DRAFT
|
SYLLABUS
|
Master of Social Work (MSW)
DEPARTMENT OF SOCIOLOGY & SOCIAL WORK
UNIVERSITY OF SCIENCE & TECHNOLOGY, MEGHALAYA
UNIVERSITY OF SCIENCE AND TECHNOLOGY MEGHALAYA
DEPARTMENT OF SOCIAL WORK
MASTER IN SOCIAL WORK (MSW)
DRAFT SYLLABUS
Syllabus of MSW
Universi ty of Science and Technology, Meghalaya
Course Code: MSW School Code: SSSH
Semester-I
Paper
Code
Title Credit Total
Marks
Remarks
MSW-01 Social Work Profession : History,
Philosophy&Contemporary Ideologies
4 100 Core
MSW-02 Human Growth &Development and
Psychology
4 100 Core
MSW-03 Society &Concerns of N E India 4 100 Interdisciplinary
MSW-04 Working with Individuals 4 100 Core
MSW-05 Personal &Professional Growth 2 50 Core
MSW-06 Human Resource Development 2 50 Interdisciplinary
MSW-07 Field Work
(Orientation visit &Concurrent Field
Work)
2+6=8
200
Core
Total 28 700
Semester-II
Paper
Code
Title Credit Total Marks Remarks
MSW-08 Working with Groups 4 100 Core
MSW-09 Working with Communities 4 100 Core
MSW-10 Social Welfare Administration &NGO
Management
4 100 Interdisciplinary
MSW-11 Human Rights &Social Justice 4 100 Interdisciplinary
MSW-12 Social Action &Advocacy 2 50 Core
MSW-13 Social Policy &Planning 2 50 Interdisciplinary
MSW-14 Field Work
(Concurrent field work &Rural
Education camp)
6+2=8
200
Core
Total 28 700
Semester-III
Paper
Code
Title Credit Marks Remarks
MSW-15 Social Work Research 4 100 Core
MSW-16 Development: Concepts, Theories and
Dynamics.
4 100 Interdisciplinary
MSW-17 Statistical Analysis and Computer
Application
4 100 Interdisciplinary
MSW-18 Health &Social Work Practice 4 100 Core
Specialization –I 4 100 Core
Specialization –II 4 100 Core
MSW-19 Field Work
(Concurrent field work &Study Tour)
6+2=8
200
Core
Total 32 800
Semester-1V
Paper code Title Credit Total Marks Remarks
MSW-20 Counselling &Social Work Practice 2 50 Core
MSW-21 Programme Design &Proposal
Preparation
2 50 Interdisciplinary
MSW- 22 Criminal Behaviour &Correctional
Administration
4 100 Interdisciplinary
MSW- 23 Disaster Management and Social Work
Intervention
4 100 Core
MSW- 24 Dissertation 8 200 Core
Specialization –III 4 100 Core
Specialization –IV 4 100 Core
MSW-25 Field Work
Block placement
4
100
Core
Total 32 800
Grand Total 120 3000
Special Papers (Any one group)
Group- A – Community Development
Sem III
MSW -26. Psychosocial Perspectives in Community
MSW -27. Rural Community Development
Sem IV
MSW – 28. Urban Community Development
MSW -29. Tribal Community Development
Group- B – Family &Child Welfare
Sem III
MSW -30. Family: Concepts and Dynamics
MSW -31. Situational Analysis of Children in India
Sem IV
MSW- 32. Women Centric Social Work Practice
MSW – 33. Child Centric Social Work Practice
Field Work
Rationale for Field Work
Theory provides the perspective and information base to understand the socio-political, economic and
cultural contexts, within which human societies interact, engage and strive to create better living
conditions. The classroom provides this theoretical knowledge and understanding which forms the
foundation and core areas of social work. Field work ensures the development of competence in social
work practice because ‘knowing’ does not automatically result in the ability to ‘do’ or to ‘feel’ which is
essential for professional development.
Fieldwork is the ‘learning by doing’ aspect of social work education and an integral part of the total
curriculum. Fieldwork plays a pivotal role and provides the experimental basis for the student’s
academic programme. It offers an environment within which students are given an opportunity to
develop a coherent framework for social work practice by integrating and reinforcing the knowledge
acquired in the classroom with actual practice. It also enables students to acquire and test relevant
practice skills.
First year field instruction, in particular, aims at developing capacities among the students which can be
broadly explained as:
A capacity to interact and intervene with people (individuals, groups, communities and
institutions) consciously and purposefully
An ability to analyse structural issues from the viewpoint of the poor, marginalised and
vulnerable sections
A readiness to recognise structural and social processes that shape individual, social and
institutional relations
An ability to identify constituencies and stakeholders for intervention with reference to specific
issues
A capacity to examine concepts and think critically about classroom learning and field of
practice i.e. praxis and reflectivity from a pro-poor stance integral to social work.
General Objectives for Concurrent Field Work:
Develop an understanding of the application of methods of social work practice in the field.
To develop a holistic view of social work and related interventions in the community, with special
emphasis on the agency’s role in human services
To help students understand the socio-economic. Cultural and political milieu and develop capacity for
critical examination of positive and maintenance factors of social problems and their consequences.
Understanding the problems and opportunities in working with diverse populations.
Develop practice skills appropriate to each phase of the change process and apply them in direct work
with people and communities
Develop the self-awareness necessary to assess one’s own values, attitudes, feelings,
strengths, limitations, interests and performance
Understanding the Community and Community dynamics.
To enable students to develop core skills of Social Work practice.
To help students identify, plan and implement social work instruments and to assess their
impact on different client system in various agency settings.
To help students appreciate the role of social work profession in empowering individuals,
groups and communities and in facilitating social change.
To help students to develop skills and appropriate personality required for professional
social work practice.
To provide opportunities to accept challenges and respond to then.
Field work is going to be concurrent and students are required to put in 15hrs per week in the
field. The recommended days for field work are Tuesday and Thursday. The students can be
placed in nearby open community setting/ non-government organisations working in local
communities, urban/rural /tribal/Govt agency.
REQUISITS FOR COCURRENT FIELD WORK:
Every student has to attend minimum 20-25 concurrent fieldwork days in each Semester.100 percent
attendance is compulsory in fieldwork. However 4 fieldwork days’ compensation is allowed in very
genuine cases with prior permission of Head/Field work co-coordinator on the recommendation of
concerned fieldwork supervisor. The genuineness of case is subject to the verification.
Field Work duration will be minimum of six hours usually from 10.00 a.m. to 4.00 p.m. Any change
will be allowed with prior permission.
Students will have to submit his/her weekly fieldwork report on every Monday at 11.00 a.m...
It will be the responsibility of the student to keep his/her movement & attendance record specific and at
a proper and easily approachable place, so that the supervisor under visit can locate them easily.
Otherwise, it will be adverse observation against the student.
The students who will be found late in the fieldwork will be treated as absent on that vary day.
It is requisite condition on the part of the student to attend his/her weekly Individual and Group
Conference regularly with their respective supervisors. 100 percent attendance is compulsory in IC and
GC.
Every student will have to maintain supervisory Chart along with his/her concurrent fieldwork, IC, GC
etc. Initials of the fieldwork supervisor are to be maintained.
Supervisors are requested to appraise the Head/ fieldwork coordinator weekly about the irregularities of
students in the classes, fieldwork, IC, GC and submission of reports.
Every student will be evaluated in fieldwork viva-voce on the basis of their knowledge and
understanding of the fieldwork, their regularity, punctuality and sincerity in the fieldwork.
Role of Field Supervisor
Every Faculty supervisor will have six to seven students placed with them for field supervision
every year which include both first and second year students.
The Field Supervisor is responsible for workload allocation to ensure that the student has
sufficient number and variety of tasks to accomplish the objectives of the education plan.
The Field Supervisor is accountable to the managing committee or head of agency for the work
undertaken by the student. He /She also has the task of communication and interpretation of
agency structure and policies with the students.
The Field Supervisor facilitates self-directed learning by the student. A basic method in field
instruction is the Individual Conference. Fieldwork supervisors need to provide dedicated time
to the student each week.
Another educational responsibility is the assessment of the student’s performance, in terms of
his/her progress in the field of learning social work perspectives and skills. With the emphasis
on participatory learning and consistent interaction between the Field Supervisor and the
student.
Field Supervisor in the first semester must engage with the student in the field to demonstrate
and support the student regarding social work practice.
Before placing students the Social Work Faculty should be visiting the organisations verify the
capacity and willingness of the organisation to anchor students.
Main Components of Field Work :
Observational Visit
Concurrent Field work
Rural Education Camp
Study Tour
Block Placement Seminar
Field work Assessment pattern:
Internal Assessment through seminar/presentation/field based activities/professional development/mid term field
work viva voce- 70%
Final Viva – Voce 30% (By External Expert)
Details of Course Outline
Semester: I
Course: MSW: 01
Paper: Social Work Profession: History & Philosophy
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
Develop a holistic understanding of social work practice
Develop an understanding of the concepts, goals, principles, programmes as well as methods and
approaches of social work profession
Develop an understanding the concept of value, principle, ethics and model of social work
Understand the enacting of different roles for engaging in change of social work practice
Course Contents
Module
Number
Contents Teaching and
learning
Methodology
No of
hours
1
- Concept, definition, philosophy, values, ethics,
principles, function &scope of social work - Relationship of social work with other social sciences. - Social work and related concepts
lecture and discussion
self study
Group assignment presentation
group discussion
5 5 5
2
History of social work in U.K, U.S.A and India
Methods of social work.
Social work as a profession
Problems in practice of social work in India
lecture and discussion self study
Group assignment
presentation
group discussion Role play
6 4 3 7
3
- Social work education and present social environment.
- Social Work in the changing scenario of Globalization
and Liberalization.
- Importance of field work in social work profession
Modes &approaches of social work
Emerging field of social work
lecture and discussion
self study
Group assignment
presentation group discussion
3 5
10 10
5
4
- Neo liberalism and globilization
Post moderanism &Feminism
lecture and discussion
self study
Group assignment presentation
3 2
Resurgence of civil society
Ideology of sustainable and people centred development
group discussion
3 4
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Brenda Dubois and Kalra Social-Work an Empowering Profession, Keogsrud Miley-(2002).
Bradford W. sheafor and Charles Techniques and Guidelines for Social Work R. Horejsi, 2006 Practice, Allyn
and Bacon, London.
Bogo, Mario, 2006 Social Work Practice:Concepts,
Processes and Interviewing.Columbia University press., Indian Reprint Rawat Publications, New Delhi.
Clack, G. & Asquith, S (1985) Social Work and social Philosphy, Routledge & Kogan Paul, London.
Dasgupta, S Ed. (2010): Towards a Philosophy of Social Works in India, New Delhi, Popular Book Service.
Desai, Murli, 2006. Ideologies and social Work: Historical and Contemporary analyses, Rawat Publication, New
Delhi.
Encyclopedia of Social Work, Vol, 1&2 (2010). Ministry of Welfare, New Delhi.
Friedlander, W.A. (2010) Concepts and Methods of Social Work,Englewood Cliffs: Prentice-Hall.
Ganguli, B.N. (1973) Gandhi’s Social Philosophy, Delhi:Vikas Publishing House.
Gold Begg EM (1979). Ends and Means in Social Work, Allen and Unwin, London.
Gore M.S. (2009) Social Work and Social Work Education Asia Publishing House, Bombay.
Joseph, J & Gracie, Fernandez(Ed), 2006 An Enquiry into Ethical Dilemmas in Social Work. Research Unit,
Nirmala Nikatan, Mumbai.
Jobise C. Johnson (2001). Social Work Practice, Allign and Bacon, London.
Louise C. Johnson (1998) Social Work Practice A Genesolist Approach, Allyn and Bacon, London.
Midglay, Kames, 1997 Social Welfare in global Context, Sage Publications, London.
Course: MSW: 02
Paper: Human Growth & Delopment and Psychology
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives
To understand human behaviour and its dynamics in the context of self and others.
To understand basic concepts and theories related to human behaviour.
To have a basic understanding on mental health.
To develop the practical related knowledge, skills and attitudes of Social Work through application
of theories and concepts of human behaviour.
Course Contents
Module
Number
Contents Teaching and
learning
Methodology
No of
hours
1 - Understanding Human Growth &Development - Stages of human Development; heredity and environment- concepts, mechanisms, interplay of heredity and
environments in shaping human behaviour; -Basic concepts- Emotions, Sentiments, Memory, Creativity, Aptitude, Attitude, -Sensation and perception- nature , process and fact
lecture and discussion
self study Group assignment
presentation
group discussion
ppt presentation review video
2 6 8 4
2 -Motivation, needs, Drives and Motives theories and motives; -Theories of Motivation -Intelligence: definitions, IQ, Assessment of Intelligence etc.
lecture and discussion self study
Group assignment
presentation group discussion
6 4 5
5
3 - Adjustment and Maladjustment meaning and
characteristics, - Adjustment at personal , social and other levels -Adjustment by trial and error, adjustment solution; stress,
frustration and conflict and their consequence -Typical adjustment mechanism
lecture and discussion
self study Group assignment
presentation
group discussion
5 5 5 5
4 Personality: definition, determinants and dynamics of
personality;
lecture and discussion
self study
4
Theories of Personality-
Al port’s Theory Psycho- dynamic theories of Freud Humanistic theory of Rogers Psycho- social theory of Erickson
Group assignment
presentation
group discussion ppt presentation
Videos of theory
3 7 3 3
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Elizabeth B. Hurlock, 2002, Personality Development, Tata McGraw - Hill Education, New Delhi
Erich Rayner, 2002, Human Development: An Introduction to the Psychodynamics of Growth, Maturity
and Ageing, Routledge, New Delhi
John Sudbury, 2009, Human Growth and Development: An Introduction to Social Workers, Taylor and
Francis
Encyclopedia of Social Work, Vol, 1&2 (2010). Ministry of Welfare, New Delhi.
