Syllabus for

Academic Year  (2017)

CIA constitutes a total of 50 marks .The distribution is as follows

CIA I carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.  

CIA II - Mid semester Examination conducted for a total weightage of 25 marks

CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods.

Attendance - Attendance carries 5 marks

The course teacher would decide the internal assessment matrix to be adopted for a given subject and would incorporate them in the course plan for validation which will be circulated among the students in the beginning of each semester. 

This is the foundational paper which introduces students to theprofession of Social Work. The Philosophical, ideological, and the religious foundations of the profession are part of this course. It highlights how social work has come to be called a profession. All the fields in which social work can be practiced are introduced in this paper.

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

2.      To develop insights into the ideologies which have shaped professional social work

3.      To understand the Philosophy, goals, ideals and ethics of professional social work.

4.      To understand the field of social work practice.

The student learns the distinctions between professionalsocial work, charity and volunteerism. The philanthropic and religious roots of the profession become clear and help the student to appreciate the distinctions between faith based practice and professional practice. The students learn the contexts/fields in which social work can be applied and practiced efficiently. The modern ideologies which have shaped the present day value base of social work becomes clear to the student

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

Batra, N. (2004). Dynamics of social work in India. New Delhi: Raj Publishing.House,
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 workspeaks. National Association of Social Workers Policy Statements 2000-2003. New             York: Palgrave Macmillan.
Payne, M. (2007). What is professional social work? Jaipur:Rawat Publications.
Pease, 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.

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

Course Description: 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. This course will provide them with basic understanding of relevant concepts and theoretical perspectives.This paper also introduces the students to the premise of social inequality and forms of stratification and social change. The students will be encouraged to use the sociological imagination to comprehend different aspects of their social reality. It also aims to examine the challenges that face the Indian society which would help the students to develop cognitive, practical and professional skills. 

1. To develop basic knowledge of concepts and theories to understand the social world around them.
2. To understand and critique the nature of Social institutions that shapes the social structure.
3. To understand the structure and nature of Indian society.
4. To develop skills to theorize the contemporary social issues in India. 

Individual & society; Sociological Imagination; Perspectives: Structural Functionalism, Conflict & micro perspectives

Culture; Socialization; Social stratification; Social control; Social change

Pluralistic nature of Indian Society; Gender related issues; Caste related issues/issues of the marginalised; Issues of Uneven Development

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. 

Macionis, J. (1996). Sociology. New Jersey: Prentice Hall.

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.

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

Mills, C. W. (1967). The sociological imagination. Harmondsworth: Penguin. 

Srinivas. M.N. (1996). Caste, its 20th century avatar. New York: Viking.

Total hrs: 2

Question Pattern

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

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

This paper introduces the student to the study of mental processes, experiences and behavior of human beings in a socio-cultural context. This paper covers the basic knowledge behind the human behavior. The course provides knowledge and understanding of the nature and determinants of basic psychosocial processes, the development of life stages from conception to death and touches upon the concept of mental health. This paper consists of modules with conceptual, descriptive and practical knowledge.

1. To help the students to gain an insight into the components of general psychology
2. To introduce the students to the branches of psychology
3. To enable the students to develop a theoretical perspective of understanding human development across the life span

Psychology as a foundation to social work. Hereditary and environmental determinants of human behavior. 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

Social Psychology, Educational Psychology, Health Psychology, Cognitive Psychology, Organizational Psychology & Neuro Psychology. Psychological testing: Personality measures; Self-report measures; Projective methods; Behavioral assessment; Intelligence tests; achievement and aptitude tests. 

 Becvar, D.S., & Becvar, R.J. (2006). Family therapy a systemic integration (6th edition). 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.         

 Bee, H. (1999). Lifespan development. Pearson Higher Education.

 Dacey & Travers (1996). Human development: Across the lifespan. McGraw Hill.

 Davenport, G.C. (1994). An introduction to child development. HarperCollins Publishers.

 Ian, S. (2000). The Psychology of ageing. Jessica Kingsley Publish.

 Lindon, J. (1998). Understanding child development. Thomson Learning.

 McMahon, McMahon & Romano. (1990). Psychology and you. West Publishing  company.

 Morgan, C. T., King, R. A., Robinson, N.N. (1970). Introduction to psychology. New Delhi: T M Hall publishers.

 Neven, & Schmidt, R. (1997). Emotional milestones from birth to adulthood. Jessica Kingsley Publishers.

 Norlin, J., Chess. W, Dale, O & Smith, R. (2003). Human behavior and the social environment: social systems theory (4th Ed). Boston: Allyn Bacon.

 Olson, D.H & Defrain, J. (1994). Marriage and the family diversity and strengths. California: Mayfield.

 Robert, F. S. (1990). Understanding psychology. London: McGraw Hill

 Robert, S. J. (1997). Pathways to psychology. Harcourt: Brace College Publishers.

 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

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

1. Understand casework as a method of social work and appreciate its place in social work practice.
2. Understand the scope of Social case work practice
3. Understand the values and principles of working with individuals

Emergence  and  development  of  social  work  with  individuals  as  a method.  Philosophical   assumptions   and   values   of   social   casework. Circumstances   of   individuals   that   demand   social   case   work intervention. Components of working with individuals.

Principles and processes of work with individuals. Approaches to case work -Problem solving approach, Psychosocial approach, Behavioral approach, Functional approach, Solution focused approach, Crisis intervention and Eclectic approach.

Ventilation, Reassurance, Reflective thinking, Motivation, Support, Interpretation, Education, Suggestion, Developing insight.   Enhancing   social   support,   Environmental   modification, Resource   Utilization   Advocacy.   Reinforcement,   Limit   setting, Confrontation, Renewing family relationships, Externalization of interests, Universalisation, Spirituality. Skills training: Assertiveness Skills, Social Skills, Communication Skills, Interpersonal Relationship. Skills and Coping With Emotions. Case Work Recording.

Compton, B.R., and Galaway, B. (1979). Social Work Process. The Dorosey Press, Illinois.

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

Friedlander, W.A. (1978), Concepts and Methods of Social work, Prentice Hall, Englewood Cliffs.

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

Hamilton, G. (1946), Principles of Social Case Recording, Columbia University Press, New York.

Hollis, F. (1964), Case Work – A Psychological Therapy, Random House, New York. 

Konopka Gisela (1983 3rd Ed.), Social Group Work a Helping Process, New Jersey:Prentice Hall.

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

Rameshwari Devi and Ravi Prakash, 2004, Social Work methods, Perspectives and practices, Mangal Deep Publications, Jaipur, India.

Richmond. M. E. (1922), what is Social Work? An Introductory Description, Sage Foundation, New York

Trecker, H.B. (1955), Group Work Foundations & Frontiers, Whiteside Inc & William Morrow & Co.

Trecker, H.B. (1970), Social Group Work: Principles & Practice.

Zastrowt, C. H. (2010). The practice of Social Work: A comprehensive worktext USA: Brooks/Cole.

