

#3: Potential For Scamming 

Like we mentioned earlier, there are a lot of homework help websites out there, and lots of them are scams. The review comments we read covered everything from outdated or wrong information, to misleading claims about the help provided, to not allowing people to cancel their service after signing up. 

No matter which site you choose to use, make sure you research and read reviews before you sign up–especially if it’s a paid service! 

When Does “Help” Become “Cheating”?

Admittedly, whether using homework help websites constitutes cheating is a bit of a grey area. For instance, is it “help” when a friend reads your essay for history class and corrects your grammar, or is it “cheating”? The truth is, not everyone agrees on when “help” crosses the line into “cheating .” When in doubt, it can be a good idea to check with your teacher to see what they think about a particular type of help you want to get. 

That said, a general rule of thumb to keep in mind is to make sure that the assignment you turn in for credit is authentically yours . It needs to demonstrate your own thoughts and your own current abilities. Remember: the point of every homework assignment is to 1) help you learn something, and 2) show what you’ve learned. 

So if a service answers questions or writes essays for you, there’s a good chance using it constitutes cheating. 

Here’s an example that might help clarify the difference for you. Brainstorming essay ideas with others or looking online for inspiration is “help” as long as you write the essay yourself. Having someone read it and give you feedback about what you need to change is also help, provided you’re the one that makes the changes later. 

But copying all or part of an essay you find online or having someone write (or rewrite) the whole thing for you would be “cheating.” The same is true for other subjects. Ultimately, if you’re not generating your own work or your own answers, it’s probably cheating.

5 Tips for Finding the Best Homework Help Websites for You

Now that you know some of our favorite homework help websites, free and paid, you can start doing some additional research on your own to decide which services might work best for you! Here are some top tips for choosing a homework help website. 

Tip 1: Decide How You Learn Best 

Before you decide which site or sites you’re going to use for homework help, y ou should figure out what kind of learning style works for you the most. Are you a visual learner? Then choose a site that uses lots of videos to help explain concepts. If you know you learn best by actually doing tasks, choose a site that provides lots of practice exercises.

Tip 2: Determine Which Subjects You Need Help With

Just because a homework help site is good overall doesn’t mean that it’s equally good for every subject. If you only need help in math, choose a site that specializes in that area. But if history is where you’re struggling, a site that specializes in math won’t be much help. So make sure to choose a site that you know provides high-quality help in the areas you need it most. 

Tip 3: Decide How Much One-On-One Help You Need 

This is really about cost-effectiveness. If you learn well on your own by reading and watching videos, a free site like Khan Academy is a good choice. But if you need actual tutoring, or to be able to ask questions and get personalized answers from experts, a paid site that provides that kind of service may be a better option.

Tip 4: Set a Budget

If you decide you want to go with a paid homework help website, set a budget first . The prices for sites vary wildly, and the cost to use them can add up quick. 

Tip 5: Read the Reviews

Finally, it’s always a good idea to read actual reviews written by the people using these homework sites. You’ll learn the good, the bad, and the ugly of what the users’ experiences have been. This is especially true if you intend to subscribe to a paid service. You’ll want to make sure that users think it’s worth the price overall!

What’s Next?

If you want to get good grades on your homework, it’s a good idea to learn how to tackle it strategically. Our expert tips will help you get the most out of each assignment…and boost your grades in the process.

Doing well on homework assignments is just one part of getting good grades. We’ll teach you everything you need to know about getting great grades in high school in this article.

Of course, test grades can make or break your GPA, too. Here are 17 expert tips that’ll help you get the most out of your study prep before you take an exam.

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Social Work – A Brief Overview

Social work can be defined as an academic field and a profession that focuses on helping individuals, families, groups, and society achieve their basic needs while also improving social functioning and the well-being of everyone in it. Social work encompasses social functioning, which is the ability of a person to fulfill their social obligations to serve themselves, their immediate environment, or society as a whole. Sociology, public health, political science, community development, law, economics, and psychology, are all included in social work.

What A Social Worker Do?

A social worker is a somebody who works to ensure the well-being of others. There are several kinds of social workers. They strive to assist individuals in every manner and find solutions to their difficulties. They make an effort to raise the standard of living for those in need. In addition to meeting a person's fundamental necessities, they also serve as

• Offer assistance to nursing homes
• Address issues such as divorce
• Support those battling domestic abuse
• Diagnoses aimed at lowering mental disease
• Offers expert medical assistance
• Children were being sent to school, etc.

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Social work students confront a range of difficulties when completing assignments due to the intricate and diverse nature of the subject. They often struggle from the following problems:

• Ethical Challenges : Students often encounter difficulty in situations when they have to weigh the need to alert or protect others from harm against the confidentiality of their clients. It might be difficult to discern the subtleties of when and how to violate confidentiality ethically.
• Case Study Analysis : It can be very difficult to analyze case studies with intricate client histories. Students must sort through extensive background material, picking out important features and relevant information without being bogged down in the details.
• Applying Research to Practice : It can be difficult to comprehend the consequences for practice and translate study findings into workable interventions. When working with assignments, students must understand how to use evidence-based techniques.
• Reflective Practice : Students who write reflectively must evaluate their experiences and personal development critically. This can be challenging as it requires an open assessment of oneself as well as the capacity to explain one's own and one's career growth.

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Social Worker

What is this job like?

Social workers help people overcome problems and make their lives better. They might work with people who are homeless, sick, or having family problems. Or they might help students who are having trouble in school.

One of the ways social workers help is by finding resources for people. For a person with family difficulties, social workers might find a parenting class or support group. For a homeless person, they might find a place to live and a career training program. For a student, they might find a mentor or a learning disability expert.

Some social workers set up resources like these. They research what kinds of help people need. Then, they set up programs to give that help. They might focus on child abuse, poverty, violence, and other problems.

Many social workers give counseling. They talk to people about their lives and help them to understand and solve their problems and to make plans.

There are three main types of social work.

• Child, family, and school social workers. Some of these workers find foster homes for abused or neglected children. They also help parents learn how to care for children better. Other social workers help with adoptions. Social workers in schools give students and teachers advice about learning problems, behavior problems, and social problems, like bullying or shyness. Other social workers help elderly people and their families.
• Medical and public health social workers. These workers help people who are sick or who have health problems for a long time. They give advice to people and their families about how to deal with being sick. They also find services to help, such as nutrition classes or nursing care.
• Mental health and substance abuse social workers . These workers are sometimes called clinical social workers. They help people with mental illness, upset feelings, or drug or alcohol abuse. They might provide talk therapy to people in order to identify their problems and find ways they can get better. They might also reach out to the community, finding people who have problems and offering help. Some of these workers teach classes about how to make a budget, deal with anger, or get other life skills.

No matter their focus, most social workers spend the day in an office. Some travel to the people they help. Sometimes, they meet with people in the evening or on weekends. Many social workers have their own businesses.

Many social workers like their work. But it can be hard to deal with people who are upset or having trouble. Sometimes, social workers are very busy because they are helping many people at once.

How do you get ready?

Nearly all social workers go to college. They earn at least a bachelor's degree, which usually takes 4 years. Many social workers also need a master's degree to get the jobs they want. A master's degree usually takes 2 more years of school. Some people stay in school longer to earn a doctorate degree.

In college, social workers learn different ways to help people. They also take social studies classes, including psychology (how and why people act and feel the way they do), sociology (how people act when they are in a group and what problems groups have), economics (how people get and use resources and how economies work), and ethics (how people decide what is right and wrong). Students also learn by watching experienced social workers.

Before they can get a job, social workers need a license, certification, or registration. The rules for getting these things depend on the State where the worker lives. Workers can also get a certification from the National Association of Social Workers. This certification makes it easier to get some jobs.

Students can start getting ready by taking social studies classes. They can also join peer mentoring programs and other volunteer programs.

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Project 2025: What is it? Who is behind it? How is it connected to Trump?

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WHAT IS PROJECT 2025?

Is it connected to the trump campaign, what are the project's main proposals, does trump agree with the project's proposals, why is project 2025 such a big deal at the moment.

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Washington-based correspondent covering campaigns and Congress. Previously posted in Rio de Janeiro, Sao Paulo and Santiago, Chile, and has reported extensively throughout Latin America. Co-winner of the 2021 Reuters Journalist of the Year Award in the business coverage category for a series on corruption and fraud in the oil industry. He was born in Massachusetts and graduated from Harvard College.

Tanker assesses possible Red Sea oil spill after Houthi attack, maritime center says

Liberia-flagged oil tanker Chios Lion was assessing damage and investigating a potential oil spill after it was attacked by Yemen's Houthis in the Red Sea, the Red Sea and Gulf of Aden Joint Maritime Information Center (JMIC) said on Tuesday.

Who is JD Vance? What to know about Donald Trump's VP pick

Former President Donald Trump  tapped J.D. Vance  to be his running mate Monday at the Republican National Convention, catapulting the Ohio GOP senator even more into the national spotlight.

Here’s what you need to know about Vance:

More: Trump made MAGA happen. JD Vance represents those who will inherit it

Where is JD Vance from?

Vance grew up in Jackson, Kentucky and Middletown, Ohio. He described a childhood consumed by poverty and abuse in his best-selling 2016 memoir , "Hillbilly Elegy." Vance's mother struggled with drug addiction, so he spent many of his formative years with his grandmother – known to him as Mamaw.

How old is JD Vance?

Vance is 39. If elected, he would be the youngest vice president since Richard Nixon. His birthday is Aug. 2, 1984.

More: Vice presidential contender has multiple ties to Columbus

Did JD Vance serve in the military?

Vance joined the Marines Corps after high school and served as a public affairs marine in Iraq.

Is JD Vance married?

Vance's wife, Usha Vance, is a litigator for a law firm based in San Francisco and Washington, D.C. The pair met as students at Yale Law School and got married in 2014, one year after they graduated.

The couple has three young children: Ewan, Vivek and Mirabel.

Where does JD Vance live?

