A recent decision sanctioning a social worker for a comment on Facebook by the Health Care Professionals Council (HCPC), a United Kingdom regulatory body, sparked an international social work debate on the use of social media in the workplace. Since the decision, I have engaged in multiple conversations via social media with social workers around the globe on this very topic, and I will admit that I have often found myself in the minority arguing against the HCPC’s decision.
Despite the social worker’s comment failing to meet the test for breach of confidentiality, the majority of social workers favoring the HCPC’s decision believe that any comments related to work or a case posted on social media is grounds for termination or discipline even in the absence of identifiers.
The social worker was not disciplined for Breach of Confidentiality, but it was found that her Facebook post “could lead to a Breach of Confidentiality” despite not giving any personal information or descriptors about the client.
I am concerned the HCPC decision will set a dangerous precedent by expanding the scope of breaching confidentiality. The term “could lead to a Breach of Confidentiality” is so broad it could open up liability for social workers outside of the internet sphere.
From the HCPC’s press release on the social worker’s disciplinary action, we actually learn more about the client than we learned from the social worker’s actual comment. The HCPC press release states, “Mrs A, the mother of the children in the case, made a complaint after she searched for the social worker on Google and found the posts, which she said she was “disgusted” by.”, which tells us the complaint was a married woman and parent of the children. Now, these identifier within itself “could lead to a breach of confidentiality”.
The social worker’s comments only described that she was working on a “domestic violence case among other things”. The client assumed the social worker was referring to her case because it was domestic violence case on the same day as the social workers check-in on Facebook. I don’t know about you, but I’ve had three to five cases go to court on the same day and all of them had a domestic violence element. In the absence of identifiers and a decision from HCPC, the client had no evidence to prove the social worker’s comment was about her case. Sanctions and disciplinary actions in your employment should be based on evidence and not assumptions.
In retrospect, I do believe the social worker’s comments were ill-advised, but it’s not for the reasons you may think. I am definitely against and don’t recommend anyone to commingle your professional life with your personal Facebook account no matter your profession. As matter of fact, some of the comments I see from social workers on Facebook make me afraid for the client’s they are serving. I do and must believe that social workers have the ability to separate their personal beliefs from practice, but you may not be able to “unring that bell” with clients or potential clients after review of your online persona.
The British Association of Social Workers (BASW) have provided me with one of the best social media policy guidelines to help social workers be aware of the pitfalls when using social media personally as well as using social media to obtain information on clients. However, I have yet to see any real solutions that equally address social workers safety with client centered policies. Also, it’s important for us to acknowledge that clients can’t breach confidentiality in their own case. If a client wants to publish online every document you send them, it’s their prerogative, and you should keep this in mind when providing written documents as well as having oral communications with your clients.
Google, Facebook, and Twitter are the three primary areas that cause the greatest concerns for professionals and students. Here are a few recommendations that may help you move one step closer to having some peace of mind and keeping your job out of jeopardy.
Tips for Using Facebook
Facebook is a double-edged sword. When used correctly, Facebook can expand your reach as an expert, increase traffic to your website, and allow you to provide support to others on their professional development journey. Where people get into trouble is when they try to occupy their professional and personal life in the same virtual space. This is not limited to commenting, but it also includes likes, shares, who your friends are, photos, and etc.
I recommend changing your personal Facebook page to a nickname/middle name with an avatar or baby picture for your profile and cover photos. True friends and family members will know who you are, and Facebook will automatically update your post search history with your middle, nickname, or alternate spelling. But, be careful because it’s possible for Facebook to flag your name change. You should also take precautions to enhance the security of your Facebook account.
This will help protect you when clients are actively seeking out content generated by your social media accounts. Secondly, don’t post case related items on your personal Facebook account. If you need advice or an opinion related to a case, message the Social Work Helper Fan Page. I frequently post #SWHelper Team Questions as case study questions to minimize risks to you, and I hope other social work entities will offer similar support for social workers.
If you chose to anonymize your personal Facebook account, I recommend creating a Facebook Fan Page in your professional name which can also help with establishing your professional identity.
