MASTER OF SOCIAL WORK (Self-financing)

Master of Social Work (Self-Financing) Course

Sambalpur University

The Background

Sambalpur University launched MSW course from the academic session 2007-08. The course is being handled by a group of experienced faculty from the Post-Graduate Departments of Anthropology, Sociology, Economics, Political Science and Public Administration, Home Science, English, Business Administration and Law. The Department of Anthropology, Sambalpur University coordinates this self-financing course.

Duration of the Course: 2 years (Full-time), Course curriculum involves camp-based fieldwork and industrial tours

Total No. of Seats: 32 (For Regular Candidates)       06 (For In-Service Sponsored Candidates; In-service candidate has to produce a ‘no-objection certificate’ and ‘relief order’ from his/her employer at the time of admission, there shall be no relaxation in attendance for in-service candidates)

Minimum Eligibility: Any graduate securing 2^nd class (Honours) or 45% of marks in aggregate in case of pass subjects

Selection Criteria: Written Test (60%), GD (20%), Personal Interview (10%), Career (10%)

Course Structure (framed along the line of the UGC model course curriculum for MSW)

Specialization Offered: (1) Human Resource Development (2) Rural Development

Course Faculty

Infrastructure Facilities and Other Features

·         Well-furnished classrooms, air-conditioned Conference Hall and computer laboratory with 16 computers and internet facility

·         Use of LCD projector in class room teaching and transfer of course materials sent to students via internet, Photocopying facility 

·         Emphasis on capacity building (computer skill, communication skill, project writing and event management)

The Department

·         Official headquarters of the International Commission on Children, Youth and Childhood.

·         NLMA identified nodal agency for the evaluation of PLC and TLC outcomes.

Local Collaborations

·         Dept. of Community Medicine, VSS Medical College, Burla, Sambalpur (Medical Social Work)

·         Indian Red Cross Society, Sambalpur Branch (Social Work through Participatory Approach)

·         BISWA (Rural Livelihood)

·         Patang (Structured Experience Laboratory and Research Methodology Practical)

MoU Signed with Overseas Institutions

·         Institute for Ethnology, Free University of Berlin, Germany

·         Dept. of Anthropology, University of Free State, South Africa

·         Universidad Autonoma de NuevoLeon, Mexico

Workshop/Training Programme Attended by the Students of MSW during 2007-08

·         September 27-28, 2007: Training Program on Psychological First Aid Techniques for the Master Trainers under Disaster Risk Management (DRM) Programme, organized jointly by OSDMA, UNDP and Indian Red Cross Society at District Collectorate, Sambalpur.

·         October 2, 2007: Training Programme on Health Check-up for Students of MSW Sambalpur University organized by Indian Red-Cross Society at Gandhi Mandir, Bhatra, Dhanupali, Sambalpur

·         October 10, 2007: Demonstration Program on World Disaster Day, organized jointly by OSDMA, UNDP, Indian Red Cross Society, at District Collectorate, Sambalpur.

·         October 29, 2007: Orissa Disaster Preparedness Day and National Day for Disaster Reduction, organized jointly by OSDMA, UNDP and Indian Red Cross Society, at District Collectorate, Sambalpur.

·         November 22-23, 2007: Symposium-cum-Exhibition on Community Conservation Initiatives in Orissa, organized by VASUNDHRA in Bhubaneswar.

·         November 24, 2007: Eye Care Training, organized by Indian Red Cross Society, Nuakhimi Gaon, Sason, Sambalpur

·         January 20-24, 2008: Training of Trainers on Panchayati Raj Institution (PRI), organized by CYSD, Bhubaneswar, at Pachpedi, Hemgiri, Sundaragarh.

·         January 29 to February 2, 2008: Leadership Training, organized by NSS, Sambalpur University.

·         February 19, 2008: Training on First Aid Techniques for Paramedical Workers under Disaster Risk Management Programme, organized jointly by OSDMA, UNDP, Indian Red Cross Society, District Collectorate, Sambalpur.

·         February 24-26, 2008: Training on Management of Post Polio Corrective Surgery Camp, organized by SAA, Sambalpur at Kalyan Mandap and District Headquarters Hospital, Sambalpur.

·         March 7-15, 2008: Social Audit [National Rural Employment Guarantee Act], organized by Self Employed Workers’ Association Kendra [Sundargarh] at Ekma, Kutra, Bonai. Sundargarh

·         April 10-11, 2008: Awareness Programme on HIV/AIDS, organized by Government of India, Red Ribon Express, Khetrajpur Station, Sambalpur.

·         June 11, 2008: Training on Search & Rescue: Urban Earthquake Vulnerability Reduction Programme organized by UNDP, OSDM, Sambalpur Municipality, Collectorate Sambalpur

Seminar/Workshop Attended by Students

·                   National Seminar on “Human Genomic and Cultural Diversity” , during 2^nd- 4^th March, 2009 organized by School of Studies in Anthropology, Pt. Ravi Shankar Shukla University, Raipur. Chattisgargh (Manoj Sahu, Somya Mohapatra, Madan Bisawal, Pratikshya Sahu, Rakesh Pradhan and Bindu Sathpathy).

·         National workshop “Status of Social Science Research and Teaching in Eastern India,” organised jointly by the School of Bio-Social Studies, Sambalpur University and Indian Council of Social Science Research, Eastern Regional Centre, Kolkata during February 17-19, 2009.

·         National Seminar on Dynamics of Tribal Development, during 30^th-31^st January, 2009 organized by Department Of Anthropology, Andhra University at Andhra University, VIishakapatnam, Andhra Pradesh (Rakesh Pradhan and Bindu Sathpathy).

·         State-Level Workshop Of Voluntary Blood Donors Organization, from 24^th  -25^th  January 2009, organized by Tyaga, Burla at MCL, Burla (All students of 2^nd & 4^th  semester)

·         Humanity and Applied science, from 7^th -9^th December 2008 organized by Institute of Social Research and Applied Anthropology at Bidisa, Midinapur, (Manoj Sahu and Madan Biswal)

·         Youth at Cross Roads, from 15^th -16^th October 2008, organized by St. Aloysius College at Mangalore (Manas Biswal, Madan Biswal and Rakesh Pradhan)

·         National Conference and Workshop Of Voluntary Blood Donors Organization, from 10^th -12^th May 2008, organized by Tyaga, Burla at MCL, Burla (All students of 3^rd semester)

Publications of the Faculty of the Department during Past five Years

·         Total Number: Sixty-six

·         Books/Edited Volume: 12; Research Articles: 54

·         Books published by Publishers like Greenwood Press (USA), Pearson Education, Oriental Longman, Concept, etc.

·         Articles appeared in international peer-reviewed Journals like:

1.     International Journal of Anthropology (Florence)

2.     Childhood Education (USA)

3.     Annals of Tropical Medicine & Parasitology (UK)

4.     High Plains Applied Anthropologist (USA)

5.     Journal of Royal Anthropological Society (London)

6.     African Journal of Indigenous Knowledge System (Johannesburg)

7.     Journal of Tropical Medicine (UK)

8.     The Journal of Craniofacial Surgery (Canada)    

Invited Lectures Delivered by Overseas Scholars in 2008

·         Professor Marine Carrin, Centre for Anthropology, Toulouse, France, 2008     

·         Dr. Uwe Skoda, Free University of Berlin, Germany, 2008        

·         Dr. Christian Strumpell, Free University of Berlin, Germany, 2008

·         Dr. Sabastenia Zulie, University of Bonn, Germany, 2008

·         Dr. Arun Kumar Acharya, Institute of Social Sciences, Monterrey, Mexico, 2008

·         Dr. Lidiya Guzy, Institute for Ethnology, Free University of Berlin, 2007 and 2008

·         Ken Snow, VOS, UK, 2008

Visit of Overseas Students during Past Two Years

Germany

·         Ms Sina Bartz, Institute of Ethnology, Free University of Berlin, 2007

·         Mr. Stefan Beutner, Institute of Ethnology, Free University of Berlin, 2007

·         Mr. Jan Brinkmann, Institute of Ethnology, Free University of Berlin, 2007

·         Ms. Dana Hilbig, Institute of Ethnology, Free University of Berlin, 2007

·         Mr. Robert Strauch, Institute of Ethnology, Free University of Berlin, 2007

·         Ms. Katharina Kruz, Institute of Ethnology, Free University of Berlin, 2007

·         Ms. May Britt, Institute of Ethnology, Free University of Berlin, 2007

·         Ms. Ina Peters, Institute of Ethnology, Free University of Berlin, 2007

·         Ms. Nicole Wagner, Institute of Ethnology, Free University of Berlin, 2007

Australia

Ms. Zazi Browen, Australian National University, 2007

France

·         Ms. Siscil Gulliman, Centre for Anthropology, Toulouse, France, 2006

·         Ms. Magali Bromer, Centre for Anthropology, Toulouse, France, 2006

Organization of International/National Workshop within Past Two Years

·         International Workshop: Culture and Society of Western Orissa (In collaboration with Institute of Ethnology, Free University of Berlin) 14 students from Free University of Berlin along with their teacher participated in the workshop, January 9-11, 2007.

