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DE@6RmBC, X ٳ0 X 1 : t | t 0| Ȳ. 0 X x<\ xǩD tX Ÿ$ Ĭ| Ɉ 4䲔 йȲ. }Ő@ T Ő t tǩXՔ | D }Őij tǩ`  ǔ t0| 䲔 йȲ. DE@ \@Rm'8FRmMLRmqQRmWRmBC`X, X tǘ )X 1 : @ Ŭ ; X|X iȲ. | Ȑ 0 | t踔 p x x XՌ  Ÿ$ 0 L8Ȳ. Ŭ | D tǩX | t踌 ճȲ. | Ŭ }Ő@ T 0 L8Ȳ. DE@ ^Rm&dRmMjRmshpRmDvRmBC K, 8tu httuX 1 : ܭ X Y ) 0| h<\h ht  ǔ tu Hij ɔX̹, 8 tu T ɔiȲ.  H X tut ȹ ht  LD LT|ij  Ŭ\  \, 0Ȍ  Ќ, \ٳ 8, tٳ  pX , xƀ@X ь X tuD X0 t  8 | ȹ \X$ @ ܭ 0 JŔ Ȳ. DEL}Rm&(RmLRmtRmRmRmtRmB0C>m>>>mG>m/>>mB?C2. \ t t ŐX t0 | \Xp Ő X| ` D Ō 0 pm DE#>>Lm.'>>LmB C`xɕ 59pX938X  8 x%t k  Ŭ\  \, 0Ȍ  Ќ, \ٳ 8, tٳ  pX , xƀ@X ь X | htXp x%D t` LD $X, Ĭ}` L  xļ ĬD 8 L 8 DՔ\ @ \ \͌\X D 8 pX| <\h  8X4 | ȹ \X ̹| x ɔ\ uD Xՠ䲔 Ĭ}ŅȲ. DE/Rm&x5RmNT;Rmu0ARm GRmLRmRRmBCtǔ  ,  x $@ Ĭ} xļ Ĭ 8 DՔ\ @ \ \͌\X D 8 pX| 0 X $X Ē | t\h \\. ܭ\ `xɕ 59pX938X @ } 0| ȕXՌ @ Ĭ}ŅȲ. ( 59pX9  @ t < D t| iȲ.) DE@ YRm&_RmKeRmp`kRm>mBqC; Ē1 DE@{ mBq C Ȑ x Ȑǘ xxŌ t| \ tXՔ ƅȲ. ǘ 1X$t tՐŌ Ēǥ%t Ǵ| XՔp tՐ 1Dǘ tt ųŌ Ēt ǵȲ. DE Rm$RmGRmjp#RmBfC ̹ ųX4| DǬX J@ Ŕ  JŵȲ. Ēǥ%t Ŕ Ȑ x Ȑǘ xxD t\ $t ųX4| DǬX JXLD ǝt| \䲔 йȲ. DEx*Rm$T0RmI06RmBP C 753p(1DX Ēǥ%) 1D xŌ t| \ X ĒD ` ɥt Ŕ LŔ 0X Ēt . DE@Rm%FRmLtLRmBaC 754p(X Ēǥ%)  xŌ t| \ ǔ 0X Ēt . 췘 X  \ xX D ͘\ LŔ X DȲX. DE|SRm%XYRmK4_RmB- C; ֕ 9p(֬1D) 148  DȲ\ X ǔ X DȲ\. D E@htmBH C 10p(¥`x) `$ ¥`\ xX C b$2mX  ǐ  ǐǔ tX x \ ĒLjǔ X lD լ`  . D E @l9RtB/ C  750pX | \ ǝĒD Rt@DRtJRtBC @V2) A second alternative formulation is a justice-based approach to social work. As with needs, a clear link can be made between rights and justice. There are, however, two problems with a purely justice-based approach to social work, which a human rights approach can overcome. The first problem with justice is that it can imply simple revenge. The second problem is that justice is often defined procedurally: to be just, or to do justice, is to administer the laws in a just, fair and even-handed way. The laws themselves, however, may be highly discriminatory and oppressive, and the so-called  justice system can result in what is effectively the just administration of unjust laws. D E PRRt,XRt^RtcRtiRtoRtBO C )3) A human rights framework for social work does get over some of the difficulties with justice as identified above. It moves social work well beyond the purely retributive approach of a politics of revenge and in fact provides a critique of reactive calls for punitive  justice , because these can be seen as violating human rights. D E wRt}RtRtB D E @RtB'C The three generations of human rights D E @{ tBD C 32. The first generation human rights : civil and political rights. D E @RtBC 0They include the right to vote, the right to freedom of speech, the right to free assembly, the right to a fair trial and equality before the law, the right to citizenship, the right to privacy, the right to self-expression, the right to freedom of religion, the right to nominate for public office, and the right to free participation in the society and in the civic life of the nation. D E Rt RtRtBS C ` 33. The second generation of human rights : economic, social and cultural rights. D E @ RtBC RtB C It developed as a response to the critique of human rights as being overly individual and based in Western liberalism and therefore of less relevance to cultures with more collective norms. D E $ERtKRtB8 C 'These rights include the right to economic development, the right to benefit from world trade and economic growth, the right to live in a cohesive and harmonious society, and environmental rights such as the right to breathe unpolluted air, the right to access clean water and the right to experience  nature . D E RRtWRt ]RtB D E @dRtBC796. The concept of needs has unfortunate charitable connotations in the way the wider community talks about  the needy . This is why disabled social workers, such as Oliver, Sapey and Thomas have been particularly strident in their push to move social workers and curricula away from the concept of  needs . Focusing on disabled people s needs has led to their confinement in institutions and positioned them as burdens on family and society. D4!Ex*RmAT0Rm06Rm <RmARm=GRmxMRmB C98. One of the criticisms of all human service professionals, and perhaps particularly of social workers, is that they use their professional position to privilege their definitions of need over the definitions made by others. DE WRmB\RmbRmhRmB'C$Illich s well-known critique of the various professions as  disabling specifically includes social workers. He claims that, by increasingly taking on the role of defining people s needs for them, professions have disempowered people by preventing them from defining their needs for themselves. D!E@ oRm;xuRmT{Rm0Rm RmB C100. It also suggests that a significant human right is the right to define one s own needs, and that professional practice is therefore a form of human rights abuse. D!["\ElRmEHRm$RmBCSuch an argument suggests the desirability of reformulating social work practice so that it seeks to return to people the power to define their own needs and seek to have them met.tmct De!E,RmCRmRmG@tmctHB C 101. One important practice principle for human rights social work is that social workers should seek to identify the rights issues behind the statements of need that they make every day. D K!E RtRtB C !Rights-based practice is a form of social work in which the word  right is used more than the word  need in the day-to-day discourse of social workers and where, whenever a  need is talked about, the rights that lie behind that need are identified and explored. D E  Rt}RtRtB D E @!RtB} C/109. In relation to need, it is worth remembering the argument of Illich that social workers are to be counted among the  disabling professions , whose enthusiasm for defining the needs of others acts only to  disable those whom the professionals claim to be helping. This is the opposite of empowerment-based practice, which many social workers claim is the basis of their work. DE RmBRm RmRmpRmALRmBv C.The important practice principle is that social workers have to give up their appropriation of the right to define people s needs for them, and find ways in which the people concerned can reclaim that right and define their own needs. This does not mean that the social worker has no role in need definition; in reality, a social worker can assist the process considerably. DE T$Rm@0*Rm 0Rm5Rm;RmJARmB C@A social worker therefore has an important role to play in assisting in the definition of need, but this does not mean that the social worker takes on that responsibility to the exclusion of the people with whom they are working, at whatever level. DE HRm;NRm`TRmC'212. The social work interview has typically been constructed in unequal power terms. It is generally expected that the social worker, not the client, will be the one who  controls the interview. While the interaction may be controlled by the social worker, it is meant to be entirely in the interests of the client. D!