SOCIAL WORK PROFESSION - Alagappa University

Master of Social WorkI - Semester

349 11

Directorate of Distance Education

SOCIAL WORK PROFESSION

ALAGAPPA UNIVERSITY[Accredited with ‘A+’ Grade by NAAC (CGPA:3.64) in the Third Cycle

and Graded as Category–I University by MHRD-UGC]

(A State University Established by the Government of Tamil Nadu)

KARAIKUDI – 630 003

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Work Order No. AU/DDE/DE1-238/Preparation and Printing of Course Materials/2018 Dated 30.08.2018 Copies - 500

Authors:Satish Dupare, Lecturer, Nagpur University, MaharashtraUnits (2.2-2.3, 2.6-2.7, 3.2-3.3, 4, 6, 8.6, 11.2, 11.4-11.4.2, 13.2, 13.3, 13.6, 13.8-13.9)Dr Anjali Thapliyal Kaul, Post-Doctoral Fellow, Indian Council of Historical Research, DelhiUnit (7.3-7.8.2, 7.8.4-7.8.8)Mohamand Taslim, Assistant Professor, Gitarattan International Business School, GGSIP University, DelhiUnits (9, 11.3, 11.4.3-11.4.4)Vikas® Publishing House: Units (1, 2.0-2.1, 2.4-2.5, 2.8-2.12, 3.0-3.1, 3.4-3.9, 5, 7.0-7.2, 7.8.3, 7.9-7.13, 8.0-8.5, 8.7-8.12, 10, 11.0-11.1, 11.5-11.9, 12, 13.0-13.1, 13.4-13.5, 13.7, 13.10-13.15, 14)

“The copyright shall be vested with Alagappa University”

Reviewer

Dr. K.R. Murugan Professor and Head, Department of Social Work,Alagappa University, Karaikudi

SYLLABI-BOOK MAPPING TABLE Social Work Profession

BLOCK I: Concept and Definition of Social Work, Historical Development of Social Work

Unit I Social Work: Concept, Definition, Objectives, Principles and Philosophy. Unit II Key Concepts of Social Work: Social Service, Social welfare, Social Security, Social Defense, Social Justice, Social Legislation, Social Development, and Social Reform. Unit III Historical development of Social Work in United Kingdom, United States of America - Emergence of Functions and Scope of Social Work in India.

BLOCK II: Social Work as a Profession, MethodsUnit IV Social Work as a Profession: Traits, Values, Ethics, Objectives, Goals, Nature, Scope, Philosophy, Principles and Functions. Unit V Social Work Education: as a Profession, Professional Values – Training; Skills, Tools and Techniques - Professional Social Work and Voluntary Social Work. Unit VI Methods of Social Work: Social Case work – Social Group Work – Community Organization – Social Work Research – Social Welfare Administration – Social Action.

BLOCK III: Reform Movement in India and Theories and Approaches of Social Work

Unit VII Social Reform movements in India- Concepts, Definitions, Importance - Impacts and Role of Theosophical society, Bakthi movements, Dalit movements, Naxalbari movements and D.K. Movement. Major Contribution of Social Reformers: Buddha, Gurunanak, Iyyankali, Jothiba Phule, Swami Vivekananda, Raja Ram Mohan Roy, Gandhi, Dr. B.R.Ambedkar and E.V. Ramaswamy. Unit VIII Theories & Approaches: Role Theory, Problem Solving Theory, Gestalt Theory, Systems Theory, Ecological Theory, Communication Theory and Existential Approach. Unit IX Radical and Marxist perspectives of Social Work, Feminist Approach; Relevance and Scope of eclectic/integrated approach to social work practice

Syllabi Mapping in Book

Unit 1: Social Work (Pages 1-8);

Unit 2: Key Concepts of Social Work

(Pages 9-23);Unit 3: Social Work and Historical Development

(Pages 24-34)

Unit 4: Social Work as a Profession

(Pages 35-50);Unit 5: Social Work Education

as a Profession (Pages 51-58);

Unit 6: Methods of Social Work (Pages 59-64)

Unit 7: Social Reform Movements in India

(Pages 65-111);Unit 8: Theories and Approaches

(Pages 112-127);Unit 9: Perspectives of

Social Work (Pages 128-137)

BLOCK IV: Models and Trends of Social Work Profession in IndiaUnit X Models of Social Work: Relief model, Welfare model, Clinical model, Systems model, Radical model, Remedial model, Preventive model and Developmental model Unit XI Social Work Profession: Trends in Social Work Profession in India - Development of Social Work Education in India. Integrated perspectives of International Social Work – Global Perspective, Human Rights Perspective, Ecological Perspective, and Social Development Perspective.

BLOCK V: Field Work Training, Fields of Social Work and Social Work Association

Unit XII Field Work Training: Importance of Field Work and Supervision for Trained Social Workers - Problems faced by the Social Work Trainees in field work agencies - Need for Social Science knowledge for Professional Social Workers. Unit XIII Fields of Social Work: Family and Child Welfare, Women Welfare, Youth Welfare, School Social Work - Community Development (Rural, Urban & Tribal), Dalit Welfare, - Medical and Psychiatric Social Work, Correctional Social Work Geriatric Social Work, Persons with Disabilities, Industrial Social Work and Human Resource Management. Unit XIV Professional Associations in Social Work: Needs and Importance - National and International Professional Organizations: NASW, IASW, IFSW, ASSWI, ISPSW, NAPSWI, And PSWA - Problems faced by social work professionals in India.

Unit 10: Models of Social Work (Pages 138-144);

Unit 11: Social Work Profession (Pages 145-165)

Unit 12: Field Work Training (Pages 166-174);

Unit 13: Fields of Social Work (Pages 175-206);

Unit 14: Professional Associations in Social Work

(Pages 207-216)

CONTENTS

INTRODUCTION

BLOCK I: CONCEPT AND DEFINITION OF SOCIAL WORK, HISTORICAL DEVELOPMENT OF SOCIAL WORK

UNIT 1 SOCIAL WORK 1-8 1.0 Introduction 1.1 Objectives 1.2 Concept and Definition of Social Work

1.2.1 Objectives of Social Work 1.2.2 Principles and Philosophy

1.3 Answers to Check Your Progress Questions 1.4 Summary 1.5 Key Words 1.6 Self Assessment Questions and Exercises 1.7 Further Readings

UNIT 2 KEY CONCEPTS OF SOCIAL WORK 9-23 2.0 Introduction 2.1 Objectives 2.2 Social Service 2.3 Social Welfare and Social Legislation 2.4 Social Security 2.5 Social Defence 2.6 Social Justice 2.7 Social Development and Social Reform 2.8 Answers to Check Your Progress Questions 2.9 Summary 2.10 Key Words 2.11 Self Assessment Questions and Exercises 2.12 Further Readings

UNIT 3 SOCIAL WORK AND HISTORICAL DEVELOPMENT 24-34 3.0 Introduction 3.1 Objectives 3.2 Historical Development of Social Work in the UK and the Us 3.3 Emergence of Functions 3.4 Scope of Social Work in India


BLOCK II: SOCIAL WORK AS A PROFESSION, METHODS

UNIT 4 SOCIAL WORK AS A PROFESSION 35-50 4.0 Introduction 4.1 Objectives 4.2 Traits, Values and Ethics

4.2.1 Social Work Values 4.2.2 Social Work Ethics

4.3 Principles and Functions 4.4 Answers to Check Your Progress Questions 4.5 Summary 4.6 Key Words 4.7 Self Assessment Questions and Exercises 4.8 Further Readings

UNIT 5 SOCIAL WORK EDUCATION AS A PROFESSION 51-58 5.0 Introduction 5.1 Objectives 5.2 Professional Values: Training and Skills

5.2.1 Organized System of Education (University Training) 5.2.2 Specialized Activities of the Professionals 5.2.3 Tools and Techniques in Social Work

5.3 Professional Social Work and Voluntary Social Work 5.4 Answers to Check Your Progress Questions 5.5 Summary 5.6 Key Words 5.7 Self Assessment Questions and Exercises 5.8 Further Readings

UNIT 6 METHODS OF SOCIAL WORK 59-64 6.0 Introduction 6.1 Objectives 6.2 Different Methods of Social Work 6.3 Answers to Check Your Progress Questions 6.4 Summary

6.5 Key Words 6.6 Self Assessment Questions and Exercises 6.7 Further Readings

BLOCK III: REFORM MOVEMENT IN INDIA AND THEORIES AND APPROACHES OF SOCIAL WORK

UNIT 7 SOCIAL REFORM MOVEMENTS IN INDIA 65-111 7.0 Introduction 7.1 Objectives 7.2 Social Reform: Concept, Definition and Importance 7.3 Impact and Role of Theosophical Society 7.4 Bhakti Movements

7.4.1 Bhakti Movement in South India 7.4.2 Bhakti and the South Indian Acharyas 7.4.3 Bhakti Movement in North India 7.4.4 Sufism and its Ideas 7.4.5 Pioneers of Bhakti Movement 7.4.6 Importance of the Bhakti Movement 7.4.7 Popular Monotheistic Movement and Vaishnava Bhakti Movement

7.5 Dalit Movements: An Overview 7.5.1 The Depressed Class Mission

7.6 Naxalbari Movement 7.7 DK Movement By E.V. Ramasamy (Periyar)

7.7.1 Important Reforms by Periyar 7.7.2 Periyar’s Literary Work and Comparison with Gandhi

7.8 Major Contribution of Social Reformers 7.8.1 Buddha 7.8.2 Guru Nanak 7.8.3 Ayyankali: The Revolutionary Dalit Legend 7.8.4 Jyotiba Phule 7.8.5 Swami Vivekanand (Narendranath) 7.8.6 Raja Ram Mohan Roy 7.8.7 Gandhi 7.8.8 B. R. Ambedkar


UNIT 8 THEORIES AND APPROACHES 112-127 8.0 Introduction 8.1 Objectives 8.2 Role Theory: An Overview 8.3 Problem-Solving Theory 8.4 Gestalt Theory

8.4.1 Contribution of Gestalt Psychology to Education 8.5 Systems Theory

8.5.1 Open and Closed Systems 8.5.2 Main Characteristics of a System

8.6 Communication Theory 8.6.1 The Role of Information in an Organization 8.6.2 Importance of Communication in Effective Functioning 8.6.3 Why Social Work Practitioners Need Communication Skills

8.7 Existential Approach 8.8 Answers to Check Your Progress Questions 8.9 Summary 8.10 Key Words 8.11 Self Assessment Questions and Exercises 8.12 Further Readings

UNIT 9 PERSPECTIVES OF SOCIAL WORK 128-137 9.0 Introduction 9.1 Objectives 9.2 Radical and Marxist Perspective

9.2.1 Marx’s Division of History 9.3 Feminist Approach 9.4 Integrated Approach 9.5 Answers to Check Your Progress Questions 9.6 Summary 9.7 Key Words 9.8 Self Assessment Questions and Exercises 9.9 Further Readings

BLOCK IV: MODELS AND TRENDS OF SOCIAL WORK PROFESSION IN INDIA

UNIT 10 MODELS OF SOCIAL WORK 138-144

10.0 Introduction 10.1 Objectives 10.2 Models of Social Work: An Overview


UNIT 11 SOCIAL WORK PROFESSION 145-165 11.0 Introduction 11.1 Objectives 11.2 Trends in Social Work Profession in India: Social Development Perspective 11.3 Development of Social Work Education in India

11.3.1 Institutional Framework for Social Work Education in India 11.4 Integrated Perspectives of International Social Work

11.4.1 Global Perspective 11.4.2 Human Rights Perspective 11.4.3 Ecological Perspective 11.4.4 Environmental Movements in India: Issues and Concerns


BLOCK V: FIELD WORK TRAINING, FIELDS OF SOCIAL WORK AND SOCIAL WORK ASSOCIATION

UNIT 12 FIELD WORK TRAINING 166-174

12.0 Introduction 12.1 Objectives 12.2 Importance of Field Work and Supervision for Trained Social Workers 12.3 Problems Faced by Social Work Trainees in Field Work Agencies 12.4 Need for Social Science Knowledge for Professional Social Workers

12.4.1 Fieldwork in the Social Sciences 12.5 Answers to Check Your Progress Questions 12.6 Summary 12.7 Key Words 12.8 Self Assessment Questions and Exercises 12.9 Further Readings

UNIT 13 FIELDS OF SOCIAL WORK 175-206

13.0 Introduction 13.1 Objectives 13.2 Family Welfare as a Field of Social Work

13.2.1 Issues of Children in Family System 13.2.2 Issues of Parents in Family System 13.2.3 Issues of Couples in Family System 13.2.4 Families in Crises 13.2.5 Family Intervention 13.2.6 Family Welfare in India

13.3 Child Welfare 13.3.1 Child Welfare in India

13.4 Women Welfare 13.5 Youth Welfare Service

13.5.1 School Social Work 13.6 Community Development (Urban, Rural and Tribal)

13.6.1 Urban Community Development 13.6.2 Rural–Urban Relationship Committee (RURC) 13.6.3 Rural Community Development

13.7 Dalit Welfare 13.8 Medical and Psychiatric Social Work

13.8.1 Medical Social Work 13.8.2 Psychiatric Social Work

13.9 Correctional Social Work 13.10 Geriatric Social Work

13.10.1 Persons with Disabilities 13.10.2 Industrial Social Work 13.10.3 Human Resource Management


UNIT 14 PROFESSIONAL ASSOCIATIONS IN SOCIAL WORK 207-216

14.0 Introduction 14.1 Objectives 14.2 The National Association of Social Workers (NASW) 14.3 The Irish Association of Social Workers (IASW) 14.4 The International Federation of Social Workers (IFSW)

14.4.1 Association of Schools of Social Work in India (ASSWI)

14.4.2 Indian Society of Professional Social Work (ISPSW) 14.4.3 National Association of Professional Social Workers in India (NAPSWI) 14.4.4 PSWA 14.4.5 Problems Faced by Social Work Professionals in India


Introduction

NOTES

Self-Instructional Material

INTRODUCTION

Professional social workers help people restore or improve their capacity for social functioning. At the same time, they create societal conditions that are favourable to their goals. Knowledge of human behaviour, and social, economic and cultural institutions is necessary to practise social work.

Social workers help people face and overcome various challenges such as poverty, physical and mental abuse, discrimination, illness, addiction, divorce, unemployment, disability and mental illness. They lend support through counselling and by raising funds. They educate people and spread awareness so that more and more individuals learn to cope with the daily challenges of life.

This book, Social Work Profession, is divided into fourteen units that follow the self-instruction mode with each unit beginning with an Introduction to the unit, followed by an outline of the Objectives. The detailed content is then presented in a simple but structured manner interspersed with Check Your Progress Questions to test the student’s understanding of the topic. A Summary along with a list of Key Words and a set of Self-Assessment Questions and Exercises is also provided at the end of each unit for recapitulation.

NOTES

Self-InstructionalMaterial 1

Social WorkBLOCK - I

CONCEPT AND DEFINITION OF SOCIAL WORK,

HISTORICAL DEVELOPMENT OF SOCIAL WORK

UNIT 1 SOCIAL WORKStructure 1.0 Introduction 1.1 Objectives 1.2 ConceptandDefinitionofSocialWork

1.2.1 ObjectivesofSocialWork 1.2.2 PrinciplesandPhilosophy

1.3 AnswerstoCheckYourProgressQuestions 1.4 Summary 1.5 KeyWords 1.6 SelfAssessmentQuestionsandExercises 1.7 FurtherReadings

1.0 INTRODUCTION

SocialworkscientistsbothfromIndiaandabroadhavebroughtinabroaderview of the evolution and development of socialwork.Most of themhavetakenintoaccountthevoluntaryandscientificnatureofsocialwork.ArthurFink defined socialwork as “Theprovision of services designedtoaidindividuals,singlyoringroupsincopingwiththepresentorfuturesocialandpsychologicalobstaclesthatpreventorarelikelytoprevent,fullor effectiveparticipation in the society”.According toFink, socialworkintervenesonindividualsorgroupstoenablethemtoeffectivelyparticipateinthedevelopmentprocessofthesociety.Friedlanderdefinedsocialworkas“aprofessionalservice,basedonscientificknowledgeandskillinhumanrelations,which assists individuals, alone or in groups, to obtain socialand personal satisfaction and independence”. Friedlander’s definition isconsideredasoneof themost comprehensivedefinitionsof socialwork.Accordinghim,socialworkisaprofessionlikeotherprofessions,throughwhich a trained socialworkerwith scientific knowledge and outlook inhandlinghumanrelations,helpsindividualsandgroupstohavesocialandpersonalsatisfaction.

AmongtheIndiansocialworkscientists,SushilChandradefinedsocialworkas“adynamicactivityundertakenbypublicorprivateeffort intheimplementationofsocialpolicy,withaviewtoraisethestandardoflivingandtobringaboutsocial,economic,politicalandculturalwellbeingofthe

Social Work

NOTES

Self-Instructional 2 Material

individual,familyandgroupwithasocietyirrespectiveofitsstageofsocialdevelopment.”Chandraportrayssocialworkasadynamicactivitydealingwithalltheaspectsofsociallife.

Themainobjectivesofsocialworkistomakeapersonself-dependentandself-reliant.Itisscientificprocessforhelpingtheneedysufferingfrommaterial deficiencies, physical disabilities,mental disorders, emotionaldisturbances and so on by using knowledge in human relationship andmethodsandskillsindealingwiththem.

Thisunitaimsatdevelopingan insight into theevolutionofsocialworkasaprofession.

1.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Explaintheoriginandevolutionofsocialwork •Understandtheconceptanddevelopmentofsocialwork •Enumeratetheobjectivesofsocialworkprofession •Analysetheprinciplesofsocialwork •Enumeratethephilosophyofsocialwork

1.2 CONCEPT AND DEFINITION OF SOCIAL WORK

Socialwork has been defined and understood variously by socialworkscientistsbothfromIndiaandabroad.Someofthedefinitionsofsocialworkarecited(inachronologicalorderofyears)anddiscussedhere.Theseareasfollows:

AlliceCheyney(1926)stated,“Socialworkincludesallthevoluntaryattemptstoextendbenefitsinresponsetotheneedswhichareconcernedwithsocialrelationshipsandwhichavailthemselvesofscientificknowledgeandmethods”.Here,insocialwork,Cheyneyhasincludedalltheattemptswhicharevoluntaryinspiritandscientificinnature.Buttheauthorseemstohaveignoredthepublicpracticeofsocialworkthatisvoluntaryandinvoluntaryinnature.ArthurFink(1942)definedsocialworkas,“Theprovisionofservicesdesignedtoaidindividuals,singlyoringroupsincopingwiththepresentorfuturesocialandpsychologicalobstaclesthatpreventorarelikelytoprevent,fulloreffectiveparticipationinthesociety”.AccordingtoFink,socialworkintervenesonindividualsorgroupstoenablethemtoeffectivelyparticipateinthedevelopmentprocessofthesociety.

NOTES


Social WorkAnderson(1943)stated,“Socialworkisaprofessionalservicerenderedtothepeopleforthepurposeofassistingthem,asindividualsoringroupstoattainsatisfyingrelationshipsandstandardsoflifeinaccordancewiththeirparticularwishesandcapacitiesandinharmonywiththoseofthecommunity”.Heviewedthatsocialworkasprofessionisusedtoimprovethestandardoflivingandsocialrelationswhichareimportantcomponentsforahappyandsatisfiedlife.Givinganinsightintothesignificanceofsocialworkasaprofession,Friedlander(1951)argued,“Socialworkisaprofessionalservice,basedonscientificknowledgeandskill inhumanrelations,whichassistsindividuals,aloneoringroups,toobtainsocialandpersonalsatisfactionandindependence”.Friedlander’sstatementonsocialworkisconsideredasoneofthemostcomprehensivedefinitionsofsocialwork.Accordinghim,socialworkisaprofessionlikeotherprofessions,throughwhichatrainedsocialworkerwithscientificknowledgeandoutlookinhandlinghumanrelations,helpsindividualsandgroupstohavesocialandpersonalsatisfaction.

Stroup (1960) defined socialwork as “an art of bringing variousresourcesbearonindividual,groupandcommunityneedsbytheapplicationofascientificmethodofhelpingthepeopletohelpthemselves”.Here,Stroupgaveadifferentlooktosocialworksayingitanart.ForStroup,socialworkis an art of bringing the people into the positionwhere they themselveswill be able to solve their problems.Pincus andMinahan (1978) jointlygaveadefinitionofsocialworksaying,“Socialworkisconcernedwiththeinteractionbetweenpeopleandtheirenvironmentwhichaffectstheabilityofpeopletoaccomplishtheirlifetasks,alleviatedistress,andrealizetheiraspirationsandvalues”.WecanseethatPincusandMinahandifferfromothersintheirapproachtounderstandsocialworkwhentheysaythatsocialworkdealswithproblemsofinteractionwiththesocialenvironmentwhichencompassesthepeergroup,colleagues,teacher,doctor,neighbour,parentsandotherrelativesetc.whoplayapivotalroleinthelifeofanindividual.Ifonelooksintotheabovedefinitionsgivenfromtimeto time,onemayfindthatsocialworkhascomeofageasaprogressivemovement—fromavoluntaryactiontoamoredevelopedformofprofession.

By and large, Indian authors’ definitionsof socialwork reflect theunderstandingofsocialworkinthecontextofIndiansocialsituation,thoughsomeofthemstillsticktotheforeignviewpoint.B.G.Kher(1947)stated,“Theaimofsocialwork,asgenerallyunderstood,istoremovesocialinjustice,torelievedistress, topreventsufferingandtoassist theweakermembersof thesociety to rehabilitate themselvesand their familiesand , inshort,fightthefivegiantevilsof(1)Physicalwant,(2)Disease,(3)Ignorance,(4)Squalorand(5)Idleness”.Asweseehere,KherhasdefinedsocialworkwithreferencetoIndiansocialsituation.Accordingtohimsocialworkdealswiththefivemajorproblemsprevalentinthesociety.SushilChandra(1954)definedsocialworkas“adynamicactivityundertakenbypublicorprivate

Social Work

NOTES


effortintheimplementationofsocialpolicy,withaviewtoraisethestandardoflivingandtobringaboutsocial,economic,politicalandculturalwellbeingoftheindividual,familyandgroupwithasocietyirrespectiveofitsstageofsocialdevelopment.”Hisdefinitionportrayssocialworkasadynamicactivitydealingwithalltheaspectsofsociallife.

Meanwhile,IndianConferenceofSocialWork(1957)unanimouslydefinedsocialworkas“awelfareactivitybasedonhumanitarianphilosophy,scientificknowledgeandtechnicalskillsforhelpingindividuals,groupsorcommunity,toliverichandfulllife”.Itimpliesthatsocialworkisawelfareactivitywhichhasascientificbasisindealingwiththeproblemsofindividualsinthesociety.AnotherIndianauthor,MirzaR.Ahmad(1969),said,“Socialworkisprofessionalservicebasedontheknowledgeofhumanrelationsandskillsinrelationshipsandconcernedwithintrapersonalandinter-personaladjustmentsresultingfromunmetindividual,grouporcommunityneeds”.Ahmadhasemphasizedtheroleofsocialworkasprofessionalpracticetobringintra-personal(withintheperson)andinter-personal(betweenpersons)adjustments.MoorthyandRao(1970)definedsocialworkandputit:“Socialworkishelprenderedtoanypersonorgroup,whoorwhichissufferingfromanydisability,mental,physical,emotionalormoral,sothattheindividualorgroupsohelpedisenabledtohelphimselforitself”.Theyhavedepictedsocialworkasmerelyapathologicalpracticethatdealswiththesufferingsofindividuals,groupsorcommunity.Asonecansee,MoorthyandRaohavelittleconsiderationforthegrowthanddevelopmentaspectsofthepeople.

1.2.1 Objectives of Social Work

There are several objectives of socialwork. Some of themwhich areuniversallyacceptedareasfollows: •Tosolvepsycho-socialproblems •Tofulfilhumanitarianneedslikelove,affection,care,etc. •Tosolveadjustmentissues •Tocreateself-sufficiency •Tomakeandstrengthenharmonioussocialrelations •Tomakeprovisionofcorrectiveandrecreationalservices •Todevelopdemocraticvaluesamongthepeople •Toprovideopportunitiesfordevelopmentandsocialprogress •Tosensitizethecommunity •To change the environment in favour of individual’s growth and

development

NOTES


Social Work •Tobringchangeinthedefectivesocialsystemforsocialdevelopmentand

•Toprovidesocio-legalaidtotheneedywhocannotaffordtomeetthem

1.2.2 Principles and Philosophy

As a profession, socialwork is primarily concernedwith the remedy topsycho-social problems and deficiencieswhich exist in the relationshipbetweenindividualsandtheirsocialenvironment.Althoughthissituationalwaysexistedinthesocietyinoneformortheother,socialworkscientistscouldachieveitsscientificbasisinthelastdecadesof19thcentury.Peoplein distress, destitution and deprivation have been helped in the past bytheirjointfamilies,castecommunitiesandreligiousinstitutions.Thesearemotivated by philosophy that assumed ‘charity’ as a reward ormediumfor salvation, humanism, philanthropy, humanitarian feeling, democraticideology,equalityofallcitizens;regardforhumanpersonality;respectforother’s rights including the indigents, the handicapped, the unemployed,emotionallychallengedandaboveall,thoseinneed.Asaresult,intheduecourseoftime,thecharitableworktakenupbyindividualsandsomevoluntaryorganizationscametobetermedassocialwork.

Butstillthereweremisconceptionsaboutthefunctioningofsocialwork.Researcherswouldfindthatoneofthemostfrequentlyseenmisconceptionaboutsocialworkisthatpeoplemistakecharity,almsgivingandvoluntaryactivitiesassocialwork.Butthesearenotsocialwork,astheydon’tprovideanypermanentsolutiontotheperson’sproblemsandempowerapersontofacehisproblemsbyhimself.Afterall,socialworkaimsatmakingapersonself-dependentandself-reliant.Itattemptstoexplorethecasualfactorsbehindtheproblemand tries tosolve themscientifically.Therefore, socialworkscientistshavevisualizedsocialworkasascientificprocessforhelpingtotheneedysufferingfrommaterialdeficiencies,physicaldisabilities,mentaldisorders,emotionaldisturbancesandsoonbyusingknowledgeinhumanrelationshipandmethodsandskillsindealingwiththem.Inshort,socialworkisintendedtoassistindividuals,families,socialgroupsandcommunitiesinsortingouttheirpersonalandsocialproblemsandpermanentlysolvingthoseproblemsthroughasystematicprocess.

Check Your Progress

1.Whichisthemostcomprehensivedefinitionofsocialwork? 2.HowhasIndianConferenceofSocialWorkdefinedsocialwork? 3.Listsomeoftheobjectivesofsocialwork. 4.Whataretheissuessocialworkisprimarilyconcernedwith? 5.Whatisthemisconceptionaboutsocialwork?

Social Work

NOTES


1.3 ANSWERS TO CHECK YOUR PROGRESS QUESTIONS

1.Socialwork scientist Friedlander’s statement on socialwork isconsidered as oneof themost comprehensivedefinitions of socialwork.Accordinghim,socialworkisaprofessionlikeotherprofessions,throughwhichatrainedsocialworkerwithscientificknowledgeandoutlookinhandlinghumanrelations,helpsindividualsandgroupstohavesocialandpersonalsatisfaction.

2. IndianConferenceofSocialWorkdefinedsocialworkas,“awelfareactivitybasedonhumanitarianphilosophy,scientificknowledgeandtechnicalskillsforhelpingindividuals,groupsorcommunity,toliverichandfulllife”.Itimpliesthatsocialworkisawelfareactivitywhichhasascientificbasisindealingwiththeproblemsofindividualsinthesociety.

3.Someofobjectivesofsocialworkare:• Tosolvepsycho-socialproblems• Tofulfilhumanitarianneedslikelove,affection,care,etc.• Tosolveadjustmentissues• Tocreateself-sufficiency• Tomakeandstrengthenharmonioussocialrelations

4.Asaprofession,socialworkisprimarilyconcernedwiththeremedytopsycho-socialproblemsanddeficiencieswhichexistintherelationshipbetween individuals and their social environment.Although thissituationalwaysexistedinthesocietyinoneformortheother,socialworkscientistscouldachieveitsscientificbasisinthelastdecadesof19thcentury.

5.There aremisconceptions about the functioning of socialwork.Researchers would find that one of themost frequently seenmisconceptionaboutsocialworkisthatpeoplemistakecharity,almsgivingandvoluntaryactivitiesassocialwork.

1.4 SUMMARY

•AlliceCheyneyhasincludedalltheattemptswhicharevoluntaryinspiritandscientificinnature.Buttheauthorseemstohaveignoredthepublicpracticeofsocialworkthatisvoluntaryandinvoluntaryinnature.

NOTES


Social Work •Andersonstated,“Socialworkisaprofessionalservicerenderedtothepeopleforthepurposeofassistingthem,asindividualsoringroupstoattainsatisfyingrelationshipsandstandardsoflifeinaccordancewiththeirparticularwishesandcapacitiesandinharmonywiththoseofthecommunity”.

•PincusandMinahanjointlygaveadefinitionofsocialworksaying,“Socialworkisconcernedwiththeinteractionbetweenpeopleandtheirenvironmentwhichaffectstheabilityofpeopletoaccomplishtheirlifetasks,alleviatedistress,andrealizetheiraspirationsandvalues”.

•Byand large, Indian authors’ definitions of socialwork reflect theunderstandingofsocialworkinthecontextofIndiansocialsituation,thoughsomeofthemstillsticktotheforeignviewpoint.

•SushilChandradefinedsocialworkas“adynamicactivityundertakenbypublicorprivateeffortintheimplementationofsocialpolicy,withaviewtoraisethestandardoflivingandtobringaboutsocial,economic,politicalandculturalwellbeingof the individual, familyandgroupwithasocietyirrespectiveofitsstageofsocialdevelopment.”

•Another Indian author,Mirza R.Ahmad, said, “Socialwork isprofessionalservicebasedontheknowledgeofhumanrelationsandskills in relationships and concernedwith intrapersonal and inter-personal adjustments resulting from unmet individual, group orcommunityneeds”.

