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Volume 48, Issue 2, June 2024

What i wish i had known.

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“The Air Is Being Sucked Out of the Room”: Experiences of Social Work Students of Color with Antiracism Education in the Classroom and Practicum

Lgbtq+ people’s perceptions of interactions with outgroup members: implications for social work education and practice, a qualitative exploration of social workers’ job preparedness in law enforcement agencies, environmental sensitivity scale for social workers: a scale development study, evaluation of social interventions with people with disabilities: a systematic literature review, corrections, email alerts.

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Related Pages

• January 15, 2020. SSWR open-letter to Congress, Poverty and Racism: Social Work Science for Action
• JSSWR Journal
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• SSWR Anti‑Harassment Policy and Code of Ethics and Procedures for Review of Member Conduct
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• SSWR Strategic Plan 2024-2028

The Society for Social Work and Research was founded in 1994 as a free-standing organization dedicated to the advancement of social work research. SSWR works collaboratively with a number of other organizations that are committed to improving support for research among social workers. Our members include faculty in schools of social work and other professional schools, research staff in public and private agencies, and masters/doctoral students.

SSWR’s more than 1800 members come from 45 states in the United States as well as from Australia, Canada, Cyprus, Hong Kong, India, Ireland, Israel, Japan, Korea, New Zealand, Sweden, Switzerland, Taiwan, Trinidad, and the United Kingdom.

SSWR’s members represent more than 200 universities and institutions.

Society for Social Work and Research Strategic Plan ( for PDF click here )

The Society for Social Work and Research advances, disseminates, and translates research that addresses issues of social work practice and policy and promotes a diverse, just, and equitable society.

The Society:

• encourages the design, implementation, and dissemination of rigorous research that enhances knowledge about critical social work practice and social policy problems and advances social welfare practices and programs;
• fosters a trans-disciplinary inter-professional support network of investigators conducting research on social work practice and social policy in the United States and around the world;
• provides learning opportunities to improve the conduct of social work-relevant research and its application;
• promotes practices and policies grounded in an evidence-based;
• supports increased research funding and training programs for social work researchers;
• provides formal recognition of significant contributions to social work-relevant research; and
• seeks active partnerships with other social work and research-related organizations to accomplish all of the above.

Membership Benefits

• Free electronic subscription to the Journal of the Society for Social Work and Research (JSSWR) available on the SSWR website
• Reduced registration fee at the SSWR Annual Conference;
• SSWR annual electronic member newsletter;
• Reduced subscription rate to Research on Social Work Practice (RSWP). To view discounted rates and how to subscribe, please go to https://secured.sagepub.com/rswp.html ;
• Reduced subscription rate to Social Service Review (SSR). To view discounted rates and how to subscribe, please go to http://www.journals.uchicago.edu/order/ssr ;
• Reduced subscription rate (30%) to the journal Qualitative Social Work (QSW). Please e-mail [email protected] and mention your SSWR membership. For more information visit the QSW website at www.sagepub.co.uk/qsw ;
• Inclusion in the SSWR online membership directory;
• Advocacy for social work research;
• National Research Capacity Building Initiative;
• SSWR Listserv that delivers up-to-date announcements regarding social work research;
• Job Posting service to link researchers and scholars with employers with available positions; and
• Access to the Doctoral Student Center is available on the SSWR website.

Social Work Research Methods That Drive the Practice

Social workers advocate for the well-being of individuals, families and communities. But how do social workers know what interventions are needed to help an individual? How do they assess whether a treatment plan is working? What do social workers use to write evidence-based policy?

Social work involves research-informed practice and practice-informed research. At every level, social workers need to know objective facts about the populations they serve, the efficacy of their interventions and the likelihood that their policies will improve lives. A variety of social work research methods make that possible.

Data-Driven Work

Data is a collection of facts used for reference and analysis. In a field as broad as social work, data comes in many forms.

Quantitative vs. Qualitative

As with any research, social work research involves both quantitative and qualitative studies.

Quantitative Research

Answers to questions like these can help social workers know about the populations they serve — or hope to serve in the future.

• How many students currently receive reduced-price school lunches in the local school district?
• How many hours per week does a specific individual consume digital media?
• How frequently did community members access a specific medical service last year?

Quantitative data — facts that can be measured and expressed numerically — are crucial for social work.

Quantitative research has advantages for social scientists. Such research can be more generalizable to large populations, as it uses specific sampling methods and lends itself to large datasets. It can provide important descriptive statistics about a specific population. Furthermore, by operationalizing variables, it can help social workers easily compare similar datasets with one another.

Qualitative Research

Qualitative data — facts that cannot be measured or expressed in terms of mere numbers or counts — offer rich insights into individuals, groups and societies. It can be collected via interviews and observations.

• What attitudes do students have toward the reduced-price school lunch program?
• What strategies do individuals use to moderate their weekly digital media consumption?
• What factors made community members more or less likely to access a specific medical service last year?

Qualitative research can thereby provide a textured view of social contexts and systems that may not have been possible with quantitative methods. Plus, it may even suggest new lines of inquiry for social work research.

Mixed Methods Research

Combining quantitative and qualitative methods into a single study is known as mixed methods research. This form of research has gained popularity in the study of social sciences, according to a 2019 report in the academic journal Theory and Society. Since quantitative and qualitative methods answer different questions, merging them into a single study can balance the limitations of each and potentially produce more in-depth findings.

However, mixed methods research is not without its drawbacks. Combining research methods increases the complexity of a study and generally requires a higher level of expertise to collect, analyze and interpret the data. It also requires a greater level of effort, time and often money.

The Importance of Research Design

Data-driven practice plays an essential role in social work. Unlike philanthropists and altruistic volunteers, social workers are obligated to operate from a scientific knowledge base.

To know whether their programs are effective, social workers must conduct research to determine results, aggregate those results into comprehensible data, analyze and interpret their findings, and use evidence to justify next steps.

Employing the proper design ensures that any evidence obtained during research enables social workers to reliably answer their research questions.

Research Methods in Social Work

The various social work research methods have specific benefits and limitations determined by context. Common research methods include surveys, program evaluations, needs assessments, randomized controlled trials, descriptive studies and single-system designs.

Surveys involve a hypothesis and a series of questions in order to test that hypothesis. Social work researchers will send out a survey, receive responses, aggregate the results, analyze the data, and form conclusions based on trends.

Surveys are one of the most common research methods social workers use — and for good reason. They tend to be relatively simple and are usually affordable. However, surveys generally require large participant groups, and self-reports from survey respondents are not always reliable.

Program Evaluations

Social workers ally with all sorts of programs: after-school programs, government initiatives, nonprofit projects and private programs, for example.

Crucially, social workers must evaluate a program’s effectiveness in order to determine whether the program is meeting its goals and what improvements can be made to better serve the program’s target population.

Evidence-based programming helps everyone save money and time, and comparing programs with one another can help social workers make decisions about how to structure new initiatives. Evaluating programs becomes complicated, however, when programs have multiple goal metrics, some of which may be vague or difficult to assess (e.g., “we aim to promote the well-being of our community”).

Needs Assessments

Social workers use needs assessments to identify services and necessities that a population lacks access to.

Common social work populations that researchers may perform needs assessments on include:

• People in a specific income group
• Everyone in a specific geographic region
• A specific ethnic group
• People in a specific age group

In the field, a social worker may use a combination of methods (e.g., surveys and descriptive studies) to learn more about a specific population or program. Social workers look for gaps between the actual context and a population’s or individual’s “wants” or desires.