=!E@ RmARmRmp#RmL)RmB C189. Dialogue requires that both the worker and those with whom they are working are seen as having equivalent wisdom and expertise, rather than professional expertise being privileged over the expertise of others. DE 1Rm;\7Rmv8=RmCRmB=C'While it is true that the worker will have specialised knowledge and skills that the client may not, it is equally true that the client has a range of knowledge, skills and expertise that the worker does not; namely, the expertise that comes from lived experience and the survival skills developed out of necessity. DE@ JRmAORmURm[RmaRmBC8tmct190. An interview is deliberately designed as an interaction of unequal power, with one person  doing the interview while the other is  interviewed . In a dialogue, however, the aim is for an equal exchange, with each party learning from the other. Hence the social worker has to be able to give up the need to be (or to be seen to be) in control, and instead must allow the interaction to develop in a way that is determined by both parties. D$ !EiRmHoRmxuRmT{Rm0RmM RmRmG@tmctHB C 0190. Letting go is difficult, given that social workers, like all professionals, are readily seduced by the discourse of professional expertise and can find security as well as status in a  professional role. Yet it is only in the letting go of that security and status that it is possible to join in a truly dialogical relationship with those with whom the worker wishes to engage. D %E RtRt RtBC Given this, the  worker and the  client need to establish a dialogue where the goal is for each to share and learn from each other s experience. D %E RtRtB C Planning D E@{ m&B C215. The planning paradigm requires a clear definition of objectives or outcomes to be achieved, and this is frequently required in order for a program to be funded. DERm:RmxRmB C 5The problem is that this usually occurs before the social worker has even met the client or the community with whom they are to work. This is hardly conducive to dialogical praxis; in fact, it directly negates it and denies the client or community the right to self-determination. It leads to a social work practice where the service is pre-packaged and delivered to the recipient, who has no say in its design or delivery. DE$RmAx*RmT0Rm06Rm <RmFARmGRmB C8One might also ask how many social work agencies involve clients in their planning days (and not just in a tokenistic way) and genuinely seek to ensure that clients voices are fully heard when their plans are drawn up and their outcomes specified in funding applications. Yet this is surely a requirement of social work that is genuinely based on human rights principles; to do otherwise is to violate the clients rights to self-determination.tmct DENRm9TRmZRm``RmRm@@DRmJRmORmURmG[RmaRmhgRmG@tmctHBp C  ֬| `  nj ht ȵȲ. Ť ֬t ǔ x tij, Ť pt(1, 9, %, œ Y 0)X ֬| 8XՔɔ t|0`  Ǵ| iȲ. D B] C Ť ֬t ǔ L t, p Ť ֬@ hخX @, Ť ֬@Ɣ hخX J@, t|0t ” Ǵ| iȲ. D B D BCSupervision of social workers DE@qRm&BC6220. If we are really serious about a human rights perspective on social work and maximising the rights of clients, supervision of workers by clients is a natural consequence. Clients, after all, are in a better position than anyone else to know how effective the  professional help of social workers has been, to reflect with the social worker on that worker s practice, and to help the worker on the path of professional development. D!E(zRmBRmRmRmRmLtRmPRmBCEmployment of social workers DE@Rm&BDC(221. It is also worth considering, in any agency setting, the role clients play in the employment of social workers, including the development of selection criteria, the recruitment process, and the actual interview and selection panels, as well as in  performance reviews of social workers and other employment processes. D:!E@ 4RmCRmRmRm RmB#C`Involvement in the agency policies DE@0*Rm&BC@221. Client involvement in the policies, procedures and overall direction of the agency is another key component of a human rights approach to practice. D!Ed2Rm@@8Rm|>RmB+C`%This has been an ongoing issue in many social agencies, and there are considerable problems associated with it. It is too easy for such involvement to become tokenistic, or for  client representatives to be co-opted into the existing power structure of the agency so that they have little impact. DE@ PFRmB,LRmRRmWRm]RmBy C /Genuine client involvement that really makes a difference is hard to achieve, largely because of the tacit acceptance (by managers, workers and clients) that existing power differentials are somehow natural and unchangeable. Such assumptions need to be actively challenged as part of an approach to practice that respects human rights and seeks to maximise self-determination. DE eRmBkRmqRmwRmd}Rm9@RmBCCompeting claims for rights D E@{ m&B C559~64. tmctThe clash of the rights of children and the rights of parents has particular significance for social workers because child welfare is a major area of social work practice in any country or culture, and social workers often find themselves mediating between these competing claims for rights and being involved in decisions about whether a child should be removed from their parents  in the child s best interests. DERmMRmRmp#RmL)RmH(/Rm5RmG@tmctH B C "Children represent another group where human rights abuse occurs largely outside the public domain, in the private or domestic sphere. The place of children in society and in the family has changed with time and also varies in different cultural contexts and across time. D E RtRt RtBH C )Literature on the social construction of childhood encourages us to adopt a nuanced approach to the question of children s rights with notions of childhood differing in contexts, cultures and beliefs. Because of this, the idea of the rights of the child, as part of an overall understand-ing of human rights, is controversial. D E RtRt xRtB< C GIn earlier times, the child was regarded as the  property of their parent(s), and there was no legitimacy for others to intervene to protect the child against physical, sexual or emotional abuse. This view has changed, but there remains a strongly held belief that treatment of children is the responsibility of the parent(s) and that other actors, such as the state (and social workers acting on the state s behalf), have little role in determining how a child shall or shall not be treated in the home. This is clearly illustrated in attitudes to corporal punishment. D E @ %Rt\+Rt 81Rt7Rt#<RtB C `9In many Western countries, corporal punishment of children in the public location of the school is now strictly prohibited, and if a teacher administers even the mildest slap to a child that teacher will be prosecuted and is likely to be dismissed and effectively banned from ever teaching again, however extreme the provocation may have been. By comparison, the sanctions against a parent assaulting a child in the privacy of the home are much less severe. D E CRtIRtORtURtBO C )Corporal punishment in the home is now also illegal in many countries, though this was much harder to bring into law than a ban on corporal punishment in schools. And there are some country contexts where parents who are loving