Syllabus for

Academic Year  (2022)

MSW in Clinical and Community Practice is a post-graduate program offered by the Department of Sociology & Social Work. This programme aims at grooming students into high-quality professionals who can take up leadership positions in the development, health and welfare sectors. This two-year duration in the programme blends the core areas of the field with the emerging trends in Clinical and Community Practice. The curriculum carries some of the foundational and methods papers related to human behaviour, helping processes, development, health and welfare services. An optimal mix of theory and practice orientation is provided in this course. The onus of the curriculum besides knowledge sharing and knowledge creation is on creativity, critical thinking and skill development. An equal weightage is given both to classroom work as well as field-based learning. This programme provides the students with the opportunity to understand concepts and issues and to develop professional skills required for the two specializations- Community Development and Clinical Social Work. This programme provides numerous opportunities- insides as well as outsides the University to the students for their holistic development.

This is the foundational paper that introduces students to the profession of Social Work.  It includes the philosophical, ideological, and religious foundations of the profession. It highlights how social work has come to be called a profession. In this paper, all the fields in which social work can be practiced are introduced.

1.   To help students understand the history and evolution of the Social Work Profession.

2.   To understand the philosophy, goals, ideals, and ethics of professional social work.

3.   To develop insight into the ideologies which have shaped professional social work

4.   To understand the field of social work practice.

Evolution of Social work as a profession in west. Attributes and Professionalization of Social Work, organized and scientific charity. Nature, Scope, Objectives, Philosophy, Goals, and Values and Ethics of Social Work. Functions and Principles of Social Work, Methods of Social Work. Understanding Social Work in view of Social Service, reforms, welfare, Security, Justice, development, empowerment and Volunteerism.

Social Services traditions and religious roots of Charity and Philanthropic approach towards person in need. Gandhian Ideologies, Human rights, Neo-liberalism and globalization, privatization Postmodernism, Feminism, Resurgence  of  the  civil  society,  Multiculturalism,  Ideology  of sustainable  and  people-centered  development,  Ideology  of  action groups  and  social  movements,  Ideology of  voluntary action  non-government organizations.

Milestones of Indian social work practices, Social work education- scope, status and prospects and challenges to social work education and practice in India and special reference to Karnataka. Fields of Social work practice. Indigenous measures of Social Work Practice.   Professional Associations of Social work and Professionalization of social work  in India and Abroad

Compton, B. R. (1980). Introduction to social welfare and social work. Illinois: The Dorsey Press.

Gore, M.S. (1965). Social work education. New Delhi: Asia Publishing House.

Madan, G. (1967). Indian social problems: Social disorganization & reconstruction. Bombay: Allied Publishers.

Shaw, I., & Lishman,  J.  (1990). Evaluation and social work practice. London: Sage publishers.

Singh R.R. (1985).Fieldwork in social work education (ed). New Delhi: Concept Publishers.

Stroup, H.H. (1960). Social work education – An introduction to the field. New Delhi:      Eurasia Publishing.

Vedi, D. (1990-91). Social reforms movement in India: Historical perspective. India: Popular Prakashan.

Wadia, A. & Hormasji, N. (1968). History and philosophy of social work in India (2nd ed).          Bombay: Allied publishers.

Rao,  MSA (2018) Social Movements in India. Manohar, New Delhi

John Tomlinson (2018)  Globalization & Culture. Rawat Publication New Delhi

Batra, N. (2004). Dynamics of social work in India. New Delhi: Raj Publishing.

House, B. (2006). Values & ethics in social work: An introduction. London: Routledge publication.

Bhattacharya, S. (2004). Social work: An integrated approach. New Delhi: Deep &Deep Publications. 

Chris, L. C. (2000). Social work ethics: Politics, principles and practice. Exeter: Learning Matters.

Crawford, K. (2004). Social work and human development: Transforming social work practice.  Exeter: Learning Matters.

Desai, M. (2004). Methodology of progressive social work education. Jaipur: Rawat.

            Publication.

Desai, M. (2004). Ideologies and social work: Historical and contemporary analyses. Jaipur: Rawat. Publication.

Horner, N. (2006). What is social work? Context and perspectives. London: Routledge     publication.

National Association of Social Workers (2000). Policy statements 2000-2003, Social work           speaks. National Association of Social Workers Policy Statements 2000-    2003. New        York: Palgrave Macmillan.

Payne, M. (2007). What is professional social work? Jaipur:Rawat Publications.

381Pease, B. (1999).Transforming social work practice: Postmodern critical perspectives polity press. Jaipur: Rawat Publications.

Morales, A. (2004). Social work.  Boston: Pearson Education.

Timms, N. (1970).Social work. London: Routledge publishers.

World Bank (2005). Putting social development to work for the poor: An OED review of world bank activities. New York: World Bank.

Pattern for on Campus Exam

Total Marks: 50 

Total hrs: 2 

Question Pattern

Section A

Answer any SIX from seven questions (6/7).                                    6*5=30

Section B

Answer any TWO from three questions (2/3).    2*10=20

Pattern for Online Exam 

Total Marks: 50 

Total hrs: 1 Hour

Question Pattern

Section A

Multiple choice questions.                                                        30*1=20

Section B

Viva                                                                                                                             4*5=20

Course Description: Social Casework is one of the three primary methods of social work. Practitioners commonly call this method as working with individuals (Case work). It is the basis for all the other methods. This paper gives a foundational aspect of this method that orients the students about the comprehensive nature and its effectiveness in practice.

Course Objectives

1.    To understand casework as a method of social work and appreciate its place in social work practice.

2.   To understand the scope of working with individuals.

3.   To comprehend and apply the values and principles while working with individuals.

Working with individuals  Process: psychosocial study, diagnosis, case formulation conceptualization, intervention, evaluation, termination and follow-up. Transference and counter transference. Sources of information: home visit and collateral contacts. Diagrammatic presentation: Genogram and Eco map.

Basic understanding of approaches commonly uses in social work

Problem solving approach, Solution focused approach, Strength Based Approach, Psychosocial approach, Behavioral approach, Functional approach, Crisis intervention and Eclectic approach

Ventilation, Reassurance, Reflective thinking, Empathy, Motivation, Support, Interpretation, Negotiation, Education, Insight, Suggestion,

Enhancing Social Support, Environmental Modification, Resource mobilization, Resource   Utilization, Advocacy, Reinforcement, Limit Setting, Confrontation, Renewing Family Relationships, Externalization, Universalisation, Spirituality

 Skills Training: Assertiveness Skills, Social Skills, Communication Skills, Interpersonal Relationship Skills, Coping with Emotions

Case Work Recording: Principles, Formats: Session wise (Note Taking), Verbatim, Summary

Emergence and development of social work case as a method of working with individuals.  Philosophical   assumptions   and   values   of   social   casework. Principles and Components of social case work. Similarities and differences between social case work, Counselling and Psychotherapy.