•MoorthyandRaodefinedsocialworkandputit:“Socialworkishelprenderedtoanypersonorgroup,whoorwhichissufferingfromanydisability,mental,physical,emotionalormoral,sothattheindividualorgroupsohelpedisenabledtohelphimselforitself”.

•Asaprofession,socialworkisprimarilyconcernedwiththeremedytopsycho-socialproblemsanddeficiencieswhichexistintherelationshipbetween individuals and their social environment.Although thissituationalwaysexistedinthesocietyinoneformortheother,socialworkscientistscouldachieveitsscientificbasisinthelastdecadesof19thcentury.

•But still thereweremisconceptionsabout the functioningof socialwork.Researcherswouldfind thatoneof themost frequentlyseenmisconceptionaboutsocialworkisthatpeoplemistakecharity,almsgivingandvoluntaryactivitiesassocialwork.

• Inshort,socialworkisintendedtoassistindividuals,families,socialgroups and communities in sorting out their personal and socialproblemsandpermanentlysolvingthoseproblemsthroughasystematicprocess.

Social Work

NOTES


1.5 KEY WORDS

• Intra-personal:Thismeans looking inward andfiguring out ownfeelings,motivationsandgoals.

• Inter-personal:Thismeansindividuals’relationshipwithothersandtheirabilitytocommunicate/reactwithothersinagivensituation.

• Psycho-social problems:These are behavioural, emotional, andeducational problems.They can severely interferewith everydayfunctioning.

1.6 SELF ASSESSMENT QUESTIONS AND EXERCISES

Short Answer Questions

1.WriteashortnoteonAlliceCheyney’sdefinitionofsocialwork. 2.Writeinbriefaboutthemainobjectivesofsocialwork. 3.Presentashortviewontheroleofsocialworkinoursociety.

Long Answer Questions

1.Discussindetailtheconceptanddefinitionofsocialworkasgivenbyforeignauthors.

2.AnalyseIndiansocialworkscientists’viewonsocialwork. 3.Discussthemainprinciplesofsocialwork.

1.7 FURTHER READINGS

Friedlander,W.A.1958.Concepts and Methods of Social Work.NewJersey:PrenticeHall.

Fook,J.2003.Social Work: Critical Theory and Practice.London:SagePublications.

Kabir,Humayun,The Teaching of Social Sciences in India, 1947–67. UniversalBook&StationeryCo.,1968.

Wadia,ArdeshirRuttonji,NarimanHormasji.1968.History and Philosophy of Social Work in India. AlliedPublishers.

NOTES


Key Concepts of Social WorkUNIT 2 KEY CONCEPTS OF SOCIAL

WORKStructure 2.0 Introduction 2.1 Objectives 2.2 SocialService 2.3 SocialWelfareandSocialLegislation 2.4 SocialSecurity 2.5 SocialDefence 2.6 SocialJustice 2.7 SocialDevelopmentandSocialReform 2.8 AnswerstoCheckYourProgressQuestions 2.9 Summary 2.10 KeyWords 2.11 SelfAssessmentQuestionsandExercises 2.12 FurtherReadings

2.0 INTRODUCTION

Today,socialworkhasemergedasaprofessionhavingasystematicbodyoftheory,authority,communitysanction,anethicalcodeofpracticeandaprofessionalculture.However,socialworkismorethananoccupationwheretheskillscanbelearnedthroughasystemofapprenticeship.Sincethefocusofsocialworkistohelptheindividualstosolvetheirproblemsandbeself-reliantitcallsforasensitiveassessmentofthelevelofchangepossibleandmobilizationofforceswithinthesociety,thefamilyandtheindustry.Thiswouldrequireknowledgeandskillsofscientificsocialwork.Oneneedstounderstandthekeyconceptsofsocialworktogetaninsightthefunctioningofsocialworkwhichisvoluntarybutcomeswithinthescopeofstatutoryrequirements.

Socialserviceisaimedatdevelopingthequalityoflifeandwelfareofaperson,grouporcommunitythroughtheresearch,policymakingandcommunityorganizing.Socialwelfareactivitiesaremeant tocater to theparticularneedsofindividualsandgroupswho,duetosomesocial,economic,physicalormentalhandicap,arenotabletobenefitfromtheservicesofferedbythecommunity.InIndia,throughthevariousFive-YearPlans,thesocialwelfare services haveworked for the development and rehabilitationrequirementsoftheweakersectionsofthesociety.Inthemodernworldwiththepopularizationof thewelfare concept, social securityhasbeengivenmoreemphasis.

Key Concepts of Social Work

NOTES


In thepresentcontext, the ideaofsocialdefenceisnotconfinedtocrimeorpunishment.Ithasbeenmadetoreferallthoseeffortsbythestateorthecivilsocietytoprotectthesocietyfromallkindsofevilsthathamperthepeacefulexistenceanddevelopmentofthesociety.Theconceptof‘socialjustice’referstothestrategiesandprogrammeswhichhavebeeninitiatedinordertoincludeallthehithertomarginalizedandsociallyexcludedsectionsofthesocietyintothemainstream.Developmentandreformemphasizethatthereshouldbenoexclusionofanysectionofthesocietyfromsocialinstitutions.

Thisunitaimsatstudyingthekeyconceptsofsocialworkandanalysingeachconceptofthisfieldofknowledge.

2.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandthekeyconceptsofsocialwork •Explaintheroleofsocialserviceinsocialwork •Enumeratesocialwelfareandlegislationinsocialwork •Analysethesignificanceofsocialsecurity •Understandtheconceptofsocialjustice •Enumeratesocialdevelopmentandreforminsocialwork

2.2 SOCIAL SERVICE

Socialservice isaprofessionalandacademicorder,aimedatdevelopingthequalityoflifeandwelfareofaperson,grouporcommunitythroughtheresearch,policymakingandcommunityorganizing.Itisthedirectpracticeorteachingonbehalfofthosesufferingfrompovertyoranyrealorperceivedsocialinjusticesandhumanrightsviolation.

Social service refers to formally organized and socially sponsoredinstitutions,agenciesandprogrammes,whichmaintainorimproveeconomicandsocialconditions,healthorpersonalcompetenceinsome,orall,partsofthepopulation.Theobjectivesofsocialworkservicesareasfollows: • Improvingtheproblem-solvingandcapacitiesofpeopletocopeina

betterwaywiththeirissues. •Assistingthemarginalizedandvulnerablegroupslikechildren,old,

sickandweak,speciallychallenged,andsoon. •Arrangingrehabilitationservicesfor individuals inprisonandtheir

families.

NOTES



• Supportingthecommunityasawholeininitiatingsociallybeneficialprogrammesbyutilizingtheavailablecommunityresources.

•Enhancingthesocialnetworkingandprovidingbetteraccesstotheadministrativeunitsforservices,resourcesandopportunities.

•Carryingout research (such as case studies, surveys); and therebycontributingtothedevelopmentandimprovementofsocialpoliciesofthegovernment.

Check Your Progress

1.Whatdoessocialservicereferto? 2.Listsomeoftheobjectivesofsocialservice.

2.3 SOCIAL WELFARE AND SOCIAL LEGISLATION

Socialwelfarereferstohowpeople,communitiesandorganizationsworktowardsprovidingcertainminimumstandardsandcertainopportunities.Itisallabouthelpingpeopledealwithcontingencies.Socialwelfareactivitiesaremeanttocatertotheparticularneedsofindividualsandgroupswho,duetosomesocial,economic,physicalormentalhandicap,arenotabletobenefitfromtheservicesofferedbythecommunity.Suchweakersectionscomprisewomen,children,thephysicallychallenged,theoldandtheweak,andthosebelongingtotheScheduledCastesandScheduledTribes.

Provisions for social welfare activities are given in the IndianConstitution,whichpromotesawelfarestate.AccordingtotheConstitution’sArticle38,theStateshallstrivetoencouragepeople’swelfarebysecuringandprotectingasefficientlyasitmay,asocialorderwhichshouldincludetheState-runsocial,economicandpoliticalinstitutions.

TheyalsopersuadetheStatetoensurethefollowing:• Goodhealthofmen,womenandchildren.• Thecitizensarenotforcedbyeconomicnecessitytoenteravocations

thatarenotrightfortheirageandstrength.• Childrenandyouthareprotectedagainstexploitationandimmoral

activities. Inalmostfourdecadesofplanning,thesocialwelfareserviceshave

workedforthedevelopmentandrehabilitationrequirementsoftheweakersectionsofthesociety.ThevariousFive-YearPlansincludetheprogrammesofsocialwelfare,someofwhichareasfollows: (i) Women’s welfare: Itwasconcludedthattheempowermentofwomen

shouldbeessentiallylinkedwiththeempowermentofthewholenation.


NOTES


Therefore,itwasconsideredessentialtointroducecertainschemesorprogrammesforthewelfareofwomen,otherthanthegeneralwelfareprogrammes.Specialprogrammeshavebeen initiated forwomen’swelfare.

Theseprogrammesincludethefollowing:• Prohibitionofdowry• Functionalliteracyforadultwomen• Workingwomen’shostels• FormationofMahilamandals(womenassociations)

Inaddition,varioussocio-economicprogrammeshavebeeninitiatedby the government to offer needywomenwork and betterwagesto run their families.Thegovernment has laid particular stress onwomen’sdevelopment in rural areas.TheDevelopmentofWomenandChildrenandRuralAreas (DWCRA) isonesucheffort in thisregard.Thisschemehasbeenimplementedthroughoutthecountry.TheDWCRAhasabasicideology,i.e.,tomobilizeallpossibilitiesofdevelopmenteffortstosupportwomentoadvancetheirstatus.Onlywomenfunctionariesmanagethisscheme.

(ii) Child welfare:Variousserviceshavebeen initiated forchildrenatdistrictlevelintheformofgeneralsocialservices.Theseincludethefollowing:• Establishmentofbalwadis(pre-primaryschool)• Grantsfororganizingholidaygroupsforschoolgoingchildrenof

lowincomefamilies• Establishmentofashramschools• Rehabilitationofphysicallychallengedchildren• Services,careandprotectionforchildren• Provision for both institutional and non-institutional services

includingestablishmentofpostalschools• Children’shometotackletheproblemofjuveniledelinquency

IntheFifthFive-YearPlan,maximumprioritywaslaidonchildwelfareprogrammes.ThemostsignificantschemewastheIntegratedChildDevelopmentServices(ICDS)forchildrenintheagegroupof0to6.Inthisscheme,apackageofservicescomprisingsupplementarynutrition,vaccination,healthcheck-upreferralservicesandhealtheducationisdelivered. Inaddition tochild referral services,healtheducation isalsodispersed.ChilddevelopmentandwelfareprogrammewerealsointegratedintotheDWCRAScheme.

NOTES



(iii) Welfare of physically handicapped:Programmesarebeinginitiatedfortheeducation,trainingandrehabilitationoftheblind,thedeaf,theorthopaedicallychallengedandthementallychallenged.

TheUnionMinistryofSocialWelfaregivesawayscholarshipstotheblind,deafandorthopaedicallychallengedstudentsfornotonlygeneraleducationbutalsofortheirtechnicalandprofessionaltraining.TheNationalCentrefortheBlind,Dehradun,offersintegratedservices.

TheNationalCentreforDeaf,locatedatHyderabad,runsatrainingcentre for theadultdeaf andanother school fordeaf children.Thetrainingcentretrainsthepeopleinthefollowingfields:• Tailoring• Carpentry• Electricalwiremanship• Gaswelding• Photography

The IndianGovernment has taken steps for the rehabilitation ofphysically challenged individuals.Various pilot projects havebeenmadeoperationalinthecountryfortherehabilitationofsuchpeople.Helpisalsograntedtovoluntaryorganizationsservingthesepeople.

(iv) Welfare of SCs/STs:ThewelfareofSCs/STscastesandtribeshasbeengivenparticularattentionbyboththeCentreandstategovernments.In the successiveFive-Year Plans, special programmes have beenundertakenfortheirwelfare.PlansforthewelfareandprogressofSCs/STsaremadetosupplementthegeneraldevelopmentalprogrammesimplementedindifferentsectors.Specialprovisionshavebeenmadeforthemtoensurethattheygeneratesupportfromcommonschemesofdevelopment.

WelfareschemesforSCsincludethefollowing:• CommissionsforHarijans• Freeeducation,freebooksandstationery• Scholarship reservation in government services, educational

institutions,legislatureandpanchayats• Creationofeconomicopportunitiesfortheireconomicdevelopment• Improvementofhousingconditions• NewcoloniesTheConstitutionof India has alsooffered certain protection to all

HarijanCommunities.TheCentralGovernmentpassedtheUntouchabilityOffencesAct,1955,thatforbidsuntouchabilityinanyform.


NOTES


The IndianConstitution hasmade significant provisions for thewell-beingoftribalpeople.Thegovernmentpaysspecialattentiontotheireducationalandeconomicneeds.InindependentIndia,thegovernmenthasmadepersistentendeavoursfortribalwelfare.ParticularprogrammeshavebeeninitiatedinthesuccessiveFive-YearPlansfortheirwelfare.Themajorprogrammesarereservationinthegovernmentservicesandlegislatures,post-metricscholarshipforgirlsandfacilitiesofhostel,andoverseasscholarshiparrangedbytheCentralGovernment.

Theprogrammeinitiatedby thestates, forwhich theCentregrantsfinancialhelp,canbeclassifiedintothreemaingroups—education,economicupliftmentandhealth.Theservicesprovided to tribalpeopleunder theseprogrammesareasfollows:

• Free education • Provisionforeducationalequipment• Settingupofashramschools• Supplyofbullocks,seedsandmanure• Developmentofcottageindustriesandcommunications• Supplyofdrinkingwaterandmedicalfacilitiesforanimalsreared

likesheep,pigsandgoats• Provisionofhousesandhousesites• Provisionoflegalaid

Check Your Progress

3.Whatdoyouunderstandbysocialwelfare? 4.ListsomeofwelfareschemesforSCsbythegovernments.

2.4 SOCIAL SECURITY

Literallyspeaking,securityreflectsastateofmind.Butinfact,ithasawidermeaning.Whensomeoneisfreefromthefearofsomething,wetalkabouthis/hersecurity.Asfarassocialsecurityisconcerned,whenindividualisfreefromthefearofdangersattachedtosociallife;wecansayhe/sheisinsocialsecurity.Inshort,socialsecurityisthefreedomfromfearofsocialcontingencies.However,todayinthismodernworldwiththepopularizationofthewelfareconcept,socialsecurityhasbeengivenapre-eminentpositionbyplannersandpolicymakers.Nowitisnowincumbentonsocialwelfarestatesoftheworldtotaketheresponsibilityofprotectingeveryindividualfromexistingandemergingfearsandthreats.Theyhavebroughtinvariouslegislativeprovisionstoimplementremedialmeasuresfor thepurposeof

NOTES



ensuringsecurityforthepeople.Thusweseethatsocialsecuritydenotesasetofservicesorprogrammeswhichassureanindividualsomeprotectionagainsttheunpredictedcircumstancesthatmayriseinpeople’ssociallife.InternationalLabourOrganisation once pointed out, “the idea of socialsecurityspringsfromthedeepdesireofmentofreethemselvesfromthefearofwant.

Needlesstosay,‘socialsecurity’isverycomplexandcomprehensive.Itsmeaningandscopedifferfromcountrytocountry,takingintoaccountprevailingtraditions,idealsandsociallegislations.Whileinsomecountries,socialsecurityincludesonlyincomesecurity,inothercountries,itcoversawiderangeofsecuritymeasuresdependingonpeopleorthesection’ssociallife. Socialwork scientists have developed various definitions of socialsecurityandtriedtodeconstructtheterminitsrightrespective.

AccordingtoSirWilliamBeveridge,“Socialsecurityisanattackonfivegiants,viz.,want,disease,ignorance,squalorandidleness.”Securityagainstwantimpliesthateveryoneinthesocietyshouldgetthereasonableremunerationforhisservicebywhichhe/shecanleadalifewithminimumstandardofliving.Securityagainstdiseasemeanstoprovidemedicalfacilitiestoeverycitizenaccordingtohis/herincomeormeansoflife.Securityagainstignorancemeansprovidinggreatereducationalfacilitiestoallmembersofthesociety.Securityagainstsqualormeanssecurityagainstthoseevilswhichcomethroughtheunplannedgrowthofcitiesortheevilsrelatingtohealthandsanitation.Securityagainstidlenessreferstotheprovisionforadequateemploymentopportunitiesforeverycitizenasperhis/hercapacity.

InternationalLabourOrganization (ILO) says, “It is a security thatsocietyfurnishesthroughappropriateorganizationagainstcertainriskstowhichitsmembersareexposed.Theserisksareessentiallycontingenciesagainstwhichindividualsofsmallmeanscannoteffectivelyprovidebyhisownabilityoreveninprivatecombinationwithhisfellows”.

WalterFriedlanderdefinedsocialsecurityas“aprogramofprotectionprovidedbythesocietyagainstthecontingenciesofmodernlife-sickness,unemployment, old age, dependency, industrial accidents and invalidismagainstwhich the individual and his family cannot expected to protectthemselvesbyhisownabilityorforesight”.

Check Your Progress

5.Whatissocialsecurity? 6.Whyissocialsecurityacomplexissue?


NOTES


2.5 SOCIAL DEFENCE

Asitisgenerallyunderstood,socialdefenceistheprocessofprotectionofsocietyagainstcrime,throughasystematicallyorganizedandcoherentactionbyboththeStateandcivilsociety.Tillrecently,theterm‘SocialDefence’hasbeenusedinthecriminologicalandpenologicalliterature,butwiththeadvancement in social sciencesandbehaviouraldisciplines, the scopeofthetermhasbeenwidenedandthemodesandmodalitiesofachievingitsinherentobjectivehavebeenshiftingtomorepragmaticareas.Today,inthecontextofsocialwork,theideaofsocialdefenceisnotconfinedtocrimeorpunishmentonly.Ithasbeenmadetoreferallthoseeffortsbythestateorthecivilsocietytoprotectthesocietyfromallkindsofevilsthathamperthepeacefulexistenceanddevelopmentofthesociety.Nevertheless,crimeremainstobethecentralpointofsocialdefenceasitstemsfromtheevilsin thesociety.However,even today,becauseof thecomplexityof issuesinvolved,ithasnotbeenpossibletoevolveawhollysatisfactorytheoreticalframeworkforpolicyformulationandprogrammedevelopmentinthisfield.Butduetothelackofanyinclusiveandefficacioustheoryofcrimecausation,itlooksbeyondhumancapacitytocreateasocietyentirelyfreefromcrime.

Moreover,socialscientistsalsoarguethatnosinglesystemcanholdgoodfordifferentsituationsbecausetheconceptandlevelofcrimeitselfmayvaryfromcountrytocountry,timetotime,inkeepingwiththechangesin social structure, culturalvaluesandnormativeexpectations.However,itisgratifyingtoseethatthereisagrowingawarenessamongthepolicymakersthattheobjectivebehindsocialdefencecannotberealizedmerelybyfocussingonindividualswhoarerecognizedasoffenders;itinevitablyrequiresalsoreachingouttothosewhoarevulnerabletocrime.Thus,weseethatthesocialdefenceapproachaimsnotonlyatperfectingthesystemthatdealswithoffendersbut also at forestallingconditions thatgeneratecrimesandcriminality.Thesocialdefenceapproachcloselyinteractswithvarioussectorsofsocio-economicdevelopmentincreatinganenvironmentconducivetothepreventionofcrime.Italsomakesattemptsassiduouslyatmobilizingresourcesneededforthetreatmentandrehabilitationofoffenders.

2.6 SOCIAL JUSTICE

Theconceptofsocialjusticebecomesveryimportantbecauseexclusionofanykindisnotconsideredgoodfortheoverallsocialdevelopment.‘Socialjustice’referstothestrategiesandprogrammeswhichhavebeeninitiatedinordertoincludeallthehithertomarginalizedandsociallyexcludedsectionsof the society into themainstream.This is based on the idea that thesesections (for example,women,Dalits, religious and culturalminorities,

NOTES



physically challenged)were neglected by society earlier, and therefore,society,asawhole,isresponsiblefortheircurrentunderdevelopment.Withthisunderstanding, the ideaof social justicedemandssacrifices from thepresentsocietyfortheupliftmentandempowermentofthesesections.The‘democratizationofsocial,politicalandeconomicinstitutions’meansofferingaffirmativeactionandextraorspecialprovisionsforthesesections,tomakethemself-sufficientandequalincapacity.

2.7 SOCIAL DEVELOPMENT AND SOCIAL REFORM

The term ‘social development’ is often used as a synonymof the term‘development’or‘economicdevelopment’.However,itisnotalwayscorrecttouse it thatwayas ithasacomplex relationshipwith these two terms.AccordingtoR.R.Singh,“Socialdevelopmentinthissensepresentsitselfasagoal,aprocess,anactionandinteractionforabetterandgreatersociety”.Accordingtohim, theconceptdenotesgreaterunderstandingof theneedforcorrectionsintheexistingsocialinstitutions,theirdemocratizationandestablishmentofnewinstitutionswithgreaterparticipationofallsectionsofthesociety.Healsoidentifies,‘distributivejustice,cooperation,people’sparticipation,equity,recognitionofinadequacyofeconomicgrowthwithoutsocialjusticeorthedysfunctionalityoftransferring,borrowingorimposingmoderntechnology’associaldevelopment’ssalientfeatures.Broadly,theterm social developmentdenotes theoverall developmentof society i.e.,economic,social,politicalandenvironmental.

Socialdevelopmentisahighlevelofequitableandjustparticipationofallthesectionsofthesocietyinitsinstitutions,andafairandequitabledistributionofallbasicresourcesamongallthesesections.Inotherwords,equaleducationalopportunities,healthandhousingfacilitiesforallwithoutdiscrimination,andempowermentoftheweakersectionsofthesocietyareallcomponentsofsocialdevelopment.

Termslike‘socialinclusion’,‘socialjustice’and‘socialcapital’areall related to thebroader termcalled‘socialdevelopment’. Italsomeansthatthereshouldbenoexclusionofanysectionofthesocietyfromsocialinstitutions.Discriminationonthebasisofcaste,class,gender,raceoranyotherform,whichpreventsasectionofthepopulationfromparticipatinginthesocialactivities,institutionsandproductionactivities,aredetrimentaltosocialdevelopment.

Therearemanyincidencesofthepastwhichprovethatforthechangestotakeplaceinthesocio-economicconditions,allsectionsofthesocietyneedtobeconsideredasequalparticipants.Foranydevelopment,thefirstaspecttobelookedintoissocial.Speedydevelopmentdependsonsocialindicators


NOTES


suchaseducation,health,participationbythesocio-economicallybackwardsectionsintheprocessofdevelopment,andempowermentofwomen.Theconceptofsocialdevelopmentidentifiesthefactthatbettermentofsociallyandeconomicallyweakersectionsofthesocietyistheprimaryresponsibilityofthesociety.

TheState as legitimate authority has the role of the facilitator toplayinsocialdevelopment.Thisrealizationhasledtoseveralnationalandinternational initiatives for social development. IndianConstitution hasacceptedtheRighttoEqualityinArticles14to18,anddevisedmechanismsofreservationinjobsandinlegislaturesformarginalandweakersections.TheIndianGovernmenthasinitiatedvariouswelfareschemestargetedattheempowermentandupliftmentofsociallyandeconomicallybackwardsections of the society.Many of these schemes also get internationalsupport.Inthelastfewdecades,NGOshavecontributedtremendouslyinthedevelopmentofsocialcapitalinthesociety.Thusweseethatinthesocialdevelopmentliterature,theconceptsofsocialexclusionandsocialcapitalareveryimportant.

Check Your Progress

7.Whatdoyoumeanbysocialdefence? 8.Whyistherenosinglesystemofsocialdefence? 9.Whatissocialjustice? 10.Whatdoestheterm‘socialdevelopment’denote?

2.8 ANSWERS TO ‘CHECK YOUR PROGRESS’ QUESTIONS

1.Social service refers to formally organized and socially sponsoredinstitutions, agencies andprogrammes,whichmaintainor improveeconomic and social conditions, health or personal competence insome,orall,partsofthepopulation.

2.Someoftheobjectivesofsocialworkservicesareasfollows:• Improvingtheproblem-solvingandcapacitiesofpeopletocopein

abetterwaywiththeirissues.• Assistingthemarginalizedandvulnerablegroupslikechildren,old,

sickandweak,speciallychallenged,andsoon.• Arrangingrehabilitationservicesforindividualsinprisonandtheir

families.• Supportingthecommunityasawholeininitiatingsociallybeneficial

programmesbyutilizingtheavailablecommunityresources.

NOTES



3.Socialwelfareactivitiesaremeanttocatertotheparticularneedsofindividualsandgroupswho,duetosomesocial,economic,physicalormentalhandicap,arenotabletobenefitfromtheservicesofferedbythecommunity.

4.Someoftheservicesprovidedtotribalpeopleundertheseprogrammesareasfollows:• freeeducation• provisionforeducationalequipment• settingupofashramschools• supplyofbullocks,seedsandmanure• developmentofcottageindustriesandcommunications• supplyofdrinkingwaterandmedicalfacilitiesforanimalsreared

likesheep,pigsandgoats 5.Literallyspeaking,securityreflectsastateofmind.Butinfact,ithas

awidermeaning.Whensomeoneisfreefromthefearofsomething,wetalkabouthis/hersecurity.Asfarassocialsecurityisconcerned,whenindividualisfreefromthefearofdangersattachedtosociallife;wecansayhe/sheisinsocialsecurity.

6. ‘Socialsecurity’isverycomplexandcomprehensive.Itsmeaningandscopedifferfromcountrytocountry,takingintoaccountprevailingtraditions,idealsandsociallegislations.Whileinsomecountries,socialsecurityincludesonlyincomesecurity,inothercountries,itcoversawiderangeofsecuritymeasuresdependingonpeopleorthesection’ssociallife.

7.Asitisgenerallyunderstood,socialdefenceistheprocessofprotectionof society against crime, through a systematically organized andcoherentactionbyboththestateandcivilsociety.Tillrecently,theterm‘socialdefence’hasbeenusedinthecriminologicalandpenologicalliterature,butwiththeadvancementinsocialsciencesandbehaviouraldisciplines, thescopeof the termhasbeenwidenedandthemodesandmodalitiesofachievingitsinherentobjectivehavebeenshiftingtomorepragmaticareas.

8.Socialscientistsalsoarguethatnosinglesystemcanholdgoodfordifferentsituationsbecausetheconceptandlevelofcrimeitselfmayvaryfromcountrytocountry,timetotime,inkeepingwiththechangesinsocialstructure,culturalvaluesandnormativeexpectations.

9. ‘Socialjustice’referstothestrategiesandprogrammeswhichhavebeeninitiatedinordertoincludeallthehithertomarginalizedandsociallyexcludedsectionsofthesocietyintothemainstream.Thisisbasedontheideathatthesesections(forexample,women,Dalits,religiousand


NOTES


culturalminorities,physicallychallenged)wereneglectedbysocietyearlier,andtherefore,society,asawhole,isresponsiblefortheircurrentunderdevelopment.

10.The term ‘social development’ is often used as a synonymof theterm ‘development’ or ‘economic development’. The concept ofsocial development identifies the fact that betterment of sociallyand economicallyweaker sections of the society is the primaryresponsibilityofthesociety.

2.9 SUMMARY

•Social service refers to formally organized and socially sponsoredinstitutions, agencies andprogrammes,whichmaintainor improveeconomic and social conditions, health or personal competence insome,orall,partsofthepopulation.

•Socialwelfarereferstohowpeople,communitiesandorganizationswork towards providing certainminimum standards and certainopportunities. Socialwelfare activities aremeant to cater to theparticularneedsofindividualsandgroupswho,duetosomesocial,economic,physicalormentalhandicap,arenotabletobenefitfromtheservicesofferedbythecommunity.

•Various socio-economic programmes have been initiated by thegovernment to offer needywomenwork and betterwages to runtheirfamilies.Thegovernmenthaslaidparticularstressonwomen’sdevelopmentinruralareas.

• IntheFifthFive-YearPlan,maximumprioritywaslaidonchildwelfareprogrammes.ThemostsignificantschemewastheIntegratedChildDevelopmentServices(ICDS)forchildrenintheagegroupof0to6.

•Programmes are being initiated for the education, training andrehabilitationof theblind, thedeaf, theorthopaedicallychallengedandthementallychallenged.

•The IndianGovernment has taken steps for the rehabilitation ofphysically challenged individuals.Variouspilot projectshavebeenmadeoperationalinthecountryfortherehabilitationofsuchpeople.Helpisalsograntedtovoluntaryorganizationsservingthesepeople.

• ‘Socialsecurity’isverycomplexandcomprehensive.Itsmeaningandscopedifferfromcountrytocountry,takingintoaccountprevailingtraditions,idealsandsociallegislations.Whileinsomecountries,socialsecurityincludesonlyincomesecurity,inothercountries,itcoversawiderangeofsecuritymeasuresdependingonpeopleorthesection’ssociallife.

NOTES



•Today in thismodernworldwith thepopularizationof thewelfareconcept, social security has been given a pre-eminent position byplanners and policymakers.Now it is now incumbent on socialwelfarestatesoftheworldtotaketheresponsibilityofprotectingeveryindividualfromexistingandemergingfearsandthreats.

•AccordingtoSirWilliamBeveridge,“Socialsecurityisanattackonfivegiants,viz.,want,disease,ignorance,squalorandidleness.”

•Theconceptofsocialjusticebecomesveryimportantbecauseexclusionofanykindisnotconsideredgoodfortheoverallsocialdevelopment.‘Socialjustice’referstothestrategiesandprogrammeswhichhavebeeninitiatedinordertoincludeallthehithertomarginalizedandsociallyexcludedsectionsofthesocietyintothemainstream.

•Socialdefenceistheprocessofprotectionofsocietyagainstcrime,throughasystematicallyorganizedandcoherentactionbyboththeState and civil society.Till recently, the term ‘SocialDefence’ hasbeenusedinthecriminologicalandpenologicalliterature,butwiththeadvancement insocialsciencesandbehaviouraldisciplines, thescopeofthetermhasbeenwidenedandthemodesandmodalitiesofachievingitsinherentobjectivehavebeenshiftingtomorepragmaticareas.