Bargh, M. V. (1995), Feminist Practice in the 21st Century, National Association of Social Workers, Washington.

Bhattacharya, S (2003), Social Work – An Integrated Approach, Deep and Deep Publications Pvt. Ltd., New Delhi.

Cummins, L., Sevel, J., and Pedrick, L. (2006). Social Wok Skills Demonstrated,  \Pearson Education Inc. Boston.

David, B. The use of Group in Social Practice.

Douglas, Tom (1976): Group Process in Social Work - a Theoretical Synthesis, New York : John Wiley & Sons

Fisher, J (1978), Effective Case Work Practice – An eclectic approach, McGraw Hill, New York.

Nursten, Jean (1974), Process of Case Work, G.B. Pitman Publishing. 

Parihar, V. S. (1963), Group Process, Kitab Mahal, Allahabad.

Pearlman, H. H. (1957), Social Case Work: A Problem Solving Process, The University of Chicago Press, Chicago.

Pippins, J. A. (1980), Developing Case Work Skills, Sage Publications, 

California. Robert, W. Roberts and Robert, H. Nene. Theories of Social Case work, The University of Chicago Press. Chicago

Roberts W. R., & llalen,N. (1976), Theories of Social Work with Groups, Columbia University Press, New York.

Sainsbury, E. (1970), Social Diagnosis in Case Work, Routledge & Kegan Paul, London.

Seker, K., Parthasarathy, R., Muralidhar, D., and Chandrasekhar Rao, M.(2008). Handbook of Psychiatric Social Work, NIMHANS, Bangalore.

Sena. F. Fine & Paul.H Glass (1996), The First Helping Interview Engaging the Client and Building Trust, Sage Publication.

Sulivan, D.F. (1952), Reading in Group Work, Association Press.

Timms, N. (1964), Social Case Work: Principles & Practice, Routledge & Kegan Paul, London.

Timms, N. (1972), Recording in Social Work, Routledge and Kegan Paul, London. UNITED Nations (1959), The General Principles of Group Work, UNITED Nations Assistance Office.

Upadhyay. R.K., Social Casework, Rawat Publications, Jaipur & New Delhi

Wilson, G., & Ryland G. (1949), Social Group Work Practice: Hugton Hiffin & Co, Boston.

 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

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. 

1. Highlight the relevance of Community Organization as a method in Social Work Practice
2. Understand the critical elements of community organization practice
3. To learn the role of social worker in social action.

    

Community organization: Definition, Objectives, Principles, Skills; Approaches of CO: Community Based Approach, Social inclusion approach, Empowerment approach, Human development approach.

Community mobilization: concept, goals, community mobilization cycle; Theories of CO: Systems theory, Conflict theory, Resource mobilization theory; Similarities & differences between CO and CD.

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.

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. 

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 chang. 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.

Total hrs: 2

Question Pattern

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

 Answer any TWO from three questions (2/3).                                                            2*10=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 help students appreciate the importance of groups in the life of an individual.

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

3.      To gain knowledge about group formation and the use of a variety of group approaches.

4.      To develop understanding of concepts, dynamics and small group theory in relation to all types of groups, e.g. family, staff, committee, long-term client groups.

The students will have critical understanding of concepts,dynamics, theories and models of social group work. The students will develop skills in group formation, identifying issues of group members, needs, resources, and assets within a framework of group processes, dynamics, and developmental stages. They will also develop skills in identifying, analyzing and implementing group interventions and evaluating group effectiveness.

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.

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,  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.

Bhattacharya, S.(2003). Social work an integrated approach. New Delhi: Deep & Deep Publications Pvt. Ltd.

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.

Daniel, L. (2007). Group dynamics for teams. Los Angeles: Sage Publication.

Konopka Gisela (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 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

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.

1. To familiarise students with basic concept of social work research as a method of social work.
2. To understand the methodology used in social work research.
3. To develop understanding of research report writing.

The students learn how variables and hypothesis form thefoundations of research and learn how to use with them. They learn to choose and apply appropriate designs and construct the research proposal. The learner understands the use of scales and the process of building the research tool. The students understand the role of sample frames and the process of drawing samples. Students learn the process of converting raw data into research data and the methods of writing the research reports and abstracts.

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

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 questionnaire.

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 research report, report structure, guidelines for effective documentation

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.

Aggarwal, B M. (2014). Essentials of business statistics. New Delhi: Ane Books.

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

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

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

This paper will equip students with the knowledge and skills toadvance in Human rights practice and support inclusion. Through combination of Human rights and inclusion, students will gain an understanding of manifestation of Inclusion in a human rights framework.

1. To introduce the concept of human rights and the interdisciplinary approaches used to understand it.
2. Understand the violation of human rights and methods to uphold it
3. To familiarise the inclusive nature of the human rights

Outcome: Students will learn the relevance of Human rights andInclusion in Social Work Practice. The course will prepare students to better create, implement, monitor and evaluate inclusive programs and projects in the frame work of Human rights. Students will learn to relate Human rights with Law and relationship to environment and security.

Concept, Philosophy and Classification, Universal declaration of Human Rights 

Human Rights Law. Interdisciplinary approach in Human rights. 

Human rights violations and Role of Government and Non Government organizations as Human rights protector.

Concept causes and impact of inclusion. Human rights norms to combat issues of inclusion. Evaluation on inclusive programs and projects.

Biju, M. R. (2005). Human rights in a developing society. New Delhi: Mittal           Publications.

India Human Development Report. (2011). Towards social inclusion. New Delhi: Oxford University Press.

Janusz, Symonides. (2005). Human Rights, international protection, monitoring enforcement. Jaipur: Rawat.

Sircar,V. K.(2008). Protection of human rights in India. Hyderabad: Asia Law House.

Ball, Olivi, Gready, Paul. (2006). The no-nonsense guide to human rights. Oxford:             New Internationalist.

Beitz, Charles. R. (2009). The idea of human rights. Oxford: Oxford University Press.

Donnelly, Jack. (2003). Universal human rights in theory and practice (2nd Ed.).Ithaca:    Cornell University Press.

Freeman, Michael. (2002). Human rights: an interdisciplinary approach, Cambridge: Polity Press.

Elisabeth, Reichert. (2003). Social Work and Human Rights, a Foundation for Policy and Practice. Jaipur: Rawat Publishers.

Kohli, A. S.(2004). Human Rights and Social Work Issues, Challenges and Response; New Delhi: Kanishka Publishers.

Ife, Jim. (2001). Human Rights and Social Work towards Rights Based Practice. Cambridge:           Cambridge University Press.

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)

Media has become an indispensable tool for a social workpractitioner 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.

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.

Students will learn to produce media material which focus on social issues and bring about effective social change through social action, community mobilization and participation.

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.

Mathur, K. B.  (1994). Communication for development and social change. New Delhi: Allied Publications.

Melkote, S.. R., & Steeves, H. Leslie. (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

Capila, A. (2001). Images of women in the folk songs of Garhwal Himalayas. New Delhi: Concept Publishers.