For example, a social worker could conduct a needs assessment with an individual with cancer trying to navigate the complex medical-industrial system. The social worker may ask the client questions about the number of hours they spend scheduling doctor’s appointments, commuting and managing their many medications. After learning more about the specific client needs, the social worker can identify opportunities for improvements in an updated care plan.

In policy and program development, social workers conduct needs assessments to determine where and how to effect change on a much larger scale. Integral to social work at all levels, needs assessments reveal crucial information about a population’s needs to researchers, policymakers and other stakeholders. Needs assessments may fall short, however, in revealing the root causes of those needs (e.g., structural racism).

Randomized Controlled Trials

Randomized controlled trials are studies in which a randomly selected group is subjected to a variable (e.g., a specific stimulus or treatment) and a control group is not. Social workers then measure and compare the results of the randomized group with the control group in order to glean insights about the effectiveness of a particular intervention or treatment.

Randomized controlled trials are easily reproducible and highly measurable. They’re useful when results are easily quantifiable. However, this method is less helpful when results are not easily quantifiable (i.e., when rich data such as narratives and on-the-ground observations are needed).

Descriptive Studies

Descriptive studies immerse the researcher in another context or culture to study specific participant practices or ways of living. Descriptive studies, including descriptive ethnographic studies, may overlap with and include other research methods:

• Informant interviews
• Census data
• Observation

By using descriptive studies, researchers may glean a richer, deeper understanding of a nuanced culture or group on-site. The main limitations of this research method are that it tends to be time-consuming and expensive.

Single-System Designs

Unlike most medical studies, which involve testing a drug or treatment on two groups — an experimental group that receives the drug/treatment and a control group that does not — single-system designs allow researchers to study just one group (e.g., an individual or family).

Single-system designs typically entail studying a single group over a long period of time and may involve assessing the group’s response to multiple variables.

For example, consider a study on how media consumption affects a person’s mood. One way to test a hypothesis that consuming media correlates with low mood would be to observe two groups: a control group (no media) and an experimental group (two hours of media per day). When employing a single-system design, however, researchers would observe a single participant as they watch two hours of media per day for one week and then four hours per day of media the next week.

These designs allow researchers to test multiple variables over a longer period of time. However, similar to descriptive studies, single-system designs can be fairly time-consuming and costly.

Learn More About Social Work Research Methods

Social workers have the opportunity to improve the social environment by advocating for the vulnerable — including children, older adults and people with disabilities — and facilitating and developing resources and programs.

Learn more about how you can earn your  Master of Social Work online at Virginia Commonwealth University . The highest-ranking school of social work in Virginia, VCU has a wide range of courses online. That means students can earn their degrees with the flexibility of learning at home. Learn more about how you can take your career in social work further with VCU.

From M.S.W. to LCSW: Understanding Your Career Path as a Social Worker

How Palliative Care Social Workers Support Patients With Terminal Illnesses

How to Become a Social Worker in Health Care

Gov.uk, Mixed Methods Study

MVS Open Press, Foundations of Social Work Research

Open Social Work Education, Scientific Inquiry in Social Work

Open Social Work, Graduate Research Methods in Social Work: A Project-Based Approach

Routledge, Research for Social Workers: An Introduction to Methods

SAGE Publications, Research Methods for Social Work: A Problem-Based Approach

Theory and Society, Mixed Methods Research: What It Is and What It Could Be

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The link between social work research and practice

When thinking about social work, some may consider the field to solely focus on clinical interventions with individuals or groups.

There may be a mistaken impression that research is not a part of the social work profession. This is completely false. Rather, the two have been and will continue to need to be intertwined.

This guide covers why social workers should care about research, how both social work practice and social work research influence and guide each other, how to build research skills both as a student and as a professional working in the field, and the benefits of being a social worker with strong research skills. 

A selection of social work research jobs are also discussed.  

• Social workers and research
• Evidence-based practice
• Practice and research
• Research and practice
• Build research skills
• Social worker as researcher
• Benefits of research skills
• Research jobs

Why should social workers care about research?

Sometimes it may seem as though social work practice and social work research are two separate tracks running parallel to each other – they both seek to improve the lives of clients, families and communities, but they don’t interact. This is not the way it is supposed to work.

Research and practice should be intertwined, with each affecting the other and improving processes on both ends, so that it leads to better outcomes for the population we’re serving.

Section 5 of the NASW Social Work Code of Ethics is focused on social workers’ ethical responsibilities to the social work profession. There are two areas in which research is mentioned in upholding our ethical obligations: for the integrity of the profession (section 5.01) and for evaluation and research (section 5.02). 

Some of the specific guidance provided around research and social work include:

• 5.01(b): …Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession.
• 5.01(d): Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics…
• 5.02(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions.
• 5.02(b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge.
• 5.02(c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice.
• 5.02(q) Social workers should educate themselves, their students, and their colleagues about responsible research practices.

Evidence-based practice and evidence-based treatment

In order to strengthen the profession and determine that the interventions we are providing are, in fact, effective, we must conduct research. When research and practice are intertwined, this leads practitioners to develop evidence-based practice (EBP) and evidence-based treatment (EBT).

Evidence-based practice is, according to The National Association of Social Workers (NASW) , a process involving creating an answerable question based on a client or organizational need, locating the best available evidence to answer the question, evaluating the quality of the evidence as well as its applicability, applying the evidence, and evaluating the effectiveness and efficiency of the solution. 

Evidence-based treatment is any practice that has been established as effective through scientific research according to a set of explicit criteria (Drake et al., 2001). These are interventions that, when applied consistently, routinely produce improved client outcomes. 

For example, Cognitive Behavioral Therapy (CBT) was one of a variety of interventions for those with anxiety disorders. Researchers wondered if CBT was better than other intervention options in producing positive, consistent results for clients.

So research was conducted comparing multiple types of interventions, and the evidence (research results) demonstrated that CBT was the best intervention.

The anecdotal evidence from practice combined with research evidence determined that CBT should become the standard treatment for those diagnosed with anxiety. Now more social workers are getting trained in CBT methods in order to offer this as a treatment option to their clients.

How does social work practice affect research?

Social work practice provides the context and content for research. For example, agency staff was concerned about the lack of nutritional food in their service area, and heard from clients that it was too hard to get to a grocery store with a variety of foods, because they didn’t have transportation, or public transit took too long. 

So the agency applied for and received a grant to start a farmer’s market in their community, an urban area that was considered a food desert. This program accepted their state’s version of food stamps as a payment option for the items sold at the farmer’s market.

The agency used their passenger van to provide free transportation to and from the farmer’s market for those living more than four blocks from the market location.

The local university also had a booth each week at the market with nursing and medical students checking blood pressure and providing referrals to community agencies that could assist with medical needs. The agency was excited to improve the health of its clients by offering this program.

But how does the granting foundation know if this was a good use of their money? This is where research and evaluation comes in. Research could gather data to answer a number of questions. Here is but a small sample:

• How many community members visited each week and purchased fruits and vegetables? 
• How many took advantage of the transportation provided, and how many walked to the market? 
• How many took advantage of the blood pressure checks? Were improvements seen in those numbers for those having repeat blood pressure readings throughout the market season? 
• How much did the self-reported fruit and vegetable intake increase for customers? 
• What barriers did community members report in visiting and buying food from the market (prices too high? Inconvenient hours?)
• Do community members want the program to continue next year?
• Was the program cost-effective, or did it waste money by paying for a driver and for gasoline to offer free transportation that wasn’t utilized? What are areas where money could be saved without compromising the quality of the program?
• What else needs to be included in this program to help improve the health of community members?