·         National Workshop: Status of Social Science Research and Teaching in Eastern India, organized jointly by School of Bio-Social Studies, Sambalpur University and Indian Council of Social Science Research, Eastern Regional Centre, Kolkata during March 17-19, 2009.

Visit of Faculty to Different Countries during Past Five Years

•          USA (one faculty member, 2007)

•           Germany (2 faculty members, 2007, 2006)

•           France (one faculty member,2006)

•           Canada (one faculty member, 2006)

•           Brazil (one faculty member, 2004)

•           South Africa (one faculty member twice Feb 2004, Oct 2004)

•           Singapore (one faculty member twice, 2004, 2006)

•           Norway (one faculty member, 2004)

•           Italy (three faculty members, two in 2003 and one in 2004)

Fee Structure

Short Biography of the Course Co-ordinator

Deepak Kumar Behera is professor and the head of the Department of Anthropology, Sambalpur University, India.  He obtained his Master’s degree (Gold Medalist) and Ph.D. from Sambalpur University, India.  Professor Behera was a Fulbright Visiting Professor at California State University at Long Beach during the Fall semester 2007. He was also a Visiting Professor in the Dept. of Anthropology, University of Free State, Bloemfontein, South Africa (2001, 2003), Dept. of Anthropology, University of Durban-Westville, Durban, South Africa (2001), Institute of Psychology, Federal University of Rio de Janeiro, Brazil (2004) and Maison des Sciences de L’Homme, Paris, CNRS-EHESS, Toulouse (2006). He has more than 80 research publications in reputed journals and edited volumes.  Most of his publications are in the fields of children and childhood and tribal studies. Professor Behera has authored/edited sixteen volumes. Some of the books published by Professor Behera in the field of children and childhood are: Contemporary Society: Childhood and Complex Order (Manak Publication, New Delhi, 1996), Children and Childhood in Contemporary Societies (Kamla-Raj Enterprise, New Delhi, 1998), Public Images of Children (Guest Editor, Special Issue of Journal of Social Sciences, New Delhi, 1999) and Children and Youth in the Metropolitan Cultures (Guest Editor, Special Issue of the International Journal of Anthropology, Florence, June 2001), Childhoods in South Asia (Pearson Education, New Delhi, 2007).  Professor Behera has published seven volumes of Contemporary Society: Tribal Studies (Concept Publishing Company, New Delhi) jointly with Professor Georg Pfeffer of Institute of Ethnology, Free University of Berlin, Germany. He has successfully completed more than a dozen research projects funded by UGC, ICSSR, Ministry of Welfare, National Literacy Mission Authorities, Winrock International, Shastri Foundation, WHO, etc.  Besides participating in more than 20 different international conferences, Professor Behera has delivered several invited lecturers in different overseas universities and research institutes such as Hebrew University of Jerusalem, Israel, Tel Aviv University, Israel, University of Orange Free State, South Africa University of Durban West-Ville, South Africa, University of California at Santa Cruz, University of Illinois at Chicago, University of Utah, Logan, etc.  He was the Editor of the Journal of Social Sciences during 1997-2002. Professor Behera has been a member of the Executive Board of International Union of Anthropological and Ethnological Sciences (IUAES) for two consecutive terms, i.e. for the period 1998-2009.  He is the Chairperson of the IUAES Commission on Children, Youth and Childhood. As the Chairperson of the international Commission, he has organized number of panels and sessions relating to children and youth in different international conferences and symposia. He was also the Officer-at-Large of the International Sociological Association Research Committee-53 - Sociology of Childhood for the session 1998-2006.  He is a member of the International Advisory Board of the Journal - Sociological Analysis (North Carolina, USA), Boyhood Studies (New York, USA), Acta Academia (South Africa), and Practicing Anthropology (USA). Thirteen scholars have already received Ph.D. degree working under the supervision of Professor Behera.

Mailing Address:

Dr. Deepak Kumar Behera, Co-ordinator, MSW Programme

Professor and Head of the Department

Department of Anthropology, Sambalpur University

Sambalpur-768 019, Orissa, India

Email: behera.dk@gmail.com

Phone: 9437058426 (Cell), 0663-2432660 (Office), 0663-2405426 (Res.)

COURSES OF STUDIES

MASTER OF SOCIAL WORK

Course Structure

1^st Semester

MSW-411: History and Philosophy of Social Work (4 CH)

MSW-412: Understanding Society and Culture (4 CH)

MSW-413: Social Work Research and Quantitative Analysis (4 CH)

MSW-414: Human Growth and Development (4 CH)

MSW-415: Criminology and Justice (4 CH)

Non-credit Course: IT in Social Sector

2^nd Semester

MSW-421: Social Exclusion and Inclusive Policy (4 CH)

MSW-422: Rehabilitation and Resettlement (4 CH)

MSW-423: Social Work Methods (4 CH)

MSW-424: Corporate Social Responsibility (4CH)

MSW-425: Poverty Reduction, Micro Finance and Micro Enterprises (4 CH)

Non-credit Course: Community Intervention and Entrepreneurship Development

3^rd Semester  

MSW-511: Ideology and Philosophy of Social Work (4 CH)

MSW-512: Social Legislation and labour Welfare (4 CH)

MSW-513: Social Problem and Social Development (4 CH)

MSW-514: Vulnerable Children and their Development (4 CH)

MSW-515 (a): Social Work Practicum-I: Structured Experience Laboratory and Research Methodology Practical (2 CH)

MSW-515 (b): Social Work Practicum II: Micro Level Study on Social Exclusion

(2 CH)

Non-credit Course: Rural Livelihood   

4^th Semester

MSW-521: Social Work Administration (4 CH)

MSW-522: Indian Polity and Public Policy (4 CH)

MSW-523: Tribal Anthropology and Social Work (4 CH)

MSW-524: Elective Course (A student has to select any one of the following elective courses) (4 CH)

1.         Human Resource Development

2.         Rural Development

MSW-525 (a):    Social Work Practicum-III: Skill Development Assessment (2 CH) 

MSW-525 (b): Social Work Practicum-IV: Learning Social Work through Participatory Approach (2 CH)

Non-credit Course: Fundamental of Medical Social Work       Total = 80 CH

Detail Course

1^st SEMESTER

MSW-411 (History and Fields of Social Work)

Introduction

This course aims at introducing the learners to a critical inquiry into the history of ideologies of social change and professional social work.

Objectives

·          Understand the history of evolution of social work profession, both in India and the west.

·          Gain information about contemporary ideologies of social work and social change.

·          Develop skills in ethical decision-making at macro and micro levels.

·          Understand the values of social work and consciously apply those in practice.

·          Develop insights into the origin and development of ideologies/approaches to social change.

·          Develop skills to understand contemporary reality in its historical context.

·          Understand self as a part of own environment and explore own assumptions, ideas and values to develop sensitivity to marginalization of vulnerable groups.

Unit I:      Social work: Definition and scope, objectives and functions, Social welfare: Meaning, scope and objectives, Social action: Meaning &process, Social security.

Unit-II:     Evolution of social work in India: Socio-religious reform movement, Bhakti movement, Christian missionaries, rural reconstruction programmes, Professionalization of social work in India.

Unit III:     Social work education: Content, training, supervision, problems and challenges.

Unit IV:     Social change: Planned development and social change, Relationship between social change and social work, Role of social workers in promoting social change.

Recommended Books:

Banerjee, G.R. Papers on Social Work on Indian Perspective. Bombay: Tata Institute of Social Sciences.

Banka,  J.A., The Society of Social Movement.

Boehm. W., Objectives of Curriculum on Social Work on Education.

Das Gupta (ed.), Towards Philosophy of Social Work.

Friedlander, W.A., Introduction to Social Work.

Friedlander, W.A., Social Work, Concepts & Methods.

Gokhale, S.D. (ed.), Social Welfare, Legend & Legacy.

Gore, M.S. (ed.), Encyclopaedia of Social Work in India. WIS. I & II.

Gore, M.S., Social Work & Social Work Education.

M.S.A. Rao (ed.), Social Movement in India.

MSW–412 (Understanding Society and Culture)

Introduction

The course aims to introduce the learners the understanding of society and culture. It highlights the different forms of social organization and social stratification in Indian society.

Objectives

·          Understand the concepts of society and culture.

·          Evaluate the theories of social change and the processes of social change.

·          Assess the nature and types of social groups.

·          Develops sensitivity towards the caste system in India.

Unit I:      Concept of culture: Meaning, Acculturation, Enculturation, Cultural lag, Cultural relativism.

