Syllabus for

Academic Year  (2019)

Examination and Assessments:

Assessment of Theory papers

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

Assessment of Electives

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)

Assessment of Skill Lab

Course Codes: SWC151P, SWC251P & SWC351P                                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

Assessment of Practice Seminar

Course Code: SWC471

This paper has no end semester examination or marks. This paper has only grades based on the assessment made by minimum of two teachers. 

Categories of grades are the following.

Assessment of Service Learning

Course Codes: SWC152, SWC252, SWC352 & SWC452

This paper has no end semester examination. Evaluation of the paper is distributed throughout the semester as the students plan their service learning in any locality. Students will have to work closely with their mentors. Orientation about the project starts in the first semester. The student will submit a report in the fourth semester on a date informed by the department and present before a panel that consists of internal and external examiners. The evaluation criteria will be developed by the department. Students will be awarded grades in each semester. 

Categories of grades are the following.

Assessment of internship and Rural Camp 

Course Codes: SWC181, SWC281, SWC381 & SWC481

This paper has end semester viva voce examination in all semesters. 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 only on internships II and IV (two months).

                                                                                                                                     Total Marks: 600

Assessment of Social Work Research Project I

Course Code: SWC282                                                                                           Total Marks: 50

This paper has only internal assessments

CIA I (20% marks)

The first assessment will be based on the presentation of students on the Literature review related to their research project.

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

CIA II (25 % marks).

The second assessment will be based on the course work evaluation. Guide and student set the syllabus for the course work. A written examination using descriptive questions will be conducted to evaluate students’ in-depth knowledge in the area of research topic.

CIA III (50% marks).

The third assessment will be based on the proposal submission and presentation.

Criteria for Evaluation: Methodological soundness, relevance and scope of study, appropriateness of research tools, ethical issues covered, implications of the study 

Attendance (05 % marks)

Assessment of Social Work Research Project II

Course Code: SWC382                                                                                       Total marks: 50

Each student has to submit the research project at the end of the third semester on the date informed by the department. 

50% of marks is given for internal assessments and the other 50% is given for project defense which will be conducted at the end of third semester. The panel for examiners consists of external and internal evaluators

Assessment of Social Work Research Project III

Course Code: SWC482                                                                              Total marks: 2 Credits 

Students are encouraged to participate, present, and publish the research findings during the course time. Students are encouraged to publish their research work in reputed journals. one credit each for paper presentation and publication of the thesis.

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.

 Learning Objectives

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

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

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

4.   To understand the field of social work practice.

At the end of the course students will be able to:

• Demonstrate proficiency in the history and evolution of the Social Work Profession.

• Critique and differentiate professional social work, social service, charity, and volunteerism.

• Discuss the philosophy, goals, ideas, and ethics of professional social work in a modern context.

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

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

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

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

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

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

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

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

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

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.

Banks, S. (1995). Ethics and values in social work. Hound Mills: MacMillan Publishers.

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

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

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

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

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

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

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

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

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 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 also 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 old age.

Course Objectives

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

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

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

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

At the end of the course students will be able to:

• Demonstrate proficiency in concepts and theories to understand the social world around them.

• Relate the significance of social institutions in social life.

• Demonstrate an understanding of the dynamics of human behavior in terms of heredity and environment as shapers of personality.

• Propose the relationship between general psychology and human development across the lifespan

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

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

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

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

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

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

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

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

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

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

Rajan, Sethi. (2010).  Social Change: Theory and Perspective, Delhi: Educational Publishers and Distributors.

Shankar, Rao. C.N. (2004). Sociology of Indian society.  New Delhi : S Chand & Co. Ltd.

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.

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

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

Schimberg, L.B. (1985).  Human Development, London: Macmillan Pub. Co. 2^nd Ed.

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

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

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

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

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

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

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

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

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

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

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

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 working with individuals (Case work). It is the basis for all the other methods. This paper gives a foundational aspect of this method that orients the students about the comprehensive nature and its effectiveness in practice.

Course Objectives

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

2.   To understand and learn the social casework values, principles and ethics while working with individuals.

3.    To imbibe social casework skills for practice in various settings.

At the end of the course students will be able to:

• Demonstrate proficiency in social casework definitions, principles, objectives and values and ethics

• Analyze and apply social casework knowledge and skills into practice in various settings

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 while working with individuals. Approaches to case work -Problem solving approach, Psychosocial approach, Behavioral approach, Functional approach, Solution focused approach, Client Centered Approach, Strength Based Perspective, Insight oriented therapy, Crisis intervention and Eclectic approach.