Dean, H. & Hepworth, R. H. (2010). Theory and skills in social   work.   New   Delhi: Cengage Learning India Private limited.

Hepworth, D., Ronald, H., Rooney, G. & Gottfried, K. (2017). Direct Social Work Practice: Theory and Skills. Boston, MA: Cengage Learning.

Mathew, Grace. (1992). An introduction to Case Work: Mumbai: TISS

Perlman, H. (1957). Social Casework: A Problem-Solving Process. Chicago: University of Chicago Press.

Upadhyay, RK., (2003).Case Work: a therapeutic approach. New Delhi: Rawat Publications.

Lindsay, T. (2013). Social Work Intervention. London: SAGE/Learning Matters.

Walsh, J. (2013). Theories for Direct Social Work Practice. Belmont, Calif:Cengage

SUBJECT: Working with individuals                                                           Duration:  2Hrs

SCHEMES FOR SECTION A & SECTION B

Answer Any 6 questions from 7 questions in 150 word                                6X5 = 30

SECTION B

Answer any 2 questions from 3 questions in 300 words                                           2X10 = 20

This course introduces social group work as amethod and practice related to the strengths, capacities and resources of individuals within groups. The course also attempts to develop skills for intervention in order to help to alleviate critical social problems and enhance group well-being.

1.   To appraise the importance of groups in the life of an individual.

2.   To identify the specific characteristics of group work and its contributions as a method of social work intervention.

3.   To create an understanding about various concepts, group formation, dynamics, approaches and theories in relation to all types of groups.

Concept and Definition of Social Group Work, Characteristics of Social Group Work, Values in Social Group Work, Principles in Social Group Work, Assumptions underlying Social Group Work and philosophy of Social Group Work; Factors of group formation, Formulation of goals and identification of problems for work. Stages of group development

Theories applicable to group work practice; Models in group work practice;  Applications  of  group  work  in  community development  centers,  children's  institution,  hospitals,  correctional settings, schools and industries; Scope and application of group work in relation to other social work methods. 

Pre-group and initial Phase, Formulation of objectives and programme planning, Implementation, Evaluation, Termination and follow up; Importance of group processes, Bond, Sub-groups, Role, Leadership, Isolation, Decision making, Contagion, Conflict, Communication; Skills and Techniques for effective work with group/problem solving; Group Games.

Dean H. Hepworth, R. H. (2010). Theory and skills in social   work.   New   Delhi: Cengage Learning India Private limited.

Garvin, C. D., Galinsky, M. J., &Gutierrrez, L. M. (2007). Handbook of social work with groups.  New Delhi: Rawat Publications.

Mishra, P., & Mishra, B. (2008). Social group work: Theory and practice. Lucknow: New Royal Book Company.

Siddiqui, H. (2008). Group work: Theories and practices. Jaipur: Rawat Publications.

Konopka, G. (1983 3rd Ed.), Social group work a helping process. New Jersey: Prentice Hall.

Lindsay, T., & Orton, S. (2008). Group work practice in social work. UK: Learning Matters Ltd.

Lupe, A.-C., & Randy, A. C. (2009). Group work: A practical guide to developing groups in agency settings. New Jercy: Wiley.

Mark, D. (2006). Using group work. New York: Routledge.

Rameshwari Devi and Ravi Prakash.( 2004). Social work methods, perspectives and practices. Jaipur: Mangal Deep Publications.

Rich, R., Bender, D., & Kimberly. (2009). An experiential approach to group work. Chicago: Lyceum Books.

Trecker, H. B. (1955). Group work foundations & frontiers. New York: Whiteside Inc & William Morrow & Co.

Trecker, H. B. (1970). Social group work: Principles & practice. New York: Association Press.

Zastrow, C. H. (2010). The practice of social work: A comprehensive work text. USA: Brooks/Cole.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

The social work research course covers the entire process of research, including research methods/ techniques, concepts, variables, hypotheses, and Report writing. The procedures used while drawing samples and the construction of research tools are also part of this paper.

Objectives :

1.     To familiarize students with the basic concept of social work research as a method of social work.

2.     To formulate research questions for the dissertation

3.     To formulate research proposals for dissertation

Social work Research: Definition, concepts (Theory -Inductive and Deductive, Data, variables), objectives, Types of research, Scope of social work Research, Social work research process, Research Design. Research-Based Practice: Research-informed practice and practice-informed research

Population and Sampling: Concepts- Types of Sampling, Sampling Size, Errors in sampling.

Data Collection: Primary and Secondary data collection methods.

Questionnaire design: process of designing the questionnaire. Secondary data collection: Scoping review and Review of Literature.

Measurement and Scaling Techniques: Basic measurement scales. Attitude measurement scale.

Problem Formulation in research. Hypothesis: Introduction, Type I Error, Type II Error, Basics of Analysis.

Report writing: Importance of report writing, types of the research report, report structure, guidelines for effective documentation. Referencing styles, Plagiarism, Citation and paraphrasing.  Writing Social work Research Article, Social Work Research Proposals and Reports

Babbie, E. R. (2014). The basics of social research (6^th ed.). New Delhi: Cengage Learning.

Doane, D. P., & Seward, L. E. (2013). Applied statistics: In business and economics. New Delhi: McGraw-Hill Education.

Gravetter. F. (2013). Statistics for the behavioral science (9^th ed). Andover: Cengage learning.

Jefferies, J., & Diamonds, I. (2001).  Beginning statistics: An introduction for social scientists. London: Sage Publication.

Lal Das, D. K.  (2000). Practice of social research: Social work perspective. Jaipur: Rawat Publications.

Sharma, J. K. (2013). Business statistics. New Delhi: Pearson.

Smith, R. S. (Roger Shipley). (2013). Doing social work research. New Delhi: Rawat     Publications.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                       6*5=30

Section B

Answer any TWO from three questions (2/3)                                                                2*10=20

Course Description: The paper on Public Health will help students understand the health problems and health needs of the Indian people. The paper will introduce the students to the concept of public health and community health care in India.   The students will also be introduced to the key health policies, programmes and legislations and to the role of social worker in different settings. The paper consists of conceptual, legal, practical and analytical aspects of knowledge.

