Social Work Final BSW Syllabus1 1 Syllabus Mumbai University by munotes
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B.S.W Syllabus Grid 2018 -19 CBCS
Semester -I
Course
No. Core
Course No of
Credi
ts Ability
Enhanceme
nt
Compulsor
y Course
(AECC) Skill
Enhanceme
nt Elective
(DSE) General
Elective
(GE)
Sem I MIL-1 English -1
2 Communica
tion in MIL:
Hindi/
Marathi(2)
Credits
DSC -
1A Introduction
to
Social
Work 4
DSC -2
A Social
Science
Foundation
for Social
Work:
Sociology 4
DSC -2
B Social
Science
Foundation
for Social
Work:
Human
Growth and
Behaviour 4
Core
Course
Practica
l Field Work
(practical
component
related to
core
subjects) 4
Total Credits 20
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B.S.W Syllabus Grid 2018 -19 CBCS
Semester -II
Sem
II Core
Course Ability
enhanceme
nt
compulsory
course
(AECC) Skill
enhanceme
nt Elective
(DSE) General
Elective
(GE)
MIL- 2 English -2
2
DSC -1
B Work with
Individuals
and
Families 4 Environmen
t Science(2
Credits)
DSC -1
C Work with
Groups 4
DSC -2
C Social
Science
Foundation
for Social
Work:
Contempora
ry
Developme
nt Studies 4
Core
Course
Practic
al Field Work
(practical
component
related to
core
subjects) 4
Total Sem II
20 Credits
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B.S.W Syllabus Grid 2018 -19 CBCS
Semester -III
Core Course
(CC) Ability
Enhancement
Compulsory
Course
(AECC) Skill
Enhancement
(SE) Elective(DSE) General
Elective
(GE)
DSC -1 E Gender Studies(4)
Computer
Applications
(4)
DSC -1 F Community
Organisation(4)
DSC -2 E
Social Policy(4)
Field Work (4)
Total Credits
20
Semester IV
Core Course
(CC)
Compulsory Ability
Enhanceme
nt
Compulsory
Course
(AECC) Skill
Enhanceme
nt (SE) Elective(DS
E) Genera
l
Electiv
e
(GE)
DSC -1F Research
Methods (4) Life Skills
(4)
DSC -1 G Social Work
Administrati
on (4)
DSC -1 H Social Work
Theories and
Practice (4)
Core
course
practical Field
Work(4)
Total Credits 20
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Semester - V
Core
Course Skill
Enhancement
(Both Courses are
Compulsory) Elective
(DSE -1)
(Any One)
Credits -4 Elective
(DSE -2)
(Any One)
Credits -4 General
Elective
(Any One )
Credits - 4
Development and
Communication(4) Health and
Nutrition (4) A Social Exclusion
and Inclusion
(4) Work with
older adults
(4)
Field Work (6) Child and
Youth Studies
(4) Global and
Indian
Social
Movements (4) Social
Entrepreneu
rship (4)
Total Credits
22
Semester -VI
Skill Enhancement
(Both Courses are
Compulsory) Elective
(DSE -1)
(Any One) Elective
(DSE -2)
(Any One) General Elective
(Any One )
Academic Writing
(2) Human Rights (4) Rural and Urban
Studies (4) Disability
(4)
Field Work
(6) Education and
Development(4) Informal Labour
and Informal
Sector (4) Basic Counselling
Skills (4)
Total Credits 20
Total credits : 122
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Introduction
The vision of the Bachelor of Social Work (BSW) programme is to build a cadre of committed
grassroots level development and professional social workers who would be fully equipped to respond
to the changing global and local socio -economic realities. The programme, developed on a liberal arts
paradigm enables students to use the full range of tools, theories and perspectives to understand,
recognize, critique and appreciate themselves and their role in the globally dynamic environment. The
district method of instruction (comprising andragogic a nd participatory teaching learning exercises) sets
the tone for this strong foundation and helps the students to develop diverse, experiential, and practical
knowledge. The graduates having been grounded in liberal arts and generalist social work perspecti ves
can be employed in the government, NGOs, Social Movements, Hospitals, Social Enterprises,
Cooperatives, International Development Agencies and CSR Projects, in capacities such as Community
Organisers, Program Officers, Social Planners, Development Faci litators, and Social Welfare
Administrators.
Programme Objectives
The objectives of the BSW programme are as follows:
To create critical understanding of social realities reflecting its changing nature and participate
in the dynamics of change
To orient students on diverse population, their issues and social justice stance for social work
practice
To equip the students with skills to work with different groups and communities using social
work practice methods and strategies
To inculcate professional val ues and ethics that guide social work graduates in professional
practice
Competencies Developed by the End of the Programme
Critical thinking
Professional use of self
Understanding the forms and mechanisms of oppression and discrimination and the strateg ies of
change that advance social and economic justice.
Understanding the history of the social work profession and its current structures and issues.
Applying the knowledge and skills of generalist social work to practice.
Applying knowledge of bio-psycho -social theoretical frameworks to understand the interactions
among individuals and between individuals and society
Analysing the impact of social policies on individuals, groups and communities.
Acumen for scientific research studies and integr ating research findings to practice
Using communication skills differentially with a variety of stakeholders
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ORDINANCES, REGULATIONS AND SYLLABUS RELATING TO THE B.S.W. DEGREE
COURSE (SEMESTERS I, II, III, IV, V AND VI) WITH EF FECT FROM THE ACADEMIC
YEAR 2018 -2019
The course of study for the degree of Bachelor of Social work shall be full time and its duration shall be
six semesters extending over a period of three academic years. Each academic year shall be divided into
two semesters, coinciding with the two terms as announced by the University of Mumbai for every
academic year.
The Examination for the degree of Bachelor of Social Work shall be held in six parts, at the end of
semesters I, II, III, IV V and VI. The examinations of the first four semesters will be the responsibility
of the college and the examinations of the fifth and sixth semesters will be conducted by the University.
A student who is declared to have passed in the I, II, III, IV, V, and VI semesters examinations will be
allowed to reappe ar for the same examinations with a view to improving the results, as per MU circular
dated 19th December, 2015.
The degree of Bachelor of Social Work shall not be conferred upon a candidate unless the candidate has
passed in all the papers and in field wo rk prescribed for the six semesters' examinations in accordance
with the provision of the Regulations 6050 and 6051.
Assessment of 100 percent in each subject including field work will be held at the end of each semester.
A candidate for being eligible fo r admission to the B.S.W. semester end (I, II, III , IV, V, and
VI)examinations should have required attendance in theory papers and field work, successfully
completed the assignments/projects of the internal assessment for all papers and have satisfactory
conduct.
A candidate for being eligible for admission to the B.S.W degree must have kept required terms in a
constituent/ affiliated college in accordance with the requirements laid down by the University, and
have undergone to the satisfaction of the prin cipal of the college, the course of studies prescribed for the
examination.
Field Work of semesters V and VI shall be certified by the Head of the Institution concerned, and the
marks assigned for field work shall be communicated to the University at the e nd of the V, and VI
semester before the commencement of the written examinations.
The candidates are required to obtain a minimum of 40 percent of the total marks in each subject and 75
percent attendance in order to appear for the written examination of e ach semester.
The candidates for the B.S.W. Semesters I, II, III, IV, V & VI examination will be examined in the
following subjects. Total credits assigned to the programme is 120.
BSW Syllabus Grid (Sem I and SemII) Based on CBCS 2018 -19
Course
No. Core Course No of
Credits Ability
Enhancement
Compulsory
Course
(AECC) Skill
Enhancement Elective
(DSE) General
Elective
(GE)
Sem I MIL-1 English -1
2 Communication
in MIL: Hindi/
Marathi(2)
Credits
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DSC -1A Introduction to
Social Work 4
DSC -2 A Social Science
Foundation for
Social Work:
Sociology 4
DSC -2 B Social Science
Foundation for
Social Work:
Human Growth
and Behaviour 4
Core
Course
Practical Field Work
(practical
component
related to core
subjects) 4
Total Sem I
20 Credits
Sem II Core Course Ability
enhancement
compulsory
course(AECC) Skill
enhancement Elective
(DSE) General
Elective
(GE)
MIL- 2 English -2
2
DSC -1 B Work with
Individuals and
Families 4 Environment
Science(2
Credits)
DSC -1 C Work with
Groups 4
DSC -2 C Social Science
Foundation for
Social Work:
Contemporary
Development
Studies 4
Core
Course
Practical Field Work
(practical
component
related to core
subjects) 4
Total Sem II
20 Credits
All theory papers of two credits will have a Semester end examinations for 50 marks with two hours
duration . All theory papers of four credits will have a Semester end examinations for 100 marks with
three hours duration.
The following question paper patt ern will be followed for the semester end examination of semesters I,
II, III, IV, V and VI: The question paper will have questions from all units. There will be essay type
questions with internal choice, and one short notes question with fifty percent cho ice.
A candidate for being eligible to appear for the semester end examinations should have satisfactor ily
kept 75 percent of attendance in aggregate as per the O 6086 effective from 2014 -2015.
Field work of each student will be assessed at the end of ea ch semester. The marks obtained for the field
work at the end of semester V and VI will be communicated to the University before the
commencement of the written examination.
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STANDARD OF PASSING
Semesters I, II, III , and IV:
To pass the first, second, third, fourth, fifth and sixth semesters end examinations the students should
have obtained:
1. 40 percent of the total marks assigned to each paper for Semester end Examination.
2. 45 percent of the marks assigned to field work
4. Students who fail in fie ld work will repeat the respective field work practicum before the start of the
next semester. A minimum of 180 hours of field work with an continuous evaluation and viva -voce
examination.
An unsuccessful candidate who has obtained 40 per cent of the ful l marks in a paper/s may be given
exemption from appearing in those paper/s at the subsequent examination and will be declared to have
passed the respective semester end examination when the candidate has passed in the remaining paper/s
in accordance with Rule 3367.
ATKT: students who fail in any number of papers in the first semester will be allowed to keep terms in
the second semester.
ATKT for the third semester: students who fail in maximum of two papers each in the first and second
semesters may be gra nted ATKT for the third semester.
The students who fail in a maximum of two papers in the third and fourth semester each may be granted
ATKT for the fifth semester, provided they have satisfactorily passed in all papers of both Sem I and
Sem II. Admission to the fifth semester will be granted only if he/she passes in all the papers including
fieldwork at either Semester I and II or Semester III and IV examinations.
Students who do not clear semester V may be allowed to appear for semester VI exams. However, the
results for the semester VI exam will not be declared till he/she clears semester V
A student who fails to pass in field work in Semester 1, III and V will be allowed to keep terms for
Semester II, IV and VI but should complete an additional 180 hours of field work before
commencement of the higher semester. A student must pass the field work of Semester 1 and II before
being granted admission to Semester III. A student must pass the field work of Semester III and IV
before being granted admission to S emester V.
The students who have not completed the required field work satisfactorily at the end of Semesters II
and IV will be granted admission to the next higher semester only after completing the said field work
satisfactorily. He/she will have to repe at the field work hours of the semesters for being eligible for
admission to the next higher semester.
However, a candidate who has obtained 45 per cent or more of the full marks in field work may claim
exemption in field work. A candidate who has to repea t the field work also should register for the
University examination as in the case of a candidate reappearing in other subjects.
The candidates will be awarded the following class as per the marks obtained in the V and VI semester
examinations.