•Socialdefenceapproachaimsnotonlyatperfectingthesystemthatdealswithoffendersbutalsoatforestallingconditionsthatgeneratecrimesandcriminality.Thesocialdefenceapproachcloselyinteractswithvarioussectorsofsocio-economicdevelopment increatinganenvironmentconducivetothepreventionofcrime.

•The ‘democratizationof social,politicalandeconomic institutions’meansofferingaffirmativeactionandextraorspecialprovisionsforthesesections,tomakethemself-sufficientandequalincapacity.

•Theterm‘socialdevelopment’isoftenusedasasynonymoftheterm‘development’or‘economicdevelopment’.However,itisnotalwayscorrecttouseitthatwayasithasacomplexrelationshipwiththesetwoterms.AccordingtoR.R.Singh,“Socialdevelopmentinthissensepresentsitselfasagoal,aprocess,anactionandinteractionforabetterandgreatersociety”.

•Termslike‘socialinclusion’,‘socialjustice’and‘socialcapital’areallrelatedtothebroadertermcalled‘socialdevelopment’.Italsomeansthatthereshouldbenoexclusionofanysectionofthesocietyfromsocialinstitutions.

•TheStateaslegitimateauthorityhastheroleofthefacilitatortoplayinsocialdevelopment.Thisrealizationhasledtoseveralnationalandinternational initiatives for socialdevelopment. IndianConstitution


NOTES


hasacceptedtheRighttoEqualityinArticles14to18,anddevisedmechanismsofreservationinjobsandinlegislaturesformarginalandweakersections.

2.10 KEY WORDS

• Untouchability (Offences) Act:AnAct in the IndianConstitutionto prescribe punishment for the practice of “untouchability”, fortheenforcementofanydisabilityarising therefromandformattersconnectedtherewith.

• Dalits:ThenamegiventothelowestcasteofpeopleinIndiansociety,whowereformallyreferredtoas“theuntouchables.”

• Social Capital:This broadly refers to those factors of effectivelyfunctioning social groups that include such things as interpersonalrelationships,asharedsenseofidentity,asharedunderstanding,sharednorms,sharedvalues,trust,cooperation,andreciprocity.

• The Right to Equality:Thisincludesequalitybeforelaw,prohibitionofdiscriminationongroundsofreligion,race,caste,genderorplaceofbirth,andequalityofopportunityinmattersofemployment,abolitionofuntouchabilityandabolitionoftitles.



1.Writeabriefnoteontheroleofsocialserviceindevelopingthequalityoflife.

2.Writeashortnoteonvariousservicesinitiatedforchildrenatdistrictlevel.

3.Writeabriefnoteonprogrammesforthewelfareofmentallychallengedpeople.

4.Writeashortnoteonthesocialdefenceapproachinsocialwork. 5.Writeashortnoteontheroleofsocialjusticeforoveralldevelopment

inthesociety.


1.Discussindetailthemainobjectivesofsocialworkservices. 2.AnalyseinacomprehensivewaythevariouswelfareschemesforSCs

andSTs.

NOTES



3.Discussthevariouslegislativeprovisionsforthepurposeofensuringsecurityforthepeople.

4.Analysetheneedsofspeedydevelopmentforsociallyandeconomicallyweakersectionsofthesociety.






Social Work and Historical Development

NOTES


UNIT 3 SOCIAL WORK AND HISTORICAL DEVELOPMENT

Structure 3.0 Introduction 3.1 Objectives 3.2 HistoricalDevelopmentofSocialWorkintheUKandtheUs 3.3 EmergenceofFunctions 3.4 ScopeofSocialWorkinIndia 3.5 AnswerstoCheckYourProgressQuestions 3.6 Summary 3.7 KeyWords 3.8 SelfAssessmentQuestionsandExercises 3.9 FurtherReadings

3.0 INTRODUCTION

Socialwork education in theUnitedKingdom (TheUK)passes throughstages,namely,trainingonthejob,trainingclassesorganizedbythesocialwork agencies, and trainingprogrammes conductedby schools of socialworkofhighstandards.Trainingforsocialworkdatesbackto1890swhentheWomen’sUniversitySettlementinSouthwarkheldtrainingclassesandthefirstschoolofsocialsciencewasestablishedatLiverpoolin1903.Afterafewyears, this trainingwasrecognizedin theuniversitysystem.In theUnitedStates, theevolutionof socialworkeducationdatesback to June1898whenstudentswereofferedatrainingprogrammebyNewYorkCharityOrganizationSociety.Thesummercoursewasrepeatedforanumberofyearsandthenexpandedtobecomethefirstfulltimeschoolofsocialwork.By1910,fiveschoolsofsocialworkhadbeenestablishedintheUS.

Thusweseethatsocialwork’sincreasingroleinthesocietymadeitimperativethataformalsystemofeducationshouldbecreatedthatwouldtrainsocialworkerstoperformtheirfunctionseffectively. TheCouncilofSocialWorkEducation(CSWE)wasstartedin1952toregulatesocialworkeducation. In 1962, it formulated thefirst formal curriculumpolicy. At present,thereisabroadconsensusintheUSonthetopicsthatneedtobeapartofsocialwork’sformaltraining.Alongwiththegradualrecognitionofsocialworkasadiscipline,therehasbeenariseintheamountofbooksaswellasarticles.

Socialworkcanbeseentobeanagentofsocialpower.Itplaysanimportantresponsibilityinsupportingoraffectingthesocialandeconomic

NOTES



organismthatendorsesdiscrimination.relatedtoitspractice.Ithasasakeyfunction–theintegrationorre-integrationofsectionsofthecommunitywithmainstreamsociety.InIndia,scopeofsocialworkimpliestowhatextentwecanintervenesocialwork.Itmayalsoimplytotheareasorfieldswheresocialworkcanbeappliedbyusingitsmethods,toolsandtechniques.

ThisunitaimsatanalysingthedevelopmentofsocialworkintheUKandtheUSandalsoincorporatesitsscopeinIndia.

3.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •UnderstandthedevelopmentofsocialworkintheUK •ExplaintheevolutionofsocialworkintheUS •Enumeratetheroleofsocialworkculture •Analysetheworldcensusofsocialworkeducation •Understandthefunctionsofsocialwork •EnumeratethescopeofsocialworkinIndia

3.2 HISTORICAL DEVELOPMENT OF SOCIAL WORK IN THE UK AND THE US

Modernsocialworkevolvedinthenineteenthcenturytoaddresstheproblemscreatedbytheemergenceoftheindustrialsociety.Whileitistruethatallreligioustraditionshadahistoryofindividualsandinstitutionshelpingthelesser fortunate; it isonly in themodern society that ‘helping’becameaprofession.Socialworkturnedintoaprofessionasaconsequenceofsocietalchange.

Thereweresocial,politicalandeconomicchangesintheWestduetotheemergenceofsocialwork.Theurbanizationandlarge-scalemigrationofpeopleinsearchofanemploymentfromrural/backwardareastourbanareasweresomeoftheimportantconsequencesofthesechanges.Thesechangesledtothedeclineofruralcommunitiesaswellastraditionalformsofsocialcontrol.Institutionslikefamilyandchurchesthatwereearlierresponsibleforthewelfarecouldnolongercopewithsocialproblems.Modernsocialwork had its rootswhenvolunteers,mainlymiddle classwhitewomen,workedamongthepoorandthedestitutetoalleviatetheirsocialandfinancialproblems.

Allthesechangesledtoagrowingrealizationthatcharityneedstobeorganizedtoreducecostsandtomaketheworldabetterplacetolivein.TheCharityOrganizationSociety(COS)wasapioneerinthisfield.Itwas


NOTES


foundedin1869intheUKandin1877intheUS.TheCOSusedanumberof ‘visitors’ to investigate the clientswhowere consideredneedyby thevoluntaryagencies.Thissystemintroducedsomeformoforderinthethenprevalentchaoticsituationindispensingaidtothepoor.TheissueoftreatmentwasintroducedastheCOSdidnotsimplydistributeaidbutalsoprovidedsocialandpsychologicalsupport.Anexampleofcharitywasthesettlementhouses,whichcameintoexistencein1889intheUS.

Settlementhousesweretheagenciesinwhichuniversitystudentsstayedwiththepoortosupportthem,andatthesametimelearntabouttheirlives.ThemethodsusedbythesehousescanbetermedasthreeRs—residence,reformandresearch.Livingwiththosewhoneededhelpreducedthedistancebetweentheclientandthepractitioner.FortheCOS,majorobjectivewastoreformthepoorbycounsellingandsupport,whilethesettlementhouseaimedatunderstandingthepoorandtryingtoaddresstheconditionsthatcausedpoverty.

Anothermajorinfluencewasthegrowingsocialmovementsthattookplace during the nineteenth and twentieth centuries.Labourmovements,socialisticmovements,women’smovementsandthemovementsforracialjusticewere someof themost prominent of them.Therewas a growingrecognition of the rights for physically andmentally disabled children,refugeesandthehomeless.Severalsocialworkersprovidedleadershiptothesemovementsorwereverymuchinfluencedbythem.

JaneAddams,afamoussocialworker,whostartedthesettlementhousesinChicago,wonaNobelPrizeforhercontributiontothepeacemovements.Socialworkerswere in the forefrontof theefforts topass legislations toprotecttherightsofthedisabled,minoritiesandwomen.

An important factor in the emergence of professional socialworkwastheupcomingpositionofthestateinwelfareprogrammes.TheSocialSecurityActof1935gavetheresponsibilityofprovidingfinancialsupporttothevulnerablesectionsofthegovernment.ThisActincreasedthewelfarecomponentinmostoftheEuropeancountries.Professionalsocialworkersplannedandimplementedthewelfareprogrammeswhichgavetheprofessionofsocialworkagreatervisibilityandlegitimacy.

Socialwork’sincreasingroleinthesocietymadeitimperativethataformalsystemofeducationshouldbecreatedthatwouldtrainsocialworkerstoperformtheirfunctionseffectively.ThefirstuniversitytointroduceformaleducationonthissubjectwasColumbiaUniversity.Itofferedasix-weektrainingprogramme in1896 for thevolunteerswhowereworking in thewelfaresector.Gradually,thenumberofcoursesthatwereofferedonthissubjectincreased.Thedurationofthesecoursesalsoincreasedasthesubjectsofstudyincreased.ThethreedevelopmentsthattookplaceandfacilitatedtheincreasedroleofsocialworkcultureintheUSwereasfollows:

NOTES



1.Thedevelopmentofsocialsciencesasacademicdisciplines 2.ThefoundationofNationalConferenceofCharitiesandCorrections

(NCCC) 3.Theorganizationof privately sponsoredwomen’s colleges and co-

educationalpublicuniversityBytheearlytwentiethcentury,socialworkcoursesbecameapartof

universitysystemintheUS.However,thecontentanddurationofthesocialworkcourseswasstillasubjectofdebate.In1932,theAssociationofSchoolsofSocialWork (AASSW)adopted aminimumoneyear curriculum thatincludedprescribedcoursesofsubjectareassuchasmedicalandpsychiatricinformationresearch,sociallegislationandlegalaspectsofsocialwork.In1944,theAASSWidentifiedeightareasthatshouldbetaughtinsocialworkcoursessuchassocialcasework,socialwelfareadministration,communityorganization,publicwelfare, groupwork,psychiatry, social researchandmedicalinformation.TheCouncilofSocialWorkEducation(CSWE)wasstartedin1952toregulatesocialworkeducation.In1962,itformulatedthefirstformalcurriculumpolicythatdividedthecurriculuminthreefollowingareas: 1.Socialwelfareservicesandpolicies 2.Socialupbringingandhumanbehaviour 3.Methodsofsocialworkpractice

Thenextreviewin1982clarifiedtheimportantroleofliberalartsinthesyllabusandidentifiedmanyimportantareas.Theseareaswereasfollows: • Socialwelfareservicesandpolicies • Socialworkpractice • Socialenvironmentandhumanbehaviour • Fieldmeeting

In 1992 again, some new areas of concern came up.These areasincludedthefollowing: •Valuesandethics •Culturalandethnicdiversity •Humanbehaviour • Socialservices •Welfarepolicies • Fieldseminar • Socialworkpractice

Atpresent, there isabroadconsensus in theUSon the topics thatneedtobeapartofsocialwork’sformaltraining.Worldcensusofsocial


NOTES


workeducationin1998–1999andtheInternationalAssociationofSchoolsofSocialWork(IASSW)gaveaglobalpictureoftopicsofstudyinsocialwork courses.Four courses namely research, social policy, personal andinterpersonal, intervention and community interventionwere offered by68.7%oftheschoolsandsocialandpublicorganization,ethnicandculturalfocus,organizational theory,social/psycho/bio theorywereofferedby50to 54%of all schools in theUS.Socialwork curriculum represents theknowledgethathastobetransferredtonewentrantsoftheprofession.Itisalsousedtomaintainthestandardsofservices.Theexistingcurriculumcanbedividedinfourcomponents: 1.Humanbehaviourandsocialenvironment 2.Socialpolicy,socialwelfarepolicyandsocialwelfareadministration 3.Socialworkpractice 4.Socialworkresearch

Alongwith the gradual recognition of socialwork as a discipline,therehasbeenariseintheamountofbooksaswellasarticlesrelatedtoitspractice.AccordingtoMaryRichmond,socialdiagnosisdescribedmethodstounderstandanddiagnosesocialreality.Itinfluencedsocialworkpracticeas itwas among thefirst text to systematicallydescribe themethods forpractice.Similarly,contributionsbyGraceCoyle,MaryFolletandothershelpedthegrowthofgroupworkknowledge.

Socialworkisanefficientwayofservingfolks,grouporcommunity.Itisdonetoimproveorrefurbishthecompetenceforsocialperformance.Socialworkfollowstheskilledapplianceofsocialworkstandards,ideologyandtechniquetooneormoreofthesubsequentends.Thepracticeofsocialworkrequiresacquaintanceofhumanimprovementandperformanceofsocial,financialandculturalinstitutionandoftheexchangesofallthesefactors.

Socialwork is apprehensive and concernedwith the exchangesflankedbypeople.Thesocialinstitutionsoftheworldinfluencetheabilityofpeopletoachieveresponsibilities,apprehendaspirationsandstandards,andassuageagony.Hence,threemostimportantpurposeofsocialworkmaybeacknowledgedasfollows: 1.Towidentheindicative,copeanddevelopmentalcapacityofpeople. 2.Toendorsethevaluableandcompassionatemanoeuvreofthesystems

thatgrantpeoplewithpossessionsandservices. 3.Tobondpeopleamidsystemthatgrantsthemwithpossessions,services

andopportunity.

NOTES


Social Work and Historical DevelopmentCheck Your Progress

1.Whendidthemodernsocialworkevolve? 2.WhenwastheCharityOrganizationSociety(COS)found? 3.List theareascovered in thecurriculumof theCouncilofSocial

WorkEducation(CSWE). 4.Listthecomponentsintheexistingcurriculumofsocialworkinthe

US.

3.3 EMERGENCE OF FUNCTIONS

Thefundamentalnatureofsocialworkissafeguardingtheinterestsofsociallydisadvantageoussectionsinthesociety.Followingarethefunctionsofsocialwork: • Social work and its control: Socialworkcanbeseenasanagentof

social empowerment for the targetedgroups. It plays an importantresponsibility in supporting or affecting the social and economicinstitutionsforeradicatingdiscriminationandinequality.

• Social work as an integrating force:Socialworkalsohasasocialintegrationfunction.Ithasasakeyfunction–theintegrationorre-integrationofsectionsofthecommunitywithmainstreamsociety.Ifsocialworkdidnotexist,thenallthenecessarysupportandassistancethatwasofferedtothemostvulnerablesectionsofsocietyforensuringtheirsocialinclusionwillnotbepossible.

• Social work and failure of policy: Thebasicpurposeofsocialworkshouldbetocovenantwiththemalfunctionofotherstrategyareassuchasoffence,physicalconditionoredification.Inadditiontotheabove-statedfunctions,socialworkalsoperforms

thefollowingroles.Theseareasfollows: •Socialworkusuallyhasalargeamountofwidersocialpurpose. •Thepurposeofsocialworkisextremelychallenged. •Socialworkactsasasignificantutilityinsocialamalgamation. •Socialworkmightaccomplishasocialpowerpurpose. •Socialworkisanticipatedtotacklethebreakdownofsocialguidelines.

3.4 SCOPE OF SOCIAL WORK IN INDIA

Scopeofsocialworkisveryimmensetoday.Itmayalsoimplytotheareasorfieldswheresocialworkcanbeappliedbyusingitsmethods,toolsand


NOTES


techniques. Socialwork as professional practice extends from a singleindividualtothelargestbodyliketheUNO.Thescopeofsocialworkcanbebroadlyclassifiedinto 1.Theagencies:non-governmental,semi-governmentalorgovernmental

whichrendersocialworkservices; 2.Theways(methods)throughwhichtheyrenderservicessuchasCase

Work,GroupWork,CommunityOrganization,SocialAction,SocialResearch,SocialWelfareAdministration,etc.and

3.Thevarioustypesofservices(fieldsofsocialwork)thattheyrendertoindividuals,groupsandcommunitieskeepinginmindtheobjectives,philosophyandvaluesofsocialwork.Thescopeofsocialworkhasbeenchangingwiththechangesinits

objectivesandthechangingsocialsituation.Theprofessionisincreasinglyrecognizedforitsuniqueservicestothepeopleandbeingaskedtoperformnewandvariedtasks.Theprincipalaimofsocialworkistosolvepsycho-social problemswhichobstruct the social advancementof an individual.Socialwork,asoneof theyoungestbranchesofknowledge, isgraduallyembracingeveryaspectofhumanlife.Consequently,itsscopeisgraduallyexpanding.Ithasnowstartedtobecomeinternationalandinter-racialinscope.

With high heterogeneity of culture, language, religion and ethnicsurroundings, social, cultural and economic contextual frameof India isdiverse.Thesecomplexrealtiescaneasilyconfusesocialworkfraternity.AsaresultsocialworktraininginIndia isnotas institutionalisedasonecouldhavefoundindevelopedcountriesliketheUKandUSA.Also,thereweredisagreementsaboutwhethersocialworktrainingandpracticeshouldendorseamicrolevelapproach(client-based)ormacrolevel(issue-based)approach.Further,thereweredisagreementsaboutwhetheroneshouldbeall-purposesocialworkeroraspecialisedsocialworker.ExpertssaythattheprofessionalsocialworkpracticeinIndiashouldbefocussedonstrongdescriptionofprofessionwhiletheaimsofsocialworkbothatnationalandinternationalforums.Thereisaneedtoredefinethesocialworkpracticeinordertomakeitresponsivetocontextualneeds.

Check Your Progress

5.Listsomeofthefunctionsofsocialwork. 6.Howhasthescopeofsocialworkbeenchanging?

NOTES


Social Work and Historical Development3.5 ANSWERS TO ‘CHECK YOUR PROGRESS’

QUESTIONS

1. Modernsocialworkevolvedinthenineteenthcenturytoaddresstheproblemscreatedby theemergenceof the industrial society.Whileitistruethatallreligioustraditionshadahistoryofindividualsandinstitutionshelpingthelesserfortunate;itisonlyinthemodernsocietythat‘helping’becameaprofession.Socialworkturnedintoaprofessionasaconsequenceofsocietalchange.

2. TheCharityOrganizationSociety(COS)wasapioneerinthisfield.Itwasfoundedin1869intheUKandin1877intheUS.TheCOSusedanumberof‘visitors’toinvestigatetheclientswhowereconsideredneedybythevoluntaryagencies.

3. In1962,itformulatedthefirstformalcurriculumpolicythatdividedthecurriculuminthreefollowingareas:

(i)Socialwelfareservicesandpolicies (ii)Socialupbringingandhumanbehaviour (iii)Methodsofsocialworkpractice 4.Theexistingcurriculumcanbedividedinfourcomponents: (i)Humanbehaviourandsocialenvironment (ii)Social policy, social welfare policy and social welfare

administration (iii)Socialworkpractice (iv)Socialworkresearch 5.Someofthefunctionsofsocialworkare:

• Socialworkusuallyhasalargeamountofwidersocialpurpose.• Thepurposeofsocialworkisextremelychallenged.• Socialworkactsasasignificantutilityinsocialamalgamation.• Socialworkmightaccomplishasocialpowerpurpose

6.Thescopeofsocialworkhasbeenchangingwiththechangesinitsobjectivesandwiththechangingsocialsituation.Socialwork,asoneoftheyoungestbranchesofknowledge,isgraduallyembracingeveryaspectofhumanlife.Consequently,itsscopeisgraduallyexpanding.Ithasnowstartedtobecomeinternationalandinter-racialinscope.

3.6 SUMMARY

•Thereweresocial,politicalandeconomicchanges in theWestdueto the emergence of socialwork.Theurbanization and large-scale


NOTES


migrationofpeopleinsearchofanemploymentfromrural/backwardareastourbanareasweresomeoftheimportantconsequencesofthesechanges.

•The issue of treatmentwas introduced as theCOSdid not simplydistribute aid but also provided social and psychological support.Anexampleofcharitywasthesettlementhouses,whichcameintoexistencein1889intheUS.

•Settlement houseswere the agencies inwhich university studentsstayedwiththepoortosupportthem,andatthesametimelearntabouttheirlives.ThemethodsusedbythesehousescanbetermedasthreeRs—residence,reformandresearch.

•Animportantfactorintheemergenceofprofessionalsocialworkwastheupcomingpositionofthestateinwelfareprogrammes.TheSocialSecurityActof1935gave the responsibilityofprovidingfinancialsupporttothevulnerablesectionsofthegovernment.

•By the early twentieth century, socialwork courses became a partofuniversity system in theUS.However, thecontentanddurationofthesocialworkcourseswasstillasubjectofdebate.In1932,theAssociationofSchoolsofSocialWork(AASSW)adoptedaminimumoneyearcurriculumthatincludedprescribedcoursesofsubjectareassuchasmedicalandpsychiatricinformationresearch,sociallegislationandlegalaspectsofsocialwork.

•Atpresent,thereisabroadconsensusintheUSonthetopicsthatneedtobeapartofsocialwork’sformaltraining.Worldcensusofsocialworkeducationin1998–1999,theInternationalAssociationofSchoolsofSocialWork(IASSW),gaveaglobalpictureoftopicsofstudyinsocialworkcourses.

•Socialworkisanefficientwayofservingfolks,grouporcommunity.Itisdonetoimproveorrefurbishthecompetenceforsocialperformance.Socialworkfollowstheskilledapplianceofsocialworkstandards,ideologyandtechniquetooneormoreofthesubsequentends.

•Thefundamentalnatureofsocialworkissafeguardingtheinterestsofsociallydisadvantageoussectionsinthesociety.

•Socialwork also has a social integration function. It has as a keyfunction–theintegrationorre-integrationofsectionsofthecommunitywithmainstreamsociety.

•Scopeofsocialworkisveryimmensetoday.Itmayalsoimplytotheareasorfieldswheresocialworkcanbeappliedbyusingitsmethods,toolsandtechniques.SocialworkasprofessionalpracticeextendsfromasingleindividualtothelargestbodyliketheUNO.

NOTES



•The scope of socialwork has been changingwith the changes inits objectives and the changing social situation.The profession isincreasinglyrecognizedforitsuniqueservicestothepeopleandbeingaskedtoperformnewandvariedtasks.

•ExpertssaythattheprofessionalsocialworkpracticeinIndiashouldbe focussed on strongdescription of professionwhile the aims ofsocialworkbothatnationalandinternationalforums.Thereisaneedtoredefinethesocialworkpracticeinordertomakeitresponsivetocontextualneeds.

3.7 KEY WORDS

• COS:TheCharityOrganizationSocieties(COS)beganintheeasternUnitedStatesduringthe1870stoimprovetheorganizationofsocialservices.

• CSWE:TheCouncilonSocialWorkEducation(CSWE)isanon-profitnationalassociationrepresentingmorethan2,500individualmembers,aswellasgraduateandundergraduateprogramsofprofessionalsocialworkeducation.

• IASSW:The InternationalAssociation ofSchools of SocialWork(IASSW)istheinternationalprofessionalorganizationthatservesandrepresentssocialworkeducationworldwide.



1.WriteashortnoteontheimpactofsocialworkintheUS. 2.WriteinbriefaboutthestepstakenbytheCOSintheUS. 3.WriteashortnoteontheroleoftheInternationalAssociationofSchools

ofSocialWork(IASSW)insocialworkcourses 4.Writeinbriefon‘Socialworkasanintegratingforce’. 5.Writeinshortaboutthemainfunctionsofsocialwork.

Long Answers Questions

1.DiscussindetailthehistoricaldevelopmentofsocialworkintheUKandtheUS.

2.Analysethesignificanceofnewareasandcomponentscoveredinthecurriculumofthestudiesofsocialworkeducation.

3.DiscussthescopeofsocialworkinIndia.


NOTES







NOTES


Social Work as a ProfessionBLOCK - II

SOCIAL WORK AS A PROFESSION, METHODS

UNIT 4 SOCIAL WORK AS A PROFESSION

Structure 4.0 Introduction 4.1 Objectives 4.2 Traits,ValuesandEthics

4.2.1 SocialWorkValues 4.2.2 SocialWorkEthics

4.3 PrinciplesandFunctions 4.4 AnswerstoCheckYourProgressQuestions 4.5 Summary 4.6 KeyWords 4.7 SelfAssessmentQuestionsandExercises 4.8 FurtherReadings

4.0 INTRODUCTION

Astheroleandscopeofsocialworkbroadened,allstakeholdersinsocialworkprofessionrealisedthesignificanceofasetofidealsandvaluestoachievethepurpose.Todayweseethatsocialworkers’understandingofprofessionalvaluesandethicshasmaturedconsiderably.Fromtheverybeginning,socialworkers’attentionwasfocusedprimarilyoncultivatingasetofvaluesuponwhichthemissionoftheprofessioncouldbebased.Inrecenttimes,theyhavedevelopedcomprehensiveethicalstandardstoguidesocialserviceprovidersanddecision-making frameworkswhich are usefulwhen socialworkersfacedifficultsituations.Theyalsohaveanowbetterunderstandingoftherelationshipbetweentheirethicaldecisionsandpotentialmalpracticerisks.Forexample,asocialworker,stronglysubscribingtothevalueofhonestyandearningbyrightfulmeans,mayfinditdifficulttoworkwithaclientwhoisanoffenderandwhohascauseddamagetothesociety.Thisvalueremindsthesocialworkerthatheshouldnotallowpersonalfeelingstointrudeinaprofessionalrelationship.

Themaingoalofsocialworkersistohelppeopleinneedandtotacklesocialproblems.Forthem,servicetoothersrankshigherthanself-interest.Socialworkersdependontheirknowledge,valuesandskillstohelppeopleinneed.Theyareexpectedtoactinasociallyresponsiblemannerinkeepingwiththevalues,ethicalprinciplesandstandardsoftheirprofession.Social

Social Work as a Profession

NOTES


workersshouldbeawareofasetofethicswhileperformingtheirtask.Theyhaveanethicalresponsibilitytowardstheiremployersandshouldbeloyaltothem.Thentherearevariousprinciplesthatgovernsocialworkers.Oneofthemainprinciplesisthatthesocialworkerwillhavetostrikeabalancebetweenpersonalinvolvementandobjectiveinvolvement.

This unit aims at analysing the role of a set of values, ethics andprinciplesthatgovernsocialworkprofessional.

4.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandtheroleofsocialvaluesinsocialwork •Explainthevariousaspectsofsocialvalueinsocialwork •Enumeratetheroleofethicsinsocialwork •Understandtheprinciplesofsocialwork •Analysethevariousprinciplesofsocialwork

4.2 TRAITS, VALUES AND ETHICS

Asamemberof society, the socialworkeralsoadheres to socialvalues.Sometimesthesocialworkermaygetintoadilemmawhenhehastodealwithaclientwhohasviolatedsocialvalues,whichtheformerupholdsinhighesteem.Forexample,asocialworker,stronglysubscribingtothevalueofhonestyandearningbyrightfulmeans,mayfinditdifficulttoworkwithaclientwhoisanoffenderandwhohascauseddamagetothesociety.Thestandardsoftheprofessioncometotherescueofthesocialworkerinsuchconflicting situations or value dilemmas. Socialwork values have threefaces:valuesaboutpeople,valuesaboutsocialworkinrelationtosociety,andvaluesthatsignifyprofessionalbehaviour.Thevalueistheconvictionintheinherentworth,integrityanddignityoftheindividual.

Apersonfailingtoperformorfollowthesocialfunctioningprescribedtohimisconsidered‘anunworthyandundesirableelement’bythesociety.Heisdenieddignityandconsideredasapersonwithnointegrityandill-treatedbythesociety.Peoplearenotsomuchconcernedaboutwhythepersonhasnotbeenperforminghissocialresponsibilitiesproperly.Thisvalue(aboutsocietyandpeople)remindsthesocialworkerthateveryclientthatcomes(withaproblem)tohimisnottobeconsideredasapersonhavingnovalueandnovirtuebecauseheisinadisadvantageousposition.

Thefirst value is the socialworker’s social responsibility towardshimself,hisfamilyandhissociety.Thisvaluecautionsthesocialworker

NOTES


Social Work as a Professionnottoneglecthimself,hisfamilyandthesocietyinwhichheislivingwhiledischarginghisprofessionalduties.Ifhefailstoperformhisresponsibilitiestowards himself and his family, he and his familymay fail to performtheir social functioning andmay become failures requiring socialworkintervention.Thesecondvalueistotransmitknowledgeandskillstoothers.Thisvalueinstructsthesocialworkertoprovidetheinformationthathehas,thatwouldenabletheclienttotakecareofhimself,incasetheclientfacessimilarproblemsinfuture.Thisistoensurethattheclientdoesnotbecomedependentonthesocialworkerthroughouthislife.Further,italsosuggeststhatsharingofinformationandskillsamongtheco-professionalsgoesalongwayinpromotingthecompetenceoftheprofessionalpractice.Thethirdvalueisseparatingpersonalfeelingsfromprofessionalrelationships.