Vance and his family live in the East Walnut Hills neighborhood of Cincinnati. The senator also bought a $1.5 million home in Alexandria, Virginia, last year, Politico reported .

How long has JD Vance been in politics?

Vance was first elected to the U.S. Senate in 2022 after defeating former Democratic Rep. Tim Ryan for an open seat in Ohio.

What’s the history between Vance and Trump?

Vance openly criticized Trump in 2016 as pundits used his memoir to explain the former president's popularity with white, rural voters. He previously suggested Trump could be "America’s Hitler," called him noxious and compared him to an opioid.

But Vance changed his tune as he geared up for his 2022 Senate run, deleting controversial tweets and crediting Trump for the work he did in office. He secured Trump's endorsement in a chaotic Republican Senate primary and is now one of the former president's most loyal allies.

JD Vance didn't vote for Donald Trump in 2016

In one NPR interview , he joked that he would rather write his dog on the ballot than vote for Trump or Hillary Clinton.

"I think that I'm going to vote third party because I can't stomach Trump," the "Hillbilly Elegy" author said at the time. "I think that he's noxious and is leading the white working class to a very dark place."

What are Vance's policy positions?

Vance personifies what's known as the New Right , a populist conservatism that rejects many traditional Republican views. He supports tariffs on trade and opposes U.S. intervention in foreign conflicts, particularly the war between Russia and Ukraine. He's also spoken out against potential cuts to Social Security.

Who is JD Vance? Vice presidential candidate has multiple ties to Columbus

Some of Vance's work in the Senate has been bipartisan. He introduced a rail safety bill with Sen. Sherrod Brown after the train derailment in East Palestine, Ohio. He also worked with Massachusetts Sen. Elizabeth Warren on legislation to hold executives accountable for failed banks.

At the same time, many of his other bills reflect conservative views. For example, Vance introduced legislation to ban gender-affirming care for minors and a bill to eliminate diversity programs in the federal government.

Where does JD Vance stand on abortion?

Vance opposes abortion and often says the government should find ways to encourage people to have children.

Like other Republicans, however, Vance changed how he discusses the issue after Ohio and other states voted in favor of abortion access last year. In a December CNN interview , he said Republicans must "accept that people do not want blanket abortion bans."

More recently, he told Meet the Press that he supports access to the abortion drug mifepristone.

Haley BeMiller is a reporter for the USA TODAY Network Ohio Bureau, which serves the Columbus Dispatch, Cincinnati Enquirer, Akron Beacon Journal and 18 other affiliated news organizations across Ohio.

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Biden-Harris Administration Launching Initiative to Build Multi-state Social Worker Licensure Compact to Increase Access to Mental Health and Substance Use Disorder Treatment and Address Workforce Shortages

New investments will make it easier for social workers to practice across state lines, increase behavioral health access, and better facilitate telehealth services

Funding builds on HRSA’s work to support licensure compacts to improve access to primary care and psychology

Today, the U.S. Department of Health and Human Services (HHS), through the Health Resources and Services Administration (HRSA), announced the first-ever Licensure Portability Grant Program investment in a multi-state social worker licensure compact. State licensure compacts allow states to come together on a common approach to licensing health care providers, allowing providers to practice across state lines without having to apply for a license in each state. Streamlining licensure while maintaining quality standards improves access to services both by better facilitating hiring and by easing pathways to utilizing telehealth. The announcement was made at HRSA’s National Telehealth Conference, the largest federal conference on telehealth issues.

“Social workers are essential to expanding access to behavioral health care services, a top priority of the Biden-Harris Administration,” said HHS Deputy Secretary Andrea Palm. “HRSA is leading the way in growing the behavioral health workforce both by training more providers and by breaking down barriers to allow the workforce to make mental health and substance use disorder services more accessible across the country.”

HRSA’s new $2.5 million investment in licensure compacts will support the work to launch a social worker compact as well as HRSA’s ongoing support for building and sustaining primary care, psychology, and podiatry compacts. HRSA identified behavioral health as a priority in its state licensure compact work. Since HRSA began investing in licensure compacts, the Interstate Medical Licensing Compact and the Psychology Interjurisdictional Compact (PSYPACT) have each grown to include 40 states, Washington, D.C., and one territory.

“Social workers are on the frontlines in responding to the Administration’s priorities, including meeting children’s mental health needs, responding to the opioid epidemic, and addressing maternal depression,” said HRSA Administrator Carole Johnson. “Today’s announcement is a critical step in helping social workers serve people in need, particularly in rural and underserved communities across the country.”

Today’s awards will support the Association of Social Work Boards, the Association of State and Provincial Psychology Boards, the Federation of State Medical Boards of the United States, and the Federation of Podiatric Medical Boards in working with state licensing boards to develop and implement state policies that reduce barriers to telehealth and allow for practice across state lines.

HRSA’s National Telehealth Conference brings public and private sector leaders together to discuss telehealth best practices to expand services in underserved and rural communities. This year, over 2,000 individuals registered to explore the future of telehealth including innovation, policy, and licensure issues.

To learn more about the Licensure Portability Grant Program, visit the Licensure Portability Grant Program Awardees webpage .

For more information on HRSA's telehealth health work, visit the Office for the Advancement of Telehealth webpage .

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These Men Are Loneliest At The Workplace, Suggests New Research

It is well-documented that men are less likely than women to talk about feelings and to seek help..

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Loneliness affects everyone at different times. Although it is well-documented that men are less likely than women to talk about feelings and to seek help , our research found men's work arrangements can be a significant contributor.

We found loneliness was highest among men in their late 40s but it also occurred at other times, often shaped by how they perceived their careers and income.

This suggests the workplace and societal expectations around work are important in men's experiences of loneliness.

Measuring loneliness

Our findings are based on an analysis of yearly data from 12,117 Australian men, aged 15 to 98, collected for over 19 years for the Household, Income and Labour Dynamics in Australia (HILDA) Survey .

We measured loneliness by examining men's responses to a question asking whether they agreed with the statement: “I often feel very lonely”. The responses range from one (completely disagree) to seven (completely agree).

We then used statistical techniques to ensure we were measuring loneliness and not similar constructs, such as social isolation.

We also used methods that examined how much of men's loneliness was uniquely due to their social relationships (for example, their romantic relationships or friendships), versus other aspects of their lives, such as their living situation or their working arrangements.

The role of work

Given loneliness is a social problem, we were not surprised to find problems in men's social relationships, particularly their romantic relationships, friendships and family relationships were linked with loneliness. However, we were surprised to see work also played a significant role.

Men who were unemployed or in insecure jobs experienced more loneliness than those with stable employment. Job loss can impact a person's identity and limits the social connections work typically provides . Unemployment also limits income, making it harder to afford social activities. Insecure “gig” work, with its often unpredictable and long hours spent alone, disrupts work-life balance and can isolate people .

Our research suggests societal expectations also worsen loneliness for some men. We measured the degree to which men agreed with the statement: “It is not good for a relationship if the woman earns more than the man”.

Men, particularly middle-aged men, who believed they should be the main breadwinners in a household were lonelier than those without this belief.

This suggests traditional views around work in the context of heteronormative relationships can be damaging to social connection.

This once mainstream view not only harms relationships but is also unrealistic when surviving on a single income is increasingly difficult for many households.

Improving men's personal relationships is only one way to reduce male loneliness. The work sector and social pressures around work should also adapt.

Shifting social norms

Public stereotypes that make men feel solely responsible for household income need to shift. Public awareness and education campaigns can help shift gender norms and stereotypes by building knowledge and awareness, and may therefore reduce loneliness.

Helping men attain better work-life balance can help everyone . Such change, however, requires major cultural shifts which take time. A shorter term solution, particularly for men at retirement age, is volunteering.

Volunteering provides purpose and opportunities to socialise, although recent evidence suggests volunteering has not returned to pre-COVID levels.

How governments can help

Increasing casualisation of the workplace and the growth of the gig economy offer flexibility but also decrease job security. Our research shows job insecurity or unemployment rates contribute to male loneliness.

Government amendments to the Fair Work Act should help reduce job insecurity by allowing the Fair Work Commission to set fair minimum standards, including access to dispute resolution for “employee-like” workers, such as Uber drivers, who work through a digital platform.

Governments can also support activities of interest to men by ensuring regular funding for programs like Men's Sheds or opportunities to work with animals .

Social prescribing – where a GP or other health worker links patients with resources and activities to improve health and reduce loneliness – can also involve men in roles which best fit their needs and interests.

How employers can help

Thankfully, workplaces can do a lot to reduce loneliness. A recent review suggests employers can:

1) Create opportunities for social connection, for example, dedicating time for non-work activities such as designing communal areas in offices to support connection.

2) Support flexible and remote, potentially isolated workers by fostering workplace connections using virtual spaces such as online dinners, while still encouraging work-life balance.

3) Foster a people focused culture by building employee autonomy, tolerating mistakes and providing mentoring opportunities.

(Authors:   Marlee Bower , Research Fellow, Matilda Centre for Research in Mental Health and Substance Use, University of Sydney ; Ferdi Botha , Senior Research Fellow, The University of Melbourne , and Mark Deady , Senior Research Fellow, Black Dog Institute, UNSW Sydney )

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11 Social Skills Worksheets for Seamless Social Interactions

And that’s okay.

All of us, at times, experience similar feelings and find making conversation difficult while we struggle to leave a good impression (MacLeod, 2018).

Social problems can be helped. Shyness and anxiety can be identified and managed, and conversation skills can be practiced and improved.

This article provides a wealth of worksheets for building and developing social skills in children, students, and adults. You can practice them individually, in counseling, and in group sessions to become socially skilled.

Before you continue, we thought you might like to download our three Positive Relationships Exercises for free . These detailed, science-based exercises will help you or your clients build healthy, life-enriching relationships.

This Article Contains:

2 best social skills worksheets for adults, developing social skills: 3 worksheets for children, 4 best activities for children and teenagers, helpful worksheets for students, 3 cbt worksheets to use with clients, group counseling activities, a look at social skills training in the workplace, resources from positivepsychology.com, a take-home message.

