Two models of social welfare are usually mentioned in historical reviews of social welfare and also in the contemporary literature on the subject. The dominant and popular model is usually referred to as the remedial or residual model which is contrasted with the other model described variously as the institutional/institutional-redistributive or developmental model of social welfare. It is frequently argued by some wellknown Western and Indian writers that the latter model is more suited to the countries of the third world which includes India.
Paper presented in the National Conference on ‘Transforming the lives of the oppressed and the under privileged through social work’, 15th March 2013, Department of Social Work, Hindu College, Chennai
Today we have Twenty 20 Cricket match. We have fun and it’s thrilling. And it’s over in a few hours. You are famous overnight. Very much result oriented. Social Work is also increasingly being seen in the same manner by many – individual donors or CSR-Corporate Social Responsibility or govt or even a bilateral organisation. In this context, Michael Reisch aptly says that ‘social work practice is forced to shift from long term sustainability to short term outcomes’ (Michael Reisch, 2011)[1]. The face of ‘Social Work’ is forced to change by other agents who are behaving as ring masters than the wish of the stake holders. If we, the professional social workers succumb to this, soon all our theories of conscentisation, Community Organisation, Case work, etc may have to be restructured to suit the quick fix approach! SUSTAINING SOCIAL WORK EDUCATION AND PRACTICE AT THE HIGHEST LEVEL* (A PROPOSAL AND AN APPEAL)9/15/2016 I express my gratitude to the organizers of the 26th Annual National Conference of the Professional Social Workers for inviting me to participate in the conference at Mangaluru, 2008. I have come here, in spite of my failing health, with a definite purpose of placing before you certain of my thoughts and plans for maintaining highest possible standards of imparting professional social work education and guiding social work practitioners in various fields. I may sound to be parochial in my proposal as I confine in my talk to the pressing issues concerning Karnataka. I am, of course, discussing the issues not unrelated to the theme of the conference , namely, `Challenges for Social Work Education and Practice : the Changing Social Scenario'.
The School of Social Work, Roshni Nilaya, Mangalore has been in the forefront of Social Work Education in the state of Karnataka for the last five decades. It is managed by the Institute of Social Service, Mangalore, an establishment with diverse services managed by the Society of the Daughters of the Heart of Mary, an International Catholic Religious Congregation of Women founded in France in 1790. The mission of the Congregation is to serve the marginalized and discriminated groups in society with a focus on women.
In the last three issues of “Social Work Foot Steps”, articles have been published which give information on the beginning of social work education in Karnataka, at Roshani Nilaya Mangalore, at Bangalore and Karnataka Universities during the period of 1962 to 1971. This note attempts to provide additional information to complete the picture.
Dear Kinsmen,
I thank you very sincerely for giving me an opportunity to share my thoughts, feelings and aspirations with you here under the auspices of Kuvempu University that bears the name of a great KANNADA poet and an humanitarian as also a protagonist of Sarvodaya Philosophy. And, again, it was here that I was given a forum to propose an action programme for social science teachers and students to take up developmental activities throughout the university area covering, then, the three districts, namely, Chikkamagalur, Chitradurga and Shivamogga with the kind moral and intellectual support of the first Vice-Chancellor, Dr.Shanthinatha K. Desai. I am happy to acknowledge the kind co-operation extended to me by Dr.S.A.Bari, the then professor of History and at present the Hon’ble Vice-Chancellor of this University. I am sure professor Bari, now with all the powers he has with him, would take keen interest in supporting the social work department of his university to grow from strength to strength so as to build itself into an instrument of change and development in this region of Karnataka, and be a model to the rest of the state. Besides I ardently desire that he would assist the department in implementing the decisions taken in the light of the discussions held during this workshop. Sub : Request to refer the book “Social Work and Social Welfare” to your institute and social work fraternity
Niratanka is pleased to announce that a commendable book written by Prof. Shankar Pathak, titled “Social Work and Social Welfare” has been published by Niruta Publications, a branch of Niratanka. Introduction:
The Human life cycle moves through various stages from the immaturity of childhood to the maturity of adulthood and then the senility of old age. Every Stage is characterized by certain concomitant changes in the physical, emotional as well as the social realms (Pai, 2000) Of these stages the last one, that is old age had failed to attract the attention of the society until recently. This was apparent even from the vocabulary of social welfare, for, though included the terms like destitute, dependents and vulnerable groups, connoting children, women and to certain extent the youth, it had not considered the aged. Even the British Medical Association confirms the considerable indifference shown toward ‘Geriatric Medicine denouncing it as a second-rate speciality, looking after third-rate patients in fourth-rate facilities’ (BMA, 1986 P.4) ‘We spent all our time trying to get the policy right, we should have spent more time trying to get the politics right’ (Obama, 2012)
Abstract: Any discussion around India’s Social Policy, Social Welfare and Social Development ought to be laid in the context of India’s sixty years of planning history. In this critical essay, I explore the views and treatise of octogenarian Shankar Pathak on social welfare policies and development of the poor in India. In those sixty years of planning, India has certainly made strides, such as producing some billionaires that enter into who’s who list compiled by Forbes, alongside its poor making world’s record officially included into the top ten poor nations. India’s situation can be aptly captured and surmised by borrowing the famous saying of American Political Economist ‘doing better but feeling worse’ ( Wildavsky, 1977, pp 105), this paper examines Pathak’s (2013) views on social policy, welfare and social development in India and to an extent his views on social work profession in India. Pathak, S, (2013), Social Policy Social Welfare and Social Development, Niruta Publications, Bangalore, India, ISBN- 978-81-923424-7-4 When we think of Social Service and Social Work what comes to our mind usually are physical needs of our people like food, water, health, medical services, transportation, communication, etc,. While these are absolutely essential for our physical existence there is something even more important for our happiness, and that of our society. This is character, morality, truthfulness, unselfishness, brotherhood, service mindedness and concern for the wellbeing of fellow citizens in the society.