Thisvalueremindsthesocialworkerthatheshouldnotallowpersonalfeelingstointrudeintoaprofessionalrelationship.Thismaygethimoverconcernedor leadhim todevelop abiasedor prejudicedviewabout theclientandtheproblemhedealswith.Thesocialworkermayhaveundergonesimilarexperiencesandbeeninsimilarsocialsituationsinhispersonallife.Therefore,heshouldbewatchfulifhispersonalfeelingsareaffectinghisprofessionalrelationship.

4.2.1 Social Work Values

Thesocialworkvaluesareasfollows: • Service:Themaingoalofsocialworkersistohelppeopleinneedand

totacklesocialproblems.Forthem,servicetoothersrankshigherthanself-interest.Socialworkersdependontheirknowledge,valuesandskillstohelppeopleinneed.Theyvolunteertoputtheirprofessionalskills to do good to the societywithout expecting any significantfinancialreturns.

• Social justice:Socialworkersquestionandconfrontsocialinjustice.Theyencouragesocialchange,especiallyifthechangeisinfavouroftheoppressed.Socialworkers’effortsforsocialchangearefocusedchieflyonissuesofpoverty,unemployment,discriminationandotherformsofsocialinequality.Socialworkerstrytoensureaccesstoneededinformation,servicesandresources;impartialityofopportunity;andmeaningfulparticipationindecision-makingforoneandall.

• Dignity and worth of the person:Socialworkersrespecttheintrinsicdignityandworthoftheperson.Theytreateachpersoninacaringandrespectfulmanner,mindfulofindividualdifferencesandculturaland ethnicmultiplicity. Social workers encourage clients’ self-determination.Theyseektoenhanceclients’capacityandopportunityto change the circumstances and to fulfil their own needs. Socialworkersareawareoftheirdualresponsibilitytowardstheinterestsof


NOTES


theirclientsaswellasthesociety.Theyareexpectedtoactinasociallyresponsiblemannerinkeepingwiththevalues,ethicalprinciplesandstandardsoftheirprofession.

• Importance of human relationships: Socialworkersdistinguishtheinnermostimportanceofhumanrelationships.Theyunderstandthatrelationshipsamongpeopleareasignificantvehicleforchange,andappointpeopleaspartnersinthehelpingprocess.Socialworkersmakeanefforttostrengthenrelationshipsamongpeoplewiththeobjectiveofencouraging,promoting,restoringandmaintainingmentalandphysicalwell-beingofindividuals,families,socialgroups,organizationsandcommunities.

• Integrity:Socialworkersactinatrustworthymanner.Theyarenotonlyawareoftheirmission,values,moralprinciplesandethicalstandardsandpractices,buttheyensurethattheyneverlosetheirfocus.Theyworkwithasenseofresponsibility,inanhonestmanner,endorsingethicalpracticesonthepartoftheorganizationsforwhichtheywork.

• Competence:Socialworkersperformwithintheirareasofaptitudeandexpandandimprovetheirprofessionalproficiency.Theyattempttoenhancetheirknowledgeincontextoftheirprofessionandacquirenewskillsthattheycanputtopracticeforthebettermentofsociety.

4.2.2 Social Work Ethics

Themainsocialworkethicsthatallsocialworkersshouldbeawareofareasfollows: •Respecttheself-esteemoftheindividualasthisdignitywouldbethe

basisforallcommonrelationships. •Beconvincedthattheclientiscompetentenoughtoprogresstowards

his/hergoals. •Buildrelationswithindividualsandrespectthemfortheirindividual

qualitiesirrespectiveofthecaste,community,creed,statusorsocialcategorytheybelongto.

•Keepinmindthefactthattheirbiggestgifttoanotherindividualmaybetolendthatpersonanopportunitytonotjustdevelopbutexercisehis/herowncapacities.

•Notencroachintotheprivateaffairsofanotherindividualwithouthis/herapproval,exceptinasituationwheretheyarerequiredtoprotecthim/herfromharm.

•Recognizeandaccepttheotherperson’sindividualityandaccordinglytrytobuildausefulrelationship.

•Understand the other person and the situation he/she is in beforeforminganopinionabouthim/her.

NOTES


Social Work as a Profession •Constantly try to understand the other person and learn to controlpersonalattitudesandprejudicesthatmayaffectclient-socialworkerrelationship.

Check Your Progress

1.Whatarethethreefacesofsocialworkvalue? 2.Whyisthevalueofsocialjusticeimportantforasocialworker? 3.Listsomeofthemainsocialworkethicsthatallsocialworkersshould

beawareof.

4.3 PRINCIPLES AND FUNCTIONS

Asocialworkerhascertainethicalresponsibilitiestowardshis/herclients,theemployingagencies,thecolleagues,thecommunityandtheprofessionitself.Asocialworker’sethicalresponsibilitiestowardshisclienteleimposethewelfareoftheindividualashisprimaryobligation.Thesocialworkershouldgivegreaterimportancetoprofessionalresponsibilitythantopersonalinterests.He/sheshouldbeabletorespecttheclient’sopinion.Thesocialworkershouldbeabletokeepallmattersrelatedtotheclientconfidential.He/sheshouldrespecttheindividualdifferencesamongclientsandshouldnotdiscriminate.

Thesocialworkerhasanethicalresponsibilitytowardshisemployersand should be loyal to them.He/she should always provide correct andaccurateinformationtohis/heremployer.He/sheshouldbeaccountableforthequalityandextentofservice,observingtheregulationsandproceduresoftheagency.He/sheshouldhelphis/heragencybuildandenhanceitspublicimageevenafterterminationofhis/heremployment.

The generic principles of socialwork have been discussed below.Theseareasfollows:

A. Principle of Acceptance

Asocialworkershouldbecapableofrecognizingtheworthoftheindividualirrespective of his/her circumstances, status, religion, race, politics andbehaviour.He/sheshouldaimtofosternotjusthumandignitybutalsoself-respect.Theclientandthesocialworkprofessionalshouldbeabletoaccepteachotherinordertogetthebestresults.Theclientshouldaccepttheworkerasthepersonwhowillhelphim/heroutofadifficultsituation.

Itisnotnecessaryfortheclienttoalwaysapproachthesocialworker.Sometimes,thesocialworkermaybeassignedaclientbyanagencyorhe/shemaymeetasocialworkerthroughcommonacquaintances.Sometimes,the socialworkermayhavebeen referred to theclientbysomeone. It is


NOTES


importantfortheclienttobeconvincedofthesocialworker’sabilityandeagernesstounderstandhissituationandprovideasolution.Intheabsenceofthistrusttheclientmaynotcooperatewiththesocialworker.Thehelpingprocesswillfailiftheclientdoubtsthecapabilityofthesocialworker.

Similarly, theworker should treat the client as an individualwhoisinneedofhelp;apersonfacingaproblemsituation.Regardlessoftheappearance and background of the client, theworker should accept theclientthewayheis,withoutanyreservations.Heshouldnotlethispersonalexperiencescomeinthewayofacceptingtheclient.

Acceptance isafundamentalprincipleofsocialworkthatimpliesasincereunderstandingofclients.Itisconveyedintheprofessionalrelationshipbyshowinggenuineconcern,beingagoodlistener,acknowledgingtheclient’sview,respondingtotheclientandcreatingaclimateofmutualrespect.Itisimportantforasocialworkerworkingonaparticularcasetobeacceptedasaworthyanddignifiedindividual.Heshouldbeapersoncapableofspreadingpositivityanddispellingnegativefeelings.Apersonwhoacceptstheissuesthatmakehimsuffer,symbolizes‘acceptance’.Ifthesocietyisacceptingthepersonthewayheis,itisalsofollowingtheprincipleof‘acceptance’inaway.However,theonlyexceptioncomesintheformofsafetyinterventionasnegativedeviancei.e.,againstthesocialnorms.Butatthesametime,theindividual’slifeisvalued.Heisacceptedassomeonecapableofimprovingandre-joiningthenormalcourseofsociallife.

B. Principle of Individualization

Aclient’sindividualitycanbeacknowledgedbyrecognizingandappreciatingtheuniquequalitiesorcharacteristicshe/shepossesses.Allclientsexpectprofessionalstoprovidethemwithpersonalizedandexclusiveattention.

Individualizationcanbeachievedonly ifbiasesandprejudicesareignored,labellingandstereotypingareavoidedanddiversityisrecognizedandappreciated.Inaddition,knowledgeofhumanbehaviourisalsoessential.Individualizationinvolvesanalysisofallaspectsofaperson.Eachindividualisdifferentfromtheother.Eachindividualhashisownuniqueidentityandeachindividualdealswithhisownuniqueproblemsinhisownway.Thetechniqueusedtohelptheindividualshouldbeinaccordancewithhislevelofintelligence,economicalsituation,positioninsociety,ego,capacityandresource.

Anindividualizedapproachwouldinvolvepolicies,methodsofpracticeandstrategiesbasedonthestrengthsofindividuals(adults/children),familiesandgroups/communities.

Atechniquebasedonstrengthswill involveashift infocusfromadeficit approach, emphasizing on problems and pathology, to a positivepartnershipwith the family.The approach acknowledges every family’s

NOTES


Social Work as a Professionuniquesetofstrengthsandchallenges,andengagesthefamilyasapartnerinthedevelopmentandimplementationoftheserviceplan.

Service plans are created using formal and informal services andsupports,whicharebasedonspecificneedsandstrengths.Theindividualizedapproachtakesintoaccounttheindividualmembersofthefamily,thefamilyasaunitandthebroaderneighbourhoodandenvironment.

The individualizedandstrengths-basedapproach isaphilosophicalviewsupportedbypoliciesandstandardsencompassingpracticesofchildwelfarecaseworkersandotherserviceprovidersatvariouspointsfromthetimethechildandfamilyenterthesystemtilltheyleave.

C. Principle of Communication

Socialwork involves interactionwith thesubjects. It requires interactionwiththepeopleinneedofhelpandalsowithpeoplefromorganizations,andtrustswhoofferhelpandraisefunds.Effectivecommunicationbringsthesocialworkerandthepeopleseekinghelp/guidancecloser.Itisimportantforasocialworkertobeagoodlistener.Thishelpstheclientashe/shefeelsassuredthattheproblemsarebeingheardattentivelyandwillbeaddressed.

It is up to the socialworkers to use their communication skillseffectively to give their clients/subjects themuch required confidence.Effectivecommunication takesplaceonlywhenthesocialworkerisabletomakethesubjectunderstandwhathewantstosayandviceversa.Ifthesubjectisunabletounderstandthetruemeaningofwhattheworkersays,therewillbemisunderstandingandchaos.Ifeitheroneofthemareunabletoexpresstheirfeelingsproperly,misunderstandingsmayarise.Thesocialworkershouldalsobeabletounderstandwhattheclientconveysnon-verbally.

Communicationisofutmostimportanceinsocialworkbecausethebackgroundandmentalconditionoftheclientsandcaseworkersmayvary.Also, theremaybecontinualchanges in theenvironmentwhere thecaseworkerandsubjectareinteracting.

Itisuptothecaseworkertomakesurethatcommunicationbetweenhe/sheasthehelperandthesubject/clientseekinghelpisclearandprecise.Thiscanonlyhappeniftheclientiscomfortablewiththecaseworkerandiswillingtoexpresshisfeelingsandemotionswithease.

Throughclarificationsandreclarifications,theclient’smessages/needscanbeunderstoodclearly.Clientsshouldbeabletoexpresstheirfeelingsfreelytothesocialworker.Thesocialworkermustmakeanefforttolookbeyondthestatedfactsandrevealtheunderlyingfeelings.He/sheshouldgivetheclienttheopportunitytoexpresshisfeelingswithoutanyinhibitions,eveniftheyarenegativefeelings.Theworkers,asthelistener,shouldtrynot tocommentonthefeelingsorcondemnthem.Nofeelingsshouldbeconsideredgoodorbad.


NOTES


D. Principle of Self-Determination

Theruleofself-determinationisbasedontheacknowledgmentoftherightsandneedoftheclienttomakehis/herdecisionindependently.Caseworkersareresponsibleforcreatingaworkingrelationshipwhereitispossibletomakehisownchoices.

Socialworkers are requested to guarantee that everyone has theessentialresources,servicesandopportunities;toattendtoexpandingchoicesandopportunitiesforthosewhoareoppressedandatadisadvantage;andtofightforpolicyandlegislativeamendmentsthatenhancesocialconditionsandupholdsocialjustice.

Thisprincipleemphasizestheclient’srighttoself-determination.Eachindividualhastherighttoassesswhatisgoodforhim/heranddecidehowtorealizeit.Inotherwords,itpointsoutthatthesocialworkershouldnotimposehisviews,decisionsandsolutionsontheclientjustbecauseheisthehelperandtheclienthascometoseekhishelp.

The socialworker should providehis support andguidance to theclient,analysetheclient’ssituationandinvolvehimintakingthedecisionsthatareacceptabletohim.

Thishelpstheclientrealizehispotentialandalsofeelindependent,worthwhileanddignified.Self-determination involvesallowingtheclienttotakehisowndecisioninhisownway,givinghimtheopportunitytodecidewhatisbestforhim.

Although self-determination is somewhat similar to freedom andautonomy,itisnotquitethesame.Itisanethicalprinciplehardlybearinganyrelationshipwiththebehaviourofsocialworkers.Theconceptofself-determinationshouldnotbeapplicableincaseswheretheclientneedstobe directed.

Self-determination is a professional ideologyderived from severalideasandvaluesthatexistoutsidetheperipheryofsocialwork.Itencouragesself-helptoimproveself-confidenceandstrengthenstheabilitytoshouldermoreresponsibility.

E. Principle of Confidentiality

Confidentiality,ortherighttoseclusion,meansthattheidentityoftheclient,thewordsexchangedbetweentheclientandthesocialworker,andtheviewsof theworkerontheclientshouldnotberevealedtoanyonewithout theclient’spriorpermission.

Socialworkersareexpectedtorespecttheprivacy,confidentialityandbetrustworthyasprofessionals.Theirassociationwiththeclientisbasedontrust.So,itisconsideredunethicaltorevealclient-relatedinformation

NOTES


Social Work as a Professionorinformationgivenbytheclienttoanybodyelsewithoutpermissionfromthesubject.

TheNationalAssociationofSocialWorker(NASW)hasissuedcodeofethicsforsocialworkersregardingprivacyandconfidentiality.Theseareasfollows: (a)Socialworkersshouldrespectclients’righttoprivacy.Socialworkers

shouldnotsolicitprivateinformationfromclientsunlessitisessentialtoprovidingservicesorconductingsocialworkevaluationorresearch.Onceprivateinformationisshared,standardsofconfidentialityapply.

(b)Socialworkersmaydiscloseconfidentialinformationwhenappropriatewithvalidconsentfromaclientorapersonlegallyauthorizedtoconsentonbehalfofaclient.

(c)Socialworkers shouldprotect theconfidentialityofall informationobtainedinthecourseofprofessionalservice,exceptforcompellingprofessional reasons.The general expectation that socialworkerswillkeepinformationconfidentialdoesnotapplywhendisclosureisnecessarytopreventserious,foreseeableandimminentharmtoaclientorother identifiableperson. In all instances, socialworkers shoulddisclose the least amount of confidential informationnecessary toachievethedesiredpurpose;onlyinformationthatisdirectlyrelevanttothepurposeforwhichthedisclosureismadeshouldberevealed.

(d)Socialworkersshouldinformclients,totheextentpossible,aboutthedisclosureofconfidentialinformationandthepotentialconsequences,when feasible before the disclosure ismade.This applieswhethersocialworkersdiscloseconfidentialinformationonthebasisofalegalrequirementorclientconsent.

(e)Socialworkers should discusswith clients and other interestedpartiesthenatureofconfidentialityandlimitationsofclients’righttoconfidentiality.Socialworkersshouldreviewwithclients’circumstanceswhereconfidentialinformationmayberequestedandwheredisclosureofconfidentialinformationmaybelegallyrequired.Thisdiscussionshouldoccurassoonaspossibleinthesocialworker–clientrelationshipandasneededthroughoutthecourseoftherelationship.

(f)Whensocialworkersprovidecounsellingservicestofamilies,couplesorgroups,socialworkersshouldseekagreementamongthepartiesinvolved concerning each individual’s right to confidentiality andobligation to preserve the confidentiality of information shared byothers.Socialworkersshouldinformparticipantsinfamily,couplesor group counselling that socialworkers cannot guarantee that allparticipantswillhonoursuchagreements.


NOTES


(g)Socialworkers should inform clients involved in family, couples,marital or group counselling of the socialworker’s, employer’sand agency’s policy concerning the socialworker’s disclosure ofconfidentialinformationamongthepartiesinvolvedinthecounselling.

(h)Socialworkersshouldnotdiscloseconfidentialinformationtothirdpartyinvolvedunlessclientshaveauthorizedsuchdisclosure.

(i)Socialworkers should not discuss confidential information in anysetting unless privacy can be ensured. Socialworkers should notdiscussconfidentialinformationinpublicorsemi-publicareassuchashallways,waitingrooms,elevatorsandrestaurants.

(j)Socialworkersshouldprotecttheconfidentialityofclientsduringlegalproceedingstotheextentpermittedbylaw.Whenacourtoflaworotherlegallyauthorizedbodyorderssocialworkerstodiscloseconfidentialorprivilegedinformationwithoutaclient’sconsentandsuchdisclosurecouldcauseharmtotheclient,socialworkersshouldrequestthatthecourtwithdrawtheorderorlimittheorderasnarrowlyaspossibleormaintaintherecordsunderseal,unavailableforpublicinspection.

(k)Socialworkers should protect the confidentiality of clientswhenrespondingtorequestsfrommembersofthemedia.

(l)Socialworkers shouldprotect theconfidentialityofclients’writtenandelectronicrecordsandothersensitiveinformation.Socialworkersshouldtakereasonablestepstoensurethatclients’recordsarestoredinasecurelocationandthatclients’recordsarenotavailabletootherswhoarenotauthorizedtohaveaccess.

(m)Socialworkers should takeprecautions to ensure andmaintain theconfidentialityofinformationtransmittedtootherpartiesthroughtheuse of computers, electronicmail, facsimilemachines, telephones,telephone answeringmachines and other electronic or computertechnology.Disclosureofidentifyinginformationshouldbeavoidedwheneverpossible.

(n)Socialworkersshouldtransferordisposeofclients’recordsinamannerthatprotectsclients’confidentialityandisconsistentwithstatestatutesgoverningrecordsandsocialworklicensure.

(o)Socialworkersshould take reasonableprecautions toprotectclientconfidentiality in the event of the socialworker’s termination ofpractice,incapacitationordeath.

(p)Socialworkers should not disclose identifying informationwhendiscussingclientsforteachingortrainingpurposesunlesstheclientshaveconsentedtothedisclosureofconfidentialinformation.

NOTES


Social Work as a Profession (q)Socialworkers should not disclose identifying informationwhendiscussingclientswithconsultantsunlesstheclienthasconsentedtothedisclosureofconfidentialinformationorthereisacompellingneedforsuchdisclosure.

(r)Socialworkersshouldprotecttheconfidentialityofdeceasedclientsconsistentwiththeprecedingstandards.

Source: http://www.socialworkers.org/nasw/default.asp

F. Principle of Non-Judgmental Attitude

Acaseworkerdoesnothavetherighttoadjudgeanyoneguiltyorinnocent.Thenon-judgmentalattitudedependsupontheconvictionthatsocialworkdoesnotinvolveassigningguiltorinnocence.Iftheclientisscaredofbeingjudgedorcriticized,hewillnotrevealanythingabouthimself.Theattitudeofpraiseandapprovalisajudgmentalattitude.Bothblameandpraisecanequally influence a client.He canbe induced to hide part of himself sothatheisnotjudged.Asocialworkerneednotjudgeaclientorapproveordisapprovehisactions.

Hehastobenon-judgmentalsoastobeabletodeveloparelationshipwith theclient.But thatdoesnotmeanthat thesocialworkershouldnotjudgeapersonasbeingagood,deserving,badorundeservingindividual.Thisnon-judgmentalattitudeshouldbereflectedincommunication,withoutwhichnorelationshipwiththeclientispossible.

G. Principle of Controlled Emotional Involvement

Asocialworker,whois insensitivetoothers’sentimentsorfeelings,willneverbeable togetahangofaclient’sproblemorarriveatadesirablesolution.Sentimentcomesinthefollowingthreeways:(i)sensitivity,(ii)understanding,and(iii)response.

This principle applies to self-control.The socialworker should beresponsive,understandingandsensitivewithoutbeingdetached,indifferentorcold.Whilebeingunderstandingandcaring,thesocialworkershouldalsobeobjectiveinapproach.

The socialworker’s involvement in the client’s feelings could beemotional.Hisresponsemaybeverbalornon-verbal.Itisuptotheworkerto exercise self-discipline and control his emotions.The socialworkerwillhavetostrikeabalancebetweenpersonalinvolvementandobjectiveinvolvement.Thiswillalsoensurethatacertainprofessionalboundaryismaintainedinrelationshipswithsocialworkersandfamilymembersevenwhileself-disclosureisencouraged.


NOTES


Check Your Progress

4.Whatdoyoumeanby‘acceptance’asaprincipleofsocialworker? 5.Whendoesaneffectivecommunicationtakeplace? 6.Whatistheroleofself-determinationfortheclientinsocialworker

profession? 7.Listsomeofthecodeofethicsforsocialworkersundertheprinciple

ofconfidentiality.


1.Socialworkvalueshavethreefaces:valuesaboutpeople,valuesaboutsocialworkinrelationtosociety,andvaluesthatsignifyprofessionalbehaviour.Thevalueistheconvictionintheinherentworth,integrityanddignityoftheindividual.

2.Socialworkersquestionandconfrontsocialinjustice.Theyencouragesocialchange,especiallyifthechangeisinfavouroftheoppressed.Socialworkers’effortsforsocialchangearefocusedchieflyonissuesofpoverty,unemployment,discriminationandotherformsofsocialinequality.

3.Someofthemainsocialworkethicsthatallsocialworkersshouldbeawareofareasfollows:• Respecttheself-esteemoftheindividualasthisdignitywouldbe

thebasisforallcommonrelationships.• Be convinced that the client is competent enough to progress

towardshis/hergoals.• Buildrelationswithindividualsandrespectthemfortheirindividual

qualitiesirrespectiveofthecaste,community,creed,statusorsocialcategorytheybelongto.

• Keepinmindthefactthattheirbiggestgifttoanotherindividualmaybetolendthatpersonanopportunitytonotjustdevelopbutexercisehis/herowncapacities.

4.Acceptanceisafundamentalprincipleofsocialworkthatimpliesasincereunderstandingof clients. It is conveyed in theprofessionalrelationship by showing genuine concern, being a good listener,acknowledgingtheclient’sview,respondingtotheclientandcreatingaclimateofmutualrespect.Itisimportantforasocialworkerworkingonaparticularcasetobeacceptedasaworthyanddignifiedindividual.

NOTES


Social Work as a Profession 5.Effectivecommunicationtakesplaceonlywhenthesocialworkerisable tomakethesubjectunderstandwhathewants tosayandviceversa.Ifthesubjectisunabletounderstandthetruemeaningofwhattheworkersays,therewillbemisunderstandingandchaos.Ifeitheroneofthemareunabletoexpresstheirfeelingsproperly,misunderstandingsmayarise.Thesocialworkershouldalsobeabletounderstandwhattheclientconveysnon-verbally.

6.Self-determinationinvolvesallowingtheclienttotakehisowndecisioninhisownway,givinghimtheopportunitytodecidewhatisbestforhim.Self-determinationisaprofessionalideologyderivedfromseveralideas andvalues that exist outside theperipheryof socialwork. Itencouragesself-helptoimproveself-confidenceandstrengthenstheabilitytoshouldermoreresponsibility.

7.Herearesomeofcodeofethicsforsocialworkersregardingprivacyandconfidentiality:

(a)Socialworkers should respect clients’ right to privacy.Socialworkersshouldnotsolicitprivateinformationfromclientsunlessit is essential toproviding servicesor conducting socialworkevaluationorresearch.

(b)Socialworkersmay disclose confidential informationwhenappropriatewithvalidconsentfromaclientorapersonlegallyauthorizedtoconsentonbehalfofaclient.

(c)Socialworkersshouldprotecttheconfidentialityofallinformationobtained in the course of professional service, except forcompellingprofessional reasons.Thegeneral expectation thatsocialworkerswillkeepinformationconfidentialdoesnotapplywhendisclosureisnecessarytopreventserious,foreseeableandimminentharmtoaclientorotheridentifiableperson.

(d)Socialworkers should inform clients, to the extent possible,aboutthedisclosureofconfidentialinformationandthepotentialconsequences,whenfeasiblebeforethedisclosureismade.

4.5 SUMMARY

•Apersonfailingtoperformorfollowthesocialfunctioningprescribedtohimisconsidered‘anunworthyandundesirableelement’by thesociety.He is denied dignity and considered as a personwith nointegrityandill-treatedbythesociety.Thisvalueremindsthesocialworkerthateveryclientthatcomestohimisnottobeconsideredasapersonhavingnovalueandnovirtuebecauseheisinadisadvantageousposition.


NOTES


•Thefirst value is the socialworker’s social responsibility towardshimself, his family and his society.This value cautions the socialworkernottoneglecthimself,hisfamilyandthesocietyinwhichheislivingwhiledischarginghisprofessionalduties.

•Themaingoalofsocialworkersistohelppeopleinneedandtotacklesocialproblems.Forthem,servicetoothersrankshigherthanself-interest.Socialworkersdependontheirknowledge,valuesandskillstohelppeopleinneed.

•Socialworkersperformwithintheirareasofaptitudeandexpandandimprovetheirprofessionalproficiency.Theyattempttoenhancetheirknowledgeincontextoftheirprofessionandacquirenewskillsthattheycanputtopracticeforthebettermentofsociety.

•Thesocialworkerhasanethicalresponsibilitytowardshisemployersandshouldbeloyaltothem.He/sheshouldalwaysprovidecorrectandaccurateinformationtohis/heremployer.He/sheshouldbeaccountablefor thequalityandextentofservice,observing the regulationsandproceduresoftheagency.

•Acceptanceisafundamentalprincipleofsocialworkthatimpliesasincereunderstandingof clients. It is conveyed in theprofessionalrelationship by showing genuine concern, being a good listener,acknowledgingtheclient’sview,respondingtotheclientandcreatingaclimateofmutualrespect.

• Individualization can be achieved only if biases and prejudicesare ignored, labelling and stereotyping are avoided and diversityis recognized and appreciated. In addition, knowledge of humanbehaviourisalsoessential.Individualizationinvolvesanalysisofallaspectsofaperson.

•Communicationisofutmostimportanceinsocialworkbecausethebackgroundandmentalconditionoftheclientsandcaseworkersmayvary.Also,theremaybecontinualchangesintheenvironmentwherethecaseworkerandsubjectareinteracting.

•Theruleofself-determinationisbasedontheacknowledgmentoftherightsandneedoftheclienttomakehis/herdecisionindependently.Caseworkersareresponsibleforcreatingaworkingrelationshipwhereitispossibletomakehisownchoices.

•Self-determination is a professional ideologyderived from severalideas andvalues that exist outside theperipheryof socialwork. Itencouragesself-helptoimproveself-confidenceandstrengthenstheabilitytoshouldermoreresponsibility.

•Socialworkers are expected to respect the privacy, confidentialityandbetrustworthyasprofessionals.Theirassociationwiththeclient

NOTES


Social Work as a Professionisbasedontrust.So,itisconsideredunethicaltorevealclient-relatedinformationorinformationgivenbytheclienttoanybodyelsewithoutpermissionfromthesubject.

•Socialworkers should inform clients involved in family, couples,marital or group counselling of the socialworker’s, employer’sand agency’s policy concerning the socialworker’s disclosure ofconfidentialinformationamongthepartiesinvolvedinthecounselling.

•Socialworkers should not disclose identifying informationwhendiscussingclientswithconsultantsunlesstheclienthasconsentedtothedisclosureofconfidentialinformationorthereisacompellingneedforsuchdisclosure.

•Asocialworker,whoisinsensitivetoothers’sentimentsorfeelings,willneverbeabletogetahangofaclient’sproblemorarriveatadesirablesolution.Sentimentcomesinthefollowingthreeways:(i)sensitivity,(ii)understanding,and(iii)response.

•The socialworkerwill have to strike a balance between personalinvolvementandobjectiveinvolvement.Thiswillalsoensurethatacertainprofessionalboundaryismaintainedinrelationshipswithsocialworkersandfamilymembersevenwhileself-disclosureisencouraged.

4.6 KEY WORDS

• Ethics:This isabranchofphilosophy that involvessystematizing,defending,andrecommendingconceptsofrightandwrongconduct.Thefieldofethicsisconcernedwithmattersofvalue.

• NASW:TheNationalAssociationofSocialWorkersisaprofessionalorganization of socialworkers in theUnited States.TheNASWprovidesguidance, research,up todate information,advocacy,andotherresourcesforitsmembersandforsocialworkersingeneral.



1.Writeashortnoteontheimpactofsocialvalueonsocialworkers. 2.Writeinbriefaboutthesignificanceofintegrityforsocialworkers. 3.Writeashortnoteontheworkethicsforallsocialworkers. 4.Writeinbriefabouttheprincipleofindividualizationinsocialwork

profession.


NOTES


5.Writeinshortaboutprincipleofnon-judgmentalattitudeinsocialworkprofession.


1.Discussindetailthesignificanceofworkvaluesforsocialworkerasamemberofsociety.

2. “Asocialworkerhascertainethicalresponsibilitiestowardshis/herclients.”Justifythisstatement.

3.Discussthevariousprinciplesthatgovernthefunctioningofasocialworker.