“After you accept that you’re still going to encounter some social unease from time to time, your aim should be to become socially functional” (MacLeod, 2018, p. 48).

The following are a few worksheets that cover a wide range of social skills and considerations and, when practiced, help increase self-knowledge and social awareness.

How to Support Your Friends

Friends are a crucial part of your social network. While they can provide valuable support mechanisms for you, you must equally be there for them when they need your help (Wendler, 2020).

The How to Support Your Friends worksheet examines a situation when a friend needed your support.

• How did you respond?
• How can you help them in the long term?
• How can you practice self-care?

When providing support, it is essential that you (Wendler, 2020):

• Remain present
• Remember, this is not about you
• Offer support rather than solutions
• Accept their feelings, rather than tell them how to feel
• Try not to panic

Healthy Relationships involve both giving and receiving, and an awareness and consideration of everyone’s needs.

High- and Low-Energy Social Skills

Social skills involve a great deal of nonverbal communication , such as how we stand, how loud we speak, and even the way we tilt our heads. Such cues can provide physical indicators of empathy and help show whether we are currently high or low in energy (Wendler, 2020).

One vital way to improve our social skills is to match our energy with our partner’s or the group we find ourselves in. For example, if we enter a meeting and everyone is excited about a new product launch, low energy may mean we fail to appear part of the team.

The High- and Low-Energy Social Skills worksheet helps us consider the energy exhibited by ourselves and others and whether we match those around us.

Think of a time when a friend, colleague, partner, or group was high in energy. How did you respond? High energy or low energy?

If you matched their energy, it showed empathy and most likely helped you mix and improve your social skills.

Note that there will be times when your circumstances or events prevent you from energy matching, and it is important to practice self-care.

The following worksheets are helpful exercises for children learning to be more socially adept and communicate successfully.

Self-Awareness for Children

Becoming more self-aware involves recognizing feelings, thoughts, and their impact on behavior (Fleming, 2021). Developing self-awareness can help children in social settings interact and be sure their needs are not overlooked.

The Self-Awareness for Children worksheet practices self-awareness and self-knowledge by asking the child (or group of children) a series of questions regarding how they are feeling and what they are thinking.

Becoming more self-aware can increase the child’s empathy and understanding of their own and others’ hopes, wishes, and needs.

Responsible Decision-Making for Children

Making a decision can be stressful, and not making one can be worse. Our choices often have social implications, building or damaging relationships, so they need to be taken carefully (Peters, 2018).

The Responsible Decision-Making for Children worksheet prompts the child to reflect on the likely social implications of their choices and how to show respect to themselves and others.

The important decisions we make can have far-reaching impacts. We should give ourselves time to gather information, consider the options and their impact, and seek the help needed.

Good Choices – Bad Choices for kids

When children have friends making bad choices that are potentially detrimental to themselves and the social groups around them, it can be all too easy to follow suit (Daniels & Rabar, 2019).

The Good Choices – Bad Choices worksheet can help children reflect on their friends’ poor decisions and how to react to the social pressure and the situation.

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Activities where children visualize, role-play, or work through social interactions and engagements can develop their understanding, awareness, self-confidence, and self-knowledge.

And “like any other skill, practice makes perfect” (Daniels & Rabar, 2019, p. 13).

The following activities can be adjusted according to the child’s age and should include appropriate support and supervision (modified from Daniels & Rabar, 2019):

• Going blindfolded A lack of social skills can feel like walking around blindfolded. Find somewhere safe where the child feels comfortable. Blindfold them and ask them to attempt to make their way toward the door.

Once finished, tell them that, as with walking blindfolded, you may find you bump into things, sometimes feel lost, and need a little help as you develop your social skills.

• People watching Creating narratives can help make sense of a complex social environment. Find a safe location where you can watch people and their lives drift by (perhaps a cafe or transit station). Ask the child to choose a person or couple and make up a story about their lives, including where they are going and why.

Ask the child to say what they saw and heard that helped them make up the story.

• Questions to start conversations Striking up conversations with people they don’t know can be difficult for children (and adults too).

Sit with the child and write down a list of questions that could be helpful when starting conversations in various situations, for example:

Do you have any pets? What are their names? How was your weekend? What did you do?

Then practice the questions and conversation building in pairs.

• Throwing it back It is useful to learn how to keep a conversation going. Explain to the child that one of the easiest ways to continue a conversation is when someone asks you a question, answer it, and then throw another one back. It’s like catching and throwing a ball.

Practice making up situations, questions, and answers in pairs.

For example:

What are you up to over the weekend? I am going swimming. What about you?

It’s a simple trick and can lead to the next point for discussion.

But it takes practice, and mistakes are inevitable.

The following two worksheets consider what friendship means to the individual and help clarify their self-concept.

What Does Friendship Mean to Me?

Use the What Does Friendship Mean to Me? worksheet to reflect on why friendship is so important to the individual. While increasing feelings of relatedness and closeness, understanding friendship can also help clarify social interactions and keep individual needs in mind.

Use this awareness to appreciate your friends and recognize when people are not showing you friendship.

Self-Concept for Conversations

Conversation is easier when you can speak clearly about who you are.

Use the Self-Concept for Conversations worksheet to summarize how you think about yourself. An explicit self-concept will make it easier to introduce yourself in social situations.

Revise the answers before meeting others in a social environment. They can lead to further conversations.

How to comfort a friend who is hurting (exactly what to say) – How Communication Works

Adopting the right mindset is crucial for dealing with anxiety, shyness, and the lack of confidence that causes social discomfort (MacLeod, 2018).

It’s important to recognize that it is not always the situation that causes the problem, but our beliefs regarding that situation.

The following worksheets provide three valuable techniques for considering and replacing unhelpful thinking:

• ABC Functional Analysis By understanding both the causes and the effects of your client’s behavior , you can help them recognize social behavior standing in the way of their goals.
• Coping Styles Formulation When confronted with challenging social situations, we sometimes attempt to escape or put up defenses. Understanding the problem and the existing coping style makes it possible to develop more adaptive coping strategies.
• Graded Exposure Therapy Social situations can lead to fear and avoidance. Safe environments can be created to manage exposure and learn how to become more comfortable in difficult situations.

Sharing our insecurities

Discussing real or imagined socially awkward or difficult situations can help us understand our own and others’ fears and reflect on our coping strategies.

Within the group, discuss the following points and their impact (modified from MacLeod, 2018):

• Accept that nervousness comes from valued goals Discomfort can be put in perspective and may even be worthwhile if pursuing something meaningful.
• Accept that it’s okay to show what you are experiencing When we stop worrying whether we appear nervous or scared, anxiety loosens its grip.
• Tell people when you feel shy or insecure Most people have been through similar experiences. Casually share your concerns and move on.
• Recognize that it’s normal to get nervous There is nothing wrong with you. As humans, we are set up to have these feelings. Permit yourself to have them.

Ask the group to share experiences to normalize their insecurities.

Coping with social anxiety

A group setting is a great place to discuss complex social situations that cause anxiety and shyness. Individuals can share helpful strategies they adopt to manage difficult thoughts and feelings.

Discuss within the group how the following might help (modified from MacLeod, 2018):

• Riding out the symptoms We don’t always need to escape or avoid the situation. For example, leading up to a presentation, nervousness may boost your energy and invigorate what you share.
• Challenging your thinking Question whether the thinking that is feeding your anxiety is valid or helpful. Challenging your thoughts can reduce their effect.
• Distracting yourself Find something else to focus on. Thinking through the plot of a favorite film, playing through a cherished piece of music in your head, or thinking about your children can take the focus off what is causing you upset and give you time to become calm.
• Breathing exercises Breathing exercises where you breathe out more slowly than you breathe in can engage the parasympathetic system and settle your mind and body (Nestor, 2020). Take a few slow, deep breaths. Make the out-breath slow through pursed lips if it helps.

Ask the group to share other communication techniques that help them through social situations.

Telling a good story

Sharing personal stories can be a great way to build connections with the people you meet. However, start small. Begin with a semi-personal story and see how they react (Wendler, 2020).

Daniel Wendler (2020) suggests making the story enjoyable by sharing what was going on in your head at the time, rather than simply the facts. It will help the listener experience the narrative and build a connection with you.

Once finished, rather than continue by telling another story, share the spotlight so that everyone gets a turn.

The Telling a Good Story worksheet can help you think about the stories you could share in a social situation and identify the points to cover. Practice them with a partner or in front of the group and ask for their open and honest feedback. Not only is this practice helpful, but it provides valuable insight into what works well and what doesn’t.

Gaining valuable emotional awareness can help us relate to others personally and professionally. While emotional intelligence training benefits social skills in general, it is particularly valuable in the workplace (Goleman, 2018).

Here are some particularly relevant training options:

• Emotional Intelligence Masterclass© Our masterclass is a complete, six-module emotional intelligence training template for helping professionals to understand and use their emotions in life-enriching ways. This masterclass will provide you with all the tools, materials, and knowledge required to make an impactful difference.
• EI Masterclass: Embodied Emotional Intelligence Beyond EI teaches the principles behind emotional intelligence and how to practice them. You will learn to become more aware of what provides meaning in your own life while regaining control.

17 Exercises for Positive, Fulfilling Relationships

Empower others with the skills to cultivate fulfilling, rewarding relationships and enhance their social wellbeing with these 17 Positive Relationships Exercises [PDF].

Created by experts. 100% Science-based.

Improving social skills makes it possible to strengthen communication with friends, family, and colleagues and build stronger, enduring relationships.

Why not download our free emotional intelligence tool pack and try out the powerful tools contained within? Some examples include:

• Building Emotional Awareness Use this valuable script and audio to foster your emotional intelligence by mindfully attending to current emotional states.
• Decoding Emotions by Analyzing Speech, Body, and Face Accurately perceiving and understanding people’s emotions is a core component of emotional intelligence.