Friedlander, W.A. (2010) Concepts and Methods of Social Work, Englewood Cliffs: Prentice-Hall.
Ganguli, B.N. (1973) Gandhi’s Social Philosophy, Delhi: Vikas Publishing House.
Gold Begg EM (1979). Ends and Means in Social Work, Allen and Unwin, London.
Gore M.S. (2009) Social Work and Social Work Education Asia Publishing House, Bombay.
Joseph, J & Gracie, Fernandez(Ed), 2006 An Enquiry into Ethical Dilemmas in Social Work. Research
Unit, Nirmala Nikatan, Mumbai.
Jobise C. Johnson (2001). Social Work Practice, Allign and Bacon, London.
Louise C. Johnson (1998) Social Work Practice A Genesolist
Course: MSW-03
Paper: Society and Concerns of NE India
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
To understand sociological concepts relevant to social work
To develop knowledge of Indian society and NE India and critically analyze the same
To develop an understanding of different social problems in NE India.
Understand the different tribe communities in NE India
Study the different issues and prospect and welfare measures
Course Contents
Module
Number
Content Teaching and
learning
methodology
No of
hours
1 - Basic sociological concepts and social processes:
Society, Family, Group, Community, Society, Culture,
Social Status and Role, Social stratification, Social
institutions, Social Structure, Social system,
Socialization, Bureaucracy, Association, Conflict,
- Social Control: Meaning and agencies - Social change: meaning, causes and consequences
- Social movements: Meaning, role and major social
movements
lecture and discussion self study
Group assignment
presentation group discussion
14
2
2
2
2 - NE India: overview of its history, diversity, plurality and
unity, culture, race, tribes, language, religion, natural resources, environmental issues - Issues relating to NE India. - Constitutional provisions for NE India – 6
thSchedule, Acts related to NE India.
lecture and discussion
self study Group assignment
presentation
group discussion
10 3 3 4
3 Social institutions (Family, Marriage, Inheritance, Economy
and Polity) among the Adis, Angamis, , Khasis, , Mizos,
Nepalis, Tripuris Social institutions (Family, Marriage, Inheritance, Economy
and Polity) among the Apatanis, Angamis, Assamese,
Bengalis, Meitheis, Mizos, Tripuris and Tea Garden labourers.
lecture and discussion
self study
Group assignment presentation
group discussion
10 10
4
- Social Problems: concept, methods of study, various
approaches
- Major social problems in NE India: poverty, crime
and violence, corruption, communal tension,
Insurgency, regionalism, child abuse, Child Marriage,
Child labour ,Trafficking, drug addiction, alcoholism
and Displacement
- Effects and role of social worker.
- Welfare Program &Schemes for NE India: DoNER,
NEC, Vision 2020.
lecture and discussion
self study
Group assignment
presentation group discussion
2 10 2 6
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
List of Readings: Bhushan, V. & Sachdeva, D.R., 2006. An Introduction to Sociology, Allahabad: Kitab Mahal.
Desai, A.R.1986. Agrarian Struggles in India after Independence, Oxford University Press Delhi.
Horton and Leslie, 1981. The Sociology of School Problems, Prentice Hall, New Jersey.
Kinch, John, W. Social Problems in the World Today, Addison-Wesley Pub. Co. California ,London.
Leonard, Peter 1966. Sociology in Social Work, London Rutledge & Kegan Paul.
MacIver, R.M. & Page C.H. 1985. Society: An introductory Analysis, Madras Macmillan Co.of India Ltd.
Madan, G.R. 1994. Indian Social Problems, VOl. I and Vol.II Allied Pub. Pvt. Ltc., New Delhi.
Parsad, B.K., 2004 Social Problems in India, Anmol Publications, New Delhi.
Ram Ahuja, 1999. Society in India, Rawat Publications,Jaipur.
Singh, Yogendra 1988. Modernization of Indian tradition, Delhi Thomson Press.
Madan, T.N., 1994, Pathways: Approaches to the study of society in India, OUP, New Delhi
Alam, E., 1994, Planning in North-East India, New Delhi: Gyan Publishing House
Bhattacharjee, J.B., 1998, Sequences of Development in North-East6 India, Delhi: B.R. Publications
Bose, A. et al, 1990, Tribal Demography and development in North-East India
Das, N.K., 1989, Ethnic identity, ethnicity and social stratification in North-East India
Datta-Roy, R., 1998, Social and Economic profiles of North-East India, B.R. Publications, New Delhi
Nag, S., 1990, Roots of Ethnic Conflict: Nationality Question In North East India
Saikia, P.D. and Borah, D. (eds), Constraints of economic development in northeast India, New Delhi: Omsons
Srivastava, S.K., (ed), 1987, Demographic profiles of northeast India
LRI, 2007, Customary Laws of the Apatanis of Arunachal Pradesh with special reference to their Landholding
system, LRI, Guwahati.
LRI,2012, Customary Laws of the Khasis of Meghalaya with special reference to their Landholding system,
LRI, Guwahati.
LRI, 2011, Customary Laws of the Mizos of Mizoram with special reference to their Landholding system, LRI,
Guwahati.
LRI, 2011, Customary Laws of the Angamis of Nagaland with special reference to their Landholding system,
LRI, Guwahati.
LRI, 2009, Customary Laws of the Tripuris of Tripura with special reference to their Landholding system, LRI,
Guwahati.
Course: MSW-04
Paper: Working with Individuals
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
- To learn the basic concepts and processes of working with individuals
- To understand the theoretical frameworks for working with individuals in social work
practice
- To develop capacity to build a understanding of theory to practice for working with
individuals.
- Understand different approaches models in working with individuals in different situations. Course Contents
Module
Number
Contents Teaching and learning
methodology
No of
hours
1
- Concept, definition &Historical
development
-Individual differences &needs
-Concept of adjustment &maladjustment
- Objectives &Assumptions of social case
work
- Values &Principles of social case work.
lecture and discussion
self study Group assignment
presentation
group discussion
Role play
5 3 2
5 5
2
- Components of social case work: Person,
Problem, Place &Process
- Intake: Need and importance in social case
work
- Process of social case work: Study,
assessment, goal formulation, planning
treatment, evaluation &termination.
- Case work recording: Types and their use.
lecture and discussion self study
Group assignment
presentation group discussion
5
4
7
4
3
Case tork Tools: Interview, home visit,
observation,listening communication skills
repport building
Techniques of social case Work:s
upportive, Resource enhancement
&counseling.
- Client worker relationship: Nature
lecture and discussion
self study
Group assignment
presentation group discussion
Role play
4 8 4
&importance
- Referral: its use in social case work
4
4
- Theories and approaches:
Psychoanalytical, Psycho-Social ,
Problem-solving, Behaviour modification,
Crisis intervention &Rational emotive
therapy in social case work
- Application of method to various situtions
- Discussion on roles of case worker:
enabler, facilitator, resource mobiliser and
guide.
- Case presentation and discussion on cases
based on field work practice.
lecture and discussion
self study
Group assignment presentation
group discussion
8 3 4 5
Assessment
- Individual assessment through presentations/assignments & mid serm. exam: 30%
- Semester End Examination: 70%
Reading List:
Encyclopedia of Social Work, Vol, 1&2 (2010). Ministry of Welfare, New Delhi.
Friedlander, W.A. (2010) Concepts and Methods of Social Work,Englewood Cliffs: Prentice-Hall.
Ganguli, B.N. (1973) Gandhi’s Social Philosophy, Delhi:Vikas Publishing House.
Gold Begg EM (1979). Ends and Means in Social Work, Allen and Unwin, London.
Gore M.S. (2009) Social Work and Social Work Education Asia Publishing House, Bombay.
Joseph, J & Gracie, Fernandez(Ed), 2006 An Enquiry into Ethical Dilemmas in Social Work. Research Unit,
Nirmala Nikatan, Mumbai.
Jobise C. Johnson (2001). Social Work Practice, Allign and Bacon, London.
Louise C. Johnson (1998) Social Work Practice A Genesolist
Aptekar, Herbert. 2005. The Dynamics of Casework and Counseling. New York: Houghton Mifflin.
Banerjee, Gauri Rani. 2007. Papers on Social Work – An Indian Perspective. Bombay: Tata Institute of Social
Sciences.
Biestek, F.P.2006, The Case Work Relationship, London: Unwin University Books, VI Impression.
Bogo,Mario, 2006-07, social work Practice: concept, processes and interviewing.
Daphne, Keats. 2002. Interviewing – A Practical Guide for Students and Professionals. New Delhi: Viva Books.
Fook, Jan 1993, Radical Case Work: A Theory of Practice, Allen and Unwin.
Friedlander, Walter. 1977. Concepts and Methods of Social Work. New Delhi: Allyn Bacon.
Friedlander, W. A. 2008. Concepts & Methods of Social Work. New Delhi: Prentice - Hall.
Mathew, G 1993, An Introduction to Social Case Work, TISS, Mumbai.
Pearlman, H,H, 1957 Social Case Work: A problem Solving Process, Chicago University Press, Chicago.
Course: MSW-05
Paper: Personal & Professional Groth
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives :
Understanding the process of self-awareness and relevance of self-awareness for personal and professional
development.
Develop practice based skills and positive life skills for competence in personal life and
professional practices
Understand and uphold professional values and ethics.
Explore spiritually and its space in life.
Develop positive life skills and practice self help methods for integration and for stress reduction.
Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1 Meaning of self : self concept, self esteem, self image
and self acceptance
Reactions of self to various life situations : Achievements,
frustration, failures, crisis.
Transactional Analysis Reality Therapy,SWOT
analysis,Jo-Hari window,yoga for therapy and meditation
techniques
Concept and need and goal for self development.
lecture and discussion self study
Group assignment
presentation
group discussion Role play
5
5
10 5
2 Concept, definition,elements and types of
communication
Developing skills for effective interpersonal
relationships: Listening, observation, use of appropriate
language, facilitation, responding
Concept of professional personality its values and
attitude, value conflict
Qualities &traits, Creativity,Habits,Skills
lecture and discussion self study
Group assignment
presentation group discussion
5
10
8
3
Causes and impact of stress and Stress management
Causes and impact of burnout
lecture and discussion self study
Group assignment
presentation
8
- Prevention of and coping with burnout
- Life skill education: communication,decision making,
time management,problem solving, building
&maintaining relationship ,Critical thinking,Self control,
group discussion
Role play 10
Assessment
- Individual assessment through presentations/assignments & mid serm. exam: 30%
- Semester End Examination: 70%
Recommended Readings :
Beryl, Williams (1977) Communicating Effectively, New Delhi : Sterling Publications
Joyce, Lishman (1994) Communication in Social Work, New York : Palgrave
Khwaja, Ali (2000 Ed.) Booklets on Counseling, Bangalore : Banjara Academy.
Patil, Jayant (2002) Mind, Body and Soul Management Handbook, 21st Century Life
style, Pune : International Institute of Management Research and Applied Techniques
Philip Priestley, Jasmes McGuire (1983) Learning to Help, London : Tavistock Publication
Ltd.
Reamer & Fredric (2005) Social Work Values and Ethics, New Delhi : Rawat Publication
General Reference :
Alvia A Goldberg, Carl Lason (1975) Group Communication : Discussion Process and
Application, New Jersey : Prentice Hall, Inc, Eaglewood Cliffs.
Chopra, BS. KS. (1987) Leadership for Indian Manager, Pune : Times Research
Foundation
Crispin Cross P. (1974) Interviewing and Communication, Bostan : Routtedge and Kegen
Paul
D’Souza, Anthony (1989) Leadership Vol.I, Mumbai : Better Yourself Books
Davas, Rustam (1993) Creative Leadership, New Delhi : UBS Publishers
Davis, Martin (2002 Ed.) Companion to Social Work, USA : Blackwell Publishers Ltd.
Heun, Linda R., Heun, Richard E. (2001) Developing Skills for Human Interaction, London
Charles E. Merrill Co.
Kumar, Niraj (1998) Management Communication today, New Delhi : Classical
Publishing Company
Mark, Doel and Shardlow, Steven M. (2005) Modern Social Work Practice, England :
Ashgate Publishing Ltd.