The gradin g pattern will be as follows:
Letter Grade Grade Point
O (Outstanding) 10
A+ (Excellent) 9
A (Very Good) 8
B+ (Good) 7
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B (Above Average) 6
C (Average) 5
D (Pass) 4
F (Fail) 0
Ab (Absent) 0
Semester -I
MIL -1:English -1 (Credits -2)
The objectives of this course is as follows:
1. To introduce the learner to the field of communicative English
2. To help the learner understand the basics of English reading and writing
3. To help the learner gain skills in office communication
Unit 1: Basic Language Skills: Grammar and Usage
The ability to fill in the blanks, correct errors,
Choose correct forms out of alternative choices, join clauses,
Rewrite sentences as directed, and replace indicated sections with single words / opposite s /
synonyms are to be taught
(To be assessed through paragraphs or sentences)
Unit 2 : Comprehension of an unseen passage (non -literary)
Understanding of the passage in question;
A grasp of general language skills and issues with reference to words and usage within the
passage;
The power of short independent composition based on themes and issues raised in the
passage
(Passages are to be taken from Literary / Scientific / Technical writing. One passage is to be given. The
length of the passage should be about 250 to 300 words. Questions framed should include those which
require recognition as well as analysis, interpretation and evaluation.
Unit 3: Phonology and Stress Marking
This will involve training in sounds and correct pronunciation.
Unit 4: S ocial and Official Correspondence
Official Correspondence: Enquiries, complaints and replies;
Representations;
Letters of application for jobs;
Letters to the editor and Social appeals in the form of letters/pamphlets.
(Students should be acquainted w ith Different Parts of official correspondence and Seven Cs of
communication)
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DSC -1 A: Introduction to Social Work (Credits -4)
The objectives of this course is as follows:
1. To help the learner understand the history and ideological background of social work profession
2. To provide an overview of professional values, ethics, and skills in social work
3. To introduce the learner to professional associations and their role in social work practice and
education
4. To enable the learner to acquire interventi on skills.
Unit 1 : Evolution of Social Work as a Profession
Definition and basic idea of Social Work;
Evolution of Social Work: social effects of industrialization of the late18th and 19th
century; growth of cities/urban industrial centres; problems rela ted to maintaining social
order and cohesion;
Growth of Social Welfare Agencies: Society for the Prevention of Pauperism, Charity
Organization Society, settlement houses movement;
Influence of Mary Richmond and Sigmund Freud on intervention methodology ;
Great Depression and growth of social work education institutions;
Clinical practitioners vs. advocates of social policy and action
Unit 2: Social Reformers and Ideological background to social Work in India
Social Reform in Modern Period;
Evolution of contemporary social work education in India;
Current status of social work education in India.
Ideological background: Secular humanism; Rationalism;
Thoughts of Modern Indian Thinkers: Phule, Ambdekar, Gandhi, Tagore, and Periyar
Unit 3: Professional Values and Professional Associations
Values & principles of Social Work;
Attributes of social work profession;
BATSW code of ethics for social workers,
Professionalization of social work,
Goals and functions/roles of professional social wo rkers,
Professional Associations (international, national, regional)
Unit 4: Units of Intervention
Definitions, Characteristics
Individual; Family
Social Groups
Community
Unit 5: Basic Intervention skills
Fact finding through survey, home visits, and observation;
Initial contact skills with client groups;
community mapping;
Interview skills, basic fund raising and resource mobilizing skills;
Report writing and recording skills
Types and use of communica tion and program media as per age and development stages of
groups;
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Use of Program media suitable to different groups such as children ,youth , women , special
groups in institutions, schools, community, hospitals and varied settings
Reading List
Desai, M. 2000. Curriculum Development on History of Ideologies for Social Change and
Social Work. Mumbai: Social Work Education and Practice Cell, TISS
Diwakar, VD. (Ed.). 1991. Social Reform Movements in India: A Historical Perspective.
Bombay: Popular Prakasha n
Woodrofe, K. 1962. From Charity to Social Work. Lo ndon: Routledge and Kegan Paul.
Encyclopaedia of Social Work in India. New Delhi: Ministry of Welfare.
Jones, N., and Richard. 1994. Human Relations Skills. Mumbai: Better Yourself Books
DSC -2 A: Social Science Foundation for Social Work: Sociology (Credit -4)
The objectives of this course is as follows:
1. To help the learner understand the key sociological concepts such as social change,
socialisation and social control
2. To help the learner understand Indian society and culture
Unit 1: Basic Concepts in Sociology
Definition, & key concepts
Society, community, association and institutions
Social groups; social structure and social systems
Norms and values
Status and role
Social processes: cooperation, competition and conflict; assimilation and integration
Unit 2: Theoretical Perspectives
Theoretical perspectives in sociology: Functionalist, Conflict, Interactionism;
Marriage; Family; Kinship
Economy, Polity and Religion
Social Stratificat ion: Hierarchy, Differentiation and Inequality
Unit 3: Social Change
Factors of social change
Processes of social change
Unit 4: Socialization and Social Control
Socialization
Social control
Social deviance
Society and environment
Unit 5: Indian Society
Indian Society: Tribal, Rural and Urban
Caste system in India
Major religious communities in India
Indian social reformers
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Unit 6: Cultural Analysis
Culture: concept and characteristics
Indian cultural heritage and diversity
cultural pluralism; media and culture
Reading List
Rao, S. (2005). Sociology , Delhi: Chand and Company Ltd
Beteillre, A. (2002) Sociology , New Delhi: Oxford Publication
Ahuja, R. ( 1993) Indian Social System , Jaipur: Rawat Publication, Jaipur
Srinivas, M.N. (1991). Indian Social Structure . Delhi: Hindustan Publishing House
DSC - 2: Human Growth and Development (Credit -4)
Unit 1: Introduction
Concept of Human D evelopment; Theories; T hemes
Contemporary relevance to the study of human developm ent
Unit 2: Stages of Life Span Development
Prenatal Development
Birth and Infancy
Childhood
Adolescence
Adulthood
Unit 3: Domains of Human Development
Cognitive development: perspectives of Piaget and Vygotsky;
Language Development;
Emotional Development;
Moral Development: Perspective of Kohlberg;
Personality Development
Unit 4: Larger Contexts
Socio -Cultural Contexts for Human Development:
Family; Peers, Media & Schooling;
Human Development in the Indian context
Unit 5: Enhancing Individual‘s Potential
Self-determination theory;
Enhancing cognitive potential,
Self-regulation and self enhancement;
fostering creativity
Reading List
Berk, L. E. (2010).Child Development (9th Ed.). New Delhi: Prentice Hall.
Mitchell, P. an d Ziegler, F. (2007).Fundamentals of development: The Psychology of
Childhood. New York: Psychology Press
Papalia, D. E., Olds, S.W. & Feldman, R.D. (2006). Human development (9th Ed.). New Delhi:
McGraw Hill
Santrock, J.W. (2012).Life Span Development (13th ed.) New Delhi: McGraw Hill
Saraswathi, T.S. (2003). Cross -cultural perspectives in Human Development: Theory,
Research and Applications. New Delhi: Sage Publications
Srivastava, A.K. (1997). Child Deve lopment: An Indian Perspective. New Delhi
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Core C ourse Practical (Field W ork Practicum -1) (Credit -4)
Objectives :-
Understanding and orienting self to the Agency and its client system; and locating the agency in
its environment.
Acquire basic skills for analyzing the social issues and the relevance of agency intervention.
Building purposeful relationships, engage with individuals, groups and communities in the
generation of possible solutions.
Acquire and utilize program skills related to the needs and is sues faced by the client system.
Note: Tasks expected of students at this level of study (BSW I Semester 1) and the kind of activities
that aid in completion of each of these tasks are outlined. The students who are able to complete these
basic activities and hence the tasks are assessed to be performing at a second -class level. Students may
be assessed as eligible to obtaining a 1st class or Distinction if they are pushing themselves further and
performing tasks/activities to the extent and depth indicated .
Task 1: Understanding about the Agency the y are placed with for fieldwork
Activity 1 - Reading the agency reports and related documents
(Vision and mission statements & objectives/brochures/ project reports/ agency magazines/
publications).
Activity 2 - Gain clarity about the agency structure and functioning/operations
(Preparing organogram, roles and hierarchy, administration of the agency).
Activity 3 - Obtain knowledge about the programs and services offered by the agency and gain
familiarity about the c lient groups that the agency works with.
Activity 4 - Presenting to their peers and faculty on their basic understanding about the agency they are
placed with.
Task 2: Identifying and understanding social is sues that the agency works with
Activity 1 - Enga ging with the client systems (of the community) where the agency is located (Home –
visits, community mapping, basic survey, preparing profiles of client systems and other similar
activities as per a given agency setting)
Activity 2 - Conducting of basic awa reness programmes relevant to the client system.
Task 3: Developing their basic program skills
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Activity 1 - Participating or observing as applicable, in health camps, street plays, awareness
programmes, recreational activities, chalking out low cost nutrition recipes and preparin g of family
assessment reports.
AECC : Communication in Marathi /Hindi 1 (2 Credits)
The objectives of this course is as follows:
1. To introduce the learner to the field of communicative Marathi/Hindi
2. To help the learner understand the basics of Marathi/Hindi reading and writing
3. To help the learner gain skills in office communication
Unit 1: Basic Language Skills: Grammar and Usage
The ability to fill in the blanks, correct errors,
Choose correct f orms out of alternative choices, join clauses,
Rewrite sentences as directed, and replace indicated sections with single words / opposites /
synonyms are to be taught
(To be assessed through paragraphs or sentences)
Unit II: Comprehension of an unseen p assage (non -literary)
Understanding of the passage in question; a grasp of general language skills and issues with
reference to words and usage within the passage;
The power of short independent composition based on themes and issues raised in the
passage
(Passages are to be taken from Literary / Scientific / Technical writing. One passage is to be given. The
length of the passage should be about 250 to 300 words. Questions framed should include those which
require recognition as well as analysis, interpr etation and evaluation.
Unit III: Phonology and Stress Marking
This will involve training in sounds and correct pronunciation.
Unit IV: Social and Official Correspondence
Official Correspondence: Enquiries, complaints and replies;
Representations;
Letters of application for jobs;
Letters to the editor and Social appeals in the form of letters/pamphlets.
(Students should be acquainted with Different Parts of official correspondence and Seven Cs of
communication)
Semester II
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MIL -2:English -II (Credit -2)
The objectives of this course is as follows:
1. To introduce the learner to English language structures
2. To help the learner understand the principles of editing
3. To help the learner gain skills related to data interpretation, report writing and pr esentation
Unit 1: (a) Types of Logical Structures (based on Analysis, Argumentation, and Classification)
Comparison and Contrast , Cause and Effect relationship, Exemplification, Definition,
Statement - elaboration; Expanding points into paragraphs;
Listing, Chronological patterning, Process Repetition, General - Specific, Specific -general
Unit 1 (b) Principles of Editing
Punctuation, Substitution of words, restructuring of sentences,
Re-organising sentence sequence in a paragraph, Use of link word s and Principles of Coherence
and Cohesion.
Unit 2: Summary Writing
This is to create an awareness in students regarding the organization of material —the points and
sub-points, the logical connection between these points.
This will include making studen ts aware of the notions of the ―main idea‖/ ―thesis statement‖
and the ―supporting ideas‖ ,with a view to training them to shorten the material, to capture the
essence and present it in a precise manner
Unit 3: Interpretation of Technical Data
Students sh ould be taught to read and interpret maps, charts, graphs.
They should be able to write a paragraph based on the data given there.
Unit 4: Report Writing
Committee reports, newspaper reports and activity reports. Two topics should be given in the
examin ation and students should attempt one out of two.
Reading List for Courses
Anderson, K,. Joan, M., and Tony, L. (2004). Study Speaking: A Course in Spoken English for
Academic Purposes. Cambridge: CUP
Bellare, N. (1998). Reading Strategies. Vols. 1 and 2 . New Delhi. Oxford University Press
Bhasker, W. W. S., & Prabhu, N. S. (1975). English through Reading, Vols. 1 and 2.