Other free resources include:

• Conflict Resolution Checklist This 10-item checklist is a valuable method for ensuring conflict is resolved.
• TRAPS to Avoid and TIPS for Success Adopt these helpful tips to avoid closed thinking and put in place productive, positive, and receptive communication

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

• Small Talk to Build Connection

This tool helps people connect through practicing small talk with people they don’t yet know.

Many of us opt to keep to ourselves rather than strike up a conversation with a stranger, but it doesn’t have to be this way.

• Step one – Identify the reasons for avoiding small talk.
• Step two – Choose a context for engaging in small talk.
• Step three – Find a topic for making the connection.
• Step four – Find a time and a place to practice the approach.

The final stage is to evaluate the success of the approach.

• Team Branding

Perceived, rather than actual, team branding is crucial for effective team performance.

We can foster team interactions by creating team identity.

• Step one – In small groups, identify the team’s strengths.
• Step two – Gather all the responses into cohesive headings.
• Step three – Assign each small group a task such as creating a team name, slogan, mission statement, etc.
• Step four – Have each team present their findings.

Reflect on the new team identity.

If you’re looking for more science-based ways to help others build healthy relationships, this collection contains 17 validated positive relationships tools for practitioners. Use them to help others form healthier, more nurturing, and life-enriching relationships.

Feeling socially uncomfortable – shy, nervous, and awkward – can prevent us from reaching our social and professional potential.

While it is something all of us have faced, we can work through it and build skills for seamless social interactions.

First, we must recognize that we are not likely to remove all of our insecurities. Second, we should remind ourselves that all of us feel a degree of discomfort at times, and it does not have to ruin social engagement.

Importantly, we should remember that social interactions require balance. Taking turns with the spotlight is crucial, and so is focusing on the needs of the parties involved.

We must also consider energy levels, self-awareness, the choices we make, and our self-concept if we are to build lasting, deep relationships with those we meet.

While getting to know new people is not easy, the investment is worthwhile, and practice will make it easier.

This article contains plenty of worksheets and tools to get you started and maintain your journey toward building the social skills to lead the life that is right for you. Good luck.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Relationships Exercises for free .

• Daniels, N., & Rabar, S. (2019). Social skills activities for kids: 50 Fun activities for making friends, talking and listening, and understanding social rules . Rockridge Press.
• Fleming, S. (2021). Know thyself . Basic Books.
• Goleman, D. (2018). The first component of emotional intelligence. In Self-awareness (pp. 1–10). Harvard Business Review Press.
• MacLeod, C. (2018). The social skills guidebook: Manage shyness, improve your conversations, and make friends, without giving up who you are . Author.
• Matson, J. (2018). Handbook of social behavior and skills in children . Springer.
• Nestor, J. (2020).  Breath: The new science of a lost art . Penguin Books.
• Peters, S. (2018). The silent guides: Understanding and developing the mind throughout life . Lagom.
• Wendler, D. (2020). Improve your social skills . Author.

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Trump names Ohio Sen. JD Vance as his pick for vice president

Swept to national prominence by his bestselling memoir, “hillbilly elegy,” vance has held office for less than two years., by ap and staff • published july 15, 2024 • updated on july 15, 2024 at 3:17 pm.

Former President Donald Trump named Ohio Sen. JD Vance as his running mate after months of speculation about who will join the former president on the Republican ticket for the 2024 race for the White House.

In announcing the pick, Trump said on Truth Social:

"After lengthy deliberation and thought, and considering the tremendous talents of many others, I have decided that the person best suited to assume the position of Vice President of the United States is Senator J.D. Vance of the Great State of Ohio. J.D. honorably served our Country in the Marine Corps, graduated from Ohio State University in two years, Summa Cum Laude, and is a Yale Law School Graduate, where he was Editor of The Yale Law Journal, and President of the Yale Law Veterans Association. J.D.’s book, “Hillbilly Elegy,” became a Major Best Seller and Movie, as it championed the hardworking men and women of our Country. J.D. has had a very successful business career in Technology and Finance, and now, during the Campaign, will be strongly focused on the people he fought so brilliantly for, the American Workers and Farmers in Pennsylvania, Michigan, Wisconsin, Ohio, Minnesota, and far beyond…."

24/7 New York news stream: Watch NBC 4 free wherever you are

Swept to national prominence by his bestselling memoir, “Hillbilly Elegy,” Vance has held office for less than two years. But during his short time in the Senate, the former venture capitalist from Ohio has established himself as one of the fiercest defenders of Trump's “Make America Great Again” agenda, especially when it comes to foreign policy, trade and immigration.

Despite his early criticism of Trump, Vance has become personally close with the former president and his son Donald Trump Jr., who has talked up the senator. Vance has become a fixture of the conservative media circuit, frequently spars with reporters on Capitol Hill and has appeared with Trump at recent fundraisers and at court.

At 39, Vance, will inject some millennial energy into a race that features an 81-year-old (Biden) and a 78-year-old (Trump) at the top of the major parties' tickets. And a debate with Harris would certainly be heated.

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Back in 2016, Vance was one of Trump's fiercest critics, casting the then-reality TV star as “a total fraud" and “moral disaster” and calling him “America’s Hitler."

U.S. & World

Will the Seine be clean enough by the Olympics? Not even the experts know yet

Jack Black ends Tenacious D tour after bandmate's Donald Trump shooting comment

Vance has said he was proved wrong by Trump’s performance in office and the senator now castigates the liberals who made his book a bestseller as they sought a window into understanding Trumpism.

Trump's choice will likely become the immediate front-runner for the Republican presidential nomination four years from now if Trump were to win a second term, the constitutional limit. But that No. 2 will be under immense pressure from Trump and his allies to show loyalty at all times.

Trump turned on his first vice president, Mike Pence , after Pence rebuffed his boss’ efforts to overturn the results of the 2020 election, based on false theories promoted by the then-president after his loss to Biden.

Pence has declined to endorse Trump this time around.

Trump has said his top consideration for a vice president is whether someone is qualified to take over as commander in chief.

But other factors were at play: Who can raise money? Who performs well on television? Who will be most effective on the debate stage against Vice President Kamala Harris? Who risks overshadowing Trump, as a lame-duck if he is elected in November, with talk soon of 2028? And who has “the look"?

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Who Is Usha Vance, the Wife of J.D. Vance?

The two met at Yale Law School, and Ms. Vance has helped him along in his political rise ever since — including now to Donald J. Trump’s vice-presidential pick.

• Share full article

By Joseph Bernstein

• Published July 15, 2024 Updated July 16, 2024, 12:13 p.m. ET

If you were to build a member of the American elite from scratch, she might look something like Usha Vance.

The wife of Senator J.D. Vance of Ohio, Donald J. Trump’s newly announced running mate, certainly has the credentials. A corporate litigator at a prestigious San Francisco law firm, Ms. Vance has clerked for Supreme Court Chief Justice John G. Roberts Jr. and Supreme Court Justice Brett Kavanaugh when he was an appeals court judge, and earned degrees from Yale and Cambridge.

It’s a conspicuous résumé for a woman whose husband gave a speech in 2021 titled “The Universities are the Enemy,” and rarely missed a chance to bash the establishment as he campaigned for the Senate in 2022, as The New York Times previously reported.

But Ms. Vance is something of a political cipher.

The daughter of Indian immigrants, Usha Chilukuri grew up in a San Diego suburb. Friends from her childhood and adolescence described her as a “leader” and a “bookworm.” Brainy, ambitious and pragmatic, she moved from an extracurricular-studded four years at Yale to a Gates Fellowship at Cambridge, where she moved in mostly liberal and left-wing circles. As of 2014, she was a registered Democrat.

She and Mr. Vance met at Yale Law School, and the pair were married in Kentucky in 2014, and blessed by a Hindu pundit in a separate ceremony.

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Article Contents

Introduction, research design.

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Social Work as a Human Rights Profession: An Action Framework

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Didier Reynaert, Siebren Nachtergaele, Nadine De Stercke, Hildegard Gobeyn, Rudi Roose, Social Work as a Human Rights Profession: An Action Framework, The British Journal of Social Work , Volume 52, Issue 2, March 2022, Pages 928–945, https://doi.org/10.1093/bjsw/bcab083

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Human rights are foundational to social work, as recognised in the global definition, leading many to consider social work a human rights profession. Although human rights has become an important compass for social work, comprehensive frameworks for understanding the ‘practice’ of human rights in social work are still limited. Only recently attempts have been made to fill this gap. This article seeks to continue these efforts and contribute to a better understanding of how social work constructs, deconstructs and reconstructs ideas of human rights in daily practice. We investigated the following research question: ‘How do social workers “act” when using human rights as a framework for practice?’ We used a qualitative research design consisting of ethnographic research and focus groups, with both social workers and service-users participating. Based on our research, we developed five building blocks for an action framework for human rights in social work: (i) systemworld-oriented action; (ii) lifeworld-oriented action; (iii) participatory action; (iv) joined-up action and (v) politicised action. These building blocks give a comprehensive account for the discursive practice of human rights in social work.