How does research affect social work practice?

Research can guide practice to implement proven strategies. It can also ask the ‘what if’ or ‘how about’ questions that can open doors for new, innovative interventions to be developed (and then research the effectiveness of those interventions).

Engel and Schutt (2017) describe four categories of research used in social work:

• Descriptive research is research in which social phenomena are defined and described. A descriptive research question would be ‘How many homeless women with substance use disorder live in the metro area?’
• Exploratory research seeks to find out how people get along in the setting under question, what meanings they give to their actions, and what issues concern them. An example research question would be ‘What are the barriers to homeless women with substance use disorder receiving treatment services?’
• Explanatory research seeks to identify causes and effects of social phenomena. It can be used to rule out other explanations for findings and show how two events are related to each other.  An explanatory research question would be ‘Why do women with substance use disorder become homeless?’
• Evaluation research describes or identifies the impact of social programs and policies. This type of research question could be ‘How effective was XYZ treatment-first program that combined housing and required drug/alcohol abstinence in keeping women with substance use disorder in stable housing 2 years after the program ended?’

Each of the above types of research can answer important questions about the population, setting or intervention being provided. This can help practitioners determine which option is most effective or cost-efficient or that clients are most likely to adhere to. In turn, this data allows social workers to make informed choices on what to keep in their practice, and what needs changing. 

How to build research skills while in school

There are a number of ways to build research skills while a student.  BSW and MSW programs require a research course, but there are other ways to develop these skills beyond a single class:

• Volunteer to help a professor working in an area of interest. Professors are often excited to share their knowledge and receive extra assistance from students with similar interests.
• Participate in student research projects where you’re the subject. These are most often found in psychology departments. You can learn a lot about the informed consent process and how data is collected by volunteering as a research participant.  Many of these studies also pay a small amount, so it’s an easy way to earn a bit of extra money while you’re on campus. 
• Create an independent study research project as an elective and work with a professor who is an expert in an area you’re interested in.  You’d design a research study, collect the data, analyze it, and write a report or possibly even an article you can submit to an academic journal.
• Some practicum programs will have you complete a small evaluation project or assist with a larger research project as part of your field education hours. 
• In MSW programs, some professors hire students to conduct interviews or enter data on their funded research projects. This could be a good part time job while in school.
• Research assistant positions are more common in MSW programs, and these pay for some or all your tuition in exchange for working a set number of hours per week on a funded research project.

How to build research skills while working as a social worker

Social service agencies are often understaffed, with more projects to complete than there are people to complete them.

Taking the initiative to volunteer to survey clients about what they want and need, conduct an evaluation on a program, or seeing if there is data that has been previously collected but not analyzed and review that data and write up a report can help you stand out from your peers, be appreciated by management and other staff, and may even lead to a raise, a promotion, or even new job opportunities because of the skills you’ve developed.

Benefits of being a social worker with strong research skills

Social workers with strong research skills can have the opportunity to work on various projects, and at higher levels of responsibility. 

Many can be promoted into administration level positions after demonstrating they understand how to conduct, interpret and report research findings and apply those findings to improving the agency and their programs.

There’s also a level of confidence knowing you’re implementing proven strategies with your clients. 

Social work research jobs

There are a number of ways in which you can blend interests in social work and research. A quick search on Glassdoor.com and Indeed.com retrieved the following positions related to social work research:

• Research Coordinator on a clinical trial offering psychosocial supportive interventions and non-addictive pain treatments to minimize opioid use for pain.
• Senior Research Associate leading and overseeing research on a suite of projects offered in housing, mental health and corrections.
• Research Fellow in a school of social work
• Project Policy Analyst for large health organization
• Health Educator/Research Specialist to implement and evaluate cancer prevention and screening programs for a health department
• Research Interventionist providing Cognitive Behavioral Therapy for insomnia patients participating in a clinical trial
• Research Associate for Child Care and Early Education
• Social Services Data Researcher for an organization serving adults with disabilities.
• Director of Community Health Equity Research Programs evaluating health disparities.

No matter your population or area of interest, you’d likely be able to find a position that integrated research and social work. 

Social work practice and research are and should remain intertwined. This is the only way we can know what questions to ask about the programs and services we are providing, and ensure our interventions are effective. 

There are many opportunities to develop research skills while in school and while working in the field, and these skills can lead to some interesting positions that can make a real difference to clients, families and communities. 

Drake, R. E., Goldman, H., Leff, H. S., Lehman, A. F., Dixon, L., Mueser, K. T., et al. (2001). Implementing evidence-based practices in routine mental health service settings. Psychiatric Services, 52(2), 179-182. 

Engel, R.J., & Schutt, R.K. (2017). The Practice of Research in Social Work. Sage.

National Association of Social Workers. (n.d). Evidence Based Practice. Retrieved from: https://www.socialworkers.org/News/Research-Data/Social-Work-Policy-Research/Evidence-Based-Practice

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In This Article Expand or collapse the "in this article" section Social Work Research Methods

Introduction.

• History of Social Work Research Methods
• Feasibility Issues Influencing the Research Process
• Measurement Methods
• Existing Scales
• Group Experimental and Quasi-Experimental Designs for Evaluating Outcome
• Single-System Designs for Evaluating Outcome
• Program Evaluation
• Surveys and Sampling
• Introductory Statistics Texts
• Advanced Aspects of Inferential Statistics
• Qualitative Research Methods
• Qualitative Data Analysis
• Historical Research Methods
• Meta-Analysis and Systematic Reviews
• Research Ethics
• Culturally Competent Research Methods
• Teaching Social Work Research Methods

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• Community-Based Participatory Research
• Economic Evaluation
• Evidence-based Social Work Practice
• Evidence-based Social Work Practice: Finding Evidence
• Evidence-based Social Work Practice: Issues, Controversies, and Debates
• Experimental and Quasi-Experimental Designs
• Impact of Emerging Technology in Social Work Practice
• Implementation Science and Practice
• Interviewing
• Measurement, Scales, and Indices
• Meta-analysis
• Occupational Social Work
• Postmodernism and Social Work
• Qualitative Research
• Research, Best Practices, and Evidence-based Group Work
• Social Intervention Research
• Social Work Profession
• Systematic Review Methods
• Technology for Social Work Interventions

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

• Abolitionist Perspectives in Social Work
• Randomized Controlled Trials in Social Work
• Social Work Practice with Transgender and Gender Expansive Youth
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Social Work Research Methods by Allen Rubin LAST REVIEWED: 14 December 2009 LAST MODIFIED: 14 December 2009 DOI: 10.1093/obo/9780195389678-0008

Social work research means conducting an investigation in accordance with the scientific method. The aim of social work research is to build the social work knowledge base in order to solve practical problems in social work practice or social policy. Investigating phenomena in accordance with the scientific method requires maximal adherence to empirical principles, such as basing conclusions on observations that have been gathered in a systematic, comprehensive, and objective fashion. The resources in this entry discuss how to do that as well as how to utilize and teach research methods in social work. Other professions and disciplines commonly produce applied research that can guide social policy or social work practice. Yet no commonly accepted distinction exists at this time between social work research methods and research methods in allied fields relevant to social work. Consequently useful references pertaining to research methods in allied fields that can be applied to social work research are included in this entry.

