Syllabus for
MSW (Clinical and Community Practice)
Academic Year  (2024)

The Department of Sociology and Social Work at CHRIST (Deemed to be University) was founded in the year 2017 through a merger of the two separate Departments of Sociology and Social Work. Sociology Department was started in the year 1971 and Social Work Department in the year 2004. The department offers Undergraduate programmes under the triple major system with the departments of Psychology, Economics, International Studies and History, and English Studies. It offers three Postgraduate programmes, namely Master of Arts in Applied Sociology, Master of Social Work (with two distinct streams - Clinical and Community Practice, and Human Resource Development and Management) and a Master of Science in Sustainable Development. The Department also offers two Postgraduate Diplomas in Life Skills for Leadership and Community Development, and Disaster Management. The Department has research programmes including PhD and Post-doctoral fellowships.

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

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Exhibit professional attitude and ethics

PO3: Demonstrate Evidence Based Practices for addressing Bio-psycho- social problems

PO4: Create and sustain appropriate interventions at Micro, Meso and Macro levels

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

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

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

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

4.   To understand the field of social work practice.

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

            Publication.

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

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

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

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

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

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

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

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

End semester examination

Total Marks: 50 

Total hrs: 2 

Question Pattern

Section A

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

Section B

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

Course Description: Social Casework is one of the three primary methods of social work. Practitioners commonly call this method as working with individuals (Casework). 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.
2. To understand the scope of social casework practice.
3. To comprehend and apply the values and principles while working with individuals.

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

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

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

Basic understanding of approaches commonly uses in social work.

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

Basic understanding of approaches commonly uses in social work.

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

Enhancing Social Support, Environmental Modification, Resource mobilization, Resource   Utilization, Advocacy, Reinforcement, Limit Setting, Confrontation, Renewing Family Relationships, Externalization, Universalisation, Spirituality Skills Training: Assertiveness Skills, Social Skills, Communication Skills, Interpersonal Relationship Skills, Coping with Emotions 

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

Enhancing Social Support, Environmental Modification, Resource mobilization, Resource   Utilization, Advocacy, Reinforcement, Limit Setting, Confrontation, Renewing Family Relationships, Externalization, Universalisation, Spirituality Skills Training: Assertiveness Skills, Social Skills, Communication Skills, Interpersonal Relationship Skills, Coping with Emotions 

Dean,H.&Hepworth,R.H.(2010).Theoryandskillsinsocialwork.NewDelhi:CengageLearningIndiaPrivate limited.

Hepworth,D.,Ronald,H.,Rooney,G.&Gottfried,K.(2017).DirectSocialWorkPractice:Theoryand Skills. Boston, MA: CengageLearning.

Mathew,Grace.(1992). Anintroductiontosocialcasework.Mumbai: TISS

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

Upadhyay,RK.,(2003).Socialcasework:atherapeuticapproach.NewDelhi:RawatPublications.

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

Walsh,J.(2013).TheoriesforDirectSocial Work Practice.Belmont, Calif:Cengage

Total marks 50

Hours 2

Question paper pattern

Section A

Answer any SIX from seven questions                                                              6*5=30

Section B

Answer any TWO from three questions                                                              2*10=20

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

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

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

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

Concept: Groups and Teams, Definition of Groups, Characteristics of Groups, Values in Groups, Principles of Group Work, Assumptions underlying Groups and philosophy of groups; Historical Developments of Working with Groups, Factors of group formation, Formulation of goals and identification of problems for work, stages of group development.

Concept: Groups and Teams, Definition of Groups, Characteristics of Groups, Values in Groups, Principles of Group Work, Assumptions underlying Groups and philosophy of groups; Historical Developments of Working with Groups, Factors of group formation, Formulation of goals and identification of problems for work, stages of group development.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Total hrs: 2

Question Pattern

Section A

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

Section B

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

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

Course Objectives

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

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

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

4.   To impart knowledge and skills in demonstrating Social Action

Communities: types of communities, characteristics, and nature. Community organization: Definition, Objectives, Principles, Skills. Approaches of CO: Community Based Approach, Social inclusion approach, Empowerment approach, Human development approach. Similarities & difference between Community organization and community development, Models of Community Organization; neighbourhood model, resource allocation model, conflict  resolution model and sustainable development model.

Communities: types of communities, characteristics, and nature. Community organization: Definition, Objectives, Principles, Skills. Approaches of CO: Community Based Approach, Social inclusion approach, Empowerment approach, Human development approach. Similarities & difference between Community organization and community development, Models of Community Organization; neighbourhood model, resource allocation model, conflict  resolution model and sustainable development model.

Community mobilization: concept, goals, community mobilization cycle.  Processes and strategies of community mobilization. Eight model- Framework of Community Practice   by Dorothy N Gamble  & Marie Weil.

Community mobilization: concept, goals, community mobilization cycle.  Processes and strategies of community mobilization. Eight model- Framework of Community Practice   by Dorothy N Gamble  & Marie Weil.

Concept, goals, principles; process and skills. contributions of Saul Alinsky, Paulo Freire, Gandhi, Ambedkar; scope of social action in India; role of social worker in social action. case studies. 

Concept, goals, principles; process and skills. contributions of Saul Alinsky, Paulo Freire, Gandhi, Ambedkar; scope of social action in India; role of social worker in social action. case studies. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Section A

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

 Section B

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

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

1. To familiarize students with basic concept of social work research as a method of social work.
2. To formulate research questions for the dissertation
3. To formulate research proposals for dissertation

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

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. Secondary data collection: Scoping review and Review of Literature.

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

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

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. Secondary data collection: Scoping review and Review of Literature.

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

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

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

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

Burns, R.B (2002) Introduction to Research Methods. New Delhi: Sage Publications.

Babbie, E. R. (201s4). 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.

Two patterns are designed for the exam. The final exam pattern will be decided based on the situation at that point of time.

Pattern for on Campus Exam

Total Marks: 50

Total hrs: 2

Question Pattern

Section A

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

Section B                                                                                                        

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

Or      

                                                        Pattern for Online Exam

Total Marks: 50

Total hrs: 1 Hour

Question Pattern

Section A

Multiple choice questions.                                                                                           30*1=30

Section B

Viva                                                                                                                             4*5=20

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

Course Objectives:

1. To understand the basics of media and its various forms
2. To give in-depth knowledge of the process of print media and documentary making.
3. To understand social changes through media.

Theories of Media, Media and Development, Media and Social Work; ICT & Social Work; Diverse media (Social Media, Visual, digital, theatre, television, radio, folk media, radio and newspaper). Ethics and Media 

Theories of Media, Media and Development, Media and Social Work; ICT & Social Work; Diverse media (Social Media, Visual, digital, theatre, television, radio, folk media, radio and newspaper). Ethics and Media 

Slogans, Caption, Prose   and   Poetry, Journalism, Style of reporting (5W‘s and 1H and Inverted Pyramid) on  social   issues;  Photojournalism and conceptual photography. Videography:Preproduction-concept and script-writing; Production-camera, Postproduction-rerecording, voice-over, editing.

Slogans, Caption, Prose   and   Poetry, Journalism, Style of reporting (5W‘s and 1H and Inverted Pyramid) on  social   issues;  Photojournalism and conceptual photography. Videography:Preproduction-concept and script-writing; Production-camera, Postproduction-rerecording, voice-over, editing.

Public Service Announcements (PSAs) and Behaviour Change Communication (BCC), Strategic Campaign Communications, Case studies of BCCs 

Public Service Announcements (PSAs) and Behaviour Change Communication (BCC), Strategic Campaign Communications, Case studies of BCCs 

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

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

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

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

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

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

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

Centers for Disease Control and Prevention (CDC). (2023, January 11). Formative evaluation. Centers for Disease Control and Prevention. https://www.cdc.gov/nccdphp/dch/programs/healthycommunitiesprogram/tools/pdf/eval_planning.pdf

Glanz, K., Rimer, B. K., & Viswanath, K. (2015). Health behavior change: Theory, research, and practice (5th ed.). Jossey-Bass.