Unit II:             Meaning and characteristics of Society, Community, Institution, Association. Social change: Theories and factors of social change, Processes of social change: Sanskritization, Westernization, Industrialization and Globalization.

Unit III:     Nature and types of groups: Primary, Secondary, Reference, In-groups, Out-groups. Family: features, functions and types. Marriage: forms, ways of acquiring mates in tribal societies. Kinship: terminology & usages

Unit IV:     Social stratification: Basis of stratification, Status and Role, Caste, Class and Power in India, Caste system in India, Social mobility.

Recommended Books:

Beteille, Andre, The Backward classes & the New Social Order.

Bailey, F.G., Caste & Economic Frontier.

Bottomere, T., Sociology – A Guide to Problems & Literature.

Denle, Y.B., Caste, Religion & Politics in India.

Davis, K.I. Human Society.

Kapadia, K.M. Marriage & Family in India.

Kothari Rajni. Caste in Indian Politics.

Maclver, R.M. and Page C. Society - An Introductory Analysis.

Singer, M. Traditional India: Structure and Change.

Srinivas, M.N. Caste in Modern India.

Srinivas, M.N. Social Change in India.

MSW-413 (Social Work Research and Quantitative Analysis)

Introduction

Through this course, the learner is helped to acquire skills to comprehend, use and explain research as service provider and carry out small projects to collect data to organize service and test the effectiveness of social intervention.

Objectives

·        Understand the need for scientific approach to human inquiry in comparison to the native or common sense approach.

·        Conduct simple interviews including use of observation skills.

·        Prepare simple tools for data collection, code and fill in the coding sheets.

·        Develop research report writing skills.

·        Develop an understanding of simple statistical tools, and learn to use these

Unit I:      Meaning, objectives, types of social work research in India, Field Work tradition in social work, Report writing, Sample Design: Probability and Non-probability methods of Sampling, Sample size & Sampling errors.

Unit-II:     Research design: Exploratory, Descriptive, Diagnostic and Experimental. Hypothesis: Definition, types, sources, features

Unit III:     Methods of data collection: Observation, Interview, Questionnaire, Case Study, Content Analysis, Focus group discussion, Participatory rural/rapid appraisal (PRA and RRA).

Unit IV:     Statistics – Its use and limitations in social work research, Measures of Central Tendency, Chi-Square Test, T-Test. Tabular, Diagrammatic and Graphic presentation of data,

Recommended Books:

Danda, Ajit, Research Methodology in Anthropology. New Delhi: Inter-India.

Young, Pauline, Scientific Social Survey and Research.

Mukerjee, Neela, Participatory Rural Appraisal and Questionnaire Survey.

Goode and Hart, Methods in Social Research.

Kassam and Mustafa, Participatory Researcher.

Wilkinson and Bhandarkar, Methodology and Techniques of Social Research

Wiener, J.S and J.A. Lourie, Human Biology: A Guide to Field Methods        

MSW–414 (Human Growth and Development)

Introduction

The course aims to introduce the learners to the development of the individual across the life span, in a system and an ecological perspective. It also provides an understanding human development and development and behaviour, in contextual influences, including individuals in disadvantaged or specials contexts.

Objectives

·        Develop an overall understanding of the principles of growth, their relevance and application to behaviour at various phases in the life span.

·        Develop sensitivity towards needs, developmental tasks and health status along with need for developmental programmes for the same.

·        Apply the information of growth, development and health in social work practice in general and to individuals, groups and communities in particular.

·        Understand the implications of family norms for status of individuals and developmental opportunities in the family by age and gender.

·        Encourage to study the process of family socialization and understand family norms, ecology and dynamics.

Unit I:      Life span perspectives: Stages of the life span, Principles of Growth and Development, Methods of studying behaviour, Role of heredity and environment, Child rearing practices.

Unit II:      Growth and development in prenatal, infancy, babyhood, childhood, late childhood, early adulthood, middle age and old age periods  with special reference to characteristics, developmental tasks.

Unit-II:     Family life cycle: Stages and task of family life cycle, Contemporary family problems and family welfare laws for family well-being.

Unit IV:     Family life enrichment programmes: ideology of family rights and responsibilities. Family life education in India - Needs, settings and training opportunities, developing resiliency in contemporary Indian families.

Recommended Books:

Harlock, E.B, Child Development

Harlock,E. B., Developmental Psychology

Abrahan Sperling & H.S. Gil, Psychology Made Simple.

Akhilananda.  1952., Mental Health & Hindu Psychology. London: George Allen Unwin.

Bedi, Y., Hygiene and Public Health.

Coleman, J.C., Abnormal Psychology and Modern Life.

Erikson., Child Psychology.

Kuppuswamy, B., Child Behaviour and Development.

Lawrence Lowry, Psychiatry for Social Workers.

Morgan & King, Psychology.

M.C. Durrent & M.K. Bhoota, An Introduction to Child Development.

Park, J.E., A Text Book of Preventive Social Medicine.

Rayer, E.B., Human Development.

Ruch, F.L., Psychology and Life.

Thomson, Child Psychology.

Uday Sankar, Problem Children.

Chowhury, A., et al., Family life education in India- Perspectives, Challenges and Application. Jaipur: Rawat Publication.

Baral,J.K and A. Chowdhury, Family in Transition: Power and Development, New Delhi: Northern Book Centre.

Khasgiwala, A.1993. Family Dynamics: Social Work Perspectives, New Delhi: Anmol.

Uberoi, P. 2000. The Family in India: Beyond the Nuclear verses Joint Debate, Occasional Paper in Sociology, New Delhi: Institute of Economic Growth.

Klein, D.M & White, J.M.1996. Family Theories: An Introduction. Thousand Oaks: Sage Publications.

MSW-415 (Criminology and Justice)

Introduction

The course intends to create awareness among the educated youth regarding the increasing trend and nature of crimes in India and particularly against the Indian women. The students under this course will be sensitized regarding the legal provisions and the different methods for the prevention and control of crime.

Objectives

·           Examine the different types of crime prevalent in society, to understand the causative factors and suggest remedial measures.

·           Study prison administration in India, existing legislations on prisons, violation of human rights and redefining prisoners’ rights. 

·           Critically assess the role of police in social control and find out the relevance of community policing system as an alternative for the prevention and control of crime.

·           Examine the efficacy of reformations and rehabilitative measures existing in prison.

Unit I:      Crime in Society: Its causes, Society reaction to crime causation, Prevention of crime by way of punishment, Objective and types of punishment, Imprisonment as a mode of punishment, Its advantages and disadvantages, Alternative to imprisonment – Probation and Parole.

Unit II:      Prison Administration in India: Human rights violation in prison, Prisoners’ rights, Reformation and rehabilitation of prisoners: Its importance in societal rebuilding

Unit III:     Police: Role of police in society, Community police, Power and function of police, Police abuse, Causes and remedies, Role of social worker in bridging gap between police and public

Unit IV:     Possible association of social worker in different reformation and rehabilitation processes - After care and rehabilitation programme of released prisoners, Contribution of social workers in prevention of recidivism.

Recommended Books:

Ahuja, R. 1981. The Prison system. Agra: Sahitya Bhawan.

Ahuja, R. 1997. Contemporary Social Problems in India. Jaipur: Rawat.

Devasia, L & Devasia, V.V. 1989. Female Criminals and Female Victims: An Indian Perspective. Nagpur: Dattsons,

Mohanty, S.1990. Crimes and Criminals. New Delhi: Ashish Publishing House.

Shankardas, R.D. 2000. Punishment and the Prison: India and International Perspective. New Delhi: Sage Publication.

Madan, G.R.1985. Indian Social Problems. Vol.1. New Delhi: Allied Publishers.

Sirohi,J. P.S.1992. Criminology and Criminal Administration. Allahabad: Allahabad Law Agency.

Mahajan, A and Madhurima 1995. Family Violence and Abuse of Women in Indian Society. New Delhi: Deep and Deep Publications.

Sharma, O. C.1994. Crimes against Women. New Delhi: Ashish Publishing House.

Allam, W.S. 1985. Rehabilitation: A Community Challenge. London: John Willey and Sons, Inc.

Non-credit Course (IT in Social Sector)

Introduction

This course is about basic of computer and communication technology and its application in different social sectors.

Objectives

·      To create awareness of ICT technology

·      Application of the learned skills in the field of development in social sectors 

Unit-I:      Basic Computer Organization: Components, Memory, Operating system, Computer Languages, Assembly, High level, Software

Unit-II:     Application of Software Packages: Word processing, Spreadsheet, Presentation

Unit-III:     Basic of Internet and Application: LAN, WAN concept, WWW, Internet applications

Unit-IV:    IT in Social Sector: IT in Municipality, IT in Villages, IT in GOVT offices, IT in Education, IT in Health Care, IT in social services, IT in Community development

Recommended Books:

Subhash Bhatnagar. 2004. E-government From Vision to Implementation. New Delhi: Sage

Sinha, P.K. and Priti Sinha. 2003. Computer Fundamentals. BPB.