- You can post information and resources for your clients
- You will no longer need to have embarrassing conversations with clients or coworkers about why you can’t friend them
- Clients can follow your Fan Page without exposing client’s to each other
- You can like other Fan Pages your clients may find useful while organizing resources in a central location
- FB feature allows you to seamlessly switch between your FB account and Fan Page without having to log out
- You can also make comments, like, share photos, and share posts choosing from either profile
To prevent Facebook from locking your account due to the name change, you should use a shortened or variation of your real and last name, a common name with a long search results history, your maiden name, or your middle name. These are just some of the possibilities you can choose to prevent Facebook from blocking your account. So, if you don’t want to explain to a client or an ethics committee about how your personal beliefs did not affect your decision-making due to memes and content found on your social media account, please take my advice above.
Making the Most of Twitter
Twitter is one of the best social media platforms for making connections and expanding your professional network while enhancing your ability to advocate for the causes you care about. However, there are times when you do need anonymity to protect your employment especially if actively engaging in conversations you don’t want public. Due to my personal philosophy, I don’t post comments or materials that require me to distinguish between my professional and personal identity with the exception of the occasional tweet when I am watching Scandal.
If you are using your professional name, potential networkers and possible opportunities are not going to sort out your professional tweets from your personal tweets. They will all be considered a reflection of you as an individual. “RT does not = endorsement” is not going to cut it. It’s safer to not tweet and/or not retweet something you don’t want to defend, but you could always phrase it as a question to ask other’s opinions. Also, I recommend adding the disclaimer “my opinions are my own not my employers” on accounts using your professional name. As a rule of thumb, if your account is going to be opinion filled, use an avatar with a pseudonym for anonymity. It’s better to be safe than sorry later.
When using your professional name, it should consist of useful information, advice, inspirational quotes, resources, and/or projects that make you look good professionally. If you are only on twitter anonymously, you are missing opportunities to enhance your professional development. If you are using twitter with your professional name and it’s a private account, you are still doing yourself a disservice. What’s the point of being on Twitter with a private account because it’s difficult for someone to connect with you and no one can retweet your profound 140 characters?
To Google or Not To Google
As practitioners, we should not be asking whether to Google or Not Google instead we should be giving you the information on how to Google clients and potential clients ethically. According to a recent study by American Psychological Association, 98 percent of clinical, counseling, and school doctoral students reported Googling their clients. It’s time for this profession to readjust our reality for the digital world we are living in. When Googling a client or anyone for that matter, one must keep in mind that everything on the internet is not true, and it should not be used to penalize without giving the individual a chance to respond.
However, for potential clients at a private practice or when making home visits to new clients, a Google search may be a vital tool in assessing social worker safety. Dr. Ofur Zur provides one of the most comprehensive resources on whether to “Google or not”, and its complete with scenarios and varying categories to help practitioners decide which category is best for your practice and needs. It also covers how to use informed consent for conducting Google searches at the beginning of the therapeutic relationship.
How Do We Move Forward?
Unfortunately, many people have been introduced to social media and online technology as entertainment or to be used as a personal diary. Even if your account is marked private, using instant messaging, email, online technology and/or social media should never be used with an expectation of privacy. You should always assume any information you post online can be privy to public consumption via screen capturing or other measures from anyone who is intent on hurting or exposing you.
In my opinion, the social worker in the above case was condemned because her comment was posted on Facebook. I argue that if said social worker made the same comment in a restaurant, classroom, or another public place would the disciplinary action have been the same? The counter-argument was that Facebook is public and archived by Google which makes it different. I assert we all need to be more careful and aware because we live in a digital age where you can be video tapped or audio recorder via camera phone, vined, viddyed, snapchat, etc. The individual in possession of such digital data can make your actions and comments public without your consent. The medium in which words and actions are transported is irrelevant, and it stifles our ability to move the conversation forward instead of focusing on best practices.
Most importantly, one of the biggest issues in the above case not being addressed is that fact the client went onto Google searching for the social worker in question. Community Care UK reported that 85% of social workers reported being harassed or verbally abused on the job. Whether the client was acting with nefarious intent or in preparation for a pending court case, we simply don’t know. However, social worker safety should be just as important as client confidentiality. The biggest mistake made by the disciplined social worker was her checking in on Facebook thereby giving the time and location for when she would be in court. Why are we not being programmed to think about social worker safety as much as client confidentiality is drilled in our heads?
As a profession, we can not begin the journey of leveraging online technology and social media to advance social work because we are stuck having conversations about account creation, security, and ethical use. These things should always be ongoing conversations, but we have got to start making advances in tech education and training. Agencies, associations, and social work faculty can not adequately answer or provide solutions because most don’t use social media or they utilize outside firms to meet their social media needs. There is nothing wrong with contracting out to meet the needs of your organization, but we must also have mechanisms in place to address social workers’ technological IQ at the micro and mezzo levels.
