Life Education and Social Commitment
Social work begins from home, is learnt in school and expands in life. Unfortunately education today has compromised the need to develop strong individuals with values and clarity who feel responsible for society and themselves. The need of the hour is ‘Life education’ and just not ‘Life skills’. The paper elaborates on the ingredients that go into building evolutionary excellence amongst students based on experiential research with children between 10 to 16 years in Bangalore city. The module is built on Learning–Doing–Integrating and teaching children deeper reflection process. The highlight of the program is SAP – social action project that children undertake in tenth grade.
Sixty Years of Social Work Education in Tamilnadu – The Need for Impact Assessment
The largest single stakeholder in social work education is the State, for it spends crores of rupees in salary and maintenance grants supporting such instruction in schools of social work and departments attached to government colleges and private ones across the length and breadth of the State. How does this education benefit the common man, the poor, the needy, the physically and mentally challenged? It is the primary responsibility of the State to find this out. The present paper seeks to provide a broad outline of the areas to be explored through the proposed venture.
This paper describes the findings from a preliminary study conducted in five districts in Tamil Nadu, South India throughout 2009-2010. The objective was to determine the conditions necessary to conduct a health survey to examine socioeconomic factors, interrelatedness to health status and quality of life of children and mothers. Results suggest that social service organizations have the potential to improve the health status and quality of life of children and mothers in Tamil Nadu and a health survey is feasible. Implications and recommendations for conducting international preliminary studies are discussed in relation to the findings.
Key words: international collaborative research, children & mothers, social work practice with communities, community development.
(The article is based upon secondary review and experience accumulated while working as faculty supervisor for MSW field work training programme at Dept. of Social work, Walchand College of Arts and Science, Solapur, Maharashtra. The paper attempts to explore issues/barriers in the supervision process which impacts on the empowerment of field work training in social work education at the same time it also has suggested some recommendation to overcome the issues/barriers involved in supervision process. )
Key Words: Supervision, Field Work Training, Empowerment, Social work Education, “Field work supervision teaches the students to integrate theory and practice in the field. It creates an environment in which professional skills for social work practice can be learnt” Dr. I. S. Subhedar
Impressions of an International Social Work Placement in an Indian School in Dubai ‘ A journey begins before the traveller departs’ (Charmaz, 2006)
This paper accounts the development of our propositions and a grounded theory in the wake of an international field placement of an Australian university master’s qualifying student of social work, in an Indian private school in Dubai. We define the components of this journey that allowed a constructive involvement in the cross cultural milieu. We undertook relevant comparative method advancing and testing the efficacy of relevant theoretical developments; conducting literature reviews and finally the process of conducting action research that allowed for testing beliefs and impressions in a systematic way (Glaser, 1978; Strauss, 1987). A school social work placement has all the action which brings the notions of human agency and the emergent processes. It provides opportunities to attempt problem solving approaches and allows researchers to keep an open ended approach to the study of action. The association of reflective practice throughout the placement allowed the authors to add ‘new pieces to the research puzzle or conjure entire new puzzles’ during the data collection, thus gaining a clear focus on what is happening in the data without sacrificing the detail of the what is being enacted (Charmaz, 2006). This article additionally provides a reflection on the sensitivities of international social work practice in the context of striving for cultural competence whilst providing robust critical analysis.
Keywords: School social work, Grounded theory, Action research, Qualitative research, Cultural competence
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