and connected with their children believe that corporal punishment is a necessary component of parenting. D E \RtpbRtLhRtB C 1The state will normally not interfere nor take any form of legal action unless the abuse was of a much more serious nature. Certainly, a single light slap would not be regarded as sufficient grounds for taking legal action against the parent, and would not be sufficient to justify that parent being  dismissed and prevented from ever being a parent again, as is the case with the teacher. D E ToRt0uRt {RtB9C 'A teacher hitting a child at school is clearly regarded very differently from a parent hitting a child at home, even though the latter may in reality be more emotionally damaging for the child, given the psychological importance of the parent child relationship in comparison with the teacher pupil relationship. D E RtRt ̍RtB C #This example illustrates the complexity of the issue of children s rights and the conflict with the idea of parents rights. It is one of many cases where there are competing and conflicting claims for rights, and such conflicts occur whenever human rights are discussed and debated. D E RtܛRtRtB D E @RtBc C`,What is important to recognise is that social workers practise in an arena where society has conflicting values (protection of children versus the integrity of  the family ), and they are expected to make difficult and controversial moral and professional judgments on behalf of society where a poor decision can have serious, even tragic, consequences. DE <RmBARmGRmMRm|SRm>XYRmBh  CMThe two actors on whose behalf rights are claimed, parent and child, are in an unequal power relationship because the child is relatively powerless in most situations when compared with the parent. This alone suggests that there is a strong case for the rights of the child to be favoured rather than the rights of the parent, since social work has a clear value base that locates it as working in the interests of the less powerful. Similarly, the child is likely to be less able to express their wishes effectively and is more in need of representation and advocacy than is likely to be the case with the parent. DE``Rm>HRmNRm`TRmrRmxRmB C@194. A key element in anti-colonialist practice is to listen particularly to the voices of the most oppressed victims of colonialism, namely Indigenous peoples. DERm=ĆRmyRmBD C(Precisely because of their experience of colonisation, Indigenous peoples are in an especially important position to argue the critique of colonialism and to articulate alternatives. For this reason, the voices of Indigenous people must be an important part of the education (both basic and ongoing) of every social worker. DE@ RmBRm`Rm<RmRmBbC@ A Human Rights-Based Approach to Justice in Social Work Practice klh%by Gabel. 2023klh DBJX`Em*mG klh%Ohttps\://www.amazon.com/dp/019757064X\?ref=ppx_yo2ov_dt_b_fed_asin_title;1;0;0;5:vB5CtmctChapter 3. Evolving Concepts of Human Rights D E@{ mG@tmctHBNC Chapter 1. Ethics, Morals, Human Rights, and Justice in Social Work Practice D E { t6${ tB C 42. behaviors. Ethics are closely related to morals. Morals reflect our belief system. For many of us, the foundation of our morals is religion. Morals tend to inform what is acceptable or unacceptable, virtuous or non-virtuous actions or ways of seeing situations. Morals help us evaluate a situation or actions and tend to be personal. We typically don t have professional morals, but we have professional ethics. D E RtRt #Rt)RtBC `3Ethical standards guide professional decision-making and actions. Professional ethics are usually codified in a formal system or set of rules. We are more likely to use professional standards to consider whether a social worker has acted ethically than to judge their morality. When we say a social worker acts unprofessionally, we often refer to whether they have served ethically in their professional roles. D E 0Rtx6Rt T<Rt0BRtB C 3. The ethical standards articulated within the NASW Code of Ethics describe our responsibilities in practice settings, as professionals, and to clients, colleagues, the profession, and broader society. D E dJRt@PRtB C ]Self-determination and autonomy, as well as informed consent, are critical parts of these standards. Fundamental to social work practice and a human rights-based approach (you ll hear more about this soon) is that we respect the individuals and communities we are working with to make their own decisions. We may not always agree with the decisions made, but the standards guide us to prioritize self-determination and empower individuals as professionals. Our role is to help the people and communities we work with understand the potential consequences of their actions. Related to this is informed consent. We are obligated to inform the populations we are working with of the likely course of action and help them set expectations accordingly. D E HWRt$]RtcRthRtnRttRtBU C *Social work ethical standards also stress the importance of privacy and confidentiality. When we work with individuals, families, or groups, we are obliged to keep any confidential information private unless situations are disclosed that may harm the people we are working with or others. As professionals, we are required to report these. D E {RtxRt TRtB C @=Another ethical standard is non-discrimination. Regardless of our own beliefs, we must treat the people and communities we work with equally and with respect for all. We must continually check ourselves on this, which is why another ethical standard is that we commit to ongoing supervision so that as we practice, we also reflect on what we are learning and enlist the help of supervisors to help see us through situations where we may be unaware of our own biases affecting our practice. D E \Rt8RtRtRtB-C Chapter 2. Human Dignity and Respect for All D E @{ tB4 C 11. At the heart of human rights is human dignity. D E @RtB C #Human dignity connotes that all human beings possess equal and inherent value and should be accorded respect regardless of gender, sexuality, age, race or ethnicity, health, religion, socioeconomic status, political affiliations, or any other socially constructed classification. D E RtRt$RtBkC `-13. The relationship between human dignity and human rights is the one between a foundational principle of equal respect for every human being and the concrete norms that are needed to flesh out that principle in social life. Human dignity is the foundation of human rights; rights derive from human dignity. Human dignity is & the ultimate source of all rights. D E +Rt1Rt\7RtBC `13. Today when we speak of human rights, we generally refer to the human rights articulated by the United Nations (UN) in the Universal Declaration of Human Rights (UDHR; United Nations General Assembly, 1948). D E ARt~GRtB C 15. The UDHR is not perfect. D E @ORtBmC mThe UDHR and the major conventions and treaties that followed have been criticized for embracing Western or Global North perspectives of human dignity and human rights, to the exclusion of other views. For example, the