Neil Thompson (2002 second Ed.) People Skills , New York : Palgrave Mcmillan
Nigel, Machennan (1997) Handbook of Coaching Mentoring, Mumbai : Jayco Publishing
House
Rapidex-Self Letter Drafting Course, Instant Letter Producer (1998) Delhi : Pustak Mahal.
Rathnaswamy P (1995) Communication Management, New Delhi : Deep and Deep
Publications
Sanghi, Seema (2004) The Handbook of Competency Mapping, Response Books, New
Delhi : Sage Publication
Sanghi, Seema (2006) Towards Personal Excellence, New Delhi : Sage Publication
Course: MSW-06
Paper: Human Resource Development
Total Credit: 02 credits Total Teaching hours: 40 hrs
Objectives: Develop an understanding about human resource development policies and practices for
organization effectiveness.
Develop skills of professionals in performance management and employees training
Knowledge of human resource management in relation to OD and its intervention strategies.
Develop knowledge of various certifications & Quality Management systems.
Course Contents
Module
Number
Contents Teaching and learning
methodology
No of
hours
1 - HRD: Concept, objectives &goals;
HRD sub-system,principles, policies and practices; functions of HRD;
HRD Instruments and their implementation
- HRD for organizational effectiveness; evolution and changing scenario. - Impact of HRD on the organizationaldevelopment, changing role &challenges before HRD managers.
lecture and discussion
self study
Group assignment presentation
group discussion
2
2
2
3
5
2 -Performance Appraisal Systems:Meaning, objectives, need, process, importance, tools and modern techniques of meritrating and performance appraisal, New trends in PAS.
- Organizational culture: process &OD intervention strategies- survey feedback, action research, sensitivity training, TA, process consultation, third-party peacemaking, open system planning, other interventions methods, major problems &managing OD.
lecture and discussion
self study Group assignment
presentation
group discussion
8 9
3 - Meaning of training, education and development, needs, types and methods - Lecture, Case-study, Role-play, management games, use of Audio-Visual Aids, essentials of good training programme. -Importance of T &D activities in the organization. - Recent trends in Employees training programme.
lecture and discussion
self study
5 4
Assessment
- Individual assessment through presentations/assignments & mid serm. exam: 30%
- Semester End Examination: 70%
Recommended Readings:
Abel, M. (1989): Human Resources Development. Institute of Social Science & Research.
Chhabra, T. N. (2005): Human Resource Management, Delhi: D.R. & Co.
Chopra, R.K. (2001):Management of Human Resource, (Text & Cases), Allahadbad : Kitab Mahal.
Dale, h. Besterfield (2001) : Total Quality Management, Delhi : Pearson Education Asia.
Dayal, Ishwar (1993) : Designing HRD Systems, New Delhi : Concept Publication Com.
Ian, Beardwell & Len, Holden (1996): Human Resource Management: A Contemporary Perspective,
New Delhi: Macmillan.
John, Story (1997): Human Resource & Change Management, (International Cases), Delhi: Efficient
Printer.
Kandula, S. R. (2001): Human Resource Development, Delhi: Prentice Hall Publication.
Maheshwari, B. L & Sinha D. P., (Eds.) (1991): Management of Change Through Human Resources
Development; New Delhi: Tata MCG raw Hill pub. Com. Ltd.
Maier, Noiman R : Principles of Human Relations.
Nagpal, C. S. & Mittal, A. C. (1993) : HRD, New Delhi : Anmol Publications
Nayak, A.K., (Ed.) (1996) : HRD Management, New Delhi : Common Wealth Publication Rao, T. V. (Ed.)
(2006): Alternative Approaches and Strategies of HRD, Jaipur : Rawat Publications.
Rao, T. V. (1996):Human Resources Development; New Delhi: Sage Publications.
Rao, T. V. (1991):Readings in Human Resource Development; Oxford & IBH Publication Co. New Delhi
Sheikh, A.M. (1999) Human Resource Development and Management, S. Chand & Co. Delhi.
Thomas, L. W & J David, Humger (2002): Strategic Management & Business Policy, Delhi: Pearson
Education Asia.
Course: MSW-07
Paper: Field Work
Total Credit: 08 credits Total Learning Hours: 160 hrs Components:
Concurrent field work : 06 credits
Orientation Visits : 02 credits
Concurrent field work Total Learning
Hours : 120 hrs.
Orientation Visit to agency/Communities Total Teaching Hours : 40 hours
Objectives of cuncurrent field work:
Developing detailed understanding about the community/institutional structure, dynamics, leadership
style, decision making pattern and communication level.
Getting orientation to practice the individualized interventions with identified individual, groups and
families at community and institutional set up.
Identifying the internal and external resources of the community/institution for addressing the issues
and needs of the target population.
Developing the conscious use of theoretical knowledge into practice.
Developing the skills in observation, interviewing, recording, group discussions leadership, records
writing/keeping and documentations.
To pursue professional development of self.
Objectives of Orientation visits:
Understanding the agency /community to enhance the knowledge of organization and their role in
developmental process
Understand the historical development of the organization and it vision and objectives
Developing knowledge of administration procedure ,programme management and monitoring system
of the funding agencies
Acquiring the skills of communication with the resource person
To understand the agency functioning and area of works
Understand the budgeting pattern and managements of financial management
Understand the target group of the agency
Providing up to date practical knowledge of social work and make the students more interest and
confidence level and attraction towards the social work profession.
Structure for Concurrent Field Work:
Community/Institutional Set Up (Shall remain the same in the both semester)
Community /Institutional Issues and Government Schemes and Programme.
Relevance of Social Work Practice
Weekly Individual Conferences
Group Conference
Community Sports, Cultural Meets & other activities
Attendance 20-25 days in Semester
Field Work Days: Tuesday & Thursday
Leave: Public Holidays and leave due to unavoidable circumstance.
Specific Task:
Preparation of Community/ Institutional Profile
Identifying the needs and issues of the community and institution for intervention
Form group of target population and facilitate it to achieve the designed plan of action sustainably.
Take up individualized case work intervention.
Identify the level of professional intervention required by the target population and facilitate them to
increase their capacity for enhancing their social functioning.
Identify resources and networking with different agencies for enhancing capacity of target population.
Prepare paper based on issues, concern and dilemmas encountered during field work and present it in
the schedule group conference.
Prepare group of children for community level sports and cultural meets.
Design minor research project or situational analysis of the problem at the village level for further
intervention.
Components and assessement of Field Work
Concurrent Field Work:The supervised field work will be of 16 hrs per week for 20-25 days in each
semester. Attendance in all the days of field work is compulsary for every student. The performance of
student is discussed with his/her supervisor weekly on the basis of his/her weekly fieldwork reports and
is evaluated at the end of each semester (Internal assessment 70 % ( 20% by concerned supervisor &
50% by all faculty’ members based on field based presentation/performance/ Mid term Viva-Voce &
final viva voce 30% (by External Expert). Except on the grounds of sickness or unavoided
circumstances certified by the competent authority/Doctor absence from field work is not allowed.
In addition to concurrent field work, students will attend the following field programmes as integral
part of their field practicum for which they will be assessed
Orientation Visits: (First Semester) Minimum 10-15agency/communities orientation visits will be
organized by the department in the first semester and the marks (50 marks) will be awarded to the
students by the respective teachers on the basis of their performance, participation in agency
discussions and presentation after the visits.
Rural Education Camp( Second Semester) Rural Education Camp for 7-10 days will be organized by
the department in the second semester and the marks (50 marks) will be awarded to the students by
Camp Director & Co-director / faculty members on the basis of their performance, organizing abilities,
professional development, panctuality, sincerity participation in various activities , responsibilities
shared, tasks handeled, presentation and behaviour during the camp .
Details of Course Outline
Semester -II
Course: MSW-07
Paper: Working with Groups
Total Credits: 4 Credits Total Teaching Hours: 80 Hours
Objectives:
To learn the concepts and theories for practice for working with groups.
To develop skills and capacity to engage and work with groups in different settings.
To learn to analyze and develop skills for group work in social work practice.
To develop the knowledge, competencies and values required by social work students while working
with groups of people.
Course Contents
Module
Number
Contents Teaching and learning
methodology
No of
hours
1
- Concept, Definition and significance of groups in
human life.
- Major classification of social groups.
- Types of groups in social group work
practice ( therapeutic , task oriented ,self help groups and
support groups)
- Use of Programme Media in working with groups
lecture and discussion self study
Group assignment
presentation
group discussion
4
5
6
5
2
- Social Group Work- philosophy, values, objectives,
assumptions &principles
- Historical development of social group, its
lecture and discussion
self study
Group assignment presentation
group discussion
5
relevance and scope.
- Social group work process- group formation,
assessment, formulation of objectives, planning,
action and termination.
- Skills and techniques for effective group work
practice.
- Stages of group formation ( pre-group, initial,
middle and termination)
3 5 4 3
3
Group dynamics and conflict
Leadership in social group work
-Programme planning; programme as a tool,
principles of programme planning
- programme development process.
-Recording in social group work
- Importance, types &Principles.
-Roles of Group Worker in different setting
lecture and discussion self study
Group assignment
presentation group discussion
3 3 4 3 3 4
4
- Psycho dynamic Theories and Behaviourist
Theories
- Conflict, Gestalt and Field Theories
- Models of Social Group Work
- Working with Groups in different settings in India
- Practical questions and discussion of group work
records in school and community setting
lecture and discussion self study
Group assignment
presentation group discussion
3 6 4 4 3
Assessment
Individual assessment through assignments/mid sessional exam 30%
Semester end Exam- 70%
Readings list: Battacharya,,Sanjay. 2010 Social Work an Integrated Approach. New Delhi: Deep & Deep Publications.
Cartwright, Dorwin &, Alvin Zandev. 2008. Group Dynamics, Research and Theory. London : Tavistock
Publications.
Douglas, Tom. 2006. Group Process in Social Work - A Theoretical Synthesis.New York: John Wiley & Sons.
Douglas, Tom. 1998. Basic Group Work. London: Tavistock Publications.
Gravin, Charles. D. Lorriae & M. Gulier. 2007. A Hand Book of Social Work with Groups. New Delhi: Rawat
Publications.
Jha, Jainendra Kumar.2010, Encyclopedia of Social Work. New Delhi: Anmol Publications.
Northen, Helene Roberts,1996. Theory of Social Work with Groups. New York: Columbia University.
Shaw, Marllin E.2002 Group Dynamics. New Delhi: Tata – McGraw Hill.
Dominelli, Adams et al (eds) 2002. Critical Social Work Practice. Palgrave
Charles H astro 2010 Evaluation of social work , cengageh.I. Private ltd,new Delhi
Charles H astro 2006 social work with group , Thomson,Australia
Course: MSW-09
Paper: Working with Communities
Total Credits: 4 Credits Total Teaching Hours: 80 Hours
Objective:
To understand the concept of community organization and social action.
To understand the concept, need, principles, process and strategies of community work.
To identify the skills and role of a community organizer in different settings.
To develop understanding of the different approaches and various models of community organization
and social action with a special reference to Indian situation.
Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1
-Communities: Concept, Types, Characteristics
and Issues
-Sociologicl &Practitioner Perspective -Empowerment: concept,barriers,process and cycle of
empowerment. -Overview of Local Self- Government
(LSG)(Rural&urban LSG). - Overview of Panchyat Raj system
- 73th &74th Amendments of India Constitution.
- Community Power Structure - its importance in
lecture and discussion self study
Group assignment
presentation group discussion
3 3
3 3
3 2
working with communities
3
2
-Community Organization- Need, assumptions,ethics
&principles
- Strategies in community organization such as
bargaining, confronting, Collaborating, problem-
solving, educating, social advocacy, joint action,
Persuasion and campaign.
-Models (approaches) in community organization-
Rothman- an overview
-Community Programme Planning and Resource
Mobilization
lecture and discussion
self study Group assignment
presentation
group discussion
6 6 4 4
3
-PLA, RRA &PRA, Principles, Methods and
Importance
Civil societies: Concept &community organization
Co-operative societies &community Organisation
workshop lecture and discussion
self study
Group assignment
presentation group discussion
6 5 3
4 -Different types of conflicts like ethnic, regional, caste,
rural &urban conflicts.
Current issues in community organisagtion in NE
&India
Practical records in community setting and their
discussions&presentation -Attitudes , roles and skills of a community Organizer
lecture and discussion
self study
Group assignment presentation
group discussion
10 6 4
Assessment
Individual assessment through assignments/mid sessional exam- 30%
Individual presentations in Class-70%
Reading List: Ross, M.G. 1997 Community Organization: Theory, Principles and Practice, Harper and Row
Siddique, H.Y. 2006 Community and Social Action, Rawat Publication
Chambers, R 1992, Rural Appraisal: Rapid, Relaxed and Participatory, Institute of Development
Studies, Sussex
Meenai, Z 2007, Participatory Community Work, Concep Desai, Murli, 2006. Ideologies and social
Work: Historical and Contemporary analyses, Rawat Publication, New Delhi.
Encyclopedia of Social Work, Vol, 1&2 (2010). Ministry of Welfare, New Delhi.