This section includes basic textbooks that are used in courses on social work research methods. Considerable variation exists between textbooks on the broad topic of social work research methods. Some are comprehensive and delve into topics deeply and at a more advanced level than others. That variation is due in part to the different needs of instructors at the undergraduate and graduate levels of social work education. Most instructors at the undergraduate level prefer shorter and relatively simplified texts; however, some instructors teaching introductory master’s courses on research prefer such texts too. The texts in this section that might best fit their preferences are by Yegidis and Weinbach 2009 and Rubin and Babbie 2007 . The remaining books might fit the needs of instructors at both levels who prefer a more comprehensive and deeper coverage of research methods. Among them Rubin and Babbie 2008 is perhaps the most extensive and is often used at the doctoral level as well as the master’s and undergraduate levels. Also extensive are Drake and Jonson-Reid 2007 , Grinnell and Unrau 2007 , Kreuger and Neuman 2006 , and Thyer 2001 . What distinguishes Drake and Jonson-Reid 2007 is its heavy inclusion of statistical and Statistical Package for the Social Sciences (SPSS) content integrated with each chapter. Grinnell and Unrau 2007 and Thyer 2001 are unique in that they are edited volumes with different authors for each chapter. Kreuger and Neuman 2006 takes Neuman’s social sciences research text and adapts it to social work. The Practitioner’s Guide to Using Research for Evidence-based Practice ( Rubin 2007 ) emphasizes the critical appraisal of research, covering basic research methods content in a relatively simplified format for instructors who want to teach research methods as part of the evidence-based practice process instead of with the aim of teaching students how to produce research.

Drake, Brett, and Melissa Jonson-Reid. 2007. Social work research methods: From conceptualization to dissemination . Boston: Allyn and Bacon.

This introductory text is distinguished by its use of many evidence-based practice examples and its heavy coverage of statistical and computer analysis of data.

Grinnell, Richard M., and Yvonne A. Unrau, eds. 2007. Social work research and evaluation: Quantitative and qualitative approaches . 8th ed. New York: Oxford Univ. Press.

Contains chapters written by different authors, each focusing on a comprehensive range of social work research topics.

Kreuger, Larry W., and W. Lawrence Neuman. 2006. Social work research methods: Qualitative and quantitative applications . Boston: Pearson, Allyn, and Bacon.

An adaptation to social work of Neuman's social sciences research methods text. Its framework emphasizes comparing quantitative and qualitative approaches. Despite its title, quantitative methods receive more attention than qualitative methods, although it does contain considerable qualitative content.

Rubin, Allen. 2007. Practitioner’s guide to using research for evidence-based practice . Hoboken, NJ: Wiley.

This text focuses on understanding quantitative and qualitative research methods and designs for the purpose of appraising research as part of the evidence-based practice process. It also includes chapters on instruments for assessment and monitoring practice outcomes. It can be used at the graduate or undergraduate level.

Rubin, Allen, and Earl R. Babbie. 2007. Essential research methods for social work . Belmont, CA: Thomson Brooks Cole.

This is a shorter and less advanced version of Rubin and Babbie 2008 . It can be used for research methods courses at the undergraduate or master's levels of social work education.

Rubin, Allen, and Earl R. Babbie. Research Methods for Social Work . 6th ed. Belmont, CA: Thomson Brooks Cole, 2008.

This comprehensive text focuses on producing quantitative and qualitative research as well as utilizing such research as part of the evidence-based practice process. It is widely used for teaching research methods courses at the undergraduate, master’s, and doctoral levels of social work education.

Thyer, Bruce A., ed. 2001 The handbook of social work research methods . Thousand Oaks, CA: Sage.

This comprehensive compendium includes twenty-nine chapters written by esteemed leaders in social work research. It covers quantitative and qualitative methods as well as general issues.

Yegidis, Bonnie L., and Robert W. Weinbach. 2009. Research methods for social workers . 6th ed. Boston: Allyn and Bacon.

This introductory paperback text covers a broad range of social work research methods and does so in a briefer fashion than most lengthier, hardcover introductory research methods texts.

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• About Social Work »
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• Adolescent Depression
• Adolescent Pregnancy
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• African Americans
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• Bisexuality
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• Ecological Framework
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• Epigenetics for Social Workers
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• Fathering Among Families Served By Child Welfare
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• Grounded Theory
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• Group Work, Research, Best Practices, and Evidence-based
• Harm Reduction
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• History of Social Work and Social Welfare, 1900–1950
• History of Social Work and Social Welfare, 1950-1980
• History of Social Work and Social Welfare, pre-1900
• History of Social Work from 1980-2014
• History of Social Work in China
• History of Social Work in Northern Ireland
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• HIV/AIDS and Children
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• Homelessness: Ending Homelessness as a Grand Challenge
• Homelessness Outside the United States
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• Mental Health Needs of Older People, Assessing the
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• Military Social Work
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• Moral distress and injury in social work
• Motivational Interviewing
• Multiculturalism
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• Native Hawaiians and Pacific Islanders
• Neighborhood Social Cohesion
• Neuroscience and Social Work
• Nicotine Dependence
• Organizational Development and Change
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• Palliative Care: Evolution and Scope of Practice
• Pandemics and Social Work
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• Program Development and Grant Writing
• Promoting Smart Decarceration as a Grand Challenge
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• Psychoanalysis and Psychodynamic Theory
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• Psychometrics
• Psychopathology and Social Work Practice
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• Psychosocial Framework
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• Race and Racism
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The top 10 journal articles from 2023 examined the effects of social media, CBT for substance use, and the psychology of gig work

APA’s 89 journals published more than 5,500 articles in 2023. Here are the top 10 most read

Vol. 55 No. 1 Print version: page 22

1. Looking through a filtered lens: Negative social comparison on social media and suicidal ideation among young adults.

Spitzer, E. G., et al.

Young adults who engage in comparisons to others on social media and thus feel bad about themselves are more likely to think about suicide, this research in Psychology of Popular Media (Vol. 12, No. 1) suggests. Researchers surveyed 456 college students about their frequency of social media use and used scales to assess participants’ tendency to engage in negative social comparison on Instagram and Facebook, suicidal ideation, and thwarted belongingness (i.e., feeling as if lacking connections or meaningful relationships with others). Results indicated that participants who engaged in negative social comparisons were more likely to report suicidal ideation than those who did not. Specifically, on Instagram, those who negatively compared themselves to others the most also showed the highest levels of association between thwarted belongingness and suicidal ideation. These findings suggest the need for limits on social media use and education around its mental health effects. DOI: 10.1037/ppm0000380

2. Self-compassion and women’s experience of social media content portraying body positivity and appearance ideals.

Rutter, H., et al.

The type of social media content women view can affect their self-compassion—how kind to themselves and accepting of their flaws they are—suggests this study in Psychology of Popular Media (advance online publication). In two experiments, a total of 247 women viewed content consistent with appearance ideals (fitspiration body photos; faces with makeup), appearance-neutral content (landscapes), or body-positive content (body-positive body photos, body-positive quotes, faces without makeup). In both experiments, women who viewed content consistent with appearance ideals reported a state of worse self-compassion and worse thoughts about themselves than those who viewed body-positive or appearance-neutral content. Women who already had daily low self-compassion or high disordered-eating symptoms were the most affected by viewing content consistent with appearance ideals. On the contrary, viewing body-positive content increased the state of self-compassion relative to viewing appearance-neutral content. DOI: 10.1037/ppm0000453

3. Reducing social media use improves appearance and weight esteem in youth with emotional distress.

Thai, H., et al.