We must develop continuing education credits, foundational course work, and in-service trainings to properly prepare current and future social workers for practice in the digital age. Social Work education is expensive and students should be demanding that they get the best resources and training during their education especially when they can be fired or disciplined for it later.
Most importantly, we have a duty to our students and professionals to assist them in harnessing all the advantages that social media and technology can provide.
*Since this was a UK regulatory body disciplinary action, I primarily used UK resources for this article, but they are applicable globally.
Turnkey: A Co-Housing Experience in an Italian Public Service for Addiction
Turnkey is a term used in the economic field, but it also fits well in a social rehab project. The idea comes from the need to give some answers to the problem of those patients that experienced a long term therapy in an addiction rehab center for 3 or 4 years.
In the Italian welfare system, the outpatient service team -work (doctor, psychologist, educator, nurse and social worker), operating in the addiction recovery can schedule long term treatment in the residential rehab centers. In some cases, this long time permanence is something obliged, because of the serious addiction and also for the lack of different life perspectives after the recovery.
These kinds of patients need more therapeutic help in order to return to civil society in order to find meaningful social membership. Usually, these clients have no meaningful familiar connections, no job, and no significant friendship.
In the last years, our social services system has become more careful about the use of public money. They noticed social workers more equipped to provide therapeutic interventions using a holistic approach in order to spare economic resources. Social workers are more capable to assist patients in reaching a better life condition by using their abilities toward social integration.
Five years ago, the program’s director asked for the professional team to think about a solution for the rehabilitation of the” long term patients”.
I started wondering about the meaning of poverty which is not only economics but it also the satisfaction of primary needs. It’s the lack of healthy relational bonds which weakness a lot the patients coming out of the drug addiction recovery programs.
I also noticed that this relational deficiency is a modern human condition; in the weakest social situations the loneliness is something that “destroys the mind “.
So I got an idea: I proposed to my director to start thinking about a possible apartment for a temporary co-housing for at least two patients.
He liked the project and submitted the plan to the municipalities which have the competence in the social side of rehabilitation. The municipalities agreed to the project and financed it.
For the patients in long term recovery, the rent was paid through the financing with the municipalities (an average of 6.000 Euro a year for 4 years, renewable), whereas the utilities and the others cost of the house has been in charge to the occupants.
The management of activities like the admission of the patients, the guaranteed respect of the therapeutic contract, the check of daily life and the help in the money administration, are some of my specific competences as a social worker.
In my job role, I had a significant part into find fitting persons for the project who were able to live together. I also contributed to choosing the people eligible to live in that specific therapeutic situation.
I helped the patients to organize their new life and to establish minimum rules of mutual life in the apartment. The project is strictly tied to the learning of the skills required to come back to live a regular life.
– living together is an opportunity for the patients to learn mutual respect
-cleaning the home and paying the utilities is a way to come back to daily responsibility and autonomy.
– having a good neighborhood relationship is a way to learn again to have good relationships without drug addiction to interfered an apartment, next to the main social and sanitary services of the town.
Since 2011, we housed 11 clients in the apartment with an average of one year placement. We should consider that one year in a residential rehab center cost 30.000 euro each person.
Eight of them returned was able to manage a regular social life, their addiction, a job, maintain social relationships which helped them to achieve a dignified lifestyle.
Two persons are still in the co-housing situation, one of them has a regular job, and he is searching for an own house. Only one person abandoned the treatment.
This intervention is a daily challenge for our team; it gave us good results in the recovery outcomes like independence, citizenship, struggle against the stigma and improvement of personal resources.
We also have spared a significant amount of public money while offering to our clients a higher quality of life.
The creativity and the professional skills mixed together with the help of other colleagues in the multidisciplinary teamwork made this project an effective strategy to help patients overcome their circumstances.
So, I can call myself a responsible social worker, because I help to improve the personal resources in my client’s life. I was mostly inspired from the basic professional principle “start from where the client is”.
Teaching Inclusion in the Classroom
General education teachers are tasked with keeping many balls in the air, which is half the fun of working in a classroom—there are so many constantly moving and evolving pieces for which to account.