Matheson, D., Godfrey, C. M., & Maddox, H. (2010). Evaluating behaviour change interventions: A systematic review of realist and meta-narrative approaches used within transport research. Environment and Planning A, 42(4), 880-898. https://akupanel-outlet.com/travel-behavior-modification-theories-methods-and-programs

UNICEF. (2021, June 24). Behavior change communication (BCC). UNICEF. https://www.unicef.org/social-and-behaviour-change

University of North Carolina at Chapel Hill. (2023, October 26). Process evaluation. The University of North Carolina at Chapel Hill. https://guides.lib.unc.edu/evaluating-info/research

World Health Organization. (2020, March 9). Public service announcements (PSAs). World Health Organization. https://www.who.int/news/item/17-12-2020-new-psa-campaign-from-who-and-youtube-is-a-playbook-for-a-safe-holiday-season

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

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

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

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

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

Concept, Approaches and Strategies. Gender Analysis. Gender-sensitive Planning and Policy Making. Gender appraisal of Development programmes. GID, GAD and WAD. LGBTQIA+: Concept, Policy and Issues.

Concept, Approaches and Strategies. Gender Analysis. Gender-sensitive Planning and Policy Making. Gender appraisal of Development programmes. GID, GAD and WAD. LGBTQIA+: Concept, Policy and Issues.

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

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.

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

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

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

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

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

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

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

Course Description: This course aims to provide the students a foundational grasp of the social sciences, essential for social work practice. It merges key concepts from sociology, economics, and psychology to provide a comprehensive view of human behaviour and societal patterns. The course attempts to explore society's structure, the economic roots of social issues, and psychological well-being, gaining a holistic understanding of how these elements are intertwined. The curriculum aims to develop critical thinking and analytical skills, preparing students to address social challenges and contribute to building inclusive and equitable communities.

Course Objectives

1. To develop basic knowledge of psychosocial concepts and theories, to understand the self and social world around them. 
2. To know the significance of social institutions in social life.   
3. To introduce economic theories, focusing on microeconomics and macroeconomics, and explore their role in addressing social issues such as poverty and inequality.
4. To delve into the psychological aspects of well-being, including the principles of positive psychology and its impact on human happiness and relationships.

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

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

Introduction to economic theories, principles of microeconomics and macroeconomics, economic determinants of social issues, poverty, inequality, impact of economic policies on society.

Introduction to economic theories, principles of microeconomics and macroeconomics, economic determinants of social issues, poverty, inequality, impact of economic policies on society.

Positive psychology-goals and key concepts, understanding happiness-factors contribute happiness, positive emotions, mindfulness-techniques and positive relationships.

Positive psychology-goals and key concepts, understanding happiness-factors contribute happiness, positive emotions, mindfulness-techniques and positive relationships.

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.

C.R. Snyder and Shane J. Lopez (2009) Positive Psychology: The Scientific and Practical Explorations of Human Strengths, Sage Publications.

Daniel Nettle(2005) :Happiness: The Science Behind Your Smile,Oxford University Press.

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

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

Mankiw, N. G. (2020). Principles of Economics (9th ed.). Cengage Learning.

Acemoglu, D., & Robinson, J. A. (2012). Why Nations Fail: The Origins of Power, Prosperity, and Poverty. Crown Publishers.

Piketty, T. (2014). Capital in the Twenty-First Century. Harvard University Press.

Sen, A. (1999). Development as Freedom. Oxford University Press.

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.

Total hrs: 2

Total Marks: 50

Section A

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

Section B

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

Course Description: Governments and international agencies are also increasingly recognizing that a multi-disciplinary approach at different levels is needed to respond to the situation, especially in Migration, Displacement, and Rehabilitation issues. Social workers play an important part in the whole process and they need to be aware of the various facets regarding the issues related to the Displacement, Rehabilitation and Migration. This course on Migration Displacement and Rehabilitation is a proactive initiative to equip social work trainees towards various emerging needs of people as a result of development paradigms. The course is aimed at building the skills of social workers to be development experts in issues of displacement in particular. The course oriented towards generating better knowledge of the development issues, theoretical perspectives, major displacement authors contributions, various policies, and acts that exist and the role of social workers.

Course Objectives:

1. To equip social work trainees towards various emerging needs of people as a result of development paradigms.
2. To become familiar about migration, displacement, resettlement issues and respond to such issues as and when required
3. To become familiar with the process of implementation and monitoring of migration, resettlement, and rehabilitation.

Introduction; Definition of Migration, Displacement and Resettlement; Types of Displacement: disasters: manmade and natural, calamities, conflict, development etc. Voluntary and Involuntary/Forced Displacement, Effects of Displacement: Economic, Social, Political and Psychological; Statistics of Displacement.

Development Caused Displacement: Dam, Infrastructure, Transport, Economic development and other related causes.

Voluntary Migration: Interstate, intrastate and international migration; Push and pull factors, causes, effects, Labour migration-interstate 

Introduction; Definition of Migration, Displacement and Resettlement; Types of Displacement: disasters: manmade and natural, calamities, conflict, development etc. Voluntary and Involuntary/Forced Displacement, Effects of Displacement: Economic, Social, Political and Psychological; Statistics of Displacement.

Development Caused Displacement: Dam, Infrastructure, Transport, Economic development and other related causes.

Voluntary Migration: Interstate, intrastate and international migration; Push and pull factors, causes, effects, Labour migration-interstate 

Scudder and Colson Model; IRR Model, 

Conceptual Understanding: Public Purpose, Eminent Domain, Ethics of Displacement.

Policies and Acts on Displacement, UN Guidelines on Displacement, National Policies on Resettlement and Rehabilitation 2007, Right to Fair Compensation and Transparency in Land Acquisition, Resettlement and Rehabilitation Act 2013, Social Impact Assessment, Resettlement Action Plan; Resettlement and Rehabilitation Policies of World Bank, OECD etc

Scudder and Colson Model; IRR Model, 

Conceptual Understanding: Public Purpose, Eminent Domain, Ethics of Displacement.

Policies and Acts on Displacement, UN Guidelines on Displacement, National Policies on Resettlement and Rehabilitation 2007, Right to Fair Compensation and Transparency in Land Acquisition, Resettlement and Rehabilitation Act 2013, Social Impact Assessment, Resettlement Action Plan; Resettlement and Rehabilitation Policies of World Bank, OECD etc

Role of Social Workers and NGOs in Displacement, Resettlement and Migration issues.

Case Studies: Narmada Bechavo  Andholan, ICTTI, CIAL 

Role of Social Workers and NGOs in Displacement, Resettlement and Migration issues.

Case Studies: Narmada Bechavo  Andholan, ICTTI, CIAL 

Cernea, M. & McDowell, M. (Eds). (2000b). Risk Reconstruction: Experiences of Resettlers and Refugees. Washington, DC: World Bank.

Cernea, M. M. (1990). From Unused Social Knowledge to Policy Creation: The Cost of Population Resettlement. Cambridge Institute for International Development, Harward University.

Cernea, M. M. (1996). Eight Main Risks: Impoverishment and Social Justice in Resettlement. Washington, D.C: Environment Department, The World Bank.

Cernea, M. M. (Ed.) (1991), Putting People First: Sociological Variables in Rural Development (2 ed.). Washington, DC: World Bank.

Chully, Arun. A. and K, Hemalatha (2017). Development-Induced Displacement: Population Displacement and Migration in Bagalkot District, Bengaluru, Christ University

Cohen, Robin 91994) Ed. Theories of Migration, Cheltenham: Edward Elgar

 Jain, S. &Bala M. (Eds.), (2006).  The Economics and Politics of Resettlement in India  Delhi: Dorling Kindersley India Pvt.

  Understanding Impoverishment: The Consequences of Development-Induced Displacement (pp. 34-48). Oxford: Brigham.

 Paul, Norvy (2013) Development, Displacement and Social Disarticulation: A Kerala Experience, Lambert Academic Publishing, Germany.

 Paul, Norvy (2016)."A Case Study of Airport and Climate Change in Kerala". In N. Paul, & P. Jones (Eds.), Social Work and Health: Inclusive Practice, Research, and Education (Cochin: DCRD Publications), pp.178-192.