V Gupta. 2006. Comdex Computer Course Kit. Dreamtech.

2^nd SEMESTER

MSW-421 (Social Exclusion and Inclusive Policy in India)

Introduction

The paper shall provide an understanding of social exclusion and related concepts to the students.

Objectives

·                       Examine cases of social exclusion in the context of India

·                       Analyse different areas of social exclusion and its impact on community and people

·                       Critically examine various existing policies relating to marginalised communities and evolving strategies for making them more inclusive

Unit-I:      Social Exclusion: Concept, Meaning and forms of social exclusion, Who is socially excluded and why this matter, Role of culture in social exclusion.

Unit-II:     Cases of Social Exclusion: Dalit, ST, Religious minorities, Children, Women, Aged, Physically and mentally challenged people.  

UNIT-III:    Specific areas of Social Exclusion and marginalization: People affected by HIV/AIDS, Displaced people of mega development projects, Caste system, inequality and social exclusion, Social exclusion and exploitation, Reducing poverty by tackling social exclusion.

UNIT-IV:    Inclusive Policy: Current policies of protective discrimination, Public policies to reduce social exclusion, Constitutional safeguards, Panchayati Raj and women empowerment, Convention on the Rights of the Child, Sub-plan approach to tribal development.

Recommended Books:

Thorat, S., Social Exclusion in India. Oxford

DFID Report. Tackling Poverty by Reducing Social Exclusion

Behera, D.K. and Pfeffer, G. Contemporary Society: Tribal Studies (Vol 1 to VIII). New Delhi: Concept Publishing Company.

MSW-422 (Rehabilitation and Resettlement)

Introduction

This paper aims at highlighting the displacement situation throughout the world, with special emphasis on the Indian situation. It also aims at making the learners aware of the strategies for the rehabilitation of the displaced people.

Objectives

·           Understand the displacement situation and causes responsible for displacement.

·           Understand the role of development projects in displacement with specific caste-studies.

·           Critically examine the rehabilitation policies.

·           Understand displacement from social perspective.

Unit-I:      Basic Concepts of Rehabilitation and Resettlement: R & R – A Global Scenario, R & R – A National Scenario, Theory of R & R developed by Michael Cernea, Planning for Resettler’s Recovery by using Risks and Reconstruction Model of Michael Cernea   

Unit-II:      Types of displacements – A Case Analysis: Irrigation projects, Industrial projects, Hydro-electric project, Mining project, Impact of displacement on Indigenous people (Case of Upper Indravati Hydro-Electric Project)

Unit-III:     Role of Professional in facilitating proper R&R: Identification of PAPs & baseline data collection, Process of Planning R & R, Minimization of displacement, Valuation of Assets, Resettlement Issues, Monitoring task & Institutional Arrangement, Application of R & R: Preparation of RAP with proper budget and action plan, Preparation of Community Development activities for displaced people

Unit-IV:    Institutional Arrangement and Legal Framework: Preparation of Community Development activities for displaced people, The Forest Policy, 1894, Indian Forest Act 1865 & 1878, The land Acquisition Act (LAA), 1894, Wildlife (Protection Act), 1972, National R & R Policies and Act.

Recommended Books:

Fernandes, Walter and Thakria, Enekshi G., Development, Displacement and Rehabilitation.

Gangopadhyay, T. and Mankodi, K.A., Rehabilitation: The Ecological and Economic Crisis.

Keiler, Stephen L., Uprooting and Social Change.

Schdder, T., The Human Ecology and Big         Projects: River Basin Development        and Resettlement.

Bose, B.P.C., Disaster Policies and Administration: A Study of Three        Andhra Disasters.

Cohen, Stephen P. and C.V. Raghavulu, The Andhra Cyclone of      1988.Individual and Institutional     Responses to Mass Death.

Goldsmith and Hildyad, N., The Social and Environmental     Effects of Large Dams.

MSW-423 (Social Work Methods)

Introduction

This course provides a conceptual framework to assist the learner in integrating various methods for practice. It helps the learner to view the situation holistically plan a process for change and carry out an intervention.

Objectives

·           Develop a holistic understanding of social work practice as a unitary process.

·           Develop a critical understanding and application of approaches suggesting holistic, conceptual framework for social work practice.

·           Understand characteristics, systematic relationship and dynamics of units of work/individual/family/group, communities and organizations and to draw implications, social work intervention.

Unit-IV:    Case work: Concept, objectives and principles. Home visit, Resource mobilization, Referral, Case work relationship and communication.

Unit-II:     Social group work: Definition, Philosophy and objectives as a method in social work, Group process, Tools in assessing group interaction, Leadership: Styles and Functions.

Unit-III:     Social group work practice in various fields: Objectives, programme media, worker’s role, Family service agency, Youth services. 

Unit-IV:    Recording in community organization: Concept and importance, Types of leaders and their role in community organization, Role of community organization worker.

Recommended Books:

Loyle, Grece L., Group Experience and Democratic Values. New York: the Women’s Press.

Kunepka, Gisela, Social Group Work, A Helping Process. New Jersey: Prentice Hall.

Liften, Walter M., Working with Groups. New York: Willey & Sons.

Lindsey, Anne. W., Group Work Recording.

Louine, H. Bluementhol, Administration of Social Group Work.

Trecker, H.B., Social Group Work Principles and Practices. New York: Association Press.

Wilson, Gerdrule, Social Group Work: Principles and Ryland Glaly and Practices. New York: Association Press.

Aurthur, H., Community Organization and Planning.

Dunham, Arthur, Community: Welfare Organization Principles and Practice.

Friere Paulo, Educational and Cultural Revolution.

Gangrade, K.D, Community Organization in India.

Himan, Community Organization and Planning.

Moorthy, M.V, Social Action.

Murphy, Community Organization Practice.

Ross G. Murray et.al., Cases in Community Organization.

Weyne McMillan., Community Welfare Organization.

MSW-424 (Corporate Social Responsibility)

Introduction

This course shall provide exposure to the students on an emerging area of social work in India. It will help the students to learn more about scope, need and significance of corporate social responsibility.

Objectives

·           Develop a holistic understanding of the concept CSR

·           Gain adequate knowledge on CSR policy

·           Understand global perspective on CSR and CSR practices in India

·           Know various CSR practices in Orissa through case study

Unit-I:      Social Responsibility, Corporate Social Responsibility, Scope of CSR, Need and Significance of CSR, Carroll’s Model of CSR (Pyramid of CSR).

Unit-II:     Interest Groups Related to CSR, Why Social Responsibilities of Corporate Sectors (arguments for and against it), Drivers of CSR, Tools of CSR, and Benefits of CSR.

Unit-III:     Designing a CSR policy, Factors influencing CSR policy, Managing CSR in an organization, Social auditing, Global Recognitions of CSR- ISO 14000, SA 8000, AA 1000, Codes formulated by UN Global Compact, UNDP, Global Reporting Initiative.

Unit-IV:    Global Perspective of CSR, CSR in India, CSR Activities in Orissa carried out by different corporate giants and their outcomes, Case studies (Vedenta/Sterlite Foundation, MCL, HINDALCO) for better understanding of each aspect and practicalities of CSR

Recommended Books

Bradshaw, T. and D. Vogel. 1981. Corporations and their Critics: Issues and Answers to the Problems of Corporate Social Responsibility. New York: McGraw Hill Book Company.

Brummer, J.J. 1991. Corporate Responsibility and Legitimacy – An Interdisciplinary Analysis, Westport, CT: Greenwood Press.

Cannon, T. 1992. Corporate Responsibility (1st ed.) London: Pitman Publishing.

Grace, D. and S. Cohen 2005. Business Ethics: Australian Problems and Cases. Oxford: Oxford University Press.

Reddy, Sumati and Stefan Seuring. 2004. Corporate Social Responsibility: Sustainable Supply Chains. Hyderabad: ICFAI University Press.

MSW-425 (Poverty Reduction, Micro Finance and Micro Enterprises)

Introduction

This paper aims at helping learners to understand poverty from social perspective. It highlights the role of the government and NGOs in poverty eradication and the relevance of microfinance for rural entrepreneurs.

Objectives

·           Understand poverty and its implications form social science perspective.

·           Gain information on formation of self help groups.

·           Analyse the role of micro-finance in alleviating poverty.

·           Identify the various institutions involved in micro-finance and their role in empowerment of the disadvantaged groups.

Unit I:      Concept of Poverty and Poverty line. National approaches to Poverty measurement, Determinants and trends of poverty in India, Causes and Implications of poverty, Gender and Poverty, Rural and Urban Poverty.

Unit-II:     Programmes and policies for poverty alleviation: Targeted poverty alleviation programmes, Institutional interventions, Social mobilization, empowerment and poverty alleviation.