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

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

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

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

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

Konopka, G. (1983).Social group work a helping process (3rd ed.). 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, D., and Ravi, P. ( 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.

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.

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

Course Objectives

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

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

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

4.   To impart knowledge and skills in demonstrating Social Action

1. Exhibit proficiency with regard to the relevance of community organization and social action as a method in social work practice.

2. Demonstrate the critical elements, models, approaches and theories of community organization practice and social action

3. Demonstrate an understanding of the developmental issues and community development strategies adopted by Governmental and Non- governmental organizations

4. Apply the steps of the community organization cycle and enable the students 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

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

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

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

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

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

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

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

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

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

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

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

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

Bhattacharya, S. (2006). Social work administration and development. Jaipur: Rawat Publications.

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.

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 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.

Course Objectives

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

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

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

by the end of this course, the Students will be able to

1. Appraise the importance of group work in the practice of professional social work.

2. Demonstrate proficiency in examining the specific characteristics of group work.

3. Discover and analyze issues of group members, needs, resources, and assets within a framework of group processes, dynamics, and developmental stages.

4. Demonstrate an understanding of various concepts, group dynamics, theory, and ability to apply a variety of group approaches and theories for group interventions

5. Determine and evaluate social group work effectively in relation to all types of groups.

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

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.

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

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

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

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

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

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

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

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

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

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

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.

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 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 course.

Course Objectives:

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

2. To formulate research questions for the dissertation work

3. To formulate research proposals for dissertation

By the end of this course, students will be able to

1. Demonstrate an understanding of the basic concepts in social work research methods

2. Formulate research questions for the dissertation work

3. Formulate research proposals for dissertation

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

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

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.

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.

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

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.

By the end of this course the student will be able to:

1.    Exhibit skills and knowledge of the process of print media and documentary making.   

2.    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.

Course Objectives

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

2.  To familiarise with the development of a business model.

3.  To understand the strategies used by social entrepreneurs

By the end of this course the student will be able to:

1.    Demonstrate entrepreneurship skill.

2.    Identify various strategies used by social entrepreneurs for sustainability.

3.    Develop Business models.

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.

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. M., & Sally, O. (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. (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.

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.

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.

Course Objectives

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.

By the end of this course the student will be able to:

1.    Recognize and examine the concept of natural resources and its importance to ecology.

2.    Demonstrate knowledge of how 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.

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.

Concepts and scope of livelihood, livelihood framework analysis, indigenous communities and traditional livelihoods, forms of natural resources and dependencies of local people, natural resource crisis impacts on the livelihood of people, ecological, socio cultural and economic dimensions, threats of traditional livelihood from globalization, urbanization, privatization, and migration, climate change impacts and mitigation. Aforestation and Social Forestry. 

SDG and NRM: Sustainable Agriculture, Water management, Sustainable energy, Sustainable management and use of natural resources, Sustainable livelihood, Sustainable natural resource management models. Organic Farming: Issues and Challenges, Programmes and Provisions of Government. Case studies on organic farming.

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

            common property resource. New Delhi: Sage Publications.

Mallik, S. (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.

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.). New Delhi: 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. & Jha, M.K. (2009). Land and water management (5^th ed.) New Delhi: Kalyani             Publishers.

Pandey, B. W. (2005). Natural resource management. New Delhi: Mittal Publications. 

Rogers, Perter P., Boyd, John A., & Jalal, K.F. (2006). An introduction to sustainable   development. New Delhi: Prentice Hall of India. 

Vernooy, R. (2006). Social and gender analysis in natural resource management. New Delhi: Sage 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)

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

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

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

3. To understand the linkages of Gender and Development from Regional, National and International perspectives

At the end of this course, students will be able to 

1.      Demonstrate an understanding of the various concepts, approaches and strategies related to gender and development.

2.      Illustrate the practical issues and practices related to gender and development.

3.      Relate and modify the linkages of Gender and Development from Regional, National and International perspectives. 

4.      Exhibit a critical awareness of gender equity.

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

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

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

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

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

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

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

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.

Course Objectives

1.      To understand the status of youth in different contexts

2.      To develop insights on the status and problems faced by youths in different contexts

3.      To become familiar with the needs of youth

4.      To develop knowledge, skills and strategies on how to apply youth development programmes while working with the youths.