Reducing smartphone social media use to 1 hour per day might improve body image and weight esteem in youth with emotional distress who are heavy social media users, this study in Psychology of Popular Media (advance online publication) suggests. The researchers randomly assigned 220 participants (ages 17 to 25 who used social media at least 2 hours per day) to either a 4-week intervention in which they limited their social media use to 1 hour per day or to a control condition with unrestricted access to social media. After the 4-week intervention, the group with restricted social media use felt better about their appearance and weight relative to before the intervention, whereas the other group showed no changes. Thus, reducing smartphone social media use appears to be a good method to improve how youths feel about their appearance and weight and could become a component in the prevention and treatment of body image-related disturbances. DOI: 10.1037/ppm0000460

4. Interventions to reduce the negative impact of online highly visual social networking site use on mental health outcomes: A scoping review.

Herriman, Z., et al.

In this review, published in Psychology of Popular Media (advance online publication), researchers identified 39 studies published between 2011 and 2022 that examined how interventions designed to reduce the negative impact of online highly visual social networking site (e.g., Facebook, Instagram) use impact mental health. Most of the studies were conducted on Western adults younger than age 35 and varied widely in terms of the variables assessed, making it difficult to highlight overall conclusions. Nevertheless, results indicate that interventions focused on reducing the exposure to highly visual social media platforms benefited well-being but may also reduce social connectedness. Interventions focused on social media literacy programs may reduce addiction and improve body image. Other interventions that adopted varied psychological approaches did not appear to lead to significant results. The researchers also highlighted the gaps in research that should be addressed to improve the efficacy of such interventions, including a need for interventions that are more guided by psychological theories and assessments of these interventions that are rigorous and include diverse populations. DOI: 10.1037/ppm0000455

5. On the outside looking in: Social media intensity, social connection, and user well-being: The moderating role of passive social media use.

Roberts, J. A., & David, M. E.

According to this study in the Canadian Journal of Behavioural Science (Vol. 55, No. 3) , heavy passive social media use may be linked with a weaker sense of social connection and well-being. In two survey-based studies with 226 participants in the United States, researchers found that passive engagement with social media (viewing social media but not regularly posting or interacting through the platform) was associated with less social connection, lower well-being, and higher stress. In a third, experimental study, with 160 participants, the researchers asked participants to use social media heavily (10 minutes) or lightly (5 minutes) and engage with it actively or passively. The results indicated that heavy social media use had a negative impact on feelings of social connection when used passively but a positive effect when used actively. DOI: 10.1037/cbs0000323

6. Social media usage is associated with lower knowledge about anxiety and indiscriminate use of anxiety coping strategies.

Wolenski, R., & Pettit, J. W.

Social media might not be the best source to learn about anxiety and how to reduce it, this study in Psychology of Popular Media (advance online publication) suggests. Young adults (N=250) responded to an online survey in which they reported their sources of information about anxiety, the strategies they use to cope with anxiety, and their anxiety symptoms and severity. The researchers also tested participants’ knowledge about anxiety. Participants rated the internet (e.g., Wikipedia, medical websites) as their most used information source, followed by friends and family, therapy, and social media. Participants with an anxiety diagnosis or severe symptoms sought information on social media more frequently than the other participants. Across all participants, those who sought information on social media more frequently showed a lower knowledge about anxiety and were more likely to report using both adaptive and maladaptive strategies to reduce anxiety. On the contrary, using the internet was associated with more knowledge about anxiety. These findings suggest the need to promote the dissemination of accurate information about anxiety on social media. DOI: 10.1037/ppm0000456

7. The psychological scaffolding of arithmetic

Grice, M., et al.

In this article in Psychological Review (advance online publication), the authors propose that arithmetic has a biological origin, rather than philosophical, logical, or cognitive basis. This assertion rests on four principles of perceptual organization—monotonicity, convexity, continuity, and isomorphism—that shape how humans and other animals experience the world. According to the authors, these principles exclude all possibilities except the existence of arithmetic. Monotonicity is the idea that things change in the same direction, so that approaching objects appear to expand, while retreating objects appear to shrink. Convexity deals with betweenness, such that the four corners of a soccer pitch define the playing field even without boundary lines connecting them. Continuity describes the smoothness with which objects appear to move in time and space. Isomorphism is the idea of analogy, allowing people to recognize that cats are more similar to dogs than rocks. The authors’ analysis suggests that arithmetic is not necessarily an immutable truth of the universe but rather follows as a natural consequence of our perceptual system. DOI: 10.1037/rev0000431

8. An evaluation of cognitive behavioral therapy for substance use disorders: A systematic review and application of the society of clinical psychology criteria for empirically supported treatments.

Boness C. L., et al.

Cognitive behavioral therapy (CBT) is an empirically supported treatment for substance use disorder (SUD), is the conclusion of this review in Clinical Psychology: Science and Practice (Vol. 30, No. 2) . The researchers reviewed five meta-analyses of the effect of CBT on SUD, but only one had sufficient quality for inclusion to evaluate the size of the effects of CBT. This meta-analysis found that CBT produced small to moderate effects on SUD when compared with minimal treatment (e.g., waitlist, brief psychoeducation) and nonspecific treatment (e.g., treatment as usual, drug counseling). These effects were smaller in magnitude when compared with other active treatments (e.g., motivational interviewing, contingency management). The effects of CBT on SUD tended to diminish over time (i.e., CBT was most effective at early follow-up of 1 to 6 months posttreatment compared with late follow-up of at least 8 months posttreatment). The researchers recommend CBT to be used as an evidence-based approach to SUD but highlight the need for more research to identify patient characteristics that might moderate response to CBT and the best deployment of CBT (e.g., as a standalone or an adjunct intervention). DOI: 10.1037/cps0000131

9. A network approach to understanding parenting: Linking coparenting, parenting styles, and parental involvement in rearing adolescents in different age groups.

Liu, S., et al.

Mothers’ and fathers’ behaviors that promote a sense of family integrity (i.e., coparenting integrity), warmth, and emotional involvement are central components of the parenting network in two-parent families, according to this study in Developmental Psychology (Vol. 59, No. 4) . Researchers used network analysis to explore different facets of maternal and paternal coparenting (e.g., integrity, conflict), parenting styles (e.g., rejection, warmth), and parental involvement (e.g., emotional support, discipline) in two-parent families in China with a total of 4,852 adolescents at different stages of adolescence. They found that maternal and paternal coparenting integrity, warm parenting style, and emotional involvement were key to the parenting network, as indicated by the central spot they occupied in the network analysis. They also found that the expected influence of these characteristics varied for adolescents in different developmental stages—maternal integrity, warmth, and emotional involvement were important throughout adolescence, but paternal integrity, warmth, and emotional involvement were particularly important in early adolescence. The results suggest that supportive parenting might be a prime target for enhancing parenting systems. DOI: 10.1037/dev0001470

10. Seeking connection, autonomy, and emotional feedback: A self-determination theory of self-regulation in attention-deficit hyperactivity disorder.

Champ, R.E., et al.

In this article in Psychological Review (Vol. 130, No. 3) , the authors propose a new framework on the basis of self-determination theory (SDT) for understanding attention-deficit hyperactivity disorder (ADHD) and developing treatment approaches. The researchers suggest that using SDT, which proposes that humans have a natural tendency toward growth and self-actualization, supporting intrinsic motivation and self-organization, can offer a new positive understanding of ADHD and its symptoms. This approach counters the negative characterizations of ADHD; moves beyond symptom reduction and the focus on how ADHD presents motivation, engagement, and self-regulation issues; and instead focuses on potential positive aspects of ADHD and well-being. In addition, the framework highlights the need to help individuals with ADHD better understand how they function, tell the difference between biological and individual needs, and develop self-autonomy and self-regulation skills. According to this SDT approach, treatments that are autonomy supportive and increase self-determination could improve the functioning of individuals with ADHD. DOI: 10.1037/rev0000398

PsycArticles is available by subscription to institutions throughout the world. These are the articles published this year that were downloaded most often between January and September 2023.