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

 Mcquail, Denis. (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

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 introduces students to the field of social entrepreneurship and the best practices of starting and growing successful mission-driven ventures. This field is rapidly garnering attention around the world from entrepreneurs, investors, philanthropists, foundations, and consulting firms. Social ventures aim to achieve a “double bottom line” with meaningful social returns, as well as sustainable or competitive financial returns --through their products, services and other business practices. Entrepreneurial solutions to education, healthcare, environment, workforce development, international development, and other large societal issues are being addressed through both for-profit and non-profit ventures.

 1. To introduce the concept of entrepreneurship and social entrepreneurship.

2. To familiarise with the development of business model.

3. To understand the strategies used by social entrepreneurs

The students will have an understanding of the field of social entrepreneurship and understand many of the opportunities, challenges, and issues facing social entrepreneurs. They also will understand the business skills to address complex social problems. At the end of the course students will develop a business plan for a social venture.

Concept and Characteristics of Entrepreneurship, Social Entrepreneurship, The Socio-Economic Context of Social Entrepreneurship, Opportunities, challenges, and issues facing social entrepreneurs, Learning from Real-Life social enterprises (Cases).

Social Enterprise Formation, Writing a Business Plan, Selecting an Organizational Form, Attracting Investors, Planning for Growth, Finding capital, Measuring Social Impact, Governance of Social Enterprises.

Communication Strategies. Replication Strategies, Exit Strategies, The qualities, skills and values for a social entrepreneur.

Banks, K. (2016). Social entrepreneurship and innovation: International case studies and practice. London: Kogan Page.

Ellis, T. (2010). The new pioneers: sustainable business success through social innovation and social entrepreneurship. New York: Wiley.

Kumar, S. (2013). Dynamics of social entrepreneurship. New Delhi: AK Publications.

London, M., & Morfopoulos, R. G. (2010). Social entrepreneurship: how to start successful corporate social responsibility and community-based initiatives for advocacy and change. New York: Routledge.

Praszkier, R., & Nowak, A. (2012). Social Entrepreneurship: theory and practice. New York: Cambridge University Press.

Bornstein, David (2005), How to change the world: social entrepreneurs and the power of new ideas. New York: Penguin Books.

Gregory J Dees (2001). The Meaning of Social Entrepreneurship. www.fuqua.duke.edu/centers/ case/ documents/dees_SE.pdf

Gunn, R., & Durkin, C. (2010). Social entrepreneurship: a skills approach. UK: Policy Press.

Roger L. Martin and Sally Osberg (2007), ―Social Entrepreneurship: The Case for Definition,‖ Stanford Social Innovation Review, Spring, www.skollfoundation.org/media/skoll_ docs/2007SP _feature _martinos berg.pdf

Stevenson, H.; Jarillo, J. (26 May 2007). Ribeiro, Domingo; Roig, Salvador, eds. A paradigm of entrepreneurship: entrepreneurial management, in entrepreneurship: concepts, theory and perspective, Springer Science Business Media. pp. 5–. ISBN 978-3-540-48543-8.

Welch, Wilford (2008). Tactics of hope: how social entrepreneurs are changing our world. San Rafael: Earth Aware.

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)

Natural Resource Management (NRM) is an integrated and multidisciplinary approach combining Earth-Science, Life-Science, Environmental Science, Social Science and Management Science to manage and restore natural resources and ecosystems. Natural Resource Management sustains and restores abiotic and biotic resources within wilderness, forestry, recreational, agricultural and urban areas and the skills to address management problems.

1. To introduce the concept of natural resources and its importance to ecology.
2. To familiarise the relation between resources and livelihoods.
3. To understand the management of sustainable natural resources.

Natural Resource Management helps to balance the needs of people and the economy with protecting the ability of ecosystems to support soil, water, forests, wildlife, fish, recreation, and other resources. It will also help them to understand change and conflict in societies.

Concept of resource, classification of natural resources. Factors influencing resource availability, distribution and uses. Interrelationships among different types of natural resources. Concern on Productivity issues. Ecological, social and economic dimension of resource management.

Concept of resource, classification of natural resources. Factors influencing resource availability, distribution and uses. Interrelationships among different types of natural resources. Concern on Productivity issues. Ecological, social and economic dimension of resource management.

Sustainable Agriculture, Water management, Sustainable energy, Sustainable management and use of natural resources, Sustainable livelihood, Sustainable natural resource management models.

Chiras, D. D., Reganold, J. & Owen, O. S. (2005). Managing water resources sustainably (Ch.10) & Water pollution (Ch. 11) in Natural Resource Conservation: Management for a

              Sustainable Future (9th ed.). NewDelhi:Prentice-Hall. pp. 219-298.

Chopra, K., Kadekodi, K.G. & Murthy, M.N. (1990). Participatory Development: People and

            Common Property Resource. New Delhi: Sage Publications.

Mishra, G. P., & Bajpai, B. K., (2004).Community Participation in Natural Resource           Management. Jaipur : Rawat Publications.

Murthy, V.V.N. (2009). Land and Water Management, 5th edition. New Delhi: Kalyani    Publishers.

Pandey B.W.(2005). Natural Resource Management. New Delhi : Mittal Publications. 

Rogers, Perter P., Boyd, John A., & Jalal, Kazi F.(2006). An Introduction to Sustainable    Development. New Delhi : Prentice Hall of India. 

Vernooy, Ronnie.(2006). Social and Gender Analysis in Natural Resource Management. New         Delhi :Sage Publications. 

Chopra, K., Kadekodi, K.G., & Murthy, M.N.. (1990). Participatory Development: People and

            Common Property Resource. New Delhi: Sage Publications.

Mallik, Seema. (2011). Women, Panchayats and Natural Resource Management: the role of PRIs in Nayagarh District of Orissa. Jaipur: Rawat Publications.

World Bank. (2000). Natural Resource Management Strategy: Eastern Europe and Central              Asia, Washington D C: World Bank.

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)

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 gender based perspectives.

2. To familiarise development in terms of gender.

3. To understand the linkages of gender with other development perspectives.

The students will get an understanding about the main perspective and debates in gender and development.  They will be able to develop a critical awareness of gender equity.

Concept, Approaches and Strategies. Gender Analysis. Gender-sensitive Planning and Policy Making.

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 & Development 20 (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 elective course introduces the issues facing youth.  The conceptual understanding as well as a psychosocial issues related to youth is looked into. Students of social work also get an idea of current Indian youth intervention programmes delivered both by the government and the non-government sectors.

1. To understand the status of youth in different contexts
2. To become familiar with the needs of youth
3. To become familiar with the policies addressing youth issues

Students would gain an understanding on problems faced by youth. This course would prepare students to work in youth development programmes. They would understand various youth welfare initiatives of governmental and nongovernmental organizations.

Legal, cultural, social connotations of the concept. Needs and issues related to youth in rural and urban settings; changes in modern Indian society and challenges facing youth; patterns of youth culture in modern India, cultural gaps and generational conflicts among youth.