One of these essential pieces to ensure equitable learning for every student is inclusion. Of course, this term is nothing new to educators—we work to create an inclusive environment on a daily basis. What might be new, however, are the many ways in which we teachers can look at inclusive practices. Since every child is different, we must continue our exploration of strategies and practices that best suit the needs of all students.
One best practice that supports inclusion is to vary the output of information. By this, we mean that teachers should relay content and instruction in different ways. Some students, especially those with auditory processing difficulties, find that verbal instruction is hard to grasp. To ensure inclusion for these students’ special needs, teachers should try to present information in visual or tactile ways, in addition to the verbal instruction.
Depending on the class or lesson, this might take the form of a demonstration, video, or hands-on activity. Some skills or lesson objectives may even lend themselves to a more kinesthetic or tactile approach. Even students without an auditory processing deficiency would find it confusing to listen to a verbal explanation of cursive letter formation. A demonstrated approach to writing using clay, beads, shaving cream, etc., makes more sense.
Similarly, when teachers are introducing concepts like grammatical conventions or figurative language devices, an audio or visual approach might work better than a written explanation of how a properly formatted sentence should sound. Teachers should also practice inclusion by encouraging students to demonstrate their learning in various ways.
This means that not only is the presentation of information different for each child, but the means by which a student exhibits mastery should be individualized, as well. Some students might prefer to write a formal, organized research paper to convey their knowledge of a subject, while others might feel most comfortable presenting a visual demonstration of their topic. The key is to provide multiple opportunities for students to display their knowledge so that everyone’s learning styles are being incorporated.
Another way to look at inclusion is to utilize multiple means of engagement. For students with attention issues, memory difficulties, or other learning disabilities, engagement in the classroom can make all the difference. Engagement might mean listening to music to identify metaphors, similes, or narrative voice. A film study might help students understand a new culture or part of the world. An analysis of a slow motion field goal might help students understand kinetic energy, velocity, or other properties of physics.
The point is, when students are engaged, learning not only flourishes but behaviors and attentiveness increase, as well. Engagement also assists with moving information from short-term memory into long-term memory. Inclusion, with regard to engagement, means that teachers are not only teaching with methods for each type of learner but also appealing to each learner, so that memory of the information or skill can solidify. In order to provide engagement, there must be a level of interest on the student’s end. As different as each student’s learning style may be, so maybe their interests.
This is where building relationships with students become essential for inclusion. Cultural inclusiveness provides students with a platform to express themselves on a more personal level. This also promotes a positive classroom environment, one in which students feel heard, understood, and accepted. Cultural inclusion allows students to see beyond themselves, as well, which fosters perspective-taking.
Networking – The Best Way to Keep Learning on the Job
Like most comms professionals, I have a curiosity about learning. Be it about the latest craze on social media, or the newest news platform that I could try and get my organisation into.
I have been fairly diligent about keeping my skills set up-to-date. Regularly attending industry training courses, as well as embarking on a post-grad a few years back while juggling the demands of a busy role.
What’s struck me, however, is that the most profound learning comes from something far less slick than formal qualifications and training sessions, and that’s networking with our peers.
I’ve been fortunate enough to have worked across a number of sectors having moved from the arts, to education, to health, back to education, and then back to health – you get the theme – and now into the children’s sector now into the children’s sector where I work as Communications Manager at CELCIS (the Centre for Excellence for Looked After Children in Scotland).
With each move, I’ve managed to make connections with my counterparts at other organisations. By regularly keeping in touch with them, occasionally meeting up for a coffee, you can gain so much knowledge from each other by comparing notes, woes, and inspirations all in a oner. It really is cathartic. I would urge anyone to get to know their equivalent elsewhere, you never know when you might need them.
In the earlier stages of my career, I established a useful working relationship with a colleague at another institution. Given the supposed ‘rivalry’ between the institutions we worked for (I’m not naming names!) we had to use judgment and discretion when it came to information sharing. There was a real value to us being able to use each other as a sounding board for managing difficult media requests. On one funny occasion, we both spoke to each other mobile to mobile from our respective toilets!
Peer-to-peer learning comes in many forms and guises. An occasional and irregular meeting to talk shop, can lead to bigger plans for shared learning.