Course Objectives:

1. To become familiar with the concepts of Public health, Health issues and programmes
2. To learn about the significance of Public health and the practice in India
3. To develop skills to work in the public health field and setting 

Concepts of Public Health

 Public Health – concept and objectives. Preventive, Promotive and Remedial approaches to public health. Health systems in India. Levels of health care. Principles of Primary health care. Health indicators and health problems in India; vital statistics and patterns of morbidity and mortality rates in India.

Major communicable diseases: Tuberculosis, Hepatitis, Dengue, Cholera, HIV/AIDS. 

Chronic non- communicable diseases: coronary heart diseases, hypertension, stroke, cancer, renal problems, epilepsy.

Accidents: burns crush injuries, Life Style disorders: Diabetes, Obesity, Nutritional disorder, Geriatric, Reproductive issues.

Programmes: National Health Mission, Programmes for communicable, non- communicable diseases, Universal Immunization programme (UIP), Reproductive, Maternal, Newborn, Child and Adolescent Health Programme (RMNCH+A), National Family Welfare Programme.

Sustainable development goals (2030): 17 goals, health related sustainable development goals.  Application of critical social work interventions in promoting health and sustainable development. Strategies, role and impact of government and non-government organizations, National and International agencies in achieving sustainable development goals and Health  

Misra, Rajiv., Rachael Chatterji., & Sujatha Rao (Eds). (2003). India health report. Oxford: Oxford University Press.

Murthy, R. Srinivasa. (2000). Development of mental health care in India, 1947-1995 (Health policy series),  Voluntary Health Association of India.

Narayanan, K.V. (1997). Health and development: Intersectoral linkages in India. Delhi:

      Rawat Publications. 

Park, K. (2015). Preventive and social medicine. India:  Banarsidas Bhanot Publishers. 

Sahni, Ashok. (1990). Community participation in health and family welfare: Innovative experiences in India: a Guide for Health Administrators and Professionals for Community Health and Development.  Indian Society of Health Administrators.

Barnett, Andrew, (1977). An introduction to the health planning and budgeting systems in India. (Discussion paper).  Institute of Development Studies at the University of Sussex. 

Gulhati, Kaval., Ajay Mehra, Janaki Rajan, Ravi Gulhati (Eds). Strengthening voluntary action in India: Health- family planning, the environment and women's development. Centre for Policy Research.

Measham, R. Anthony. (1996). India's family welfare program: Moving to a reproductive and child health approach: Directions in development. Washington: World Bank Publications.

WHO, (1984). Intersectoral linkages and health development: Case studies in India, Jamaica, Norway, Sri Lanka, and Thailand. World Health Organization.

World Bank, (1996). Improving women's health in India: Development in practice. Washington: World Bank.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

Media has become an indispensable tool for a social work practitioner in today ‘s scenario where collective representations are necessary to high light pressing social issues and mark contemplative positive reforms. From a larger perspective the student gets to know the role of the media in resisting or bringing forth a social change and to induce social action wherever and whenever applicable. This paper consists of practical, descriptive and conceptual knowledge to promote understanding and develop skills to align media with a social prism.

Course Objectives:

1. To understand the basics of media and its various forms.
2. Give in-depth knowledge of the process of print media and documentary making.

Media Basics, Interface of Media with Social Work; Different mediums of messaging-Folk/Traditional (folk art, painting, clay modelling) and Modern (collage/posters, wealth from waste concepts, digital imaging), Community radio.

Constructing   a   message-Slogan, Caption, Prose   and   Poetry, Investigative Journalism style of reporting (5W ‘s and 1H and Inverted Pyramid) on   social   issues; Photojournalism   and   conceptual photography.

Preproduction-concept and scriptwriting; Production-camera, lighting and sound; Postproduction-rerecording, voice-over and editing.

Melkote, S.R., &Steeves, H. L. (2001).Communication for development in the third world: theory and practice for empowerment (2nd ed.). New Delhi: Sage Publications.

Modi, B. (2007). Designing messages for development. New Delhi: Sage Publications.

Mollison, M. (1996). Producing videos: A complete guide. Australia: Allen and Unwin.

Raghavan, G. N. S. (2004).Development and communication in India: Elicit growth and mass deprivation. New Delhi: Gian Publishing House

Joseph, D. (1990). The dynamics of mass communication. London: McGraw-Hill.

Mcquail, D. (1994). Mass communication theory: An introduction (3^rd ed.). London: Sage Publication.

Yadav, J.  S., &Mohnot, A. (1983). Advertising and social responsibility (Vol. 1), Content analyses. New Delhi: Dept. of Communication Research.

The course will critically examine how development processes affect women and men and gender relations. The course will provide theoretical and practical experience in gender and development.

1. To understand the concepts, approaches and strategies related to gender and development.

2. To familiarise the practices and issues related to gender and development.

3. To understand the linkages of Gender and Development from regional, national and international perspectives.

Concept, Approaches and Strategies. Gender Analysis. Gender-sensitive Planning and Policy Making. Gender appraisal of Development programmes and Research projects.  Third Gender: Concept, Policy and Issues

Gender Audit and Gender Budgeting. Gender Mainstreaming.  Contemporary issues in Gender and Development. Approaches in Gender and Development.

Gender and Entrepreneurship Development. Political Participation and Governance, Gender Training and Empowerment. Gender and Financial Inclusion, Gender, Law and Human Rights.

Krishnaraj,       M.,   Abusaleh   S.,   &   Sudarshan,   M. R. (1998). Gender, population and development, Oxford: University Press.

Nalini, V., Duggan L., & Nisonoff, L., (1997). Women, gender & development. New Delhi: Reader.

Pandey, A K.( 2004). Gender equality development and women empowerment, New Delhi: Anmol Publications Pvt. Ltd.

Chant, S., & Sweetman, C. (2012). Fixing women or fixing the world? “Smart economics‟, efficiency approaches, and gender equality in development. Gender & Development20 (3): 517–529. November.

Guijt, I. S., &, Meera, K. (2006). Myth of Community: Gender Issues in Participatory Development, Rugby, UK: Intermediate Technology Publications.

Kapadia, K. (2002). The violence of development: The Politics of identity, gender & social inequities in India. New Delhi: Zubaan Publications.

Total Marks: 50

This paper has no end semester examination. Teacher in charge of the paper evaluates based on the components given below and produce internal marks.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem Exam)

CIA III- 10 marks (Assignment)

Attendance: 5 marks (As per university norms)

This course aims to provide the students a conceptual and analytical orientation to the society and its dynamics so that as individuals they may be able to understand the realities and identify themselves as part of the larger system. It also introduces the student to the study of mental processes, experiences and behaviour of human beings in a socio-cultural context. This paper covers the basic knowledge behind the human behaviour. The course provides knowledge and understanding of the nature and determinants of basic psychosocial processes, the development of life stages from conception to old age

Course Objectives

1.  To develop basic knowledge of concepts and theories, to understand the social world around them.

2.  To know the significance of social institutions in social life.  

3.    To help the students to gain an insight into the components of general psychology.

4.    To enable the students to develop a theoretical perspective of understanding human development across the life span.