Macmillan,
Blass, L., Kathy, B., and Hannah, F. (2007). Creating Meaning. Oxford: OUP
Brown, R. (2004). Making Business Writing Happen: A Simple and Effective Guide to Writing
Well. Sydney: Allen and Unwin.
DSC -1 B: Working with Individual and Families(Credit -4)
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The objectives of this course are as follows:
1. To understand the theoretical perspectives for effective interventions with individuals and
families.
2. To provide an exposure to the generalist practice skills while working with individuals and
families
3. To understand the different types of problems , their interrelatedness, dynamics, their impact
on individuals , families and gr oups
Unit 1: Historical Development of Direct Practice
Philosophical base of direct practice
Relevance of direct practice for work with individual and families
Principles and values of working with individuals and families
Unit 2: Understanding Individuals and F amilies in the Indian C ontext
The concept of a family : types and composition of the family
Social roles of the individuals in the family and the communication pattern
Family as a system: Homeostasis,
Family life cycle :c oncept of circular causality, synergy in the family
Development stages of the individuals and the variations affecting the family life cycle in the
Indian context
Individual human rights in the family
Unit 3: Intervention Process
Components of the inte rvention process: Person, Problem, Process, Professional
Phases in the Intervention process
Phase -1: Exploration - engagement ,assessment and planning
Phase -2: Implementation and goal attainment
Phase -3: Termination - monitoring, evaluating and follow up
Unit 4: Assessment Techniques
Psycho -social assessment; Intervention;
Understanding the concept of transference and counter transference.
Unit 5: Intervention Techniques
Fact finding tools
Charting and graphing family relationships :Genogram, ,Ecomap,
Home visits, interviews, assessment of records
Supportive techniques: Empathy, encouragement, res ource mobilisation, environment
modification
Counselling techniques: Reflective discussion, Motivating, clarifying and correcting the
perception of the indi viduals ,modelling, role modelling, partialising of the problem
Unit-6: Documentation and recordings
Intake sheet/ face sheet
Observation notes on home visits, interviews
Graphs and Diagrams depicting the family relationships
Referral sheets
Medical and other records of the individuals
Recording of the Intervention process
Reading List
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Gladding.S .(2007). Family Therapy, History ,Theory and Practice , New jersey
Hepworth, Rooney,Larsen (2002) Direct Social work Practice
Belkin, G. S. (1998). Introduction to Counselling (3rd Ed.) Iowa: W. C. Brown.
Geldard, K. &Geldard, D. (2011).Counselling Children: A Practical Introduction (3rd Ed.)
New Delhi: Sage.
Capuzzi,D. & Gross, D. R. (2007). Counselling and Psychotherapy: Theories and
Interventions (4th Ed.) New Delhi. Pearson.
Corey, G. (2009). Counselling and Psychotherapy; Theory and Practice.(7th Ed.) New Delhi:
Cengage Learning
Altmaier, E. M., and Hansen, J.C. (Eds .) (2012). The Oxford Handbook of Counselling
Psychology. New York: Oxford University Press
DSC -1 C: Group Work(Credit -4)
The objectives of this course is as follows:
1. To introduce the learner to group work practice in social work
2. To provide basic skills related to group work practice
Unit 1: Introduction and History of Group Work
Understanding groups:
Characteristics and significance of groups
Definition, Characteristics; Purpose of Social Group Work;
Historical evolution of gr oup work with special emphasis on the Indian Context.
Types of : Groups; Approaches; Membership
Unit 2: Values and Principles
Values in social group work
Principles in group work
Assumptions underlying social group work
Unit 3 : Processes and phases of group work
Steps in formation of groups,
Phases and stages of group development(initial ,middle and evaluation phases),
Characteristics and role of social group work.
Unit 4: Group Dynamics
Processes in different type of groups
Worker's skills in identifying and understanding processes
Bond; sub -groups; role; Isolate
Leadership; Decision making
Conflict; Communication; Relationships
Unit 5: Group work models
Life Cycle Model –Social goals model; Remedial model; Reciprocal model
Tuckmen‘s M odel
Team Model
Mutual Aid/Self -help model
Unit 6: Application of Group Work
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Application in health settings, school settings
Family welfare setting
Industrial settings, women
Child welfare settings
Reading List
Johnson, F.P. (2003). Group Theory and Group Skills, Beston Mass: Rcorson/ Allyn and Bacon
Konopka, G. (1963). Social Group Work: A Helping Process, Prentice Hall Englewood Cliffs,
N.J.
Siddiqui, H.Y. ( 2008). Group Work: Theories and Practices, Rawat Publications, New Delhi
Trecker, H. B. (1955). Social Group Work: Principles and Practices, New York: Association
Press
Keyton, J. (2006). Communicating Groups -Building Relationships in Group Effectiveness.
New York: Oxford University Press
Zorsyth, D.R. (2009). Group Dynamics. Broke/Cole: Wadsworth
DSC -2 C: Social Science Foundation for Social W ork: Contemporary Development Studies
(Credit -4)
The objectives of this course is as follows:
1. To help the learner understand the connection between economic growth and development
2. To help the learner understand the development problems in India and strategies for
development planning and intervention
Unit 1: Economics of Development
Basic concepts in Economics
Economy and its Processes
Problems of an Economy
Economic Development in India
Key Sectors of the Indian Economy:Agriculture; Industry; Interdependence of Agriculture and
Industry; Economics of Select Sectors: Transport, Communication , and Energy
Unit 2 : Concept of Development and Development Planning
Definitions, values, objec tives of development
Economic Growth Vs Economic Development
Theoretical perspectives on de velopment and underdevelopment
Theories and perspectives in development planning
Unit 3: Indicators of Development
Human Development Index, Human Poverty Index, Gender Development Index
Interstate and Inter - Country comparison on HDI, HPI, GDI
Unit 4: Economic Planning and Sustaina ble G oals
Indian Economic Planning: Object ives, achievements and failures
New economic trends
Sustainable development goals
Implementation mechanisms in SDG
Unit 5 : Development Problems in India
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Inequality, poverty, indebtedness, food security, hunger,
Population and migration,
Development induced dis placement
Unemployment, po or infrastructure and amenities
Unit 6 : Response of Government, Market and Civil Society
Five -Year Plans
Poverty Alleviation Programme
Institutional reforms, and employment generation schemes
Alternative Development Perspectives; People Centred Development
Reading List
Stiglitz, J., and Walsh, C. (2006). Economics (International Student 4th Edition), New York:
W.W. Norton & Company, Inc.
Gregory, M. (2007). Economics: Principles and Applications, New Delhi: Cengage Learning
India Private Limited
Dasgupa, P. (2007). Economics: A Very Short Introduction, Oxford: OUP.
Kothari, R. (1988).Transformation and Survival .Delhi: Ajanta Publications, New Delhi
Murickan,J. (1988). Poverty in India. Bangalore: Xavier Board of Higher Education in India
Bagchi, A. (1982). Political Economy of Underdevelopment. Cambridge: CUP
Core Course Practical (Field W ork Practicum -2) (Credit -6)
Objectives
Streamline one‘s own role as a member of the team at the fieldwork agency in an attempt at
resolution of certain social issues.
Develop self -awareness and showing sensitivity to others in situations on the field.
Make efforts at mob ilization of human, material (monetary) and non -material resources to
facilitate social work intervention planned by the agency.
Develop skills in carrying out simple administrative procedures.
Ability to understand the needs and provide appropriate referr als.
Acquire skills in writing and documenting fieldwork experiences and learning (face sheet/time
sheet/ Fieldwork recordings/ summary recordings) and utilize them as tools for their learning.
Note: Tasks expected of students at this level of study (BSW I Semester 1) and the kind of activities
that aid in completion of each of these tasks are outlined. The students who are able to complete these
basic activities and hence the tasks are assessed to be performing at a second -class level. Students may
be assessed as eligible to obtaining a 1st class or Distinction if they are pushing themselves further and
performing tasks/activities to the extent and depth indicated.
Task 1: Taking up basic admini strative tasks
Activity 1 - Writing of simple agency reports, drafting of letters/ correspondence, making inventory lists,
preparing files to add case reports, basic minutes of meetings, simple documentation for agency and
similar tasks as per agency setti ng they are placed with.
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Activity 2 - Maintaining of basic accounts for programmes taken up by the agency.
Task 2: Mobilization of human, material (monetary) and non -monetary resources
Activity 1 - Undertaking of fundraising in Cash/Kind
Activity 2 - Providi ng of appropriate referrals
Activity 3 - Establishing relevant agency liaisons by contacting individuals and organizations
Activity 4 - Develop an basic understanding of working as part of an interdisciplinary team
Task 3: Begin to understand the theory -practice linkages
Activity 1 -Establishing relevant connections between theory taught in the classroom and field work
realities, during the individual and group conferences as well as in the weekly and summary recordings.
Field Work Practicum 2 will also inc lude the following: -
a) 1 day of Perspective Building Workshop
½ day - Need for Social work Practice, Value base for social work profession, and Socio -political -
economic -cultural context necessitating Social work with vulnerable groups.
½ day - FW allotment to students, Settings of Field work, FW supervision, FW requirements,
Observation (Non Participant) and relevant readings.
b) Group Lab -Experience Reflections
c) Skills Workshops
d) Concurrent Practice Training
e) Viva
AECC -2: Environment Studi es (2 C redits)
Objectives
Understand the importance of environment studies in the educational system.
Develop sensitivity about the interconnectedness between environment and human beings.
Understand the connections between, environmental issues, and sustainable development.
Understand the International and National laws and the response of civil society groups to
environmental concerns.
Unit-1: Environmental Studies: An Introduction
Definition, objective s, scope, and importance of environment studies
Need for public awareness
Significant terminology in understanding e nvironment concern: Ecosystem, Biodiversity,
Global warming, the greenhouse effect, Food chain, Ozone layer, Holocaust, Acid rain,
Ecology
Unit-2: Natural Resources
Renewa ble and non-renewable resources
Natural resources and associated problems.
a) Forest resources: Use and over -exploitation, deforestation, case studies.Timber extraction,
mining, dams and their effects on forest and tribal people.
b) Water resources: Use and over -utilization of surface and ground water,floods, drought,
conflicts over water, dams -benefits and problems.
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c) Mineral resources: Use and exploitation, environmental effects of extractingand using
mineral resources, case studies.
d) Food resources: World food problems, changes caused by agriculture andovergrazing, effects
of modern agriculture, fertilizer -pesticide problems, waterlogging, salinity, case studies.
e) Energy resources: Growing energy needs, renewable and non -renewableenergy sources, use
of alternate energy sources. Case studies
f) Land resources: Land as a resource, land degradation, man inducedlandslides, soil erosion
and desertification.• Role of an individual in conservation of natural resources.• Equitable
use of resources for sustainable lifestyles.
Unit-3: Environment Degradation
Environmental Pollution: Definition, types, Cause, effects and control measures,
Development trends and their impact on environment with reference to Solid waste
Management:
Causes, effects and control measures of urban andindustrial wastes,
Industrialization, agriculture and land use, Fire work and its effect on health, (Case study)
Unit-4: Social Issues and the Environment
From Unsustainable to Sustainable development,
Urban problems related to energy , Water conservation, rain water harvesting, watershed
management , Displacement and rehabilitation of people; its problems and concerns,
CaseStudies,
Environmental ethics : Issues and possible solutions,
Climate change, global warming, acid rain, ozone layer depletion, nuclear , accidents and
holocaust,
Wasteland reclamation, Consumerism and waste products. (Case study)
Unit-5: International and N ational Legislation for Environment Issues
International protoco ls and Environment legislation
Air (Prevention and Control of Pollution) Act
Water (Prevention and control of Pollution) Act
Wildlife Protectio n Act, Forest Conservation Act
Issues involved in enforcement of environmental legislati on, public awareness
Unit-6: Civil Society Interventions in Environmen t
Sustainable development: its concept, objectives and goals, (Case study),
Major international and nationa l NGOs working in the field of e nvironment protection, their role
and contribution.