NOTES


Social Work Education as a ProfessionUNIT 5 SOCIAL WORK EDUCATION

AS A PROFESSIONStructure 5.0 Introduction 5.1 Objectives 5.2 ProfessionalValues:TrainingandSkills

5.2.1 OrganizedSystemofEducation(UniversityTraining) 5.2.2 SpecializedActivitiesoftheProfessionals 5.2.3 ToolsandTechniquesinSocialWork

5.3 ProfessionalSocialWorkandVoluntarySocialWork 5.4 AnswerstoCheckYourProgressQuestions 5.5 Summary 5.6 KeyWords 5.7 SelfAssessmentQuestionsandExercises 5.8 FurtherReadings

5.0 INTRODUCTION

Socialwork education has grown remarkably in theworld.Though ithasalreadycompletedeightdecadesof its existence, the statusof socialworkeducationinIndia,especiallyofitsknowledgebase,isstilldebated.Socialworkeducationasaprofessionisoftenconsideredasanemergingprofessionduetovariousreasonsnamelyabsenceofindigenousorientationtoknowledgecomponentandlackoflinkagesbetweenclassroomlearningandfieldrealities.Foranyprofessionalbranchofeducationdealingwiththeneedsofthesociety,itisimperativetoincorporatethesocietalneedsinitscurriculum.Thisrequirementisvitalforthesocialworkprofession,whichdirectlydealswiththehumanissues.

InIndia,forthefirsttime,trainingforthevoluntarysocialworkersstartedin1930bytheSocialServiceLeagueinMumbai.Theservicesforindustriallabouringclasseshighlightedtheneedfortrainedworkersaroundthat time and this led to the commencement of full-fledgedprofessionaleducationinsocialworkwiththeestablishmentofSirDorabjiTataGraduateSchoolofSocialWorkin1936.ThisinstitutionwaslaterrenamedastheTataInstituteofSocialSciences(TISS).Atpresenttherearemorethan200professionaltraininginstitutesofsocialworkspreadalloverIndiaprovidingdifferentcoursesinsocialworkdiscipline.Yet,socialworkremainstobewidelyrecognizeddisciplineatparwiththeotherprofessionsinIndia.

SocialworkeducationinIndianeedstoincorporateprofessionalvaluesthroughtrainingandskill,toolsandtechniquesinitscurriculum,classroom

Social Work Education as a Profession

NOTES


teachingandfieldpracticeandresearchstudiestomakethelearningrelevantandmoreapplicable.

Thisunitaimsatanalysingsocialworkeducationasaprofessionwhilestressingtheneedforaddingprofessionalvaluesinitscurriculum.

5.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandsocialworkeducationasaprofession •Explainthevarioustrainingandskillsinsocialworkeducation •EnumeratethedevelopmentofsocialworkasaprofessioninIndia •Understandtherelevanttoolsandtechniquesforsocialwork •Analyseprofessionalandvoluntarysocialwork

5.2 PROFESSIONAL VALUES: TRAINING AND SKILLS

Withagradualevolutionanddevelopment,socialworkhasbroughtinvariouswell-definedprincipleswhichguideitspractice.Asthingsstandnow,thesocialworkeracceptstheclientasheisanddoesn’timposeanything.Afterall,socialworkbelievesinindividualsworth,dignityandintegrity.Itsgoalistopromoteoverallgrowthofhumanpotentialbyhelpingthepeopletohelpthemselves.Despiteinitialhiccupsinthebeginning,thereiscontinuousincrease of knowledge in the field of socialwork in India.Research isinprogress for specialized socialworkknowledgeandpractice suited tothe Indianconditions.However, in India the full-fledgeddevelopmentofprofessionalknowledgeinsocialworkstillremainsmuchtoachieve.

5.2.1 Organized System of Education (University Training)

Asaprofession,socialworkhasadistinctidentityinthefieldofeducation.InIndia,thereareprovisionsforgraduateandpost-graduatelevelofeducationintheuniversitiesandotherteachinginstitutions.Thefirstschoolofsocialworkwasestablishedin1936inthenameofSirDorabjiTataGraduateSchoolofSocialWork,Bombay.Initially,thisschoolprovidedDiplomainSocialServiceAdministration,butlateronitincludedBSW,MSWandotherfieldsofsocialwork.Till1947itwastheonlyinstitutioninIndiaprovidingtrainingforsocialwork.AfterIndependence,manyinstitutesofsocialworkeducationlikeKashiVidyapith,Varanasi(1947);GujaratVidyapith,Ahmedabad(1947);DelhiSchoolofSocialWork(1948)whichwasthefirstschoolofsocialworkasapartofaUniversity;BorodaSchoolofSocialWork(1949);DepartmentofSocialWork,Lucknowuniversity(1949),etc.wereestablishedinIndia.

NOTES



Atpresent,itisestimatedthattherearemorethan200professionaltraininginstitutesofsocialworkinIndia.Theyarespreadalloverthecountryprovidingdifferentcoursesinsocialworkdiscipline.Yet,despitethesurgeofinstitutes,socialworkremainstobewidelyrecognizeddisciplineatparwiththeotherprofessionsinIndia.

5.2.2 Specialized Activities of the Professionals

It is difficult to draw a strict line of demarcation between the practicesof socialwork, socialwelfare and social service in India becauseof thenatureof theproblemsinthecountry.Attimesall thethreepracticesareusedinterchangeablyforthewell-beingofthemarginalisedpeopleatlarge.Still socialwork professionals are engaged in specialized activities likecounselling, therapeutic action, social action, community organization,resourcemobilization, environmentalmodification, service facilitation,developmentplanningandsoonwithspecialreferenceto thevaluesandprinciplesofsocialworkprofession.Thismakestheprofessionalsdistinctintheirapproachtovariousproblemsinthesociety.

5.2.3 Tools and Techniques in Social Work

Someoftheskillsandtechniquesthataremostrelevantandusefulforthesocialworkerincludethefollowing: 1.DocumentationSkill:Theabilitytotakeexcellentnotesisextremely

important asyou listen toyour clients andcolleagues anddevelopinterventionsandstrategies.

2.Organizationalskills:Beingorganizedisveryimportantasyouwilloftenbeaskedtomulti-taskandtheabilitytoprioritizewhichworkisrequiredtobedoneinwhichorderisextremelyimportant.

3.Understandingofhumanpsychology:Youwillneedtounderstandthewaypeople’smindworks.

4.Knowledge of Human Developmental stages: It is critical tounderstandinghumanpsychology,toknowthedevelopmentalstagesfrombirthtodeath.

5. InterventionsSkills:Dependingonyourspecialtytheremightbevariousinterventionsthatareextremelyimportanttonotonlyunderstandintheoreticalterms,butalsoinpracticalapplication.

6.Adevelopedsenseofempathy:Empathyisextremelyimportantasasocialworker.Withoutityouwillhaveanunendingseriesofdifficultiesasyouattempttohelpothersworkthroughtheirproblemswithoutfullybeingabletounderstandtheirpointofviewonagivensituation.

7.Abilitytofacilitateco-operationbothamongindividualsandgroups–Oneofyourmaintasksasasocialworkerwillbetogetindividualsandgroupstoworkwithoneanother.


NOTES


8.Activelisteningskills:Ifyouwishtobesuccessfulasasocialworkeryouwillneedtobeabletolistenandalsoaskquestions,whereneeded,forclarificationotherwiseyouwillbeunabletounderstandwhatothersareattemptingtoconveytoyouinanaccuratemanner.

9.Critical thinking skills:Critical thinking is helpful inSocialWorkjustasitisinmostoflifewhenyouneedtomakeadecisiononwhatapieceofinformationreallymean;criticalthinkingisanincrediblyusefulskill.

10.Verbalandwrittencommunicationskills:Youwillneedtobeabletoexpressyourselftoawidevarietyofpeopleinadiversityofcontextsand having strongwritten and verbal communications skills is anabsolutemust.Needless to say, these skills play a crucial role in the career of a

successfulSocialWorker.Nodoubt,developingeachskillwillrequireitsownuniquemethodoflearning.Manyoftheseskillswillbedevelopedasaresultofformaleducationaltraining,whilesomewillrequireyoutoactivelydevelopyourselfasaperson.

Check Your Progress

1.WhenwasthefirstschoolofsocialworkestablishedinIndia? 2.Whicharethespecializedactivitiesofsocialworkprofessionals? 3.Listsomeoftheskillsandtechniquesusefulforasocialworker.

5.3 PROFESSIONAL SOCIAL WORK AND VOLUNTARY SOCIAL WORK

Socialworkcanbedoneinbothways–asavolunteerandprofessional.Evenasboththecategoriesworkwiththesamemotivei.e.servicingthetargetedgroups or communities, professional socialworkers also seekmonetarybenefits.Letusdiscuss the similarities anddifferencesbetween the two.Theseareasfollows: 1.Voluntaryworkcouldbeextendedtoanindividualtoo,butwhenit

addressestheneedsofacommunityatlarge,itisreferredtoasvoluntarysocialwork.Professionalworkimpliesallthatisdoneforaprofitandbasedonskillandcorecompetencyareas.

2.Professionalism• Paid,asopposedtounpaidorvoluntaryoramateur• Amemberofaspecificexpertworkcommunity,asopposedtoa

non-professionalgroup.

NOTES



3.Professionalandvoluntaryworkaredifferentinthetargetsset.• The professional andvoluntaryworkers are both drivenby the

incessanturgetocontributepositivelytosociety.• Boththespheresofinfluenceencompasshumanityatlarge.

4.Bothformsofsocialworkincludedoingsomesortofworkthatbenefitsthesociety.• Itcouldbeanythingfromtakingcareoftheelderlyinoldfolks’

homes,toworknexttounderprivilegedschoolchildrenandtheirfamilies

5.Professionalsocialworkisdonebythosewhodoitforaliving,andusuallyfollowthesame8-hour-workaday,or40-hour-workaweekcalendarlikeotherprofessionalsinotherfieldsofwork.Professionalsocialworkersarerequiredtobetrainedandqualifiedfortheworktheydointhecommunity,suchasteaching,etc.

6.Voluntarysocialworkers,ontheotherhand,usuallyworkonanunpaidbasis.Theydosimilarwork,andasawholetheworkbenefitssociety,buttheydon’tnormallytreattheworkasa9to5undertaking.

7.Voluntarysocialworkersareexactlywhattheirtitlesays:voluntary• Theydon’tgetpaidfortheworktheydo.• Theyarealsousuallynotrequiredtobequalifiedtodothework

whichtheyareassigned. 8.Voluntarysocialworkcanbedonebyanassociationofpeopleora

singlepersonwhoiswillingtoworkforthesakeofsocialservicefreeofsalary.Heisnotgoingtoaskformoneyforwhateverheisdoing.Heishelpingoutotherneedyinhabitantswithouttakinganysalaryforit.However,voluntarysocialworkersshouldnotthinkthattheyshouldnotbeloyalastheyarenotgettingmoneyfortheirwork.

9.Professionalsocialworkistobedonebyindividualsororganizationsformoney.• Theyshouldchargemoneyforwhatevertheyaredoing.• Theyshouldnotthinkthattheyarenotgoingtohaveincomefor

theirwork. 10.Theyshouldalsobeloyaltotheirworkbuttheyarealsoentitledfor

salary/financialbenefits.

Check Your Progress

4.Whatisthemainsimilaritybetweentheprofessionalandvoluntarysocialwork?

5.Whocanworkasavoluntarysocialworker?


NOTES



1.Thefirstschoolofsocialworkwasestablishedin1936inthenameofSirDorabjiTataGraduateSchoolofSocialWork,Bombay.Initially,thisschoolprovidedDiplomainSocialServiceAdministration,butlateronitincludedBSW,MSWandotherfieldsofsocialwork.

2.Socialworkprofessionalsareengaged inspecializedactivities likecounselling,therapeuticaction,socialaction,communityorganization,resourcemobilization,environmentalmodification,servicefacilitation,developmentplanningandsoonwithspecialreferencetothevaluesandprinciplesofsocialworkprofession.

3.Someoftheskillsandtechniquesthataremostrelevantandusefulforthesocialworkerincludethefollowing:• DocumentationSkill:Theabilitytotakeexcellentnotesisextremely

importantasyoulistentoyourclientsandcolleaguesanddevelopinterventionsandstrategies.

• Organizational skills:Beingorganized isvery important asyouwilloftenbeaskedtomulti-taskandtheabilitytoprioritizewhichworkisrequiredtobedoneinwhichorderisextremelyimportant.

• Understandingofhumanpsychology:Youwillneedtounderstandthewaypeople’smindworks.

• Knowledge ofHumanDevelopmental stages: It is critical tounderstanding human psychology, to know the developmentalstagesfrombirthtodeath.

4.Theprofessionalandvoluntaryworkersarebothdrivenbytheincessanturgetocontributepositivelytosociety.Boththespheresofinfluenceencompasshumanityatlarge.

5.Voluntarysocialworkcanbedonebyanassociationofpeopleorasinglepersonwhoiswillingtoworkforthesakeofsocialservicefreeofsalary.Heisnotgoingtoaskformoneyforwhateverheisdoing.Heishelpingoutotherneedyinhabitantswithouttakinganysalaryforit.However,voluntarysocialworkersshouldnotthinkthattheyshouldnotbeloyalastheyarenotgettingmoneyfortheirwork.

5.5 SUMMARY

•Thefirstschoolofsocialworkwasestablishedin1936inthenameofSirDorabjiTataGraduateSchoolofSocialWork,Bombay.Initially,

NOTES



thisschoolprovidedDiplomainSocialServiceAdministration,butlateronitincludedBSW,MSWandotherfieldsofsocialwork.

•AfterIndependence,manyinstitutesofsocialworkeducationlikeKashiVidyapith,Varanasi (1947);GujaratVidyapith,Ahmedabad (1947);DelhiSchoolofSocialWork(1948)whichwasthefirstschoolofsocialworkasapartofaUniversity;BorodaSchoolofSocialWork(1949);Department of SocialWork,Lucknowuniversity(1949), etc.wereestablishedinIndia.

•Atpresent,itisestimatedthattherearemorethan200professionaltraining institutesof socialwork in India.Theyarespreadalloverthe country providing different courses in socialwork discipline.Yet,despitethesurgeofinstitutes,socialworkremainstobewidelyrecognizeddisciplineatparwiththeotherprofessionsinIndia.

• Itisdifficulttodrawastrictlineofdemarcationbetweenthepracticesofsocialwork,socialwelfareandsocialserviceinIndiabecauseofthenatureoftheproblemsinthecountry.Attimesallthethreepracticesareusedinterchangeablyforthewell-beingofthemarginalisedpeopleatlarge.

•Needless to say, these skills play a crucial role in the career of asuccessfulSocialWorker.Nodoubt,developingeachskillwillrequireits own uniquemethod of learning.Many of these skillswill bedevelopedasaresultofformaleducationaltraining,whilesomewillrequireyoutoactivelydevelopyourselfasaperson.

•Socialworkcanbedoneinbothways–asavolunteerandprofessional.Evenasboththecategoriesworkwiththesamemotivei.e.servicingthetargetedgroupsorcommunities,professionalsocialworkersalsoseekmonetarybenefits.

•Voluntarysocialworkers,ontheotherhand,usuallyworkonanunpaidbasis.Theydosimilarwork,andasawholetheworkbenefitssociety,buttheydon’tnormallytreattheworkasa9to5undertaking.

5.6 KEY WORDS

• BSW:BachelorofSocialWork(BSW)isaprofessionalundergraduatedegreecoursewhichaimsatprovidingqualityeducationintheareaofsocialwork.

• MSW:TheMasterofSocialWork(MSW)isamaster’sdegreeinthefieldofsocialwork.It isaprofessionaldegreewithspecializationscomparedtoBachelorofSocialWork.


NOTES




1.WriteashortnoteonthedevelopmentofsocialworkinstitutesinIndia. 2.Writeinabriefaboutthepracticeofsocialservicesbyprofessionals. 3.Writeashortnoteonthesignificanceofdocumentationskillforasocial

worker.


1. “Despite remarkable growth in socialwork sector, socialworkeducation isnotconsideredatparwithotherprofessions inIndia.”Justifythisstatement.

2.Discussindetailtheneedforrequisiteskillsandtechniquesforasocialworker.

3.Analysetheroleofvoluntarysocialworkerindeliveringsocialservicestothetargetedgroups.






NOTES


Methods of Social Work

UNIT 6 METHODS OF SOCIAL WORK

Structure 6.0 Introduction 6.1 Objectives 6.2 DifferentMethodsofSocialWork 6.3 AnswerstoCheckYourProgressQuestions 6.4 Summary 6.5 KeyWords 6.6 SelfAssessmentQuestionsandExercises 6.7 FurtherReadings

6.0 INTRODUCTION

Althoughthesocialworkisrelativelynewasfieldofknowledgecomparedto other professions, it is now considered a professional activity.As aprofessionalactivity, itrequiresaparticularbodyofknowledge,methodsandpurpose thatguideasocialworker’sactivities in the targetedgroupsand communities. In order to performwith care and responsibility andincorporateprofessionalisminsocialservices,socialworkhasdevelopeddistinctmethodsofpractice.Thesemethodsaresocialcasework,socialgroupwork,communityorganization,socialaction,socialwelfareadministrationandresearch.Socialcaseworkisaprimarymethodofsocialworkthat isconcernedwiththeadjustmentanddevelopmentoftheindividualtowardsmoresatisfyinghumanrelations.Inotherwords,itisone-to-onerelationshipthatservesasacatalystintheprocessofadjustmentandgrowthofindividuals,whose personal and social problems are dealtwith. Social groupworkfacilitatesdiversetypesofgroupstofunctioninsuchawaythatbothgroupcommunicationandprogrammeactivitiesaddtothebenefitoftheindividual.

The socialwelfare administration of socialwork dealswith theorganizationandmanagementofsocialagencies,publicaswellasprivate.Itisaprocessthatincludesdefiniteknowledge,understanding,principlesandwaysofinteraction.Itsmainfocusisthesuitabilityandaccessibilityofsocialservicestotheneedy.Socialwelfareresearchleadstoexplorationofseriousissuesthataffectthesocialwell-being.Socialactionofsocialworkisanorganizedgroupefforttosolvemasssocialproblemsandisappliedinanorganizedsocialwelfareactivity;directedtowardsshaping,modifyingandmaintainingthesocialinstitutionsandpoliciesthatcollectivelyconstitutethebetteradjustmentofthesocialenvironment.

Thisunitaimsatanalysingthevariousmethodsofpracticedevelopedbysocialwork.


NOTES


6.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandthemajorcategoriesofsocialwork •Explainthepurposeofsocialgroupwork •Enumeratetheroleofsocialactioninsocialwork •Understandtherelevanceofsocialwelfareresearchforsocialwork •Explaintheroleofsocialwelfareadministration •Understandsocialcaseworkasamethodofsocialwork •Enumeratethesignificanceofcommunityorganization

6.2 DIFFERENT METHODS OF SOCIAL WORK

Thesocialworkactivitiesareclassifiedintosixmajormethods.Theseare: (i)Socialgroupwork (ii)Socialaction (iii)Socialwelfareresearch (iv)Socialwelfareadministration (v) Socialcasework (vi) Communityorganization.

Thesemethodsofsocialworkhavebeendiscussedbelow.Theseareasfollows:

(i) Social Group Work

Socialgroupworkisanactionthathelpstocontributeintheactivitiesofagroupfortheirrational,poignantandsubstantialdevelopment.Italsoassistsintheachievementofenviableandunmetgoalsofthegroups.Grouplifeis themeansof passingon the social patterns, customs and conventionswhich organize the society.The therapeutic purpose of a groupwork isdeeplyimbeddedinday-to-dayactivitiessuchascreativehandicraftsandartcraftwork,clubparticipationanddiscussion,andbeingafunctioningmemberof ademocraticallyoperatingassociation.Groupwork facilitatesdiversetypesofgroupstofunctioninsuchawaythatbothgroupcommunicationandprogrammeactivitiesaddtothebenefitoftheindividual.Moreover,theprogrammeactivitiescontributetoachievementofdesirablesocialgoalsandtheoverallgrowthofthesocialgroup.

NOTES


Methods of Social Work(ii) Social Action

The term ‘social action’ refers to the structured and lawfully acceptableactivities,which are planned to address public opinion, legislation andpublicmanagementinfavourofthemajorsocialwelfareobjectives.Socialaction is defined as “a systematic, conscious effort directed to influencethebasicsocialconditionandpoliciesoutofwhicharisetheproblemsofsocialadjustmentandmaladjustmenttowhichserviceassocialworkersisaddressed.”Thismethodofsocialworkisanorganizedgroupefforttosolvemasssocialproblemsandisappliedinanorganizedsocialwelfareactivity;directedtowardsshaping,modifyingandmaintainingthesocialinstitutionsandpoliciesthatcollectivelyconstitutethebetteradjustmentofthesocialenvironment.Socialactionmayalsobedefinedas‘apublicpromotionofacause,measureorobjectiveinanefforttoobtainsupportorofficialaction’.Generally,socialactioninvolvesorganizedeffortstoinfluencepublicopinionorofficialpolicyorexecutiveactionthroughmobilizationofthesupportofgroupsorindividuals.

(iii) Social Welfare Research

Socialwelfareresearchleadstoexplorationofseriousissuesthataffectthesocialwell-being.Theproceduresappliedinsocialworkresearchhavebeenforalargeextentderivedfromthoseusedinsociology,socialpsychology,historyandanthropology.Theaimofsocialworkresearchistobuildthesocialworkknowledgebasesothatthesocialproblemscanbedealtwithand social policy can be formulated easily. Investigating phenomena inaccordancewith the scientificmethod requiresmaximal adherence toempirical principles,which includes drawing inferences based only onobservationsandinformationcollectedinamethodical,all-inclusive,andobjectivemanner.

(iv) Social Welfare Administration

Theadministrativeaspectsof socialworkdealwith theorganizationandmanagementof social agencies,publicaswell asprivate.Socialwelfareadministrationisaprocessthatincludesdefiniteknowledge,understanding,principles andways of interaction. Itsmain focus is the suitability andaccessibilityofsocialservicestotheneedy.Socialworkenablestheprocessof administration through guidance, planning, stimulation, organization,creatingstructure,coordinatingandresearch.Tofulfilthewell-definedmajorobjectivesofadministration,policiesaresuitablyamended,programmesareformulated,budgetandfinanceareshaped,personnelandresourceselectionis done.


NOTES


(v) Social Casework

SocialCaseworkis theoldestandthemostdevelopedmethodofsolvingindividual’s problems and improving his social relations. It is a primarymethodofsocialworkthatisconcernedwiththeadjustmentanddevelopmentoftheindividualtowardsmoresatisfyinghumanrelations.Inotherwords,itisone-to-onerelationshipthatservesasacatalystintheprocessofadjustmentandgrowthofindividuals,whosepersonalandsocialproblemsaredealtwith.Socialcaseworkisanongoingprocessofexploration(study),assessment(diagnosis), formulation of goals and treatment planning intervention(treatment),evaluationandtermination.GordonHamiltonpointsout:“Theobjectiveofcaseworkistoadministerpracticalservicesandoffercounsellinginsuchawayastoarouseandconservepsychologicalenergiesoftheclientactivitytoinvolveher/himintheuseoftheservicetowardsthesolutionofher/hisdilemma”.

(vi) Community Organization

Communityorganizationisanimportantmethodofsocialwork,especiallyintheIndiansituationwherethekeysocialissuesarepoverty,discrimination,humanrightsandmisuseofpowerandauthority.Theseproblemscannotberesolvedbytreatingindividualsandgroups.Theyhavetobedealtwithatthecommunitylevel.Communityorganizationis theprocessofplanninganddevelopingsocialservicesinordertomeetthehealthandwelfareofacommunity/society.InwordsofMildredBarry,“Communityorganizationinsocialwork is theprocessofcreatingandmaintainingaprogressivelymoreeffectiveadjustmentbetweencommunityresourcesandcommunitywelfareneeds”.

Check Your Progress

1.Listthemainmethodsofsocialwork. 2.Whatroledoessocialcaseworkplayinsocialworkprofession?

6.3 ANSWERS TO “CHECK YOUR PROGRESS” QUESTIONS

1.Thesocialworkactivitiesareclassifiedintosixmajormethods.Theseare:

(i)Socialgroupwork (ii)Socialaction (iii)Socialwelfareresearch (iv)Socialwelfareadministration

NOTES


Methods of Social Work (v) Socialcasework (vi)Communityorganization 2.Social casework is the oldest and themost developedmethod of

solvingindividual’sproblemsandimprovinghissocialrelations.Itisaprimarymethodofsocialworkthatisconcernedwiththeadjustmentanddevelopment of the individual towardsmore satisfyinghumanrelations.

6.4 SUMMARY

•Purposeofagroupworkisdeeplyimbeddedinday-to-dayactivitiessuch as creative handicrafts and art craftwork, club participationanddiscussion,andbeingafunctioningmemberofademocraticallyoperatingassociation.

•Theterm‘socialaction’referstothestructuredandlawfullyacceptableactivities,whichareplannedtoaddresspublicopinion,legislationandpublicmanagementinfavourofthemajorsocialwelfareobjectives.Socialactionisdefinedas“asystematic,consciouseffortdirectedtoinfluencethebasicsocialconditionandpoliciesoutofwhicharisetheproblemsofsocialadjustmentandmaladjustmenttowhichserviceassocialworkersisaddressed.”

•Theaimofsocialworkresearchistobuildthesocialworkknowledgebasesothatthesocialproblemscanbedealtwithandsocialpolicycanbeformulatedeasily.

•Socialworkenablestheprocessofadministrationthroughguidance,planning, stimulation,organization, creating structure, coordinatingandresearch.

•SocialCasework is the oldest and themost developedmethod ofsolvingindividual’sproblemsandimprovinghissocialrelations.Itisaprimarymethodofsocialworkthatisconcernedwiththeadjustmentanddevelopment of the individual towardsmore satisfyinghumanrelations.

•Communityorganizationis theprocessofplanninganddevelopingsocialservicesinordertomeetthehealthandwelfareofacommunity/society.InwordsofMildredBarry,“communityorganizationinsocialworkistheprocessofcreatingandmaintainingaprogressivelymoreeffectiveadjustmentbetweencommunityresourcesandcommunitywelfareneeds”.


NOTES


6.5 KEY WORDS

• Social Casework:Itistheoldestandthemostdevelopedmethodofsolvingindividual’sproblemsandimprovinghissocialrelations.

• Social Action:Itisdefinedasasystematic,consciouseffortdirectedtoinfluencethebasicsocialconditionandpoliciesoutofwhicharisetheproblemsofsocialadjustmentandmaladjustmenttowhichserviceassocialworkersisaddressed.



1.Writeashortnoteonthesignificanceofmethodsinsocialwork. 2.Writeinbriefabouttheroleofsocialwelfareresearchinsocialwork

profession. 3.Writeashortnoteoncommunityorganizationasamethodofsocial

work.


1.Discussthecontributionofsocialgroupworkinachievingthesocialgoals.

2. “Social action is an organized group effort to solvemass socialproblems.”Justifythisstatement.






NOTES


Social Reform Movements in IndiaBLOCK - III

REFORM MOVEMENT IN INDIA AND THEORIES AND

APPROACHES OF SOCIAL WORK

UNIT 7 SOCIAL REFORM MOVEMENTS IN INDIA

Structure 7.0 Introduction 7.1 Objectives 7.2 SocialReform:Concept,DefinitionandImportance 7.3 ImpactandRoleofTheosophicalSociety 7.4 BhaktiMovements

7.4.1 BhaktiMovementinSouthIndia 7.4.2 BhaktiandtheSouthIndianAcharyas 7.4.3 BhaktiMovementinNorthIndia 7.4.4 SufismanditsIdeas 7.4.5 PioneersofBhaktiMovement 7.4.6 ImportanceoftheBhaktiMovement 7.4.7 PopularMonotheisticMovementandVaishnavaBhaktiMovement

7.5 DalitMovements:AnOverview 7.5.1 TheDepressedClassMission

7.6 NaxalbariMovement 7.7 DKMovementByE.V.Ramasamy(Periyar)

7.7.1 ImportantReformsbyPeriyar 7.7.2 Periyar’sLiteraryWorkandComparisonwithGandhi

7.8 MajorContributionofSocialReformers 7.8.1 Buddha 7.8.2 GuruNanak 7.8.3 Ayyankali:TheRevolutionaryDalitLegend 7.8.4 JyotibaPhule 7.8.5 SwamiVivekanand(Narendranath) 7.8.6 RajaRamMohanRoy 7.8.7 Gandhi 7.8.8 B.R.Ambedkar


7.0 INTRODUCTION

Social reformhas contributed immensely to bring in changes in certainaspectsofsocietyinIndia.Therehavebeenanumberofsocialreformers

Social Reform Movements in India

NOTES


inIndiawhohavebeenwidelylaudedfortheireffortsonreformingcertainfeatures of Indian society such as caste system, childmarriage, practiceof sati,widowhood, idolworship, gender discrimination, inequality, etc.SocialreformerslikeIsawarChandraVidyasagar,JyotiraoPhule,SashipadaBanerjee,GopalKrishnaGokhale,SwamiDayanandaSaraswati, SwamiVivekananda,Balsashtri Jambedkar and othersworked assiduously toeradicate theprevailingsocialpracticeswhichhinderedin theprocessofsocialprogress.Aslewoforganisationsandmovementsplayedasignificantroleinreformingthesociety.

LedbyTheosophists likeDr.AnnieBesant,TheosophicalSocietycontributed remarkably is thefieldofeducationandreligiousawareness.MedievalIndiaalsowitnessedmanyreformmovementsdrivenbyreligionandsocialwelfarewithintheHindusociety.ThespreadoftheBhaktimovementcreatedaprofoundimpactonthereligiousleadersofthisperiod.AsthecastesystemwascondemnedbytheBhaktisaints,thelowerclasseswereraisedtoapositionofgreatimportance.VariousmovementsbysocialandreligiousreformerscontributedimmenselytoremovethepracticeofuntouchabilityandbringaboutequalitytothedepressedclassesinIndiansociety.Periyarpropagatedtheprinciplesofrationalism,self-respect,women’srightsanderadicationof caste.Heopposed exploitation andmarginalizationof thenon-BrahminindigenousDravidianpeopleofSouthIndia

TelenganaandNaxalbarimovementshaveanindelibleimprintinthehistoryofpeasantstruggleinIndiaaspoliticalunrestduringtheperiodwaswitnessedintheIndianstatesofKeralaandWestBengal.Despiterepressionandfailure,thenaxaliteagitationcontinuedinpartsofIndia,speciallyWestBengal,Bihar, Jharkhand andChhattisgarh. It is an ongoing conflict inpresentdayIndia.