Friedlander, W.A. (2010) Concepts and Methods of Social Work,Englewood Cliffs: Prentice-Hall.
Ganguli, B.N. (1973) Gandhi’s Social Philosophy, Delhi:Vikas Publishing House.
Gold Begg EM (1979). Ends and Means in Social Work, Allen and Unwin, London.
Gore M.S. (2009) Social Work and Social Work Education Asia Publishing House, Bombay.
Joseph, J & Gracie, Fernandez(Ed), 2006 An Enquiry into Ethical Dilemmas in Social Work. Research
Unit, Nirmala Nikatan, Mumbai.
Jobise C. Johnson (2001). Social Work Practice, Allign and Bacon, London.
Louise C. Johnson (1998) Social Work Practice A Genesolist
Course: MSW-10
Paper: Social Welfare Administration & NGO Management
Total Credits: 4 Credits Total Teaching Hours: 80 Hours
Objectives:
Develop insight into the concept and process of social welfare administration
Understand the structure & functions of social welfare administration organization
Understand the basic administrative processes and practices in India
To understand the NGO management Course Contents
Module
Number
Contents Teaching and
learning
Methodology
No of
hours
1
- Administration: concept and principles.
- Conceptual understanding of social administration, welfare
administration, administration.
- Social welfare administration: definition, features, scope,
elements and principles.
- Administrative processes: programme planning and
formulation, organizing, staffing, supervision, monitoring
and evaluation.
lecture and
discussion self study
Group assignment
presentation group discussion
5
5
5
5
2
-NGOs- definition and types
-History of NGOS in abroad and in India
lecture and
discussion
self study Group assignment
3
3
-Difference between voluntary organizations, POs, NGOs,
CBOs, charitable trusts, and govt. sponsored Welfare
organizations
- Formulation and registration of welfare organization/NGO.
- Problems of voluntary organizations/NGOs and remedies.
presentation
group discussion
5
5
4
3
- Welfare administration at central and state levels.
-Central Social Welfare Board and State Social Welfare
Boards; organizational structure, functions, role and
Programmes.
- Welfare agencies such as Indian Council for Child Welfare
(ICCW), YMCA,YWCA and Indian Red Cross Society:
Roles &functions
- Role of voluntary agencies/NGOs in promotion of social
welfare
lecture and discussion
self study
Group assignment presentation
group discussion
3 6 7 4
4
- International Social Welfare; meaning, need and
significance,
- United Nations Development Programme (UNDP).
- Role of UNDP for the Welfare &Development of weaker
sections.
- Welfare through Universal Declaration of Human Rights.
lecture and
discussion self study
Group assignment
presentation group discussion
20
Assessment
- Individual assessment through presentations/assignments & mid serm. exam: 30%
- Semester End Examination: 70%
Reading list:
Ranade,S.N.2004. : Voluntary Action and Social Welfare in India, Voluntary Action Research (David Horton
Smith), Zexinton Books, London.
Pathak,Shankar.2001 : Social Welfare: An Evolution and Development, Macmillan India, Ltd.
Evertt, J. 1981. : Women and Social Change in India: Heritage Publiushers, New Delhi.
Tripathi, P.M 2001. : Voluntary Action for alleviating rural poverty: report of the Seminar on Role of Voluntary
Agencies in Rural Devt. NIPCCD, New Delhi.
Skidamore.2003 : Social Work Administration, The Haworth Press, New York.
Sankaran & Rodrigues: Handbook for the Management of Voluntary Organisation’ 1983. Alpha Publications,
Madras.
Choudhari, D. Paul.2009 : Social Welfare Administration, Delhi, Atma Ram and Sons.
Lalith, N.V.2004. : Voluntary Work in India, a Study of Volunteers in Welfare Agencies, New Delhi.
Frenda, M.2005. : Voluntary Actions and Local Development, Young India Foundation, New Delhi.
Kapoor, K.K 2009 : Directory of Funding Organisations, Delhi, Information and News Network..
Govt. of India. 1988. : Report of the Committee on the Status of Women in India-Towards Equality, Ministry of
Education and Social welfare.
Mukherjee, K.K and: Voluntary Organization: some Perspectives, Gandhi Peace Mukherjee,Sutapa.2008.
Centre, Hyderabad.
Govt. of India.1988. : National Perspective Plan for Women in India- 2000 AD, Department of Women and
Child Development.
Mukherjee, K.K and: Guide Book for Strengthening Voluntary Organization, Mukherjee,Sutapa.1989. Gram
Niyojan Kendra, Ghaziabad.
Jackson, J. 1989. : Evaluation of Voluntary Organizations, Delhi, Information And News Networks.
Fernandes,W. 1989. : Voluntary Action and Government Control, Indian Social Institute.
Handy, Charles.2000.: Understanding Voluntary Organisations, Penguin Books, London.
PRIA. 2001. : NGOs in India, A Critical Study, Delhi. PRIA.
Vishwanat. 1993. : NGOs and Women’s Development in Rural South India.
Lewis David & Wallace Tina: Development NGOs and the Challenge of Change; Rawat Publications, Jaipur,
2003
Sarkar, Ashok Kumar : 2008:NGOs and Globalisation Developmental and Organisational Facets, Rawat
Publications. Mumbai.
Course: MSW-12
Paper: Social Policy & Planning
Total Credits: 2 Credits Total Teaching Hours: 40 Hours
Objectives:
To understand the concept & process of social policy & planning.
To understand the various models of policy & planning.
To develop understanding of various stakeholders in development process of policy & planning Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1
- Social Policy: concept and Objectives.
- Values underlying Social Policy based on constitutional
provisions.
- Instruments &approaches of Social Policy.
- Social policy formulation: contribution of research,
interest groups, civil society and role of professional social
worker.
-Models of Social Policy – an overview (Residual welfare,
unified, integrated, sectoral, industrial achievement and
institutional redistributive model)
-Critical review of policies concerning education, health,
environment, population, skill development,
livilihood,children,youth,seniour citizens and women.
lecture and discussion
self study Group assignment
presentation
group discussion
2
2
4 3
3 5
- Methods of evaluation of social policy.
2
2
- Conceptual of Social &development Planning
- Scope of social planning.
Linkage between policy and planning
Social planning process &levels
Need &Role of people participation,
PRIs,judiciary,political,social movement and voluntary
action, legal aid &public interest litigation. In social
planning
lecture and discussion
self study Group assignment
presentation
group discussion
2 1 2
3
4
3 -Machinery and procedure of planning in India at Centre
and State levels-An overview
-Monitoring and evaluation of social planning
lecture and discussion
self study Group assignment
presentation
group discussion
4 3
Assessment
Individual assessment through assignments /mid sessional exam- 30%
Semester end Exam- 70%
Reading List:
Kulkarni, P.D 2005 : Social Policy in India, Tata Institute of Social Sciences, Bombay.
Modison, Bornice : Meaning of Social Policy: A Comparative Dimension in Social Welfare, London, George
Allen and Unwin.
Jones, Kathleen 2003 : Issues in Social Policy, Routledge and Kopan Paul, London.
Kulkarni, P.D.2009. : Social Policy and Social Work in India:Madras, Association of Schools of Social Work in
India.
Sharma, P .N and Shastri. C : Social Planning: Concepts and Techniques, Lucknow Print House
Gilbert, N and Specht, H 2002: Planning for Social Welfare: Issues, Models and Tasks, Prentice Hall Inc.
Englewood cliffs, New Jersey.
Jhingon, M.L. 2007. : The Economics of Development and Planning, New Delhi, Konark Publishers Pvt. Ltd.
Bore, A.B. 2000 : Social Welfare Planning in India, New Delhi: ECAEF.
Goel, S.L. and Jain, P.K. 1998: Social Welfare Administration, Vol. 1 and 2, New Delhi: Deep & Deep
Publication.
Skidmore, R.X. 2003. : Social Work Administration, NewJersey: Prentice Hall.
Lavalette Michael & : Social Policy-Theories, Concepts andIssues. Pratt Alam Sage New Delhi.
Course: MSW-11
Paper: Human Rights & Social Justice
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
Develop the understanding of human right and social justice
Understand the constitutional provision and emerging issues of human right
Understand the Historical Perspective of Civil rights and Human rights
Understand the issues of Human right in North east India Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1 - Concepts &Historical Perspective: Civil rights, Human
rights,
- Evolution of the concept of human rights from
international Endeavour, Development of human rights
concepts in India;
- U N Declaration of Human Right
- Weaker sections &Minorities in Indian society: Concepts
&Types – Children, Women, Senior Citizens, Minorities,
Scheduled Castes, Scheduled Tribes and Other Backward
Classes.
lecture and discussion
self study
Group assignment presentation
group discussion
5
4
4
7
2
-Indian constitution: Fundamental rights and directive
principles of state policy
-Constitutional rights of children, women, schedule tribal ,
schedule caste, OBC, Minorities.
-National Human Rights Commission, Amnesty
International and other agencies relating to protection and
promotion of human rights and social justice. - AFSPA (Armed Forces Special Power Act)
lecture and discussion
self study
Group assignment presentation
group discussion
5 6
6
3
3
- Social Justice: Concept, meaning and scope, Issues of
social Justice in Indian society with reference to inequality
and socio- political structure.
-Social Legislation:concept, meaning, needs and scope;
Social legislation as an instrument for social control, social
change, social justice, social defense and social reform.
- Legislations pertaining to women, children, Social
defence, social security, social assistance, people with
disability, underprivileged and health related legislations
lecture and discussion
self study Group assignment
presentation
group discussion
7 7 7
4
- Role of the social worker in promoting social legislation
and social justice
lecture and discussion
self study
Group assignment
5
-Role of NGO in promotion and protection of rights of
weaker sections of the society,
- Administration of Justice System – traditional &modern,
with special reference to N E India.
-Human Rights issues and activism in N E India
presentation
group discussion
5
5
5
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List :
Adarkar, B.P. (1973) Social Insurance in India.
Macwan 2009 social justice philanthrophy, Rawat Publication
Mookherjee M 2011 Women rights as multicultural claims, Rawat publication
Buxi Uperdra , 2012 Perspectives in Development; Law, the Crises of Indian Legal System, Vikas Publication,
New Delhi.
Diwan, Paras (2005) Modern Hindu Law, Law Agency,Allahabad.
Gangrade, K.D.1008. Social Legislation In India Vol. 1 & 2, Concept Publishing Co. New Delhi.
Govt. of India, 2003. Report of the Legal Aid Committee, New Delhi.
Gupta, H.N. (2006) Social Security Legislation for Labour in India, Deep and Deep Publication,
Delhi.
Hallen G.C. 2007 Dynamics of social Security, Rastogi Publication, Meerut.
Indian Social Institute (1992) Legal Education Series (no l-34), Indian Social Institute, Delhi.
Lyer V.R.K. 1980. Some Half Hidden Aspects of Indian Social Justice, Eastern Book Co., Lucknow.
Lyer V.R.K. 2011. Justice in Words and Justice in Deed for Depressed Classes, Indian Social Institution, New
Delhi.
Iyer, Krishna V.K.2007. Social Justice; Sunset or Dawn, Lucknow, Eastern Book Company.
Kothari S. & Sethi H (Ed) 2001. Rethinking Human Rights, Lokayan.
Sharma, A.M.1988. Aspects of labour Welfare & Social Security, Himalaya Publishing House,
Mumbai.
Singh, Sujan (2010) Legal Aid-Human Rights to Equality, Deep and Deep, Publication, Delhi.
Subramaniam, S (2007) Human Rights- International Challenges, Manes Publications, New Delhi.
Course: MSW-12
Paper: Social Action & Advocacy
Total Credits: 2Credits Total Teaching Hours: 40 hours
Objectives:
To develop analytical and professional skills relevant to professional social workers working in social action and
advocacy.
To understand how to effectively advocate for services, rights, social justice, and equal protection for and with
individuals, groups, and communities.
To teach students how to formulate macro interventions, advocate for, and work collaboratively in change and
capacity building processes.
To understand conceptual and theoretical frameworks applicable to social action and advocacy.
Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1 - Social Action: Basic Concepts
- Objectives, methods, principles, types and scope
- Strategies and tactics for social action from various social
movements
- Social Action skills and approaches
- Social Action &social work
- Social Action and community practice
- Social action in relation to major social issues and
problems
lecture and discussion
self study
Group
assignment presentation
group discussion
2
3
3
3 2
3
3
2 - Concept of advocacy as a tool
-Skills and types of advocacy.
- Tools and methods used in advocacy
- Advocacy strategies:Strategy for advocacy; Campaigning;
Lobbying;
- Use of media and public opinion building in advocacy; and
Coalition and Network building;
lecture and discussion
self study
Group assignment
presentation
group discussion
1 3
3
3 3
3 Theories of Social Action
- Lees theory of social action
- Saul Alinsky theory of social action
- Paulo Friere theory of social action
- Mahatma Gandhi (Sarvodaya)
lecture and discussion
self study
Group
assignment presentation
group discussion
2 2
2
2
7
Assessment
Individual assessment through presentations/assignments & mid serm. Exam: 30%
Semester end examination: 70%
Reading List:
Boon Andrew and Book Andy (1999) Advocacy, USA: Cavendish Publications.