Field visits (as part of the course) :
• Visit to a local area to document environmental assets river/forest/grassland/hill/mountain
• Visit to a local polluted site -Urban/Rural/Industrial/Agricultural
• Study of common plants, insects, birds.
• Study of simple ecosystems -pond, river, hill slopes
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B.S.W Syllabus Grid 2018 -19 CBCS
Semester -III
Core Course
(CC) Ability
Enhancement
Compulsory
Course
(AECC) Skill
Enhancement
(SE) Elective(DSE) General
Elective
(GE)
DSC -1 E Gender Studies(4)
Computer
Applications
(4)
DSC -1 F Community
Organisation(4)
DSC -2 E
Social Policy(4)
Field Work (4)
Total Credits
20
DSC -1 E Gender Studies (Credits -4)
Objectiv es
1. To provide an overview on basic concepts related to gender
2. To introduce the learner to the history of women‘s struggle in India
3. To introduce the learner to violence on women and various initiatives of government and civil
society organisations
Unit Unit Title Content
1 Gender: Basic
Concepts Sex and Gender
Masculinity and Femininity
Patriarchy
Sexual Division of Labour
Public Private Dichotomy
2 Approaches to
Feminism Liberal
Radical
Black
Dalit
Post Modern
3 History of
Women‘s
Struggle Reform Movements
Nationalist Movement
Female education and voting rights
Phule, Gandhi and Ambedkar on Women‘s Struggle
Women social reformers and revolutionaries
4 Violence
against Women Concept of Violence
Violence within Home; Girl Child Abuse
Wife Beating & Wife Battering
Female Foeticide & Infanticide
Witch Hunting
Rape; Molestation; Eve -teasing
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5 Women and
Law Law as an instrument of social change
Status of Women in Muslim and Christian Marriage Acts
Effect of Hindu Marriage Act on Hindu Women
Uniform Civil Code
6 Initiatives for
Gender Justice National Perspective Plan, 1988
Shramshakti Report, 1998
National Commission For Women
National Plan of Action for the Girl Child (1991 ‐2001)
National Policy for Empowerment of Women
Schemes for Women‘s Empowerment by state and NGOs
Reading List
Bhatt.I. Towards Equality Report, 1974
Bhasin, K. (2000). Understanding Gender, Delhi: Kali for Women
Poonacha, V. (1999). Understanding Women Studies, Mumbai: Research Center for Women‘s
Studies, SNDTUniversity
Eagleton Mary (2003): A Concise Companion to Feminist Theory. USA. Black Well
Publishers.
Evans Mary (1997): Introducing Contemporary Feminist Thought. Cambridge. Polity Press.
Patel Vibhuti (2002): Women‘s Challenges of the New Millennium. New Delhi. Gyan
Publishing House.
Jain Devaki & Rajput Pam (2003): Narratives from the Women‘s Studies Family: Recreating
Knowledge. New Delhi. Sage Publications.
Murthy N Linga (2007): Towards Gender Equality: India‘s E xperience. New Delhi.
Agrawal Anju: Gendered Bodies: The Case of the Third Gender in India. Contribution to Indian
Sociology Vol. 31, 2(01/Jan/1997).
Talwar Rajesh: The Third sex and human rights. New Delhi. Gyan Publishing House, 1999.
Miles Angela R & Finn Geraldine (2002). Feminism: From Pressure to Politics. Jaipur. Rawat
Publications.
Singh Surendra & Srivastava S P (2001). Gender Equality through Women‘s Empowerment:
Strategies and Approaches. Lucknow. Bharat Book Centre.
Nanda Serena: The Third Gender: Hijra Communit y In India. (Manushi Vol. 1992,
72(01/Jan/1992) Page No: 9 - 16).
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DSC -1 F Community Organization (C redits -4)
Objectiv es
1. To provide an overview on the history, concepts and definitions of community organisation
2. To equip learners with specific knowledgebase related to process of community intervention
3. To enable the gain understanding relating community dynamics and conflicts
4. To provide a theoretical overview on community organisation
5. To help students gain skill s related to strategic planning in the community organisation context
Unit Unit Title Content
1 Introduction History of Comm unity Organisation in the West - post‐
Industrialisation phase to contemporary times
Community Development
Social Action to Rights‐Based Perspective
History of Community Organisation in India -
post‐Independence period to present day situation
Community Development programmes to people‘s
organizations and to new social movements and
citizen‐groups.
2 Concept and
Definitions Conc epts of community, community development and
community organization
Principles of community organisation
Values of community organisation
3 Process Initial phase and fact ‐finding techniques
Importance of PRA/ RRA and other participatory approaches
to finding the need in the community;
Social context of problem and its linkages to economic and
political systems
4 Community
Conflicts and
Dynamics Concepts of power
Sources of power and po wer s tructure in the community -
urban and rural
Leadership styles, community leadership and training of
community leaders
Caste, class, gender in community organisation
Types of conflict in communities and strategies for
conflict‐resolution
Strategies for Conse nsus, Conform and confrontation
SWOT and PESTLE Analysis
5 Theories,
Models and
Approaches Key theorists in community organisation and their ideas
Locality Development Model
Social Planning Model
Social Action Model
Social Development Model
Current Practice Approaches in India
6 Techniques in
Community
Work Direct action strategies
Mobilizing mass action
Building people‘s Organisations
Capacity building and training of committees and CBOs
Advocacy campaigns, networks, coalition and e ‐groups for
furthering issues
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Reading List
Somesh, K. (2002). Methods for Community Participation. New Delhi: Vistaar Publication
Ledwin, M. (2006). Community Development: A Critical Approach. Delhi: Rawat Publication.
Rothman Jack: Strategies of Community Intervention. (6th) Itasca. F E Peacock Publishers,
2001.
Ledwith Margaret: Community Development: A Critical Approach.. Jaip ur. Rawat
Publications, 2006.
Rothman Jack: Strategies of Community Interventions . (6th) Itasca. F E Peacock Publishers,
2001.
Jodhka Surinder S.: Community and identities: contemporary discourses on culture and politics
in India. New Del hi. Sage Publication, 2001.
Cohen A. P.: The symbolic construction of community. London. Routledge, 2010.
Bauman Zygmut: Community: seeking safety in an insecure world. United K ingdom. Polity
Press, 2011.
Raju M Lakshmipathi & Parthasarathy R: Community organisation and social action (social
work methods and practice). New Delh i. Reg al Publications, 2012.
Pawar Manohar: Social and community development practice. New Delhi. Sage Publications
India Pvt Ltd, 2014 .
DSC -2 E Social Policy (Credits -4)
Objectiv es
1. To help the learner understanding the concept of social policy, its formulation and
implementation
2. To provide an overview of the theoretical concepts, values and principles underlying Social
Policy.
3. To help the student gain a critical analysis of various existing policies for the marginalised.
4. To enable the learner to unde rstand the tools of policy analysis and its use in influencing Policy.
Unit Unit Title Content
1 Field of Social
Policy Concept of Social Welfare
Concept of Social Policy
Evolution of Social Policy as a Field of Study
Models of Social Policy
2 Values and
Theories Values underlying social policy
Social planning based on the constitutional provisions
(directive principles of state policy)
Theories and theoretical concepts on social policy
3 Social Policy and
Planning Linkage between social policy and planning
Planning as an instrument and source of policy
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Planning in the era of privatisation
Role of state, civil society, corporate sector and market
Review of 5 year plans
4 Policy Cycle Enactment of social policy/ pol icy formulation
Implementation
Policy review
Agencies involved in policy cycle
5 Social Policy
Analysis Contemporary social policies
Cases on Policy Analysis
Skills on social policy analysis
6 People‘s
Participation in
influencing Social
Policy Role of people‘s organisations, campaigns, networks and
coalitions as part of social advocacy
Social Audit
Jansunvai
Community Score Card
Reading List
Titmus, R.M. (1974). Social Policy, London, George Allen & Unwin Ltd.
Spicker, P. (2010). Social Policy: Themes and approaches, Jaipur, Rawat Publications.
Dreze, J., and Sen, A. (2007). Indian Development, New Delhi, Oxford University Press
Alcock Cliff: Introducing Social Policy.. London. P rentice Hall, 2000.
Meenaghan Thomas: Social policy analysis and practice. Chicago. Lyceum Books, 2009 .
Pathak Shankar: Social policy social welfare and social development. Bangalore. Niruta
Publications, 2013 .
Chandhoke Neera & Agrawal Sanjay Kumar: Social protection policies in South Asia. New
Delhi. Routledge, 2013.
Hills John & Grand Julian Le: Making social policy work: essays in honour of Howard
Glennerster. Great Britain. The Policy Press, 2007 .
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Core Course practical -Field work (Credits -4)
Students will be placed in various government and non-government organisation for field work
for semester. The tasks and the criteria for their assessment is given in detail in the field work
manual
Skill Enhancement Course (SE):Computer Applications ( Credits -4)
Objectives:
1. To provide an overview on MS Office, MS Excel, and MS Power Point
2. To equip learners with aspects related to basics of internet
3. To provide scope for students to do practical work on computer and gain hands -on skills related
to computer applications
Unit Unit Title Content
1 MS Word Introduction to Computers: Hard Ware and Software
Creating, Opening, Editing and saving a document
Copy, Cut, Paste operations
Page Setup, Headers and Footers
Formatting Texts
Inserting Clip -Art, Word -Art, Auto -Shapes, Picture, Symbol,
Equation
Table insertion
Accepting & rejecting comments
Spelling and Grammar check
Printer Setup and Document Printing
2 MS Excel Concept of Workbook, Worksheet, Row, Column, Cell
Creating Opening, Editing, Saving a Workbook
Changing Ro w and Column widths; Formatting cells;
Different data types in Excel;
Entering labels and values & formulas
Use of following inbuilt functions only – SUM, PRODUCT,
AVERAGE, MAX, MIN, ROUND, COUNT, COUNTIF, IF,
AND, OR, NOT, DATE, TIME, NOW;
Making calculations and re -calculations
Auto fill, Fill with series; Conditional Formatting
Sorting and Filtering Data (use of Auto Filter)
Hiding Rows and Columns;
Creating Line Diagrams, Pie Charts, Bar Graphs;
3 Power Point Creating, Opening, Editing and Saving a PowerPoint
presentation
Use of Wizards;
Different styles and background; Formatting Texts
Inserting Clip -Art, Word -Art, Auto -Shapes, Picture;
Applying slide -transition, applying animation to text and
objects
Inserting sound and video -clips
Slide Show; Printing of slides
4 Basics of Internet Basic requirement for connecting to the Internet, ISP
Services provided by Internet – www, browser, e -mail,
search engine, social networking
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Networking Security – Computer Virus, Concept of Firewall,
Password
HTML; Basic Page Design, Using Ordered and Unordered
Lists, Using Image, Hyperlinking; Using Tables;
Web page designing using HTML (minimum 5 linked pages)
5
and
6 Lab Work MS Office - Practical
Internet Basics - Practical
Reading List
Rajaraman, V. (2006). Fundamentals of Computers. Delhi: PHI.