Individual & society; Community, Sociological Imagination; Culture; Socialization; Social stratification; Social control; Social change;  Social institutions: Family, Marriage, Education, Religion; Capability Approach by Amartya Sen

Psychology as a Foundation to Social Work. Hereditary and Environmental Determinants of Human behaviour. Learning, Memory Process, Intelligence, Cognition, Motivation and Emotion

Lifespan Development, Stages in the Life Span- Conception, Pregnancy and Birth; Infancy, Early and Middle Childhood, Adolescence, Early and Middle Adulthood and Old Age

Haralambos, M., &Heald, R.M.  (2006). Sociology: Themes and perspective. London: Harper Collins.

Henslin, J. (2009). Sociology: A down to earth approach  (10^th ed.).USA: Pearson.

Horton, P. B., & Hunt. (1990). Sociology. Singapore: McGraw-Hill Book Company.

Jayaram, N. (1988). Introductory sociology. Madras: Macmillan.

MacIver, R.M., Page, C.H. (2000).Society an Introductory Analysis. New Delhi: Macmillan Publishers India.

Becvar, D.S., &Becvar, R.J. (2006). Family therapy a systemic integration (6th ed). Boston: Pearson.

Carter, B., & Mcgoldrick, M. (1989). The expanded family life cycle: individuals, family and social perspectives (3rd edition). London: Allyn And Bacon.

Coleman, J.C. (1976). Abnormal psychology and modern life. London: Allyn & Bacon.

Hurlock, E.B. (1953). Developmental psychology. New York: Tata McGraw-Hill.

Morgan.  K., Weisz., & Schopler. (1993). Introduction to psychology. New York: Tata McGraw-Hill.

Wiebke Kuklys (2005). Amartya Sen’s Capability Approach. Berlin: Springer.

Giddens Anthon.(2006). Sociology.  Cambridge: Polity Press.

Haralambos, M., &Heald, R.M.  (2006). Sociology: Themes and perspective. London: Harper Collins.

Henslin, J. (2009). Sociology: A down to earth approach  (10^th ed.).USA: Pearson.

Horton, P. B., & Hunt. (1990). Sociology. Singapore: McGraw-Hill Book Company.

Jayaram, N. (1988). Introductory sociology. Madras: Macmillan.

MacIver, R.M., Page, C.H. (2000).Society an Introductory Analysis. New Delhi: Macmillan Publishers India.

Becvar, D.S., & Becvar, R.J. (2006). Family therapy a systemic integration (6th ed). Boston: Pearson.

Carter, B., & Mcgoldrick, M. (1989). The expanded family life cycle: individuals, family and social perspectives (3rd edition). London: Allyn And Bacon.

Coleman, J.C. (1976). Abnormal psychology and modern life. London: Allyn & Bacon.

Hurlock, E.B. (1953). Developmental psychology. New York: Tata McGraw-Hill.

Morgan.  K., Weisz., & Schopler. (1993). Introduction to psychology. New York: Tata McGraw-Hill.

Wiebke Kuklys (2005). Amartya Sen’s Capability Approach. Berlin: Springer.

Recommended Readings

Bauman, Z. (1990). Thinking sociologically. London: Blackwell.

Berger, P. (1966). An invitation to sociology: A humanist perspective. Harmondsworth: Penguin.

Deshpande, S. (2003). Contemporary India:  A sociological view. Viking Publishers: New Delhi.

Dhanagare, D. N. (1993). Themes and perspectives in Indian sociology; Jaipur: Rawat publications.

Francis Abraham (2006). Contemporary Sociology.  Oxfordshire: Oxford University Press.

Merton, R., & Nisbet. (1966) Contemporary social problems. New York: Harcourt, Brace and World.

Total hrs: 2

Total Marks: 50

Section A

Answer any SIX from seven questions (6/7)                               6*5=30

Section B

Answer any TWO from three questions (2/3)                            2*10=20

Course Description: This Practical Course Demonstrates To Students The Practical Application Of Working With Individuals And Group Work Concepts, Principles,  Approaches, Process And Treatment. This Practical Learning Provides Students With Opportunities To Learn And Apply Micro And Macro Skills Especially Enhance Communication Skill, Empathy, Assessment, Analytical And Diagnosis Skills Etc While Working With Individuals, Family And Groups In Different Settings Of Various Communities. The Scope Of This Course Is To Provide Students An Opportunity To Build Their Capacity In The Distinguishing Between Different Skills, Techniques, Approaches Of Working With Individuals And Phases Of Case Work, Group Work, And Develop Intervention Plans. This Course Will Be In Demonstration And Workshop Modality And Will Include Assessment Of Learner’s Skill Acquisition.

Course Objectives:

1. To Acquire and Apply Foundational Skills of Working with Individuals And Group Work Practice.
2. To Assess and analyse Needs of The Client and Client System

Course Learning Outcome:

By The End Of This Course, Students Will Be Able To:          

1. Apply foundational skills of working with individuals and working with groups practice
2. Analyse the issues and needs of the client and client system to apply and develop intervention plans based on the needs assessed.
3. Distinguish between different approach and apply the same
4. Methodically document and report working with individuals and working with groups. 

Types of Soft Skills, Communication, Listening Skills, Assertiveness, Empathy, Micro-skills Negotiation, Critical thinking, creative thinking, Professional Etiquette, Group Communication

Treatment, evaluation, termination and follow-up, Case work report writing. Demonstration labs with applications of different approaches. 

Group Work Process: Pre-group and initial Phase, Formulation of objectives and programme planning, Implementation, Evaluation, Termination and follow up; Importance of group processes, Stages of group development, Bond, Sub-groups, Role, Leadership, Isolation, Decision making, Contagion, Conflict, Communication; Skills and Techniques for effective work with group/problem solving; Group Games.

Rae, L. (2005). Skills of interviewing. Mumbai: Jaico.

Erskine, R., Moursund, J., & Trautmann, R. (2013). Beyond empathy: A therapy of contact-in relationships. Routledge.

Slote, M. (2007). The ethics of care and empathy. Routledge.

Brooks-Harris, J. E., & Gavetti, M. F. (2001). Skill-Based Psychotherapy Integration: A practicum handbook of intermediate microskills. Retrieved from the World Wide Web: http://www2. hawaii. edu/-jharris/sbpi/html.