Briskman, L (2007) ‘Advocacy Activism and Social Action’ in Social Work with Indigenous Communities, Sydney,
Federation Press.
Butcher, Hugh & others (1988) Community Groups in Action, London: Rutledge ad Kegan Paul.
Gamson, W.A. (1975). The Strategy of Social Protest. Homewood, IL: Dorsey Press.
NCAS (2000) Fearless Minds: Rights Based Approach to Organizing and Advocacy,
Pune : National Centre for Advocacy.
Rubin, H., & Rubin, I. (2008).Social Action: Magnifying Power through Coalitions. In Community
Organizing and Development (pp. 367-382). Boston, MA:Allyn& Bacon.
Schneider, R.L. & Lester, L. (2001). Social Work Advocacy: A New framework for Action. Belmont, CA:
Brooks/Cole.
Siddique, H.Y. (1984) Social Work and Social Action, New Delhi: Harnam Publications.
Somesh Kumar (2002) Methods for Community Participation: A complete guide for
practitioners, New Delhi : Sage Publication (Vistaar)
Social Action, A Quarterly Review of Social Trends and Social Action Trust, Delhi Seminar, New Delhi.
NCAS (2000) Fearless Minds: Rights Based Approach to Organizing and Advocacy, Pune: National Centre for
Advocacy.
Course: MSW-14
Paper: Field Work
Total Credit : 08 Credit Total Learning Hours : 120 hours
Components
Concurrent field work : 06 credits
Rural Education Camp : 02
Concurrent Field Work
The emphasis is on-learning skills which revolve around specific tasks where cause-effect relationships
are understood, where the persons have problems but they are more victims of their life circumstances
rattier than of pathology for which great knowledge of psychological and social dynamics would be
required and lower order of skills of intervention is required to be utilized. The processes dealt with at
the individual, group or community is specific. Show dynamics but do not require unusual skills of
intervention. Administrative tasks are also specific, e.g. planning and programming around a specific
service. The specific objectives of field-work are given below.
1. Development of the knowledge of:
(a) Socio-economic background and the living condition of entire vulnerable groups and the problems
confronting them.
(b) Problem-solving techniques utilized in the specific area of work of the organization where student
is placed.
(e) The use of simple research procedures and maintenance of scientific data to assess
problems/needs/agency.
2. Development of skills in:
(a) Work with individuals, families, groups and communities and seeing the need for an integrated
approach to problem solving.
(b) Selecting and utilization of community resources.
(c) Work as a member of a team with other professional anti own discipline to, plan, organize and
implement projects, programmes with emphasis cm the use of the process in problem assessment and
problem solving
3. Development of professional attitudes, conducive to work with individual families groups and
communities, leading gradually to an awareness of self as a professional person. Efforts will be made to
work out objectives in each semester for every student in field-practicum according to the nature and
services of the agency and his performance will be evaluated accordingly.
Assessment:
Concurrent Field Work:The supervised field work will be of 16 hrs per week for 20-25 daysin each
semester. Attendance in all the days of field work is compulsary for every student. The performance of
student is discussed with his/her supervisor weekly on the basis of his/her weekly fieldwork reports and
is evaluated at the end of each semester (Internal assessment 70 % ( 20% by concerned supervisor &
50% by all faculty’ members based on field based presentation/performance/ Mid term Viva-Voce &
final viva voce 30% (by External Expert). Except on the grounds of sickness or unavoided
circumstances certified by the competent authority/Doctor absence from field work is not allowed.
In addition to concurrent field work, students will attend the following field programmes as
integral part of their field work for which they will be assessed
Rural Education Camp Total Credit: 02 Total Learning Hours : 40
Objective
Understand the rural system with special reference to a specific community
Analysis the regional social system , approach and strategies of social work intervention
Develop a capacity to critique the intervention of both the voluntary organization and the government
agency in relation to poverty
understand the living condition, housing, water supply and other amenities
understand the social life -power structure , community life , social norms, institution , caste and
untouchability
study the condition of health and nutrition and service available
positive local initiatives in the area
Study the voluntary agencies in rural setting.
Study the administrative set up in rural community
Assessement
Rural Education Camp( Second Semester) Rural Education Camp for 7-10 days will be organized by
the department in the second semester and the marks (50 marks) will be awarded to the students by
Camp Director & Co-director / faculty members on the basis of their performance, organizing abilities,
professional development, panctuality, sincerity participation in various activities , responsibilities
shared, tasks handeled, presentation and behaviour during the camp .
Semester -III
Course: MSW-15
Paper: Social Work Research
Total Credits: 4 Credits Total Teaching Hours: 80 Hours
Objectives:
To understand and appreciate the nature, process, and role of Quantitative Research and Qualitative
Methods in the field of Social Work.
To develop practice-based research skills, knowledge, and values required to undertake quantitative
and qualitative research studies in the field of Social Work. Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1
- Social Research: meaning, nature, objectives, need and
importance
- Types of Social Research
- Social Work Research : meaning, purpose and process
- Research Design – meaning and types
lecture and discussion
self study Group assignment
presentation
group discussion
5
5
5
5
2
- Hypothesis meaning,characteristics,
types, formulation and use
Sampling: Meaning &types
Review of related Literature- significance and sources
lecture and discussion
self study
Group assignment presentation
group discussion
5
5
5
3 - Nature of quantitative research methodology:
Characteristics, process &assumptions.
-The Process of Quantitative Research
- Designing quantitative studies, Methods and tools of data
collection,
- Data processing techniques &analysis of data in
quantitative studies
- Reporting the results of quantitative research
&identifying their linkages with Social Work
knowledge.
lecture and discussion self study
Group assignment
presentation group discussion
5 2 4 5
5 4
4
- Nature of qualitative research methodology:
Characteristics, process &types,
- The Process of - Designing qualitative studies, Methods
of data collection,
-Data processing and analysis
-Writing-up qualitative and working towards the
development of field based theory
lecture and discussion
self study
Group assignment
presentation group discussion
5
5
5
5
Assessment
Individual assessment through assignment & mid sessional exam- 30%
Semester End Exam-70%
Reading List:
Atkinson, P.1990: The Ethnographic Imagination: Textual constructions of reality. New York: Routledge.
Becker, Howard, S. 2008.The Relevance of Life Histories”. In Norman K. Denzin (ed.): Sociological Methods:
A Source Book (second edition) New York: Mcgraw-Hill Book Company.
Bryman, Alan, 1998.Quantity and Quality in Social Research. London: Unwin Hyman Ltd.
Denzin, N. and Lincoln, Y. 1997. Handbook of Qualitative Research. London: SAGE Publications.
Filstead, William J. (editor).2000. Qualitative Methodology: Firsthand Involvement with the Social World.
Chicago: Markham Publishing Company
Lal Das, D.K(2000) Practice of social research: a social work Prespective,Rawat Publication
Mahtani, Rajshree P. 2004. Application of Qualitative Research Methodology for
Developing Social Work Practice Models.2006, The Indian Journal of Social Work, 65(1), pp. 60-83
Rubin, Allen & Babbie E.(1989), research Methodology for Social Work, Belmont, wadsworth, califorina .
Course: MSW-16
Paper: Development:Concept, Theories & Dynamics
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives
Understand the goal and basic needs of social development
Understand the social development and social work intervention
Study the different models of development
Understand the issues and problems of development process
Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1
Development, Social Development and Sustainable
Development:Concept &definition
Social work and social development
Indicators, goals and basic needs of social development
Human Development Index.
lecture and discussion self study
Group assignment
Presentation, group
discussion
5
5
5
5
2
.Models of social development; socialistic, capitalistic and
mixed economy
Theories of social development (Social Evolution,
Sanskritization, Modernization &Westernization).
Approaches to social development: Gandhian, Minimum-
needs, Basic services, human resource development,
Participatory, IRDA
lecture and discussion
self study Group assignment
presentation
group discussion
6
6
7
3
Problems of social development in India.
Salient features of social development in the Plan
Documents in India
Millennium Development Goals.
UN and National Human Development Reports
lecture and discussion
self study
Group assignment
presentation group discussion
5 5 5 5
4
Development Sectors &Issues: Rural, Urban and Tribal
development
Green Revolution – factors and impacts
Gender and Environmental Issues and their Impacts on
social development
Role of social workers in social development
lecture and discussion
self study Group assignment
presentation
group discussion
6 5 5 4
Assessment
Individual assessment through assignment & mid sessional exam- 30%
Semester End Exam-70%
Reading List:
Bulmer, M et al. (2009), The Goals of Social Policy, Unwin Hymen, London.
Dreze and Sen (2006), India: Development and participation, OUP, New Delhi
Encyclopedia of Social Sciences.
Encyclopedia of Social Work.
Ganapathy RS & others, (2005). Public Policy and Policy Analysis in India, Sage Publications, Delhi.
Goel. S.L., Jain R.K. (1998), Social Welfare Administration, Vol – I and II, Deep & Deep Publication, New
Delhi.
Gore. M.S.(2005), Some Aspects of Social Development, Bombay: TISS.
Govt. of India,(,2007), Encyclopedia of Social Work in India, Ministry of Welfare : New Delhi.
Hebsur, RK (ed).2000, Social Intervention for Justice, TISS, Bombay.
Human Development Report (2007), Oxford University press, New Delhi.
Huttman, ED, (1991), Introduction to Social Policy, McGraw Hill, N York.
Jacob KK, (1992), Social Development Perspective.
Kulkarni P.D , (1999), Social Policy and Social Development in India, Association of Schools of Social Work in
India, Madras.
Kulkarni,P.D.(1982), Social Policy in India, Bombay: TISS
Kulkarni P.D.(1982), Social Planning in India, Bombay: TISS
Kuppuswamy, B.(1972), Social Change in India, Delhi: Vikas Publishing House.
Madan, G.R. (1973), Indian Social Problems, Allied Publishers: New Delhi.
Rao, BD (ed). (1998), World Summit for Social Development, Discovery Publications, N Delhi.
Rao, P.K,(2000), Sustainable Development, Economic and Policy, Blackwell Publisher, Oxford, UK.
Rastogi, PN (1992), Policy Analysis and Problem-solving for Social Systems, Sage Publications, N Delhi.
Sachs, W. (1997) Development Dictionary.
Sconfield, A. and Shaw, S.(2002), Social Institutions and Social Policy, London: Heinemann Educational Books.
Sharma SL (ed) (2006), Development: Socio-Cultural Dimensions, Rawat Publications, Jaipur.
Singh, B. and Mahanti, N.(1997), Tribal Policy in India, New Delhi : Inter India Publication
Singh, Y, (1972.), Modernization of Indian Tradition, Thomas Press, Delhi.
UNDP. World Development Reports,2004, Oxford University Press
World Bank 2011 World Development Reports (Annual), Oxford University Press.
Course: MSW-17
Paper: Statistics Analysis & Computer Applications
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Course Contents
Course: MSW-18
Health and Social Work Practice
Total Credits: 4 credits Total Teaching Hours: 80 hours
Objectives:
• Acquire knowledge regarding concept, indicators and relationship between health and
development.
• Develop the ability to understand the related concepts of health such as health care, public
health, community health, social medicine, community medicine, preventive medicine,
environmental health and focus on the health problems and health status of people
• Identify and understand different health care systems to promote the status of health in India.
• Develop capacity to analyze various factors in health care financing of medical education and
social work intervention for better health care.
Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1
-Health, Public health, community health and indicators of
health
-Hygiene: personal and environmental.
-Malnutrition,
-Health care system, indigenous system of medicine
(ISM).
- Mental health – concept, dimensions and determinants
lecture and discussion
self study Group assignment
presentation
group discussion
5
3
3
5
5
2
.Medical health prevention and promotion model
•Integrative model and development model
•Holistic approach to health
•Alternative system of health - yoga naturopathy
lecture and discussion
self study
Group assignment
presentation group discussion
5
5
5
5
3
•Social medicine, community medicine, preventive
medicines
•Primary Health Care: organization and functions.
•Education, Provisions for medical education in India
•Common diseases in India –Communicable, non-
communicable and lifestyle
lecture and discussion
self study
Group assignment
presentation group discussion
5 4
4 7
4
•HIV/AIDS epidemics in NE India \
•Programmes for controlling diseases in India.
• Health services in India.
•Social Work Intervention in health
lecture and discussion
self study Group assignment
presentation
group discussion
5 5 5 5
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Allot, M. (1998), Understanding Health and Social Care, Sage: New Delhi.
Atkinson, P. (1995), Medical Talk and Medical Work. Sage: New Delhi.
Barker, C (1996), The Health Care Policy Process, Sage: New Delhi.
Baru, R. (1998), Private Health Care in India. Sage: New Delhi.
Berman, P. (2003), Paying for India’s Health Care. Sage: New Delhi
Bracht, N. (2009), Health Promotion at the Community Level, Sage: New Delhi.
Burma S 2008 Gender, HIV and Social Work Rawat Publications
Davey J 2009 Introducing Child Care Social Work Rawat Publications
Government of India, Annual Reports, 2000 Ministry of Health and Family Welfare.