Human rights are foundational to social work, as recognised in the global definition, leading many to consider social work a human rights profession ( Healy, 2008 ; Staub-Bernasconi, 2016 ; Mapp et al. , 2019 ). Staub-Bernasconi (2016) , together with Gatenio Gabel (2015) , among others, acknowledges the historical connection of social work with human rights. In recent years, the recognition of social work as a human rights profession gained renewed attention in social work scholarship. In his book ‘ Practicing rights. Human rights-based approaches to social work practice ’, Androff (2016) makes a comprehensive account of the state of human rights in social work. He shows how (inter)national social work organisations adopted human rights in their codes of ethics, how social work scholars increasingly published books and articles on human rights or how social work education developed a range of training materials and educational programmes on human rights. Based on his analysis, Androff concludes that ‘The growth of scholarship and education focused on human rights suggests that the field is turning towards human rights, rediscovering its rights-based roots. It is now undeniable that there is a consensus that human rights are important and relevant to social work.’ ( Androff, 2016 , p. 10). These observations are in line with conclusions of Cubillos-Vega (2017) , who conducted a study on the scientific output on human rights in social work based on articles published in international indexed journals between 2000 and 2015. She notes that in recent years, the academic output on social work and human rights gradually increased. However, Cubillos-Vega’s (2017) study also reveals that published articles were primarily of theoretical nature. From the fifty-seven articles analysed, hardly one-third (sixteen) were of an empirical type. This trend is striking, Cubillos-Vega argues, because of the nature of the discipline of social work, taking a position between theory and practice. Already in 2012, Ife came to a similar conclusion: ‘Much of the academic debate about human rights remains at the theoretical level; less has been written about the practice of human rights. … There is little articulation of what it means in practice for professionals to claim that their work is based on human rights, and so human rights remain a “nice idea” rather than a solid foundation for the development of practice theories and methodologies.’ ( Ife, 2012 , pp. 10–11). Despite the ground-breaking work of several pioneers in the domain of social work and human rights (e.g. Reichert, 2003 ; Wronka, 2008 ; Ife, 2009 , 2012 ; Lundy, 2011 ), the practice of human right still remains a black box. To date, social work scholarship insufficiently succeed to gain practical knowledge showing how social workers ‘act’ when using the framework of human rights. Together with Ife, we acknowledge the presumption that human rights in social work have a discursive character, as they need to be permanently constructed, deconstructed and reconstructed throughout social work practice. ‘Social workers need to see themselves as active participants in this discursive process, and indeed social work practice itself can be seen as part of the ongoing process of the reconstruction of human rights. It is partly through social work practice that human rights are operationalised, and hence defined.’ ( Ife, 2012 , p. 133). Social work should recognise its actorship or agency in constructing human rights and social work scholarship should conscientiously scrutinise this construction process of human rights through social work practice.

Recent launches in social work scholarship rose to this challenge. In 2015, the SpringerBriefs in Rights-Based Approaches to Social Work were launched. The series aims to develop a social work practice grounded in human rights by presenting and reflecting on new methods ( Gatenio Gabel, 2015 ). The Journal of Human Rights and Social Work, established in 2016, has similar aims. In the inaugural issue, the editors-in-chief state that the journal ‘offers the opportunity for educators, practitioners, administrators, and students in this and related disciplines to have a voice and to expand their knowledge base on issues within human rights practice, knowledge of human rights tools, and to develop skills practicing from a human rights perspective’ ( Gatenio Gabel and Mapp, 2016 , p. 1). Additionally, several social work scholars have been developing practice approaches for human rights in social work. Androff (2016 , 2018 ), for instance, seeks to integrate the five-principles framework of human rights (human dignity, non-discrimination, participation, transparency and accountability) into the social work arena. According to Androff, this framework can offer an integrative account across a wide range of social work practices (see also Mapp et al. , 2019 ). One step further is the proposal of McPherson ( McPherson, 2015a ; Mapp et al. , 2019 ; McPherson and Abell, 2020 ), which contains a comprehensive framework for human rights practice in social work (HRPSW). It comprises three pillars of practice: a human rights lens, human rights methods and human rights goals. McPherson (2015a ) explains that the HRPSW model can be useful for both social work practice and social work education. What these practice models demonstrate is the increased academic interest in practice approaches of human rights in social work ( McPherson, 2015b ).

In this article, we build upon these efforts and present an action framework for human rights in social work. Our action framework expands the above mentioned models in an important way. It provides an understanding of human rights in social work in the context of a different welfare regime. Both the studies of Androff and McPherson are USA based, thereby confirming Cubillos-Vega’s (2017) observation of an Anglo-Saxon hegemony in social work scholarship on human rights. However, different social welfare regimes show different traditions of social work ( Lorenz, 2001 , 2008 ), associated with different understandings of human rights ( Alseth, 2020 ). Our study was conducted in Belgium, which is generally conceived as a conservative welfare state, distinct from the liberal welfare regime of the USA. Conservative welfare regimes have a certain tradition with social rights in particular. Additionally, conservative welfare regimes are characterised by a welfare state architecture of corporatism, balancing civil society’s interest and state power ( Esping-Andersen 1990 ; Lorenz, 2001 ; Dean, 2002 ). It is within this corporatist structure that human rights take shape with social workers developing a human right-based practice.

Because of the open character of our research question (‘How does social workers act when using human rights as a framework for practice?’), we chose a qualitative research design ( Shaw and Holland, 2014 ; Carey, 2012 ), developed in two parts. The first part consists of ethnographic research; the second, of focus groups.

Ethnographic research

Ethnographic research allows one to understand complex practices in their ‘natural setting’ ( D’Cruz and Jones, 2004 ) by being ‘ involved in the ongoing, daily world of the people being studied’ ( Fielding, 2008 , p. 269). Being part of and participating in human-rights-based practices in social work allows the ethnographer to get to know the logic, dynamics and meanings behind these practices. For this study, collaboration was set up with one of the eight regional institutions for community development in Flanders, Belgium. These institutions are recognised and subsidised by the Flemish government through the 1991 Act on Community Development. The overall mission of the institutions for community development is to contribute to realising the right to a decent life for people living in vulnerable life conditions. The institutions for community development explicitly use human rights as a framework to realise their mission. In particular, they focus on social rights as they are recognised in the Belgian Constitution: the right to decent housing, the right to education, the right to social security, the right to health care, the right to work, the right to a healthy living environment and the right to cultural and social development. The participatory approach is typical for the work of the institutions for community development. They are not working just ‘for’, but above all ‘with’ people living in vulnerable life conditions. Therefore, the institutions for community development are an interesting case for investigating the meaning of social work as a human rights profession. Our research took place in the institution for community development in East Flanders, one of the five Flemish provinces in Belgium. In collaboration with the institution, we decided to select two human rights domains to study: housing and education. These domains could be considered as exemplary to study social work as a human rights profession.

Research methods used in ethnographic research can be very diverse. For this study, we used a documentary review, participant observation and conversation-style interviews with key informants ( D’Cruz and Jones, 2004 ). For the documentary review, we used documents produced by social workers who are active in the institution for community development. These documents gave us an insight into the work of the institution regarding the role of social work in ‘doing’ human rights. Policy notes, minutes of meetings, annual reports, etc. were all considered. Because in ethnographic research, it is important to understand the particular historical and socio-cultural context of the practices being researched ( Bryman, 2012 ), additional documents produced outside the institution for community development were selected. They were used to develop an environmental analysis in order to ‘capture’ the work of the institution in relation to the broader policy context (demographic data, a ‘map’ of the available welfare organisations, the history of particular neighbourhoods, etc.).

For the participant observation, the relevant activities to understand the work of the institution for community development were selected in mutual consultation with a ‘gatekeeper’ ( Fielding, 2008 ) of the institution. Gradually, the researcher also spontaneously took part in a variety of activities. Participation by the researcher was always overt (see Bryman, 2012 ). Field notes were kept during or directly after the participant observation. These field notes took the form of detailed descriptions of particular events and of people’s actions in these events, as well as the researcher’s initial reflections on these events. In total, participant observations took four months and more than 400 h. Time was divided equally between the domains of education and housing.

The third method we used was conversation-style interviews with key informants. In order to guarantee the validity of the observations, provisional ideas on the findings, striking observations or remaining questions were ‘shared with the member’s world’ ( Fielding, 2008 ) and checked. These ‘ethnographic interviews’ often took the form of ‘interviews on the spot’ and gave a deeper understanding of the practice being studied. For both education and housing, 26 people participated in an interview (total n  = 52). In the case of education, the group consisted of eight community development workers, twelve social workers from partner organisations (civil servants from the city, school social workers, school directors, social workers from the public centre for social welfare [PCSW], social workers from poverty-related organisations, etc.) and six service-users from the institution for community development. The service-users all had a background of living in poverty, and were selected as members of a parent group from a local school for primary education.

In the case of housing, the participants were six community development workers, eleven social workers from partner organisations (civil servants from the city, social workers from the social housing company, social workers from the PCSW, social workers from poverty-related organisations, etc.) and nine service-users. The service-users were selected based on their participation in the working group on housing that is organised by the institution for community development. This working group consists of people who all face problems with regard to housing. All interviews were audiotaped and transcribed. The researchers had no personal connection whatsoever with the institution for community development. The only professional link that the researchers had with the research context was expertise in the domain of community development and encounters with representatives of the institution in the context of education-related activities (e.g. internships).

Focus groups

In the second part of the study, focus groups were set up. While the general aim of a focus group is to discuss a specific topic ( Bryman, 2012 ), we had an additional 2-fold goal. First, we wanted to flesh out several issues that were not clear after the ethnographic research (deepening). Second, we wanted to explore whether the findings of our ethnographic research that took place in the context of community development were applicable in other domains of social work (broadening). We chose focus groups because they allow for creating rich data, enabling in-depth analysis. We selected people with a more expert profile in social work and human rights. The selection criteria used for participants were (i) being familiar with human rights in a social work context and (ii) having a generalist view on social work practice or policy. Participants from the focus group were senior staff members of various social work organisations, as well as lecturers and professors who teach social work at universities and universities of applied sciences in Flanders. Four focus groups of four to six people were organised (total n  = 18). In addition, seven in-depth interviews were organised with experts who, because of practical considerations, were not able to attend the focus groups. All the focus groups were led by two people: the researcher who conducted the ethnographic research and whose role it was to bring up the content for discussion and a supervisor who was the moderator of the focus group. Each focus group lasted approximately an hour and a half, and each was organised around three statements: (i) Participatory action, as a foundation of a human rights-based approach in social work, can also exclude people; (ii) a human rights-based approach in social work contributes to individualisation and responsibilisation and (iii) a human rights-based approach that starts from rules and laws (a top-down perspective) obstructs an approach that starts from the needs of people (a bottom-up perspective). The discussion in the focus groups was organised based on the five-stage model proposed by Cronin (2008) : (1) introduction; (2) opening; (3) introductory statement; (4) key questions and (5) ending questions. Both the focus group discussions and interviews were audiotaped and transcribed.