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• News & Events
• Callegari Wins Cognitive Science Fellowship

Callegari Wins Cog-Sci Fellowship

Northwestern University graduate student Julia de Oliveira Callegari received a 2024- 2025 Northwestern Cognitive Science Advanced Research Fellowship to support her work looking at the interplay between identity, culture, and learning in children.

Callegari, born and raised in Brazil, has long been interested in fighting inequality in Brazil’s education system. The grant, she said, will help her gather evidence showing that “discussing identity, racial equity and racism within Brazilian schools can improve the educational and societal experience of children and adolescents.”

“My goal is to show to society and policymakers what is being done successfully despite the lack of resources,” said Callegari, who is pursuing her doctorate in human development and social policy at Northwestern’s School of Education and Social Policy.

“By centering the voices of children, youth and their teachers —something that the human development field too rarely does, unfortunately—we can provide a clearer picture.”

Callegari is partnering with the Center for the Study of Labor Relations and Inequalities (CEERT), which has organized the Educating with Racial and Gender Equity Prize, or he Educar Award.

 CEERT awards schools that have made substantial contributions to advancing equity and diversity in Brazil, particularly in the context of ethnic-racial, gender, and socioeconomic disparities. One previous winner of the Educar Award, for example, organized a celebration of Afro-Brazilian and indigenous heritage which included expanding the library selection for more inclusive books, samba lessons, a discussion on Afro hair and a braiding workshop, teacher education, and more.

This organization will provide technical advice for her research and facilitate the initial communication between Callegari and the teachers; Callegari will then travel to Brazil to observe these educators and their projects and interview the students and teachers.

Callegari wants to highlight the work teachers are already doing to improve equity in their own classrooms — even with few resources — and show policymakers where their support is needed more.

“We need to address the real challenges that teachers are facing, rather than creating policies and resources that are developed through a top-down approach that sometimes is very disconnected from what is happening on the ground,” she said.

A  passion for equity in education

Prior to joining the School of Education and Social Policy, Calligari worked for the Lemann Foundation, which helped create the Brazilian National Learning Standards (BNCC) which are similar to the Common Core State Standards Initiative in the US.

“I was researching how other countries have developed and implemented their own national learning standards to understand what worked well and what didn’t, so Brazil could benefit from those insights,” she said. “In that process, I collaborated with curriculum experts from different countries, the UK, Australia, the US; it was a great opportunity to learn about how educational systems around the world work."

Now, the BNCC is implemented across Brazil and considered one of the country’s most important pieces of educational policy for improving education equity and quality nationwide.

“Being part of this process showed me how research can go really beyond the walls of academia and truly shape society," she said. "This, for me, is the thing that I feel very proud of.”

Callegari knows well the importance of creating curriculum that reflects the culture and environment where students come from. While working as a teacher in an underserved school district in São Paulo, she found that when the teaching materials didn’t speak to her students and they had trouble staying interested.

“I was very naïve when I started teaching,” she said. “I thought that if I show up in class, well prepared with energy and willing to listen to my students, then of course my students will be engaged. But the students were completely disconnected because whatever I had to teach was not speaking to their reality. ... So, I completely changed what I had planned for the class.”

Living in an urban area, the students were interested in street art and graffiti, so Callegari brought in experts from the community to talk about their jobs, how their art contributes to the community, and their inspiration. Then, with their help, the students designed art and graffiti for one of the school walls which spoke to their own lives. At the project's end, the students created the artwork, painting and spray-painting as a class.

Callegari was overjoyed at the change in the students.

“This experience showed me that students who are often seen as deficient learners can become critical thinkers and agents of change when teachers show them that we value their identity,” she said. “The last day that we actually did the graffiti, two girls came to me and their eyes were wet, and they were like, ‘We did this, this is our thing.’ They were so proud. That touched my heart.”

That moment inspired Callegari to research how to create curriculums that speak to the cultural background of students across Brazil, something the Northwestern research fellowship will free her up to do. It will also give her the chance to learn from other fellowship recipients. 

“It’s an opportunity to expand my network,” she said. “These are people studying cognitive science as well, but from different perspectives with different approaches. This might expose me to new methods, new ideas, new concepts that will help me to advance my work.”

Callegari’s research can help add important data to a small but growing body of research on racial equity and culturally relevant teaching in Brazil’s education system, and she believes that SESP’s interdisciplinary approach will allow for better policies that impact students.

“I chose SESP because I like how it bridges the two fields of policy and human development," she said. "This is how we can develop better policies and solutions."

“When I developed my project, I was very much thinking of how we can understand what's happening inside classrooms, and how students are experiencing innovative pedagogical practices that are focused on racial equity," she said. "I am hoping that what I learn through this study will help inform systemic policies that can support these students and their growth.”

The Association of Social Work Boards publishes new research on disparities in pass rates for social work licensing exams

Reports outline complex factors influencing test-taker outcomes.

The Association of Social Work Boards today published a three-part series of research reports analyzing the social work licensing examination pass rate disparities. The goal of the exam report series, based on additional analyses of data on ASWB exam pass rates and those of other professions, is to inform ASWB’s and the social work profession’s approach to addressing the complex individual, institutional, and community factors influencing the testing experience and exam results.

“We are in this for the long haul. ASWB has continuously invested in initiatives that will help us better understand the pass rate analysis findings, support educators and licensure candidates, and facilitate collaborative solutions with our partners across the profession,” said ASWB CEO Stacey Hardy-Chandler, Ph.D., J.D., LCSW, PGDip. “We know that systems affect people and their experiences and that those same systems also impact social work licensure candidates. This research makes it abundantly clear that addressing the pass rate disparities will require a systemwide approach.”

Together these reports give us a much fuller, richer picture of examinees’ experiences with the exam and the context of their lives leading up to it. Dr. Kim’s findings will help inform exam development moving forward and our ongoing efforts to collaboratively address the persistent disparities. — ASWB Senior Director of Examination Services Lavina Harless, LCSW

The exam report series represents a collaboration between ASWB and Joy Kim, MSW, Ph.D., of Rutgers University School of Social Work, along with her associate Michael Joo, MSW, Ph.D. Kim and Joo conducted an inquiry into the sources of pass rate disparities, including analyses of pass rates that control for the individual, institutional, and community factors that test-takers carry with them throughout their lives.

“Dr. Kim’s expertise in social work regulatory research — and licensure standards across multiple professions — is unmatched and will help the field of social work move forward collaboratively,” said Hardy-Chandler.

The research series begins with a report that profiles social work licensing examinees using ASWB data, continues with a review of other professions’ literature on licensing and certification exam pass rate disparities, and concludes with an analysis of the effects of race and ethnicity on Clinical exam outcomes.

“The goal was to look at ASWB exam data from several angles to more fully understand factors impacting the examinees. These findings are reflected in three distinct but complementary reports,” said Kim.