Saxena, S. (2008). MS Office in NutShell. Delhi: Vikas Publishing House
Semester IV
Core Course
(CC)
Compulsory Ability
Enhancement
Compulsory
Course
(AECC) Skill
Enhancement
(SE) Elective(D
SE) General
Elective
(GE)
DSC -1F Research
Methods (4) Life Skills (4)
DSC -1G Social Work
Administration
(4)
DSC -1H Social Work
Theories and
Practice (4)
Core course
practical Field Work(4 )
Total Credits 20
DSC -1 H Research Methods (Credits -4)
Objectives:
1. To introduce the learner to the field of social research
2. To help learner identify various research designs and sampling techniques
3. To introduce the learner to the idea of measurement
4. To provide basic skills in literature review, developing research proposal and tools of data
collection
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29
Unit Unit Title Content
1 Introduction to
Social Research Meaning and characteristics of scientific method
Goals of research;
Basic elements of social research: concepts, constructs,
variables, hypothesis, theories, operational definitions;
Steps in the process of research: problem selection,
formulation and planning, field investigation, data entry, data
processing and analysis , report writing
2 Research Designs Types of research: Social Surveys; Experimental design
Sampling: Purpose of sampling; Concepts related to
sampling: population, universe, sampling frame and sampling
unit; probability and non -probability sampling; Techniques
and procedures in sample selection
Levels of measurements: nominal, ordinal, interval and ratio
Scaling techniques: Likert, Thurstone, Guttman
Reliability and Validity
3 Data Processing
and Analyses Coding and data analysis plan; graphs, charts and tables
Simple frequency distribution and cross tabulation;
Univariate, bivariate, trivariate and multivariate analyses of
data
Measures of central tendency and dispersion
Inferential Analyses: measures of association, tests of
significance: chi squar e, t-test, ANOVA
4 Computer &
SPSS
Practice sessions o n entering data; merging files;
Graphs/ tables; Descriptive statistics T-tests; ANOVA;
Regression
5 Research Process Group Preparation: problem formulation, literature review,
developing research proposal and tools of data collection
Group presentation of the proposal
Ethics in data collection; data handling and management
6 Report Writing
and Presentation Writing a research report; Oral and poster presentation in
class symposium
Reading List
Rubin, A., & Babbie, E (4thEd). (2001). Research Methods for Social Work, USA: Wadsworth,
West, Brooks/Cole and Schirmer
Ahuja, R. (2001). Research Methods, Jaipur: Rawat
Rubin, A., & Babbie, E (4thEd). (2001). Research Methods for Social Work, USA: Wadsworth,
West, Brooks/Cole and Schirmer
Ahuja, R. (2001). Research Methods, Jaipur: Rawat
Field, A. (2009). Discovering Statistics Using SPSS. Sage Publishers
Pallant, J. (2010). SPSS Survival Manual. McGraw -Hill
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DSC - 1 I Social Work Administration (Credits -4)
Objectiv es
1. To provide an overview on the administrative aspects in social work
2. To equip learners with specific skills related to administration
3. To enable the gain advance skills and information relating to registration and management of
non-profit/ social welfare organisations
Unit Unit Title Content
1 Introduction to
Social Work
Administration Administrative process in Social Work
Scope and functions of administrator in social work and
social welfare
Multidimensional roles of an Administrator
Basic principles of Administration
Comparative analysis of administration of government and
non-government welfare agencies
2 Administrative
Processes - I Planning: Importance, principles of planning, steps involved
in planning;
Organizing: fundamental principles of organising, its
processes and steps;
Staffing: recruitment, selection, appointment, orientation,
promotion, appraisal and termination.
3 Administrative
Processes - II Direction: importance and strategies of direction and
supervision
Coordination: Principles and techniques
Reporting: Importance and steps involved in reporting;
Budgeting: Types and steps
4 Legal Framework
for NGOs Registration: Societies Registration Act 1860, Public Trust
Act 1950
Salient Features of Foreign Contribution Regulation Act
2010, and FEMA, 2010
Income Tax Rules and Regulations
Board and Executive Relations
Financial Reporting Standards
5 Project
Mana gement Need assessment/ Baseline study
Project proposal writing
Project Implementation
Monitoring
Evaluation
6 Advance Skills Preparation of communication materials
Basics of fundraising
Donor management
Social marketing
Branding of NGOs
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Reading List
Gupta, N.S. (1979). Principles and Practice of Management, New Delhi: Light and Life
Publications
Fowler, A., & Edwards, M. (2002). Reader on NGO Management, New York: Earthscan
Basu Rumki: Public Administration: Concepts And Theories.. (Rev . &eng.) New Delhi.
Sterling Publishers, 2001.
Sharma Ravindra: Development And Regulatory Administration In India - Reform And
Change.. Jaipur. Rawat Publications, 2002.
Singh S N: Public Administration And The Coalition In India.. Lucknow. Bharat Book Centre,
2003.
Palekar S A: Public Personnel Administration.. Jaipur. Abd Publishers, 2005.
Jain Ashok V & Unni Saraswathi: Development administration. Pune. Sheth Publishers, 2000.
Maheswari Shriram: Administrative Theory: An Introduction.. (2nd) Delhi. Macmillan India
Ltd, 2003.
Frederickson H. George & Smith Kevin B.: Public administration theory primer. Cambridge.
West View Press, 2003.
Jain Ashok V & Unni Saraswathi : Development administration. Pune. Sheth Pub lishers, 2000.
DSC -1J Social Work Theory and Practice (Credits - 4)
Objectiv es:
1. To introduce the learner to the theoretical base for social work practice
2. To help learner identify with functional, interactionist, radical, and postmodern perspectives in
social work
3. To introduce the learner to integrate theory with practice social work
Unit Unit Title Content
1 Theoretical Base
for Social Work
Practice What is a Theory
Behavioural and social theories
Social workers: the ‗doers‘ vs ‗ thinkers‘ dilemma
Stages of theory development in social work
Objective vs subjective approach in social work
2 Functionalist
Perspective of
Social Work Social system theory
Behavioural theories
Defining the problem in functional perspective
Aims and methods of intervention in the functionalist
perspective
3 Integrated Social
Work Practice The context for emergence of ISWP
Four systems
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Model Stages of intervention in ISWP
Case studies on ISWP
Critique of ISWP
4 Radical Social
Work Socialist tradition in social work
Collective action
Organizing for power
Conflict perspective in action
Assessment, aims and methods in radical social work
5 Post Modern
Social Work Plurality of knowledge, dynamics of power relations, and
creative practice
Middle Ground: Modernist concern with cohesion and
effectiveness vs post -modernist concern for plurality and
uncertainty
Pragmatism in Social Work
6 Integrating
Theory with
Practice Exploring an Issue
Understanding/ documenting the practice mode ls
Locating a social work perspective
Reflective writing and practice
Reading List
Howe, D. (2009). A Brief Introduction to Social Work Theory Basingstoke: Palgrave
Macmillan
Maclean, S and Harrison, R (2015). Social Work Theory: A Straightforward Guide for Social
Work Students
Thompson, N. (2005). Understanding Social Work: Preparing for Practice Basingstoke:
Palgrave
Fawcett, B. (2006). ‗Postmodernism‘, in M. Gray and S. A. Webb (Eds.), Social Work Theories
and Methods, London, Sage Publications
Fook, J. (2002). Social Work: Critical Theory and Practice, London: Sage Publications
Maclean, S and Harrison, R (2015). Social Work Theory: A Straightforward Guide for Social
Work Students
Oko, J. (2008). Understanding and Using Theory in Social Work, Exeter: Learning Matters
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Core Course practical - Field work (Credits -4)
Students will be placed in various government and non-government organisation for field work
for semester. The tasks and the criteria for their assessment is given in detail in the field work
manual
Skill Enhancement S E (Compulsory course)
Life Skills Education
Objecti ve:
1. To introduce the learner to life skills
2. To help the learner understand the connection between emotional, social and thinking skills
3. To train the students in conducting life skills workshop with various stakeholders
Unit Unit Title Content
1 Need and
Importance of
Life Skills
Education Introduction to Life Skills Concept
Benefits and the application of Life Skills
Matching Life Skills with one‘s behaviour
Components of Life Skills (Social - Thinking -Emotional)
2 Emotional Skills Understanding oneself in the world around : Discovering and
Understanding the Inner -Self, Exploring One‘s Self Identity,
Staying in tune with Self, Self Esteem;
Managing one’s emotions/ feelings - Identify common
emotions
Coping with Stress - Sources of stress, Coping Strategies
3 Social Skills Interpersonal Relationships - Web of Relationships, Family
and Friendships, Healthy Relationships,
Transactions with people around us (Negotiation),
Assertiveness,
Peer Resistance; Effective Communication - Verbal and Non
Verbal communication (body language)
Talking, Hearing vs Listening, Clarity and Optimal
communication
Empathy - Understanding of other people‘s circumstances,
Extending support to others
4 Critical Thinking
Skills Critical Thinking - Attributes of Critical Thinkers
Thinking through and analysis of situations/challenges
Processing of Information (Logic & Ethics)
Developing an in -depth understanding about a concept
Facilitating informed action
5 Creative Thinking
Skills Significance of Creative thinking skills
Techniques to develop creative thinking
Strategies for creative thinking
Decision Making - Decision making skills and process,
Setting goals, Key to making an optimal decision
Problem Solving - Problem Solving Approach, Managemen t
of Conflicts, Finding Solutions
6 Assessment of
Soft Skills Understanding Assessment Process
Pre-Intervention Assessment
Post Intervention Assessment
Testing and Certification
Continuing education and practising life skills
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Reading List
Karen, D . G., & Eastwood A. (2008). (8thEdn.), Psychology for living - adjustment, growth and
behaviour today , New Delhi: Pearson Education Inc.
McGregor, D. (2007). Developing thinking; developing learning - A guide to thinking skills in
education. New York, USA: Open University Press.
Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument. New
York: Palgrave Macmillan Ltd.
Central Board of Secondary Education (2010). Teacher's manual on Life Skills for classes - IX-
X [Manual], Delhi.
Semester - V
Core Course Skill Enhancement
(Both Courses are
Compulsory) Elective
(DSE -1)
(Any One)
Credits -4 Elective
(DSE -2)
(Any One)
Credits -4 General Elective
(Any One )
Credits - 4
Development and
Communication(4) Health and
Nutrition (4) Social Exclusion
and Inclusion (4) Work with older
adults (4)
Field Work (6) Child and
Youth Studies
(4) Global and Indian
Social Movements
(4) Social
Entrepreneurship
(4)
Total Credits
22
1. Development and communication (C redits -4)
Objecti ves:
1. To introduce the learner to the field of communication
2. To help the learner understand the relationship between communication, development and
social work
3. To help the gain communication skills for social work practice in different settings
Unit Unit Title Content
1 Introduction to
Communication Definition of communication
Purpose, Types, Level, Means, and Barriers in
communication
Historical development of Communication in society
Contemporary dimension of communication
2 Development
Communication Meaning of development communication
Relevance of communication to development
Different communication theories and critique
Development paradigms and disparities
Functions and priorities of Media in addressing development
issues
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35
3 Communication
Aids -1 Photo Language, Posters, Stories, Flash cards, Games, Short
films;
Strengths and limitation of each of the aids
Selecting the appropriate media as per the needs
4 Communication
Aids -2 Puppets, tamasha, nautanki, street theatre, and street play
Strengths and Limitations of each aids
Relevance of Folk media to development
5 Mass Media Meaning and relevance of mass media
Introduction to different forms of mass media
Radio – Developmental programmes on Radio, Community
radio, use of radio for development
T.V – impact of TV on different groups; Role of TV in
development
Newspaper ‐ Important role of newspaper, Critical analysis
of papers ‐ newspaper reporting, Newspapers and
development issues
6 Globalization,
Media and
Development Local cultural needs and development
National & International media organisations & policies
addressing imbalances in development
Globalization of Media
Democratization of Communication
Changing face of Indian Media
Reading List
Kumar, K.J. (2006). Mass Communication in India , 3rd Edition, Mumbai: Jaico Publishing
Singh, D. (2004). Mass Communication and Social Development, Delhi: Adhyayan Publishers
Parasar, A (2005). Impact of Internet on Society, Jaipur: Aavishkar Publishers
Singh, S P. (2005). Media Psychology, Jaipur: Sublime Publications
Field work (compulsory )(credits -6)
Students will be placed in various government and non government organisation for field work
for semester. The tasks and the criteria for their assessment is given in detail in the field work
manual
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36
Elective (DSE -1) Choose any one) (Credits -4)
1. Health and Nutrition (Credits -4 )
Objective :
1. To gain knowledge of health situation of vulnerable in India with respect to the holistic concept
of health.