Unit III:     Micro-credit: Definition, objectives and social implication. Self-Help groups (SHG) and micro-credit. Inter regional development of SHG in India. Basic policy issues on SHG, The Grameen Bank in Bangladesh.

Unit IV:     Micro-finance for rural entrepreneurs: issues and strategies. Micro-credit and poverty alleviation, Institutional credit and NABARD. Relevance of micro-credit. The role of credit in rural development. Narasimham Committee, 1991 and Gupta Committee, 1998. Credit recycling and the problems of over dues.

Recommended Books:

Kapila, Uma., Indian Economy. New Delhi: Academic Foundation.

Dutta and Sunderram, Indian Economy. New Delhi: S. Chand Publication.

Mishra and Puri, Indian Economy.

Annual Report, Ministry of Rural Development. New Delhi.

R.Radhakrishna and S. Ray, Handbook of Poverty- Perspectives, Policies and Programmes, Oxford University Press.

Aurora, Poverty & Economic reforms: Social concerns.

Rural Poverty Report, 2001

P.Bardhan, Poverty, agrarian structure and Political Economy in India.

K.G. Karmakar, Rural Credit and Self-help Groups: Micro-financial Needs and Concepts in India. New Delhi: Sage Publications.

Non-credit Optional Course (Community Intervention and Entrepreneurship Development)

Introduction

This course aims to expose the learners to view entrepreneurship as a desirable and feasible career option; in particular the paper seeks to build the necessary competencies and motivation for a career in entrepreneurship in developing countries with special reference to India.

Objectives

·           Expose the students to the managerial aspect of new enterprise

·           Motivating learners to become entrepreneurship

·           create sustainable livelihood options and contribute to social development

·           Involving themselves in the process of innovation, adaptation and learning to give a new dimension to livelihood conditions of people.

Unit-I:      Entrepreneurship: General introduction to entrepreneurship, theories & concepts, Entrepreneurship and entrepreneurs: early thought and recent concerns the innovative activity Entrepreneurs and managers.

Unit-II:     Entrepreneurship in India: Opportunities and challenges Entrepreneurship: Indian Experience, Micro Enterprises, policy and programmes Managerial Process and Issues in Enterprise Development.

Unit-III:     Entrepreneurship: Innovation and development: Business opportunity

Unit-IV:    Project Formulation: Development and presentation.

               Panel Discussion: Challenges of Entrepreneurship

Recommended Books:

Barringer, Bruce R. & R. Duane Ireland. 2006. Entrepreneurship. New Jersey: Pearson/Prentice Hall. Chapter-9 Writing a business Plan, pp.202-27.

Drucker, Peter F. 1991. Innovation and Entrepreneurship: Practice and Principles. New Delhi: Affiliated East-West Press Pvt. Ltd.  Chapters 1, 2, 10, 11, 16-19: pp.21-29, 30-36, 130-40, 209-252.

Dollinger, Marc J. 1999. Entrepreneurship. New Jersey: Prentice Hall, Chapter 2, Resources and Capabilities, pp.24-51.

Kao, Raymond W. Y. 1995. Entrepreneurship. New York: Prentice Hall, Chapter 5, Entrepreneur, Entrepreneurship and Entrepreneurship, pp. 66-84.

Nanjundan, S. 1994. “Changing Role of Small Scale Industry,” Economic and Political Weekly, 29 (22): 46-63.

Planning Commission. 2002-2007. Chapter 7.1: Industry (excerpt), 10th Five Year Plan, Vol-II, Government of India, New Delhi.

Sandesara, J.C. 1991. “New Small Enterprise Policy. Implications and Prospects,” Economic and Political Weekly, 26 (42): 2423-2426.

3^rd SEMESTER

MSW-511 (Ideology and Philosophy of Social Work)

Introduction

This course aims at helping the learners to understand fundamental objectives of social work profession, its values and ethics as linked to contemporary ideology for social changes.

Objectives

·          Gain information about contemporary ideologies of social work and social change.

·          Develop skills in ethical decision-making at macro and micro levels.

·          Understand the values of social work and consciously apply those in practice.

·          Explore own assumptions, ideas, values and experiences about people and their problems in order to develop sensitivity to the marginalization of vulnerable groups.

Unit I:      Contemporary ideologies for social change: Introduction, Neo-liberalism and Globalization, Post-modernism, Feminism, Multiculturalism.

Unit-II:     Contemporary ideologies of social work profession: Marginalization of vulnerable groups and limitations of professional social work, Social work values, Personal attributes of a social worker.

Unit III:     Social work ethics: Concept and philosophy ethics, Ethical responsibilities in social work, Ethic decision-making and dilemmas in micro and macro social work practice.

Unit IV:     Global perspectives on social work: Contemporary social work ideologies in different countries, learning social work through internet, goals, values, functions/ roles, and process of social work in global context.

Recommended Books:

Banks, S. 1995. Ethics and Values in Social Work: Practical Social Work Series. London: Macmillan Press. Ltd.

Brandon, D. 1976. Zen in the Art of Helping. London: Rutledge and Kegan Paul.

Congress, E.P. 1998. Social Work Values and Ethics. Chicago: Nelson-Hall Publishers.

Desai, M. 2000. Curriculum Development in History of Ideologies for Social Change and Social Work. Mumbai: Social Education and Practice Cell.

Kothari, S. and H. Sethi. 1991. Rethinking Human Rights.  New Delhi: Lokayan.

Pereira, W. 1997. Inhuman Rights: The Western System and Global Human Rights Abuse. Mapusa.  Goa: The Other India Press

Reamer, F.G. 1995. Social Work Values and Ethics. New York: Columbia University Press.

Borgatta, E.F. 1992. Encyclopaedia of Sociology. New York: Macmillan.

MSW-512 (Social Legislation and Labour Welfare)

Introduction

This course is to help learners understand the legal systems and procedures of labour welfare in India. It supposes understanding processes in public interest litigation and develop skills for the same.

Objectives

·           Acquire information on the existing family laws of various sections of Indian population

·           Gain insight into the problems faced by women and children belonging to different strata of society

·           Gain insight to the working conditions of children, SC, ST and other weaker sections of the society with reference to the constitutional rights

·           Understand democracy, social welfare and the system of governance prevailing in India

·           Examine some existing provision on labour laws

Unit-I:       Social Legislations: Marriage, Divorce, Succession, Adoption, Maintenance Guardianship among the Hindus and Muslims, Legislation regarding children, The Juvenile Justice (Care and Protection) Act, 2000, The Protection of Human Rights Act, 1993, The Dowry Prohibition Act, 1961, The Immoral Traffic (Prevention) Act, 1956.

Unit-II:     Democracy, Governance and Social Welfare of SC, ST and other Weaker Sections: Commission for the Protection of SC and ST, The Protection of Civil Rights Act, 1955, The Prevention of Atrocities (SC and ST) Act, 1989, The ST and Other Forest Dwellers (Regulation of Forest Rights) Act, 2006, National Rural Employment Guarantee Act, 2006, Effective Use of the Right to Information Act, 2005

Unit-III:     Role of NGOs in Social Reformation: Formation of NGO under the Societies Registration Act, 1860, Administration of NGO, Fund Raising with special reference to Foreign Funding Regulation Act, NGO and Governments

Unit-IV:     Labour Welfare and Constitutional Provisions and Some Legislations: (i) Payment of Wages Act, 1936 (ii) Workmen’s Compensation Act, 1923 (iii) The Maternity Benefit Act, 1961, Factories Act, 1948.

Recommended Books:

Fluernce P, Sargent.1958. Labour. New York: Hutchinson University.

Hunter Donald.1955. The Disease of Occupation. Boston: Little Brown & company.

Giri, V.V. Labour Problem in Indian Industry.

Kothari, G.L. Labour Law and Practice in India. Bombay: N.M., Tripathy, Private Ltd.

Mathur, J.S.1984. Indian Working Class Movement. Allahabad, 

J.S. Mathur, The History of Trade Unionism. London: Longman Green & Co.

Moorthy, M.V.1968. Principles of Labour Welfare. Viskhapatnam: Gupta Brothers.

Punekar, S.D.1950. Social Insurance of Industrial Worker in India. Oxford University Press.

Sarkar, P.C. Labour Laws in India. Calcutta S.C. Sarkar & Sons Private Ltd.

Goswami,V.G. Labour and Industrial Law, Central Law Agency Allahabad.

Puri, S.K. Labour and Industial Law, Allahabad Law Agency, Allahabad.

Saxena, R.C. 1956. Labour Problems and Social Welfare. Meerut: Jai Prakash Nath & Co.

Srinivasan, R.1958. Labour Law Journal. Modern Law Journal Office.

MSW-512 (Social Problem and Social Development)

Introduction

This course provides a critical and analytical framework to understand key concepts, development process and current issue, pertaining to different parts of the world, with specific reference to India.

Objectives

·           Critically understand the concept, content and process of social development.