“An individual's self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong, positive self-image is the best possible preparation for success in life.”-Swami Vivekananda
The development of one’s personality, done in the right manner, is a challenging and rewarding task for every individual, particularly for the energetic youth whom can gain much from it. It is every person’s duty to work towards it, since personality development is necessary for success in any field. In the writings, talks and lectures of Swami Vivekananda, constructive ideas relating to personality development are profusely scattered. The School (MSSW) contributed a lot to my learning and moulding; but it never appealed to me as an institution even in 1979 when I joined the PGDPM programme, because of the strange ways of its management. Whatever contribution it made to my personality came from my teachers: Prof. T.K. Nair (Krishnan Nair), Mr. PTK Panicker (Tata Steel-XLRI), Mr. C. Sarat Chandran (Fellow- London School of Economics) and others who strived to make an institute par excellence, despite the step-motherly treatment given to the programme. Not that the MSSW programme was any better; Prof. George despite his administrative capabilities was not much inclined to be an academician, and therefore failed to understand the prerequisites for academic excellence. The political atmosphere he created at MSSW was not conducive for academic excellence: in the selection of students and teachers perhaps there was a bias towards the establishment, whereas social work by nature must have an anti-establishment or at least a humanist slant, which I found lacking in most students, and even among teachers, with the notable exception of Prof. Nair and Prof. D'Souza.
Who are we:
Sofia Idström, 26 years, comes from Gothenburg in Sweden. I have one bigger brother, Alex who does his PhD in chemistry, Father J.P, doctor in Chemistry, mother Ulla, social worker. I finished 12 standard in 2003 and after that I travelled India, south America, Oceania and Europe and I been working. I started my social work studies in 2008 at MidSweden University, Östersund. I love travelling, playing and listening to music, create, and photography. Reasons and objects:
Education for social work began in India in the year 1936 with the establishment of the Sir Dorabji Tata Graduate School of Social Work at Bombay (now known as the Tata Institute of Social Sciences). Much water has flown under the bridge since then. The number of professional social work educational institutions in the country has multiplied manifold, albeit in an unregulated manner. Social work which is recognized as a distinct profession in the West and other countries of the world has failed to gain professional recognition in India for various reasons, the primary being the absence of any regulatory body at the national level for standardizing social work educational and practice standards. The emerging social realities post LPG have posed fresh challenges before the social work profession, which need to be addressed by services and action for social change in the area of social development, welfare, empowerment and crisis intervention. This in turn requires an army of professionally qualified human power, with specialized knowledge and skills. The effectiveness of social initiatives for welfare, development, empowerment and their initiation through the process of enlisting the participation of all sections of the society in the overall development of the country is directly linked with the quality of human power employed in the welfare and development institutions, both governmental and non-governmental, and also in the people-oriented community-based social movements and services. The platinum jubilee of social work education was observed in 2011. The establishment of the Sir Dorabji Graduate School of Social Work marked the beginning of education for "professional" social work in India. Subsequently, the School of Social Work became an institute of social sciences to accomodate other courses. Starting "job-oriented" MSW and even BSW courses in colleges across the country is now common. The recent trend is the proliferation of Social Work degrees by the directorates of distance education. Who bothers about the quality of education so long as the flow of money is uninteruppted ? Yet Social Work graduates are in demand in different social and corporate sectors. Many are in lucrative positions of authority, while many others work with children, women, elderly, the differently-abled, the mentally challenged, the HIV-affected, and other disadvantaged groups enabling them to transform their lives.