Garvin, C. D., Galinsky, M. J., &Gutierrrez, L. M. (2007). Handbook of social work with groups.  New Delhi: Rawat Publications.

Mishra, P., & Mishra, B. (2008). Social group work : theory and practice. Lucknow: New Royal Book Company.

Siddiqui, H. (2008). Group work: Theories and practices. Jaipur: Rawat Publications

Trecker, H. B. (1970). Social Group Work: Principles & practice. New York: Association Press.

Zastrow, C. H. (2010). The practice of social work: A comprehensive work text. USA: Brooks/Cole.

Course Codes: SWC151, SWC251, SWC351 & SWC451 Total marks – 50

The subject teachers will conduct CIAs and End Sem Viva-voce. The CIA is for a total 20 marks, End Sem Viva-voce for 25 and attendance will carry 5 marks.

semester viva.

CIA- 20 marks

Final Viva-25 Marks

Attendance: 5 marks (As per University norms)

Service learning provides students with opportunities to capitalize on their cognitive, affective, intuitive, and societal characteristics—those characteristics which differentiate learners from other learners. Through service learning, students are empowered to explore their own interests and passions, attempt to solve societal problems, employ leadership skills, and examine their own sense of justice while investigating authentic community issues and concerns. The scope of this course is to provide students an opportunity to build their capacity in the areas of Service Learning. They will be trained to identify and assess the community needs and develop intervention projects in this semester.

This project will be carried out in all four semesters and the progressive outcome among the students will be assessed and evaluated. Each student will be placed under a faculty mentor for support and reflection on the service learning activities.

Course Objectives:

1.  To understand the basics of service learning

2.  To attain the basic skills such as need assessment and developing intervention project to carryout service learning projects

Introduction  to         service            learning;        Concept, Models,Training (Capacity Building) Programmes on Need Assessment, Programme Formulation, Programme Implementation, Impact Assessment and Documentation; Capacity building on Street Plays, Campaigns and Documentaries; Collaborative programmes and projects with partner NGOs and Government organizations

Butin, D. (2010). Service-Learning in theory and practice. USA: Palgrave Macmillan.

Stoecker, R., & Tryon, E. A. (2009). The unheard voices: Community organizations and service learning. Philadelphia: Temple University Press.

http://www.compact.org

www.aahe.org/service/srv-lrn.htm

www.lsaexchange.org

www.ncte.org/service/

This course has no end semester examination. Orientation about the project starts in the first semester and continues the activities till the fourth semester. Evaluation of the course is distributed throughout the four semesters. Students will be evaluated based on the reports submitted by them to the mentors in each semester followed by the viva voce exam.

The student has to submit the report in every semester, but in the fourth semester they have to combine all the four semesters service-learning reports in a publishable format. The students will get different grades based on their performance in viva, the service-learning report presented to the department and outcome of the service-learning activity.

Report:                                               10 Marks

Viva Voce:                                         20 Marks

Outcome of Service learning:         20 Marks

Categories of grades are the following.

This course consists of days of 10 days of orientation visits and 22 days for concurrent fieldwork. This course provides an opportunity for students to integrate theories and practices.  Students will be able to demonstrate social work values, ethics, principles, positive attitude, knowledge, and competencies for the practice of social work through the internship, agency/ Industry visits.

Orientation visit                                                                                                   10X7=70 Hours

Orientation session is the initial phase of the fieldwork where the faculty will brief about the organization, its activities, history, and the role the organization played in the society.  The overall activity includes four stages: Orientation            Field visit       debriefing to the mentors.         report writing. 

Fieldwork (Social Work practice) is the most important aspect of professional social work training. The students develop various skills in working with clients and professionals. Students will be taken to various organizations of social relevance for exposure at the beginning of the first semester (10 days of orientation visits).  Students are allotted social welfare agencies for concurrent fieldwork for a period of 22 days in the first semester.

Review and Reflection                     1 Hour

Concurrent fieldwork:                                                                                      22x7=154 Hours

Students will be placed in different social work/ welfare organizations. They will be visiting the organization twice a week (Wednesdays and Thursdays). The student will be working under an agency supervisor. They have to prepare the learning contract by consulting the faculty and the supervisor of the organization. They have to understand and study the organization, its activities, and its structure. Students are expected to do one casework and one group work with 6 sessions.

Internship Requirement    

1. Students will undertake orientation visits before starting their internship. The first semester students will visit Government agencies/ NGOs working in the community, health settings, and with special groups. All field exposure visits are arranged under faculty guidance. The minimum total hours required for orientation is 70 hours and one hour of reflection.

2. The student shall put in 22 days  (Minimum of 7 hours per day) concurrent internship on every Wednesday and Thursday. The minimum hours required to complete this internship is 154 hours. Department will give detailed guidelines for the Internship. Learning requirements for the fulfillment of the Social Work practicum in the first semester are as follows:

a.One casework (Process of study and assessment to be undertaken by the student. On the basis of the assessment, the student is expected to develop an intervention plan for the client.)

b. Completed 06 sessions of group work (Suggested to have the recreational group)

c. One community resource mapping.

d.  Other learning will be based on the goals set by the agency and faculty supervisor.

Learning Contract

Students are expected to have discussions with the agency as well as the faculty supervisor to make the Learning Contract for the internship. The Learning Contract needs to be finalized within one week of posting in the agency. The learning contract needs to be uploaded in the reporting online system of the University and a signed hard copy to be retained with the student.  This document will be a guiding tool for goal-directed learning. The same document shall be presented during the end semester viva voce examination.

Internship Diary

The student needs to maintain the daily attendance and record of work undertaken in the prescribed format provided by the department.  This record should be validated by the agency supervisor on a day-to-day basis.

Internship Record

Students have to maintain the record book and get the signature from their faculty and agency supervisors and submit reports of the internship every Saturday. The faculty supervisors will be evaluating the students learning from these reports. Upload documents such as a consolidated report, summary report, certificate copies, and evaluation documents in the google classroom/Moodle.

Attendance

Students shall maintain 100 percent attendance. Compensatory days are allotted to the student for missing the internship due to unavoidable circumstances with the prior permission of the faculty supervisor and agency supervisor. However, compensation done during regular class hours shall not yield class attendance. The student who falls short of the total required number of days for fieldwork and other internship requirements shall not be recommended for the end semester viva voce examination. Failure in the viva voce examination or lack of fulfillment of requirements will yield repetition of internship practice.

Skills demonstrated at the end of the internship.