From Networking to Communities of Practice
I moved into a job promoting a brand new museum and gallery in central London some years back. Having attended a meeting on Southbank of arts PRs, I was vocal about the need to develop something a little more formal for us to keep abreast of what was happening in our tiny sector of comms professionals. What emerged from this was a working group of budding volunteers, and the establishment of a national conference where like-minded colleagues from throughout the country got together to learn from each other, and hear insights from those at the top of our industry.
What we didn’t realise at the time of its formation was that we really were a Community of Practice in the making (NB ‘Community of Practice’ is the slightly more academic/formal term for networking with peers.
New Year’s Resolution
One of my new year’s resolutions for 2018 is to help keep a network of comms professionals going in the children’s sector in Scotland. We are a varied bunch – from third sector organisations and campaign groups, to academic centres, NGOs and colleagues working in government – but we have much in common: our values as organisations; keeping our comms relevant to our intended audiences; and the need to embrace new and emerging technology.
Anyone wanting to know more, do be in touch.
Changing the Lens on Poverty Research
Using an innovative technique to measure poverty, a Georgia Institute of Technology economics professor has found that more older Americans live in deprivation than official statistics suggest.
Shatakshee Dhongde, associate professor at Georgia Institute of Technology, found that 12.27 percent of senior citizens were deprived in two or more crucial areas, including multiple disabilities, low income, a lack of education, and severe housing burden.
Dhongde said the research illustrates a shortcoming in the official measure of poverty in the United States, which focuses solely on income. The federal government reported that 9.5 percent of older Americans were living in poverty in 2013. That is below the 12.3 percent rate found in Dhondge’s multidimensional poverty index.
Research Reveals Deprivation beyond Official Poverty Count
According to Dhongde’s research, nearly four in ten older U.S. residents reported being deprived in at least one of the four categories: multiple disabilities, low income, a lack of education, and severe housing burden.
Moreover, many of those living with multiple deprivations were not income poor. For instance, 3.6 percent of seniors experienced both multiple disabilities and severe housing burden, but would not appear in official poverty statistics because their income was above poverty line threshold.
Race plays a role, as well. Dhongde found that white senior citizens were less likely to be deprived, while Asian, African-American, and Hispanic seniors were more likely to be deprived. In fact, Dhongde found that 30 percent of Hispanic seniors were deprived in two or more dimensions.
Study Relies on Census Data
The study draws on the 2013 edition of the U.S. Census Bureau’s American Community Survey, which includes detailed data on economic, housing, educational, and healthcare circumstances of people living in the United States.
Dhongde, a faculty member in the School of Economics within the Ivan Allen College of Liberal Arts, is in the vanguard of economic researchers examining multidimensional deprivation in the United States. Thinking of deprivation in a multidimensional manner is a way of looking beyond income while measuring poverty.
“The main idea is that you change the lens and look at overlapping deprivations,” she said. “So I’m not separately looking at what percent of the elderly population was deprived in X and what percent was deprived in Y and so on. Instead, I choose one individual and then analyze how many deprivations he or she is facing simultaneously.”
By examining multiple areas that can affect a person’s quality of life, Dhongde says the multidimensional poverty index can provide better insight into the population’s broader economic condition. It can also give policymakers tools to gauge where best to focus limited resources.
Assessments Often Miss Mental Health Issues for Youth on Probation
An assessment tool used by many jurisdictions within the juvenile justice system that is intended to help recognize the effects of adversity and trauma in children’s lives is not the best means of evaluating mental health problems faced by at-risk youth, according to new study by a University at Buffalo social work researcher.
The groundbreaking research, which lead author Patricia Logan-Greene believes is among the first studies to connect the adverse childhood experience (ACE) assessment for juveniles on probation to mental health problems, could help improve the justice system’s responses to court-involved youth, especially those who have experienced maltreatment and trauma.
“The United States continues to have a massive juvenile justice system that does not, generally speaking, serve youth well,” says Logan-Greene, an assistant professor in UB’s School of Social Work. “We suspect that the way mental health is often assessed in the juvenile justice system is missing many mental health problems – in particular with disadvantaged youth.”
The number of youth on probation is a far larger group than those who are incarcerated or in treatment facilities. Yet most of the research literature is on that smaller population.
“We may have identified a gap,” says Logan-Greene. “The court assessment asks whether youth have ever been diagnosed with a mental illness. That question makes a lot of big assumptions like equal access to health care and equal desire to access mental health care, which has a lot to do with stigma.
“A better assessment tool would address symptomology,” she says.