Laskar, B I, 1999. Urban Ecology, Underdevelopment and Public Health: A Case Study of
Aligarh City in India. International Journal of Sociology and Social Policy, 19(7/8): 73-100,
University of Hull, United Kingdom.
Laskar, B I, 1999. Implications of Privatization of Health Care in Asia. Third World Impact, X
(114), June.
Laskar, B I, 1999, Impact of SAP on Health and Nutrition in Third World. Third World Impact,
X (112): 21-2, April.
Modeste, N.A. (1995), Dictionary of Public Health Promotion and Education, Sage: New Delhi
Mahajan, B.K.,2010 Text Book of Social and Preventive Medicine, Jaypee Brothers Medical
Publishers.
Pandya R 2010 Community health Education Rawat Publications
Park, K. (2007), Preventive and Social Medicine, M/S Bnarsidas Bhanot: Jabalpur.
Surendra S. & Mishra P.D., Health and Diseases, Dynamics and Dimension, New Royal Book
Co., Lucknow
Tew 2009 Social Perspectives and Mental Health Aprentic Publications.
Course: MSW-19
Paper: Field Work
Total Credits : 08 Credits Total Learning Hours : 160 hours
Components
Concurrent field work : 06 Credits
Study Tour : 02 Credits
Concurrent Field Work Objectives Total Learning Hours : 120 hours
1. Development of knowledge of:
(a) Complexity/pathological patterns of behaviour among individuals, families, groups and
communities.
(b) The interaction of the micro and macro systems and their effect on vulnerable groups systemic
factors in problem identification and assessment.
(c) Social policy, planning, social change as major factors in shift of the locus from the remedial to
development work with such groups.
2. Development of skills to:
(a) Critically analyze and evaluate problems/needs of individuals, families, groups and communities in
the context of the micro and macro systems so as to :
(i) use of an integrated approach in problem solving.
(ii) mobilize individuals/groups for development work,
(iii) enhance functioning of the change agent system to initiate new services and participate in the
planning and policy making process of the organization where the students are placed for field-work.
(iv) use leadership in the interdisciplinary team and adequately interpret and social worker's role.
(b) Supervise, staff and volunteers in the agency.
(c) Work as a member of research team/initiate agency based small studies for assessment of problem/
need/delivery of services.
(d) Initiate projects/programmes in the agency and give leadership to others in implementation.
3. Development of professional attitudes, conducive to work with individuals, families, groups and
communities, leading gradually to an awareness of self as a professional person.
4. Develop identification with self as a professional working with maturity and understanding with
people having different value orientations and sell as an agency of change. Efforts will be made to
work out objectives in each semester for every student in field-practicum according to the nature and
services of the agency and his performance will be evaluated accordingly.
Study Tour Total Learning
Hours : 40 hours
Understand the problem situation and its socio- economic -political context.
Understand the organization philosophy ,policy, structure , strategies programme and process of
intervention
The problem faced by the people in relation to the policies , service of the agency and participation of
the client in the management
Understand the role of social work in different setting
understand the administration and funding pattern of organization
understand the government and developmental services in the context of emerging social realities
Acquire the skills in planning , organizing and evaluation of the study tour
understand the process of study tour and involving the student in organizing study tour
improve the communication skill for contacting the organization and sensitization level of the students
for expertise and professional development.
Semester IV
Course: MSW-20
Paper: Counselling & Social Work Practice
Total Credits: 02 credits Total Teaching Hours: 40 hours
Objectives
To equip students with the importance of counseling in social work practice
To help students make use of the process and skills of counseling
To help students find out the different ways of problem-solving skills through counseling
To acquaint students with the different stages of counseling
To help student make use of the different psychotherapies in counseling and its application in the
field
Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1 -Counselling – Concept, meaning, definition, types, and stages -Methods, techniques and skills of counselling -Process &application of counselling
lecture and
discussion
self study
Group assignment presentation
group discussion
Videos Role play
3
5
5
2
--Theories of Counselling – Psychoanalytical, Client
Centered Therapy, RET -Role of counsellors
- Counselling &social work practice
Counselling – family, marriage, HIV/AIDS, education,
Traumapatient, drug addiction
lecture and
discussion
self study Group assignment
presentation
group discussion
5
2
3
8
3 -Indigenous approaches of help and self-help such as yoga
&meditation, specific attitude and values Characteristics and traits of a good counselor and effective counselling -Counselling supervision and burn-out
lecture and
discussion
self study Group assignment
presentation
group discussion
5 2 2
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70% Reading List:
Chopra, R.N. and Chopra, F.C., 2005. Drug Addiction with special reference to India, New Delhi
Council of Scientific & Industrial Research
Bessell, R., B.T., Butsford, 2001. : Interviewing and Counselling, London
Dave, Indu. 2006. : The Basic Essentials of Counseling, New Delhi SterlingPublishers Pvt.LTD
Fullmer, D.W.& Benard, H.W, 2003 : Counselling, Content and Process, New Delhi,Thomson Press,
India.
Upadhyay, R.K. & Sandhya ,2004 : Mental Disorders and Mental Health Policy,New Delhi, Kanishka
Neukrug E 2012 Counselling Theory and Practice Rawat Publications
Berlin S B 2008 Clinical Social Work Practice Apprentic Publications
Jowitt 2011 Social Work with Children and Family Rawat Publications
Mcleod J 2008 An Introduction to Counselling Rawat Publications
Koprowska J 2006 Communication and Interpersonal Skills in Social Work Rawat Publications
Course-MSW-21
Paper: Programme Planning and Proposal Preparation
Total Credit- 02 Credit Total Teaching Hours-40 Hours
Objectives:
Explain and demonstrate components of approaches and models to programme preparation.
Understand and explain how programmes need to be adapted to fit diverse cultural contexts, and how
programmes can be designed to focus on empowerment strategies.
Design a programme model illustrating programme components, consumer pathways, staffing pattern
and desired outcomes.
Develop a professional level Programme Proposal suitable for submission to a funding agency. Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1
-Concept and development of Programme Design;
-Programme Planning Approaches and Programme Models;
-Project identification- Feasibility/Base Line studies,
-Project implementation, evaluation and monitoring;
-Budgeting - Meaning, Steps &important items in Budget.
lecture and
discussion self study
Group
assignment presentation
group discussion
3
4
4 3
3
2
-Project Proposal: Concept and development of Proposal
Preparation;
-Elements of a Proposal,
-Basic steps in writing a proposal;
-Problems and issues in proposal preparation
lecture and
discussion
self study Group
assignment
presentation
group discussion Field visit
4
2
3
4
3
-Case studies: Preparation of ten (10) Project Proposal
Formats of different funding agencies.
lecture and discussion
self study
Group assignment
presentation
group discussion
10
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Kettner, P.M., Moroney, R, M. and Martin, L.L. (2008). Designing and managing programs: An
effectiveness-based approach. Thousand Oaks, CA: Sage.
Netting, F. Ellen, O’Connor, M.K. and Fauri, D.P. (2008). Comparative approaches to program
planning. Hoboken, NJ: John Wiley & Sons.
Yuen, F.K.O. & Terao, K.L. (2010). Practical grant writing and program evaluation. San Diego:
Brooks/Cole.
Pawlak, E.L. & Vinter, R.D. (2004). Designing & planning programs for nonprofit & governmental
organizations. San Francisco: Jossey Bass, Wiley.
Gamble, D.N. & Weil, M. (2009). Chapter 8. Inclusive Program Planning, in Community Practice Skills:
Local to Global Perspectives. Thousand Oaks, CA: Sage.
Lewis 2008 NGOs and Social Welfare: New Research Approach Rawat Publications
Bilson A 2005 Social Work Management and Practice Rawat Publications
Gunn R 2010 Social Entreprenurship Rawat Publications
Sooryamoorthy 2006 NGOs in India Rawat Publications
Sakar A 2008 NGOs and Globalisation Rawat Publications
Mishra R 2008 Voluntary Effort and Rural Development Rawat Publication
Course-MSW-22
Paper: CRIMINAL BEHAVIOUR & CORRECTIONAL ADMINISTRATION
Total Credit- 04 Credit Total Teaching Hours-80 Hours
Objectives:
To acquaint the students with the changing profile of crime and criminals
To equip them with the emerging perspectives of crime causation with particular stress on
sociological explanations
To sensitize them to the emerging idea of correction, its types and measures to prepare them for
professional roles of correctional agents in agencies of criminal justice administration system,
particularly in prison and other reformative institutions Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1 -Conceptual Approaches to Crime: legal, behavioral and
sociological; -Deviance, crime and delinquency; -Types of crime – economic, violent, and white-collar -Perspectives on Crime Causation: classical, positivist,
psychological, sociological, Marxian, geographical;
lecture and discussion
self study
Group assignment
presentation group discussion
5
5
5
5
2 -Recent theoretical advances – the criminal personality, labeling theory -Changing Profile of Crime and Criminals: organized crimes,
Changing socio-economic profile of criminals in contemporary India, -Crimes against women and children, Cyber crimes,
corruption, -Specific crimes in NE India.
lecture and discussion self study
Group assignment
presentation group discussion
5
5
5 5
3 -Theories of Punishment: retributive, deterrent, reformative,
futility and cost of punishment -Correction: meaning and significance of correction; -Forms of correction– prison-based, community-based -Alternatives to Imprisonment: probation, parole, open prisons,
after-care and rehabilitation
lecture and discussion
self study
Group assignment presentation
group discussion
5 5 5 5
4 -History of prison reforms in India, -Correctional Programmes in Prisons: national policy on prisons -Problems of Correctional Administration: antiquated jail
manual and prison act, overcrowding, custodial mindset -Social work interventions
lecture and discussion
self study Group assignment
presentation
group discussion
4 5 6 5
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Bedi, Kiran. 1998. It Is Always Possible. New Delhi: Sterling Publications Pvt. Ltd.
Gill, S.S. 1998. The Pathology of Corruption. New Delhi : Harper Collins Publishers (India).
Goel, Rakesh M. and Manohar S. Powar. 2004. Computer Crime: Concept, Control and Prevention.
Bombay: Sysman Computers Pvt. Ltd.
Lilly, J. Robert, Francis T. Wallen and Richard Ball A. 1995 Criminological Theory, Context and
Consequences. New Delhi: Sage Publications
Makkar, S.P. Singh and Paul C. Friday. 2003 Global perspectives in Criminology. Jalandhar : ABC
Publications.
Ministry of Home Affairs. 2008. Crime in India. New Delhi: Government of India.
Reid, Suetitus. 2000. Crime and Criminology. Illinayse : Deydan Press.
Shankardas, Rani Dhavan, 2000. Punishment and the Prison: India and International Perspective. New
Delhi: Sage Publications.
Course-MSW-23
Paper: Disaster Management and Social Work Intervention
Total Credit- 04 Credit Total Teaching Hours-80 Hours
Objectives :
To create awareness regarding disaster and disaster management.
To understand the historical development of India’s disaster management policy.
Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1 Concept and perspective: - Concept, definitions and nature of disasters. - Social work perspective to disaster management.
lecture and discussion
self study
Group assignment presentation
group discussion
10 10
2 Causes and types of disasters and their impact on
society. - Manmade disasters (Wars, riots, industrial disaster,
nuclear disasters) - Natural disasters (Floods, Earthquakes, famines, epidemics.)
lecture and discussion
self study Group assignment
presentation
group discussion
10 10
3 India’s disaster management policy: From post disaster
relief and rehabilitation to pre-disaster
management and need of disaster management
lecture and discussion
self study
Group assignment presentation
group discussion
20
4 Disaster Management: Disaster Response and Post-Disaster Recovery The role of the state in disaster management and
administration Role of civil society and NGOs
lecture and discussion self study
Group assignment
presentation group discussion
Field visit
8 6 6
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Veena Das and Ashis Nandy: ‘Violence, Victimhood and the Language of Silence’, Contributions to Indian
Sociology.
Dhirendra Sharma, India’s Nuclear Estate (New Delhi: Lancers, 1983).
P.N.Haksar et. al., : A Statement of Scientific Temper, Bombay: Nehru Centre, 1981.
Ashish Nandy: Science, Authoritarianism and Culture.
Praful, Bidwai : Atomic Power on the Run, The Times of India, 13-15 October 1986
Dhirendra Sharma (ed.): The Indian Atom: Power and Proliferation (New Delhi: Philosophy and Social Action,
1986).
Dhirendra Sharma, India’s Nuclear Estate
Ashis Nandy : The Bomb, The Illustrated Weekly of India, 4 August 1985
Jatinder K. Bajaj : The Bhopal Tragedy: The Responsibility of the Scientific Community’,
Sunil Sahasrabudhey, Bhopal: Science Must Share the Blame, PPST Bulletin, 1985, 5, pp. 6-14,25-9
Gole S :L Disaster ‘Administration and management Text and case studies’. Deep –Deep publication 2007.
Gandhi P.T. ‘Disaster mitigation and management post Tsunami perspectives’. Deep-Deep Publication 2007.