 Paul, Norvy (Ed.) (2014). Development, Displacement and Marginalisation, (Cochin: VSS Publications), p 289

 Paul, Norvy (Ed.) (2016) Development, Displacement, and Capitals, Cochin: DCRD Publications

Cernea, M. M. & Guggenheim E. (Eds.) (1993a)., Anthropological Approaches to Involuntary Resettlement: Policy, Practices and Theory. Boulder, Colorado: Westview Press.

Cernea, M. M. (1994). Bridging the Divide: Studying the Refugees and Development Oustees. Washington, DC: World Bank.

Cernea, M. M. (1994). Urban Settlement and Forced Population Relocation. In H. Mathur (Ed.), Development, Displacement and Resettlement: Focus on Asian Experiences. Delhi: Vikas Publishing House.

Cernea, M. M. (2004). Displaced Population: A Typology. Encyclopedia of World History, Vol.2. Great Briton.

Cernea, M. M. (Ed.) (1999). The Economics of Involuntary Resettlement: Questions and Challenges. Washington, DC: World Bank.

Chatterjee, Ipsita (2014), Displacement, Revolution and New Urban Conditions: Theories and Case Studies, London, Sage Publications

Cohen, R., & F., D. (1998). The Forsaken People: Case Studies of the Internally Displaced. Washington, DC: World Bank.

Indra, D. (Ed.), (1999). Engendering Forced Migration: Theory and Practice. Oxford: Berghahn Publications.

Jayaram, N, (2004). Indian Diaspora: Dynamics of Migration. New Delhi, Sage Publications

Mathur, H. M. (Ed.) (1995)., Development, Displacement and Resettlement: Focus on Asian Experiences. Vikas Publishing House.

Parasuram, S. (1999). The Development Dilemma, London: Macmillian Press Ltd.

Course Description

This course consists of 25 days of concurrent fieldwork. This course provides an opportunity for students to integrate theories and practices.  Students will be able to demonstrate social work values, ethics, principles, positive attitude, knowledge, and competencies for the practice of social work through the internship agency/ Industry visits.

Fieldwork Description

Fieldwork (Social Work practice) is the most important aspect of professional social work training. The students develop various skills in working with clients and professionals. Students will be taken to various organizations of social relevance for exposure during the induction programme.  Students are allotted social welfare agencies for concurrent fieldwork for a period of 25 days in the first semester.

Concurrent fieldwork                                                                                        25x7=175 Hours

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

Course objectives

1.     To get first-hand exposure to various social welfare/service organizations.

2.      To provide an opportunity for students to integrate theory and practice.

3.      To develop a positive attitude, knowledge, and competence for the practice of Social Work.

Fieldwork Description

Fieldwork (Social Work practice) is the most important aspect of professional social work training. The students develop various skills in working with clients and professionals. Students will be taken to various organizations of social relevance for exposure during the induction programme.  Students are allotted social welfare agencies for concurrent fieldwork for a period of 25 days in the first semester.

Concurrent fieldwork                                                                                        25x7=175 Hours

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

 Internship Requirements

The student shall put in 25 days (Minimum of 7 hours per day) concurrent internship. The minimum hours required to complete this internship is 175 hours. Department will give detailed guidelines for the Internship. Learning requirements for the fulfilment of the Social Work practicum in the first semester are as follows:

Learning Contract

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

Internship Diary

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

Internship Record

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

Attendance

Students shall maintain 100 percent attendance. Compensatory days are allotted to the student for missing the internship due to unavoidable circumstances with the prior permission of the faculty supervisor and agency supervisor. However, compensation done during regular class hours shall not yield class attendance. The student who falls short of the total required number of days for fieldwork and other internship requirements shall not be recommended for the end semester viva voce examination. Failure in the viva voce examination or lack of fulfilment of requirements will yield repetition of internship practice.Students are advised to take one day weekly off. Students who are working in organizations which are not functioning on Saturdays should report to the respective mentors and  get assignments.

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

The assessment will be carried out for 100 marks. 

Marks will be awarded on the basis of 

• Weekly internship reports
• Learning from field orientation visits, casework, group work, and community mapping.
• Attendance, regularity, and punctuality
•  Integration of theory into practice.,
•  Participation during individual and group conferences
• Submission of internship reports, clarity and expression, and professional growth and commitment.
• 50% of the marks will be awarded internally based on the performance of the student in the internship.
• The remaining 50% of the marks will be awarded through the Viva-voce examination. The Viva Voce committee consists of 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. Certificate 
2. Validated Learning Contract.
3. Daily attendance sheets (Internship diary).
4. Assessment of the agency by the student. 
5. Student evaluation done by the agency supervisor
6. Consolidated report and Summary report  in the prescribed format
7. Hard copy of the Report.

Skills demonstrated at the end of the internship. ·

• Civic sense
• Communication skills: Oral and written, listening and verbal
• Creating a rapport and establishing a professional relationship
• Decision-Making skill
• Develop skills to write verbatim reports (simple forms)
• Differentiating empathy and sympathy
• Empathy
• Inclusiveness
• Initiative
• Interpersonal skills such as working in teams
• Leadership skills
• Presentation skill
• Record keeping skills
• Reflective and critical thinking
• Resource Mobilization
• Respecting diversity
• Skills in handling group processes
• Understand clients and their needs
• Understand organization structure

Fieldwork Description

Fieldwork (Social Work practice) is the most important aspect of professional social work training. The students develop various skills in working with clients and professionals. Students will be taken to various organizations of social relevance for exposure during the induction programme.  Students are allotted social welfare agencies for concurrent fieldwork for a period of 25 days in the first semester.

Concurrent fieldwork                                                                                        25x7=175 Hours

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

 Internship Requirements

The student shall put in 25 days (Minimum of 7 hours per day) concurrent internship. The minimum hours required to complete this internship is 175 hours. Department will give detailed guidelines for the Internship. Learning requirements for the fulfilment of the Social Work practicum in the first semester are as follows:

Learning Contract

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

Internship Diary

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

Internship Record

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

Attendance

Students shall maintain 100 percent attendance. Compensatory days are allotted to the student for missing the internship due to unavoidable circumstances with the prior permission of the faculty supervisor and agency supervisor. However, compensation done during regular class hours shall not yield class attendance. The student who falls short of the total required number of days for fieldwork and other internship requirements shall not be recommended for the end semester viva voce examination. Failure in the viva voce examination or lack of fulfilment of requirements will yield repetition of internship practice.Students are advised to take one day weekly off. Students who are working in organizations which are not functioning on Saturdays should report to the respective mentors and  get assignments.

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

The assessment will be carried out for 100 marks. 

Marks will be awarded on the basis of 

• Weekly internship reports
• Learning from field orientation visits, casework, group work, and community mapping.
• Attendance, regularity, and punctuality
•  Integration of theory into practice.,
•  Participation during individual and group conferences
• Submission of internship reports, clarity and expression, and professional growth and commitment.
• 50% of the marks will be awarded internally based on the performance of the student in the internship.
• The remaining 50% of the marks will be awarded through the Viva-voce examination. The Viva Voce committee consists of 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. Certificate 
2. Validated Learning Contract.
3. Daily attendance sheets (Internship diary).
4. Assessment of the agency by the student. 
5. Student evaluation done by the agency supervisor
6. Consolidated report and Summary report  in the prescribed format
7. Hard copy of the Report.