·           Develop the capacity to identity linkages between social needs, problems development issues and policies.

·           Locate strategies and skills necessary for social development and re-enforce values of social justice gender justice and equality.

Unit-I:       Social problem: Concept and meaning, Problem of population, Factors causing population explosion, Problems of illiteracy, Problem relating to Community Health.

Unit-II:      Juvenile delinquency, Alcoholism, Drug addiction, Family disorganization, Crime and destitution, Role of NGO’s in urban, rural and tribal development, Social security for elderly in India  

Unit-III:     Social policy: Concept and objectives, Principles of state policy, India as a welfare state and its integration, Planning and administration of social policies. 

Unit-IV:     Social Development: Concept and indicators of social development, Models of social development: Socialistic, capitalistic, mixed economy, Voluntary sector and people’s participation.

Recommended Books:

Agrawal, R.K. Hindu Law: Central Law Agency, Allahabad.

Asswl, P. Social Development Aspects of Social Work Education.

Chatterjee, B.R. Impact of Social Legislation on Social Change, The Minerva Association.

Kuppuswamy, B,. Social Change in India, New Delhi: Vikas Publication.

Gore, M.S. Some Aspects on Social Development.

Kulkarni, P.D. Social Policy in India.

Murthy, M.V. (ed.). Aspects of Social Development.

Singh Tarlok. Towards on Integrated Society.

Titmus, R.M. Social Policy Resolution.

Vreakar, H.S. Law and Social Welfare.

MSW-513 (Vulnerable Children and their Development)

Introduction

This course is introduces the learners to understand children and childhood across diverse societies and culture. What it tries to highlight is the reconstruction of childhood specifically through children’s notion of self-identity. It counters the “invisibility” of children and childhood in the epistemic space of our contemporary societies.

Objectives

·           Discusses the connection between the violence inflicted on children and the issues concerning the foundations and representation of children’s rights within the framework of a fundamental conceptualisation of childhood politics.

·           Understand how the school-going children are pressed between the sky-high expectations of both the parents as well as the teachers.

·           It shows hoe the new social communication environment and the global informational network Internet put new challenges to free speech and problematize it.

Unit-I:      Situation of children in India, Child labour in India, Female working children, Street children, Impact of poverty and drought on children, Child domestic workers, Children in cyber environment. 

Unit-II:     Overburdened school-going children, Growing up in slums, Plight of the girl-child in India, HIV/AIDS affected children

Unit-III:     UN Convention on the Right of the Child, What is children’s participation? Why should children participate?

Unit-IV:    Strategy to address the physical punishment and emotional abuse of children, Strategy to address corporal punishment, National Policy for Children, Integrated Child Development Scheme.

Recommended Books:

Matthew Cotton et al. 2001. An Introduction to Working with Children. New York: Palgrave

Verhellen, E. Understanding Children’s Rights.

Verhellen, E. Monitoring Children’s Rights.

Pfeffer, G and D.K. Behera. 1996. Contemporary Society: Childhood and Complex Order. New Delhi: Manak.

James, A. and Allan Prout. 1997. Constructing and Reconstructing of       Childhood. London: Flamer Press.

Prout, Allan. 1998. Theorizing Childhood. Cambridge: Polity Press

Behera, D.K. 1998. Children and Childhood in our Contemporary Societies. New Delhi: Kamla-Raj Enterprises

Behera, D.K. 2007. Childhoods in South Asia. New Delhi: Longman and Pearson

Behera, D.K and Margaret Trawick. Children and Youth in Global Metropolis. New Delhi: Manak

Qvortrup, J. et. al (eds.). Childhood Matters, Social Theory, Practice    and Politics.

Pramanik, Rashmi. 2007. Overburdened School -Going Children. New Delhi: Concept

MSW-515-a (Social Work Practicum-I Structured Experience Laboratory and Research Methodology Practical) (2 CH)

Introduction

Learning is aided through observation, analysis of social realities and experience of participation designing and providing social work intervention. The structured experience laboratory provides the opportunity of learning of doing in the classroom environment.

Objectives

·           Understanding of situations in the world of reality through experiencing situations in a laboratory setting, using skills of improvisation to deal with contingent situations

·            Reflect on ones’ own behaviour, and its effect on self and others.

·           Observe other’s behaviour and with the help of the facilitator, understand the same.

·           Observe self, recognize own strengths and limitations, and also observe behaviour patterns that call for change.

Area-1:     Highlighting a current local problem requiring interventions, suggestions for innovative interventions to ameliorate the situation    

Area-2:     Making assessment of one’s own strength and weaknesses, suggested strategies for overcoming weakness and behavioural reforms

Area-3:     Playing the role of facilitator in an imaginative programme   

Area-4:     Application of research methods in controlled environment (classroom). 

The performances of the students in all these four areas shall be assessed by internal and external examiners. Attendance in the practical classes, performance in the practical classes, practical records, viva-voce, etc. shall be given consideration while awarding marks to students.

MSW-515-b (Social Work Practicum-II: Micro Level Study on Social Exclusion) (2CH)

Introduction

Through this Social Work Practice the students shall be given a fortnight field-based exposure to study different types of social exclusions’ experienced by people in the field of health, education, economy, community participation in  rural/urban areas. The basic idea is to help students understanding different issues relating to social exclusion and examining various related existing polices.

Objectives

·           Acquire skills of systematic observation and develop a spirit of enquiry

·           Personality build-up for volunteerism

·           Capture the complex issues of social exclusion at the grassroots

·           Understand, appreciate and develop ability to critically evaluate various policies relating to social exclusion.

·           Develop some strategies for social work interventions in this area by recording:

·        Relevant factual information about the problem concern by speaking to socially excluded people

·        Suggestions for evolving strategies for solving the problem

·        The role of social worker and its relevance to address the specific problem of social exclusion

·        Recording people’s voices on their experiences of social exclusion  

For effective learning, the faculty-in-charge of the field study should create an atmosphere whereby the students develop a spirit of enquiry, critically examine the situation of social exclusion, understand various related policies, its relevance and gaps in the programme delivery process. He should provide a letter of introduction to each student moving out for the visits. This field exposure may be done either on camp-mode basis or on a daily-trip basis depending on the situation.

Students should be given orientation on the issue and field situation before leaving for the field. Guidelines for the data collection and reporting writing shall be provided to the students in tutorial classes.

Students shall conduct the fortnight-long fieldwork among socially excluded communities either in urban or remote areas.   

Fieldwork shall be followed up with sharing of the field experiences. Use of varieties of methods of presentation is to be encouraged.  Students shall be assessed both by an external and an internal examiner on the basis of fieldwork performance/attendance, group discussion, personal interview and a consolidated filed report.

Non-credit Optional Course (Rural Livelihood)

Introduction

The course will introduce the concept livelihood and analyze the various polices of livelihood in rural context. It will critically examine the impact of macro-economy and current political trends on rural livelihood.

Objectives

·           Overview of concept of livelihood/rural livelihood, Policy

·           Neo classical model and principal –agency paradigm.

·           Understand Macro-economic/political trends and implication for/impact on rural livelihood, people wise, sector wise

Unit-I:      Analysis: livelihood analysis: portfolio, magnitude and sustainability, Sub-sector analysis and Livelihood promotion, a strategic exercise at micro level, Micro planning through PRA.

Unit-II:     Planning: Formulating livelihood intervention measures: On-farm, Off-farm and Non-farm sectors, Delineating micro credit, Micro enterprise, as promotional tools for livelihood, Micro/macro market research, and product development, innovation and diversification, Identify viable opportunities for livelihood promotion, Develop livelihood interventions plans.

Unit-III:     Institutions: Identify regulatory/promotional/market/ institution and integrating their primacy and policy to win-win partnership

Unit-IV:    Models and Management: MF-ME as a lasting solution to rural livelihood, REDP/WEDP as a tool to enterprise and entrepreneurship promotion, Operation Management, Cost management, and Marketing /Market management, PMES in context of livelihood promotion. Impact analysis, Export Management, beyond national frontier, Multi-skilling as a viable model, Spatial cluster, cooperativisation as a viable livelihood model, Livelihood displacement and effective rehabilitation strategy, Livelihood and gender mainstreaming, Scenario exercise and up scaling strategy.

Recommended Books:

Chambers, Robert. Beyond Farmers First

DFID Manual on Livelihood

Mahajan, Vijaya and Asok Sing. Forgotten Sector.

Sen, Amartya. Inequity Examined

Sing, Kartar. Rural Livelihood.

Websites of CAPART, NABARD, IIED, DSC, BASIX et al.

4^th SEMESTER

MSW-521 (Social Work Administration)

Introduction

This course is to support the learners on the concept of social work administration and management. It brings to light the different principles and techniques of social work administration.

Objectives

·           Understand the structure of social work administration

·           Know about Government agency as a wing of social welfare

·           Develop an understanding about the functioning of NGOs.