1.   Understand organization structure

2.   Understand clients and their needs.

3.   Differentiating empathy and sympathy

4.   Creating a rapport and establishing a professional relationship

5.   Decision-Making skills

6.   Communication skills: Oral and written, listening and verbal

7.   Develop skills to write verbatim reports (simple forms)

8.   Presentation skill

9.   Leadership skills

10. Initiative

11. Empathy

12. Inclusiveness

13. Interpersonal skills such as working in teams

14. Record keeping skills

15. Reflective and critical thinking

16. Skills in handling group processes

17. Resource Mobilization

18. Civic sense

19. Respecting diversity

Bhanti, R. (1996). Field work in social work perspective. New Delhi: Himanshu Publishers

Subhedar I. S. (2003). Fieldwork training in social work. Jaipur: Rawat Publications.

Bhanti, R. (2001). Social Development: Analysis of some social work Fields. New Delhi: Himanshu Publishers.

Stroup, H. H. (1965). Social work: An introduction to the field. New Delhi: UPH.

The internship is evaluated through presentations and conferences with the students, internal evaluation by faculty and agency supervisors, and end semester viva voce examination.

The assessment will be carried out for 100 marks. Marks will be awarded on the basis of orientation visit reports, weekly internship reports, and on the basis of individual and group conferences.

Marks will be given based on the following parameters:

A. Learning from field orientation visits, casework, group work, and community mapping.

B. Attendance, regularity, and punctuality, integration of theory into practice, participation during individual and group conferences, submission of internship reports, clarity and expression, and professional growth and commitment.

C. 50% of the marks will be awarded internally based on the performance of the student in the internship. The remaining 50% of the marks will be awarded through the Viva-voce examination. The Viva Voce committee consists of the Head of the Department and internal examiners. The student must secure 50% of marks to pass the internship examination. The candidates who fail must redo the internship as per the University regulation.

Documents to be carried for viva voce examination:

§  Validated Learning Contract.

§  Student evaluation done by the agency supervisor.

§  Consolidated report in the prescribed format.

§  Assessment of the agency by the student.

§  Daily attendance sheets (Internship diary).

§  Summary report with organization study, Casework, group work, and community mapping.

This paper offers knowledge on the various theoretical models of social work practice. These approaches help the students to practice social work scientifically. Major theories are incorporated and its applications are discussed in classroom interaction.

Course Objectives

1. To understand social work theories related to human development.
2. To understand and comprehend the approaches related to human development that help students in working with individuals, family and group.
3. To demonstrate comprehension of approaches related to human development while working with individuals, family and group in communities.

Stages of Psycho Sexual Development, Defence Mechanisms by Freud, Stages of Psychosocial Development by Erickson, Humanistic Approach by Maslow, Stages of Cognitive Development by Piaget, and Moral Development by Kohl Berg.

Strength Based Practice, Interactional Models, Empowerment Models, Generalist Perspectives, Ethnic Sensitive Perspective, Community Change Model, and Self-Help Model.

Personality theories, Client Centred Approach, Strength Based Perspectives, Insight Oriented Approach, and Task Centered Models

Patel, A.K. (2010). Philosophy of social work. New Delhi: Crescent Publishing Corporation.

Payne, M. S. (1991). Modern social work theory. New York: Palgrave.

Reamer, G. F. (1994). The foundations of social work knowledge. New York: Columbia University Press.

Zastrow, C. H (2007). The practice of social work. Belmont: Brooks/Cole.

Rameshwari Devi, R. P. (2004). Social work methods practices and perspectives. Jaipur: Mangal Deep Publication

SUBJECT: Theoretical Foundation For Social Work Practice                    Duration:  2Hrs

SCHEMES FOR SECTION A & SECTION B

Answer Any 6 questions from 7 questions in 150 word                                6X5 = 30

SECTION B

Answer any 2 questions from 3 questions in 300 words                                           2X10 = 20

Community Organization and Social Action

Course Description: This paper helps in understanding Community Organization and Social action as methods of social work. These methods are primarily seen as means to facilitate communities towards self- directed change. The practice of community organization and social action comprises of methodological process of providing, building, and enhancing opportunities for community development. This paper enables the student to organize the community to work towards problem solving. 

Course Objectives

1.To impart knowledge and skills of Community Organization as a method in Social Work Practice.

2.To learn the role of Social Worker in working with the community.

3.   To identify and apply the critical elements of community organization practice.

4.   To impart knowledge and skills in demonstrating Social Action

Community organization: Definition, Objectives, Principles, Skills; Similarities & difference between Community organisation and community development, Models of Community Organization.

Community mobilization: concept, goals, community mobilization cycle; Theories of CO: Systems theory, Conflict theory, Structural theories, Feminist theories, Resource mobilization theory, Corporate governance and community organization.

Social action: concept, goals, principles; Social movements, contributions of Saul Alinsky, Paulo Freire; Scope of social action in India; Role of Social Worker in Social Action.

Boraian, M. P. (2008). Community development: An outreach approach.  New Delhi: Anmol Publications.

Joseph, S. (2013). Community organisation in Social Work. New Delhi: Discovery Publishing House.

Ledwith, M. (2005). Community development a critical approach. New Delhi: Rawat Publications.

Pawar, M. (2014). Social and community development practice. SAGE Publications India.

Popple, Keith-Analysing community work_ theory and practice-McGraw-Hill,  Open University Press (2015)

Reisch, M. L. Ohmer (eds.)-The Handbook of Community Practice-SAGE Publications, Inc (2012)

Ross, M. G. (1967). Community organizations: theory, principles, and practice. New York: Harper and Row Publishers. 

Siddique, H. Y. (1984). Social work and social action. New Delhi: Harnam Publications.

William G Brueggemann-The Practice of Macro Social Work-Cengage Learning (2013)

Yadav C.P. (2007). Encyclopedia of social work and community organization. New Delhi: Anmol Publications Pvt.

Austin,  Michael,  J.  &  Jane  Isaacs  Lowe  (Eds.)  (1994).  Controversial issues in communities and organizations.  Massachusetts: Allyn and Bacon

Brager, George, Harry Specht, & James Torczyner (1987). Community organizing.  New York: Columbia University Press.

Clarke, Stephen J.G. (2000). Social work as community development: a management model for social change. England: Aldershot.

Dunham, Arthur, ( 1962). The new community organization. New York: Thomas Crowell Co.

Friedlander, Walter, A. (1976). Concepts and Methods of Social Work. New Jersey: Prentice-Hall.

Gangrade K. D.(1971). Community organization in India.  Bombay:  Popular Prakashan. 

Hardcastle, David A., Stanley Wenocur, & Patricia Powers (1996). Community practice: Theories and skills for social workers. New York: Oxford University Press.