Thuswesee thatsocialand religious reformersalongwithvariousmovementsandorganisationsplayedakeyroleinadvancingthecauseofsocialreformwhichbenefittedthepeopleremarkably.

This unit aims at analysing the impact of various social reformsspearheadedbysocio-religiousreformersinIndiaandtheirroleineradicatingvarioussocialevilsinIndiansociety.

7.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •UnderstandsocialreforminIndiaandstateitsimportance •ExplaintheimpactandroleofTheosophicalSociety •EnumeratethecontributionofDr.AnnieBesantthroughTheosophical

Society

NOTES



•UnderstandtheroleofBhaktiMovementinsocialreforminIndia •ExplainDalitMovementinsocialreform •UnderstandNaxalbariMovementinsocialreform •EnumeratethesignificanceofDKMovementbyPeriyar

7.2 SOCIAL REFORM: CONCEPT, DEFINITION AND IMPORTANCE

Reformby definitionmeans ‘change’ and social reform entails a socialmovementthataimstochangeincertainaspectsofsociety.Asisnormallyunderstood, social reform strives for a gradual change rather than rapidor fundamentalchanges.Areformmovement isdistinguishedfrommoreradicalsocialmovementssuchasrevolutionarymovements.

WecantracethegenesisofsocialreformmovementsinIndiabacktotheworkofRajaRamMohanRoy,alsoknownasthefatherof‘IndianRenaissance’,whosowedtheseedsofsocialandreligioussocialreforms.Lateron, for aperiodof almost a century, several reformers like IshwarChandraVidyasagar, JyotiraoPhule,SashipadaBanerjee,GopalKrishnaGokhale, SwamiDayanandaSaraswati, SwamiVivekananda,BalsashtriJambedkar,indifferentpartsofthecountrymadetheireffortsonreformingcertainfeaturesofIndiansociety.Issuessuchascastesystem,childmarriage,practiceofsati,widowhood,idolworship,genderdiscriminationaninequalityetc.theidealsofjustice,libertyandequalitywereunderlyingprinciplesofthesereformmovements.Thesesocio-religiouspreachersputtheireffortsonprovidingservicestothepeopleaffectedbytheharmfulpracticesofHinduismthroughschooleducationandawreness.Theyworkedforspreadingeducation,and supported the concernedgovernments to pass responsive legislationtoeradicatethosesocialpracticeswhichhinderedintheprocessofsocialprogress.OrganizationslikeBrahmoSamaj,AryaSamaj,PrarthanaSamaj,Theosophical Society,RamKrishnaMission, IndianSocialConference;ServantsIndiaSociety,SocialServiceLeague,etc.playedsignificantroleinthedevelopmentofsocialreform.

7.3 IMPACT AND ROLE OF THEOSOPHICAL SOCIETY

In1889,Dr.AnnieBesantwasaskedtowriteareviewonThe Secret Doctrine,abookbyH.P.Blavatsky.ShewassoimpressedonreadingthisbookthatshewasconvertedtoTheosophy.AsherinterestinTheosophydeepened,sheallowedhermembershipoftheFabianSocietytolapse(1890)andbrokeherlinkswiththeMarxists.WhenBlavatskydiedin1891,Besantwasleft


NOTES


asoneoftheleadingfiguresinTheosophyandin1893sherepresenteditattheChicagoWorldFair.

In1893,soonafterbecomingamemberoftheTheosophicalSociety,shecametoIndiaforthefirsttime.TheoriginalSociety,thenledbyHenrySteelOlcottandBesant,istodaybasedinChennai,India,andisknownastheTheosophicalSociety,Adyar.BesantdevotedmuchofherenergynotonlytotheSociety,butalsotoIndia’sfreedomandprogress.BesantNagar,aneighbourhoodneartheTheosophicalSocietyinChennai,isnamedinherhonour.

BesantmetfellowTheosophistCharlesWebsterLeadbeaterinLondoninApril1894.Theybecamecloseco-workersintheTheosophicalMovementandwouldremainsofortherestoftheirlives.In1906Leadbeaterbecamethecentreofcontroversywhenitemergedthathehadadvisedthepracticeofmasturbationtosomeboysunderhiscareandspiritualinstruction.Leadbeaterstatedhehadencouraged thepractice inorder tokeep theboyscelibate,whichwasconsideredaprerequisiteforadvancementonthespiritualpath.Duetothecontroversy,heofferedtoresignfromtheTheosophicalSocietyin1906,whichwasaccepted.ThenextyearBesantbecamePresidentoftheSocietyandin1908,withherexpresssupport,LeadbeaterwasreadmittedtotheSociety.Leadbeaterwentontofaceaccusationsofimproperrelationswithboys,butnoneoftheaccusationswereeverprovenandBesantneverdesertedhim.UntilBesant’spresidency,thesocietyhadasoneofitsfociTheravadaBuddhismandtheislandofSriLanka,whereHenryOlcottdidthemajorityofhisusefulwork.UnderBesant’sleadershiptherewasmorestressontheteachingsof‘TheAryavarta’,asshecalledcentralIndia,andonesotericChristianity

DrBesant continued to tour and lecture all over India, dealingextensivelywitheducation.LodgesoftheTheosophicalSocietyundertooktoopenschoolswherevertheycould.Shealsotriedtodrawwomenintothemovementwhereverpossible,foratthattimewomenwerenotencouragedtotakepartinpubliclife.

Her lectures atTheosophical conventions on the great religions oftheworldwere put into a valuable book entitledSeven Great Religions,presentingthecoreteachingsofeachoneofthem.ThefirsteditionofherEnglishtranslationoftheBhagavadgitâwaspublishedin1905.

DrBesantwasapracticalmystic,exemplifyinginherlifeandinallheractionsaloftyidealism,andatrulyreligiousawareness—acombinationfound in very few people. In 1908 she announced the formation of aTheosophicalOrderofService,whichaimedatbandingmemberstogetheringroupswiththemotto‘UnionofallwhoLoveintheServiceofallthatSuffer’.

NOTES



From1908onwardsDrBesantproceededtoenlargetheHeadquartersestateatAdyar.InordertolinkAdyarmoreintimatelywiththerestoftheTheosophicalworld,shestartedThe Adyar Bulletin,whichcontinueduntil1929.PresentlytheAdyar Newsletterfulfilsasimilarfunction.

Besantsetupanewschoolforboys,theCentralHinduCollege(CHC)atBenareswhichwasformedonunderlyingTheosophicalprinciples,andwhichcountedmanyprominentTheosophistsinitsstaffandfaculty.ItsaimwastobuildanewleadershipforIndia.Thestudentsspentninetyminutesaday inprayerandstudied religious texts,but theyalsostudiedmodernscience.IttookthreeyearstoraisethemoneyfortheCHC,mostofwhichcamefromIndianprinces.InApril1911,BesantmetPanditMadanMohanMalaviyaand theydecided tounite their forcesandwork foracommonHinduUniversity atVaranasi.Besant and fellow trustees of theCentralHinduCollegealsoagreedtotheGovernmentofIndia’spreconditionthatthecollegeshouldbecomeapartofthenewUniversity.TheBanarasHinduUniversitystartedfunctioningfrom1October1917withtheCentralHinduCollegeasitsfirstconstituentcollege.

Blavatskyhadstated in1889 that themainpurposeofestablishingtheSocietywas topreparehumanityfor thefuture receptionofa ‘torch-bearerofTruth’,anemissaryofahiddenSpiritualHierarchythataccordingtoTheosophistsguidestheevolutionofHumankind.ThiswasrepeatedbyBesantasearlyas1896;Besantcametobelieveintheimminentappearanceofthe‘emissary’,whowasidentifiedbyTheosophistsastheso-calledWorld Teacher.

Exhibit 7.1

Theosophical Society to offer vocational trainingCHENNAI: Damodar Gardens, the sprawling green campus here where the School Krishnamurti Foundation India (KFI) is located, will be used by the Theosophical Society for providing vocational training to under-privileged students after the school vacates the place.“Programmes such as carpentry and computer classes, and those aimed at empowerment of women will begin once The School KFI moves to a different location,” according to S. Harihara Raghavan, General Manager, The Theosophical Society.First generation learners:Students from Olcott Memorial School, run by the Theosophical Society, would be the main beneficiaries. Most of them are first generation learners and only to some extent is the Society able to help students who have completed class X. Damodar Gardens on Besant Avenue would serve as an extension for the students who complete class X from Olcott Memorial School to pursue vocational training programmes, he added.The Olcott Memorial School provides education to children without charging any fee and issues uniform and books free of cost.


NOTES


Justifying the decision of the Society to ask the KFI management to vacate after the expiry of its lease period in 2014, it said: “It was never the intention of the Theosophical Society that the school should be closed, but it emphasised the shifting of the School elsewhere as planned so that the Theosophical Society can make use of the land for the best purposes in the interest of economically under-privileged youngsters…”.Responding to an item published in The Hindu on November 7, 2010, he said that the Society has given the Foundation enough time of 35 years from 1979, as per the suggestion of J. Krishnamurthi to function in the Society’s premises. The Foundation was aware of its lease period coming to expire.The vocational training would help youngsters earn substantial and sustainable earning after the training by opting some trade of their choice, he said.Source: http://www.hindu.com/2010/11/25/stories/2010112558920200.htmaccessedon16February2012

Check Your Progress

1.Whatdoyoumeanbysocialreform? 2.WhenwasDr.AnnieBesantconvertedtotheosophy?

7.4 BHAKTI MOVEMENTS

MedievalIndiawitnessedmanyreformmovementsdrivenbyreligionandsocialwelfarewithintheHindusociety.Thesemovementstookmonumentalstepsinordertoopposethesocial,religiousandpoliticalsituationofthiscountry.Thesearediscussedinthefollowingsections.

7.4.1 Bhakti Movement in South India

TheSalva Nayanar and Vaishnava AlvarsaintsofSouthIndiawerethefirsttopropagateandbroadentheBhaktiMovementamongvarioussectionsofthesocietywithoutregardforcasteandsexbetweentheseventhandthetenthcenturies.Someofthesesaintsbelongedtothelowercastesandsomewerealsowomen.Thesesaintspreachedbhaktiinanintenselyemotionalandpoeticmannerandpromotedreligiousequality.Theycriticizedmeaninglessritualsandtravelledthroughthecountrysinging,dancingandadvocatingbhakti.BothAlvarandNayanarsaintsusedTamil,andnotSanskrit,asamediumtopreachandcomposedevotionalsongs.Thismadeitapopularmovement.

BoththeAlvarandNayanarsaintswerecriticalofBuddhistsandJainswhoheldapositionofprivilegeattheroyalcourtsofSouthIndiankingsofthattime.Withtheirstyleofreligionandpreaching,theywonovermanyfollowersofBuddhismandJainism,bothofwhichreligionshadbecomebythenintolerant,rigidandformalreligions.

NOTES



TheAlvar andNayanar saints alsomade the bhaktimovementaccessibletoallpeopleirrespectiveofcasteandgenderandtriedtobreakawayattheauthorityoftheorthodoxBrahmins.Butthismovementhaditslimitationsaswell.Thesearelistedasfollows: •ThemovementdidnotattempttoconsciouslyopposeBrahmanism,

thevarnasystemandcastesystematthesociallevel. Themovementwasassimilatedwiththecastesystemandthelower

castescontinuedtosufferfromvarioussocialdisabilities. •Themovementdidnotdoawaywithidolworship,mantrarecitation,

religiouspilgrimageandotherBrahminicalrituals. •ThemovementtargetedmostlytheBuddhistsandJains.

Sincethesebhaktisaintsdidnotquestiontheideologicalandsocialfoundations of caste system, thismovement ended up in enforcing theexistingsystemratherthanweakeningit.Ultimately,whenthemovementclimaxed in the tenth century, itwas little by little incorporated into thestandardBrahminicalestablishment.Butdespitethesefailures,theBhaktiMovement inSouth Indian at its bestwas successful in standingup forreligiousequality.Asaresult,theBrahminsacceptedtherightofthelowcastetodothefollowing:

• Preach• Gainaccesstobhaktiasamodeofworship• GainaccesstotheVedas

7.4.2 Bhakti and the South Indian Acharyas

WhenthepopularityoftheBhaktiMovementinSouthIndiawasdeclining,thedoctrineofbhaktiwasbeingdefendedataphilosophicallevelbysomeVaishnavaBrahminscholars,alsoknownasacharyas.Someofthemareasfollows: • Ramanuja:Hewas thefirst of the acharyas to justify the bhakti

movement at a philosophical level.He tried to strike a delicate,carefulbalancebetweenorthodoxBrahminismandbhakti,whichwasaccessibleall.ThoughhedidnotsupporttheprospectoflowercastesgainingaccesstotheVedas,headvocatedbhaktiasanegalitarianmodeofworshiptoencompassall,includingShudrasandoutcastes.Hedidnotbelieveincastedistinctionsandmadeeffortstogetthesocietyridofuntouchability.

• Madhava: Hewas also a South Indian bhakti philosopherwhobelongedtothe13thcentury.HedidnotdisagreewiththeorthodoxBrahminicalopinionofpreventingShudrasfromstudyingtheVedasandbelievedthatthemovementprovidedalternativewaysofworshiptotheShudras.


NOTES


• Ramananda and Vallabha: TheywereprominentVaishnavaacharyaswholivedmostlyinNorthIndiaduringtheSultanateperiodandgavenewdirectiontoVaishnavabhakti.

7.4.3 Bhakti Movement in North India

ThespreadoftheBhaktimovementinnorthernIndiaintheMedievalAgewasthedirectresultoftheinfluenceofthespreadofIslaminIndia.MonotheismorbeliefinoneGod,equalityandbrotherhoodofmanandrejectionofritualsandclassdivisionsarethedistinctivecharacteristicsofIslam.TheseIslamicideascreatedaprofoundimpactonthereligiousleadersofthisperiod.Moreover,thepreachingofSufiteachersshapedthethinkingofBhaktireformerslikeRamananda,KabirandNanak.

7.4.4 Sufism and its Ideas

SufismwasaliberalreformmovementwithinIslam.IthaditsorigininPersiaandspreadintoIndiaintheeleventhcentury.ThefirstSufisaintShaikhIsmailofLahorestartedpreachinghisideas.ThemostfamousoftheSufisaintsofIndiawasKhwajaMuinuddinChishti,whosettledinAjmerwhichbecamethecentreofhisactivities.HehadanumberofdiscipleswhoarecalledSufisoftheChishtiorder.

Anotherwell-knownSufisaintwasBahauddinZakariyawhocameundertheinfluenceofanotherfamousmysticShihabuddinSuhrawardi.HisbranchofSufisaintswasknownastheSufisoftheSuhrawardiOrder.

YetanotherfamousSufisaintwasNizamuddinAuliyawhobelongedtotheChishtiorderandwhowasamightyspiritualforce.TheseSufisaintsarereveredeventodaybynotonlyMuslimsbutbyalargenumberofHindus.Theirtombshavebecomepopularplacesofpilgrimageforbothcommunities.

SufismstressedtheelementsofloveanddevotionaseffectivemeansoftherealizationofGod.LoveofGodmeantloveofhumanityandsotheSufisbelievedservicetohumanitywastantamounttoservicetoGod.InSufism,self-disciplinewasconsideredanessentialconditiontogainknowledgeofGodbysenseofperception.

WhileorthodoxMuslimsemphasizeonexternal conduct, theSufislaystressoninnerpurity.Whiletheorthodoxbelieveinblindobservanceofrituals,theSufisconsiderloveanddevotionastheonlymeansofattainingsalvation.Accordingtothemonemusthavetheguidanceofapirorguru,withoutwhichspiritualdevelopmentisimpossible.Sufismalsoinculcatedaspiritoftoleranceamongitsfollowers.OtherideasemphasizedbySufismaremeditation,goodactions,repentanceforsins,performanceofprayersandpilgrimages,fasting,charityandsuppressionofpassionsbyasceticpractices.

These liberal and unorthodox features of Sufismhad a profoundinfluenceonmedievalBhaktisaints.Inthelaterperiod,Akbar,theMughal

NOTES



emperor,appreciatedSufidoctrineswhichshapedhisreligiousoutlookandreligiouspolicies.WhentheSufimovementwasbecomingpopularinIndia,aboutthesametimetheBhakticultwasgainingstrengthamongtheHindus.The twoparallelmovements basedon the doctrines of love and selflessdevotioncontributedagreatdeal tobringingthetwocommunitiesclosertogether.However,thistrenddidnotlastlong.

7.4.5 Pioneers of Bhakti Movement

Inthe9thcentury,SankarastartedaHindurevivalistmovementgivinganeworientationtoHinduism.HewasborninKaladi,Kerala.HisdoctrineofAdvaitaorMonismwastooabstracttoappealtothecommonman.

Moreover, therewas a reaction against theAdvaita concept ofNirgunabrahman(Godwithoutattributes)withtheemergenceoftheideaofSagunabrahman(Godwithattributes).Inthe12thcentury,Ramanuja,whowasbornatSriperumbudurnearmodernChennai,preachedVisishtadvaita.AccordingtohimGodisSagunabrahman.ThecreativeprocessandalltheobjectsincreationarerealbutnotillusoryaswasheldbySankaracharya.Therefore,God,soul,matterarereal.ButGodisinnersubstanceandtherestarehisattributes.Healsoadvocatedprabattimargaorpathofself-surrendertoGod.HeinvitedthedowntroddentoVaishnavism.

Inthethirteenthcentury,MadhavafromKannadaregionpropagatedDvaitaordualismofJivatma and Paramatma.Accordingtohisphilosophy,theworldisnotanillusionbutareality.God,soul,matterareuniqueinnature.NimbarkaandVallabhacharyawerealsootherpreachersofVaishnavitebhaktiintheTelunganaregion.SurdaswasthediscipleofVallabhacharyaandhepopularizedKrishnacultinnorthIndia.

Mirabai,famousfemalesaint-poet,wasagreatdevoteeofKrishnaandshebecamepopularinRajasthanforherbhajans.TulsidaswasaworshipperofRamaandcomposedthefamousRamcharitmanas,theHindiversionofRamayana.

Inthe14thand15thcenturies,Ramananda,KabirandNanakremainedgreatapostlesof theBhakticult.Theydrewinspirationfromoldmastersbutshowedanewpath.Theyhelpedthecommonpeopletoshedage-oldsuperstitionsandattainsalvationthroughBhaktiorpuredevotion.Unliketheearlyreformers,theywerenotlinkedwithanyparticularreligiouscreedanddidnotbelieveinritualsandceremonies.Theycondemnedpolytheismandbelievedinonegod.Theyalsodenouncedallformsofidolatry.TheystronglybelievedinBhaktiastheonlymeansofsalvation.Theyalsoemphasizedthefundamentalunityofallreligions.


NOTES


1. Ramananda

Ramanandawas born inAllahabad.Hewas originally a follower ofRamanuja.Laterhe foundedhisownsectandpreachedhisprinciples inHindiatVaranasiandAgra.HewasaworshipperofRama.Hewasthefirsttoemploythevernacularmediumtopropagatehisideas.SimplificationofworshipandemancipationofpeoplefromthetraditionalcasteruleswerehistwoimportantcontributionstotheBhaktimovement.Heopposedthecastesystemandchosehisdisciplesfromallsectionsofsocietydisregardingcaste.Hisdiscipleswereasfollows:

• Kabir,aMuslimweaver• Raidasa,acobbler• Sena,abarber• Sadhana,abutcher• Dhanna,aJatfarmer• Naraharai,agoldsmith• Pipa,aRajputprince

2. Kabir

KabirwasthemostknowndiscipleofRamananda.HewasbornnearVaranasitoaBrahminwidow.ButhewasbroughtupbyaMuslimcouplewhowereweaversbyprofession.HepossessedaninquiringmindandwhileinBenareslearntmuchaboutHinduism.Hebecamefamiliarwith Islamic teachingsalsoandRamanandainitiatedhimintothehigherknowledgeofHinduandMuslimreligiousandphilosophicalideas.

Kabir’s objectwas to reconcileHindus andMuslims and establishharmonybetween the two sects.He denounced idolatry and rituals andlaidgreatemphasisontheequalityofmanbeforeGod.Heemphasizedtheessential oneness of all religionsbydescribingHindus andMuslims ‘aspotsofthesameclay’.TohimRamaandAllah,templeandmosquewerethesame.Heregardeddevotiontogodasaneffectivemeansofsalvationandurgedthattoachievethisonemusthaveapureheart,freefromcruelty,dishonesty,hypocrisyandinsincerity.HeisregardedasthegreatestofthemysticsaintsandhisfollowersarecalledKabirpanthis.

3. Guru Nanak

Anotherwell-knownsaint-preacherofthemedievalperiodwasGuruNanak,founderoftheSikhreligion,thefirstGuruofSikhsandadiscipleofKabir.HewasborninTalwandinearLahore.Hedenouncedcastedistinctionsandritualslikebathinginholyrivers.Hisconceptionofreligionwashighlypracticaland sternlyethical.Heexhortedpeople togiveup selfishness, falsehoodandhypocrisyandtoleadalifeoftruth,honestyandkindness.‘Abidepure

NOTES



amidsttheimpuritiesoftheworld’wasoneofhisfamoussayings.HislifewasdedicatedtoestablishingharmonybetweenHindusandMuslims.HisfollowerswereknownasSikhs.

4. Chaitanya

Chaitanyawas anotherwell-known saint and reformer ofBengalwhopopularizedtheKrishnacult.Herenouncedtheworld,becameanasceticandwanderedalloverthecountrypreachinghisideas.Heproclaimedtheuniversalbrotherhoodofmanandcondemnedalldistinctionbasedonreligionandcaste.Heemphasized loveandpeaceandshowedgreatsympathy tothesufferingsofotherpeople,especiallythatofthepoorandtheweak.Hebelievedthatthroughloveanddevotion,songanddance,adevoteecanfeelthepresenceofGod.HeaccepteddisciplesfromallclassesandcastesandhisteachingsarewidelyfollowedinBengaleventoday.

5. Gnanadeva

GnanadevawasthefounderoftheBhaktiMovementinMaharashtrainthethirteenthcentury.ItwascalledMaharashtradharma.HewroteacommentaryofBhagavat GitacalledGnaneswari.Namadevapreachedthegospeloflove.Heopposedidolworshipandpriestlydomination.Healsoopposedthecastesystem.Inthesixteenthcentury,Ekanathaopposedcastedistinctionsandsympathetic towards the lowercastes.Hecomposedmany lyricsandhisbhajansandkirtanswerefamous.

6. Tukaram

AnotherBhaktisaintofMaharashtrawasTukaram,acontemporaryofSivaji.HewasresponsibleforcreatingabackgroundforMarathanationalism.Heopposedallsocialdistinctions.

7.4.6 Importance of the Bhakti Movement

TheimportanceoftheBhaktimovementwasverygreat.Variouspreachersspokeandwroteintheregionallanguages.So,theBhaktimovementprovidedanimpetusforthedevelopmentofregionallanguagessuchasHindi,Marathi,Bengali,Kannada,etc.Throughtheselanguagestheymadedirectappealtothemasses.AsthecastesystemwascondemnedbytheBhaktisaints,thelowerclasseswereraisedtoapositionofgreatimportance.TheimportanceofwomeninsocietywasalsoincreasedbecausetheBhaktimovementgaveequal importance to them.Moreover, theBhaktimovement gave to thepeopleasimplereligion,withoutcomplicatedrituals.TheywererequiredtoshowsinceredevotiontoGod.Thenewideaofalifeofcharityandservicetofellowpeopledeveloped.


NOTES


7.4.7 Popular Monotheistic Movement and Vaishnava Bhakti Movement

BoththemonotheisticmovementandtheVaishnavabhaktimovements started innorthernIndiaaroundthesametime–followingtheestablishmentoftheDelhiSultanateandadventofIslam.Owingtothisreason,commoncausesarecited for the riseandspreadofboth themovements, and thebiggestcauseincludestheinfluenceofIslamonHinduism.However,thepopularmonotheisticmovementaroseandpeakedintheSultanateperiod,whiletheVaishnavamovementbeganintheSultanateperiodbutclimaxedduringtheMughalperiod.

A. Popular Monotheistic Movement

Kabirwastheearliestandwithoutdoubtthemostinfluentialpersonalityinthemonotheisticmovementsthatwasinitiatedinthefifteenthcentury.Hehailedfromafamilyofweavers,whohadindigenouslyconvertedto1slam,andspentasubstantialpartofhislifeinVaranasi(Kashi).

Themonotheisticsaintswhofollowedhimeitherclaimedtobehisdisciplesormentionhimwithreverence.ManyofhisverseswereincludedintheAdi Granth,theSikhscriptures.Theseareindicationsofhispositionamonghiscontemporaryandsucceedingmonotheists.

Ravidaswasthenextgenerationofmonotheists.Hewasatannerbycaste,whoalsolivedinVaranasiandwasinfluencedbyKabir’sideas.DhannawasaJatpeasantfromRajasthan.OtherprominentsaintsofthesameperiodwereSen(abarber)andPipa.

ThepreachingsofGuruNanakandhis ideaswerequite similar tothoseofKabirandothermonotheists,butlaterveeredinanotherdirectiontogiverisetotheemergenceofSikhism.Thebasicsimilarities,intermsofideology,oftheteachingsofNanak,Kabirandothersaintsarewhatmakethemanintegralpartofthemonotheisticmovement.

Nanakbelonged toacasteof traderscalledkhatriandwasborn inNankanaSahib,Punjab.Inhislaterlife,hetravelledfarandwidetopreachhis ideas.Eventuallyhesettled inaplace inPunjabnowknownasDeraBabaNanak,whereheattractedlargenumbersofdisciples.HecomposedhymnswhichwereincorporatedintheAdiGranthbyGuruArjan,thefifthSikhGuru,in1604.

B. Vaishnava Bhakti Movement

Ramanandawasanextremelywell-knownscholarsaintof theVaishnavabhaktimovementinnorthernIndia.Initially,helivedinSouthIndiabutlatersettledinVaranasi.HeisthoughttohavebridgedthegapbetweenSouthandNorthIndiabhaktitraditions.However,hedeviatedfromtheideologyandpracticeoftheSouthIndianacharyasinthreeimportantrespects:

NOTES



(i)HeconsideredRama,andnotVishnu,astheobjectofworshipanddevotion.Accordingtohim,RamawasthesymbolofasupremeGod,andhewashailedasthefounderoftheRamcultinNorthIndiawithintheframeworkofVaishnavaBhaktitradition.

(ii)Hepreachedinthelanguageofthecommonpeople,andnotinSanskrit. (iii)Hemade themovement accessible to all, irrespective of caste and

gender.Vallabhacharya,aTeluguBrahmin,wasalsoawell-knownVaishnava

preacher of theSultanate period.Hewas born inVaranasi andwas thefounderofPushtimarga(wayofgrace)–alsoknownasVallabha sampradaya (Vallabhasect).HeadvocatedKrishnabhakti.

SurdaswasafamousKrishnabhaktisaint-poet,whoalongwithsevenotherKrishnabhaktipoetsbelonging to theashtachhap,were thought tohavebeenthedisciplesofVallabha.TulsidaschampionedthecauseofRamabhaktiwhileSurdas,MiraBaiandmanyotherspopularizedKrishnabhakti.

Check Your Progress

3.WhowerethefirsttopropagateandbroadentheBhaktiMovement? 4.WhatdoyoumeanbySufism? 5.WhostartedaHindurevivalistmovement? 6.WhowasKabir? 7.WhowasthefounderofBhaktiMovementinMaharashtra?

7.5 DALIT MOVEMENTS: AN OVERVIEW

MaharishiVitthalRamjiShindewasoneofthemostimportantsocialandreligious reformers inMaharashtra, India.Hewas prominent among theliberalthinkersandreformistsinIndia,priortoIndependence.HisgreatestcontributionwastoremovethepracticeofuntouchabilityandbringaboutequalitytothedepressedclassesinIndiansociety.HewasbornintheprincelystateofJamkhandi inKarnataka, India,amemberofaMarathi-speakingMaharashtrianfamily.Hisearlychildhoodwasinfluencedbyaliberalfamilyenvironment,asthefamilyfriendsandacquaintancescamefromallreligionsandcastes.Hewasbroughtuptothinkthatreligionwasnotjustamatterofablindfaithandmeaninglessritualsorpujas,butmeantgettingpersonallyandemotionallyinvolvedintheserviceofGod.

ShindewasinfluencedbythewritingsofmanyintellectualssuchasHariNarayanApte,GopalGaneshAgarkar,JohnStuartMill,HerbertSpencer,andMaxMüller.


NOTES


In1898heobtainedaBachelorofArtsdegree fromtheFergussonCollegeatPune,India.Hehadalsostudiedandpassedthefirstyear lawandmovedtoMumbai(Bombay)fortheLL.B.examination;however,hegaveupthiscoursetoattendtoothercompellingcallingsinhislife.ThissameyearhejoinedthePrarthanaSamaj,wherehewasfurtherinspiredandinfluencedbyG.B.Kotkar,ShivrampantGokhle,JusticeMahadevGovindaRanade,SirRamakrishnaGopalBhandarkarandK.B.Marathe.HebecameamissionaryforthePrarthanaSamaj.

ThePrarthanaSamajselectedShindetogotoEnglandin1901,tostudycomparativereligionatManchesterCollege,Oxford,whichhadbeenfoundedby theUnitarianChurch. MaharajaSayajiraoGaekwadIII,ofBaroda,aprogressiveandreformist,providedsomefinancialhelpforhistravelsabroad.AfterreturningfromEnglandin1903,hedevotedhislifetoreligiousandsocialreforms.HecontinuedhismissionaryworkforthePrarthanaSamaj.HiseffortsweredevotedmainlytotheremovalofuntouchabilityinIndia.

In 1905, Shinde established a night school for the children ofuntouchablesinPune,andin1906hesetuptheDepressedClassesMissioninMumbai (Bombay). In 1922 themission’sAhalyashrambuildingwascompleted atPune. In 1917he succeeded in getting the IndianNationalCongress topassa resolutioncondemning thepracticeofuntouchability.From1918to1920,hewentontoconveningtheAllIndiaUntouchabilityRemovalConferences. Someof these conferenceswere convenedunderthepresidentshipofMahatmaGandhiandMaharajaSahyajiraoGaekwad.Hiswritten communicationswithGandhiji are noteworthy. In 1919 hegave evidence before the SouthBoroughCommission, asking for thespecialrepresentationfortheuntouchablecastes.In1923heresignedastheexecutiveoftheDepressedClassesMissionsincesomeofthemembersoftheuntouchablecasteswanteditsownleaderstomanagethemission’saffairs.