Needs of youth - physical, intellectual, emotional, social and religious needs. Socialization of youth -influence of the family peer, neighborhood, reference groups, religion. Issues impacting youth-unemployment, alienation, crime, health issues and substance abuse. 

National youth policy, scheme and programmes for the youth, Youth counseling, vocational guidance, self employment measures, skill training for the youth, youth leadership training programmes.  Case studies of interventions of International bodies, INGOs and NGOs.

Gore, M.S. (1978), Indian Youth – Process of Socialization.  New Delhi: Vishva Yuvak Kendra.

Harper and Malcolm. (1996).  Empowerment through Enterprise. London:  Intermediate Technology Publications.

Kenyon, et.al.  (1996).  Youth Policy 2000: Formulating and Implementing National Youth policies: Module 9, Chandigarh, CYP. Asia Regional Centre. 

Macwan’gi M - Zambia. (1998) Promoting Enterprise and Economic Development: Module 11.  Chandigarh, CYP. Asia Regional Centre.

Ministry of Youth Affairs & Sports, (2014) National Youth Policy, New Delhi, Government of India.

Nehru Yuva Kendra Sangathan, Government of India website: http://nyks.org/

Philip and Mc Michael (1996).  Development and Social Change: A global Perspective. London, Sage publications.

Wyn J and R. White. (1997). Rethinking Youth.  London: Sage Publications limited. 

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 paper provides opportunity for the students to develop foundational professional skills and soft skills required to begin their professional life. The units will be taken in skills labs where learning happens through practice. This course follows assessment that consists of demonstration of skills by students.

1. To gain the basic skills required for Human resource professionals.
2. To develop soft skills and process skills required by Human resource Professionals.

Academic writing, report writing, documentation, official communication, Interviewing, and team building

Critical thinking, creative thinking, empathy, self awareness, interpersonal relationship, communication, coping with stress, coping with emotion, problem solving and decision making.

Leadership, Presentation, public speaking and fund raising.

Bradbury, Andrew (2010). Successful presentation skills. Kogan Page, London.

Excel books (2004).Effective call center training: soft skills. Excel books, New Delhi.

Hariharan S., Sundararajan N & Shanmugapriya SP (2010). Soft skills, communication skills, employability skills, corporate skills. MJ Publishers, Chennai.

Murty, Grk (2008). Soft Skills for success. ICFAI, Hyderabad. ISBN: 8178814056

Rae, Leslie (2005). Skills of interviewing. Jaico, Mumbai.

Schwartz, Beth M; Landrum, R. Eric; Gurung, Regan A. R. (2014). An Easy guide to APA Style. Sage Publications. Los Angeles

Total marks – 50

 This paper has no end semester examination. The teacher in charge of this paper will assess the knowledge on various skills through written examination (short notes/multiple choices) designed by the teacher and approved by the staff committee. The demonstration of the skills will be assessed by minimum of two teachers from the department.

 Knowledge assessment – 25 marks

Skills demonstration -      25 marks

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 paper is that students will get an opportunity to build capacity in the areas of Service Learning. They will be trained in the areas of assessing the community needs, developing intervention projects, implementation of those projects and evaluation of the results and impacts. This project will be carried out in all four semesters and the progressive outcome among the students will be assessed. Each student will be placed under a faculty mentor for support and reflection on the service learning activities.

1. To understand the basics of service learning
2. To attain the basic skills  to carryout service learning projects

Introduction to service learning; 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

Stoecker, R., & Tryon, E. A. (2009). The Unheard Voices: Community Organizations and Service Learning. Philadelphia: Temple University Press.

Categories of grades are the following.

Internship (Social Work practice) is the most important aspect ofprofessional 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 in the beginning of every year. Students are allotted social welfare agencies for their Internship for a period of 25 days in a month of every semester.

1. To provides opportunity for students to integrate theory and practice. 
2. To develop positive aptitude, knowledge and competence for the practice of social work.

Group visits to Hospital settings, welfare and development sector. 

According to Learning contract

Subhedar, IS. (2003). Fieldwork training in social work. Rawat Publications. Jaipur

Total Marks 100

Case studies (30%)

Group intervention (30%)

Work culture (25%)

Organizational study (15%)

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.

1.  To understand the theories related to human development.
2.  To understand the approaches that help students in working with individuals, family and group.
3. To understand the approaches that help students in working with communities

Students will be able to apply theory into practice and enhance scientific approaches in working with individuals, groups and communities.

Stages of Psycho Sexual Development, Defense 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.

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

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

Jha, J. K. (2002). An introduction to social work. Lucknow: Anmol Publications.

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

Farley, O. W., Smith, L. L., & Boyle, S. W. (2011). Introduction to social work. Pearson Higher Ed.

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

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

This paper will provide learners with necessary knowledge and skills to work for the development of rural and urban communities. The student gets clear understanding about programs and projects for the development; and also it provides exposure to students on working with Governance of community development programs, authorities, and issues. Practical knowledge facilitates the student to identify the ways to improve the situation in urban and rural communities.

             1. To understand the nature and functions of Rural and Urban Development

             2. To introduce the Governance of Rural And Urban communities

Concept, Definition, Indicators, Approaches to rural community development, Principles of rural community development, History of rural development in India and latest models, Rural development schemes by government of India, Role of voluntary agencies in rural community development,  Skills of rural community development professionals, Organization, administration and coordination of community development programmes in rural areas.                                                                                          

Concept of urban, urbanization, urban community development, Principles of urban community development, urban growth and development in underdeveloped, developing and developed countries, Land use pattern, town planning, twin cities, satellite towns, metropolitan development authorities of India, Organization, administration and coordination of community development programmes in urban areas.

Agrarian issues, migration and informal sectors, Urban poverty, Migration, Role of NGO’s in poverty eradication, natural resource management,  education, health, sanitation and waste management etc, Poverty alleviation programmes,  Infrastructure development and problems in urban community development.      

Deb, K. (1985). Rural development in India since independence. STERLING, New Delhi.

Gupta, K. R. (2002). Rural development in India. New Delhi: Atlantic Publishers.

Ratnam, S. K. (2001). Strategies for rural development. New Delhi, India: Dominant.

Sharma, R.K. (2004). Urban Sociology, Atlantic Publishers, New Delhi.

Sharma, R.N. & Sita, K. (2001). Issues in Urban Development, Jaipur: Rawat Publications.

Ansari, A.S. (2000). Urban Renewal and Development, Jaipur: Rawat Publications.

Chambers, R. (1983). Rural development: Putting the last first. New York: Routledge.

Dahama O.P. & Bhatnagar O.P.(1985). Education and Communication for Development, Oxford and I.B.H. Publ. New Delhi

Goel, S.L. & Dhaliwal, S.S. (2004), Slum improvement through participatory urban based community structures, New Delhi: Deep and Deep publications.

Jose, M. (2003). Development Induced displacement, Jaipur: Rawat Publications.

Mittal, A.C. (2001), Planning for Urban and Economic Development, Vol I and II, Mittal Publication.