Ghosh G.K ‘Disaster management’ APH publishing corporation six volumes.2006
Shiv Visvanathan Bhopal: The Imagination of a Disaster, Alternatives, 1986, II, pp. 147-65.
Sen Amartya (1981)Poverty and Famines New Delhi:OUP
Course: MSW-24
Paper: Dessertation
Total Credits : 08 Credit Total Learning Hours :160 hours
Objective:
The objective is to equip the student with the knowledge of process of conducting a minar research
Course Contents:
The students start the project work in the first semester as per their area of interest and it will be
submitted in the fourth semester.
Each student identifies a research problem defines the problem, collect the review of literature,
formulates objectives, prepare a proposal formulate the research probelm, construct a tool for data
collection, collection of data, data processing & analysis andreport writting
The Plan for the Dissertation will be as follows:
Semester-1
Purposal Preperation & Submission.
Semester-II
Data Collection
Semester-III
Data Processing & Analysis
Semester-IV
Report Writing & Submission
The format of the report is given below:
Objective of the Research Undertaken.
Literature Review.
Research Methodology.
Results and Analysis.
Conclusions.
References.
Appendices to include questionnaire, if
Assessment:
Internal Viva Voce-70%
External Viva Voce-30%
Semester -IV
Course :MSW:25
Paper: Block Field Work
Total Credits: 4 credits Total Learning Hours: 120 hours
The student will be placed by the Department for block field-work for a period of 20-25
working days for full time work in any agency. The Department selects these agencies
from amongst a large number spread all over the country, keeping in mind the
availability and learning opportunities for the students. All expenses in this connection
have to be borne by the students themselves. The students going for block field-work
will have to make their own arrangements for boarding and lodging. The Department
has no responsibility in this regard.
Objectives:
To understand the organisation, its structure , philosophy, history, activities & programmes.
To understand the organization culture and management patteren.
To acquire knowledge about the major issues addressed and strategies followed by the
organization.
To unerstand the organizations approach and method of intervention.
To understand the relevance of organization in the context of target group and addressing
issues.
To learn the process of programme formulation & conducting sitution analysis.
Structure:
Institutional/organizational set up
Relevence of social work practice in organisation set up
Individual Conference: weekly through electronic communication( skype/video conferences)
Attendence: 25 working days in semester
Field Work Days: Continious 25 working days from the date of commencement.
Leave : Leave observed by the organization and leave due to unavoidable circumstances.
Specific Task:
Participating in the routine activities of the organization/agency and identify the scope for social work
intervention.
To understand the organization set up, target groups & implenmentation process of the organization.
Understand the dynamics, decision making pattern ,leadership style,communication level & record keeping
pattern of the organization.
Understand programme formulation , management and implementation process.
Design and conduct minorr research project on the areaas of the organization.
Getting in-depth knowledge ,roles & intervention of social work profession in various issues/setting.
Assessment Pattern:
Sr. No Criteria Marks
1 Professional development 10
2 Field Tasks 20
4 Record keeping 10
5 Use of supervisory inputs 10
7 Viva voce 50
Total 100
Specializations (III Sem)
Group: Community Development (CD)
Course-MSW-23
Paper: Psycho-Social Perspectives in Community
Total Credit- 04 Credit Total Teaching Hours-80 Hours
Objectives:
- Development of holistic understanding of the structure, dynamics of community.
- Appreciate and acquire skills to analyze the problems and need of the communities.
- Develop attitude appreciate for different communities, and to utilize this knowledge in social
work practice.
Course Contents
Module
Number
Contents Teaching and
learning
Methodology
No of
hours
1 -Community: Community in concept and in
lecture and
5
development- it’s essential components
-Community as a social &ecological system
-Community as a psychological phenomenon,
Community as a Set of Power and Conflict
-Types of communities: Rural, urban &tribal
discussion
self study
Group assignment presentation
group discussion
Field visit
5
5
5
2
Community Dynamics &Community, Perspectives
Community Participation: Concept, definition, need,
types, process, steps &techniques
Community Power Structure: meaning types
&importance
- Community Awareness &Mobilization: concept, need,
process, definition, rational, steps, skills &techniques.
lecture and discussion
self study
Group assignment presentation
group discussion
5
5 5
5
3
-Theory based, model based community practice
-Community Need Identification: concept, need, purpose,
process &techniques
-Community Progamme Planning &Community
Empowerment: concept, meaning, process/steps
-Community Resource Mobilization: concept, strategies,
steps and basic requirements
lecture and
discussion self study
Group assignment
presentation
group discussion
5 5 5 5
4 -Community Development: concept, history, definition
&objectives.
-Community Development &Community Organization
-Methods and approaches in community development:
PRA,RRA,&PLA
-Nature of social and community problems
lecture and
discussion
self study
Group assignment presentation
group discussion
5
3 7
5
Assessment
- Individual assessment through presentations/assignments & sessional Exam: 30%
- Semester End Examination: 70%
Reading List:
Alison Gilchrist, Marilyn Taylor (2011), The Short Guide to Community Development, Rawat
Publications.
Chambers, R 2002, Rural Appraisal: Rapid, Relaxed and Participatory, Institute of Development
Studies, Sussex
John E. Tropman,(2007), Successful Community Leadership: A Skills Guide For Volunteers and
Professionals, New York: NASW
Meenai, Z 2007, Participatory Community Work, Concept, New Delhi
Patricia, L.Ewalt. And other,(1998), Community Building : Well –Being and Shared Responsibility,
New York: NASW
Siddique, H.Y. (2006), Working With Communities - An Introduction to Community Work, Hira
Publication, New Delhi.
Siddique, H.Y. 2006,Community and Social Action , Rawat Publication
Course: MSW-26
Paper: Rural Community Development
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives Course Contents
Module
Number
Contents Teaching and
learning
Methodology
No of
hours
1
-Concepts of Rural Area and Rural Development;
Definition and Scope of Rural Development;
-Rural problems and Causes of Rural Backwardness;
-Need for Rural Development;
-Dimensions in Rural Development before and after
Independence.
lecture and discussion
self study Group assignment
presentation
group discussion
5
5
5
5
2
-Population Growth in India; Analysis of Trends and
Changes in the Composition of Rural Population;
- Rural Work Force Problems of Unemployment and
Underemployment in Rural Areas; Conditions and
Problems of Agricultural Labour;
-Levels of Living of Rural People; Poverty indicators
-Measurement of Rural Poverty.
lecture and discussion
self study Group assignment
presentation
group discussion
5
6
5
4
3
-Modernisation Theory; Dependency
-Theory of the Marxist School; Rosenstein-
lecture and discussion
self study
Group assignment presentation
group discussion
3 3 3
-Rodan’s theory;
-Leibenstein’s theory,
-Gandhian Model of Rural Development;
-The Human capital Model of Development.
videos 3 4 4
4
-Factors affecting rural development- Changes in Output, -Changes in the utilization of natural resources,
-Changes in employment, An increase in capital,
-Changes in technology, Changes in the organizational
&institutional framework.
lecture and discussion
self study
Group assignment presentation
group discussion
field visit
5 5
5
5
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
B.S. Khanna (2001), Rural Development in South Asia, Deep & Deep Publications.
Vasant Desai (2003), A Study of Rural Economy, Himalaya Publishing House.
Jain SC (2005), Rural Development, Concept Publishers.
Venkata Reddy K (1998), Rural Development in India- Poverty & Development, Himalaya Publishing
House.
Robert Chambers (2003), Rural Development, Longmans Scientific & Technical Publishers.
NIRD,2005, Rural Development in India- some facets.
Course: MSW-28
Paper: Urban Community Development
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
To acquire an understanding of the social science perspective available for the study urban
communities
To develop analytical skills in assessing problems associated with communities and
understanding the steps in problem solving
To acquire knowledge and impact of various approaches to Urban community development
Develop understanding of governmental initiatives towards upliftment of tribal’s in India
Course Contents
Module
Number
Contents Teaching and
learning
Methodology
No of
hours
1
- Basic concepts of Urban community, characteristics,
types, problems of urban people
-Emerging trends in urbanization
-Factors of urbanization,
-Social dimensions of urbanization,
-Social consequences of urbanization
lecture and
discussion self study
Group assignment
presentation group discussion
6
3
4
3
3
2 -Classification of urban centres, cities and towns, its growth
and special features,
lecture and
discussion
5
-Historical analysis of Urban community: ancient, medieval,
colonial and post independence
-Changing occupational structure and its impact on social
stratification–class, caste Gender, family in Indian urban
society,
-Migration, problems of housing, urban environmental
problems, urban poverty,
-Slum Development, Character of Slum and major problem
in urban and Slum.
self study
Group assignment
presentation group discussion
3
5
8 6
3 -Urban planning and problems of urban management in
India.
-Urban institutions, Factors affecting planning, regional
planning and the links between social and
- Spatial Theory. Movements and struggles, agrarian and
Peasant movement,
-Forces of social change, impacts on rural people
lecture and
discussion
self study
Group assignment presentation
group discussion
videos
4 4 5 4
4
-Role of local administration:
-Voluntary agencies with regards to urban community
development
-Government Programmes for Urban people
-Role and functions of social work in Urban community
development.
-Role of Urban Development Ministry, Metropolitan
Authority, Town Committee, and their function.
lecture and
discussion
self study Group assignment
presentation
group discussion field visit
3 3
4
3
5
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Quinn J A 1955, Urban Sociology, S Chand & Co., New Delhi
Pickwance C G (ed) 1976, Urban Sociology; Critical Essays, Methuen.
Saunders peter 1981, Social Theory and Urban Question,Hutchionson.
Bose Ashish 1978, Studies in India Urbanisation 1901-1971,Tata Mc Graw Hill.
Abrahimson M 1976 Urban Sociology, Englewoot, Prentice Hall.
Ronnan, Paddison, 2001 : Handbook of Urban Studies. Sage : India
Bharadwaj, R.K. 1974 : Urban Development in India. National Publishing House.
Gold, Harry, 1982 : Sociology of Urban Life. Prentice Hall, Englewood Cliff.
Colling Worth, J b 1972 Problems of Urban Society VOL. 2,George and Unwin Ltd.
Alfred de Souza 1979 The Indian City ; Poverty, ecology and urban development, Manohar, Delhi.
Desai A R and Pillai S D (ed) 1970 Slums and Urbanisation, Popular prakashan, Bombay.
Castells M 1977 : The Urban Question, Edward Arnold, London.
Ramachandran R 1991 Urbanisation and Urban Systems in India, OUP,Delhi.
Ellin Nan 1996 Post Modern Urbanisim, Oxford UK.
Edward W Soja 2000 Post Metropolis; Critical Studies of cites and regions. Oxford Blakcwell.
Fawa F. Sylvia, 1968 : New Urbanism in World Perspectives – a Reader. T.Y.Cowell, New York.
Laskar, B I, 1999. Urban Ecology, Underdevelopment and Public Health: A Case Study of Aligarh City in India.
International Journal of Sociology and Social Policy, 19(7/8): 73-100, University of Hull, United Kingdom.
Course: MSW-29
Paper: Tribal Community Development
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:-
Acquire an understanding of the social science perspective available for the study of Tribal Community
Develop respect and recognition for tribal as equal contributors in development
Acquire knowledge about tribal problems
Develop understanding of governmental initiatives towards upliftment of tribal’s in India
Course Contents
Module
Number
Contents Teaching and
learning
Methodology
No of
hours
1 - Tribal society: concepts, definition, characteristics,
kinship and descent
- Social structure-marriage, family, community
- Classification of Tribes in India
- Tribes in NE
lecture and discussion
self study Group assignment
presentation
group discussion
5
5
5
5
2 - Major and indigenous tribes in India
-Tribal Problems
- Approaches to solve tribal problems,
-Changing land reform in tribal areas
lecture and discussion self study
Group assignment
presentation
5
6
5
group discussion
4
3 - Tribal struggles and movements in India
- Tribal reform : social, economic and political
- Social change in tribal India
- Modern factors of tribal transformation
lecture and discussion self study
Group assignment
presentation
group discussion videos
5 5 5 5
4 -Constitutional provisions for tribal communities
- Policies and programmes
- Role of organizations: National and International
- Social work intervention: scope and role of social worker
lecture and discussion
self study
Group assignment
presentation group discussion
field visit
5
5
5
5
Assessment
- Individual assessment through presentations/assignments & mid serm. exam: 30%
- Semester End Examination: 70%
Reading List:
Alam, E., 1994, Planning in North-East India, New Delhi: Gyan Publishing House
Bhattacharjee, J.B., 1998, Sequences of Development in North-East India, Delhi: B.R. Publications
Bose, A. et al, 1990, Tribal Demography and development in North-East India
Das, N.K., 1989, Ethnic identity, ethnicity and social stratification in North-East India
Datta-Roy, R., 1998, Social and Economic profiles of North-East India, B.R. Publications, New Delhi
Nag, S., 1990, Roots of Ethnic Conflict: Nationality Question in North East India
Saikia, P.D. and Borah, D. (eds), Constraints of economic development in northeast India, New Delhi: Omsons.
Laskar, B I, 1999, Tribal Health in India- Some Issues, Third World Impact, X (118), October.