5.      To become familiar with the policies addressing youth issues

By the end of this course the student will be able to:

1.    Demonstrate an understanding of the concepts related to youth and youth development

2.    Illustrate insights on the status and problems faced by youths in a different contexts

3.    Identify various needs of youths in different context

4.    Exhibit knowledge, skills and application of youth development programmes while working with the youths.

5.    Demonstrate proficiency in various youth policies and 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.

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/

McMichael, P. (2011). Development and Social Change: A Global Perspective. Sage Publications.

Wyn, J., & White, R. (1997). Rethinking youth.  London: Sage Publications limited. 

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.

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

Course objectives

1. To familiarize basic skills, process skills, and soft skills required for Clinical and Community Professionals.

2. To impart and equip students to handle people, programmes, projects and documentation using modern means of management strategies in Clinical and Community Practice.

At the end of the course students will be able to:

1. exhibit basic skills, process skills, and soft skills required to practice social work.

2. demonstrate proficiency in handling people, programmes, projects and documentation using modern means of management strategies in Clinical and Community Practice.

Academic Writing, Report Writing, Documentation of  Programmes and Projects Professional Communication, Interviewing, Team Building, Motivation and Leadership

 Introduction to Computer based skills: Editing, layout and Media coverage.  Web designing, Blog designing, Developing Videos, Poster Designing and Application development

Types of Soft Skills, Employability

Of Skills, Communication, Listening Skills, Presentation Skills, Public Speaking, Assertiveness, Empathy, Negotiation, Critical thinking, creative thinking, Professional Etiquette, Work Life Balance and Stress Management, Fund Raising Techniques in Social Work

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

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

Schwartz, B. M., Landrum, R. E., & Gurung, R. A. R. (2014). An easy guide to APA style. Los Angeles: Sage Publications.

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

Kumar, P. (2010). Communication and soft skills. New Delhi: Centrum press.

Murty, G. R. K.(2008). Soft skills for success. Hyderabad: ICFAI.

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

Total marks – 50

This course 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 course is to provide students an opportunity to build their capacity in the areas of Service Learning. They will be trained to identify and assess the community needs and develop intervention projects in this semester.

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

 Course Objectives:

1. To understand the basics of service learning

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

By the end of the course the student will be able to:

1. Apply basic concepts and skills such as need assessment, programme planning with various collaborative organizations,

2. Develop intervention programmes to carry out service learning projects.

3. Exhibit proficiency for conducting street plays, campaigns, and documentaries.

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

              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.

           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.

This paper has no end semester examination. Evaluation of the paper is distributed throughout the semester as the students plan their service learning in any locality. Students will have to work closely with their mentors. Orientation about the project starts in the first semester. The student will submit a report in the fourth semester on a date informed by the department and present before a panel that consists of internal and external examiners. The evaluation criteria will be developed by the department. Students will be awarded grades in each semester.

Categories of grades are the following.

Internship (Social Work practice) is one of the most important aspects ofprofessional social work training. The students develop various skills in working with clients and professionals of various organizations. Students will be taken to various organizations of social relevance for exposure in the First semester. Students are allotted social welfare agencies for their Internship for a period of 25 days in a month of every semester. Also, in this semester students are exposed to rural and other backward communities through rural camp. This aims to enhance the students to develop knowledge and skills in working with people living in community. This rural camp will be conducted for one week.

Course objectives:

     1. To provide opportunity for students to integrate theory and practice.

     2. To develop positive aptitude, knowledge and competencies for practice in social work.

Rural Camp

Rural Camp  Description: The programme is designed to introduce the living experience of the rural community in view of the social work philosophy and principles. The rural camp facilitates social work trainees to practice and integrate social work in tune with their personal and societal expectations.  

Objectives:

• To understand the community social system.

• To analyze the approaches, strategies and theories of intervention used in the community.

• To facilitate students learning about the ground realities of community living.

• To develop group dynamic and team work.

Student shall put at least 25 days in a month with 7 hours on internship days with a total of 175 hours of training. Department will give the detailed guidelines for Internship. Learning requirements for the fulfilment of the social work practicum in the first semester are the following.

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

b.      Completed 08 sessions of group work (Suggested to have the recreational group)

c.       One community organisation activity.

d.     Other learning based on the goals in discussion with the agency and faculty supervisor.

 Learning Contract

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

Internship Diary

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

Internship Record

 Students have to submit reports of their internship on every 6^th dayin the prescribed format to the University online programme about which students will be oriented at the time of induction to the course. The faculty supervisors will be evaluating the students learning from these reports.

Attendance

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

Documents to be carried for viva voce examination:

·         Summary document of Internship practice (1500 words).