Raul, R. K. (2002). Rural development in India: Approaches and applications. New Delhi: Serials Publications.

Alsop, R., & Kurey, B. (2005). Local organizations in decentralized development: their functions and performance in India. Washington, DC: World Bank.

Dahama, O.P. (1989). Extension and Rural welfare, Agra: Ram Prasad & Sons, Agra.

Desai, V. (1991). Fundamentals of rural development. Mumbai: Himalaya Publishing House.

Hebbar, C. K. (1991). Integrated rural development programme (IRDP): Retrospect and prospect. New Delhi: Deep & Deep Publications.

Hunter, G., & Bunting, A. H. (1978). Policy and practice in rural development. London: ELBS.

Maheshwari, S.R. (1951). Rural Development in India, Sage Publications, Puri, K.K. (1985), Local Government in India, Jalandhar: Bharat Prakashan.

Rao, V. B.S. (2007). Rural development and empowerment of weaker sections: practices, promotion and programmes. New Delhi: Associated Publishers.

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

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. 

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 and Key PCM Principles, Phases of PCM, Project Cycle matrix, Characteristics of PCM, Major tasks in PCM.

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.

Relevance of Monitoring and Evaluation in Project Management, Strategies for Monitoring and Evaluation, Engagement of stakeholders in monitoring and evaluation, Tools for monitoring and evaluation.

Chandra, P. (1995). Projects: Planning, analysis, selection, implementation, and review. New Delhi: Tata McGraw Hill Pub. Co. Ltd.

Coninck, John De; Chaturvedi, Hilesh; Haagsma, Ben.(2008), Planning, Monitoring and Evaluation in Development Organizations: Sharing Training and Facilitation Experiences, Sage Publications, New Delhi

Kusek, Jody Zall; Rist, C Ray (2004), Ten Steps to a Results-Based Monitoring and Evaluation System:  A Handbook for Development Practitioner, Washington D C, The World bank.

Samuel, M. J. (2006). Project management: Core textbook. New Delhi: Wiley India.

Desai, V. (1997) Project Management Preparation Appraisal, Himalaya Publications.

Ghosh, A.S. (1990) Project Management. Anmol Publishers. New Delhi.

Mohsin, M.(1997), Project Planning and Control, Vikas Publishing House Pvt. Ltd.

Görgens-Albino, Marelize; Kusek, Jody Zall (2009), Making monitoring and evaluation systems work :a capacity development toolkit,  World Bank, Washington, DC

Patil R. K.(1976), Appraisal of Rural Development Projects through systems Analysis, National Institute of Bank Management.

Puttaswamaiah.K. (1978), Aspects of Evaluation and Project Appraisal, Popular Prakashan.

UNICEF Guide for Monitoring and Evaluation - Making a Difference. http://preval.org/documentos/00473.pdf

Total Marks: 50

Total hrs: 2

Question Pattern

Section A

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

Section

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

This course emphasizes research methods for evaluating interventions and policies, as well as the advanced study of evidence-based practice. The course also looks in to the concepts and strategies of advocacy and networking in the context of social work interventions

1.To understand the concept of Evidence Based Intervention.

2.To understand the concept of Advocacy and Networking.

3.To understand the importance of Policy making.

Theories underlying intervention (e.g. cognitive behavioural, ecological); ethical issues; major applications of evidence based approaches; and challenges in applying and disseminating research into practice and policy. Strength based approach. Recent developments in Evidence Based Practices

Concept, Forms of advocacy, Advocacy services, Grassroots Advocacy, The Strategic Plan, Building an Advocacy Plan, Successful Advocacy Efforts. Networking. 

Social policy analysis and methods of policy evaluation, Process of policy making, the setting of objectives, the choice and design of policy and the mechanisms of implementation.

Bruce, S. Jansson.( 2016). Social Welfare Policy and Advocacy: Advancing Social Justice through Policy Sectors. New Delhi: Sage Publications.

Cusick, A, & McCluskey, A. (2000). Becoming an evidence-based practitioner through professional development. Australian Occupational Therapy Journal, 47(4), 159-170.

Gambrill, E. (1999). Evidence-based practice: An alternative to authority-based practice. Families in Society, 80 (4) 341-350.

Gibbs, L., & Gambrill, E. (2002). Evidence-based practice: Counterarguments to            objections. Research on Social Work Practice, 12 (3), 452-476.

Hoefer, R., (2011), Advocacy Practice for Social Justice, Second Edition. UK: Lyceum Books.

Kulkarni, P. D. (2000). Social Policy and Social Development in India. Chennai: ASSSWI

Law, M. (2000). Strategies for Implementing Evidence-based Practice in Early  Intervention. Infants and Young Children, 13(2), 32-40.

Law, M. (2002). Introduction to evidence-based practice.  In M. Law (2002) Evidence-based rehabilitation: A guide to practice (3-12). Thorofare, NJ: Slack, Inc.

Reichert, Elisabeth. ( 2003).  Social Work and Human Rights : A Foundation for Policy and Practice. Jaipur : Rawat Publications.

Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported           therapies. Journal of Consulting and Clinical Psychology, 66(1), 7-18. 

McCracken, S. G. & Marsh, J. C. (2008). Practitioner expertise in evidence-based practice decision making, Research on Social Work Practice, 18, 301-310.

Owens, D. K., & Nease, R. F. (1993). Development of outcome-based practice guidelines:         A method for structuring problems and synthesizing evidence. Joint Commission Journal on Quality Improvement, 19(7), 248-263. 

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

In the modern fast moving world, increased stress is leading to different types of mental illness among people of all age groups. Thus it becomes important for a social worker specializing in clinical social work to have a good knowledge of these illnesses, its preventive and treatment aspects. This paper will introduce to the learner the emergence of the field of psychiatric social work, and the various mental disorders. The paper includes conceptual, practical, descriptive and legal aspects related to the field of mental health.

1.To gain familiarity of the concepts of mental health

2.To understand the various types of mental illnesses

Concept of mental health and wellness, Early warning signs of mental health problems, Characteristics of a healthy person, and Ways to maintain positive mental health

Overview of International classification of Disorders (ICD -10):  

Schizophrenia, Bipolar affective disorders, Obsessive compulsive disorders, Anxiety disorders, Stress related disorders and Somatoform disorders. 

Child and Adolescent Psychiatric Disorders:

Intellectual developmental disorder, learning disabilities, pervasive developmental disorders, emotional and behavioral disorders of childhood. Behavioral and emotional issues of children in school contexts.

Dementia, Disorders of adult personality, Addiction disorders, Sexual dysfunctions and Z Category diseases

Ahuja, N. (2002). A short textbook of psychiatry. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd.

American Psychiatric Association (1994). Diagnostic Criterion from DSM-IV. Washington DC: American Psychiatric Association.

Arcus, M.E., Schvaneveldt, J.D., & Moss, J.J. (1993). Handbook of family life education: The practice of family life education. New Delhi: Sage Publications.

