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.
The problems of the disabled have many facets. It is commonly accepted that the problems of the disabled are varied in nature and this makes differing attitudes at various levels in society. In a developing country like India with long years of economic and social backwardness they become much more complex and acute. It is in the fitness of things that with growing social awareness and with the desire to optimize the totality of human resource development of the nation, the position of the disabled and the philosophy and strategy to tackle the situation should increasingly receive greater attention in our society.
“Life doesn’t count for much unless you’re willing to do your small part to leave our children- all of our children- a better world. Even if it’s difficult. Even if the work seems great. Even if we don’t get very far in our lifetime.” – Barack Obama, President of the United States.
INTRODUCTION: CHILDLINE is a national, 24 – hours, free, emergency telephone helpline service for children in need of care and protection. The CHILDLINE number 1098 is a toll free number that is common in all the cities of India. Initially started in Mumbai in June 1996, CHILDLINE is currently operational in 83 cities. CHILDLINE aims to reach out to the most marginalised children and provides interventions of shelter, medical, reparation, rescue, death related, sponsorships, emotional support and guidance. So if you see a child in distress, call 1098! (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 Conservation measures have taken away the traditional livelihoods of nomadic tribes in Karnataka.
Implementation of the Prevention of Cruelty to Animals Act and the Wildlife Protection Act has resulted in the Qalandars and the Havadigas being denied the freedom to work with bears and snakes. AT a short distance from the world famous monuments at Hampi is the village of Hulihaidar in the fertile region of the "rice bowl of Karnataka" in Gangavathi taluk in.Koppal district. Local residents say it was an important town in the Vijayanagara Empire (1336-1646 C.E.) and the seat of a local lord. Today it is home to a semi-nomadic tribal community that tamed bears and used them for street performances. These tribal families are believed to have first settled in Hulihaidar during the Vijayanagara period. They would travel around, plying their street trade, for 10 months in a year. For the remaining two months - before and during the Islamic month of Moharram they would stay put in Hulihaidar, having grand religious and cultural celebrations with their brethren. The community is known as the Qalandars, and similar communities of Qalandars are spread across the country. (Qalandar, in Islamic terminology, usually refers to a Sufi saint, but it seems to have been used by this community historically. Sometimes it is also spelt as Kalandar.) 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.
“Shree” (as the Late Dr.K.V.Sridharan was fondly called by people close to him) was an excellent motivator and facilitator of learning rather than a Professor. When PhD degree holders were scarce in Indian schools of social work, he pursued his doctoral research in social work in a prestigious university in the United States. He was a rare person who chose to work in India at a time when the educated Indians preferred to migrate to America. He consciously preferred a spartan life to a life of luxury and comfort for which he had many opportunities. He was Director of the Madras School of Social Work for a brief period. Many young social workers were benefited to go to USA for training under the Cleveland International Programme for Social Workers and Young Leaders during his tenure in the United States Education Foundation in India. He never compromised his convictions. As Director of the National Institute of Social Sciences at Bangalore, he had to face the toughest challenge of his life when he had to dare the most powerful Chief Minister of Karnataka and the management of NISS to protect the autonomy of the Institute and the interests of the students.
I am happy to learn that Samaja Karyada Hejjegalu is bringing out a special issue on late Dr.K.V.Sridharan, known to his friends as Shri.
I met him in Bangalore around 1975 when I was on a rescue mission to the National Institute of Social Sciences which was in serious doldrums. There was a conflict between the management and the director, Dr.Sridharan. He gave up a prestigious and lucrative job in New Delhi and took over the post of director of the NISW, a relatively unknown outfit. He was the director of the Viswayuvak Kendra earlier. Dr.Sridharan was removed from his post of director, NISS unceremoniously. He appealed to the Association of Schools of Social Work in India (ASSWI) for intervention on his behalf. Social work educators and practitioners felt outraged at the ill treatment meted out to Dr.Sridharan. A fact finding committee was constituted by the ASSWI (K.N.George, Madras School of Social work was the president) with Fr.Sales of the Rajagiri college and myself to inquire into the complaint against the NISS and to recommend remedial measures. We made out a strongly worded report and the rest is history. Subsequent events following our report did not set right the wrongs suffered by Dr.Sridharan. He was not absorbed into the faculty of the department of social work, Bangalore University. Of course the loser is the University for not having him on the faculty along with other staff members of the NISS. From then on Shri was a freelance educator and trainer along with his wife, Dr.Uma whom he married later on in life. Dr K.V. Sreedharan was born in Crangnore (Kannanur) North Malabar District of the Madras province – as it was known before Independence. His father was a high-school teacher, popularly known as “Pai Master”. After his high-school education Sreedharan studied at Madras and obtained an M.A degree in economics with first class. Several years later he also got the M.Litt degree of Madras University. Dr Sreedharan passed out of the Tata Institute of Social Sciences in 1953, with the Diploma in Social Service Administration, specializing in Labour Welfare and Personnel Management. He joined as lecturer at the newly started Madras school of Social Work and for a brief period was its acting Director. He got ful bright Fellowship to do PhD in Social Work at the Cleveland University, Ohio, U.S.A and obtained his PhD degree in 1960. He searched for a suitable senior position in schools of social work. Not succeeding in this, he joined the United States Educational Foundation in India, as a co-ordinator of Cleveland International Youth Leadership Programme. While in Delhi, in 1963 he became the first editor of Social Work Forum, the quarterly journal of Indian Association of Trained Social Workers. He held that position for about four years, until he left for Bangalore to become the Director, National Institute of Social Sciences (Refer, Feb.2011. Social Work Foot Prints). Later he was Director, Nehru Yuwak Kendra in New Delhi for two years. He was also the Editor of Social Work Educator, quarterly journal of the Association of Schools of Social Work in India, for about two years.
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.
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