·         Validated Learning Contract.

·         Student evaluation done by the agency supervisor.

·         Consolidated report in the prescribed format.

·         Assessment of the agency by the student.

·         Daily attendance Sheets (Internship dairy).

Rural Camp

 The programme is designed to introduce the living experience of the rural community in view of the social work philosophy and principles. The rural camp facilitates social work trainees to practice and integrate social work in tune with their personal and societal expectations. 

Objectives

1. To understand the community social system.
2. To analyze the approaches and strategies of intervention used by Centre for Social Action in Christ University and/or Government or any other organization in the community.
3. To facilitate students learning about the ground realities of community living.

Rural Camp Requirements:

a.      Students have to conduct pilot visits to the rural camp areas to identify and select in consultation with faculty in charge of the camp.

b.      Students will conduct the situational analysis and do needs assessment to plan and implement the programmes (i.e PRA, survey, street play, medical camp, shramadan etc) during the rural camp.

Learning Outcomes: At the end of the internship, students will be able to -

1. Demonstrate in an understanding client systems and their needs

2. Exhibit knowledge and skills in practicing primary methods of social work (individual, group and community)

3. Demonstrate proficiency in rapport building and establishing a professional relationship

4. Exhibit proficiency in Recording and documentation

5. Illustrate Reflective processes through reports and presentations in seminars and conference.

Learning Outcome of Rural Camp: At the end of the course, students will be able to:

1. Demonstrate an understanding about community social system.

2. Analyze and evaluate the approaches, strategies and theories of intervention used in the community.

3. Facilitate hands on experience about ground realities of community living.

4. Exhibit group dynamic and team work

Internhsip in various social welfare organisations for 25 days.

Concept, Objectives, Activities and outcome.

Planning: Skills in planning and organizing programs in the community.

Pre camp preparation: Pilot visit, framing objectives, plan programme schedule and funds, preparation of action plan, Participatory Rural Appraisal (PRA) techniques.

Baseline survey or need assessment, programme designing, evaluation survey, engaging in community activities (interactions, home visits, campaigns, street plays, shramdan, meetings, and activities for different groups of people). Any of these strategies may be used to implement the programme in the community.

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

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

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

• Internship is evaluated through presentations and conferences with thestudents, internal evaluation by faculty and agency supervisors and end semester viva voce examination.
• The assessment will be carried out for 100 marks. Marks will be awarded on the basis of orientation visit reports, weekly internship reports and on the basis of individual and group conferences. Marks will be given based on the following parameters.
• Learning from field orientation visits, Case work, Group work and Community Organisation.
• Attendance, Regularity and Punctuality, Integration of Theory into Practice, Participation during Individual and Group Conference, Submission of internship Reports, clarity and expression and Professional Growth and Commitment.
• 50% of the marks will be awarded internally by respective faculty based on the performance and reports of the student in the internship and rural camp. Remaining 50% of the marks will be awarded through Viva-voce examination. The Viva Voce committee consist of head of the Department, and Internal Examiner. Student must secure 50% of marks to pass the internship examination. The candidates who fail must redo the internship and rural camp as per the university regulation.

Evaluation of Ruraal Camp

Daily evaluations on the performance of students will be undertaken by the faculty members coordinating camp. A written report on the reflections about the rural camp will also be evaluated

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.

By the end of this course, the student will be able to

• Demonstrate an understanding of theories of human development
• Utilise social work theory and skills while working with individuals and community.

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

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.

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

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

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

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

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

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 a clear understanding of 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 relevance of Rural and Urban community development and its governance.

2.      To understand the issues in Rural and Urban Development.

3.    To identify the skills required for intervention with Rural and Urban Communities

By the end of this course, the student will be able to

• Apply the understanding of solving the issues related to rural and urban development
• Execute the understanding of the development programmes and its governance
• Identify and Equip with the knowledge of interventions with 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,   Rural Community Development and people in difficult circumstance (e.g. below poverty line)  Organization, administration and coordination of community development programmes in rural areas

The 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, Civic Amenities provisions and issues and challenges, Pollution and Development. Agrarian issuesUrban Afforestation and public places like park, parking space etc.,town planning, New Public Administration Management (PPP), twin cities, satellite towns, metropolitan development authorities of India, Urban Community and Development of population in difficult circumstances (e.g. slum dwellers etc.) 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, housing and slums, low-cost housing, 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. Role of Social Work Methods and Social Worker for Rural and Urban Community Development

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.