2. Develop an understanding of concept, content and skills require for planning community health
education on various diseases in India.
3. Understand the importance of nutrients, balance diet and low cost meal in the context of
malnutrition in India.
4. To appreciate the efforts of government in promoting nutritional programme in India.
Unit Unit Title Content
1 Introduction to
Health Definition of health
Concept of health
Dimensions of health
Determinants of health in India
Role of the Social Worker in Health settings
2 Health Education Methods of Health Education
Principles of Health Education
Communication in Health using IEC
3 Community
Health Definition of Community Health
Community Diagnosis and Community Treatment
Planning and organising for Community health Programmes
National Health Programmes in India
4 Introduction to
Nutrition Concept and functions of food
Types of Nutrients like Protein, Carbohydrate, Fats,
Vitamins, Iron, Calcium and Minerals their source and
functions
Food pyramid and Balanced diet
Meal planning on locally available low cost food for
improving one‘s diet
5 Malnutrition in
India Definition and types of malnutrition
Vicious cycle and factors affecting malnutrition
Anaem ia Programme, Iodine and Vitamin A deficiency
programmes.
Various other nutritional programmes in India
6 Skills Lab Preparing Health Education Materials
Preparing Community Health Map
Preparing Health Programme Proposal
Preparing Low Cost Nutritious Meals and Demonstration
Reading List
Swaminathan , M. (2002). Advance Text Book on Food and Nutrition , Volume I & II , The
Bangalore Printing and Publishing Company Limited, Bangalore
Park. K. (2011). Preventive and Social Medicine (21st ed.) Bhanot, Jabalpur
Desai S B & Joshi Bharti: Social work and community health. New Delhi. Alfa Publications,
2012.
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37
Akram Mohammad: Soc iology of health. Jaipur. Rawat Publications, 2014.
1. Child and Youth Studies (credits -4)
Objectiv es
1. To develop an overall understanding on children and their rights
2. To help the learner understand the key legislations on children and on the aspects of working
with children from rights -based perspective
3. To enable the learner to understand the concept of youth and development
4. To provide an overview of youth policy and working st rategies
Unit Unit Title Content
1 Introduction to
Children and their
Rights Definition of Child
Childhood across different cultures from multi -disciplinary
perspective
Situational Analysis of Children in India
Understanding Child Rights
National Laws and Policie s related to Children
2 Key Legislation
on Children Legislation on Child Labour
Right to Education
Children in Need of Care and Protection
Children in Conflict with Law
Family Law and Children
3 Working with
Children from
Rights Based
Perspective Working with Children in Multidisciplinary settings
Rights Based Programming
Working with various Legal Institutions
Skills and Strategies of Work with the Legal System
Working towards Justice for children in the JJ system
4 Youth and
Development Construction of Youth hood
Heterogeneity of Youth
Formation of personal and social identity
Position of youth in development process
Globalisation and its impact on youth
5 Youth Policies National Policy for Youth Development
Key International Policies
National Youth Progrmmes
Nehru Yuva Kendra
Role of Ministry of Youth and Sports Development
6 Working with
Youth Community and Peer Support Programs
Youth Centers
Linked School and Health Facilities
Volunteering and oversees work opportunities
Youth in development and political work
Reading List
Bajpai, A. (2003). Child rights in India: Law, policy and practice. New Delhi: Oxford
University Press
Hansaria, V. (2010). Juvenile Justice System along with Juvenile Justice (Care and protection
of children) act, 2000 and Rules, 2007, Delhi: Universal Law Publishing
Franklin, B. (2002) The New Handbook of Children‘s Rights, NY: Routledge
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38
Youth Net (2002). Intervention Strategies that Work for Youth. Arlington, VA: Family Health
International
Driskell David: Creating Better Cities With Children And Youth : A Manual For Participation..
London. Earth Scan Publishers, 2002.
Varghese Varghese K: Cultural Diversity And Aspirations Of Indian Youth.. (1st) Kerala.
Rajagiri College of Social Science, 2002.
Dullmann Kerstin & Mattam Mathew: Youth Stepping Stone To Adulthood.. Pune. Cyda
Publications, 2003.
Singh Renuka: Problems Of Youth.. New Delhi. Serials Publications, 2005.
Lukose Ritty A: Liberalisation's children: gender, youth and consumer citizenship in
globalizing India. Hyderabad. Orient Blackswan Pvt Ltd, 2009.
Elective (DSE -2) (Credits -4) (Choose any one)
i) DSE -2 Social Exclusion and Inclusion (Credits -4)
Objectives:
1. To enable students to understand the concept of Social Inclusion and Exclusion in the context of
the various issues of marginalization.
2. To understand the profile of the excluded groups and the factors responsible for their exclusion
and marginalisation.
3. To understand macro -micro level interventions by the State, NGO and Peoples organizations
for inclusive development of the marginalized
Unit Unit Title Content
1.
Concepts
Social exclusion
Social exclusion in the Indian context
Types and indicators of social exclusion
Marginalisation, Oppression, Social Stratification,
Fundamentalism (Religion, Caste, Class, Gender).
Interdependence of various systems such as Social -Cultural,
Economic and Political in determinin g Social Exclusion
Interdisciplinary appr oaches to the study of social exclusion.
2. Exclusion based
on Caste Caste and ethnicity based exclusion and discrimination.
Concept of Dalit, Demographic profile, Rural -urban divide,
Dalit literature
Forms of exclusion and discrimination
untouchability, atrocity, and other forms of discrimination
exclusion in the spheres of - economy, civil and cultural and
political
3. Exclusion of
Tribal
Communities Tribals and exclusion
Profile of the Scheduled Tribes, primitive tribes, denotified
tribes, ex -criminal tribes in India.
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39
Displacement, fragmented labour ,migration Poverty,
landlessness, Indebtedness, Alcoholism, Bonded Labour
4. Exclusion of
Minorities
The profile of the minority groups in India.
Fundamentalism, Communalism, Nationalism and exclusion
of minorities
Social exclusion the spheres of economy, education, culture,
politics
Manifestation - Communal Riots, unemployment
Contribution of Minorities to National Development
5. Exclusion of
LGBT
Communities LGBT people as social minority group members
Exclusion and discrimination in the area of
Identity, Sexuality, Marriage, Employment, Access to Public
facilities, HIV/AIDs
The legal act section 477
6. Inclusive policies
and P rogrammes Constitutional provisions - Ministry of Social Justice &
Empowerment - Policies and Programs -National Commission
for SC, Reservation Policy, Prevention of Atrocity Act
Constitutional Provisions - Ministry of Minority Affairs,
National Commission for Minorities, Sacchar Committee
Report - Govt. Policies and Programs, Minority Act
Gay pride movements
HIV/AIDS programmes focusing on LGBT communities
RTI, PIL, Jansunwai, e -governance, campaigns
Interventional Strategies - NGO, Civil Society, Peoples
Movement for different groups SC, ST, Dalits, Mino rities,
LGBT and Refugees.
Reading List
Hills, J. le Grand, J. and Piachaud, D (eds.) (2002) Understanding Social Exclusion , Oxford
University Press, Oxford.
Sukhadeo Thorat and Narender Kumar (2008), B.R Ambedkar Perspective on Social and
Inclusive Policies , Oxford University Press, New Delhi
Sen, A. (2000) Social Exclusion: Concepts, Application and Scrutiny . Social Development
Papers No. 1, Asian Development Bank, Manila .
Mandar, H. 2007. Promises to Keep: Investigating Government‘s response to S achar
Committee recommendations. New Delhi: Centre for Equity Studies. National Council of
Applied Economic Research. 2010.
31%Muslims live below poverty line: NCAER survey. Retrieved from
http://timesofindia.indiatimes.com/india/31 -Muslims -live-below -poverty -line-
NCAERsurvey/articleshow/5734846.cms
National Human Rights Commission Report on the Prevention and Atrocities against Scheduled
Castes Ranganath Mishra Commission Report, Ministry of Minority Affairs. 2007.
Report of the National Commission for Religious and Linguistic Minorities. Retrieved from
http://www.minorityaffairs.gov.in/sites/upload_files/moma/files/pdfs/volume -1.pdf
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40
Sachar Committee Report. 2006. Social Economic and Educational status of the Muslim
community of India: A Report. Prime Minister‘s High Level Committ ee, Cabinet Secretariat,
Government of India. Retrieved from
http://mhrd.gov.in/sites/upload_files/mhrd/files/sachar_comm.pdf
Singh, Amit Kumar. 2013. Mounting Discrimination Declining Hope: Dilemma of an Indian
Muslim. Retrieved on 12th March 2014 from
https://www.academia.edu/8655001/Repression_despair_and_hope
Singh, Manmohan. 2009. PM‘s address a t the Chief Ministers‘ Conference on Implementation
of the Forest Rights Act 2006, November 4, 2009. Accessed from
http://www.pmindia.nic.in/speech/content4print .asp?id.842.pdf
Smita Narula, Broken People: Caste Violence Against India‘s Untouchables (Human Rights
Watch, 1999). Tata Institute of Social Sciences. 2012.
TISS report points to anti -Muslim bias of police, The Hindu, Mumbai June 24, 2012, Retrieved
on 14th May 2014 from http://www.thehindu.com/news/national/tiss -report -pointsto -
antimuslim -bias-of-police/article3563333.ece
PeW Research. 2014. India‘s Muslims have the lowest living standard in the coun try. Retrieved
from https://news24web.wordpress.com/2014/11/
ii) Global and Indian Social M ovements
Objectives :
1. To study the theories of social movements
2. To understand the context for the social movement
3. To study the response of the state to the social movements
4. To study various global and Indian social movements
Unit Unit Title Content
1 Theories of
social movements Nature, Definitions,
Typologies, Approaches
Understanding the politics of protest
New social movement.
Post modernism and social movement
2 The context for
social movements Social ,economic and political contexts for social movements
Cultural drifts
Social Disorganization:
Social Injustice :
3 Social Movement
and the State Strategies adopted by the social movements
Strategies employed by the state to address the movements
4 Pre independence
social movements
in India Swadeshi Movements ,Satyagraha
Breast cloth controvers y women‘s movement,
Peasant movement , Labour movement
5 New Social
Movements in Self-respect movement of Periyar in south I ndia
Narmada Bachav Andolan,
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41
India Chipko movement save silent valley movement
Women‘s movement Anti superstition movement etc
Dalit movement , namantar andolan
Student‘s movement
Trade union movement
The role of rebel music in the social movements in
India
6 Significant new
national and
international
movements Civil rights movement,
Black lives matter movement,
Anti-apartheid movement
The role of the rebel music in the social movements
Reading list
Rao, M.S.A.: Social Movements in India, Vol.I a nd II, Manohar, Delhi, 1978.
Shah Ghanshyam: Social Movements and the State, Sage, New Deli, 2002. 3
James Petras, Henry Vettmeyer: Social Movements and State Power, Pluto Press,
London, 2005.