conception of human dignity and its relation to human rights embraced by the individualist cultures of Europe, North America, and elsewhere is not widely accepted by people in communitarian cultures of Asia and Islam. Communitarian cultures tend to emphasize people s duties and obligations rather than their rights. In communitarian cultures, dignity comes from fulfilling one s obligations or duties, which are often seen as collective rather than relating to the individual. Individuals derive dignity from being acknowledged for what they have done for others. These differences in how dignity is understood affect one s concept of human rights as well. D E WRty\RtbRt~hRtpnRtLtRt(zRtB D E @RtBC16. What Are Human Rights? DE@0RmBC`Let s begin by unpacking what we mean by human rights. Human rights are not earned, nor are they awarded. They are ours simply because we are human beings. ȩ 첬, xnjD XX JŵȲ. D&E8Rm=>Rm|DRmBC20. Principles of Human Rights DE@ORmBC Definitions of human rights change over time and according to culture. The United Nations has identified the following as the basic principles of human rights: DE]Rm~bRmBKC` 1) Universality: As humans, we are all entitled to the same human rights. DETlRmB0rRmB8C'2) Equality and non-discrimination: Regardless of race, color, ethnicity, gender, age, language, sexual orientation, religion, political or other opinions, national, social, or geographical origin, (dis)ability, property, birth, or another status, all human beings are equal and should be treated with dignity. DE@ dzRm?@RmRmRmԑRmBC3) Indivisible and interdependent: All rights are dependent on the realization of other rights, and the realization of any human right furthers other rights. DERmCRmRmBC4) Inalienable: No one and no entity can grant or deny our human rights, except in specific situations and according to due process. For example, a person found guilty of a crime by a court of law may have the right to liberty restricted. DE RmARmRm RmBC5) Rights and obligations: Every right comes with the responsibility to respect, protect, and fulfill the right. Governments bear most of the duties, but individuals also have the responsibility to respect and uphold the rights of others. DE Rm6RmqRm%RmBfC More recently, two additional concepts have been added to the list of basic human rights principles: DE-Rm>3RmBC96) Participation and inclusion is now commonly included as a human rights principle because the right to participate in and access information relating to the decision-making processes that affect one s life and well-being is considered a critical ingredient in securing human rights. Rights-based approaches require a high degree of participation by communities, civil society, minorities, women, young people, Indigenous peoples, and other identified groups. DE;Rm=ARm||GRmXMRm4SRmDYRm^RmdRmB,  CE7) Accountability refers to the obligation that States and other duty-bearers have to comply with the legal norms and standards enshrined in international human rights instruments. Should they fail to do so, aggrieved rights-holders are entitled to redress proceedings before a competent court or other adjudicator in accordance with the rules and procedures provided by law. Individuals, the media, civil society, and the international community play important roles in holding governments accountable for their obligation to uphold human rights.tmct DE@lRmArRmxRm~RmlRm>HRmx$RmRmܛRmG@tmctHB/C 22. Is Social Work a Human Rights Profession? D E @RtBx C oWhen the profession was founded, social workers sought to transform people s lives through wide-ranging social and economic reforms as well as work with individuals and communities. Social workers treated people and communities in need with respect and dignity, breaking from past practices regarding the treatment of the poor. Worldwide, social workers have a long history of working to achieve human rights, even though the profession was founded long before the Universal Declaration of Human Rights (UDHR) was written. According to an International Federation of Social Workers policy paper, social work  has, from its conception, been a human rights profession, having as its basic tenet the intrinsic value of every human being and as one of its main aims the promotion of equitable social structures, which can offer people security and development while upholding their dignity. D E 4Rt|RtRtRtRt%Rt\+RtBH C iAt the profession s inception, advocating for equitable treatment regardless of one s place of origin, income, gender, ability, or race was at the core of social work practice. Keep in mind that during the early 20th century, social workers concepts of human rights may have been different from our understanding today. Social work was founded over 50 years before the UDHR was written. The biographies of our social work pioneers indicate that they wanted to right the social and economic inequities they saw in society and considered human rights as a path to justice and integral to social work practice. These pioneers were heavily engaged in reforming society by creating social infrastructure and grounding the practice of human rights principles: human dignity, non-discrimination, participation, transparency, and accountability. D E d2Rt@8Rt >RtCRtIRtORtURtB, C %Calls for the professionalization and legitimization of social work triumphed over social action as social work matured as a profession. Social work tilted toward direct practice methods; in doing so, the micro/macro divide widened while the prominence of human rights in the profession diminished. D E \Rt}pbRtLhRtB C @Consequently, the profession focused on professionalization by developing scientific rigor in the field, and advocacy for human rights receded from center stage and was increasingly designated to macro-practitioners. D E ToRt0uRtBC In the past few decades, however, calls to reintegrate human rights and advocacy into the profession s core have grown louder, helping to make social work practice whole again. D E 8|RtRtBCChapter 4. Modern Human Rights D E@{ mB C35. Types of Rights DE@RmBC@One way to understand the types of human rights is to differentiate civil and political rights from social, economic, environmental, and cultural rights. DERm6Rmv$RmB C  osg DE@,!9!90mG osgc V!9 vMȲ. X tDŽ: typeofhumanrights.PNG X l0: \ 433pixel, 8\ 336pixelL@ cip$cip$~pbV!9$j+??ҏh?%I$I?