Bajpai, P. K. (1997). Social work perspective on health. New Delhi: Rawat Publications.

World Health Organization (1992). The ICD-10 Classification of Mental and Behavioral Disorders, Clinical Description and Diagnostic Guidelines. Oxford: University Press.

Aboud, F.E. (1998). Health psychology in global perspective. USA: Sage Publications.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.

Anderson, R. & Bury, M. (Eds) (1988). Living with chronic illness: The experience of patients & families. London: Unwin Hyman.

Bartlett, H. M. (1961). Social work practice in the health field. New York: National Association of Social Workers.

Bentley, K.J. (2002). Social work practice in mental health: Contemporary roles, tasks and techniques.  USA: Brooks/ Cole.

Carson, Butcher, & Mineka. (2004). Abnormal psychology and modern life. India: Pearson Education.

DGHS (1990). National Mental Health Programme for India – Progress report, DGHS, New Delhi.

Etherington, K. (2001). Counsellors in health settings. London: Jessica Kingsley Publishers.

Kaplan, H.L., Freedman A.M. & Saddock, B.J. (1980). Comprehensive textbook of psychiatry. London: Williams & Wilkins, Baltimore.

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 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.

1. To become familiar with the concepts of Public health.
2. To learn about the significance of Public health.
3. To study the factors influencing 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, chronic blood disorders, renal problems, epilepsy, motor Neuron problem. Accidents: burns crush injuries, Life Style disorders: Diabetes, Obesity, Nutritional disorder, Geriatric, Pediatric and Reproductive issues.

Micro and macro level factors affecting Health and Health Care- poverty, gender discrimination, lack of education, malnutrition, environment and cultural practices, availability of health care facilities, water, sanitation, nutrition, Climate change, environmental pollution, hazards at the workplace and lack of effective health service delivery.

Chen, Lincoln, C. et al. (1996). Health, poverty & development in India. Oxford: Oxford University Press.

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

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.

1. To introduce the process of qualitative research.

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

Qualitative Research: Objectives, theories (Ontological and Epistemological foundations), principles, application in social work, types and process. Approaches: Ethnography, Phenomenology, Narrative, Case Study & Grounded Theory. Mixed methods.

Interviewing: Structured, Semi-structured and Unstructured interviews. ​Participant Observation, Focused Group Discussion (FGD),​​Delphi method in qualitative research, Review of secondary data, 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 results, Introduction to Data Analysis softwares.

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

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.

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 paper provides opportunity for the students to develop assessment skills especially health related issues and community needs. The modules will be taken in skills labs where learning happens through practice. This course follows assessment that consists of demonstration of skills by students.

1. To develop skills related to Multi Dimensional Assessment
2. To learn skills to manage project

At the end of this course the student will demonstrate skills required for a budding professional. Students will be equipped with foundational skills and soft skills.

Mental Status Examination, Case History Taking, Family Assessment, Risk Assessment, Motivational Assessment. Assessment of Family Burden, Caregivers Stress, Rehabilitation Needs and Assessments of Socio Economic Status. Overview of Standardized Tools used in Clinical Assessment and Disability Assessments. 

Situation Analysis, Problem Analysis, Stakeholder Analysis, Objective Analysis, Strategy Analysis, Logical Framework Analysis, Activity Planning- yearly and its breakups, Preparation of Project Proposals.

Ahuja, N. (2002), A short textbook of psychiatry. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd.

Chun, K., & French, J. (1975). Measures for psychological assessment: A guide to 3,000 original sources and their applications. Michigan: Ann Arbor, Mich: Survey Research Center,University.

Desai, V. (1997) Project Management Preparation Appraisal, Himalaya Publications.

Kaplan, H.L., Freedman, A.M., & Saddock B.J. (1980). Comprehensive textbook of psychiatry. Baltimore/ London: Williams & Wilkins.

Punmia, B. C., & Khandelwal, K. K. (2000). Project planning and control with PERT and CPM. New Delhi: Laxmi publications.

Gelder, M. (2000). New Oxford textbook of psychiatry. Oxford: Oxford University Press.

Ghosh, A.S. (1990) Project Management. New Delhi: Anmol Publishers.

Mohsin, M.(1997), Project Planning and Control, New Delhi: Vikas Publishing House Pvt. Ltd.

 Total marks – 50

 Knowledge assessment – 25 marks

 Skills demonstration -      25 marks

The scope of this paper is that students will get an opportunity to develop an intervention programme in second semester. This project aims at developing a model to bring sustainable change in the society during the studentship, which would help students to experience outcome oriented professional practice. Students will associate with their course mentor allotted by the department and formulate a project proposal, which will be validated by participants of the study, field experts, review of literature and available models.

Students will initiate this project in the second semester of MSW course and will be continuing throughout the course with fieldwork and monthly consultation with their mentor. Student will submit a project report at the end of 4th semester. Students may be able to publish the process and outcome of project in national and international peer reviewed journals and/or conferences. Department will maintain a compiled copy of projects in library for future references and to ensure the continuity of projects, wherever possible.

 1.      To learn the specifics of need assessment.

 2.      To formulate service learning project.

 3.      To carry out the activities of initial phase of service learning projects by students.

Problem formulation: Need Assessment, review of literature, consultation with stake holders of settings, review of existing models. Intervention project proposal submission.

Berger Kaye, C. (2010). The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. MN, USA: Free Spirit publishing.

 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.

Categories of grades are the following.

Research Project I is a paper in which students prepare their research proposal that builds a strong basis for an empirical study. Research work will be spread over a period of one year, starting from the second semester (Research project I) and ending in the third semester (Research project II). Every student is required to complete the research project under the guidance and supervision of a faculty of the department, who will guide the student on topics related to Social work education, practice or some aspects of their area of specialization. Student is engaged to do the basic research formalities and seek approval for their research project.

1. To learn to choose research problems and the process of problematisation.
2. To develop research problem based on learning materials and reviewing process.

Student will develop research review skills, preparation of researchtools and research project proposal writing skills. Student shall get approval of their research project by research committee formed by the department. Student has to engage meaningfully in the process of problem formulation, reviewing literatures related to the study, preparing the research proposal, choosing an appropriate research strategy and developing instruments of data collection, collecting the data, processing, analyzing and interpreting the data and preparing the research report.

Literature   reviews,   identifying   relevant   topics   for   research, problematization, and understanding about needs, rationale and scope of the research project. Title of the study, Introduction, Literature review: A minimum of 10 relevant literatures for proposal submission, Rationale/scope for the study, Aim of the study, Objectives of the study, Operational definitions, Hypothesis,  Research  design,  Sampling  design: sampling  procedures  including,  universe  of  the  study,  study population,  sampling  size,  method  of  sampling,  inclusion  and exclusion  criteria,  and  Planning for the data collection: setting the time lines., Tools of data collection  structured or semi structured,  self-prepared or adopted. Identify the source and the psychometric properties, Statistical tools and procedures   used   should be stated   with   rationale   and   Ethical considerations.