The three-part series of research reports includes:

• Report 1 – The Profile of Social Work License Examinees: A Racially Patterned Educational and Training Journey Before the Exams – evaluates demographic, educational, and employment characteristics impacting social work candidates’ experiences leading up to the social work licensing exam. For example, compared to white examinees, higher percentages of Black examinees took longer to earn their social work degree and had more years of employment in non-direct service jobs prior to taking the exam. The report concludes that the demographic, educational, and employment characteristics indicate that some social work candidates’ journeys to the profession might have been far more disrupted and delayed than others even before they attempted the licensing exams for the first time.
• Report 2 – The Determinants of Licensing Exam Outcomes: The Compounding Effects of Individual, Institutional, and Community Factors – provides an overview of research findings from the literature of other professions to understand the factors that may contribute to the disparate pass rates in social work. The analysis shows that significant racial and ethnic disparities exist across many professions, including medicine, nursing, and psychology, suggesting that outcomes reflect broader societal challenges. This research also indicates a link between an increased percentage of certified or licensed faculty and improved performance by a program’s examinees. The report emphasizes the need for more research to better understand and begin to reduce pass rate disparities.
• Report 3 – The Effects of Race/Ethnicity on Clinical Exam Outcomes: Diminished (yet Persistent) Effects When Other Determinants Are Controlled – outlines the significant impact of key factors on Clinical exam pass rates, including age, gender, primary language, educational background, and employment experiences. The findings suggest that if historically marginalized groups had access and opportunities similar to those of white examinees and experienced equitable institutional and community environments, the pass rate gap would narrow significantly.

Based on the findings from all three reports, Kim and Joo conclude that the exam pass rate disparities present the social work profession with a unique opportunity to embrace a systems-based approach to locating and addressing the sources of these disparities. The reports recommend that professional stakeholders commit to collaborative research and strategic interventions focused on the societal factors that influence pass rate outcomes.

“Now that we better understand the complex and often deeply entrenched sources of the gaps and inequities, we can try to intervene,” Dr. Kim added.

The exam report series is part of ASWB’s ongoing initiative to expand understanding of and increase responsiveness to the factors that disproportionately affect certain examinees.

“Together these reports give us a much fuller, richer picture of examinees’ experiences with the exam and the context of their lives leading up to it. Dr. Kim’s findings will help inform exam development moving forward and our ongoing efforts to collaboratively address the persistent disparities,” said ASWB Senior Director of Examination Services Lavina Harless, MSW, LCSW.

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Dr. Gleb Tsiprusky analyzes recent research into the differences between social connection and physical proximity in the workplace. The return to office for collaboration might not have to be the only option.

In the post-pandemic world, organizations are continuously exploring new ways to enhance collaboration while balancing the benefits of remote and hybrid work models. Traditional views emphasize the necessity of physical proximity for effective teamwork, but recent research suggests otherwise. An INSEAD working paper titled “Close to Me: The Impact of the Interplay of Physical and Social Proximity on Dyadic Collaboration Effectiveness” by professors Manuel Sosa and Massimo Maoret explores how collaboration can thrive through virtual means, leveraging social connections rather than physical proximity.

Office for Collaboration: A Must-Have?

Organizations have long believed that physical proximity is crucial for effective collaboration. The rationale is straightforward: when employees are close, they can communicate more frequently and effectively, fostering a sense of teamwork and shared purpose. This belief has driven many companies to enforce Return to Office (RTO) policies despite the preference for flexible work arrangements.

However, Sosa and Maoret’s research challenges this notion by examining the interplay between physical and social proximity. They found that while physical closeness does facilitate communication, social proximity plays an equally, if not more, significant role in collaboration effectiveness. This revelation opens up new possibilities for remote and hybrid work models, emphasizing the power of building strong social networks even when employees are not co-located.

The study conducted a quasi-natural experiment with a global pharmaceutical firm, which relocated two regional offices. This relocation provided a unique opportunity to measure interpersonal physical distances and social networks before and after the move.

The findings were revealing:

social proximity, in the form of affective closeness and network cohesion, mediated the effects of physical proximity on collaboration effectiveness.

Employees who maintained strong social ties with their colleagues, characterized by frequent communication and mutual trust, were able to collaborate effectively regardless of physical distance. This suggests that fostering affective closeness and cohesive social networks can substitute for the benefits traditionally attributed to physical proximity.

Virtual Tools Replace Office for Collaboration

With advancements in technology, virtual tools have become instrumental in bridging the gap created by physical distance. Platforms like Zoom, Microsoft Teams, and Slack facilitate regular interaction and collaboration among remote teams. No wonder that a recent paper in Nature and subsequent research by one of the authors of the Nature paper found that distributed research teams had worse innovation outcomes compared to in-person teams prior to the rise of such technologies, but better outcomes after such platforms became widespread after 2015. 

These tools not only support task-related communication but also enable informal interactions, which are crucial for building trust and camaraderie. Virtual coffee breaks, team-building activities and regular check-ins can mimic the spontaneous interactions that occur in a physical office.

By creating opportunities for employees to connect on a personal level, organizations can strengthen social bonds and enhance team collaboration.

One of the key insights from Sosa and Maoret’s research is the substitution effect of physical and social proximity on collaboration performance. When employees are physically distant, the positive impact of strong social ties is amplified. Conversely, when physical proximity is high, the necessity for strong social networks diminishes, as visual presence and direct monitoring naturally foster collaboration. This finding has significant implications for organizational design. It suggests that in a remote or hybrid work setting, companies should invest more in initiatives that build social networks. This can include mentoring programs, virtual social events, and collaborative projects that encourage cross-functional interactions.

The study’s nuanced exploration into how physical and social proximity jointly influence collaboration effectiveness offers a deeper understanding of the underlying mechanisms at play. Physical proximity naturally facilitates richer, more frequent communication, essential for resolving task interdependencies and fostering positive affect among colleagues. Yet, the research highlights that this physical closeness is not the sole determinant of effective collaboration. Instead, social proximity, which encompasses affective closeness and the presence of strong, cohesive social networks, plays a crucial mediating role. This affective closeness helps in building trust, familiarity, and relational energy, all of which are critical for effective teamwork.

Moreover, the study found that affective closeness developed through frequent, meaningful interactions, rather than mere physical presence, significantly contributes to collaboration effectiveness. This is particularly relevant in today’s context, where remote work is becoming more prevalent. Organizations must focus on creating opportunities for such interactions through virtual means. Regular virtual meetings, collaborative online projects and social events can help maintain and even enhance the social fabric of teams.

Encouraging cross-functional collaboration also plays a vital role in strengthening social networks within an organization. Creating opportunities for employees from different departments to work together on projects not only enhances innovation but also builds a stronger, more cohesive organizational culture. This cross-functional interaction fosters a sense of unity and shared purpose, which is essential for effective collaboration.

Conclusion: We Don’t Need an Office for Collaboration

Sosa and Maoret’s study provides a compelling case for rethinking the necessity of RTO for effective collaboration. By leveraging virtual means to build strong social networks, organizations can achieve high levels of collaboration and performance without the need for physical proximity. As we move towards a more flexible future of work, it is essential to focus on strategies that enhance social proximity, ensuring that teams remain cohesive and effective regardless of their physical location.

Embracing these insights can help businesses unlock the full potential of remote and hybrid work models, creating a dynamic and inclusive work environment that fosters collaboration and innovation. The future of work is not bound by physical walls but by the strength of the social ties that connect us. This shift towards valuing social proximity over physical proximity marks a significant transformation in how we understand and facilitate effective collaboration in the modern workplace. Organizations that adapt to this new paradigm will be better positioned to thrive in an increasingly digital and interconnected world.

• Dr. Gleb Tsipursky
• Future of work
• Hybrid Communities
• interconnected
• office for collaboration
• return to office
• social network
• virtual connection

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About four months after a notorious hacking group claimed to have stolen an extraordinary amount of sensitive personal information from a major data broker, a member of the group has reportedly released most of it for free on an online marketplace for stolen personal data.