Ethics statement

The study was approved and funded by the Research Council of the HOGENT University of Applied Sciences and Arts. It was carried out in collaboration with Ghent University in compliance with the ethical standards of both the institutions. Informed consent was obtained from all of the participants after an extensive explanation of the research project.

Data analysis

For the data analysis, an inductive approach was chosen ( Hodkinsons, 2008 ). More specifically, a thematic analysis was done on the materials obtained from the ethnographic research. The analysis was executed in two steps by the two first authors. In the first step, both authors separately analysed the same six interviews (two community development workers, two social workers form partner organisations and two service-users) for each domain (education and housing). The analysis was based on the six-step model developed by Braun and Clarke (2006 ; see also Teater, 2017 ). Initial codes were assigned to the materials and afterwards they were grouped around several themes or ‘building blocks’. To answer the question of how social work acts when using human rights, we were looking for themes or building blocks that constitute a comprehensive action-framework for human rights in social work. We were particularly looking for different or even conflicting interpretations or constructions of human rights by social work, as these different interpretations could clearly demonstrate the action component of our framework. After individual analysis by the two authors, the results were pooled and discussed. This working method increases the inter-rater reliability among the researchers ( Oluwatayo, 2012 ). The result of this first step was a first draft of an action framework for human rights in social work. In the second step, the second author continued the analysis of the remaining interviews and also analysed the documentary review and the participant observations.

Although the analysis was primarily data-driven, we, as researchers with an interest in social work and human rights, could not disengage from our pre-existing knowledge. As Braun and Clarke explain, ‘data are not coded in an epistemological vacuum’ (2006 , p. 14). So the research context of community development coloured our data to a certain extent. As explained earlier, the community development organisations explicitly use human rights as a framework for their practice. In recent years, they acquired a great deal of expertise in the field of human rights, which has been reflected in numerous reports, memoranda and suchlike. Furthermore, as social work is a practice characterised by interconnectedness with local communities, working with vulnerable people, both at the micro-level of individual support and at the macro-level of structural change, it is no coincidence that related themes emerged from the data. Altogether, the first phase analysis yielded five themes or building blocks for an action framework for human rights in social work: (i) systemworld-oriented action, (ii) lifeworld-oriented action, (iii) participatory action, (iv) joined-up action and (v) politicised action. In the next step, these findings were presented to all the authors and discussed. This did not result in any adjustments at the level of themes, but it did result in some changes to the topics included under each building block. The remaining points of discussion and things that were unclear were taken to the focus groups. After the focus groups were held, the same procedure was followed: the four transcribed focus groups and seven additional interviews were analysed by the two first authors, and then discussed with all the authors, until consensus was reached. Again, this did not result in any adjustments at the level of the building blocks.

Based on our data, an action framework for human rights in social work was developed, consisting of five building blocks. In the next part of this article, we present these five building blocks.

Systemworld-oriented action

The right to social support would be meaningless without social services; the right to education would be meaningless without schools; the right to decent housing would be meaningless without houses and the right to health care would be meaningless without hospitals. All these systems—social services, schools, houses, health care, social security, etc.—are considered parts of the systemworld . The systemworld can be defined as all the institutionalised societal resources necessary for the realisation of human rights. Access to these systems is often difficult for people living in vulnerable life conditions. They frequently experience high thresholds.

The problem is that you have to be well informed and to know the right person.  … How many people know about the income guarantee for elderly people? A lot of people probably know about the premium for housing, but how many of them are actually applying for it? Definitely not that many, because it requires a lot of jargon that keeps people from applying . (a service-user)

It is a recurring complaint that social systems are inaccessible, because people who need care and support must deal with bureaucracy. The problem is not just the large number of forms that need to be filled in. Social workers also send people from pillar to post, so that ultimately people give up and do not apply for the support they are entitled to. In the end, social rights are often not realised.

We do not understand just how high the thresholds are for people who are already in a vulnerable position, who are living in difficult circumstances, and who are then confronted with a multitude of services that are not working in an integrated way, have cultural thresholds, etc. We have no idea what it means to live in poverty, how hard that is … so that support by social services and an emancipatory approach don’t mean anything. (a social worker, institution for community development)

An important topic related to creating accessible social institutions concerns the distinction between ‘universal’ and ‘selective’ social systems. Based on a human rights perspective, social workers often argue for universal social systems. However, some social workers point out the risks of this approach.

Human rights are of course for everyone. But I think that certain groups are more easily deprived of them. These are certainly socially vulnerable groups.  … Other groups have more power to make their voices heard. In any case, they also have easier access to certain rights. Education, for example, is more in line with middle-class culture. (a social worker, institution for community development)

Another social worker puts it even more bluntly:

That is actually a waste of time and resources if we focus on all citizens.  … In such an inclusive organisation, time and energy are not focused on the most vulnerable people. (a social worker, institution for community development)

To resolve the tension between a universal and a selective approach, some social workers argue for so-called progressive universalism. According to this line of thinking, social support should in principle be universal in orientation, and therefore should be addressed to everyone. However, these universal social systems should simultaneously develop ways of supporting people living in vulnerable life conditions who may fall through the cracks, by supplementing them with selective measures ‘within’ these universal systems. So a community centre can be open to everyone, but for people living in poverty, extra support should be provided ‘within’ this community centre to guarantee their participation.

We shouldn’t become the home of the poor either. We have to keep it a bit open without opening it up again to everyone, because then you know that the weakest people will fall out again. (a social worker, institution for community development)

Lifeworld-oriented action

Systemworld-oriented action has its counterpart in lifeworld-oriented action. Lifeworld-oriented action is about social workers making connections with the experiences from people’s everyday lifeworld. The focus is not so much on institutionalised resources, but rather on the practices that people themselves develop to cope with daily experiences of injustice and with violations of human rights.

Actually, being in the field, close to the people, makes you better able to understand the underlying causes … you can more easily contextualise situations. People don’t always say what they want to say or what they think. If you know the context, you can understand that people formulate things in a certain way but mean it differently. (a social worker, institution for community development)

People living in vulnerable life conditions often find that their living environments are insufficiently understood by social workers as well as others. At the same time, they experience difficulties in explaining their own situation to social work organisations.

A lifeworld orientation also requires that social workers facilitate the opportunities to connect different lifeworlds. Connecting lifeworlds can contribute to sharing diverse experiences and to creating connectedness.

One time there was a ‘week of empathisation’. This is good for involving citizens so they can also experience it that way. They cannot imagine what it is like.  … It is good to involve them, so they get a very different view of our problems, because those people don’t normally have to deal with these problems. They should do this a lot more, through a campaign set up by the working group on housing, so these people are motivated to join our conversations and to experience what is going on. (a service-user)

Social workers also point out several risks that might be associated with a lifeworld approach. Specifically, they warn against a narrowing view on social problems where not only are social problems observed in the lifeworlds of people, but also solutions for these social problems are sought within the same lifeworlds. However, problems that manifest in the lifeworlds of people often originate from external causes, such as the labour market, the housing market or the school system. Therefore, social workers should always try to link issues raised in the lifeworld with the way social systems are organised.

That double movement has to be part of our work. That is why we say that you should not see our work merely as directed downwards. You have to work from the bottom up, but that movement must also go upwards.  … You have to link the work with a broader movement of social organisations. They help to raise the issues of social inequality, and they can move society in the direction of redistribution.  … It is even more necessary to set up broader alliances, so that all those little things that happen can become part of a broader context and become part of a wider environment. (a social worker, institution for community development)

The final crucial aspect of social work with lifeworld-oriented action is social duty in public deliberation.

The articulation of different needs of different groups is the core of democracy; that is a social issue. Which needs do we as a society recognise, and which not? Which needs can be defined as rights, how are they recognised, and can we organise ourselves accordingly? These are public debates. These are collective discussions, because not having your needs recognised, and, consequently, not being seen or heard in society, is usually a collective and structural problem. (a lecturer on social work)

Participatory action

Participation is a loose concept, but nevertheless a key notion when talking about an action framework for human rights in social work. After all, shaping human rights requires dialogue between social workers and citizens about how to construct human rights and for what purpose. Social workers point to two complementary features of participation. First, participatory action entails involvement, connection and reciprocity between social workers and citizens. Here, social workers focus on the ‘relational’ characteristic of the practice of participation.

Participative work cannot be one-sided. You cannot expect your client to participate in everything that comes out of your sleeve. I think the art is to participate with them, and to play it by ear: ‘What is going on here?’ If you as a social worker participate with them , you are going to exclude far fewer people than you would if you expect them to come and participate with you. (a social worker, institution for community development)

Social workers also recognise that participation is not simply a relational issue, but that it entails a ‘structural’ approach as well.

If I say that we have to be more individual, this doesn’t mean that we have to find an individual solution. What I mean is that we have to approach people individually and then hear from there what problems those people or those groups are experiencing. It is also important that policy acknowledges the stories of those people. (a social worker, institution for community development)

Participatory action comes with many pitfalls. One is the social exclusion caused by participatory practices. For social work, it is important to be aware of these processes of exclusion and to identify possible barriers and difficulties. In general, social workers indicate that ‘stronger’ people are the ones who participate in available activities, as these practices require a certain assertiveness or particular social or cultural skills.

Participation usually starts from a certain framework and not everyone fits into that framework. It also requires certain skills from clients—skills they don’t always have. So participatory practices exclude people, but at the same time, this makes us aware that we need to find a different way to involve those excluded. (social worker, institution for community development)

Another pitfall has to do with participation in social policy. One of the working methods of the institution for community development is to coach people who live in vulnerable life conditions to speak with policymakers. This involves a risk of instrumentalisation, not only by policymakers, but also by social workers, as these people adapt themselves to the preferences of social workers.

In everything we do, of course, it is important that we let people make their own choices. But to what extent we, as community workers, steer those choices … I’m not sure.  … We wouldn’t say it like that, but we do come up with the solutions.  … We start a project and then we involve people in it. (a social worker, institution for community development)

Joined-up action

Social work exists in many fields of practice. This can lead to physical or metaphorical borders between these fields. The over-organised professional field of social work often results in fragmentation or compartmentalisation. Social work from a human rights perspective should question these borders and even try to break through them. This is what is meant by joined-up action. Joined-up action aims to counteract structures and logic that withhold the realisation of human rights in social work.