Unit-I:      Concept of administration, Social work administration and management, Basic meaning and distinction between concepts of Welfare administration, Public administration and Business administration. 

Unit-II:      Principles and techniques: Planning, organizing, staffing, directing, budgeting and controlling. 

Unit-III:     Government agency as a wing of government department of social welfare, Administrative structure, General body, Executive committee/Board of management /Directors, Secretary.

Unit-IV:     Policy formulation in voluntary agencies and public agencies, Fund raising, Public relations, Problems of voluntary agencies, Central and State (Orissa). 

Recommended Books:

Atwater, P., Problems of Administration in Social Work.

Elwood Street, Social Work Administration.

Kulkarni, P.D., Central Social Welfare Board.

Paul Chowdhury, D. Social Welfare Administration.

Rath, S.N. Development of Welfare State in Orissa.

Reed Ella, W. Social Welfare Administration.

Goel, S.L. Social Welfare Administration Vol.-I & Vol.-II

Trecker, H.P. Group Process in Administration.

V. Jagannathan. Social Administration.

MSW-522 (Indian Polity and Public Policy)

Introduction

The rationale of this course derives from the fact that every member of the Indian society is expected to be aware of the salient features of the Constitution of India that sets forth the framework of the Indian polity and the guidelines for formulation and implementation of public policy for realizing the goal of an egalitarian society. Such awareness is more relevant for academicians and practitioners of social work than the ordinary citizens because they are to provide insights and guidance for attainment of goal of societal development and progress.

Objectives

·           Understand the salient features of the Constitution of India.

·           Acquire knowledge about dynamics of Indian polity.

·           Develop knowledge about the Government of Indian polity.

Unit-I:      Ideals and goals of the Constitution of India: Preamble to the constitution of India, Salient features, Fundamental Rights and Duties, Directive Principles of State Policy

Unit-II:     Government of the Indian Polity

               The Executive: The President of India-Powers, Functions, Position, Role.

               The Prime Minister of India: Powers, Functions, Position and Role.

               The legislature: Composition, Functions of Lok Saba and Rajya Saba.

               The Judiciary: Composition and Functions of the Supreme Court, Judicial Review, Judicial Actions.

Unit-III:     Dynamics of the Indian Polity

Social bases of the Indian polity: Role of caste, tribe, religion and communalism.

Political Parties: Roles of the major national and regional political parties.

Elections and voting behaviour.

Unit IV:     Public policy formulation and Implementation

               Role of the Executives, Legislature, Judiciary, Bureaucracy, Political Parties, Mass media and Public opinion in the process of public policy formulation and implementation.

Recommended Books:

Basu, D.D. The Constitution of India

Basu, D.D. Constitutional Law of India

Palmen, Normar D. The Indian Political System

Palmen, Normar D. Election and Political Development in India

Kothari, Rajni. Politics in India

Jones,W.H. Morris. Government and Politics in India

Bhambri, C.P. Political Process in India

Vora, Raendra (ed.). Indian Democracy

Anderson, J. Public Policy-making

Waldo, D. Ideas and Issues in Public Administration

MSW-523 (Tribal Anthropology and Social Work)

Introduction

This course aims at helping students to develop skills of analysis for tribal societies and understand their socio-economic status and programmes available.

Objectives

·           Be equipped with a theoretical framework to analyse tribal societies.

·           Gain information on overall understanding about the socio-economic situation of tribal groups in various regions of the country.

·           Review briefly the development programmes and their impact on the life of the tribal population.

Unit I:      The concept of tribal society: Anthropology as a field in understanding, Tribal situation in India, Tribal Situation in Orissa, Caste and Tribe interactions.

Unit-II:     Tribal policy in India, Forest-tribe interaction, Deforestation and its impact on tribal population, Tribal rights on forest and land, Problems of indebtedness &land alienation among tribals, Role of State and NGOs to protect and promote the tribals  

Unit III:     The so-called mega development and their impact on tribal communities, Sustainable tribal development, Structural constraints to tribal education (Case of Ashram schools)  

Unit-IV:    Sustainable Tribal development, Neheru’s perspectives on tribal development, Sub-plan approach for tribal development, Constitutional safeguards for the Scheduled Tribes.

Recommended Books:

Behera, D.K and Georg Pfeffer. Contemporary Society: Tribal Studies. Volume-1 to VIII. New Delhi: Concept Publishing Company.

Ghurye, G.S, Caste and Race in India. Mumbai: Popular Prakashan.

Furer-Maimendrof, C.V. 1982. Tribes of India: The Struggle for Survival. Delhi: Oxford University Press

Keesing, R.M, Cultural Anthropology: A Contemporary Perspective. New York: Holt, Rinehart and Winston.

Sharma, K.L, Caste, Class and Social Movements.

Singh, Ajit, Tribal Development in India. Delhi: Amar Prakashan.

Srinivas, M.M, Caste in Modern India and other Essays. Bombay: Asia Publishing House.

Hutton, J.H., Caste in India: Its Nature Functions and Origin. Cambridge: University Press.

Channa,V.C, Caste, Identity and Continuity.

Chaudhuri, B.Tribal Development in India. Delhi: B.R. Publishing.

MSW-524 (Elective, A student has to select any one of the two elective courses)

Elective-1: (Human Resource Development)

Introduction

The course introduces the concepts of HRD. It intends to orient the candidates to understand the HR dimensions in organizational set up. 

Objectives

·           Help  the practitioners  to   understand  the organization structure and system   and  adopt strategies  for effective  management

·           Acquire human skills  to excel  the  performance  at the individual and organizational level

·           Orient  trainees   to become high achievers through HRD  and OB practices

Unit I:      Concept and Meaning: Difference between HRM and Personnel Management, Fundamentals of HRM and Human Resource Development, Human Resource Planning, Human Resource Policies, Career and Succession Planning

Unit II:      Human Resource Planning and Recruitment: Manpower Planning, Job Analysis, Job Description, Job evaluation, Recruitment and Selection, Psychological Testing, Interview, Placements, Induction, Promotion, Demotion, Transfers, Separation, Absenteeism and Turnover

Unit III:     Human Resource Development and Appraisal: Management Development Programme, Training Programme, Employees Training and Development, Performance Appraisal, 360 Degree Performance, Potential Appraisals

Unit IV:     Strengthening the Human Resource: Collective Bargaining, Labor Welfare, Wage and Salary Administration, Incentives, Wage and Non Wage Incentives, Retirement, Separation, Termination, Golden Handshake, Industrial Discipline and Disciplinary Action, Grievances Handling , Conflict Management, Social Security, Workers Participation in Management

Recommended Books:

Chhabra, T. N., (2002), Human Resource Management, Dhanpat Rai and Co, Delhi, III Revised Edition.                        

Dessler, (1996), Human Resource Management, Prentice Hall of India, New Delhi.

Flippo, Edwin B., (2001), Personnel Management, McGraw Hill, New Delhi.

Ashwatthapa, K., (2002), Human Resource Management and Personnel Management, Tata McGraw Hill.   

Mamaoria, C. B., and Gankar S.V., (2005), Human Resource Management, Himalayan Publishing House, IV Edition.

Chaterjee, B.1996.  : Human Resource Management A Contemporary Text. New Delhi: Sterling Publishers Pvt. Ltd.

Sinha, J.B.1990. Work Culture in the Indian Context. New Delhi: Sage Publications.

Hofstede, G.1984. Culture’s Consequences International differences in Work-related Values. New Delhi: Sage Publications.

Bramham, J. 1995. Human Resources Planning. New Delhi: Jaico Publishing House.

Rohmetra , N. 2005. Human Resources Development Challenges and Opportunities. New Delhi: Anmol Publications Pvt. Ltd.

Robbins, S.P.1995. Organisatioanl Behaviour Concepts, Controversies and Applications. New Delhi: Prentice-Hall of India Pvt. Ltd.

Rao, V.S.P. 2006. Human Resource Management, Text and Cases. New Delhi: Excel books.

Gare, Dessler .2005. Human Resource Management. New Delhi: Pearson Education.

Chhabra, T. N. 2002. Human Resource Management, Dhanpat Rai and Co, Delhi, III Revised Edition.               

Dessler. 1996. Human Resource Management, Prentice Hall of India, New Delhi.

Flippo, Edwin B. 2001. Personnel Management. McGraw Hill. New Delhi.

Ashwatthapa, K. 2002. Human Resource Management and Personnel Management, Tata McGraw Hill.   

Mamaoria, C. B., and Gankar S.V. 2005. Human Resource Management, Himalayan Publishing House, IV Edition.

 Elective-2 (Rural Development)

Introduction

The course will help the learner to enumerate the different strategies for rural development and thus explain it’s relevance in relation to rural socio-economic problems.

Objectives

·           Identify the relationship between population and development and the consequent need for family welfare services.