School of Social Work Sabotaging Social Work
An unimaginable action from the authorities of MSSW in 1999. To terminate the MA (SW) course. South India's first school of social work tried to destroy social work education. People who took this dangerous step was a former President of the Association of Schools of Social Work in India and his associates. It is like the child trying to kill the parent. Mary Clubwala Jadhav's historic contribution and the outstanding performance of the hundreds of social work graduates of MSSW for nearly 50 years were to be undone by a reckless attempt for purely personal and other unacceptable reasons. The attempted disruptive effort was resisted by students and some former students. They succeeded in stalling the academic homicide. Some of the former students were co-opted into the Board of Management of MSSW. This period will remain the darkest period in the history of social work education in India. MSSW was founded on 5th August 1952. But it was neither a trust nor a society. In order to overcome this defect a society known as Society for Social Education and Research was formed in October 1960 under the Societies Registration act before the District Registrar and the serial number was 102 of 1960 to "take over and manage the Madras School of Social Work" besides other objectives. However, the constitution of the society suffers from serious legal infirmities. The first Governing Body of the Society consisted of 19 members.
Mrs Mary Clubwala Jadhav was a legendary social worker who was awarded the Padma Shri and Padma Vibhushan for her outstanding humanitarian service. Settled in Madras, Mary Clubwala, a Parsi by birth, was keen to start a school of social work in Madras on the lines of the Sir Dorabji Tata Graduate School of Social Work at Bombay (later renamed the Tata Institute of Social Sciences). Thus the MSSW came into being on 5 August, 1952 and it was housed in thatched sheds in the Harrington Road area and offered the two-year Diploma in Social Service Administration (DipSSA).
Abstract
In Bangladesh, non-government organizations (NGOs) and government organizations (GOs) generally work at micro and macro levels to improve psychosocial functioning of individuals, and also for the improvement of socio-economic conditions of people. They deal with the issues of domestic violence, child rights violation, crime and delinquency, health care, poverty alleviation etc. at individual and family level. Although social work graduates are mostly found involved in these activities under NGOs and GOs, they are still not in a position to apply their academic knowledge because of lack of policy guidelines that explicitly use of social work skills within the organizations. The present study selected ‘Women Support Program’ (WSP) that deals with domestic violence and micro-credit program of Bangladesh Rural Advancement Committee (BRAC) which addresses socioeconomic constraints of the poor women. The study explores the possibility of applying micro social work knowledge and skills in the activities of WSP and micro-credit program of BRAC by analyzing eight cases (four from WSP and four from BRAC), interviewing with the concerned workers and analyzing records kept in the office. The findings of the study identifies a certain level of limitations in the activities that are traditionally carried on by both the programs, and suggest to the efficacy of micro social work knowledge and skills for better social work outcomes. Key words: Social work practice, Bangladesh, Micro social work skills Abstract:
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 T.K. Nair
Abstract Social work education in India is in its eightieth year and yet social work has not been accepted as a profession by the major stakeholders, particularly the government. The present article starts with a discussion on Social Welfare and Social Work. It traces the evolution of social work as a profession globally from “applied philanthropy” and “scentific charity”. It goes on to examine the professionalization of social work in India. Detailed analysis of the weaknesses of social work education and utilization of social welfare manpower have also been attempted in the article. The author concludes that social work in India is not a full profession and it is only a semi-profession. Gandhi wanted his teachers to be social workers and social workers to be teachers. Thus he said: "Our teachers will touch the levels of grown–up people and, if at all possible, penetrate the Purdah. Instruction will be given to grown–up people in hygiene and about the advantages of joint action, for the promotion of community welfare, such as making village roads proper, the sinking of wells, etc, and as no school will be manned by teachers who are not men or women of good training, we propose to give free medical aid as well". These rural schools were run most economically, because one of the conditions was that villagers should provide for the teachers' boarding and lodging and the villagers willingly contributed grain and other kinds of agricultural produce.
Dr.T.K.Nair
Development and CSR Consultant "Prakriti Rakshathi Rakshitah" (Nature Protects When Protected) Abstract The article has three parts .The environmental crisis facing Mother Earth is described in the introductory part. The second section Sustainability and Spirituality is a summary of the "meditations" on sustainable cultures and cosmologies in Asia and the associated writings of Nadarajah in his seminal, visual-textual book Living Pathways. The final part looks at the expected role of social work profession in the environmental justice movement and the disappointing reality. |
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