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.

Journals

·         Indian Journal Social Work, Tata Institute of Social Sciences, Bombay

·         Social Welfare, Central Social Welfare Board, New Delhi

·         Kurukshetra, Ministry of Information and Broadcasting, Government of India

 Yojna, Ministry of Information and Broadcasting, Government of India

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 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.

By the end of this coursethe students will be able to

• Demonstrate and identify appropriate evidenced based interventions for working with individuals and communities
• Utilize the knowledge and skills on evidenced based policies for advocacy and practices and while working with individuals and communities.
• Demonstrate policy making through evidence based interventions

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. 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. Role of social workers in Advocacy and 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.

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.

Yeates, Nicola. (2003). Globalisation and Social Policy. London: Sage publications.

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 with the concepts of mental health

2. To understand the various types of mental illnesses

By the end of this course, the student will be able to

• Demonstrate the skill in identification and diagnosis of mental disorders according to the standard guidelines.
• Demonstrate the clinical skills in terms of interviewing, listening, recording, empathy and providing basic psychosocial interventions.

The 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. Measurements in mental health, Introduction to ICD 10 and DSM V.

Adult mental disorders:

Mood: Disorders: Depression, Mania, Bipolar affective disorder,

Psychotic Disorders: Acute Psychosis, Schizophrenia, Psychosis NOS. Anxiety Spectrum Disorders: Social Anxiety, Obsessive-compulsive disorders, Panic Disorder, Dissociative Disorders and Somatoform disorder

Child and Adolescent Mental Health Disorders

Mental Retardation, Autism spectrum disorders, Specific learning disabilities, Conduct disorder, Oppositional Defiant Disorder, Attention Deficit Hyperactivity Disorder. Behavioral and Emotional issues of children in school contexts.

Alcohol and other Substance use disorders, Cluster A, B, C Personality disorders, Dementia and Alzheimer’s

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.

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

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 of public health and the relationship between health and development. 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 legislation 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 understand the relationship between health and development.
3. To become familiar with critical approaches to health and development.

By the end of this course, the student will be able to

• Demonstrate the understanding of health care system in India, health policies and legislations.
• Demonstrate the understanding on existing programs and services at local, national and international level and demonstrate program planning and education for different groups.

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. Global and Indian scenario of health indicators; vital statistics and patterns of morbidity and mortality rates in India.  Concept, association with health and HDI, critical analysis of policies monitoring HDI, and status of HDI in India.

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

Non- communicable diseases: coronary heart diseases, hypertension, stroke, cancer, chronic blood disorders, renal problems, epilepsy. Accidents: burns crush injuries,

Life Style disorders: Diabetes, Obesity, Nutritional disorder, Geriatric, Pediatric and Reproductive issues.

Sustainable development goals (2015): 17 goals, health related sustainable development goals.  Application of critical social work interventions in promoting health and sustainable development. Strategies, role and impact of government and non-government organizations, National and International agencies in achieving sustainabledevelopment goals and Health

Kumari, Areti Krishna. (2007).Understanding sustainable development. Hyderabad: ICFAI UNIVERSITY.

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.

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

Soubbotina, Tatyana, P. (2004). Beyond economic growth: An introduction to sustainable development. Washington, DC: World Bank.

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.

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

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.

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

By the end of this course, the student will be able to

·         Propose theories of qualitative research and their application

·         Demonstrate the capability to develop qualitative research proposal independently

·         Demonstrate qualitative interview methods and conduct qualitative data analysis with data analysis soft wares.  

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.

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 an 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 the demonstration of skills by students.

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

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.  Assessment of student’s clinical skills for employability

Situation Analysis, Problem Analysis, Stakeholder Analysis, Objective Analysis, Strategy Analysis, Logical Framework Analysis, Activity Planning- yearly and its breakups, Preparation of Project Proposals. Assessment of student’s project planning skills for employability

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.

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

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

This course has no end semester examination. The teacher in charge of this paper will assess the knowledge of 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 a minimum of two teachers from the department.

Knowledge assessment – 25 marks

Skills demonstration -      25 marks

The scope of this course is to provide students with an opportunity to implement the intervention programme in the 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 implement the project, which will be validated by participants of the study, field experts, review of the literature and available models.

This project will be continuing throughout the course with fieldwork and monthly consultation with their mentor. The student will submit project progress report at the end of the semester. This project report includes the process of project implementation.