Sources of data, primary and secondary, methods and instruments of data collection, observation method – participant and non-participant observation, structured and unstructured questionnaire, interview: types;  Construction of tools: pre-test and pilot study; Scales: need for Scales. Some prominent scaling procedures; Secondary data: types, uses of secondary data and disadvantages.

Student and guide make a course work plan based on the topic under Research. Guide plays a major role to design individual syllabus for each student on the relevant areas under selected research topic.

Alston, M., & Bowles, W. (2004). Research for social workers: An introduction to methods. New Delhi: Rawat Publications.

D'Cruz, H., & Jones, M. (2006). Social Work Research: Ethical and Political Contexts. New Delhi: Sage Publications.

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

Roger G. (2008). Social research methodology; A critical introduction. New York: Palgrave Macmillan.Babbie, E. R. (2014). The basics of social research (6^th ed.) New Delhi: Cengage Learning

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

Aggarwal, B M. (2014). Essentials of business statistics. New Delhi: Ane Books.

Alston, M., & Bowles, W. (2004). Research for social workers: An introduction to methods. New Delhi: Rawat Publications.

Mclaughlin, H. (2007). Understanding social work research. London: Sage Publications.

Morris, T. (2006), social work research methods: Four alternative paradigms. London: Sage Publications.

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

Somekh, B., & Cathy, L. (2005). Research methods in the social science. New Delhi: Sage Publications.

Total Marks: 50

This paper has only internal assessments. Marks allocation is out of 100, but finally it will be converted into 50.

CIA I- Assessment of Literature review through a presentation (20 marks).

Assessment criteria

Ability to review, finding the gaps and formulating rationale and scope for the research project based on the literature review.

CIA II- Course work evaluation (25 Marks).

Guide sets syllabus with the research student. A written examination using descriptive questions will be conducted to evaluate students understanding about the depth of knowledge in the area of research topic.

CIA III- Proposal submission and presentation (50 marks).

Criteria for evaluation are: methodological soundness, relevance and scope of study, appropriateness of research tools, ethical issues covered, and implications of the study.

Attendance of supervision:  (05 marks)

Students are allotted specialized agencies in the fields of community development and health care for their internship for a period of 50 days in two continuous months of this semester. Students are free to choose their agency across India or abroad in consultation with the faculty in charge.

1. To understand Development/  health settings, organizational structure and functions of social workers
2. To learn application of methods of social work in Development/  health settings
3. To learn the basic administrative functions of social work.

During these two months students develop skills of young professional with relevant Clinical and Community setting learning. Students will gain proficiency in the knowledge domain learnt in the class room.

Students will have 2 hour orientation session on internship.

 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

Total Marks : 200

This paper has end semester viva voce examination. Students present the report of internship to a panel that consists of internal and external examiners. Students will have mid Internship evaluations by internal examiners.

Health setting- 05 completed case work (50%), Group interventions (50%), Work culture (25%), involvement in administrative function (25%), and end semester viva voce examination (50%)

Development setting- Working paper (25%), project proposal writing (25%) One community based programme (25%), Work culture (20%) Evaluation of CSR Projects (20%) Involvement in administrative functions (25%), Developing Memorandum of understanding (10%) and end semester viva voce examination (50%)

Child Protection is one of the globally recognized roles of social workers. Children who live in difficult circumstances are protected through child welfare legislations, programs and evaluation of child care policies. This subject gives insight into global and Indian child care issues and policies.  

1. To introduce Global Perspectives on Child Rights and Protection
2. To understand needs and problems of Children in difficult situations.

Children in need of care and protection; Needs– physical, social and psychological/emotional,  Problems and issues of children, Contextual analysis of children in normal and difficult circumstances.

Global: 

UN Convention of the Rights of the Child (UNCRC) 1989, UN Rules for the Protection of Juveniles Deprived of their Liberty, 1990,  Hague Convention on Inter-country Adoption, 1993

India:

 National Policy on Child Labour 1987, Juvenile Justice (Care and Protection of Children) Act 2000, Prohibition of Child marriage Act 2006, Right to free and compulsory education Act 2009

  Developed Countries:

An overview on Child Protection statutory provisions of Australia, Canada, UK  and other European Countries 

Approaches to child protection – charity, welfare, need based and right based. Policies and Strategies for working with children. Role of government, nongovernmental organizations, Civil societies, media, Stakeholders and individuals. ICPS, Role of UNICEF and other international organisations and NIPCCD. Best practices of Child care protection programs in Australia and developed countries of, Europe and North America. 

Cameron, G., Fine, M., Karen M, F., Nancy, F., & Sarah., M. (2013). Creating Positive Systems of Child and Family Welfare : Congruence with the everyday lives of children and parents. Toronto: University Toronto Press.

Kumar, V. (2009). Encyclopedia of Child Welfare and Protection. New Delhi: Anmol Publication Pvt.

Tiwari, J. (2004). Child Abuse and Human Rights: 2. Isha Books.

World Health Organization (1992), the ICD-10 Classification of Mental and Behavioral Disorders, Clinical Description and Diagnostic Guidelines, Oxford University Press.

Cameron, G., Fine, M., Karen M, F., Nancy, F., &Sarah., M. (2013). Creating Positive Systems of Child and Family Welfare : Congruence with the everyday lives of children and parents. Toronto: University Toronto Press.

Kumar, V. (2009). Encyclopedia of Child Welfare and Protection. New Delhi: Anmol Publication Pvt.

Tiwari, J. (2004). Child Abuse and Human Rights: 2 Vols-set, New Delhi: Isha Books.

Bhat, A. (2005). Supreme court on children, Human Rights Law Network. NewDelhi : Seagull Books.

Lieten, G. K.(2004). Working Children Around the World : Child Rights and Child Reality. New Delhi: Institute for Human Development.

John, Mary. (2003). Children`s Rights and Power: Charging Up for a New Century. London: Jessica Kingsley

Kabeer, Naila& Geetha B Nambissan (2003). Child Labour and the Right to Education in South Asia- Needs Versus Rights. New Delhi:Sage Publications.

Karnataka Law Journal (2003). Juvenile Justice (care and Protection of Children) Act, 2000, Central Act No.56 of 2000. Bangalore: Karnataka Law Journal Publications

Stanley, Nicky & Penhale, Bridget.(2003).Child Protection and Mental Health Services : Interprofessional reponses to the needs of mothers. Bristol : Policy Press

Hodgkin, Rachel & Newell, Peter.(2007). Implementation handbook for the Convention on the Rights of the Child. New York : UNICEF.

Daniel, Brigid; Wassell, Sally& Gilligan, Robbie. (2010). Child development for child care and protection workers. London:  Jessica Kingsley Publishers.

Buck, Trevor.(2014). International child law, London : Routledge

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

The main objective of this course is to acquaint students with basic concepts in statistics and train them to use statistical applications. Course introduces SPSS. Knowledge about the statistical applications are essential in social work practice and education.