Skills demonstrated at the end of the internship. ·

• Civic sense
• Communication skills: Oral and written, listening and verbal
• Creating a rapport and establishing a professional relationship
• Decision-Making skill
• Develop skills to write verbatim reports (simple forms)
• Differentiating empathy and sympathy
• Empathy
• Inclusiveness
• Initiative
• Interpersonal skills such as working in teams
• Leadership skills
• Presentation skill
• Record keeping skills
• Reflective and critical thinking
• Resource Mobilization
• Respecting diversity
• Skills in handling group processes
• Understand clients and their needs
• Understand organization structure

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

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

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

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

The student shall put in 25 days (Minimum of 7 hours per day) concurrent internship. The minimum hours required to complete this internship is 175 hours. Department will give detailed guidelines for the Internship. Learning requirements for the fulfilment of the Social Work practicum in the first semester are as follows:

Learning Contract

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

Internship Diary

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

Internship Record

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

Attendance

Students shall maintain 100 percent attendance. Compensatory days are allotted to the student for missing the internship due to unavoidable circumstances with the prior permission of the faculty supervisor and agency supervisor. However, compensation done during regular class hours shall not yield class attendance. The student who falls short of the total required number of days for fieldwork and other internship requirements shall not be recommended for the end semester viva voce examination. Failure in the viva voce examination or lack of fulfilment of requirements will yield repetition of internship practice.Students are advised to take one day weekly off. Students who are working in organizations which are not functioning on Saturdays should report to the respective mentors and  get assignments.

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

The assessment will be carried out for 100 marks. 

Marks will be awarded on the basis of 

• Weekly internship reports
• Learning from field orientation visits, casework, group work, and community mapping.
• Attendance, regularity, and punctuality
•  Integration of theory into practice.,
•  Participation during individual and group conferences
• Submission of internship reports, clarity and expression, and professional growth and commitment.
• 50% of the marks will be awarded internally based on the performance of the student in the internship.
• The remaining 50% of the marks will be awarded through the Viva-voce examination. The Viva Voce committee consists of 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. Certificate 
2. Validated Learning Contract.
3. Daily attendance sheets (Internship diary).
4. Assessment of the agency by the student. 
5. Student evaluation done by the agency supervisor
6. Consolidated report and Summary report  in the prescribed format
7. Hard copy of the Report.

Skills demonstrated at the end of the internship. ·

• Civic sense
• Communication skills: Oral and written, listening and verbal
• Creating a rapport and establishing a professional relationship
• Decision-Making skill
• Develop skills to write verbatim reports (simple forms)
• Differentiating empathy and sympathy
• Empathy
• Inclusiveness
• Initiative
• Interpersonal skills such as working in teams
• Leadership skills
• Presentation skill
• Record keeping skills
• Reflective and critical thinking
• Resource Mobilization
• Respecting diversity
• Skills in handling group processes
• Understand clients and their needs
• Understand organization structure

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

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

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

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

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

Definition, concepts, Introduction to Criminal Justice Systems (CJS) and around the world, Nature of crimes. Constitutional Framework, Judiciary, Police, Prisons, Juvenile Justice System; Processing of Minor offenders. 

Vulnerable Groups in CJS. Forms of Vulnerabilities, Issues and challenges faced by the vulnerable groups, Dealing with vulnerable population.  

Definition, concepts, Introduction to Criminal Justice Systems (CJS) and around the world, Nature of crimes. Constitutional Framework, Judiciary, Police, Prisons, Juvenile Justice System; Processing of Minor offenders. 

Vulnerable Groups in CJS. Forms of Vulnerabilities, Issues and challenges faced by the vulnerable groups, Dealing with vulnerable population.  

Criminological theories for social workers, Overview of Theories – Pre-Classical Notion of crime, Classical Theories, Biological Theories, Psychological Theories, Sociological Theories, Chicago School  

Good Practice models in CJS. Approaches and Models of rehabilitation.

Criminological theories for social workers, Overview of Theories – Pre-Classical Notion of crime, Classical Theories, Biological Theories, Psychological Theories, Sociological Theories, Chicago School  

Good Practice models in CJS. Approaches and Models of rehabilitation.

Working in criminal justice systems; Police, courts, prisons, institutions for women and institutions for children. Legal rights of persons processed by criminal justice system; victims, accused persons, children. Community based intervention

Working in custody and institutions towards rehabilitation. Livelihood development, Government schemes and programmes for the rehabilitation of the people affected with criminal justice system. 

Working in criminal justice systems; Police, courts, prisons, institutions for women and institutions for children. Legal rights of persons processed by criminal justice system; victims, accused persons, children. Community based intervention

Working in custody and institutions towards rehabilitation. Livelihood development, Government schemes and programmes for the rehabilitation of the people affected with criminal justice system. 

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

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

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

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

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

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

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

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

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

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

CIA II- 50 marks

CIA III- 20 marks 

Attendance- 5 marks

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

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

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

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

Introduction to school education in India, an overview of legislations, policies, and programs relevant to schools. Social Work and Schools, School Social Work in India and the West. Scope and Objectives of School Social Work in India.

Introduction to school education in India, an overview of legislations, policies, and programs relevant to schools. Social Work and Schools, School Social Work in India and the West. Scope and Objectives of School Social Work in India.

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

Practical: School visit to understand the school environment and issues of students

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

Practical: School visit to understand the school environment and issues of students

School-Based Mental Health Programs, Bullying Prevention Programs, Social-Emotional Learning (SEL) Programs, Trauma-Informed Practices, Academic Support Programs, Positive Behavioral Interventions and Supports (PBIS), Parental Involvement Programs

School-Based Mental Health Programs, Bullying Prevention Programs, Social-Emotional Learning (SEL) Programs, Trauma-Informed Practices, Academic Support Programs, Positive Behavioral Interventions and Supports (PBIS), Parental Involvement Programs

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

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

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

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

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

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

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

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

Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Blackwell.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021). What is SEL? Retrieved from https://casel.org/what-is-sel/

Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach. Retrieved from https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884

National Center on Intensive Intervention. (n.d.). What is RTI? Retrieved from https://www.intensiveintervention.org/what-is-rti

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1-14.

Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press

CIA II- 50 marks

CIA III- 20 marks 

Attendance- 5 marks

This course introduces entrepreneurship, social entrepreneurship and 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. The course aims to give an awareness about starting a venture and its various processes.

1. To introduce the concept of entrepreneurship and social entrepreneurship.
2. To learn how to develop a business plan.
3. To learn various formalities of company registration.

Concept and Characteristics of Entrepreneurship, Social Entrepreneurship and Non-Government Organization, Understanding the difference between entrepreneurs and social entrepreneurs, Entrepreneurial Ecosystem. Socio-Economic Context of Social Entrepreneurship, Social Entrepreneurship-Need, Opportunities & Successful Models.  Triple bottom line approach, Social Innovation, UN Sustainable Development Goals Learning from Real-Life Experiences:  Case studies of Social Entrepreneurs and social enterprises. Stakeholder Management in Social Context, Global practices, social entrepreneurship framework, Designing a value proposition canvas. challenges, and issues facing social entrepreneurs

Concept and Characteristics of Entrepreneurship, Social Entrepreneurship and Non-Government Organization, Understanding the difference between entrepreneurs and social entrepreneurs, Entrepreneurial Ecosystem. Socio-Economic Context of Social Entrepreneurship, Social Entrepreneurship-Need, Opportunities & Successful Models.  Triple bottom line approach, Social Innovation, UN Sustainable Development Goals Learning from Real-Life Experiences:  Case studies of Social Entrepreneurs and social enterprises. Stakeholder Management in Social Context, Global practices, social entrepreneurship framework, Designing a value proposition canvas. challenges, and issues facing social entrepreneurs

Market and industry analysis of Social Ventures, Defining and refining the Social Business Model: Lean start up, Design Thinking in a social context, Governance of Social Enterprises, Business Planning for Social Ventures. Funding the social venture and self-sustaining financing approach, Impact Investing and Social Venture Capital, Measuring the social Impact.

Market and industry analysis of Social Ventures, Defining and refining the Social Business Model: Lean start up, Design Thinking in a social context, Governance of Social Enterprises, Business Planning for Social Ventures. Funding the social venture and self-sustaining financing approach, Impact Investing and Social Venture Capital, Measuring the social Impact.

Registering and launching Social Ventures Strategic formulation for competitive advantage, scaling up of the social venture, Ethical practices, Exit strategies. 

Registering and launching Social Ventures Strategic formulation for competitive advantage, scaling up of the social venture, Ethical practices, Exit strategies. 