Guru Gopal 2004: Dalit cultural movement and Dalit politics in Maharashtra , Vikas
Adhyayan Kendra, Mumbai
Mayo Marjorie 2005: Global citizens: Social movements and challenge of
globalisation ,Canadian scholar press
Singh R 2001: Social movements old and new: A post-modernist critique, Sage publication ,
New Delhi
General Electives ( Choose any one )
i) Working with Older Adults
Objectives :
1. To study the concepts related to ageing
2. To study the theoretical perspectives for working with older adults
3. To understand various issues related to older adults
4. To study various policies, programmes and schemes for the older adults
Unit Unit Title Content
1 Developmental
stage of Late
Adulthood Concept of Ageing
Changes (Physical, Mental and Emotional) and special needs
of older persons.
Concepts of Active /Healthy Ageing and Quality of Life.
Myths and Assumptions about Ageing
2 Demographic
Profile of the
Older Adults and
its Implications Demographic Scenario of the Older persons
Population Ageing
Implications of the changing demography of ageing
3 Theoretical
Approaches/Persp Disengagement Theory
Activity theory
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42
ectives for
Working with the
Older Adults Continuity Theory (Psycho -dynamic, Ecological, Lifespan)
Relevance and Critique of the above theories
4 Issues and Factors
Affecting the
Older Adults Issues faced by the Older Persons - Health, Financial,
Physical, Emotional and Legal
Factors affecting ageing - Globalization, Migration,
Disability, Gender, rural -urban, Politics
5 Initiatives,
Policies, Schemes
and Provisions for
Older Adults UN Polices and Programs for Older Adults
National Policy on Ageing in India
Constitutional and legal provisions for Older adults in India
Benefits and facilities provided by various ministries at
centre and state governments.
Role of NGOs in working with the older adults in India.
6 Services,
Schemes and
Skills for working
with the Older
Adults Residential and non - residential ( Day Care services, support
groups and home based care)
Welfare schemes ( Financial and Social Security, housing
and transport),
Community care and engagement with the Older Adults.
Skills sets - Specific Mental Health Disorders, Building
Healthy Self Concept, Stress Management, Financial
Planning, Preparation of Will and Testament, Work with care
givers, Palliative Care
Reading List
Dhar , C.R. (2004). Greying Of India: Population Aging In the Context of India . New Del hi:
Sage Publications.
Rajan, I. (2006). Population Aging and Health in India. Mumbai: CEHAT Publications.
Ramamurti , P.., V& Jamuna , D (2004). Handbook of Indian Gerontology . New Delhi: Serials
Publications.
ii) Social Entrepreneurship (credits -4)
Objecti ves:
1. To provide an overview on concepts related to social entrepreneurship
2. To introduce the learner to the marketing concepts
3. To provide skills related to business plan preparation and fundraising for social enterprises
Unit Unit Title Content
1 Idea of Social
Entrepreneurship Introduction to social entrepreneurship: definition, need,
role
Theory and conceptual issues
The social entrepreneurship ecosystem
Case studies on successful social entrepreneurs
2 Foundations of
Social
Entrepreneurship Foundat ions of entrepreneurship
Traits and characteristics of a Successful Social
Entrepreneur
Social entrepreneurial motivation and competency
development
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43
3 Business Plan
Writing Business plan: designing a competitive model
Conducting a feasibility analysis
Crafting a winning business plan
Deciding on forms of ownership
4 Marketing Marketing considerations
Pricing strategies
Creating a successful financial plan
5 Fundraising for
Social Enterprises Sources of funds : equity and debt
Crowd funding, and angel investors
New venture team and planning
6 Talking with Social
Entrepreneurs Interaction with leading and successful social entrepreneurs
in the city
** Visits can be done to know the functioning of leading
social enterprises in the city. An inter collegia te business
plan competition can be arranged as part of the course
Reading List
Scarbourough, N. (2014). Essentials of Entrepreneurship and Small Business Management, 7/E.
Prentice Hall
Martin, R & Osberg, S. (2007). Social Entrepreneurship: The Case for Definition. Stanford
Social Innovation Review. Pp 29 -39.
Osberg, S. (2009). Framing the Change andChanging the Frame : A New Role for Social
Entrepreneurs. INNOVATIONS -Social Entrepreneurship: Shifting Power Dynamics . Skoll
World Forum & MIT Press
CASE. (2008). Developing the Field of Social Entrepreneurship: A Report from the Center for
Advancement of Social Entrepreneurship. Durham: Duke University
Germak, A & Singh, K. (2010). Social Entrepreneurship: Changing t he Way Social Workers Do
Business. Administration in Social Work , 34:79 –95.
Goodley, T. (2002). Defining and Conceptualizing Social Work Entrepreneurship. Journal of
Social Work Education , 38 (2) 291 -302.
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44
Semester -VI
Skill Enhancement
(Both Courses are
Compulsory) Elective
(DSE -1)
(Any One) Elective
(DSE -2)
(Any One) General Elective
(Any One )
Academic Writing
(2) Human Rights
(4) Rural and Urban Studies
(4) Disability
(4)
Field Work
(6) Education and
Development
(4) Informal Labour and
Informal Sector
(4) Basic Counselling Skills
(4)
Total Credits 22
1. Course title: Academic writing (2)
Objectives :
1. To study the sources of information and organising the information sources
2. To inculcate systematic reading habits for literature review
3. To learn basics of academic writing
4. To learn the skills in academic writing and develop written work in the form of
workshops
Unit Unit Title Content
1 Information
Sources &
Organization of
Information
Sources
Overview of Information Sources; Types of
Information Sources; Reference Sources;
E-Resources
Organization of Library Material: Concept,
Need and Purpose; Processing of Library
Material: Classification and Cataloguing;
Arrangement and Maintenance of Library
Material
Web Based search
Literature review
Inculcating systematic and consistent
reading habits
2 Basic elements of
academic writing Research,as a means of discovering and
developing ideas
Logical argumentation
Formal precise writing style as vehicle for
presenting ideas clearly
Two stages of writing
- Discovering and developing ideas
- Drafting and organising the text
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45
3. Academic
Writing Skills
Generating ideas for writing
- Listing
- Mind mapping
- Free writing
Different writing styles
Basic grammer rules -Voice, Punctuation,
Sentence Structure, Vocabulary; paragraph
formation
Summarising and paraphrasing and use of
direct quotes.
APA Guidelines : Proper referencing
Avoiding plagiarism
4 Writing skills and
practice
workshop Writing essays,assignment
Writing Book reviews
Documentatio n work - Case record, field
work report, activity report,annual reports
Writing Proposals -Research,funding
Writing articles -News paper,journals,
magazines
Reading List
Chowdhary, G.G. & Chowdhary, S. (2001). Searching CD ROM and Online Information
Sources. London, LA, 2001.
Cleveland, D.B. & Cleveland, A.D. (2001). Introduction to indexing & abstracting, 3rd
Edn., Colorado, Libraries Unlimited
Craven, Jenny (ed.) (2008). Web accessibility: practical advice for the library and
information professional. London, Facet Publishing
Katz, W. A.(1978). Introduction to Reference Work. Vol 1 & 2. New York, McGraw Hill
Prajapati, C. L. (2005). Conservation of documents: problems and solutions. New Delhi,
Mittal Publication
Quick reference APA Style sheet: http://www.apastyle.org/learn/quick -guide -on-
references.aspx
Quick reference writ ing practice guide: www.owl.english.purdue.edu
Skill Enhance ment -2 (credits -6)
Core Course practical - Field work (Credits -6)
Students will be placed in various government and non-government organisation for field work
for semester. The tasks and the criteria for their assessment is given in detail in the field work
manual
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46
Elective - (DSE -1) (Choose any one)
i) Human Rights
Objectives :
1. To introduce the learner to the history and classification of human rights
2. To introduce the learner to human rights movements, NGOs and quasi - judicial institutions in
India
3. To introduce the learner to the criminal justice system and legal concepts
4. To pro vide para legal skills for social workers
Unit Unit Title Content
1. History of
Human Rights Origin and Evolution of the Notion of Rights;
Concept of Natural Rights; American Declaration of
Independence and the Bill of Rights;
the French Declaration of Human Rights of Man Human
Rights as Natural Rights;
Universality of Human Rights.
2. Classification of
Human Rights
Classification of Human Rights: Positive and Negative,
Three Generations; Indian Constitution and Human Rights;
Universal Declaration of Human Rights
3. Human rights
Violation Racial discrimination
Freedom from torture
Human rights in armed conflicts and rights of the refugee
4. Human Rights
Movements,
NGOs Nationalist Movement and Struggle for Democratic Rights;
Indian Civil Liberties Union (1934); Re -emergence of Civil
Liberties Movement in 1970s;
NGOs in the field of Human Rights - Role and Strategies;
NHRI:
Paris Principles; Establishment of NHRIs; Evolution of
NHRC in India; its Functions;
Complaint Mechanisms
5. Quasi - Judicial
Institutions in
India
Other Quasi - Judicial Institutions: Commission for
minorities;
Commission for Schedule Caste; Commission for Schedule
Tribes; Commission for Nomadic and De ‐notified Tribes;
Commission for Women and Children
6 Skills workshop Skill Lab: Drafting Writ Petitions, Affidavit, PIL, R TI, FIR,
Bail Application, etc.
Reading List
SAHRDC. (2006). Introducing Human Rights: New Delhi: South Asia Human Rights
Documentation Centre
Gonsalvez, R., Menezes, R., and Hiremath, V. (2005). Criminal Law: Law for Activist Series.
Mumbai: ICHRL & HRLN
Waldron.J.J. (1984). Theories of Rights, Oxford: Oxford University press.
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47
Finnis, J. (1980). Natural Law and Natural Rights. Oxford: Clarendon Press
Seghal, B.P.S. (1995). Human Rights in India: Problems and Prospects. Delhi: Deep & Deep
Mathew P.D. (1998). Legal Education Series. Delhi: Indian Social Institute.
Iyer, K. (1984), Human Rights and the Law. Indor e: Vedpal Law House.
ii) Education and Development (Credits -4)
Objecti ves:
1. To provide an overview of education system and issues in India
2. To introduce the learner to literacy movement and perspectives in adult education in India
3. To help the learner connect education with development
Unit Unit Title Content
1.
Review of
Education in India Education system in India : pre-independence,
post‐independence, post ‐reform;
Government agencies coordin ation education in the country;
National education policy;
Analysing the formal education system, magnitude and
characteristics.
2.
Educational goals Understanding the leaner needs, characteristics,
socioeconomic, cultural influence on the learner
Shift of education from few to all;
The components & basic elements of education : teacher,
curriculum, knowledge, skills, attitude
3 Structure of
Education System
and Issues Structure: pre ‐primary to higher, public ‐private process and
structures;
Various school boards in India;
Municipal school, Zilla P arishad, Ashram S chools; Higher
Education;
Vocational education; Issues in education related to access,
retention, achievement, urban ‐rural divide
4. Literacy
movement and
Perspectives in
adult education Perspectives on adult literacy; Global literacy movement;
National level adult education programmes;
Thoughts of Paulo Freire, Mahatma Phule,
Dr.Ambedkar,Dr.Amartya Sen, and Mahatma Gandhi on
learning;
concept of life -long learning, open and distance learning,
massive online courses and learning
5. Education and
Development
Education and development: concept, theories and issues;
Education as a Paradigm in Development Theory ;
Theories of modernization and human capital; theories of
underdevelopment and its relation to education;
Educational planning and administration;
Case studies from India, Africa and Latin America
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48
6. Right to education
Inclusive education
Right to education
Education of the marginalised
Reading List
Mohanti, J. (1992). Current Issues in Education. New Delhi: Cosmo Publications
Chavan, S. (2003). Education for All: Promises and Progress. New Delhi: Rajat Publications
Rajan, K.R. (1991). Mass Literacy: The Ernackulam Experiment. Cochin: Ernakulam District
Literacy Society
Freire, P. (2002). Pedagogy of the Oppressed. London: Penguin Books
Adams, D. (2002). Education and National Development: Priorities, Policies, and Planning.