1. To introduce statistics applicable to the social sciences.
2. To understand descriptive and inferential statistics.

Student will get familiarized with the basic concepts of statistics. Students will be able to apply for Social Work Research and be introduced to the different statistical tools and techniques for data analysis and interpretation.

Levels of Measurement; Parametric and Non-parametric- Definitions, assumptions, and uses; Importance of Statistics, Scope of Statistics in the field of social work, Data- Types, Classification and Tabulation of Data, Diagrammatic and Graphical Presentations of data- Histogram, frequency curve, frequency polygon, ogive curves, stem and leaf chart. Check sheet, Parato diagram

Measures of Central Tendency, Computation of Mean, Median, Mode-their uses. Measures of Dispersion range, Quartile Deviation, Mean deviation and Standard Deviation, Computation and Uses: Co-efficient of Variation, Correlation: Meaning and Computation of Co-efficient of Correlation as Product Moment and Form Two-way Tables, Interpretation of Correlation, Spearman's Rank Correlation.

General Principles and Types of Sampling Design. Probability: Basics, Probability Distribution-Normal Distribution. Type I Errors, Type II errors, Level of Significance, Degree of Freedom, Testing of Hypotheses: t-test, Chi-square test and ANOVA. Familiarity to Statistical Data Analysis Packages (Excel & SPSS). Review of statistical application in researches carried out in Social Work.

·         Aczel, A. D. (1995). Statistics: Concepts and Applications, Richard D. Irwin Inc.

·         Aron, A., Aron, E. N., & Coups, E. J. (2006). Statistics for Psychology (4^th Edition). New Delhi: Pearson Education Inc.

·         Garrett, H.E. (1966). Statistics in Psychology and Education (10^th Indian reprint). Bombay: Vakils Feffer and Simons Ltd.

George, D. & Mallery, P. (2006). SPSS for Windows Step by Step: A simple Guide and Reference (Sixth Edition). New Delhi: Pearson Education Inc.

·         Albright, Christian S., Winston, Wayne L. & Zappe, Christopher. (1999): Data Analysis and Decision Making with Microsoft Excel, Brooks/Cole Publishing Co., New York.

·         Bradley, James W., Schaefer, Kurt C. (1998): Uses and Misuses of Data and Models: Mathematization of Human Sciences, The Sage Pub. London.

·         Elifson, K. (1998): Fundamentals of Social Statistics, McGraw-Hili, New York.

·         Gupta, C.B. (1995): Introduction to Statistical Methods, Vikas Pub. House, India.

·         Gupta, S.P. (1997): Statistical Methods, Sultan Chand and Sons, New Delhi.

·         Welkowitz, Joan, Ewey, Robert B. and Cohen, Jacob. (1991): Introductory Statistics for the Behavioral Sciences, Harcourt Brace Jovanovich Publications, NewYork.

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 paper develops the knowledge needed to deliver targeted environmental and social benefits through sustainable development and sustainable development policy. This course focuses on the global development and environmental challenges that have been articulated in the Millennium Development Goals. It explores ways of finding solutions to those challenges through the promotion of sustainable development.

 1.     To understand the concept of International Sustainable Development.

 2.     To familiarise with the relevance of International Sustainable Development 

Concept, definition, Principles, Stakes and objectives of the sustainable development; Elements of sustainable development  - Political, Economic, Institutional, Technological, Socio cultural and Ecological; Parameters of Sustainable development ; sustainable community development.

History of sustainability; Act Local, Think global;   Paradigm and Major components of sustainability –3Es’ Model- Environmental,  Economic, Social and Political. 

World governance, Governance in State, Regional and Governance in Companies; Role of Government, Civil society, Business in Sustainable development 

Strategic approaches to sustainability- link between health-education-poverty-gender-security and development. Need for integrated and systemic approach to development. New international institutional contexts; UN Processes of Sustainable development . Issues of Sustainable Development ; Criticism on the sustainable development.

Green F Jessica., & Chambers Bradnee W. (2006) The Politics of Participation in Sustainable Development Governance, United Nations University Press, University of California.

Green, G.P. &  Haines, A. (2008), Asset Building and Community Development, 2nd Ed. Sage Publications, Los Angeles.

Kumari, Areti Krishna. (2007).Understanding Sustainable Development, ICFAI UNIVERSITY, Hyderabad

Soubbotina, Tatyana P. (2004). Beyond Economic Growth : An Introduction to Sustainable Development, World Bank.Washington, DC.

World Bank (2003) World Development Report 2003: Sustainable Development in a Dynamic World : Transforming Institutions, Growth, and Quality of Life. New York: Oxford University Press and Washington D.C.

Hans Christian Bugge,& Christina Voigt. (2008) Sustainable Development in International and National Law, Maunsbach Europa Law Publishing, Groningen.

Pierre Audinet., Shukla, P R.,  & Prederic Grare (2000). India’s Energy: Essays on Sustainable Development,  Manohar Publications, New Delhi. 

Rattan, Vijay. (1997). Women and Child Development & Sustainable Human Development, S Chand & Co., New Delhi.

Sathyanarayan, B. (1998). Social Sciences and Planning for Sustainable Development, Himalaya Publications, Bombay.

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

Field of health has become an emerging area of concern for Social workers today. This paper has been framed with the objective of helping students gain a better understanding the relationship between health and development. The paper also stresses the importance of the role of health in ensuring sustainable development. The paper has modules with conceptual, analytical and practical knowledge.

1.      To understand the relationship between health and development.

2.      To become familiar with critical approaches in health and development.

Students will know and understand the role of health in promoting sustainable development. They will also develop a critical and integrated approach to social work in the field of health towards leading a society to development.

Health indicators, Global and Indian scenario of health indicators, Health Movements, Role of health in development. Barriers in understanding health.

Concept, association with health and HDI, critical analysis of policies monitoring HDI, status of HDI in India and various status of India

Sustainable development goals (2015): 17 goals, current status, health related sustainable development goals, current status and way forward. Application of critical social work interventions in promoting health and sustainable development. Role of government and nongovernment organizations.

• Bajpai, P. K. (Ed) (1997). Social Work Perspective on Health. New Delhi: Rawat Publications.
• Park, K. (2015). Preventive and social medicine. India:  Banarsidas Bhanot Publishers.

• Anderson, R. & Bury, M. (Eds) (1988). Living with chronic illness -The experience of patients & families. London: Unwin Hyman.. 
• Bartlett, H. M. (1961). Social work practice in the health field. New York: National Association of Social Workers.
• Crowley, M. F. (1967). A new look at nutrition. Pitman Medical Publishing.
• Field, M. (1963). Patients are People - A Medico-social approach to prolonged illness. New York: Columbia University Press.
• Kumari, Areti Krishna. (2007).Understanding sustainable development. Hyderabad: ICFAI UNIVERSITY.
• Soubbotina, Tatyana, P. (2004). Beyond economic growth: An introduction to sustainable development. Washington, DC: World Bank.
•  World Bank (2003). World development report 2003: Sustainable development in a dynamic world: Transforming institutions, growth, and quality of life. New York: Oxford University Press.