A trend in the social field is to divide everything into separate human rights or compartments. That is how social policy is organised. A human-rights-based perspective implies an integrated or joined-up approach. This requires breaking through this administrative compartmentalisation of human rights. (a social worker, institution for community development)

Besides the limitations caused by the organisation of social work in different fields, social work is often restricted by the proliferation of rules, procedures, protocols, etc. From a human rights perspective, this requires social workers to push boundaries.

It is about pushing and crossing boundaries, looking outside the range of tasks, thinking outside the box. Laws are not violated, but rules are; these are agreements, and they can be interpreted more broadly or reinterpreted … . (a social worker, community health centre)

Social workers call for questioning rules and procedures. Joined-up action here means that social workers should use their professional discretion in order to be guided by their ethical duty instead of following fixed rules and arrangements.

Having sufficient professional discretion is very important, especially if you work with the most vulnerable groups. You need to take the side of these people instead of working with a double agenda. In any case, they will feel this immediately. But secondly, the more professional discretion social workers use in a system, the more they can defend the rights of vulnerable groups in society.  … It is important that they make full use of their professional discretion in order to develop a social reflex as much as possible. (a social worker, institution for community development)

Politicising action

Politicisation concerns questioning and contesting power. Power is mostly conceived of as something that belongs to societal structures, like politics or the judiciary system. Exercising power may result in injustice and in inhuman living conditions. The role of social work is thought to be to collectivise individual experiences of human rights violations and to bring these to the public debate. Politicised social work should use political advocacy to denounce structures and systems of power that cause violations of human rights.

You can try to help the person on an individual level to realise his or her rights, but you will always come across structural issues. (a social worker, institution for community development)

Power is also something that is situated in speaking about particular social issues. These discourses of power have a significant impact on people. The role of social work is to question these dominant orders of society. A social worker from a poverty-related organisation working with young people explains:

Many of the young people who arrive at our organisation are caught up in the ‘it’s your own fault’ discourse … . These young people are caught in a system and therefore they often blame themselves: ‘I think it’s me’ … . For example, education is an often recurring subject: 90% have attended special education. How is that possible? Is it only because of the context of poverty that they are being referred to this type of education, largely determining their future? In our organisation, they learn that this is happening not only to them, but this is something systemic. We explain that it is caused by our educational system failing to give everyone equal opportunities. By doing this, we are ‘de-blaming’ them: there is an individual responsibility, but there is also a social responsibility. For them, this is a process of awareness-raising about how society works and about who decides what. In the beginning, this often alienates these young people, these issues of politics, policy, human rights. (a social worker, poverty organisation).

However, because of the often extensive subsidisation of social work organisations by the government, the politicising role of social work is frequently at odds with the autonomy and independence of the organisation.

You are actually in a sort of a split, which keeps you from going fully for human rights. We cannot just be a protest movement. We can never go full 100 per cent. We can do that, but only with the blessing of a minister. (a social worker, institution for community development)

Therefore, social workers should be aware of depoliticising tendencies that increasingly emphasise the controlling side of social work over its emancipatory character.

The pressure is increasing for social workers to exercise control. I think it is important that social workers be very conscious of this: what is my task? … You see that organisations that are not complying are experiencing consequences. … We owe it to ourselves to say why we stand for. If we don’t do that, we do not take our clients seriously. We must unite as social workers to make it clear to policymakers: this is social work and this is not social work. … We must be able to define our role as social workers: what do we serve? We cannot be used for everything. (a social worker, organisation supporting people with a migration background)

Social workers indicate that they should be much more concerned with their self-critical role. Their own actions as social workers should also be scrutinised in some form of ‘self-politicisation’.

Our qualitative research on how social work acts when aiming to realise human rights reveals five building blocks. They flesh out what it can mean for social work to be a human rights profession. It is important to consider these five building blocks in connection to one another as an action framework for human rights in social work. The key point of this framework is the recognition that human rights in social work are collectively constructed and that social workers play a crucial role in this construction process. To state that human rights are collectively constructed is to acknowledge the discursive, contested and complex nature of human rights in social work ( Cemlyn, 2008 ; Ife, 2012 ). There is no single way to construct human rights. On the contrary, trying to realise human rights is a process characterised by a plurality of potential constructions, based on the plurality of interests of the communities and community members involved. Part of our data also show opposing constructions of human rights ‘within’ building blocks. The discussion on systemworld-oriented action, for instance, demonstrates that some social workers are in favour of selective social services, while others defend universal ones. The same goes for participatory action: being recognised as an agent and being acknowledged as a partner in dialogue can conflict with instrumentalising tendencies. It is remarkable that the conflicting perspectives each underpin their opposite positions from the same framework of human rights. Another part of our data show opposing views on human rights ‘between’ building blocks. This is probably most obvious in the building blocks of lifeworld-oriented action and systemworld-oriented action, which can be considered opposites. The approach of starting from the needs experienced by communities seems to be difficult to reconcile with the bureaucratic procedures of institutions within a system, although both rely on human rights.

Our action framework has an ambiguous relationship with previous action models. It resonates only partially with Androff’s five-principles framework ( Androff, 2016 ), particularly regarding the principle of participation. The principle of accountability in Androff’s model is closely linked to the building block of politicised action. For the other principles, the two frameworks can be considered complementary. The same goes for McPhersons’s HRPSW framework (2015; see also McPherson and Abell, 2020 ). Some of the human rights methods in her model share similarities with our action framework: participation is a shared concern; accountability and activism correspond to politicised action; community and interdisciplinary collaboration are related to lifeworld-oriented action and micro/macro integration and capacity building resonate with systemworld-oriented action. On the other hand, the human rights lens and human rights goals are absent from our action framework. As for earlier research in the Flemish context, our action framework agrees with some aspects of it but not others. Vandekinderen et al. (2020) conducted a research project to explore the common ground of social work in Flanders. They identified five building blocks that are considered the DNA of social work in Flanders. Of these, politicising work is the only building block that both frameworks have in common. It is no surprise that this building block also shows up in our results, as politicising work is a main concern in the work of community development organisations in Flanders.

The observed divergences between our own action framework and the practice approaches of Androff and McPherson can be explained in different ways. In part, this is probably due to the different research contexts in which the projects took place. In our project, collaboration was set up with organisations in the field of community development. Although we included focus group discussions to see whether our findings were transferable, additional research in other social work domains could reveal different emphases or even different building blocks. Furthermore, comparative studies between countries could provide more insight into the international transferability of our action framework. As explained in the ‘Introduction’ section, the nature of social work is closely linked to the welfare regime of a country, which in turn ‘set the scene’ for understanding human rights. How different welfare regimes affect the translation of human rights in social work practice remains a blind spot in social work scholarship. However, this is of particular relevance as welfare regimes all over the world are facing far-reaching transformation that have a significant impact on how human rights in social work are understood. Further research might reveal the link between the nature of different welfare regimes and the way social workers use human rights in their practice. Finally, although we included the voices of service-users in our research project, they often remain left out of rights-based practice literature. Further research on human rights in social work should pay much more attention to the perspective of service-users and to the way that a human rights framework affects their situations and life conditions. These issues require an empirical shift in order to fully understand social work as a human rights profession. Understanding these issues could lend more nuance to the discussions on the relationship between social work and human rights, and would move this debate beyond empty slogans and catchphrases.

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Introduction

The capital and largest city of Russia , Moscow has always played a central role in the country’s history. In the Middle Ages it was the capital of the powerful principality of Muscovy. For much of the 20th century it was the capital of the Soviet Union , representing the authority of that superpower’s communist government. With the dissolution of the Soviet Union in 1991, Moscow became the political center of newly independent Russia as well as its industrial, educational, and cultural capital.

Moscow is situated in far western Russia on the banks of the Moskva (Moscow) River, a tributary of the Oka. The center of the city is the Kremlin , located on a high bank of the river. The Kremlin began as a fort first built by Prince Yuri Dolgoruky in the 12th century. It was protected originally by a wooden fence and later by brick walls. During the following centuries churches, palaces, and government buildings were built within the walls. Today the Kremlin walls enclose the largest concentration of historic buildings in Russia.

Next to the Kremlin is Red Square. It was originally a marketplace at a time when a trade and artisans’ settlement had developed outside the Kremlin walls. It became the major center for political and social events and today is used for big parades and public celebrations and demonstrations. At the southern end of the square is the 16th-century Cathedral of St. Basil, and at the northern end is the 19th-century State Historical Museum. The Lenin Mausoleum is on the west side, and the massive department store GUM is on the east.

With the Kremlin and Red Square as the original core area, the city grew outward in a series of rings, marked by defensive walls. The brick walls of the Kremlin date from the late 15th century. In the 16th century additional walls of stone and earth were built around the city. In the 19th century these walls were pulled down and replaced with wide circular boulevards known as the Boulevard and Garden rings. Beyond these boulevards the city has expanded in all directions, with roads radiating out from the central rings like the spokes of a wheel.

Central Moscow—the area within the Garden Ring—functions like a typical downtown. In this area are concentrated most of the government offices, most of the hotels and larger stores, and the main theaters, museums, and art galleries. In the 1990s the resident population of the inner city declined as many large apartment buildings were transformed into offices. The residential neighborhoods that remain within the Garden Ring consist mostly of luxury apartments for the wealthy.

The architecture of central Moscow features buildings representing every period of the city’s development from the 15th century to the present day. Examples of 17th-century church architecture include the Church of All Saints of Kulishki, built in the 1670s and ’80s, and the Church of the Nativity of Putniki (1649–52). Other notable buildings include the elegant Pashkov House (1785–86), now part of the Russian State Library; the Manezh (Riding School; 1817), which is now used as an exhibition hall; and the Bolshoi Theater (1821–24), rebuilt in 1856 after a fire. Soviet-era additions to central Moscow include several elaborate “wedding-cake” (tiered) skyscrapers as well as concrete-and-glass high rises. The Gazprom and Lukoil office buildings, built in the 1990s, are among the more notable examples of later architecture.