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

Bornstein, D., & Davis, S. (2010). Social entrepreneurship: What everyone needs to know. Oxford University Press.

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.

Kuratko and T.V.Rao (2016), Entrepreneurship: A South Asian Perspective, Cengage Learning.

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.

Mair, J., Robinson, J., & Hockerts, K. (Eds.). (2006). Social entrepreneurship (p. 3). Basingstoke: Palgrave Macmillan.

Peters, M, P., Hisrich, R, D. & Shephed, A,D., Mathew J Manimala & (2012). Entrepreneurship. New Jersey, USA: McGraw Hill Education.

Praszkier, R., & Nowak, A. (2011). Social entrepreneurship: Theory and practice. Cambridge University Press.

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

The Triple Bottom Line: balancing profit, people, and the planet for sustainable success (green.earth)

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

Donald F Kuratko, Richard M Hodgetts, Entrepreneurship in the New Millennium, Cenage Learning

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.

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

Addiction studies are designed to help students to develop an understanding of substance and technology (behavioral) addictions from bio-psycho-physio social perspective. This paper focuses on familiarizing the students about its various concepts, developmental process and effects. Students will examine both disorders pertaining to substance and technology (behavioral). There will also be a focus on vulnerable populations to problematic use of substance and technology. The consequences of addictions will be studied at the individual, academy, daily routine life, occupational, family, community and societal levels. This course will draw on current research in the field of addictions, and will emphasize critical thinking and analysis of the current controversies in the field. The students will have an overview of the theories/models/frameworks adopted in the area of substance and technology/Internet/ addiction. Students’ demonstration of various issues associated to abuse and addiction to substance and technology is essential using multimodalities for the prevention.

1. To understand briefly the concepts related to Use, Problematic use, Abuse, Dependence/Addiction to Technology/Internet/ Social networking sites/Mobile, other electronic gadgets, substance, and its prevalence.
2. To understand the overview of substance addiction and behavioral addiction.
3. To briefly understand the various factors, models/approaches/theories pertaining to substance and technology addiction/dependence
4. To understand briefly related to effects, psychosocial intervention and recovery process pertaining to substance and technology addiction/dependence.
5. To emphasize critical thinking and analysis of the current controversies in the field of substance addiction/technology/Internet Addiction.
6. To familiarise students briefly about the roles and responsibilities of social workers in addiction settings.
7. To encourage social work trainees to apply social work techniques and methods while dealing with individuals in addiction setting.

Concept, terminology (Use, Problematic use, Abuse, Dependence/Addiction to Technology/Internet/ Mobile, other electronic gadgets, and substances), historical development, growth, its prevalence, sub-types, signs and symptoms, and overview of behavioral addiction. Similarity and Differences between substance and technology addiction

Factors and Models/Approaches/Theories related to Substance and Technology Addiction: Protective and risk factors Etiological perspectives of substance and technology (behavioral) addiction. Introduction to the Bio-psychosocial model of substance and technology.

Concept, terminology (Use, Problematic use, Abuse, Dependence/Addiction to Technology/Internet/ Mobile, other electronic gadgets, and substances), historical development, growth, its prevalence, sub-types, signs and symptoms, and overview of behavioral addiction. Similarity and Differences between substance and technology addiction

Factors and Models/Approaches/Theories related to Substance and Technology Addiction: Protective and risk factors Etiological perspectives of substance and technology (behavioral) addiction. Introduction to the Bio-psychosocial model of substance and technology.

Effects of usage, abuse/addiction of substance and technology at different levels – personal, routine life, academic, family, social and occupation.

Effects of usage, abuse/addiction of substance and technology at different levels – personal, routine life, academic, family, social and occupation.

Diagnostic tools and other instruments to assess substance and Internet/Technology addiction. Psychosocial and pharmacological therapies pertaining to technology addiction. Recovery process and outcomes pertaining to technology addiction. Using multimodalities for prevention a of Substance abuse, Substance Addiction, Technology Abuse/Technology Addiction and Cyber Bullying. Social workers’ roles and responsibilities in addiction setting. Application of social work techniques and methods in addiction setting.

Diagnostic tools and other instruments to assess substance and Internet/Technology addiction. Psychosocial and pharmacological therapies pertaining to technology addiction. Recovery process and outcomes pertaining to technology addiction. Using multimodalities for prevention a of Substance abuse, Substance Addiction, Technology Abuse/Technology Addiction and Cyber Bullying. Social workers’ roles and responsibilities in addiction setting. Application of social work techniques and methods in addiction setting.

Ahuja, N. (2002). A short textbook of psychiatry. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd. Kaplan, H.L., Freedman A.M. & Saddock

B.J. (1980). Comprehensive Textbook of Psychiatry. Baltimore/ London: Williams & Wilkins.

World Health Organization (1992). The ICD-10 classification of mental and behavioral disorders: Clinical description and diagnostic guidelines. Oxford University Press.

Young, K. S. (1997). Internet Addiction: Symptoms, evaluation, and treatment. Innovations in Clinical Practice, 17

Grant, J.E., Brewer, J.A., Potenza, M.N. (2006). The neurobiology of substance and behavioural addictions. CNS Spectr, 11(12):924-930.

Miller, W., Rollnick, S. (2002). Motivational interviewing. 2nd Edition. New York and London: Guilford Press.

Prochaska, J.A., DiClemente, C.C., & Norcross, J.C. (1992). In search of how people change. Applications to addictive behaviour. Am. Psych.47: 1102-1114.

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

Service learning is one of the pedagogic initiatives for social work students to bridge the gap between theoretical understanding and real-life experiences.  It brings together theoretical knowledge, experience knowledge, and reflexivity along with critical thinking.  Students hone essential skills like communication, assessment, intervention, and cultural competence through service learning. Reflecting on service experiences helps students develop self-awareness and understand their strengths and weaknesses as social workers.

1.     Support students to research key theoretical concepts and develop critical insights around issues such as the SDGs.

2.     Analyze the connection between social issues, community needs, and social work interventions to achieve the SDGs

3.     Demonstrate critical thinking and reflective practice skill

Identify a specific SDG and develop a critical understanding of the same.  The group produces a conceptual note about the SDG and submits it to the mentor

Identify a specific SDG and develop a critical understanding of the same.  The group produces a conceptual note about the SDG and submits it to the mentor

Students identify an NGO/Civil society body that works for the achievement of the identified SDG.    The group develops a short activity to be delivered at a community or agency.

Students identify an NGO/Civil society body that works for the achievement of the identified SDG.    The group develops a short activity to be delivered at a community or agency.

Students develop an essay about the impact of their activity on the achievement of the SDG. The students develop indicators, and evidence of achieving the indicators and document these in the reflexive essay.  This is presented in a student seminar organized with the support of the service learning coordinator.

Students develop an essay about the impact of their activity on the achievement of the SDG. The students develop indicators, and evidence of achieving the indicators and document these in the reflexive essay.  This is presented in a student seminar organized with the support of the service learning coordinator.

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

• Submission of concept note on an identified SDG – 5 marks
• Activity in the community/agency -20 marks.
• Reflexive essays presented in the student seminar- 25 marks
  
  Total- 50 marks 

Tribal/Rural/Urban residential social work camps with duration of 7-10 days will be organized during the second semester of the course in or outside the state with collaboration of community and rural development organizations. Rural Camp provides opportunities to social work students to experience and explore tribal/ rural /urban life, make first hand observations about ground realities, analyse community dynamics, and observe the functions and functionaries of local self - government and voluntary organizations. It also gives the students prospects for engaging themselves in community engagement and rural reconstruction with systematic and scientific approach. Micro –Planning is expected from the social work students with local participation by using the Participatory Rural Appraisal (PRA) method.  Students are supposed to conduct baseline and need base surveys of camp sites and analyse the community issues by setting priorities with involvement of local stakeholders. This rural camp practice aids peer participation in need base planning for activities for one’s own group and those for local people. 

1) To enhance understanding of tribal/rural/urban realities and structure with reference to traditions, norms and culture of respective communities.

2) To understand group and community dynamics at the village level.