·           Discuss the communication skills and appreciate the role of different media in communicating with people.

·           Trace the development of educational services for women and identify some of the areas in which rural women may be trained.

Unit I:      Rural socio-economic structure: Rural Demography, Rural Poverty. Changing Rural Communities: Change in Knowledge, Attitude and Practice, Communicating with people.

Unit II:      Rural Development Programmes: Minimum Needs Programmes, TRYSEM and DWCRA, NREGP, Rural Social Services: Health Care, Education, Family Welfare Services.

Unit III:     Rural Development Management: Process of Management, Project Dimension, Identification and Formulation. Voluntary Action: Developing Community Based Programmes and Projects, Social Action.

Unit IV:     Rural Social Development: Education and Training of Rural Women, Health and Nutrition of Rural Women. Development of Rural Children: Approach and Strategy of Child Development, Integrated Child Development Services Programmes.

Recommended Books:

Oskamp, Stuart. 1987. Attitudes and Opinions. Englewood Cliff: Prentice Hall.

Rao, Kamala G. 1974. Studies in Family Planning. New Delhi: Abhinav Publications.

Dahama, O.P.1977. Education and Communication for Development. New Delhi: Oxford and IMB Publishing Co.

United Nations Children’s Fund. 1990. Children and Women in India Situational Analysis. New Delhi: UNICEF.

Siddiqui, H.Y. (ed.). 1984. Social Work and Social Action. New Delhi: Harman Publications

Awasthy, Indira.1982. Rural Women of India. New Delhi: B.R. Publishing Corporation.

Srivastava, T.N.1985. Women and the Law. New Delhi: New Delhi Publishing House.

PAPER-525-a (Social Work Practicum-III (Skill Development Assessment) (2 CH)

Introduction

Working with people brings up situations, wherein, some problems or conditions are encountered. Weekly workshops have been experimented with by the institutions of social work education, and have received positive evaluation by learners and resources teachers organizing these.

Objectives

·           Through the workshop, enhance and integrate learning about specific situations, and problems encountered or develop specific skills for intervention-counselling skills for developmental situations, preventive, or crisis facilitative situations.

·           Develop communication skill and developing an interactive personality.

·           To enhance skills/develop new skills for practice in specific situation, specific problems and issues.

·           Self-help skills for personal enhancement and awareness development.

·           Learning to work with communities

·           Beginning ability to operational theoretical inputs in field practice.

·           Growth as a professional practioner

Area 1:     Student will be introduced to an imaginative situation/problem and will then be asked to resolve the situation/problem applying social work skills.

Area 2:     Student will be asked to deliver lectures on a topic and assessment will be made on clarity and consistency, feeling and attitudes, perception of dynamics of interaction.

Area 3:     Students will be made to learn the skill of writing (a) Plan proposal (2) Project Report (3) Resume (4) Organisational brochure (5) Questionnaire (5) Annotated bibliography and references. 

Area 4:     They will be further made to learn (1) Skill for participating in group-discussion (2) Making scholarly presentation with proper style of documentation (3) Preparing text for power point presentation (4) Skill for handling events and press conference (5) Conducting interviews

MSW-525-b (Social Work Practicum-IV: Learning Social Work through Participatory Approach) (2 CH)

Introduction

Through this Social Work Practice the students are provided with an exposure to the field and given understanding as to how to deal with people and handle a situation.

Objectives

·           Acquire skills of systematic observation and develop a sprit of enquiry

·           Personality build-up for volunteerism

·           Understand society’s response to social problems through various services

·           Understand, appreciate and develop ability to critically evaluate the initiative of voluntary and government programmes

·           Develop an appreciation of social work intervention in these programmes by recording:

Relevant factual information about the client system and the problem concern

The selection of programme/strategies for solving the problems and their relevance to the client system and the problem concern or the issue

The role of social worker and its relevance to the client’s needs and the problem

The relationship between micro problems observed and the macro situation. The appropriation of the organisation’s resources and nature of intervention.

Health Setting: Blood donation/Blood groupings, Eye care and Eye donation, Health Camp/Health Check-up, 1^st AID training, Awareness/preventive measures – HIV/AIDS, Sickle Cell and Thalasamia, Community Health Extension Project, Primary Health Centres, Clinics, Blood Donation Camp, Activities of the Local Red Cross Society, Voluntary services to leprosy, Counselling to the patients in the District Headquarter Hospital, Exposure to the functioning of the Aganwadi Centres

Educational Setting: Exposure to the Red Cross Society, aims and objectives for the present and future, Formal Schools, Non-formal Schools, Income Development Skill Generation Centres.

Community Services: Participation in mock drill, Participating in the of the welfare activities of district administration, Environment Improvement Centres (e.g. Family Service Centre, Community Projects in Urban or Rural Settings),

Civil Administration Centres: DRDA, OSDMA (Prevention measures for Earthquakes/Natural calamites/Disaster), Municipal Offices, Panchayat Offices, Ward Office, and Participation in the management of child labour schools.

Services for Special Groups by GOs/NGOs: Destitute Women/Physically Challenged Persons/Orphans/Slum children.

For effective learning, the faculty-in-charge should create an atmosphere whereby the learners develop a spirit of enquiry, appreciation for the service, understand the policy, its relevance and gaps in the programme delivery process. The faculty-in-charge should in selecting the agencies for the visits. He should provide a letter of introduction to each student moving out for the visits.

Students should be given orientation regarding the position of the agencies in the overall service system. Guidelines for the observation and reporting of the visit need to be provided.

Visit should be followed up with sharing of the group reports. Use of varieties of methods of presentation is to be encouraged.

Students shall be assessed on the basis of fieldwork performance, attendance, personal interview and a consolidated term-paper on different field visits as per the suggestions of the course teacher.

Non-credit Optional Course (Fundamentals of Medical Social Work)

Introduction  

This course extends and elaborates the generalist Social Work approach to a special field practice. The purpose of this course is to introduce the students to the social worker’s role in a variety of health care settings. Students will gain knowledge about health and disease, policies, programs and service delivery systems relevant to the health practice field and their roles and responsibilities.

Objectives

·        Introduce and understand the various roles and functions of the social worker in health care settings.

·        Begin to understand and use basic medical terminology and hospital sociology.

·        Understand the theoretical perspectives and knowledge base of social work practice in health care settings as they apply to generalist problem solving skills.

·        Gain knowledge of resources and services particularly in the rural area, to be utilized by consumers and medical social workers

·        Understand the historical and current policy context as it shapes health care and the role of the social worker

·        Integrate knowledge of the meaning of illness, disability and loss for patients and families with general clinical understanding of human behaviour and the life cycle to form a base of social work practice in health care settings.

·        Understand ethical dilemmas related to health care.

·        Understand holistic health care needs as it relates to diverse cultures and at risk populations. 

Unit-I:      Concept of Health and Disease: Dimensions, Determinants  and Indicators of Health, Natural History of Disease, Concept of Control and  Prevention, Dynamics of Disease transmission, common Communicable diseases and  Non Communicable diseases.

Unit-II:     Hospital Sociology: Social structure  and functions of Hospital, Functions of Physician, Staffs in the Hospital, Doctor-patient relationship Patient’s rights and duties,  Common problems in hospital and possible solutions,  Community participation in hospital management.

Unit-III:     Health Care Delivery System in India: Levels of Health Care, Health Care Delivery System in India, Voluntary Health Agencies, National Health programs and policies, Public –Private Partnership,

Unit-IV:     Social Work Practice in Health Care Setting:   The Changing Face of Health Care Social Work,   Functions of medical social worker, Standards, Values, and Ethics in Clinical Health.   Considerations & Methods for Health Care Social Workers,  Documentation & Record-Keeping in the Health Care    Setting, Practice of Social Work in Health Care Settings, Home Care Social Work, Roles and Services provided by the Hospice.

Recommended Books

Dhooper, S.S. 1997. Social Work in Health Care in the 21^st Century.  Thousand Oaks, CA:  Sage

Dziegielewski, S. F. 2004. The Changing Face of Health Care Social Work: Professional Practice in Managed Behavioral Health Care.  New York: Springer.

Hasan, K.A. 1967. The Cultural Frontiers of Health in Village India. Bombay: Manaktalas.

Kishore, J. 2007. National Health Program: National Policies and Legislations Related to Health (revised edition). New Delhi: Century Publications.

____. 2005. A Text Book of Health for Health Workers (revised edition). New Delhi: Century Publications.

Lynch, V. (ed.) 2000. HIV/AIDS at Year 2000: A Sourcebook for Social Workers. Boston: Allyn & Bacon

Park, K. 2006. Park’s Text Book of Preventive and Social Medicine (18^th ed.) Jabalpur: Banarasidas Bhanot Publishers.

Rothman, J. & J.S. Sager 1998. Case Management: Integrating Individual and Community Practice (2^nd ed.).  Boston: Allyn & Bacon