The problems faced by youth on probation are widespread, according to Logan-Greene. The vast majority have histories of child abuse, family dysfunction and social disadvantage.
“Only 25 percent have no history of abuse,” she says. “One of my elevator speeches argues against punitive responses for youth with histories of trauma.”
Although most jurisdictions do assess mental health, these are not necessarily good assessments – and some jurisdictions aren’t assessing for this at all. A single question to capture all aspects of mental health simply isn’t sufficient.
“While the adverse childhood experience tool has done wonderful things to help us recognize the importance of adversity and trauma in children’s lives, there is still room for improvement,” she says. “For instance, there is nothing in the ACE tool about childhood poverty, and we know from previous research that childhood poverty is deeply damaging.”
In the current study, Logan-Greene and her co-authors Robert L. Tennyson and Paula S. Nurius, both from the University of Washington, and Sharon Borja, University of Houston, divided their assessment of childhood adversity into childhood maltreatment, family dysfunction including substance abuse, family history of mental illness, physical health problems with the family, and social disadvantage, using a diverse sample of more than 5,300 youth on probation.
The findings suggest a clear connection between childhood maltreatment and mental health problems. Although there did not appear to be a relationship between social disadvantage and mental health problems, there was a connection between mental health and the symptoms of social disadvantage such as coping problems, social isolation and what the authors call aspirations or the measure of hope for the future.
“Because social disadvantage did have a negative effect on those indicators we suspect the court assessments are not picking up what are probably undiagnosed and untreated mental health problems among disadvantaged youth,” Logan-Greene says.
Having Difficulty Creating Worksheets and Activities for Your Clients?
Tailoring worksheets and activities specifically for your client needs can be challenging for the best of therapists and counselors. For others, maybe you are a natural born artist moonlighting as a mental health professional dazzling clients with your creativity which helps them move one step closer to becoming their best selves.
According to the National Institute of Health, there is a direct correlation between the creative arts and health outcomes when used in a therapeutic setting. The study reports: “Use of the arts in healing does not contradict the medical view in bringing emotional, somatic, artistic, and spiritual dimensions to learning. Rather, it complements the biomedical view by focusing on not only sickness and symptoms themselves but the holistic nature of the person.”
What are my options with limited artistic abilities?
For those of us who are artistically challenged, it is imperative to identify resources and begin creating a therapeutic toolbox for practice. There is one resource that I would like to share which helps both the artistically challenged as well as the artistically gifted mental health professional.
According to its website, Hub for Helpers is an “online library for all licensed therapeutic professionals to access high-quality, interactive, low-cost materials for diverse client populations”. Hub for Helpers also states that it hopes to lessen the burden of developing materials by providing low cost options to help mental health professionals find materials to best server the need of their clients.
Hub for Helpers was founded by Nicole Batiste, a school social worker in a Texas middle school, when she saw an overwhelming deficit in affordable, accessible, and ready to use materials for therapy. Nicole sometimes found herself spending more time planning meaningful things to do in therapy than providing direct practice.
Inspired by the response to her activities from her diverse client base, she decided to create a hub for therapeutic professionals to access numerous interactive materials conveniently. Nicole states the mission for Hub for helpers is to continuously provide top notch, affordable activities to ensure that we are indeed, “helping you help!”
How does Hub for Helpers Work?
Hub for Helpers provides a quick and easy way to access and save materials in your “My Hub” account. If you are wondering how it all works, here are the tips provided on their website:
- We strongly recommend you sign up with us to create your personal Hub. It’s quick, easy and free!
- Begin to browse our materials by searching by the many domains provided
- All of our resources are multi-paged packets that guide you through each activity, if you so need it
- Once you’ve chosen an activity, check out is easy, fast and secure.
- You will then be able to download your resource, all of our resources are in PDF format.
- Your resource will remain in your Hub to be used repeatedly at no cost.
- Should you choose to become a subscriber, a $40.00 credit will be issued to you each month
- If you are a corporate subscriber a $200.00 credit will be issued to you each month to use amongst your employees.
Hub for Helpers has provided three free activities for you to download here.
What else does Hub for Helpers do?
In addition to being an online marketplace to buy low-cost worksheets and activities, for the artistically gifted, you can also sell your creations in the Hub for Helper’s marketplace. For more information, visit https://www.hubforhelpers.com/become_a_seller/.
Sponsored Content by Hub for Helpers
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