3) To understand functions and functionaries of local self-governance and People Governance (Gram Sabha) 

4) To develop a sense of belongingness by living together and sharing together with the local community and our student colleagues. 

5) To organize a programme for community and analyse the issues of community through a participatory approach.

Significance of Rural Camp in Social Work Education, Social Work Practice (Micro, Mezzo and Macro Level) with Rural Camp, Scope of Social Work Practice in Rural Camp, Sustainable Development Goals and Rural Camp, Programme and Activities with rural communities during the rural camp.

Significance of Rural Camp in Social Work Education, Social Work Practice (Micro, Mezzo and Macro Level) with Rural Camp, Scope of Social Work Practice in Rural Camp, Sustainable Development Goals and Rural Camp, Programme and Activities with rural communities during the rural camp.

Pilot visit at selected site and meeting with local stakeholders, Need base observation and discussion with local people and panchayat, Presentation of findings of pilot visit in the class, Preparation of planning in consultation with faculty and students based on Pilot Visit, Formation of different committees for smooth functioning of camp, Preparation of survey tool for baseline survey of village/hamlet/slum (Quality of Life), Other preparation essential for camp, Training of PRA (Participatory Rural Appraisal)  

Pilot visit at selected site and meeting with local stakeholders, Need base observation and discussion with local people and panchayat, Presentation of findings of pilot visit in the class, Preparation of planning in consultation with faculty and students based on Pilot Visit, Formation of different committees for smooth functioning of camp, Preparation of survey tool for baseline survey of village/hamlet/slum (Quality of Life), Other preparation essential for camp, Training of PRA (Participatory Rural Appraisal)  

Entering the Camp site, Preparation of accommodation and other necessary things, Meeting with local panchayat members and Villagers for discussion of plans and programmes of camp, Inaugural Programme, Transact Walk with local people. Base Line survey on quality of life of villagers, Analysis of data and programme planning, Visiting local Govt institutes and community-based organizations. Organize awareness programmes through Street Theatres, Poster Exhibitions, Guest Sessions, Documentaries, Rallies, Painting, Songs, and Slogans. Organize specific or general Health Check-up Camps, Meetings and gatherings with key stakeholders, Welfare schemes and programmes campaign at village level.

Micro Planning: PRA (Social Mapping, Resource Mapping, Village Mapping, Trend Analysis, Situational Analysis, Timeline (Historical Mapping), Seasonal Calendar, Venn diagram, Wealth Ranking, Problem Tree, and Problem Prioritisation) 

Entering the Camp site, Preparation of accommodation and other necessary things, Meeting with local panchayat members and Villagers for discussion of plans and programmes of camp, Inaugural Programme, Transact Walk with local people. Base Line survey on quality of life of villagers, Analysis of data and programme planning, Visiting local Govt institutes and community-based organizations. Organize awareness programmes through Street Theatres, Poster Exhibitions, Guest Sessions, Documentaries, Rallies, Painting, Songs, and Slogans. Organize specific or general Health Check-up Camps, Meetings and gatherings with key stakeholders, Welfare schemes and programmes campaign at village level.

Micro Planning: PRA (Social Mapping, Resource Mapping, Village Mapping, Trend Analysis, Situational Analysis, Timeline (Historical Mapping), Seasonal Calendar, Venn diagram, Wealth Ranking, Problem Tree, and Problem Prioritisation) 

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

Popli Ushvinder Kaur, (2018) , Contemporary Areas of Social Work Practice in India , Bloomsbury Publishing 

Robert Chambers, Institute of Development Studies, Brighton, The Origins and Practice of Participatory Rural Appraisal Pergamon, World Development

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

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

Sustainable Development Goals and Panchayat Raj,UN

Village Disaster Management Plan, National Institute of Disaster Management, New Delhi,GOI 

Final Report of Camp with all activities and Programmes, Class room seminar on learning and findings of camp. 

Total CIA- 25 marks

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 social work theories related to human development.

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

3.     To demonstrate comprehension of approaches related to human development while working with individuals, family and group in communities.

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

Understanding developmental milestones and challenges in different life stages, Understanding developmental milestones and challenges in different life stages: infancy, childhood, adolescence, adulthood, and old age

Overview of sociology as a discipline

Relationship between sociology and social work, Understanding social structures and institutions, Introduction to major sociological perspectives (functionalism, conflict theory, symbolic interactionism)

Application of sociological perspectives in social work practice

Definition of culture and its significance in social work practice, Appreciation of cultural diversity and its implications for social work

Social Movements and Advocacy: Introduction to social movements and their role in social change, Advocacy strategies for social workers

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.

Smith, J. (2018). Introduction to Sociology: Concepts and Applications. Pearson Education.

Andersen, M. L., & Taylor, H. F. (2019). Sociology: The essentials. Cengage Learning.

Giddens, A., Duneier, M., Appelbaum, R. P., & Carr, D. (2017). Introduction to Sociology (10th ed.). W. W. Norton & Company

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

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

ESE- 50 marks

Section A

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

Section B

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

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

1.     To become familiar with the concepts of community health, public health, Health issues and programmes

2.     To develop interventions for community health issues in India 

3.     To develop skills to work in the community health and public health

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

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

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

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

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

Sustainable development goals (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 sustainable development goals and Health

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

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

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

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

Rao, K. S. (2016). Do we care?: India’s health system. Oxford University Press.

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

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

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

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

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

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

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

ESE- 50 marks

Section A

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

Section B

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

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

1.     To gain familiarity of the concepts of mental health

2.     To understand the various types of mental illnesses

3.     To understand the diagnostic guidelines for various types of mental illness

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 diagnostic manuals- ICD 11 and DSM V.

Mood Disorders: Depression, Mania, Bipolar affective disorder. Psychotic Disorders: Acute Psychosis, Schizophrenia, Psychosis NOS. 

Social Anxiety, Obsessive-compulsive disorders, Panic Disorder, Dissociative Disorders, and Somatoform disorder

Personality Disorders, Cluster A, B, C Personality 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. 

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. Burns, T. (2018) Psychiatry, Oxford University Press

Grant, J. E., Potenza, M. N., Weinstein, A., & Gorelick, D. A. (2010). Introduction to behavioral addictions. The American journal of drug and alcohol abuse, 36(5), 233–241. https://doi.org/10.3109/00952990.2010.491884

World Health Organization (1992). The ICD-11 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.

Sadock, B.J., & Sadock, V.A. (2011). Kaplan and Sadock's Synopsis of Psychiatry: Behavioral Sciences/Clinical Psychiatry: Wolters Kluwer Health.

Semple, D., & Smyth, R. (2019). Oxford Handbook of Psychiatry: OUP Oxford.

Geddes, J.R., Andreasen, N.C., & Goodwin, G.M. (2020). New Oxford Textbook of Psychiatry: Oxford University Press. 

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

ESE- 50 marks

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 is designed to offer a comprehensive understanding of both individual and group counseling within the context of social work. It merges the essential components of working with individuals, groups, and families to enhance their social functioning through support, information, and skill development. The course will equip students with the knowledge and hands-on experience of various counseling techniques and approaches, including psycho-analytic, cognitive-behavioral, and person-centered approaches, as well as group dynamics and family therapy principles. Students will gain practical experience through planned group counseling in diverse settings, focusing on mutual support and learning.

1.     To grasp the fundamental concepts and techniques used in individual, group, and family counseling.

2.     To apply counseling theories and models in practice with individuals, groups, and families.

3.     To develop skills in creating, facilitating, and evaluating counseling sessions within diverse settings.

Definitions, goals, and the counseling process. Essential skills and techniques in counseling.Distinction between counseling and psychotherapy. synthesis of theory and principles into practice. Ethical and professional standards.

Approaches: psycho-analytic, psycho-dynamic, REBT, cognitive-behavioral, and person-centered approaches. Counselling for life threatening illnesses and Palliative care, Mindfulness. Tele counseling, Counseling in non-clinical settings, life skills education.

Themes and modules of Group Counseling: Curative and rehabilitative therapeutic groups: motivational enhancement, relapse prevention, family skills training,  grief handling,  relaxation training. Therapeutic Group development stages: Planning, joining the members, organization of sessions, evaluation of outcomes, termination and follow up sessions.