The main street in the city center is Tverskaya Prospekt (formerly Gorky Prospekt), which leads northwest from Red Square. It is lined with large stores, hotels, theaters, and restaurants. Some of the notable buildings are the National Hotel, the Central Telegraph Office, and the Mayor’s Office.

The Moskva River follows a circuitous course through the city. It forms a large loop southwest of the city center and then flows northward again to pass the Kremlin walls. To the east of the Kremlin the Yauza River joins the Moskva. The high south bank of the southwestern loop of the Moskva forms the Vorobyëvy Hills (or Lenin Hills), which reach 655 feet (200 meters). Many foreign embassies and the Moscow State University complex, dominated by an ornate Stalin-era building, stand on the Vorobyëvy Hills. Across the river is the sports complex known as Luzhniki Park. Just upstream, on the south bank of the river, is Gorky Park. The city’s largest park, it has an amusement park in addition to gardens and woodlands.

On the outskirts of the city a large number of residential and other building construction projects were undertaken after World War II. Major new housing areas arose between the Garden Ring and the Moscow Ring Road, which circles the city some 10 miles (16 kilometers) from the center. The northern suburbs contain the large Sokolniki Park, a botanical garden, and the All-Russian Exhibition Center. The latter—still commonly known by its Soviet-era name, the Exhibition of Economic Achievements—was opened in 1939 to showcase the economic and scientific accomplishments of the Soviet Union. Today the exhibits are interspersed with amusement park rides, markets, and other attractions. Nearby is the 1,758-foot (536-meter) Television Tower, the tallest structure in Russia.

People and Culture

The great majority of the people of Moscow, called Muscovites, are ethnic Russians. The largest minority groups are Ukrainians, Belarusians, Armenians, Azerbaijanis, and Tatars. During the Soviet era, migration contributed to a rapid rise in Moscow’s population. Beginning in 1932 the government restricted migration by requiring people to have a special permit to live in the city. Today, people still need to register their place of residence with the government.

It is rare for people in Moscow to have a single-family home. Most Muscovites live in apartments, which can be in old houses that have been subdivided, in Soviet-era apartment blocks, or in new buildings. After the collapse of the Soviet Union, registered Moscow residents were given the government-owned homes in which they lived. After that, however, housing prices rose so steeply that, in the early 21st century, only a small percentage of Muscovites could afford to buy an apartment in the city. In fact, due largely to the housing market, Moscow became one of the most expensive cities in the world to live in.

Moscow contains dozens of theaters and concert halls. One of the best known is the Bolshoi Theater, which is home to Russia’s leading theater company for ballet and opera. Organized in the 1770s, the company also performs at the State Kremlin Palace and tours extensively throughout the world. Other renowned theaters include the Maly Theater, the Moscow Art Theater, and the Obraztsov Puppet Theater. Musical performances are held in the Tchaikovsky Concert Hall and at the Moscow P.I. Tchaikovsky Conservatory.

Several of Moscow’s many art galleries and museums have an international reputation. Among the most famous are the Tretyakov Gallery, the Pushkin Museum of Fine Arts, the Museum of Oriental Arts, and the Literature Museum. Historical institutions include the Armory Museum, the State Historical Museum, the Central Lenin Museum, and State Central Museum of Contemporary History of Russia.

Moscow is a major educational center, with dozens of universities and specialized institutions of higher education. The largest and most prestigious is Moscow State University, founded in 1755. The Russian Academy of Sciences and the Russian State Library, one of the world’s largest libraries, are also located in the city.

The leading sports complex in Moscow is Luzhniki Park, in the Vorobyëvy Hills. It was one of the main arenas for the 1980 Olympic Games. Dynamo Stadium on Leningrad Prospekt is the home ground for one of Moscow’s several football (soccer) teams. Most districts of the city have their own sports halls, swimming pools, and ice rinks.

The economy of Moscow, like that of Russia as a whole, was transformed after the collapse of the Soviet Union in 1991. During the Soviet era the city’s economy was dominated by the manufacturing and engineering sectors. In the 1990s, as the formerly government-controlled economy shifted to one based on private ownership, these sectors declined dramatically and were largely replaced by service industries. The number of people employed in manufacturing in Moscow decreased by half from the late 1980s into the ’90s.

Nevertheless, Moscow remains the largest industrial center in Russia. Engineering and metalworking still rank among the city’s most important industries, designing and manufacturing such products as machine tools, ball bearings, automobiles, precision instruments, and electronics. Aerospace design and manufacture is one of the most important engineering sectors in some of Moscow’s surrounding towns. Oil refining, chemicals, food processing, and construction are also valuable industries.

Moscow’s wide-ranging service sector includes such industries as finance, retail trade, education, and research. As Russia’s economy was privatized, Moscow developed into a financial center, with dozens of banks and several securities exchanges. Most foreign investment in the Russian economy passes through the city’s financial institutions. The opening up of Russian society also spurred Moscow’s emergence as a major tourist destination.

Moscow is the hub of Russia’s transportation network. Rail lines radiate out in all directions, connecting the capital with other Russian cities as well as Central Asia and eastern and central Europe. These railways carry much of the country’s freight and are also vital to passengers commuting between Moscow and its suburbs. The Moscow Little Ring Railway and the Greater Moscow Ring Railway link the radial lines. For travel within the city, which is typically congested with traffic, public transportation is critical. The centerpiece of the mass-transit system is the Metropolitan (Metro) subway, whose lines copy the city’s radial street pattern.

A major river port, Moscow is connected to the Volga River to the north by a canal built in the 1930s. By means of this canal, shipping from Moscow can reach the Black, Baltic, and Caspian seas.

Moscow is served by two international airports: Sheremetyevo-2 to the north and Domodedovo to the south. Sheremetyevo-1 handles mostly domestic flights.

Archaeological evidence shows that a settlement existed on the site of present-day Moscow during the late Stone Age. The traditional date of the city’s founding, however, is 1147, when Prince Yuri Dolgoruky hosted a feast on the site. At the time, Moscow was a small settlement on the bank of the Moskva River. To protect the site, in 1156 Prince Dolgoruky built the original kremlin—a wooden fort atop earthen embankments.

Moscow developed into an important trading town. It was centrally located among the system of rivers that formed the trade routes across European Russia. Like most other Russian towns, Moscow was attacked on many occasions by the Mongols (Tatars), but it managed to survive. It was sheltered to a considerable extent by the surrounding forests and by the swamps of the Oka River to the east.

As Mongol power declined beginning in the 14th century, Moscow grew steadily in size and importance by absorbing surrounding principalities. It became the center of power of what was called the Grand Principality of Muscovy. Within the Kremlin, palaces for the prince and nobles, monasteries, and churches were erected. Outside the Kremlin walls, the trading and artisan quarter expanded. By the second half of the 15th century Moscow had become the undisputed center of a unified Russian state. Defensive brick walls more than a mile long were built around the enlarged Kremlin.

Despite its new fortifications, Moscow still faced attack. In 1571 the Crimean Tatars captured the town, burning everything but the Kremlin. New stone walls built between 1584 and 1591 helped Moscow turn back another attack by the Crimean Tatars in 1591. The next year an outer ring of earthen walls was built to protect the expanding city. In addition, such fortified monasteries as the Novodevichy and Donskoy were built to defend the city from the south.

These improvements in security allowed artisan activity to flourish. Different groups of tradespeople—for example, armor makers, blacksmiths, and weavers—occupied particular suburbs of Moscow. State workshops made weapons and gunpowder.

The development of Moscow was temporarily eclipsed by the founding of St. Petersburg in 1703 and its choice by Peter the Great in 1712 to be Russia’s capital city. Nobles, merchants, and artisans moved to St. Petersburg. However, Moscow soon began to recover from the loss of its role as capital. New industries, especially textiles, fueled economic growth. The city’s key role in Russia’s cultural life was enhanced by the founding of Moscow University (now Moscow State University), the country’s first, in 1755.

In 1812 Moscow was occupied by Napoleon ’s French troops. An accompanying fire leveled more than two thirds of the city’s buildings. Again, through a great rebuilding program, the city recovered rapidly. Moscow became the center of Russia’s railroads and developed heavy engineering and metalworking industries. The population reached nearly 1 million by 1897 and doubled to 2 million by 1915.

In 1918, following the Russian Revolution , Lenin moved the Soviet government to Moscow. The city thereby regained its status as capital. During the 1930s Joseph Stalin drew up a grandiose plan for the development of the city, but it was never completely fulfilled. The most successful venture was the Metro, begun in 1933.

Moscow suffered little damage in World War II despite the fact that German invaders reached the outskirts of the city. By 1939 the population had reached 4.5 million, and by 1959 it was about 6 million. To relieve overcrowding, much of the old housing around the historic core of the city was torn down and replaced by massive apartment blocks. A new development plan introduced in 1960 laid the groundwork for the city’s expansion in the coming decades. It required the careful designation of new residential areas, industrial zones, and green spaces and also annexed surrounding towns to the city.

Following the collapse of the Soviet Union in 1991, Moscow was at the forefront of Russia’s historic changes. Private enterprise and foreign investment led to a proliferation of new businesses as well as a skyrocketing cost of living and an increase in criminal activity, including organized crime. The city also experienced several deadly attacks by rebels seeking independence for Chechnya or other republics in Russia’s Caucasus region, including a hostage crisis at a theater in 2002 and suicide bombings in the Metro in 2010. Population (2013 estimate), 11,843,643.

Additional Reading

Brooke, Caroline. Moscow: A Cultural History (Oxford Univ. Press, 2006). Graham, L.R. Moscow Stories (Indiana Univ. Press, 2006). Kelly, Laurence. A Traveller’s Companion to Moscow (Interlink, 2005). Rice, Christopher, and Rice, Melanie. Moscow (DK, 2007).

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