The breach, which includes Social Security numbers and other sensitive data, could power a raft of identity theft, fraud and other crimes, said Teresa Murray, consumer watchdog director for the U.S. Public Interest Research Group.

For the record:

2:39 p.m. Aug. 15, 2024 A previous version of this article identified Teresa Murray as the consumer watchdog director for the U.S. Public Information Research Group. She works for the U.S. Public Interest Research Group.

“If this in fact is pretty much the whole dossier on all of us, it certainly is much more concerning” than prior breaches, Murray said in an interview. “And if people weren’t taking precautions in the past, which they should have been doing, this should be a five-alarm wake-up call for them.”

According to a class-action lawsuit filed in U.S. District Court in Fort Lauderdale, Fla., the hacking group USDoD claimed in April to have stolen personal records of 2.9 billion people from National Public Data, which offers personal information to employers, private investigators, staffing agencies and others doing background checks. The group offered in a forum for hackers to sell the data, which included records from the United States, Canada and the United Kingdom, for $3.5 million , a cybersecurity expert said in a post on X.

The lawsuit was reported by Bloomberg Law .

Last week, a purported member of USDoD identified only as Felice told the hacking forum that they were offering “ the full NPD database ,” according to a screenshot taken by BleepingComputer. The information consists of about 2.7 billion records, each of which includes a person’s full name, address, date of birth, Social Security number and phone number, along with alternate names and birth dates, Felice claimed.

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National Public Data didn’t respond to a request for comment, nor has it formally notified people about the alleged breach. It has, however, been telling people who contacted it via email that “we are aware of certain third-party claims about consumer data and are investigating these issues.”

In that email, the company also said that it had “purged the entire database, as a whole, of any and all entries, essentially opting everyone out.” As a result, it said, it has deleted any “non-public personal information” about people, although it added, “We may be required to retain certain records to comply with legal obligations.”

Several news outlets that focus on cybersecurity have looked at portions of the data Felice offered and said they appear to be real people’s actual information. If the leaked material is what it’s claimed to be, here are some of the risks posed and the steps you can take to protect yourself.

The threat of ID theft

The leak purports to provide much of the information that banks, insurance companies and service providers seek when creating accounts — and when granting a request to change the password on an existing account.

A few key pieces appeared to be missing from the hackers’ haul. One is email addresses, which many people use to log on to services. Another is driver’s license or passport photos, which some governmental agencies rely on to verify identities.

Still, Murray of PIRG said that bad actors could do “all kinds of things” with the leaked information, the most worrisome probably being to try to take over someone’s accounts — including those associated with their bank, investments, insurance policies and email. With your name, Social Security number, date of birth and mailing address, a fraudster could create fake accounts in your name or try to talk someone into resetting the password on one of your existing accounts.

“For somebody who’s really suave at it,” Murray said, “the possibilities are really endless.”

It’s also possible that criminals could use information from previous data breaches to add email addresses to the data from the reported National Public Data leak. Armed with all that, Murray said, “you can cause all kinds of chaos, commit all kinds of crimes, steal all kinds of money.”

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How to protect yourself

Data breaches have been so common over the years, some security experts say sensitive information about you is almost certainly available in the dark corners of the internet. And there are a lot of people capable of finding it; VPNRanks, a website that rates virtual private network services, estimates that 5 million people a day will access the dark web through the anonymizing TOR browser, although only a portion of them will be up to no good.

If you suspect that your Social Security number or other important identifying information about you has been leaked, experts say you should put a freeze on your credit files at the three major credit bureaus, Experian , Equifax and TransUnion . You can do so for free, and it will prevent criminals from taking out loans, signing up for credit cards and opening financial accounts under your name. The catch is that you’ll need to remember to lift the freeze temporarily if you are obtaining or applying for something that requires a credit check.

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Placing a freeze can be done online or by phone, working with each credit bureau individually. PIRG cautions never to do so in response to an unsolicited email or text purporting to be from one of the credit agencies — such a message is probably the work of a scammer trying to dupe you into revealing sensitive personal information.

For more details, check out PIRG’s step-by-step guide to credit freezes .

You can also sign up for a service that monitors your accounts and the dark web to guard against identity theft, typically for a fee. If your data is exposed in a breach, the company whose network was breached will often provide one of these services for free for a year or more.

If you want to know whether you have something to worry about, multiple websites and service providers such as Google and Experian can scan the dark web for your information to see whether it’s out there. But those aren’t specific to the reported National Public Data breach. For that information, try a free tool from the cybersecurity company Pentester that offers to search for your information in the breached National Public Data files . Along with the search results, Pentester displays links to the sites where you can freeze your credit reports.

As important as these steps are to stop people from opening new accounts in your name, they aren’t much help protecting your existing accounts. Oddly enough, those accounts are especially vulnerable to identity thieves if you haven’t signed up for online access to them, Murray said — that’s because it’s easier for thieves to create a login and password while pretending to be you than it is for them to crack your existing login and password.

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Of course, having strong passwords that are different for every service and changed periodically helps. Password manager apps offer a simple way to create and keep track of passwords by storing them in the cloud, essentially requiring you to remember one master password instead of dozens of long and unpronounceable ones. These are available both for free (such as Apple’s iCloud Keychain) and for a fee .

Beyond that, experts say it’s extremely important to sign up for two-factor authentication. That adds another layer of security on top of your login and password. The second factor is usually something sent or linked to your phone, such as a text message; a more secure approach is to use an authenticator app, which will keep you secure even if your phone number is hijacked by scammers .

Yes, scammers can hijack your phone number through techniques called SIM swaps and port-out fraud , causing more identity-theft nightmares. To protect you on that front, AT&T allows you to create a passcode restricting access to your account; T-Mobile offers optional protection against your phone number being switched to a new device, and Verizon automatically blocks SIM swaps by shutting down both the new device and the existing one until the account holder weighs in with the existing device.

Your worst enemy may be you

As much or more than hacked data, scammers also rely on people to reveal sensitive information about themselves. One common tactic is to pose as your bank, employer, phone company or other service provider with whom you’ve done business and then try to hook you with a text or email message.

Banks, for example, routinely tell customers that they will not ask for their account information by phone. Nevertheless, scammers have coaxed victims into providing their account numbers, logins and passwords by posing as bank security officers trying to stop an unauthorized withdrawal or some other supposedly urgent threat.

People may even get an official-looking email purportedly from National Public Data, offering to help them deal with the reported leak, Murray said. “It’s not going to be NPD trying to help. It’s going to be some bad guy overseas” trying to con them out of sensitive information, she said.

It’s a good rule of thumb never to click on a link or call a phone number in an unsolicited text or email. If the message warns about fraud on your account and you don’t want to simply ignore it, look up the phone number for that company’s fraud department (it’s on the back of your debit and credit cards) and call for guidance.

“These bad guys, this is what they do for a living,” Murray said. They might send out tens of thousands of queries and get only one response, but that response could net them $10,000 from an unwitting victim. “Ten thousand dollars in one day for having one hit with one victim, that’s a pretty good return on investment,” she said. “That’s what motivates them.”

More to Read

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Jon Healey writes and edits stories for the Los Angeles Times’ Fast Break Desk, the team that dives into the biggest news of the moment. In his previous stints, he wrote and edited for the Utility Journalism team and The Times editorial board. He covered technology news for The Times from 2000 to mid-2005.

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