@??U ~~pbpb~pb!6~pbBC71) Civil rights are legal protections of individuals or groups from certain forms of oppression. The most common civil rights are the right not to be discriminated against based on race, ethnicity, religion, and gender; the right to personal security, including protections for persons accused or suspected of crimes; the right to vote and to participate in democratic political processes; and freedom of expression, association, and religion. DEikRmDEqRm!wRm|RmقRmHRmRmBnC-2) Political rights refer to an individual s ability to participate in civil and political life without fear of discrimination, repression, or persecution. It is tied closely to citizenship status. Examples of political rights include participating freely in political rallies and protests, voting in an election, joining a political party, and running for office. DE ŖRmGRm}RmYRm5RmYRmBUC*3) Social rights relate to those rights needed for us to participate fully in our society. They include rights related to income and social security and access to housing, food, water, healthcare, and education. Social rights overlap with civil rights. For example, discrimination can interfere with one s right to healthcare or education. DE 4RmERmRmRm RmI%RmBC :4) Economic rights assume that all individuals need a minimal level of material security for human dignity. These rights include the right to work and the right to an adequate standard of living. Economic rights are highly interrelated with civil and social rights because the right to work or an adequate standard of living can be obstructed by discrimination (a civil right) or the lack of public benefits such as pensions or income assistance (a social right). DE-Rm>3Rml9RmH?Rm $ERmLKRmPRmBC<5) Environmental rights refer to the fact that a safe, clean, healthy, and sustainable environment is integral to the full enjoyment of a wide range of human rights, including the rights to life, health, food, water, and sanitation. All of us depend on a healthy environment to fulfill our life goals and live in dignity. On July 28, 2022, the United Nations General Assembly (UNGA) adopted a resolution declaring that everyone on the planet has a right to a healthy environment. DEYRmG^RmdRmjRmpRmN\vRm8|RmRmBC/6) Cultural rights affect our ability to express our cultural traditions and practices freely and fully. They include the right to practice one s religion and cultural rituals, to speak a certain language, and to dress and eat foods specific to one s culture. Cultural rights are closely tied to other rights, such as the right to non-discrimination and equal protection of the law. DE HRm>$RmRmܛRmRmKRmB$CtmctChapter 8. What is Justice? D E@{ mG@tmctHB0C Chapter 6. Diversity, Privilege, and Oppression D E @{ tB C 64. Oppression D E @RtB C #Oppression involves creating systems and institutions that disadvantage some groups and allows dominant groups to exert control over other groups by withholding resources and benefits (such as healthcare, education, employment, and housing opportunities) and violating human rights. D E RtRt$RtB C Examples of these systems are racism, sexism, heterosexism, ableism, classism, ageism, anti-Semitism, anti-Muslim, and anti-Hinduism. D E +Rtw1RtB C Young (1990) identified five types or faces of oppression: exploitation, marginalization, cultural imperialism, violence, and powerlessness. Each of these types of oppression is described below. D E 8Rt~d>RtBj C @M1) Exploitation can be the act of benefiting from people s labors or skills or using another s resources without fair compensation. An example of exploitation would be not fully compensating agricultural workers or persons who work in factories. A fair wage would reflect the benefits that their labors bring to a company or the owners. Likewise, when a company extracts precious minerals from the earth but doesn t fairly compensate a country or those who own the land, this too is exploitation. Exploitation creates a system that perpetuates differences in income and wealth that lead to other disparities as well. D E @ lERtHKRt$QRtWRt\RtB C C2) Marginalization is the result of politically, economically, socially, or culturally excluding a group of people from participation in mainstream society. Marginalized persons or groups are treated as though they are insignificant or peripheral to society. Caste systems, tribes, persons of different abilities, minority religious sects and ethnicities, persons of color, women, the elderly, and children are among the groups who have historically experienced marginalization. Marginalization often results in the violation of human rights. D E @ cRtiRt oRtxuRtT{RtB\ C K3) Cultural imperialism is when the dominant culture their language, beliefs, customs, wants, needs, dress, food preferences, religious practices, household composition, family roles, musical tastes, political views, and so forth dominate the society at large and are accepted as the norm. The dominant culture consists of those who have power in a society and control how the people in that society interpret social situations and communicate. Therefore, the beliefs of that society are the most widely disseminated and express the experience, values, goals, and achievements of the dominant group(s). D E @ \Rt~8RtRtRt ̙RtB C `SAmerican culture is built upon the Judeo-Christian belief systems emanating from White culture. Speaking English is expected in the United States, a two-parent family with children is considered the norm (despite the steady decrease in the number of such families), idealized relationships involve a male and a female, there is resistance to accepting a range of gender identification and sexual preferences, women are considered better nurturers than men, and males continue to earn more money than females: These are all examples of cultural imperialism. People who do not conform to these norms may be ignored and alienated due to stereotypes and discrimination. D E ԠRtRt Rt Rt RtpRtB C 74) Another type of oppression is violence. Even the threat of violence can be as potent as acts of violence in limiting the movements, aspirations, and participation of individuals and groups who fear random, unprovoked attacks against themselves, their properties, and their reputations. Violence can be physical, sexual, and emotional. What starts out as a disagreement or conflict can escalate into aggression and produce serious damage. D E xRtT$Rt 0*Rt 0RtBHC i5) Paulo Freire, a Brazilian educational philosopher, believes that the deepest form of oppression is powerlessness. Powerlessness turns inward the oppression from outside forces. Self-hate, self-loathing, and continual feelings of inadequacy, guilt, and low self-esteem characterize powerlessness. People may constantly compare themselves to others and perceive themselves as inadequate. Women who have left domestic violence situations, children who were abused, individuals who were persecuted, migrants, and individuals who have been trafficked or enslaved commonly report powerlessness. This type of oppression renders the oppressed silent. It leaves them without a voice and often without an understanding of the oppression they are experiencing. Freire described how the public dehumanization of the oppressed is then internalized. D E 7Rt<RtBRtHRtNRt~`TRtE 81Rt~7RtBCC `Chapter 7. Social Identities, Positionality, and Intersectionality D E @A{ tBC 72. It is not one identity alone that contributes to privilege or oppression. Each of us is a synthesis of multiple identities that affect how we see ourselves, how others see and respond to us, and how we respond to others. D E |SRtXYRtB C 175. Intersectionality describes how our multiple identities combine, sometimes privileging us in certain identities and