Systemic Family therapy, structural family therapy, strategic family therapy, marital/couple family therapy, Brief Family Therapy, Family Psycho education, family enrichment programme. 

Corey, G. (2016). Theory and Practice of Counseling and Psychotherapy: Cengage Learning. Berg, R.C., Landreth, G.L., &Fall, K.A. (2017). Group Counseling: Concepts and Procedures: Taylor & Francis.

Berghuis, D. J., &Jongsma, A. E. (2010). The family therapy progress notes planner. England: John Wiley and Sons.

Hall, E., Hall, C., &Strandling, P. (2006).Guided imagery: Creative intervention in counseling and psychotherapy. New Delhi: Sage Publications.

Kets, d. V., Manfred , F. R., Carlock, R. S., &Florent-Treacy, E. (2007). The Family business on the couch. England: John Wiley and Sons. 

Palmer, S. (2000). Introduction to Counselling and Psychotherapy: The Essential Guide: SAGE Publications.

Sharry, J. (2004). Counselling Children, Adolescents and Families: A Strengths-Based Approach: SAGE Publications.

Sexton, T.L., &Lebow, J. (2015). Handbook of Family Therapy: Taylor & Francis.

Liddle, H.A., Breunlin, D.C., & Schwartz, R.C. (1988). Handbook of Family Therapy Training and Supervision: Guilford Publications.

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

Lindsay, T., & Orton, S. (2008). Group work practice in social work. Exeter: Learning Matters. Morgan, K., Weisz. &Schopler.(1993). Introduction to psychology. Tata McGraw Hill Publishing Company.

Trecker, H.B. (1970). Social Group Work: Principles and practice. New York: Women's Press World Health Organization (1992). The ICD-10 classification of mental and behavioral disorders: Clinical description and diagnostic guidelines. Oxford: University Press

Gerald Corey. (2009). Counseling and Psychotherapy: Theory and Practice, New Delhi:

Cengage Learning India Private Limited.

John McLeod. 2003. An introduction to counseling, New Delhi: Tata Mc Graw ¬Hill Publishing Company Ltd.

Burl E. Gilland & Richard K. James (1998). Theories and Strategies in Counseling and

Psychotherapy. Singapore: Allyn and Bacon.     

Parihar, V. S. (1963). Group process. Allahabad: Kitab Mahal. Sulivan, D.F. (1952). Reading in group work. Association Press.

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

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

Haberstroh, S., Parr, G., Bradley, L., Morgan‐Fleming, B., & Gee, R. (2008). Facilitating online counseling: Perspectives from counselors in training. Journal of Counseling & Development, 86(4), 460-470.

Lindsay, T., & Orton, S. (2008). Group work practice in social work. Exeter: Learning Matters. Morgan, K., Weisz. & Schopler. (1993). Introduction to psychology. Tata McGraw Hill Publishing Company.

López Levers, L. (2022). Trauma Counseling, Second Edition: Theories and Interventions for Managing Trauma, Stress, Crisis, and Disaster. United States: Springer Publishing Company.

O'Hare, T. (2008). Essential skills of social work practice. Chicago: Lyceum Books.

Palmer, S., & Dryden, W. (1996). Stress management and counselling: theory, practice, research and methodology. UK: Burns & Oates.

Rao, S. (2013). Counselling and guidance. NewDelhi :Tata McGraw-Hill Education.

Von Wormer, K. S., & Walker, L. (2013). Restorative justice today: Practical applications. New Delhi: Sage Publications.

World Health Organization (1992). The ICD-10 classification of mental and behavioral disorders: Clinical description and diagnostic guidelines. Oxford: University Press.

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

ESE- 50 marks

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.

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

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

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

England: Palgrave Macmillan.

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

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

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

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

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

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

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

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

Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative Research Methods: SAGE Publications. Miles, M.B., Huberman, A.M., & Saldana, J. (2018). Qualitative Data Analysis: A Methods Sourcebook: SAGE Publications.     

O'Brien, B. C., Harris, I. B., Beckman, T. J., Reed, D. A., & Cook, D. A. (2014). Standards for reporting qualitative research: a synthesis of recommendations. Academic medicine : journal of the Association of American Medical Colleges, 89(9), 1245–1251. https://doi.org/10.1097/ACM.0000000000000388

Lepore, W., Hall, B. L., & Tandon, R. (2020). The Knowledge for Change Consortium: a decolonising  approach to international collaboration in capacity-building in community-based participatory research. Canadian Journal of Development Studies/Revue canadienne d'études du développement, 1-24.

CIA II- 50 marks

CIA III- 20 marks

Attendance- 5 marks

ESE- 50 marks

Section A

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

Section B

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

The therapeutic lab will equip students with specific micro-skills to work in the clinical settings.  

1.         To imbibe therapeutic skills while working with individuals, families, and groups. 

2.         To apply therapeutic skills while working with individuals, families, and groups.

Opening skill, Rapport building, Joining and Listening, appropriate use of silence, rephrasing or paraphrasing, observation of verbal and non-verbal behaviour, reflection of feelings, summarizing, questioning skills, probing skill, boundary setting, skill in documentation

Reflection of Feelings, Confrontation skill, Normalising skill, Empathy, Reframing, Challenging Self-Destructive Beliefs, enabling the Client to Make Use of Their Strengths or affirmation skill, skill in using the ‘Here and Now’ Experience, skill in exploring options, skill in education and training, skill in guidance, skill in suggesting, skill in reflective feedback, skill in validating, skill in Facilitating Action, Skill in enhancing motivation or therapeutic engagement, problem solving, managing crisis, Use of reinforcements, cultural competence, addressing grief during the session or allowing client to ventilate, enhance support system, Creating Comfortable Closure or ending of counseling, Monitoring progress

Ringel, S., Miehls, D., Goldstein, E. G. (2009). Advanced Clinical Social Work Practice: Relational Principles and Techniques. United States: Columbia University Press.

Wills, F. (2014). Skills in Cognitive Behaviour Therapy. United Kingdom: SAGE Publications. 

Tolan, J., Cameron, R. (2017). Skills in Person-Centred Counselling & Psychotherapy. India: SAGE Publications. 

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

1.  To learn to choose research problems and the process of problematization.

2.  To develop research problems based on learning materials and reviewing processes.

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.

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

Lal Das, D. K. (2000). Practice of social research: Social work perspective. Rawat Publications Roger, G. (2008). Social research methodology; A critical introduction. New York: Palgrave

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

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

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

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

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

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

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

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

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

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

CIA II- Course work evaluation (25 Marks).

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

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

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

Attendance of supervision: (05 marks)

Course Description: Counseling in Social Work is concerned with the promotion of wellbeing

of the individual and his interpersonal relationships. This paper will help students to understand

the various theoretical approaches to Counseling and the need for management professionals to

learn and apply the basic counselling skills in their work while working with employees.

Course Objectives

1. To understand approaches to counselling.

2. To learn the process of counselling.

3. To understand employee assistance programs.

4. To learn management of stress and emotional wellbeing

Meaning and definition, characteristics, goals of counselling and elements

of counselling. Principles of counselling.  Therapeutic process,

Techniques. Psychoanalytical approach, Person- centered approach,

Cognitive Behavioural Therapy models, Gestalt Therapy, Donald

Meichenbaum’ approach, Eclectic approach, Marital and family therapy

Meaning and definition, characteristics, goals of counselling and elements

of counselling. Principles of counselling.  Therapeutic process,

Techniques. Psychoanalytical approach, Person- centered approach,

Cognitive Behavioural Therapy models, Gestalt Therapy, Donald

Meichenbaum’ approach, Eclectic approach, Marital and family therapy

Problem exploration & identification, Case conceptualization, Treatment

planning, Evaluation and termination of session.  Group counselling.

Problem exploration & identification, Case conceptualization, Treatment

planning, Evaluation and termination of session.  Group counselling.