Harper, E. P. and Dunham, A. (Ed.) (1959). Community Organization in Action. New York:  Basic literature and critical comments, Association Press.

Kuppuswamy, B. (2010). Social change in India. New Delhi: Vikas Publishing House (P) Ltd.

Ramachandran, P. (1996). Towards an understanding of people’s movements:   History from below.  Institute for Community Organization Research.

Rivera, Felix F. & John Erlich. (1995). Community organizing in a diverse society. (2^nd  ed.). Massachusetts:  Allyn and Bacon. 

Siddique, H. Y. (1997). Working with Communities - Introduction to community work. New Delhi: Hira Publications.

Section A

Answer any SIX from seven questions (6/7)              6*5=30

Section B

Answer any TWO from three questions (2/3)     2*10=20

The study of Social welfare administration will help the student to develop through knowledge as how the administration functions in welfare organizations. In the current scenario where the students of social work are expected to work widely in the field and the organizations. It is essential for the students to build a strong understanding of strategies and mechanisms of administration, public relations and marketing.

Course Objectives:

1.     To acquire competence in the administration of social welfare and development services.

2.     To understand the strategies and mechanisms of administration

3.     To understand the importance of public relations and marketing

Concept, meaning, history, principles and changing context; Social Policy, Social welfare and development organizations: Nature types and functions (POSDCoRB); Role of development organisations in society; Nature of welfare and development services.

Registration of welfare agencies, Laws relating to societies, trusts and non-profit organisations.

Case studies on NGO Administration

Strategic Management, Need, scope, key features and importance of strategic management, Role of Strategists in Decision Making, strategists at various management levels, Types of Strategies, Limitations of Strategic Management, Personnel Administration & Human resource management: Meaning, Nature and scope of Personnel administration, Personnel Management and Human resource development and capacity building. Office Management: Nature and Scope. Procedure communication and record management, Accounting & Auditing

Meaning and importance, tools and techniques, ethics, skills required for public relations. Public relations Vs Advertising.

Marketing: concept, definition, strategies and tools. Relevance of marketing in social welfare administration; Social Marketing: concept approaches and tools. Fundraising.

Lauffer, A. (1982). Grandmanship and Fund raising. New Delhi: Sage Publications.

Patti. R. (1983). Social welfare Administration in India. Englewood Cliffs: Prentice Hall.

Publications.

Sachdeva, D. (1992). Social Welfare Administration in India. New Delhi: Kitab Mahal

Skidmore. (1983). Social work Administration. New Jersey: Prentice Hall

Total hrs: 2

Total Marks: 50

Section A

Answer any SIX from seven questions (6/7)                                    6*5=30

Section B

Answer any TWO from three questions (2/3)                                    2*10=20

Social Work Research Methods II introduces qualitative research methodology to students. Qualitative research methodology helps social workers to understand a problem or change in a context. In-depth qualitative methodology helps to understand multiple factors and interaction of those factors and how such factors influence social problems. This paper explores methods, process and techniques of qualitative research in social work.

Course Objectives:

1.      To introduce the process of qualitative research.

1.      To understand the foundations of qualitative research, Data Collection methods, Research Designs, Analysis and Reporting.

Qualitative Research: Objectives, theories (Ontological and Epistemological foundations), Similarities and differences between Qualitative and Quantitative research paradigms, principles, application in social work, types and process. Approaches: Ethnography, Phenomenology, Narrative, Case Study & Grounded Theory. Mixed methods. Community Based Participatory Research (CBPR)

Interviewing: Structured, Semi-structured and Unstructured interviews. Participant Observation, Focused Group Discussion (FGD), Delphi method in qualitative research, Review of secondary data- Systematic review, Meta-analysis, interviewing skills for qualitative researcher, Process of conducting a qualitative interview, Ethical issues

Steps in Qualitative data analysis, Issues in adopting data analysis approaches, Transcribing and coding, Thematic Analysis, Content analysis, Concurrent analysis, Presenting and reporting qualitative studies, Introduction to Data Analysis softwares-QDA Miner Lite or Atlas.Ti

Davies, M. (2007). Doing a successful research project: Using qualitative or quantitative methods.

England: Palgrave Macmillan.

Denzin, N. (2005). The SAGE handbook of qualitative research (3^rd ed.). Thousand Oaks: Sage Publications.

Hahn, C. (2008). Doing qualitative research using your computer: A practical guide. New Delhi: Sage Publications.

Sachdeva, M. (2006). Qualitative research in social science. Jaipur: Raj Publishing House. Silverman, D. (2006). Qualitative research: theory, method and practice. London: Sage

Publications

Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVivo (2^nd ed.). New Delhi: Sage Publication.

Bryman, A. (1999). Qualitative research. London: SAGE.

Holliday, A. (2007). Doing and writing qualitative research. London: Sage Publications. Janesick, V. J. (2004). “Stretching" exercises for qualitative researchers. New Delhi: Sage Publications.

Neuman, W. (2011). Social research methods: Qualitative and quantitative approaches (7^th ed.). Boston, Mass: Pearson.

Padgett, D. (2008). Qualitative methods in social work research. Los Angeles, Calif.: Sage Publications

Seale, C. (2004). Qualitative research practice. London: Sage.

Course Description:

The way in which projects are planned and carried out follows a sequence that has become known as the project cycle. The cycle starts with the identification of an idea and develops that idea into a working plan that can be implemented and evaluated. It provides a structure to ensure that stakeholders are consulted and relevant information is available, so that informed decisions can be made at key stages in the life of a project.

Course Objectives:

1. To learn the concept of Project Cycle Management

2. To understand the process of project cycle management and acquire necessary knowledge for developing project proposal.

The Project Cycle

Key PCM Principles

Phases of PCM

Project Cycle matrix

Characteristics of PCM

Major tasks in PCM

Logical Framework Approach (LFA) –Concept and Role of LFA in project design

Result Based Management (RBM).

Elements of the Logical Framework,

Development of the logical framework matrix,

Strengths and weaknesses of the LFA, Assumptions, Risks and

Indicators.

Monitoring, Evaluation, Budgeting and

Sustainability

Relevance of Monitoring and Evaluation in Project Management,

Strategies for Monitoring and Evaluation,

Tools for monitoring and evaluation.

Budgeting and Project sustainability.