then marginalizing us in others. Intersectionality is a theoretical framework grounded in the idea that human experience and identity is shaped by multiple social positions (e.g., race, gender) and cannot be adequately understood by considering social positions independently. D E aRt}hgRtDmRt~ sRtBY C k76. Intersectionality is a widely used concept within social work. The interconnecting social identities such as race, gender, class, sexuality, and ability produce experiences of both privilege and marginalization. This forces us to recognize the differences that exist among groups, not only the differences between groups. For example, one s experience as a White female with cognitive disabilities may be different from that of a Black female with cognitive disabilities. Intersectionality encourages us to bring the complexities of group-based politics into social work practice by critically examining the variations in social location that exist within groups. We use intersectionality in social work to better understand ourselves as we prepare to practice, as well as to expand our understanding of the experiences of the populations we work with. D 6>E (zRtRtRtRtRttRt%PRtB C @CFor example, until recently, officially, and commonly, gender and sex were thought of as binary concepts (e.g., sex and gender: male/female; sexual identity: heterosexual/homosexual). The emergence of queer theory in the 1990s challenged us to think differently. Queer theorists contend that there is no set normal, only changing norms that people may or may not fit into. For queer theorists, the main challenge is to disrupt binaries by tearing down the privilege built into our social infrastructure and society around gender and sex. D E @ RtRt RtRt pRtB C TAs practicing social workers, we commonly ask individuals we are working with to identify themselves as male or female, or perhaps straight or gay. When we do this, we are reinforcing heteronormativity and existing power structures that oppress and marginalize groups that don t conform to the commonly used existing categories. Instead, we may consider asking the individual how they prefer to be referred to in relation to their gender and/or sexual identity (e.g., lesbian, gay, bisexual, transgender, queer, asexual, intersex) and which pronouns are preferred. We should also ask if there are any terms they request not be used in reference to them, and in what cases. D bE xRtT$Rt0*Rt 0Rt5Rt;RtBC81. Before defining justice, we must understand that our sense of justice today reflects our past and current culture. It is easy to think of justice as unwavering and differentiating good from bad, yet societal concepts of justice change all the time. D'E RmBRmRmp#RmBC684. There are multiple definitions of justice, as each definition is relevant to a time and culture. That said, certain elements of justice transcend culture and time. For one, justice is relational. In all issues of justice, it is an interpretation that a resource, right, or opportunity that is available to some should be available to others. An injustice comes about when there is a scarcity or limitation imposed on resources. DE+RmE1Rm\7Rm8=RmCRmRHRmNRmB  C`!tmct93. This book helps learners understand how we can integrate a human rights-based approach to achieve justice. Justice is defined as the fulfilment of human rights. When governments protect, respect, and fulfill the human rights of people, justice is served. Dw'E WRmG\RmbRmhRmG@tmctHBBC @87. Meeting Needs, Equality, and Equity  Which Leads to Justice? D E Rt(RtB C 1) Need is generally something that would improve a situation or an element lacking in a situation. For example, we need to eat food for survival, so food is a need. Without access to and availability of food, our survival will be jeopardized. D E RtRtB< C '2) Equality involves giving all people the same support to meet their needs. Everyone is given the same access to equal resources, even though some individuals or groups need greater assistance than others to access the resource available to them. The focus is on providing the same opportunities, not on outcomes. D E Rt Rt&RtBC 13) Equity recognizes that people have different needs to achieve similar outcomes. The emphasis is on what individuals need to achieve outcomes. For instance, making accommodations for people with disabilities is based on the concept of equity. The equity approach argues that we should embrace differences and provide the resources necessary for all individuals to achieve desired outcomes. D E -Rt3Rtl9Rt~H?RtB D E @HRtB CAt the core of social work is the fight for justice. The NASW s Code of Ethics (2021) states,  Social workers promote social justice and social change particularly with and on behalf of vulnerable and oppressed individuals and groups of people. DE oRm@xuRm}T{Rm0RmB C`T95. NASW strengthened its Code of Ethics (2021) to read  Social workers must take action against oppression, racism, discrimination, and inequities, and acknowledge personal privilege. This is the only standard in the Code of Ethics that is mandated. This revision makes clear that it is not optional or normative but a required responsibility for social workers to act against oppression, racism, discrimination, and inequities and to acknowledge personal privilege. It also makes clear that being non-racist is no longer enough. Social workers must also be anti-racist and committed to take actions that will restructure society in ways that make the society anti-racist. DH(LE8Rm@RmuRm̙RmRm1Rms`RmRmRm0 RmpRmB/C96. Around the world, history is full of stories of social workers who stood up for what was right, but there also are too many times that social workers failed to serve justice. In part, this is because as social workers, we often work for governments or for agencies that are funded by governments. Or perhaps we work for programs that are funded by wealthy, influential people. To please employers, social workers may take on their boss vision of how society should look, ignoring the disrespect or harm it may cause to the well-being of the population we are trying to assist. Many times, this is because social workers, at all levels of practice, seek to implement public policies and programs (whether they are working in public and private organizations) that seek to maintain the status quo. At times, the best interests of the populations served may conflict with the existing public policy goals. And as a result, despite the best intentions of social workers to help others, social workers also have a record of being on the wrong side of justice in history. DE@&RmC Rm&Rm,Rmd2RmD@8Rm>RmCRmIRmFORmURmh[RmDaRmE gRmlRmrRm xRmB% C105. Social Justice and Social Work DE@@RmB C2Although social justice has been an integral part of social work since the inception of the profession, many have argued that in the latter part of the 20th century, an emphasis on clinical social work mitigated the importance of social justice in practice. Neglecting the role of social justice in our social work practice threatens to steer the