Shinde’swork and associationwith theMission continued eventhoughhewasdisappointedbytheseparatistattitudeoftheleadersoftheuntouchables,especiallyundertheleadershipofDr.B.R.Ambedkar.LikeMahatmaGandhi,hewantedunityamongsttheHarijans(untouchables)andtheHinducaste,andfearedthattheBritishrulewouldtakeadvantageofsuchdivisionswithinIndiansociety.

In1930,ShindeparticipatedintheCivilDisobedienceMovementofMahatmaGandhiandwasimprisonedforsixmonthswithhardlabour,intheYerawdaprisonnearPune.In1933hisbookBhartiya Asprushyatecha Prashna(‘India’suntouchabilityquestion’)waspublished.

Shinde’sthoughtsandexaminationoftheHindureligionandsocialcultureweresimilartoRajaRamMohanRoyandDayanandaSaraswati.Inhiswritings,herejectsthecastesystem,idolworship,andinequitiesagainstwomananddepressedclasses.Herejectedmeaninglessrituals,thedominance

NOTES



ofhereditarypriesthood,andtherequirementforapriesttomediatebetweenGodandhisdevotees.

7.5.1 The Depressed Class Mission

Shindewasaprominentcampaigneronbehalfof theDalitmovement inIndiawhoestablished theDepressedClassesMissionofIndia toprovideeducationtotheDalits.HelaidthefoundationofDepressedClassMissioninordertoworkagainstuntouchabilityonanationallevel.ItwasestablishedonOctober18,1906.Theaimsofthismissionwere: (i)Totrytogetridofuntouchability. (ii)Toprovideeducationalfacilitiestotheuntouchables. (iii)Tostartschools,hostels,andhospitalsforthem. (iv)Tosolvetheirsocialproblems. (v)Tofoundschoolsandhostelsfortheuntouchables.

Check Your Progress

8.WhowasMaharishiVitthalRamjiShinde? 9.WhatwasthepurposeofDepressedClassMission?

7.6 NAXALBARI MOVEMENT

ItisnecessarytolocatetheframeworkoftheCommunistmovementinIndiatobeabletocomprehendthegenesisoftheNaxalbarimovement.Inthisregard,theTelenganaMovementofthe1940swillalwaysremainagloriouschapterinthehistoryofpeasantstruggleinIndia.TheTelenganauprisingfacilitatedthegrowthofIndiancommunistmovement.PoliticalunrestwaswitnessedintheIndianstatesofKeralaandWestBengal.However,inthebackdropof suchorganizational upheavals, an incident in a remote village namedNaxalbariinBengal,changedthecoursecommunisminIndia.OnMarch1967,whenatribalyouth,havingobtainedajudicialorder,wenttoploughhisland,locallandlordsattackedhimwiththehelpofhisgoons.Theincidentinfuriatedthetribalpeople;theyretaliatedandstartedrecapturingtheirlandsforcefully.Arebellionfollowedthatleftbehindonepoliceinspectorandninetribalsdead.Withintwomonths,thisincidentacquiredtremendoussupportfromCommunistrevolutionariesfromthestatesofBengal,Bihar,KeralaandAndhraPradesh.

InMay, 1968,All IndiaCoordinationCommittee ofCommunistRevolutionaries(AICCCR)wasformed.Theyabidedbythetwocardinalprinciples,allegiancetoarmedstruggleandnon-participationintheelections.However,differencescroppedup,whichledtotheexclusionofasection.


NOTES


TheCommunistPartyofIndia(Marxist-Leninist)helditsfirstmeetingin1970inKolkataandCharuMajumdarwaselecteditsgeneralsecretary.Sincethen, themembersof theCPI(M-L)continuedwiththeirarmedstrugglewithCharuMajumdarastheundisputedNaxaliteleader.Majumdarwentontodraftthe‘Historic Eight Documents’,acollectionofhisarticleswhichformedtheideologicalbasisofNaxalism.ThecountrywitnessedaeuphoriaofarevolutioninthelinesofMaoism.

Duringthelate1960sandearly1970s,theNaxalitemovementgainedmomentum andCalcutta (nowKolkata) became the centre ofNaxaliteactivities.Astrongpresencewasfeltamongtheradicalstudents’movementinCalcutta.Thousandsofstudents leftschoolsandcollegesonly tobeapartoftheNaxalbarimovement.Theyoccupiedthepremierinstitutesofthecity,PresidencyCollegeandJadavpurUniversitytocarryoutrevolutionaryactivities.Nonetheless,therevolutionwasmuchshort-livedthanexpected.Manyweretortured,thousandslosttheirlivesandhundredsofthemwereputbehindbars. In July1972,Majumdarwasarrestedby thepoliceandimprisoned.HediedinAliporecentraljailaftertwelvedaysofcaptivity.

TheNaxalitemovement afterMajumdar’s deathwasmarkedby anumberofsplitsbroughtaboutbypersonalisedandnarrowperceptionsabouttheMaoistrevolutionarylineandattemptsatcoursecorrectionbysomeofthemajorgroups.EvenKanuSanyal,oneofthefoundersofthemovement,wasnotfreefromthistrend.Hegaveupthepathof“dedicatedarmedstruggle”by1977andacceptedparliamentarypracticeasoneformofrevolutionaryactivity.Duringthenextthreeyears,furthersplitswerenoticedregardingideology andpractice among leaders, such asKondapalli Seetharamaiah(AndhraPradesh)andN.Prasad(Bihar)dissociatingthemselvesfromtheactivitiesoftheparty.PrasadformedtheCPI(M-L)(UnityOrganisation)and Seetharamaiah started the People’sWarGroup (PWG) in 1980.Seetharamaiah’slinealsosoughttorestrict“annihilationofclassenemies”but thePWG’s emphasiswasonbuildingupmass organisations, not ondevelopingabroaddemocraticfront.

Despite repression and failure, theNaxalite agitation continued inpartsofIndia,speciallyWestBengal,Bihar,JharkhandandChhattisgarh.ItisanongoingconflictinpresentdayIndia.NumerousMaoistandNaxalitesareataconstanttiffwiththegovernment.In2002,thePWGintensifieditsattacksagainstpoliticians,policeofficers,andlandandbusinessownersinresponsetoaJulybanimposedonthegroupbytheAndhraPradeshstategovernment.Thegovernment respondedby tighteningsecurity,allegedlyorderingattacksonsuspectedPWGmembersbystatepoliceandthe.In2006,revolutionaryactivitiescontinuedinthestatesofChhattisgarhandMadhyaPradesh. Fighting continued betweenNaxalites/Maoists and governmentsecurityforcesthroughouttheyear.ThemajorityofhostilitiestookplaceinChhattisgarh,whenover400NaxalitesattackedaChhattisgarhpolicestation,

NOTES



seizingarmsandkillingdozens.InNovember2007,reportsemergedthatanti-SEZ(SpecialEconomicZone)movementssuchastheBhoomiUchchedPratirodhCommitteeinNandigraminWestBengal,havejoinedforceswiththeNaxalitessinceFebruarytokeepthepoliceout.MaoistattackscontinuedandreacheditsheightsintheforestsofJhargraminWestBengalundertheable leadership ofKishenji.Kishenji had claimed responsibility for theSilda(WestMidnapore)campattackin2010inwhich24EasternFrontierRiflesjawanswerekilled.AceasefirebetweentheMaoistsandtheBengalgovernment failed earlier thismonth andhostilities fromboth sides hadresumed.HewaskilledinapoliceencounteronNovember2011.Despitethecontinuedviolencein2011,thepresentcentralgovernment’scampaigntocurbandreducethemilitantNaxalitepresenceappearstobehavingsomesuccess;the2011deathtollof447civiliansand142securitypersonnelkilledisalmostfiftypercentlowerthanthatof2010.

7.7 DK MOVEMENT BY E.V. RAMASAMY (PERIYAR)

ErodeVenkatappaRamasamy(17September1879–24December1973),affectionatelycalledPeriyarbyhisfollowers,wasabusinessman,politicianandsocialactivistwhostartedtheSelf-RespectMovementortheDravidianMovement.HeproposedthecreationofanindependentstatecalledDravidaNadu,comprisingSouthIndia.Heisalsothefounderofthesocio-culturalorganization,DravidarKazhagam(DK).

PeriyarjoinedtheIndianNationalCongressin1919,butresignedin1925whenhefeltthatthepartywasonlyservingtheinterestsoftheBrahmins.In1924,Periyarledanonviolentagitation(Satyagraha)inVaikom,Kerala.From1929to1932,hetouredMalaysia,EuropeandRussia.In1939,Periyarbecame the head of the JusticeParty and in 1944, he changed its nametoDravidarKazhagam.Theparty latersplitandonegroup, ledbyC.N.Annadurai,formedtheDravidaMunnetraKazhagam(DMK)in1949.Whilecontinuing theSelf-RespectMovement,headvocated foran independentDravidaNadu(Dravidistan).

Periyarpropagatedtheprinciplesofrationalism,self-respect,women’srightsanderadicationofcaste.Heopposedexploitationandmarginalizationof thenon-Brahmin indigenousDravidianpeopleofSouth India and theimpositionofwhatheconsideredIndo-AryanIndia.HisworkhasgreatlyrevolutionizedTamil society and has significantly removed caste-baseddiscrimination.However,atthesametime,Periyarisalsoheldresponsibleformaking controversial statements aboutTamil language,Dalits andBrahminsandforendorsingviolenceagainstBrahmins.ThecitationawardedbyUNESCOdescribedPeriyaras‘theprophetofthenewage,theSocrates


NOTES


ofSouthEastAsia,fatherofsocialreformmovementandarchenemyofignorance,superstitions,meaninglesscustomsandbasemanners’.

PeriyarwasbornasErodeVenkataRamasamiNaicker in the townofErode,whichwasthenapartoftheCoimbatoredistrictoftheMadraspresidency.Periyar’sfather,arichbusinessman,wasVenkatappaNaicker(orVenkata)andhismotherwasChinnaThayammal,aliasMuthammal.HehadoneelderbrothernamedKrishnaswamyandtwosistersnamedKannammaandPonnuthoy.HelatercametobeknownasPeriyar,meaning‘therespectedone’or‘elder’inTamil.

In 1929, Periyar announced the deletion of his caste surnameNaickerfromhisnameattheFirstProvincialSelf-RespectConferenceofChenggalpattu.HecouldspeakthreeDravidianlanguages:Kannada,TamilandTelugu.HismothertonguewasKannada.Periyarattendedschoolforfiveyearsafterwhichhejoinedhisfather’stradeattheageof12.HeusedtolistentoTamilVaishnaviteguruswhogavediscoursesathishouseandenjoyedhisfather’shospitality.Atayoungage,hebeganquestioningtheapparentcontradictionsintheHindumythologicalstorieswhichheopinedtobeliesspreadbytheIndo-Aryanrace.AsPeriyargrew,hefeltthatpeopleusedreligiononlyasamasktodeceiveinnocentpeopleandtherefore,hetookitasoneofhisdutiestowarnpeopleagainstsuperstitionsandpriests.

Periyar’sfatherarrangedforhisweddingwhenhewasnineteen.Thebride,Nagammai,was only thirteen. Itwas not, altogether, an arrangedmarriagebecausePeriyarandNagammaihadknowneachotherandwerealreadyinlovewitheachother.Nagammaiactivelysupportedherhusbandinhislaterpublicactivitiesandagitations.Twoyearsaftertheirmarriage,agirlchildwasborntothem.However,thischildlivedonlyforfivemonths.Thecouplehadnomorechildren.

However,oneparticularincidentinKasihadaprofoundimpactonPeriyar’sideologyandfuturework.Atthesiteofworship,therewerefreemealsofferedtoguests.ToPeriyar’sshock,hewasrefusedmealsatchoultries (is a resting place for visitorswhere rooms and food are provided by acharitableinstitutionfornominalrates),whichexclusivelyfedBrahmins.Duetoextremehunger,Periyarfeltcompelledtoenteroneofthechoultries disguised as aBrahminwith a sacred threadonhis bare chest, butwasbetrayedbyhismoustache.Thegatekeeper at the temple concluded thatPeriyarwasnotaBrahmin,asBrahminswerenotpermittedbytheHindushastrastohavemoustaches.HenotonlypreventedPeriyar’sentrybutalsopushedhimrudelyintothestreet.

As his hunger became intolerable, Periyarwas forced to feed onleftoversfromthestreets.Aroundthistime,herealizedthatthechoultry, whichhad refusedhimentry,wasbuilt by awealthynon-Brahmin fromSouthIndia.ThisdiscriminatoryattitudedealtablowtoPeriyar’sregardfor

NOTES



Hinduism,fortheeventshehadwitnessedatKasiwerecompletelydifferentfromthepictureofKasihehadinmind,asaholyplacewhichwelcomedall.PeriyarwasatheisttillhisvisittoKasi,afterwhichhisviewschangedandhebecameanatheist.

7.7.1 Important Reforms by Periyar

AfewoftheimportantreformmovementsbyPeriyarareasfollows:

A. Vaikom Satyagraha

Vaikom,asmalltowninKerala,whichwasthenknownasTravancore,hadstrictlawsofuntouchabilityinandaroundthetemplearea.Dalits,alsoknownasHarijanswerenotallowedintothestreetsthatwereclosetoandledtothetemple.Theirentranceintothetemplewasmorestrictlyforbidden.Anti-castefeelingsweregrowingandin1924,VaikomwaschosenasasuitableplacefororganizedSatyagraha,passiveresistancecampaignaspractisedbyGandhi.Underhisguidance,amovementhadalreadybegunwiththeaimofgivingall castes the right to enter temples.Thus, agitations anddemonstrationstookplace.On14April,Periyarandhiswife,Nagammai,arrivedinVaikom.Theywerearrestedandimprisonedfortheirparticipationintheagitations.InspiteofGandhi’sobjectiontonon-Keralitesandnon-Hindustakingpart,Periyarandhisfollowerscontinuedtogivesupporttothemovementtillitwaswithdrawn.HereceivedthetitleVikkom Veeran,mostlygivenbyhisTamilfollowerswhoparticipatedintheSatyagraha.However,aconsiderablesectionofintellectualsfeelthatPeriyar’sparticipationintheIndianindependencemovementandhiscontributionsintheVaikomSatyagrahahavebeenhighlyexaggerated.

B. Self-Respect Movement

Periyarandhisfollowerscampaignedconstantlytoinfluenceandpressurizethegovernmenttotakemeasurestoremovesocialinequality,evenwhileothernationalistforerunnersfocusedonthestruggleforpoliticalindependence.TheSelf-RespectMovementwasdescribedsinceitsinceptionas‘dedicatedtothegoalofgivingnon-Brahminsasenseofpride,basedontheirDravidianpast’.

In1952,thePeriyarSelf-RespectMovementInstitutionwasregisteredwithalistofobjectivesoftheinstitution,whicharequotedbelow:

“For the diffusion of useful knowledge of political education; to allow people to live a life of freedom from slavery to anything against reason and self-respect; to do away with needless customs, meaningless ceremonies and blind superstitious beliefs in society; to put an end to the present social system in which caste, religion, community and traditional occupations based on the accident of birth have chained the mass of the people and created ‘superior’ and ‘inferior’ classes... and to give people equal rights; to completely eradicate untouchability and to establish a united society based on brother/


NOTES


sisterhood; to give equal rights to women; to prevent child marriages and marriages based on law favourable to one sect, to conduct and encourage love marriages, widow marriages, inter caste and inter-religious marriages and to have the marriages registered under the Civil Law; and to establish and maintain homes for orphans and widows and to run educational institutions.”

Propagationof the philosophyof self-respect became the full-timeactivityofPeriyar,since1925.ATamilweekly,Kudi Arasu,wasstartedin1925,whiletheEnglishjournalRevoltwasstartedin1928.Bothofthesesparked off a propaganda campaign among peoplewhowere educatedinEnglish.TheSelf-RespectMovementbegantogrowfastandreceivedsympathyfromtheheadsof theJusticePartysince its inception.InMay1929,aconferenceofSelf-RespectVolunteerswasheldatPattukkotai,underthepresidencyofS.Guruswami.K.V.Alagiriswamitookchargeastheheadof thevolunteerband.Thiswasfollowedbyanumberofconferences insuccessionthroughouttheTamildistrictsoftheformerMadraspresidency.AtrainingschoolinSelf-RespectwasestablishedatErode,thehometownofPeriyar.Theobjectwasnotjusttointroducesocialreformsbutalsotobringaboutasocialrevolutiontofosteranewspiritandbuildanewsociety.

C. Opposition to Hindi

In1937,whenChakravarthiRajagopalacharibecametheChiefMinisterofMadras,heintroducedHindiasacompulsorylanguageofstudyinschools.Thisignitedaseriesofanti-Hindiagitations.Tamilnationalists,theJusticePartyunderSirA.T.PannirselvamandPeriyarorganizedanti-Hindiprotestsin1938,endedwithnumerousarrestsbytheRajajigovernment.

Duringthesameyear,theslogan‘TamilNaduforTamilians’wasfirstraisedbyPeriyarinprotestagainsttheintroductionofHindiinschools.HeexplainedthattheintroductionofHindiwasadangerousmechanismusedbytheAryanstoinfiltrateDravidianculture.HereasonedthattheadoptionofHindiwouldmakeTamilssubordinatetoHindi-speakingNorthIndians.PeriyarexplainedthatHindiwouldnotonlyhalttheprogressofTamilians,butwouldcompletelydestroytheircultureandnullifytheprogressiveideasthathadbeensuccessfullyinculcatedthroughTamilintherecentdecades.

Cuttingacrosspartylines,SouthIndianpoliticiansralliedtogetherintheiroppositiontoHindi.Therewererecurrentanti-Hindiagitationsin1948,1952and1965.

Periyar opposed this policy through the JusticeParty.After 1937,theDravidianmovement derived considerable support from the studentcommunity. But amongst his followers, therewere thosewho had adifferentview,wantingtoenterintopoliticsandhaveashareinrunningthegovernment.TheywantedanexcusetopartwithPeriyar.SowhenhegotmarriedtoManiammaion9July1948,theypartedwayswithhimsaying

NOTES



thathehadsetabadexamplebymarryingayoungwomaninhisoldage(hewas70andshewas30).ThosewhopartedwithPeriyarjoinedtheDMK.AlthoughtheDMKhadsplitfromtheDravidarKazhagam,theorganizationmadeeffortstocarryonPeriyar’sSelf-RespectMovementtovillagersandurbanstudents.TheDMKadvocatedthethesisthattheTamillanguagewasmuchricherthanSanskritandHindiincontentandthuswasakeywhichopenedthedoorforsubjectstobelearned.TheDravidarKazhagamcontinuedtocounterBrahminism,Indo-AryanpropagandaandupholdtheDravidians’rightofself-determination.

D. Women’s rights

Asarationalistandardentsocialreformer,Periyaradvocatedemphatically,throughouthislife,thatwomenshouldbegiventheirlegitimatepositioninsocietyastheequalsofmenandthattheyshouldbegivengoodeducationandshouldhavetherighttoproperty.Hewaskeenthatwomenshouldrealizetheirrightsandbeworthycitizensoftheircountry.

Periyar fought against the orthodox traditions ofmarriagewhichsuppressedwomeninTamilNaduandthroughouttheIndiansub-continent.Thougharrangedmarriagesweremeanttoenableacoupletolivetogetherthroughouttheirlives,theyweremanipulatedtoenslavewomen.Muchworsewas thepracticeofchildmarriages, throughout Indiaat that time. Itwasbelievedthatitwouldbeasintomarryafterpuberty.Anotherpractice,whichisprevalenttoday,isthedowrysystem,wherethebride’sfamilyissupposedtogivethehusbandahugepaymentforthebride.Thepurposeofthiswastoassistthenewlyweddedcouplefinancially,butinmanyinstancesdowriesweremisusedbybridegrooms.Theoutcomeofthisabusewasexploitationof thebride’sparent’swealthand incertaincircumstances, led todowrydeaths.Therehavebeenhundredsofthousandsofcaseswherewiveshavebeenmurdered,mutilatedandburnedalivebecausethefatherofthebridewasunabletomakedowrypaymentstothehusband.Periyarfiercelystoodupagainstthisabusemetedoutagainstwomen.

WomeninIndiaalsodidnothaverightstotheirfamilies’orhusbands’properties.Periyarfoughtfiercelyforthisandalsoadvocatedforthewomento have the right to separate or divorce their husbandsunder reasonablecircumstances.Birthcontrol remaineda tabooinsocietyat that time.Headvocatedforitnotonlyforthehealthofwomenandpopulationcontrol,butalsofortheliberationofwomen.

Hecriticizedthehypocrisyofchastityforwomenandarguedthatitshouldalsoeitherbelongtomen,ornotatallforbothindividuals.Whilefightingagainstthis,PeriyaradvocatedtogetridoftheDevadasisystem.Inhisviewitwasanexampleofalistofdegradationsofwomenattachingthemtotemplesfortheentertainmentofothers,andastempleprostitutes.


NOTES


Asafurtherliberationofwomen,Periyarpushedfortherightofwomentohaveaneducationandbeindependent.

E. Eradication of caste system

Periyarwanted‘thinkingpeople’torealizethattheirsocietywasfarfromperfectandthatitwasinurgentneedofreform.Hewantedthegovernment,politicalpartiesandsocialworkerstoidentifytheevilsinsocietyandboldlyadoptmeasurestoremovethem.Periyar’sphilosophydidnotdifferentiatesocialandpoliticalservice.Accordingtohim,thefirstdutyofagovernmentwastorunsocialorganizationsefficientlyandthatthephilosophyofreligionwastoorganizethesocialsystem.PeriyarpointedoutthatwhileChristianandIslamicreligionswerefulfillingthisrole,theHindureligionremainedtotallyunsuitableforsocialprogress.Conditionsseemedsuchthatthegovernmentwasnotforthepeople,butinaway,thepeoplewereforthegovernment.Heattributedthissituationtothestateofthesocialsystemcontrivedfortheadvantageofasmallgroupofpeople.

OneoftheareasofPeriyar’sfocuswasupliftmentofruralcommunities.InabookletcalledVillage Uplift,Periyarpleadforruralreforms.Atthattime,ruralIndiastillformedthelargestpartoftheIndiansubcontinent,inspiteoftheongoingprocessofurbanization.Thus,thedistinctionbetweenruralandurbanhadmeantaneconomicandsocialdegradationforruralinhabitants.Periyarwantedtoeradicatetheconceptofvillageasadiscriminatorytermamongplaces,justastheconceptof‘outcast’amongsocialgroups.Periyaradvocatedforastatewhereneitherthename,northesituationoritsconditionsmaybeusedasabasetodifferentiatepeople.Hefurtheradvocatedforthemodernizationof villages byprovidingpublic facilities such as schools,libraries,radiostations,roads,bustransportandpolicestations.

Periyar felt that a small number of cunning people created castedistinctionsinordertodominatethesociety.Heemphasizedtheviewthatonemustfirstdevelopself-respectandlearntoanalysepropositionsrationally.Accordingtohim,aself-respectingrationalistwouldreadilyrealizethatthecastesystemhadbeenstiflingself-respectandthereforehewouldstrivetogetridofthismenace.

Periyar explained that the caste system inSouth Indiawas due toIndo-Aryaninfluence,linkedwiththearrivalofBrahminsfromtheNorth.AncientTamilNadu(partofTamilakkam)hadadifferentstratificationofsocietyinfourorfiveregions(Tinai),determinedbynaturalsurroundingsandadequatemeansofliving.

Periyaralsomentionsthatbirds,animalsandwormsthatareconsideredtobedevoidofrationalismdonotcreatecastes,ordifferencesofhighandlowintheirownspecies.Butman,consideredtobearationalbeing,issufferingfromthesebecauseofreligion.

NOTES



Periyar’spoliticalidealwastonullifytheeffectsofperceivedBrahminpowerinfavourofaShudrapower.ThebasisofthisstrategywastheassumedtruthofthetheoryofAryaninvasion,whichviewedtheIndiandemographyalongracialdimensions,i.e.,AryanNorthandDravidianSouth.Thus,thepoliticalidealwasamixofcasteismandracism.

Periyar’sopponentsaccusedhimofattackingHinduismandBrahmincommunity, but he had targeted themanipulation ofHinduism and notHinduismasafaith.But,therearenostatementsattributedtoPeriyaronanymanipulationsbyotherreligions,suchasBuddhism,ChristianityorIslam.

7.7.2 Periyar’s Literary Work and Comparison with Gandhi

PeriyarwascomparedwithGandhiduetohisrevolutionaryideologyandbeliefs.Heexpressedthesebeliefsthroughhisliteraryworks.

1. Tamil language and writing

PeriyarclaimedthatTamil,Telugu,Malayalam,andKannadacamefromthesamemotherlanguageofoldTamil.HeexplainedthattheTamillanguageiscalledbyfourdifferentnames,sinceitisspokeninfourdifferentDravidianstates.Nevertheless,currentunderstandingofDravidianlanguagescontainsstatementscontradictingsuchclaims.Aninstanceofthiscanbeseeninthecurrently known classification ofDravidian languages that provides thefollowingdistinctclasses:Southern(includingTamil–Kannada/MalayalamandTulu),Central(includingTelugu–KuiandKolami–Parji)andNorthern(includingKurukh–MaltoandBrahui).Additionally,historyhasstatementsproviding evidence for linkingDravidian languages and Indo-Europeanlanguagesareavailable.

Withrespecttowriting,PeriyarstatedthatusingtheTamilscriptaboutarts,usefultopeopleintheirlifeandfosterknowledge,talentandcourageandpropagatingthemamongthemasses,willenlightenthem.Further,heexplainedthatitwillenrichthelanguageandthusitcanberegardedasazealforTamil.PeriyaralsostatedthatifwordsofNorthIndianorigin(Sanskrit)areremovedfromTelugu,Kannada,andMalayalam,onlyTamilwillbeleft.OntheBrahminusageofTamil,hestatedhowtheTamillanguagethatisspokenbytheMalayalisandpeoplefromAndhrawasfarbetterthanthatspokenbyBrahmins.PeriyarbelievedthatTamilwillmaketheDravidianpeopleuniteunderthebannerofTamilcultureandthatitwillmaketheKannadigas,AndhrasandtheMalayalismorevigilant.IntermsofaDravidianallianceunderacommonumbrellalanguage,Periyarstated,‘Atimewillcomeforunity.ThiswillgoontillthereisanendtotheNorthIndiandomination.Weshallreclaimanindependentsovereignstateforus.’


NOTES


2. Comparison with Gandhi

IntheVaikomSatyagrahaof1924,PeriyarandGandhi,bothcooperatedandconfrontedeachother in socio-political action.Periyar andhis followersemphasizedthedifferenceinthepointofviewbetweenGandhiandhimselfon social issues such as, fighting against the lawsof untouchability anderadicationofthecastesystem.

AccordingtothebookGandhi and Periyar,PeriyarwroteinhispaperKudi Arasu,in1925,reportingonthefactthatGandhiwasoustedfromtheMahasabha,becauseheopposedresolutions for themaintainingofcasteanduntouchabilitylaws,whichwouldspoilhiseffortstobringaboutHindu-Muslimunity.From thisGandhi learned theneedofpleasingBrahmins,ifanythingwastobeachieved.Periyar,inhisreferencestoGandhi,usedopportunitiestopresentGandhiasonprincipleservingtheinterestsoftheBrahmins. In1927,Periyar andGandhimet atBangalore todiscuss thismatter.ThemaindifferencebetweenthemcameoutwhenPeriyarstoodforthetotaleradicationofHinduism,towhichGandhiobjectedsayingthatthedoctrinesofHinduismwerenotfixedandcouldbechanged.In theKudi Arasu,Periyarexplainedthat:

Withallhisgoodqualities,Gandhididnotbringthepeopleforwardfromfoolishandevilways.Hismurdererwasaneducatedman.Thereforenobodycansaythisisatimeofhighculture.Ifyoueatpoisonyouwilldie.Ifelectricityhitsthebodyyouwilldie.IfyouopposetheBrahminyouwilldie.GandhididnotadvocateeradicationofVarnasrama Dharma but sees in itataskforthehumanizationofsocietyandsocialchangepossiblewithinitsstructure.Theconsequenceofthiswouldbecontinuedhigh-casteleadership.GandhiadaptedBrahminstosocialchangewithoutdeprivingthemoftheirleadership.

Thus,Gandhiacceptedkarmainthesensethat‘theuntouchablesreapthe reward of theirkarma, butwas against discrimination against them,usingtherevaluingtermHarijans.AsshowninthenegotiationsatVaikom,hismethodsofabolishingdiscriminationwere: to stresson theorthodoxinhumanetreatmentofuntouchables,tosecurevoluntaryliftingofthebanbychangingtheheartsofcasteHindusandtoworkwithinaHinduframeworkofideas.

Ontheissueofentryintemples,GandhineveradvocatedtheopeningofGarbha Griha toHarijans, inconsequenceofhisHindubelief.Thesesourceswhichcanbelabelledpro-Periyar,withtheexceptionofthosecomingfromM.MaharandD.S.Sharma,clearlyshowthatPeriyarandhisfollowersemphasizedthatPeriyarwastherealfighterfortheremovalofuntouchabilityandthetrueupliftmentofHairjans,whereasGandhiwasnot.However,thisdidnotpreventPeriyarfromhavingfaithinGandhioncertainmatters.

NOTES


Social Reform Movements in IndiaCheck Your Progress

10.WhendidtheNaxalitemovementtakeplace? 11.WhatdidE.VRamasamy(Periyar)propagate? 12.HowdidPeriyardifferfromGandhi?

7.8 MAJOR CONTRIBUTION OF SOCIAL REFORMERS

LetusdiscussthecontributionofmajorsocialreformersinIndia.