1.      To learn the specifics of implementation of the intervention process.

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

The students will have to develop intervention models in areas such as welfare and development of society, health and well-being of communities, the unity of people in the society, enhancement of social functioning and integrated empowerment of stakeholders etc.

By the end of this course, the student will be able to

Propose proficiently the service learning intervention models and implementing service learning intervention models

Conducting baseline and pilot testing of the intervention. Refining the intervention. Conducting pretesting of the measures, Implementation of intervention and assessing preliminary findings of the intervention and submission of the project report to the respective mentors

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

Categories of grades are the following.

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

To understand community development, clinical/health settings and their organizational structure and functioning of social workers.

To learn the application of Social Work Methods in community developmental and clinical/health settings.

To learn the basic administrative functions of social workers at community developmental and clinical/health settings.

By the end of this course, the student will be able to

Demonstrate following skills required for a professional social worker at clinical and community settings.

•   Assessment skills

•   Interviewing skills

•   Using different types of questions

•    Prompting

•    Probing

•    Allowing and using silences

•    Using self-disclosure

•    Ending an interview

•    Initiating Client interactions

•    Giving advice

•    Providing information

•    Providing explanations

•    Offering encouragement and validation

•    Providing reassurance

•    Observation Skills

•    Organizing community programs

•    Mobilizing resources and developing reports/ documentation

•    Working with Individuals and groups

•    Developing Case work/Group work reports /Working paper/ Memorandum of    

            Association and project proposals

•    Evaluation of projects or programs

•    Develop skills to reflect and be self-critical

•    Networking and coordinating

Student develops Learning contract in consultation with Agency supervisor and Faculty supervisor

Student will focus on the assignments for the Health and Developmental Settings

Health setting

1. 02 case works.
2. 01 Group interventions (1 group work with 08 sessions using any two different models of group work- therapeutic/ educational/ empowerment models with different client groups.)
3. Involvement in administrative function.
4. One community-based programme to be conducted in collaboration with internship   agency.
5. Other learning activities based on the objectives in discussion with the agency and faculty supervisor.

Development setting (Working Paper removed)

1. Preparation of one Project proposal
2. Conducting one community-based programme
3. Involvement in administrative functions
4. Report on Work culture

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

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

Marks will be given based on the following parameters.

·   Learning from the field, Casework, Group work, Community based programme, Working paper, Project proposal, Memorandum of Association and other assigned projects.

·  Attendance, regularity and punctuality, Integration of theory into practice, Participation during individual and group conference, Submission of internship reports, clarity and expression and Professional growth and commitment.

·        Mid internship evaluation will be held internally for 50 of marks to assess the progress, direction and learning from the field at the end of the 1^st month. Remaining 50 marks will be awarded to the student on the basis of the performance at the end of Internship by Faculty Supervisor.

·      50 marks will be awarded based on the performance of the student in the Viva-voce examination, which will be conducted by the Viva-voce committee constituted for the assessment of internship. The committee consists of the Head of the Department and internal examiners.  The student must secure 50% of marks to pass the internship examination. The candidates who fail must redo the internship as per the university regulation.

Documents to be carried for viva voce examination

1.       Summary Report of Internship Practice (1500 words)

2.       Learning Contract signed by Student, Agency Supervisor and Faculty Supervisor

3.       Student Evaluation of the Agency

4.       A consolidated report in a tabular format countersigned by Agency Supervisor with Agency Seal

5.       Assessment of student’s performance by Agency supervisor

6.       Daily Attendance Sheets

Social workResearch Project- I is a paper in which students prepare their researchproposal 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. 

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

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.

CIA I- Formulation of Research Problem (20%)

CIA II- Assessment of Literature review through a presentation (25%).

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

Attendance:  (05%)

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.  

Course Objectives:

1. To introduce Global Perspectives on Child Rights and Protection
2. To understand needs and problems of Children in difficult situations
3. To learn about various programmes and legal provisions for protecting child rights.

By the end of the course student will be able to

• Identify global perspectives on child rights and protection
• Analyse the problems and needs of children in difficult situations
• Evaluate and discuss various programmes and legal provisions for protecting child rights

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

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 2015, Prohibition of Child marriage Act 2006, Right to free and compulsory education Act 2009. The Protection of Children from Sexual Offences Act, 2012 (POCSO Act 2012). Child Labor (Prohibition and Regulation) Amendment Act 2016.

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, Child line India, Role of UNICEF and other international organizations and NIPCCD

Bajpai, A. (2003).Child Rights in India: Law, Policy and Practice, New York: 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: 2Vols-set, New Delhi:Isha 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 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