profession further away from the course of social justice. DE HRmA$RmRmܛRm RmQRmBGCChapter 12. Applying a Rights-Based Approach to Justice in Social Work D E{ m-${ mB( C%157. The foundation of a rights-based approach to social work practice rests on a simple yet critical principle respect for one another. A rights-based approach asks us to respect whomever we work with, whether we agree or don t agree with someone else s opinions, positions, actions, or goals. DE@ Rm>Rm#Rm)Rmp/RmBo CMHistory has shown us that social workers confused their professional expertise as a license to wield their perspectives on how people should live their lives. As social workers, our foremost guide should be the people we are serving. All too often, social workers became the enforcers of the dominant group s vision rather than advocating for the rights of the people they were serving. When social workers prioritize enforcing the dominant group s view, we may intentionally or unintentionally violate the human rights of the people. In doing so, social workers run the risk of perpetuating the injustices in our society. DEx6Rm8T<Rm{0BRm HRmMRm<SRmzYRm|_RmXeRm;4kRmB(C158. A Rights-Based Approach to Justice DE@uRmB7 CfA rights-based approach is different from the approach we came to rely on in social work practice. Social work adopted a needs-based approach, sometimes called the medical model. In a needs-based approach, professionals are trained to become experts who inform service users of their needs and decide the worthiness of the needs presented. Evaluating needs is couched in the dominant view and values of how people should live their lives, with little or no input from service users. The needs-based approach trains professionals to assess, diagnose, and treat according to standards and goals developed by experts. The emphasis is on what is wrong with an individual or situation, not the rights of individuals to self-determine how they want to live their lives and the responsibilities of the government to support them. DE}Rm?ЃRmyRmRmdRm1@RmsRmRmԬRm0RmkRm RmRm1pRmB  C[Another critical difference between a rights-based and a needs-based approach is that in a needs-based approach, the outcomes are prioritized over the process. A rights-based approach values both outcomes and the process. Imagine, for example, that you are working with youth in a community-based organization. Your organization has a public grant to reduce teen pregnancies in the community. The grant measures your success by your organization s ability to reduce the number of teen pregnancies. In a needs-based approach, reducing the incidence of teenage pregnancies would be prioritized. By comparison, a rights-based approach may have the same outcome but will also value the process of achieving and arriving at the outcome. DExRm9T$Rmu0*Rm 0Rm5Rm);RmkARm|GRmXMRm$4SRmbYRm^RmB C@For example, a rights-based approach would include youth discussing teen pregnancy, their feelings about it, their preferences, and their ideas about how teen pregnancies could or should be reduced. It might also include parent groups having similar discussions and input. This type of participation from the community increases the sustainability of the solutions. It also reduces the likelihood that discriminatory practices and outcomes will be chosen and increases the transparency and accountability of programs. DE@eRm9kRmsqRmwRmd}Rm5@RmvRmRmԔRmBWC tmct164. Integrating the Human Rights Approach to Justice in Social Work Practice DE`RmH<RmG@tmctHB-C 161. Person-in-Environment (PIE) Perspective D E @RtB C @4Unlike other helping professions that primarily look inward to the individual and try to help the individual fix what s not working on the inside, social work goes beyond the individual to consider how the individual s family, community, neighborhood, and public policies contribute to social problems and the kind of support needed. We use this perspective to develop intervention strategies in social work practice. D E 4RtRtRtRtBC @9The PIE perspective provides a holistic and comprehensive method for assessing clients. Social workers assess many environmental aspects, including religious, political, familial, community, socioeconomic, ecological, and educational, to best understand someone s behavior. Social workers identify these aspects of the environment to understand better how the environments contribute to the challenges an individual or family is facing. Sometimes, a social D E Rt&Rt,Rtd2RtB D E @<RtB CIt s time for us to pull together the many concepts, theories, and ideas we ve been discussing and learn how to apply them in practice at the micro, mezzo, and macro levels. We ll then use a case to demonstrate how this can be applied. DE pRmCRm~Rm RmBI C IWe start by using a rights-based lens to understand a social issue. For example, food insecurity is one of the critical social issues worldwide, even in rich countries such as the United States. Food insecurity is a major threat to the overall health of humans, more so than malaria, tuberculosis, or HIV. Enough food is being produced; it s access to food that is the problem. Environmental issues may affect access to food. Access to food includes inability to afford to buy food, a lack of resources to grow food, and inability to buy the variety of food we need for healthy diets. DE@RmDRmxRmT$Rm 0*RmG 0Rm5Rm;Rm ARmBE CStep 1: Diagnose the Social Problem from a Rights-Based Perspective DEKRm8PRmB8 CDiagnosing the problem involves the following actions: DE@WRmB6 C- Identify the social issue/problem and its results. DE@^RmB\ C - Apply international human rights instruments and documents to explain the social problem. DEeRm=kRmBC - Frame the social issue from a rights-based perspective (e.g., human rights violation, partial realization of a human right, participatory process neglected). DErRm@xRm~~RmBC1From a rights-based framework, we would diagnose the social problem as the inaccessibility to food. The right to food and the right to be free from hunger stems from Article 25 of the UDHR, which lays out the right to a minimum standard of living (United Nations, 1948). The right to food is expanded upon in the International Covenant on Economic, Social and Cultural Rights (ICESCR, 1966). DEĆRm<Rm~|RmXRm4Rm9RmxRmBR C@ Step 2: Demonstrate How Not Upholding a Human Right or Principle Is an Injustice DERm7RmB4 CDemonstrating this involved the following actions: DE@ RmB C- Describe how intersectionality has contributed to the social problem/issue identified. Have certain populations been oppressed as a result of discriminatory policies or practices? In what ways? DE Rm?RmwRm%RmBC- Identify and explain the main social, economic, and environmental injustice(s) presented by the social problem/issue identified. DE,Rm6d2Rmw@8RmB CAgain using food insecurity as an example, think about what populations in the United States may be more prone to food insecurity than others. DEt@Rm<PFRmw,LRmB C`Statistics suggest that although everyone has the right to food, single-mother, low-income households headed by Black or