LRI, 2007, Customary Laws of the Apatanis of Arunachal Pradesh with special reference to their Landholding
system, LRI, Guwahati.
LRI,2012, Customary Laws of the Khasis of Meghalaya with special reference to their Landholding system,
LRI, Guwahati.
LRI, 2011, Customary Laws of the Mizos of Mizoram with special reference to their Landholding system, LRI,
Guwahati.
LRI, 2011, Customary Laws of the Angamis of Nagaland with special reference to their Landholding system,
LRI, Guwahati.
LRI, 2009, Customary Laws of the Tripuris of Tripura with special reference to their Landholding system, LRI,
Guwahati.
Group: Family and Child Welfare (FCW)
Course: MSW-30
Paper: Family: Concept and Dynamics
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
- Understand the nature, functions, roles and changing pattern of the family system in India.
- Acquire knowledge on developmental tasks and family dynamics and ability to assess the
programme at different phases of family life.
- understand the family welfare components in social system for social work perspective
- Develop an understanding about the nature of population growth and to provide the required
skills in family welfare and population education programme.
- Develop a broad understanding of the various family welfare services
.
Course Contents
Module
Number
Contents Teaching and
learning
methodology
No of
hours
1
- Family: Concept, definition, forms, function
importance of family as an institution
- Changing pattern of the family in India
- Impact of industrialization, westernization,
modernization in family system
lecture and discussion self study
Group assignment
presentation
group discussion
5
4
5
- Family life Education and management
6
2
- Family welfare: Concept, Philosophy, objectives
and scope of family welfare;
- Historical development of Family welfare and as a
field of social work practice;
- Family welfare programmes
- Social work intervention with families
lecture and discussion
self study
Group assignment presentation
group discussion
6
5
5
4
3
- Population dynamics: Patterns of population
growth in India;
- Population Policy,
- Family Planning Programmmes: aims, objectives,
methods, family planning programmes
- Medical termination of the Pregnancy Act
lecture and discussion
self study
Group assignment presentation
group discussion
Field visit
5 4 6 5
4
- Youth: Demographic, policy and welfare
programme in Indian
- Definition of ‘the Aged’, concept of geriatrics and
gerontology, welfare programme
- Needs and problems of the aged
- Institutional and non- institutional services for the
aged; Social Work intervention with aged
lecture and discussion self study
Group assignment
presentation
group discussion
5 5 4 6
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading list:
Adnari L. James, Kata Wilson, 1988, Social work in Family proceedings: A Practice Guide , London: Routledge
Publications.
Barbara Hanna Wasik, Donna 2002 Home visiting: Procedures for helping families, New Delhi: Sage
Publications
Carol H. Meyer 2006 Fatal families: The dynamics of Intra familial Homicide, New Delhi: Sage Publication
Carlfred B. Broderick 1998 Understanding family process: Basics of family system theory
Chethow-Yanoov, B 1997 Social Work Approach to conflict relations : Making fightsobseletes, New York:
The Haworth Press
Chethow-Yanoov, B 1997 Social Work Practice: A system approach, New York: The Haworth Press
Coontz, S. H. 2007 Population Theories and economic interpretation , London, Routledge and Kenan Paul
Deborah S. Bass 2000 Caring Families, Washington D. C: NASW
Deborah S. Bass 2005 Helping vulnerable, Youths, Washington D.C.:NASW
Declamer, P. and Glendening, 2002 The mistreatment of Elderly People, New Delhi: Sage Publication
Desai, K.G. 2011, Ageing in India, Bombay: TISS series 52.
Desmond Ellis and Noreen 1996 ,Mediating and Negotiating Marital Conflict, New Delhi: sage publication
Douglas J. Beshrov 2005 The vulnerable social worker: Liability for serving children and families, Washington
D.C. NASW
Edoly Street 2004 Counselling for family problems, New Delhi: Sage Publications
Fonsecs, M. 1996 Counselling for marital happiness, Bombay: Nanktala & Sons.
Gokaran, N.A. 2002 Family life education ( Monograph), Bombay, TISS
Herbert, J. Walberg, Olga 2000 Children and Youth: Interdisciplinary perspectives, New Delhi:
Ians Steward, 1996 Developing Transactional analysis Counselling, Calcutta: Sage Publication
Richara Velleman 2002 Counselling for alcohol problems, New Delhi: Sage Publications
Richard Gelles 2004 Intimate violence in families, New Delhi, Sage Publications
Shah ,A.M 2011 The family in India : Critical essays, Bombay: Orient Longman
Course: MSW-32
Paper: Women Centric Social Work Practice
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
Module
Number
Contents Teaching and learning
methodology
No of
hours
1 Position of women in Indian (Vedic, colonial and post
independence),
Women and their liberation against bigamy, purdah, sati,
prostitution and devdasi
Gandhi on women
lecture and discussion
self study
Group assignment presentation
group discussion
6
10
4
2 Women and Development
Govt and political policies to help women:
National and International programme for the
development of women: DWCRA, IRDP, TRYSEM;
Women thrift and credit societies and empowerment of
women;
CAPART, CSWB, Mahila Kosh, Department of Women
and Child Welfare and their programmes for women.
lecture and discussion
self study
Group assignment presentation
group discussion
6
5
5
6
3 Role of voluntary organizations and the empowerment of
women:
All India Women’s conference,
YWCA,
Indian Association for women’s studies,
lecture and discussion
self study
Group assignment presentation
group discussion
18
ICSW,
National Federation for Women.
Field visit
4 Empowerment of women and social work intervention in
the context of Health, Education, Political Participation
and self help groups
lecture and discussion self study
Group assignment
presentation group discussion
20
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Ahuja, 1998 , Women’s organization and Social Network , Guwahati: Eastern Book House
Ahuja, 1997, Violence Against Women, Guwahati: Eastern Book House
NIPCCD 1988, Handbook of Policy and related document on women in India, New Delhi, NIPPCD
Verma, R. 1997, Family courts in India: An appraisal of strengths and limitation, New Delhi: Inter Indian
Publications.
Raj, K.et al 1999, Encyclopaedia of status and Empowerment of Women in India, New Delhi: Veena
Publication
Karmakar, K.G. 1999, Rural credit and self help groups: Microfinance needs and concepts inIndia , New Delhi
Sage Publication
ICCSSR 1975, Status of women in India : Synopsis of the Peport of National Committee on the status of women
, New Delhi: Allied Publication
Pushpa Joshi, 1988, Gandhi on women, Ahmedabad: Navjeevan Publishing House
Mary Langan and Lestey, Women oppression and social work: Issues in Anti discriminatory Practice, New
Delhi, Sage Publications
Semester -IV
Course: MSW: 33
Paper: Child Centric Social Work Practice
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
Understand the concept and development of Child Welfare services in India
Develop understanding of the policies, Legislation, and programme of the children.
Gain knowledge of the National and International Agencies working for child welfare in India.
Develop skills and understanding of the social work intervention pertinent to child welfare.
To provide a macro perspective on the status of children in India with regards to the Convention on the
Rights of a Child and the Juvenile Justice Act 2000
Course Contents
Module
Number
Contents Teaching and learning
methodology
No of
hours
1
- Child Welfare: Concept, Objectives and
significance
- Development of Child welfare services in
India;
- National policy for children and trends
regarding child welfare.
- UN Charter of Children’s Rights,
lecture and discussion
self study Group assignment
presentation
group discussion
5
5
5
5
2
- Juvenile delinquency: Nature of the
problem, affects and remedial measures, J J
Act 2000
- Role of agencies: Juvenile courts, Juvenile
and special homes,
- Laws relating to child: Child Labour Act
1987, Adoption Laws, Children Act 1960
RTE Act
lecture and discussion self study
Group assignment
presentation group discussion
5
5
5
5
3
- Child welfare Services and Programmes
-Integrated child welfare services: aims,
objectives, principles and programmes
- Services for children in need of special
care:
- Social work intervention with disability
children
lecture and discussion self study
Group assignment
presentation
group discussion
5 5 5 5
4
- Institutional care and management: scope
and limitations
- Types of institutions for children; special
aspect of care of the institutional child
- use of social work methods in non
correctional and correctional institutional for
lecture and discussion self study
Group assignment
presentation group discussion
5
4
children
- Agencies working for child care in India:
UNICEF,NIPCCD, ICCW, CSWB
4
7
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Broadzinsky, D. M.Smith,D.W.: Children’s adjustment to adoption and Development , 199 clinical issues, New
Delhi, Sage Publication.
Choudhury D. Paul 2003 Manual of child welfare. Delhi: Atma Ram and sons.
Choudhury D. Paul 2007 Child welfare and Development,New Delhi: Atma Ram & Sons
Donnision, D.V.2003 The Neglected Child and the social services ,Manchester United Press
Farrigton , R. D.P 2008 Serious and violent juvenile offenders: Risk factors and successful intervention, New
Delhi, Sage Publication
Giardina, A.P. Christina, C. W. 2010 A practical guide for the evaluation of child physical neglect New Delhi:
Sage Publications
Gokhale, S. D. 2009 Child Welfare Policy and Planning Bombay: Popular Prakasam Co
Govt of India 2010 Social Welfare in India, New Delhi Planning Commission
Govt of India National policy for children, New Delhi, Ministry of Welfare
Grotevant, H.D. McRoy, R.G.2008 Openness in adoption, Exploring in family corrections, New Delhi, Sage
Publication
Jackson, H. and Nut tall, R 2007 Children abuse: Effects on clinical, personal and professional lives, New Delhi:
Sage Publications
Patra A.K 2010 working status of child labour Rawat Publication
Paper : MSW - 31
Paper: Situational Analysis of Children in India
Total Credits: 4 Credits Total Teaching Hours: 80 hours
Objectives:
To study the concepts , rights and laws related to children
To understand the Issues and Problems of Indian children.
Apply the knowledge for suitable interventions in the field.
To equip with knowledge and skills to work as expert in the field of child rights and
children’s issues. Course Contents
Module
Number
Contents Teaching and learning
methodology
No of
hours
1
Childhood and child Rights: Concept and Definition
of childhood, childhood studies, Child rights and
types (developmental, survival, protection and
participation).
lecture and discussion
self study
Group assignment presentation
group discussion
20
2
-Children in the world –Definition and Legal
Provisions
-Convention on the Rights of Children -Indian Constitution and related Acts
-Demographic Profile of children – rural-urban and
sex ratio at birth.
lecture and discussion
self study
Group assignment presentation
group discussion
5 5
5
5
3
-Survival and developmental Issues in India: Health
and Nutritional Status of children,
-Infant mortality, under-five mortality, Immunized
children, HIV/AIDS among children, malnutrition,
anemia, childhood diseases;
-Education status of children– schooling facilities,
Enrollment and gender gap, Drop-out.
lecture and discussion
self study Group assignment
presentation
group discussion
6 8 6
4
-Protection and Participation Issues in India: Child
abuse (Physical, social and emotional)
-Child labour and Child marriage
-Crime and children– categorization of crimes
against children, status of crimes against children
Child trafficking, Juvenile delinquency and
delinquents;
-Participation of children in decision making and
child leaderships
lecture and discussion
self study
Group assignment presentation
group discussion
5 5 6 4
Assessment
- Individual assessment through presentations/assignments & sessional exam: 30%
- Semester End Examination: 70%
Reading List:
Choudhury D. Paul 2003 Manual of child welfare. Delhi: Atma Ram and sons.
Choudhury D. Paul 2005 Child welfare and Development, New Delhi: Atma Ram & Sons
Donnision, D.V. 2010 The Neglected Child and the social services ,Manchester United Press
Farrigton , R. D.P 2008 Serious and violent juvenile offenders: Risk factors and successful intervention, New
Delhi, Sage Publication
Giardina, A.P. Christina, C. W. and Giardino, E.R. 1997 A practical guide for the evaluation of child physical
neglect, New Delhi: Sage Publications
Gokhale, S. D. Child Welfare Policy and Planning Bombay: Popular Prakasam Co
Govt of India 1960 Social Welfare in India, New Delhi Planning Commission
Govt of India National policy for children, New Delhi, Ministry of Welfare
Grotevant, H.D.McRoy, R.G.1998 Openness in adoption, Exploring in family corrections, New Delhi, Sage
Publication
Jackson, H. and Nut tall, R1997 Children abuse: Effects on clinical, personal and professional lives, New Delhi:
Sage Publications
Laskar, B I, 1996, Child labour and health: an exploratory study of Aligarh lock industry in India. International
Child Health, VII (4): 85-98, University of California, USA.
Laskar, B I, 1996, Eradication of child labour in India: Some Major Initiatives. The Fourth World, (4): 39-
53, NISWASS, Bhubeneswar.
Laskar, B I, Health hazards and child labour. JNU NEWS, XVI (5): 20-21, 1998.
Laskar, B I, 1999, Child abuses, implications for health and international concerns. Women's Link, 5(1): 28-
31, ISI, New Delhi.
Laskar, B I, 2000, Child labour in Aligarh lock industry. Economic & Political Weekly, XXXV (7): 510-13, Feb.