Education in Developing Asia, Vol. 1. Manila: Asian Development Bank and the University of
Hong Kong
Elective (DSE -2) (Choose any one)
i) Rural Urban studies (Credits -4)
Objectives:
1. To help the learner understand the principles and approaches of rural development
2. To enable the learner to understand the problems in Indian agriculture sector and rural
development programmes in India
3. To orient students on concepts such as rural finance, micro finance, self -help groups and
women empowerment, etc.
4. To provide an overview on the field of urban studies
5. To introduce the learner to the urban theories and perspectives
6. To introduce the learner on the key themes related to urban life
7. To provide an overview on slums, urban planning, policies and programmes
Unit Unit Title Content
1. Understanding
Rurality
Concept of a village, Types of rural areas
Social stratification in the context of rurality
Understanding Tribal communities
Problems in Indian Agriculture Sector
Trends in Agriculture Growth in India since independence;
Green Revolution and its effects;
Food security in India; Public distribution system and
poverty eradication;
New Agricultural policy; Agriculture price policy ;
Farm size and productivity relationships;
Problems of Small sized holdings, fragmentation, Non
viability; cooperative farming; Land reforms in India
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2. Local self
government ,Rural
Development
Programmes in
India
Salient feature of 73rd Amendment;
Decentralization and Panchayati Raj in India: Old Panchayats
Vs New Panchayats; Powers and functions of the Zilla
Parishad, Block/ Taluka panchayat, Gram Panchayat, and
Gramsabhas
Income and employment generati on programmes; Integrated
rural development programme (IRDP);
Training of Rural youth for Self -Employment (TRYSEM);
Food for work programme (FWP);
National Rural Employment Guarantee Act (NREGA);
Javahar Rozghar Yojana (JRY);
Indira Awas Yojana (IAY),NRH M
3. Micro Finance,
Self-Help Groups
and Women
Empowerment
Micro finance: Concept, Elements, Importance and Brief
History;
Concept and Importance of women empowerment;
Gender Mainstreaming for Empowerment: Self -help Groups
and Self -help Promotion;
Structure of Self -help groups;
Activities of SHGs; Savings and Credit as an Instrument of
Self-help promotion;
Experiences of GRAMEEN and SEWA
Problems of Rural indebtedness;
Need for rural credit; institutional and non -institutional
credit;
Role of Commercial Banks in Rural Credit; Regional Rural
Banks;
Aims of NABARD; Importance and role of Co -operatives in
Rural Development;
Growth and Progress of cooperatives; cooperative movement
in India;
Principles of Cooperatives; Role of Rural Cooperative Credit
Societies;
The Structure of cooperative credit societies; Terms and
Conditions of Finance -Re-payment
4. Introduction to
Urban Studies Urbanisation and Urbanism. Growth of urban areas in I ndia.
Understanding urban communities.
Types of Urban communities land,housing, basic services
Key Themes related to Urban Life
Population Trends; Economy; Heath; Elementary Education;
Water; Sanitation;
Transport; Energy; Gender; Quality of Life
5. Urban Planning,
Policies and
Programmes Urban Planning: Urbanisation Trends and Their Implications;
Urban conditions; Institutions and Initiatives of government -
JNNURM, SJSRY, etc.;
Urban Planning: City Development Plan and Financial Plan;
Financing Urban Infrastructure
6.
Slums and
Develo pment
Slums and Development: Types of Slums, Slum Policies and
Schemes in India; Slums Redevelopment and its Political
Economy;
Poverty, Urban Environment a nd Civil Society Interventions
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Reading List
Gottdiener, M., and Leslie, B. (2005). Key Concepts in Urban Studies . London: Sage
Publications.
Lin, J., and Mele, C. (2005. The Urban Sociology Reader. London: Routledge
GOI. (2005). ‗Urban Infras tructure‘, Economic Survey 2004 -5, Ministry of Finance, New
Delhi.
Jain, A.K. (2005). Vision for Delhi 202 1: A Restructured City, Delhi Development Authority,
Delhi
ii) Informal labour and Informal Sector (Credits -4)
Objectives :
1. To develop a perspective on informal sector and the migrant labourers in India
2. To help the learner understand the legislations and social security measures
3. To enable the learner the interconnections between labour, market and civil society
Unit Unit Title Content
1. Introduction to
Informal Sector Defining Informal sector: Magnitude, Concepts,
Historical evolution, Globalization and the informal sector;
Characteristics of informal sector:
Socio economic profile of the workers, Employment pattern,
Wage pattern,
Skill formation, informal sector from a gender perspective
2.
Migrant Informal
Workers in Urban
Areas
Factors causing migration;
Types of migration;
Profile and the problems of the informal work force in the
Urban areas:
Self-employed, working in Small scale Industry, Home based
industry, Construction industry, soli d waste manage ment
Industry
3. Migrant Informal
Workers in Rural
Areas Profile and the problems of the informal work force in the
rural /coastal/forest areas:
Self-employed; agriculture/pastoral work
Informal workers in the mining and allied industry - mines,
quarries, sand dredging fishing industry and in the salt pans
4. Legislations National labour commission reports, Legislations for the
informal workers; Employees provident fund and the
miscellaneous provisions act 1952; Employees state
insurance Act 1948; maternity benefit Act 1971; Workmen
compensation Act 1923; Payment of gratuity Act 1971
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5. Labour, Market
and Civil Society
Role of the financial institutes:
informal sector -banks, credit societies, government
corporations, ministry of small scale industry; Organizing the
informal work force: NGOs, Trade Union, Cooperative
movements
6. Case studies Nirman,Learn
Sewa ,Disha
Strimukti Sanghatna, SWACH alliance
Weigo,
Reading List
ILO (2002). Decent Work and the Informal Economy, Report VI. Geneva: International Labour
Office
Dutt, R., & Sundharam. (2006). Indian Economy. New Delhi: S.Chand &Co
Desai, V. (2001).Sm all Scale Industries and Entrepreneurship . Mumbai: Himalaya publishing
house
EIIS (2003). Report of the National Commission on Labour (2002 -1991 -1967), Economic
Indian Informal Services
General Electives (GE)
i) Disability Studies
Objectives:
1. To provide an overview on disability and different approaches to the study of disability
2. To introduce the learner to the magnitude, causes and types of disability
3. To help the student understand the role of social workers in rehabilitati on of Person With
Disability (PW D)
Unit Unit Title Content
1. Introduction
Definition of disability.
PWD in Rehabilitation context.
Social Construction of Disability.
a. Attitudes, Stigma, Discrimination.
b. Disabling and Enabling Environment .
2. Different
Approaches to
Disability Medical, legal, socio -political, human right, psychological,
social model and other emerging models
3. Magnitude,
Causes and Types
of Disability -I
Visual Impairment.
Hearing Impairment, Deaf blind.
Loco motor Disability.
Cerebral Palsy.
Multiple Sclerosis.
Intellectual disability/mental retardation
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4. Magnitude,
Causes and Types
of Disability -II
Learning disability.
Mental illness including psychosocial disability.
Autism.
Disability due to burns and accidents
5. Rehabilitation
Level of rehabilitation: P revention, promotion, tertiary
Different areas of work: medical, education, psychological
adjustment, vocation, employment.
Rehabilitation programmes such as art therapy, dance
therapy, d rama therapy, music therapy.
Role of Social Worker in rehabilitation of Person With
Disability
6. Inclusive policies Right to education and inclusive policy for disabled
Government policies programs, and schemes for the disabled
Reading List
Renu, A. (2012). Disability Studies in India: Global Discourses, Local Realities. Routledge
Albrecht, G., Seelman, K., and Bury, M (ed) 2001, Handbook of Disability Studies, New Delhi:
Sage Publication
Karna, G. (2001). Disability Studies In India: Retrospect and Prospectus, New Delhi; Gyan
Publishing House
Oliver, M., and Sapey, B. (2006). Social Work with Disabled People, New York: Palgrave
MacMillan
ii) Basic counselling skills
Objectives :
To develop an understanding of the key elements involved in the counseling process
To develop an insight on the Different Skills of Counseling
To develop an understanding of the role of other professionals in the field and the role of the
social work er as a member of the interdisciplinary team.
To develop attitudes that will enhance the intervention process
Unit Unit T itle Content
1. Definition and
concept
of
counselling Understanding of ‗ counselling ‘ – various definitions
Aim & goals of Counselling ,
Qualities Of Counsellor
2. Principles and
ethics in
counseling
Being trustworthy: honoring the trust placed in the
practitioner (also referred to as fidelity)
Autonomy: respect for the client‘s right to be self -governing
Beneficence: a commitment to pr omoting the client‘s well -
being
Non-malfeasance: a commitment to avoiding harm to the
client
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Justice: the fair and impartial treatment of all clients and the
provision of adequate services
Self-respect: fostering the practitioner‘s self -knowledge and
care for self
3. Stages and
process of
counselling
Preparation and client motivation
Diagnosis or Responding
Personalizing
Decision Making
Evaluation, Follow up and Termination
4. Introduction to the
different
approaches to
counseling Psycho Dynamic Approach
Relation Oriented Approach,
Cognitive Behavioural Approach ,
Post Modern Approaches and Integrative Approach
5. Techniques and
tools and skills of
a counsellor
Basic Communication Skills -
a. Acquainting Skills,
b. Observing Skills
c. Attending Skills
d. Listening skills
e. Questioning
f. Responding skills
g. Interpreting and Feedback
h. Confrontation
i. Personalizing
j. Reframing
k. Skills in evaluating
l. Summarization
6. Counselling in
different settings
Counselling in Health Settings
Pediatric (Infancy/Child) Counselling
Adolescent Counselling
Geriatric Counselling
Crisis Intervention & Trauma Counselling Students would
be made familiar with the concept of ‗trauma.‘
Substance Abuse and Counselling
Rehabilitation Counselling
Feminist Approaches to Counselling
Career Guidance and Counselling
Reading L ist
Capuzzi, David & Douglas, R. Gross Counselling & Psychotherapy: Theories & Interventions..
Merrill Prentice Hall, Ohio, US (2003)
Dave Mearns & Brian Thorne Person
Centred Counselling in Action.. Sage Publication. N.Delhi (1988)
Gerard Egan. ‐ The Skilled Helper: Model, Skills & Methods for Effective Helping (2nd Ed.).
Gibson, Robert L. & Mitchell, Marianne H.Introductio n to Counselling & Guidance (6th Ed.) Pr
entice Hall of India Pvt. Ltd. N. Delhi. (2005)
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Gregory & Smelter. Psychiatry: Essentials of Clinical Practice. Ch. 4. Brooks/ Cole Publishing
Co. California
Humphrey, Geraldine M.& Zimpfer, David G.(2008) Counselling for Grief & Bereavement 2nd
Ed. Sage Pub.N.Delhi
Les Parrott III ‐ Counseling & Psychology (2nd Ed.). Thomson Brooks/Cole. US, UK (2003 )
Patterson C.H. ‐ Theories of Counselling & Psychother apy.. Harper & Row Pub. N.York
(1986)
Robert Carson et al Abnormal Psychology & Modern Life. 10thEd
Samuel, T. Glading, Merril ‐ Counselling: A Comprehensive Profession (4th Ed.) an imprint of
Prentice Hall, Ohio US (2000)
Worden, William J. (2001) Grief Counselling & Grief Therapy: A Handbook for the Mental
Health Practitioner. Third Ed. Routledge. London
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