Hispanic mothers are highly vulnerable. We would look for research studies that have explored causal factors (e.g., affordability, availability) and whether policies have omitted or neglected the realities of low-income, Black and Brown single-mother households. We should also consider the location of communities geographic isolation may result in higher food prices, for instance, and this would disproportionately affect lower-income households. Using existing data and research findings, we would determine if the food insecurity of low-income, Black and Hispanic single-mother households is due to social, economic, or environmental injustices. DE@4SRmAYRmy^RmdRmjRm/pRmf\vRm8|RmRm"Rm\̍RmRmRmBD CStep 3: Develop Rights-Based Social Work Interventions for Justice DERm;RmB: C@Developing interventions involves the following actions: DE@ȯRmBg C - Consider how your proposed intervention will address the root cause(s) of the social problem/issue. DERm@RmB^ C - How will the proposed intervention promote and protect the human rights you ve identified? DE Rm=RmBV C - How will the proposed intervention address the justice concerns you ve identified? DERmBRmB^C - Specify whether the intervention proposed is at the micro, mezzo, or macro level, and why. DE&Rm=,RmB  C`After doing our research, we may conclude that food insecurity among the single-mother households we identified may be due to poverty, chronic health issues, and lack of affordable housing. Households with limited incomes often have to face tradeoffs between food and other necessities such as shelter and medication. Let s say we investigate this further and learn that affordable housing is scarce in communities with higher incidences of food insecurity. The scarcity of housing may force some mothers to accept lower-quality housing that compromises their health and their children s health. Perhaps the resulting poor health of the mothers or children compromises the ability of the mothers to work full time or at all, and therefore their household incomes are lower. DE@4Rm?:Rm~t@RmPFRm,LRm2RRmsWRm]RmcRm*xiRmoToRm0uRm {RmBS C`jWhat could we do as social workers at the macro, mezzo, and micro levels? In about half of the single-mother homes, the mothers were found to be food insecure but not the children. Perhaps this is because children are receiving school breakfasts and lunches, and mothers are using sparse funds to provide dinners and snacks at the expense of their own health. Possible responses at the macro level would be to advocate for dinners to be served at childcare centers or for higher food assistance levels. At the mezzo level, we may want to consider holding nutrition classes for parents if we believe they need more education about eating a healthy diet. Perhaps we could advocate for more affordable food stores in a community. At the micro level, we may want to work with parents on household budgeting or getting a parent the health services needed. DERm<Rmx̍RmRmRm1`Rmq<RmRmRm5Rmv RmRmpRm0LRmB. C%Using a rights-based approach, in addition to government statistics and research findings, we would want to speak with individuals who are food insecure to hear what they are experiencing and how they can be helped, regardless of whether our intervention was aimed at the micro, mezzo, or macro level. DE@ T$Rm90*Rmw 0Rm5Rm;RmBCChapter 13. Conclusion D E@{ mB1 C &Each of us comes to social work with a desire to make a social situation better. Our interests are diverse, and so are the people and communities we hope to help. Uniting us, however, is a belief that we can introduce change in the lives of people and communities that will improve lives for the better. DE@ Rm?RmRmp#RmL)RmB C}The founders of the social work profession seemed to understand that systemic changes were needed to bring justice to the lives of individuals and communities. Our social work pioneers were human rights defenders, challenging practices and the systems we were building. As the profession evolved and social workers worked with a range of social issues, people, and communities, we also became splintered. Arguing for increased professionalization, many social workers focused on developing theories and interventions that would distinguish social work as a profession. In doing so, the importance of seeking justice and fighting for human rights receded. Advocacy was left to macro-practitioners, those social workers who mainly practiced in communities, organizations, and policy arenas. The fissure created between micro-practitioners and macro-practitioners grew more profound over the years. As interest in clinical social work grew, the progressive nature of the social work profession also waned. DE$T0Rm@06Rm <RmARmGRm;MRm}|SRmXYRm4_Rm9eRmyjRmpRmvRm1|Rmg\Rm8RmB C=A human rights-based approach to justice in social work practice reverses this trend. In a rights-based approach, all social workers begin by interpreting social issues through a human rights lens. Is a situation violating or promoting human rights? Is it privileging some and oppressing others? Are those affected by the changes being discussed part of the discussion? A rights-based approach looks at both outcomes and the process for arriving at the outcomes, just as we do in social work. DE@RmARmRmԠRm RmJRmRmRmBA C (A rights-based approach appreciates the interrelatedness of social issues and individuals, groups, communities, the environment, and policies. Just as social issues cannot be siloed from one another, we cannot silo individuals from their families, communities, the environment, or the practices of the society at large. DE RmCRmRmxRmT$Rm90*RmB C`9When human rights are realized, justice is served. Upholding, promoting, and realizing human rights is a way to achieve justice. Today we focus on social, economic, and environmental justice in social work. Each area is differentiated by the human rights that should be upheld and are not. Nevertheless, in all three areas, discriminatory policies and practices are human rights violations, creating the injustices that we seek to rectify as social workers. DE81Rm>7Rm<RmBRmHRmDNRm`TRmB$  CDA human rights-based approach to justice in social work practice calls upon all social workers whatever their preferred practice method may be to reaffirm the role of social workers as human rights defenders. This approach reunifies all social work practitioners by insisting that we consider how global, regional, national, and local policies and actions affect the lives of individuals and communities and simultaneously appreciate that individuals emotional and physical well-being is affected when their human rights are ignored or violated. DE@h[RmADaRm gRmlRmrRm;xRmx~RmlRmHRmBf C,To be true to who we are as social workers, each of us must reckon with issues of justice and bring these issues into our preferred method of practice. It is hoped that a rights-based approach will help burgeoning social workers frame the complex social issues they will confront as social workers and lead them to bring about greater justice in our worlds. DE PRm<,RmzRmRmRm;Rm