Total hrs: 2

Question Pattern

Section A

Answer any SIX from seven questions (6/7)                                                                6*5=30

Section B

Answer any TWO from three questions (2/3)                                                             2*10=20

This open elective course gives the students an understanding of the Criminal Justice System (CJS). Working with the CJS is a complex process that demands specific skills, techniques, and strategies of work with individuals, groups, and systems by social workers.  Most of the process in the CJS are guided by the laws, rules and regulations. Social Workers working in CJS should be innovative enough to deal with the issues and problems of children, women, youth, elderly, migrants, and minorities affected with the same system.

The course on Social Work in Correctional Setting will enrich the students with the required knowledge and skills to work in criminal justice affected populations and vulnerable groups. The process of rehabilitation needs of the children and prisoners in the justice system and need for engagement with the clients, their families and other stakeholders will be understood better. This course will discuss the real-life challenges in rehabilitation of criminal justice affected populations.

Course Objectives:

1.               To enable social work students, gain conceptual clarity in the working with the population involved in the criminal justice system.

2.               To enable social work students to imbibe the knowledge and skills required in working with the incarcerated and other stakeholders of CJS.

3.               To understand the theories and models of working with the stakeholders of CJS.

Definition, concepts, Introduction to Criminal Justice Systems (CJS) and around the world, Nature of crimes. Constitutional Framework, Judiciary, Police, Prisons, Juvenile Justice System; Processing of Minor offenders.  Vulnerable Groups in CJS. Forms of Vulnerabilities, Issues and challenges faced by the vulnerable groups, Dealing with vulnerable population.  

Criminological theories for social workers, Merton and Durkheim’s concept of Anomie. Social disorganization theory, differential association theory, Sub-culture theories, The containment theory, The labeling theories. Good Practice models in CJS. Approaches and Models of rehabilitation.

Working in criminal justice systems; Police, courts, prisons, institutions for women and institutions for children. Legal rights of persons processed by criminal justice system; victims, accused persons, children. Community based intervention Working in custody and institutions towards rehabilitation. Livelihood development, Government schemes and programmes for the rehabilitation of the people affected with criminal justice system. 

Arlene Manoharan, S. R. (2013). The Juvenile Justice System in India and Children who commit serious offences –Reflections on the Way Forward. Bangalore: National Law School of India University.

Carolyn A.Smith, (2009). Family Violence and Delinquency. In M. K. (edt), Handbook on Crime and deviance (pp. 493-494). USA: Springer Science and Business Media.

CCJ and ICA (2018). Handbook on government schemes for prison officers: Towards integration and inclusive governance

Crime in India Reports. New Delhi: State Publications, India.

Cullen. (2009). Biosocial criminology: New directions in theory and research. New York: Rutledge

Cullen, F. T., & Agnew, R. (1999). Criminological Theory: Past to Present . California : Roxbury Publishing Company.

Cullen, F. T., & Ball, R. A. (2011). Criminological Theories: Context and Consequences. New Delhi : Sage Publications.

Bandyopadhyay, M (2016) Towards a New Sociology in India, Orient BlackSwan.

Bandyopadhyay, M (2010) Everyday Life in a Prison: Confinement, Surveillance, Resistance’, Orient Blackswan, New Delhi.

Nair , R & Raghavan, V. (2017) Reviving criminal justice social work through probation in India: Historical solutions to contemporary problems. New Delhi: Sage Publications

Raghavan, V. (2020). Delays in the criminal justice process: Consequences for Undertrial Prisoners and their families, Justice Frustrated: The systemic impact of delays in Indian Courts (Eds.) New Delhi: Bloomsbury India 

Question Pattern

Total hrs: 2

Total Marks: 50

Section A

Answer any SIX from seven questions (6/7)                                    6*5=30

Section B

Answer any TWO from three questions (2/3)                                    2*10=20

The primary goal of Social Work Practice in School Setting is to understand the needs and issues experienced by the students and teachers and design and implement the evidence-based interventions related to the academics and psychosocial growth. This course also focuses on the roles of social workers in the schools including provision of direct service, consultation, advocacy, program development and evaluation as well as liaison functions with families and community systems. Course emphasizes both policy and direct practice knowledge and skills for school social work practice.

Course Objectives:

1 To understand the contexts that shapes Social Work Practice in School Setting.

2. To understand various needs and issues of the students at the school environment. z

3. To equip the social work students with research-informed practice and practice-informed research related to school settings.

Introduction to school education in India, overview of legislations, policies and programmes relevant for schools. Social Work and schools, School Social Work in India and the West. Scope and objectives of School Social Work in India.

Children with academic difficulties and difficulties in co-curricular activities, learning disabilities, intellectual disabilities, locomotor disabilities, conduct issues, bullying, violence at school and other safety related issues, truancy, drug abuse, behavioural addiction, anxiety, depression, child abuse, student-teacher relationship issues, children with parental neglect, issues related to child rights. Children with parental loss or issues of children with single parents, trauma related issues Practical: School visit to understand the school environment and issues of students

Academic and co-curricular interventions, remedial education, Special education, empowerment of children with locomotor disabilities. Behaviour therapy for children with externalizing and internalizing behaviour, managing drug abuse and bheavioural addiction, Psychotherapy for child abuse, life skill training, enhancing teacher student relationship, managing parent child relationship, play based interventions, suicide prevention, Bereavement therapy for any loss or childhood trauma. Enhancing pro-social behaviour. Practical: conducting a program for school children or teachers on managing specific issues.

JarolmenJ,(2013), School Social Work: A Direct Practice Guide, SAGE  Publications Kelly, et al. (2010) School social work: An evidence-informed framework for practice. School

Openshaw L, (2007), Social Work in Schools: Principles and Practice (Clinical  Practice with Children, Adolescents, and Families), Guilford Press; 1st edition.

Massat, C., et al. (2009). School social work. Chicago: Lyceum Press.

Kaur, P. U (2018) , Contemporary Areas of Social Work Practice in   India , Bloomsbury Publishing

Constable, R., Kelly, M. S. (2021). School Social Work: Practice, Policy, and Research. United States: Oxford University Press.

Bhattacharya, S (2003), Social Work: An Integrated Approach, Deep &Dmp; Deep Publications Pvt.ltd

 Roy S, (2021), Social Work Education: Indigenous Perspectives SAGE  Publications Pvt. Ltd, School Social Worker, National Learning Corporation  Publication.

 Nair, T K, (1981) , Social Work Education and Social Work Practice in India, Association of Schools of Social Work in India, University of Michigan

Varianides, A. (2013). The School Social Work Toolkit: Hands-on Counseling Activities and Workshops. United States: NASW Press.

Question Pattern

Total hrs: 2

Total Marks: 50

Section A

Answer any SIX from seven questions (6/7)                               6*5=30

Section B

Answer any TWO from three questions (2/3)                            2*10=20