Social Work interventions in handling emotional & distress problems,

addictions, absenteeism etc. Application of social work techniques and

methods in workplaces. Employee Assistance Programme (EAP) Stress

Social Work interventions in handling emotional & distress problems,

addictions, absenteeism etc. Application of social work techniques and

methods in workplaces. Employee Assistance Programme (EAP) Stress

Clarkson, P. (2004). Gestalt counselling in action. London: SAGE.

Garbarino, J. & Eckenrode, J. (1997). Understanding abusive families: An ecological

approach to theory and practice. Jossey – Bass.

Gelso, C., & Fretz, B. (2000). Counseling psychology. Fort Worth: Harcourt Brace

Jovanovich College.

Jones, R. (2002). Basic counselling skills: A helper's manual (3rd ed.). Los Angeles: SAGE.

Perry, C. Wayne, P. (2002). Basic counseling techniques: A beginning therapist's toolkit.

Bloomington, UK: Author House.

Geldard, K., & Geldard, D. (2003). Counselling children: A practical introduction. London:

Sage Publications.

Gelso, C. J., & Fretz, B. R. (1992). Counselling psychology, New York: Harcourt Brace.

Jacobs, M. (1998). Psychodynamic counselling in action. London: Sage Publications.

Mearns, D., & Thorne, B. (1988). Person-centered counselling in action. London: SAGE.

Rogers, C. (1995). On becoming a person: A therapist's view of psychotherapy. Mariner

Books.

Worden., W. J. (2004). Grief counselling and grief therapy: A handbook for the mental

health practitioner. Brunner: Routledge.

 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

LCA Courses will have an assessment pattern defined by the faculty member handling the course.

Disasters, man-made and natural, are striking the world at regular intervals causing enormous damage to human lives and property.  Governments and international agencies are also increasingly recognizing that a multi-disciplinary approach at different levels is needed to respond to the situation. Social workers play an important part in the whole process and they need to be aware about the various facets regarding disaster management. This paper prepares them to fulfill that need.

Course Objectives:

·         To develop skills to analyze factors contributing to disaster.

·         To develop an understanding of the process of disaster-management.

·         To develop skills to participate in disaster management.

Understanding concepts, causes and types of disasters, and

emergencies under different situations. Physical, economical and psychosocial impacts on individuals, families, groups, communities and nations.

Understanding concepts, causes and types of disasters, and

emergencies under different situations. Physical, economical and psychosocial impacts on individuals, families, groups, communities and nations.

Principles of disaster management, pre disaster and post disaster management. National Disaster Management Act, 2005, Intervening parties in disaster management.

Principles of disaster management, pre disaster and post disaster management. National Disaster Management Act, 2005, Intervening parties in disaster management.

Social worker in providing Psychosocial support in disaster, Capacity building, Research and Documentation.

Social worker in providing Psychosocial support in disaster, Capacity building, Research and Documentation.

Blaufard, H. and Levine, J. (1972), Crisis Intervention in an Earthquake, Social Work, Volume 17, No.4, 16-19.

Brahme, S. and Gole, P. (1967), Deluge in Poona, Asia Publishing House, Poona.

 Chen, L. (1973), Disaster in Bangladesh: Health Crisis jk,,0in a Developing Nation, Oxford University Press, New York.

Gangrade. K.D. and Dhadde, S. (1973), Challenge and Response, Rachna Publications, Delhi.

Grossman, L. (1973), Train Crash: Social Work and Disaster Services, Social Work, Volume 18, No.5. 38 - 44.

Joint Assistant Centre (1980), Natural Disaster, Adhyatma Sadhana Kendra, New Delhi.

Lindomann. E. (1944), Symptomology and Management of Acute Grief, American Journal of Psychiatry, Volume 101, 141 - 148.

Shader and Schwartz (1996), Management of Reaction to Disaster, Social Work, Volume 11, No.2, 99 - 104.

Sills, D. (ed.), International Encyclopedia of Social Science, Volume 4, 202 – 208, The Macmillan Company and the Free Press, U.S.A.

Siporin, M. (1966), The Experience of Aiding the Victims of Hurricane 'Betsy’, Social Service Review. Volume 10.

Sekar K  (2005). Psychosocial care in disaster management.; Facilitation manual for trainers of trainess in natural disasters. NIMHANS, Bangalore.

CIA I- 10 marks (Assignment)

CIA II- 25 marks (Mid Sem/Assignment) 

CIA III- 10 marks (Assignment)

Attendance: 5 marks (As per University norms)

QUESTION PATTERN FOR END SEM EXAM

Total Marks: 50                                                                                                      Total hrs: 2

 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

LCA Courses will have an assessment pattern defined by the faculty member handling the course.

Course Description 

This is the open elective course focuses on societal, institutional and individual perspectives and approaches of elderly and its care. This course emphasising on social perspective and quality of life of elderly in terms of welfare state, vulnerability, care and security. Course will focusses on elderly conditions in society, their needs in the view of changing culture , governance initiatives, institutionalization and constitutional safeguards as well as legal safeguards and social vulnerability such as elderly abuse, disabilities, violence, psychological issues, health issues and poverty. This course will discuss about intervention strategies and ethical dilemmas in social work with elderly. This course also addresses national issues of elderly and elder advocacy to promote social justice and human rights of elderly. 

Course Objectives:

1.To enable social work students, gain conceptual and demographical understanding of elderly.

2.To help social work students gain a critical perspective of the development of elderly. 

3.To understand the social work practice models appropriately used while practicing with elderly.

4.To extend understanding of various policy and practice issues that provide opportunities for advocacy to promote effective social work interventions in elderly issues.

5.To equip the social work students with interventions skills and effectiveness related to   elderly care.

Definition, concept and nature of Gerontology, Development of the field of gerontology, Socio-Demographical aspects, Implication of the changing demography of ageing, Global trends and cross-country variations, Theories of Ageing: Disengagement theory and activity theory; Approaches: Psycho-dynamic, Ecological and lifespan. Human right perspective

Definition, concept and nature of Gerontology, Development of the field of gerontology, Socio-Demographical aspects, Implication of the changing demography of ageing, Global trends and cross-country variations, Theories of Ageing: Disengagement theory and activity theory; Approaches: Psycho-dynamic, Ecological and lifespan. Human right perspective

Constitutional Provisions and National Policy on Older Person, Welfare programmes for Senior Citizens in India, National action plan for senior citizens, The Maintenance and Welfare of Parents and Senior Citizen Act,2007, Institutional and Non-Institutional services for elderly in India.

Constitutional Provisions and National Policy on Older Person, Welfare programmes for Senior Citizens in India, National action plan for senior citizens, The Maintenance and Welfare of Parents and Senior Citizen Act,2007, Institutional and Non-Institutional services for elderly in India.

Assessing and analysing psychosocial needs of elderly, addressing legal and advocacy issues of elderly, Community based intervention, enhancing family and social Support, economic security, addressing psychological issues and improving quality of life, addressing physical and cognitive functioning , , enhancing wellbeing of elderly, addressing caregivers issues in elderly care, recent trends in social work intervention research with elderly

Assessing and analysing psychosocial needs of elderly, addressing legal and advocacy issues of elderly, Community based intervention, enhancing family and social Support, economic security, addressing psychological issues and improving quality of life, addressing physical and cognitive functioning , , enhancing wellbeing of elderly, addressing caregivers issues in elderly care, recent trends in social work intervention research with elderly

Chakraborti, R. D. (2004). The Greying of India: Population Ageing in the Context of Asia. India: SAGE Publications.

Desai, M., Raju, S. S (2000) Working with the Elderly in India: Some Issues & Perspectives. India: B.R. Publishing Corporation.  

Irudaya Rajan, S., Mishra, U. S. (2020). Senior Citizens of India: Emerging Challenges and Concerns. Germany: Springer Singapore. 

Johnson, C. S., Irudaya Rajan, S (2010) Ageing and Health in India. Rawat Publications. Trivendrum. India 

Shen, H & Putnam, M (2021) Working with the Elderly and COVID-19: Calls for Change in Education, Practice, and Policy from International Voices. (2021). United Kingdom: Taylor & Francis.