7.8.1 Buddha

Buddhism ispractisedbypeopleallover theworld. Itwasdeveloped inMagadha (present-dayBihar), and isbasedon the teachingsofGautamaBuddha(theenlightenedone).ThisreligionspreadacrossIndiabothduringBuddha’slifetimeandduringthereignofMauryanEmperorAsoka.ItfollowstwomaintraditionsthathavespreadoutsideofIndia,andthesearelistedasfollows: •Theravada–spreadinsouthandeastandnowhasfollowersinSoutheast

AsiaandSriLanka •Mahayana–spreadinthewest,thennorthandlatereastthroughout

EastAsiaBuddhism is a non-conventional and yet organized religion that

unfortunatelydoesnothaveasmanyfollowersinIndiaasithasintherestoftheworld.HindushavecontinuedtoimbibeBuddhistpracticesandteachings,suchasofAhimsaandrenunciationofthematerialworld.However,itisstillpracticedinLadakh,ArunachalPradeshandSikkim.Intherecenttimes,thisreligionhasresurfacedduetothefollowingreasons: • ItsadoptionbyIndianintellectuals •MigrationofBuddhistTibetanexilestoIndia •MassconversionofHinduDalits

TheinitialspreadofBuddhisminIndiacanbeattributedtothefactthatallthosewhoresentedthesuperiorityoftheBrahminswereattractedtowardsthisreligion.ItisthekshatriyasandvaishyaswholaidthefoundationofBuddhism.Infact,GautamaBuddhawasakshatriyahimself.Interestingly,BuddhisttextsaccordhigherstatustokshatriyasthantoBrahmins.Ajatasatru,thekingofMagadha,greatlysupportedBuddhismalthoughhedidnotfollowalltheteachingsofBuddha.


NOTES


A. Principle of morality/good conduct

According to thisprinciple, inmorality lies thebasis forprogresson thepathofsalvationandenlightenment.According toBuddhists,morality isdeterminedbasedontheprincipleofequalityandreciprocity.Equalityiswhenalllivingbeingsandanimalsareconsideredequalintheiressentialattitudes–happiness,securityandsoon.Reciprocityiswhenwe‘dountootherswhatwewantotherstodountous’.

B. Decline

BuddhismdeclinedinIndiaduetothefollowingreasons: •AninvasionledbyMuhammadKhilji,duringwhichmanyviharasand

universitiesofNalandaandVikramshilaweredestroyedandthousandsofBuddhistmonksweremassacred.IntheHistory of Magadha,JFWJamesmentionsthat‘theslaughteroftheshaven-headedBrahmanswassocompletethatwhenthevictorsearchedforacompetentpersontoexplainthecontentsofthelibrarynotasoulwasalive.’

•The Pala andGupta dynasties collapsed in the 12th century andBuddhismlostitschiefsupporterandpatron.Thoughsomeinfluenceremained,theBuddhistpresenceinIndiabecameverynegligibletobe even noticed.

•Owing to its tolerant nature, it is believed that BuddhismwasreintegratedintotherevitalizedHindureligion.Forinstance,theBhaktimovementwasquiteinfluencedbytheBuddhistidealsofahimsaandrenunciationofthematerialworld.

• Somemonasteriesamassedgreatwealthbasedonthesupportoftheirpatronsandhiredslavesandlabourerstotendtothemonksandthelandstheyowned.Thus,aftertheMusliminvasion,theBuddhistshadlittlebasisforrecovery.Afterthedestructionofthemonasteries,theBuddhistlaityshowedlittleinterestinrestoringthe‘way’.

•ThegrowingpoliticalandeconomicinfluenceofBrahminsoverstateaffairsmeanttheyregulatedincreasinglymoreaspectsofpubliclife.TheytransformedintothelinchpinsofthecastesystemandstartedtorestricttheflowofmoneyandothermaterialresourcesuponBuddhismrelied.ThesemeasuresweakenedBuddhist patronage and popularsupport.

7.8.2 Guru Nanak

Anotherwell-knownsaint-preacherofthemedievalperiodwasGuruNanak,founderoftheSikhreligion,thefirstGuruofSikhsandadiscipleofKabir.HewasborninTalwandinearLahore.Hedenouncedcastedistinctionsandritualslikebathinginholyrivers.Hisconceptionofreligionwashighlypracticaland sternlyethical.Heexhortedpeople togiveup selfishness, falsehood

NOTES



andhypocrisyandtoleadalifeoftruth,honestyandkindness.‘Abidepureamidsttheimpuritiesoftheworld’wasoneofhisfamoussayings.HislifewasdedicatedtoestablishingharmonybetweenHindusandMuslims.HisfollowerswereknownasSikhs.

7.8.3 Ayyankali: The Revolutionary Dalit Legend

Ayyankali(alsoAyyanKali)(28August1863-1941)wasasocialreformerwhoworked for the advancement of those peoplewhowere treated asuntouchablesintheprincelystateofTravancore,thethenBritishIndia.Hiseffortsinfluencedmanychangesthatimprovedthesocialwellbeingofthosepeople,whoaretodayreferredtoasDalits.Hisroleasasocialreformercanbegaugedfromthefactthat,inNovember,1980,Mrs.IndiraGandhi,thethenPrimeMinisterofIndia,unveiledastatueofAyyankaliatKowdiarsquareinThiruvananthapuram,thecapitalcityofKerala.

Inadditiontohiseffortstoeradicatesocialevilsinflictingthesociety,Ayyankali also sought to improve access to education. SomePulayarshad access from around themid-nineteenth century,mostly through theactivities of theColonialMissionary Society andLondonMissionarySociety.ConversiontoChristianitywasaprerequisiteforattendanceatsuchschools,andtherewerecaseswherePulayarsofferedtocontributetothecostofsupplyingteachersforthem.However,Ayyankali,whowasilliterate,believedthateducationshouldbeavailabletoallchildrenandthismeantthatgovernmentschoolsshouldallowaccesstountouchables.HestartedaschooltoteachuntouchablechildrenatVenganoor.

Thiswas the timewhen thegovernmentwasalreadyattempting tomoderniseitsapproachtosocialwelfaretoimpressontheBritishcolonialadministrationthattherewasnoneedfortheregiontobeannexed.Severalpublicschoolshadbeenopenedtountouchablecommunitiesafter1895buttherighttoprimaryeducationwaslimitedinscope.Statefundingofeducationbecame effective in 1904.Although the government ordered schools toadmittheseuntouchablepeoplein1907,localofficialsfoundwaystorefuseit.Buoyedby the experiencegained fromorganising theBrahmaNishtaMattam,AyyankalifoundedtheSadhuJanaParipalanaSangham(SJPS).ItwasbasicallyanAssociationfortheProtectionofthePoorwhichcampaignedforaccesstoschoolsandraisedfundstosetupPulayar-operatedschoolsintheinterim.BothHindusandChristianssupportedthiscampaign.

Meanwhile,Ayyankali’sattempttoenrolaPulayargirlinagovernmentschoolledtoviolentactsperpetratedbyuppercastesagainstthecommunitywhichledeventuallytotheburning-downoftheschoolbuildinginthevillageofOoruttambalam.Hisresponsewastoorganisewhatmayhavebeenthefirststrikeactionbyagriculturalworkersintheregion,whowithdrewtheirlabourfromthefieldsownedbytheuppercastesuntilthegovernmentaccededtoacompleteremovalofrestrictionsoneducation.


NOTES


HealsoplayedapivotalroleinthesuccessofthePulayars’challengeagainst the traditional stricture that prohibited femalemembers of thecommunityfromclothingtheirupperbodywheninpublic.CastesysteminHindushadinsistedthatthecustomwasnecessarytodistinguishthelowlystatusofuntouchablepeoplebutduringthe19thcenturytheirbeliefhadcomeunderincreasingattackfromvariousuntouchablegroupsandfromChristianmissionaries.TheChannarrevolt,throughwhichtheNadarcommunitywereabletooverturnthepractice,hadhappenednotlongbeforeAyyankali’sbirthbutthePulayarsremainedaffectedbythediscriminatorycodeuntil1915-16.

7.8.4 Jyotiba Phule

Besidesbeingaleaderandorganizerofthelowercastemovement,Phulewasalsoanoriginalthinkerwhofounditnecessarynotonlytowritepolemicalpamphlets but also to put forward his basic philosophical position. InBrahmanache Kasab(1869),PhulehasexposedtheexploitationofBrahminpriests. In Gulamgiri(1873)hehasgivenahistoricalsurveyoftheslaveryoflowercastes.In1883hepublishedacollectionofhisspeechesunderthetitleJhetkaryarlcha Asud(Thecultivator’swhip-cord)wherehehasanalysedhowpeasantswerebeingexploitedinthosedays.Sarvajanik Satyadharma Pustak(AbookofTrueReligionforAll)publishedin1891,ayearafterhisdeath,showshowhisthinkingonsocialandpoliticalissueswasinfluencedbyChristianityandtheideasofThomasPaine(1737–1809).HewasknownforhisreligiousradicalisminEngland.PhulehimselfhasrecordedthathewasinfluencedbytheideasofPaine.Asrecognitionofhisgreatworkforthelowercastes,hewasfelicitatedandthetitleof‘Mahatma’wasconferredonhimbythepeopleinBombay(nowMumbai)in1888.

Hewasassistedinhisworkbyhiswife,SavitribaiPhule,andtogethertheystartedthefirstschoolforgirlsinIndiain1848,duetowhichhewasforcedtoleavehishome.Heinitiatedwidow-remarriageandstartedahomeforuppercastewidows in1854,aswellasahomefornew-born infantstopreventfemaleinfanticide.Phuletriedtoeliminatethestigmaofsocialuntouchabilitysurroundingthelowercastesbyopeninghishouseandtheuseofhiswater-welltothemembersofthelowercastes.

HeformedtheSatyaShodhakSamaj(SocietyofSeekersofTruth)on24September1873.ThiswasagroupwhosemainaimwastoliberatethesocialShudraanduntouchablescastesfromexploitationandoppression.

7.8.5 Swami Vivekanand (Narendranath)

A. Early Life

SwamiVivekanandawasborninCalcutta(nowKolkata)on12January1863,inatraditionalKayasthafamily,andwasgiventhenameNarendranathDutta.Sincehischildhood,Narendranathhadvariedinterestsandawiderangeof

NOTES



scholarshipinphilosophy,religion,history,thesocialsciences,arts,literature,andothersubjects.Heevincedmuchinterest intheHinduscripturesliketheVedas, theUpanishads, theBhagavad Gita, the epicsRamayana and MahabharataandthePuranas.Evenwhenyoung,hequestionedthevalidityofsuperstitiouscustomsanddiscriminationbasedoncasteandrefusedtoacceptanythingwithoutrationalproofandpragmatictest.

Narendranath’sfamilymovedtoRaipurin1877fortwoyears.Sincetherewerenogoodschoolsthere,Narendranathspenttimewithhisfatherdiscussingspiritualmatters.Forthefirsttimethequestionofexistenceofgodcametohismind.ThefamilyreturnedtoCalcuttain1879butitisbelievedthatthesetwoyearsweretheturningpointinhislife.

Exhibit 7.2On 28 January, Sri Pranab Mukherjee, Finance Minister, Government of India, unveiled Vivekananda Memorial Plaque with Swamiji’s embossed image on it in the Art Institute of Chicago, USA. He also signed an agreement under which the University of Chicago will establish ‘The Indian Ministry of Culture Vivekananda Chair’ to honour the life & legacy of Swami Vivekananda by promoting fields of study most relevant to his teachings. Source:http://www.belurmath.org/news_archives/accessedon16February2012

B. Joining the Brahmo Samaj

Narendranathstartedhiseducationathome.HelaterjoinedtheMetropolitanInstitution of IshwarChandraVidyasagar in 1871 and subsequently theGeneralAssembly’sInstitution.Duringtheseyears,hestudiedthehistoryofEuropeannationsaswellasWesternlogicandphilosophy,includingthewritingsofDavidHume,ImmanuelKant,AugusteComte,HerbertSpencer,JohnStuartMill, andCharlesDarwin.Narendrawas fascinatedwith theevolutionismofHerbert Spencer and even translatedSpencer’s bookoneducation intoBengali.Alongside his study ofWestern philosophers,NarendranathwasthoroughlyacquaintedwithSanskritscripturesandmanyBengaliworks.

Narendranath’sinitialbeliefswereshapedbyBrahmoconcepts,whichincludebeliefinaformlessgodanddeprecationofidol.Notsatisfiedwithhisknowledgeofphilosophy,hewonderedifgodandreligioncouldbemadeapartofone’sgrowingexperiencesandinternalized.NarendranathwentaboutaskingprominentresidentsofcontemporaryCalcuttawhethertheyhadcome‘facetofacewithgod’butcouldnotgetsatisfactoryanswers.

HisfirstintroductiontoRamakrishnaoccurredinaliteratureclassinGeneralAssembly’sInstitution,whenPrincipalReverendW.Hastietoldhisstudentsthatiftheywantedtoknowtherealmeaningoftrance,theyshouldgotoRamakrishna.ThispromptedNarendranathtovisitRamakrishna.


NOTES


C. Ramakrishna’s Influence on Vivekananda

VivekanandawritesonhisfirstinteractionwithRamakrishnathus,‘Themagic touch of theMaster that day immediately brought awonderfulchangeovermymind.Iwasastoundedtofindthatreallytherewas nothing in the universe butGod!…Everything I sawappearedtobeBrahman.…IrealizedthatImusthavehadaglimpseoftheAdvaitastate.Thenitstruckmethatthewordsofthescriptureswerenotfalse.ThenceforthIcouldnotdenytheconclusionsoftheAdvaitaphilosophy.’

Vivekananda’smeetingwithRamakrishnainNovember1881provedtobeaturningpointinhislife.Aboutthismeeting,hesaid:

“[Ramakrishna ] looked just like an ordinaryman,with nothingremarkable about him.He used themost simple language and Ithought“Canthismanbeagreatteacher?”.IcreptneartohimandaskedhimthequestionwhichIhadbeenaskingothersallmylife:“DoyoubelieveinGod,Sir?”“Yes”,hereplied.“Canyouproveit,Sir?”“Yes”.“How?”“BecauseIseeHimjustasIseeyouhere,onlyinamuchintensesense.”Thatimpressedmeatonce.[…]Ibegantogotothatman,dayafterday,andIactuallysawthatreligioncouldbegiven.Onetouch,oneglance,canchangeawholelife.”

EventhoughNarendranathdidnotacceptRamakrishnaashisguruinitiallyandrevoltedagainsthisideas,hewasattractedbyhispersonalityandvisitedhimfrequently.AsamemberoftheBrahmoSamaj,herevoltedagainstidolworshipandpolytheism,andRamakrishna’sworshipofKali.HeevenrejectedtheAdvaitist Vedantismofidentitywithabsoluteasblasphemyandmadness.

ThoughatfirstNarendranathcouldnotacceptRamakrishnaandhisvisions,hecouldnotignorehimeither.IthadalwaysbeeninNarendranath’snaturetotestsomethingthoroughlybeforeacceptit.HetestedRamakrishna,whoneveraskedNarendranathtoabandonreason,andfacedallofNarendra’sargumentsandexaminationswithpatience.FiveyearsunderRamakrishnatransformedNarendrafromarestless,puzzled,impatientyouthtoamaturemanwhowasreadytorenounceeverythingforthesakeofgod-realization.Intime,NarendranathacceptedRamakrishnaasguru,completelysurrenderinghimselfasadisciple.

DuringthelastdaysofRamakrishna,VivekanandaandsomeoftheotherdisciplesreceivedtheochremonasticrobesfromRamakrishna,whichformedthefirstmonasticorderofRamakrishna.VivekanandawastaughtthatservicetomenwasthemosteffectiveworshipofGod.RamakrishnaaskedVivekanandatotakecareofothermonasticdisciplesandinturnaskedthemtolookuponVivekanandaastheirleader.

NOTES



D. Foundation of the Ramakrishna Math

Afterthedeathoftheirmaster,themonasticdisciplesledbyVivekanandaformedafellowshipatahalf-ruinedhouseatBaranagarneartheriverGanges.ThisbecamethefirstbuildingoftheRamakrishnaMath,orthemonasteryofthediscipleswhoconstitutedthefirstmonasticorderofSriRamakrishna.

Narendraandothermembersof theMathoften spent their time inmeditation,discussingaboutdifferentphilosophiesandteachingsofspiritualteachersincludingRamakrishna,AdiShankara,Ramanuja,andJesusChrist.In theearlypartof1887,Narendraandeightotherdisciples tookformalmonasticvows.NarendratookthenameofSwamiBibidishananda.LaterhewascoronatedwiththenameVivekanandabyAjitSingh,theMaharajaofKhetri.InJanuary1899theMathwasshiftedtoBelur,itscurrenthome.

E. A Wandering Preacher

In 1888,Vivekananda left themonastery as aParivrâjaka—theHindureligiouslifeofawanderingmonk.Hissolepossessionswereakamandalu (waterpot), staff, andhis two favouritebooks—Bhagavad Gita and The Imitation of Christ.HetravelledthelengthandbreadthofIndiaforfiveyears,visitingimportantcentresoflearning,acquaintinghimselfwiththediversereligioustraditionsanddifferentpatternsofsociallife.Movedbythesufferingandpovertyofthemasses,heresolvedtoupliftthenation.Livingmainlyonbhiksha oralms,Vivekanandatravelledmostlyonfootandrailwayticketsboughtbyhisadmirerswhomhemetduringthetravels.

DuringhistravelintheHimalayas,hereportedlyhadavisionofthemacrocosmandmicrocosm,whichseemstoreflectintheJnana YogalectureshegavelaterintheWest.AttheendofJanuary1891,theSwamijourneyedtoJaipur,wherehestudiedPanini’sAshtadhyayiwithaSanskritscholar.

Continuinghistravels,hevisitedAhmedabadandPorbander,wherehestayedforalmostninemonths,inspiteofhisvowasawanderingmonk,toperfecthisphilosophicalandSanskrit studieswith learnedpandits;heworkedwithacourtpanditwhotranslatedtheVedas.

In 1892,Vivekananda travelled to southern India and reachedKanyakumariontheChristmasEveof1892.AtKanyakumari,theSwamireportedlymeditatedonthe“lastbitofIndianrock”,famouslyknownlaterastheVivekanandaRockMemorial,forthreedays.Herehehadthe“VisionofoneIndia”,alsocommonlycalledthe“Kanyakumariresolveof1892”.Hewrote:

AtCapeCamorinsittinginMotherKumari’stemple,sittingonthelastbitofIndianrock—Ihituponaplan:Wearesomanysanyasiswanderingabout,andteachingthepeoplemetaphysics—itisallmadness.Didnotour


NOTES


Gurudevausetosay,‘Anemptystomachisnogoodforreligion?’WeasanationhavelostourindividualityandthatisthecauseofallmischiefinIndia.Wehavetoraisethemasses.

F. Parliament of World’s Religions

Itwasinearly1892thatVivekanandaheardoftheParliamentoftheWorld’sReligionsandwasurgedbyhisfollowerstoattendit.HisdisciplescollectedfundsforthevoyagetoAmericaandVivekanandaleftforChicagoon31May1893.

Onarriving, theSwamilearnt thatnoonewithoutcredentialsfroma bona fideorganizationwouldbeacceptedasadelegate.WhenProfessorJohnHenryWrightofHarvardUniversity learnt thathedidnothavethecredentialstospeakattheParliament,Wrightisquotedashavingsaid,“Toaskforyourcredentialsislikeaskingthesuntostateitsrighttoshineintheheavens.”Wrightaddressedalettertothechairmaninchargeofdelegateswriting,“Hereisamanwhoismorelearnedthanallofourlearnedprofessorsputtogether.”

RepresentingIndiaandHinduism,Vivekanandabeganhisspeechwith,“SistersandbrothersofAmerica!”Tothesewordshegotastandingovationfromacrowdofseventhousand.Hegreetedtheyoungestofthenationsinthenameof“themostancientorderofmonksintheworld,theVedicorderofsannyasins,areligionwhichhastaughttheworldbothtoleranceanduniversalacceptance.”Andhequotedtwopassagesinthisrelation,fromtheBhagavad Gita —“Asthedifferentstreamshavingtheirsourcesindifferentplacesallmingletheirwaterinthesea,so,OLord,thedifferentpathswhichmentake,throughdifferenttendencies,variousthoughtheyappear,crookedorstraight,allleadtoThee!”and“WhosoevercomestoMe,throughwhatsoeverform,Ireachhim;allmenarestrugglingthroughpathsthatintheendleadtoMe.”Despitebeingashortspeech,itvoicedthespiritoftheParliamentanditssenseofuniversality.

Vivekanandaattractedwidespreadattentioninthepress.TheAmericannewspapersreportedhimas“thegreatestfigureintheparliamentofreligions”and“themostpopularandinfluentialmanintheparliament”.AllhisspeechesattheParliamenthadonecommontheme—Universality—andstressedonreligioustolerance.

AftertheParliamentofReligions,VivekanandaspentnearlytwowholeyearslecturinginvariouspartsoftheUnitedStates.“Idonotcome”,saidVivekananda,“toconvertyoutoanewbelief.Iwantyoutokeepyourownbelief;IwanttomaketheMethodistabetterMethodist;thePresbyterianabetterPresbyterian….Iwanttoteachyoutolivethetruth,torevealthelightwithinyourownsoul.”HelaterfoundedtheVedantaSocietyofNewYork.

NOTES



HetravelledtoEnglandtwicewherehemetMissMargaretNoble,anIrishladywholaterbecameSisterNivedita.HealsointeractedwithMaxMüller,arenownedIndologistatOxfordUniversitywhowroteRamakrishna’sfirstbiographyintheWest.

FromWest, he also set his Indianwork inmotion.He advisedhisfollowersandbrothermonkstolaunchacampaignofsocialservice.‘Gofromdoortodooramongstthepoorandlowerclasses…andteachthemreligion.Also,letthemhaveorallessonsongeographyandsuchothersubjects.Nogoodwillcomeofsittingidleand…saying“Ramakrishna,OLord!”—unlessyoucandosomegoodtothepoor.’

In1895,theperiodicalcalledBrahmavadinwasstartedinMadras,withthemoneysuppliedbyVivekananda,forthepurposeofteachingtheVedanta.

7.8.6 Raja Ram Mohan Roy

A. Early Life of Raja Ram Mohan Roy

RajaRamMohanRoywasborn inRadhanagore,Bengal, into theRarhiBrahmin caste.His family backgrounddisplayed religious diversity; hisfatherRamkantoRoywasaVaishnavite,whilehismotherTarinideviwasfromaShaivitefamily.ThiswasunusualforVaishanavitesastheydidnotcommonlymarryShaivitesatthattime.Thus,oneparentwantedhimtobeascholar,asastrin,whiletheotherwantedhimtohaveacareerdedicatedtothelaukik,whichwassecularpublicadministration.

B. Political and Religious Career of Raja Ram Mohan Roy

RamMohanRoy’simpactonmodernIndianhistoryconcernedarevivaloftheethicsandprinciplesoftheVedantaschoolofphilosophyasfoundintheUpanishads.HepreachedabouttheunityofGod,madeearlytranslationsofVedicscripturesintoEnglish,co-foundedtheCalcuttaUnitarianSociety,founded theBrahmoSamaj, and campaigned against sati.He sought tointegrateWesternculturewithfeaturesofhisowncountry’straditions.HeestablishedschoolstomodernizeasystemofeducationinIndia.

Duringtheseoverlappingperiods,RamMohanRoyactedasapoliticalagitatorandagent,whilstbeingemployedbytheEastIndiaCompanyandsimultaneouslypursuinghisvocationasaPandit.

In1792,theBritishBaptistshoemakerWilliamCareypublishedhismissionarytract‘An Enquiry of the Obligations of Christians to Use Means for the Conversion of Heathens’.Inthefollowingyear,WilliamCareylandedinIndiatosettle.Hisobjectivewastotranslate,publishanddistributetheBibleinIndianlanguagesandpropagateChristianitytotheIndianpeoples.Herealizedthemobile(i.e.serviceclasses)BrahminsandPanditsweremostabletohelphiminthisendeavour,andhebegangatheringthem.HelearnedtheBuddhistandJainreligiousworksasameanstoimprovehisargument


NOTES


inthepromotionofChristianityintheculturalcontext.In1795,CareymadecontactwithaSanskritscholar,thetantricHariharanandaVidyavagish,wholaterintroducedhimtoRamMohanRoyasRoywishedtolearnEnglish.

Between 1796 and 1797 the trio ofCarey,Vidyavagish andRoyfabricateda spurious religiousworkknownas theMaha Nirvana Tantra (or Book of the Great Liberation)andattemptedtoportrayitasanancientreligioustextonTheOneTrueGod,whichwasactuallytheHolySpiritofChristianitymasquerading asBrahma.The document’s judicial sectionswereusedinthelawcourtsoftheEnglishSettlementinBengalasHinduLawforadjudicatinguponpropertydisputesof thezamindari.However,Britishmagistratesandcollectorsbegantosuspectitasaforgery;itsusage,aswellas the relianceonpanditsassourcesofHinduLaw,wasquicklydeprecated.VidyavagishhadabrieffallingoutwithCareyandseparatedfromthegroupbutmaintainedtiestoRamMohanRoy.TheMaha Nirvana Tantra’ssignificanceforBrahmoismlayinthewealththatRammohanRoyandDwarkanathTagoreaccumulatedbyitsjudicialuse,andnotduetoanyreligiouswisdomwithin.

From1803till1815,RamMohanRoyservedtheEastIndiaCompany’s‘WritingService’, commencing as private clerk or ‘munshi’ toThomasWoodforde,RegistraroftheAppellateCourtatMurshidabad.Woodforde’sdistantnephew,alsoaMagistrate,latermadealivingoffthespuriousMaha Nirvana Tantraunder thepseudonymArthurAvalon. In1815,RajaRamMohanRoyformedAtmiya SabhanandspentmanyyearsatRangpurandelsewherewithDigby,whereherenewedhiscontactswithHariharananda.WilliamCareyhad,bythistime,settledatSeramporeandthetriorenewedtheirassociationwithoneanother.WilliamCareywasalsoalignedwiththeEnglishCompany,thenheadquarteredatFortWilliam,andhisreligiousandpoliticalambitionswereincreasinglyintertwined.

TheEastIndiaCompanywastakingmoneyfromIndiaatarateofthreemillionpoundsayearin1838.RamMohanRoyestimatedhowmuchmoneywasbeingdrivenoutofIndiaandwhereitwasheadedtowards.HepredictedthataroundhalfofthetotalrevenuecollectedinIndiawassentouttoEngland,leavingIndiatofilltaxeswiththeremainingmoney.

At the turn of the nineteenth century, theMuslims, althoughconsiderablydecreasedafterthebattlesofPlasseyandBuxar,stillposedapoliticalthreattotheCompany.RamMohanwasnowchosenbyCareytobetheagitatoramongstthem.

UnderCarey’ssecrettutelageinthenexttwodecades,RamMohanlaunchedhisattackagainstthebastionsofHinduismofBengal,namelyhisownKulinBrahminpriestlyclan(thenincontrolofthemanytemplesofBengal)andtheirpriestlyexcesses.ThesocialandtheologicalissuesCareychoseforRamMohanwerecalculatedtoweakentheholdofthedominant

NOTES



Kulinclass.Hefocussedespeciallyontheiryoungerdisinheritedsonsforcedintoservicewhoconstituted themobilegentryor ‘bhadralok’ofBengal,fromtheMughalzamindari systemandwantedtoalignthemtotheirnewoverlords of theCompany.TheKulin excesses targeted included childmarriageanddowry.Infact,CareytriedtoconvertRoytoChristianityandappointedareligiouspriesttotrytoconvertRoy,althoughthepriestlateracceptedHinduism.

C. Brahmo Samaj

TheBrahmoSamajisthesocietalcomponentoftheBrahmoreligionwhichismainly practiced today as theAdiDharm, after its eclipse inBengal,consequent to theexitof theTattwabodiniSabhafromits ranks in1859.ItwasoneofthemostinfluentialreligiousmovementsresponsibleforthemakingofmodernIndia.ItwasconceivedatKolkatain1830byDwarkanathTagoreandRamMohanRoyasareformationoftheprevailingBrahminismofthetime(specificallyKulinpractices)andbegantheBengalRenaissancein thenineteenthcentury,pioneeringall religious, social andeducationaladvancement of theHindu community. From theBrahmoSamaj springsBrahmoism,themostrecentofIndia’sfaithsrecognizedbylawasadistinctreligioninBangladesh,reflectingitsnon-syncretic‘foundationofRamMohanRoy’sreformedspiritualHinduism(containedinthe1830Baniandeed)andinclusionofrootHebraic–Islamiccreedandpractice.’AfterthepublicationofHemendranathTagore’sBrahmo Anusthan(codeofpractice)in1860whichformallydivorcedBrahmoismfromHinduism,thefirstBrahmoSamajwasfoundedin1861atLahorebyPanditNobinChandraRoy.

(i) Doctrine of the Brahmo Samaj

Thefollowingdoctrines,asnotedintherenaissanceofHinduism,arecommontoallvarietiesandoffshootsoftheBrahmoSamaj: •BrahmoSamajistshavenofaithinanyscriptureasanauthority. •BrahmoSamajistshavenofaithinAvatars. •BrahmoSamajistsdenouncepolytheismandidol-worship. •BrahmoSamajistsareagainstcasterestrictions. •BrahmoSamajistsmakefaithinthedoctrinesofkarmaandrebirth

optional.

(ii) Principles of Brahmo Samaj

The following principles are accepted by the vastmajority ofBrahmoSamajiststoday: • On God: There is always Infinite Singularity – immanent and

transcendantSingularAuthorandPreserverofExistence.Hewhois


NOTES


manifesteverywhereand ineverything, infireand inwater, in thesmallestplanttothemightiestoak.

• On Being:Being is created fromSingularity.Being is renewed toSingularity.Beingexiststobeone(again)withLovingSingularity.

• On Intelligent Existence:Righteous actions alone ruleExistenceagainstChaos.Knowledgeofpureconscience(lightwithin)istheOne(Supreme)rulerofExistencewithnosymbolorintermediary.

• On Love: Respectallcreationsandbeingsbutnevervenerate(worship)themforonlySingularitycanbeadored.

(iii) Divisions of the Brahmo Samaj

AfterthedeathofRajaRamMohanRoy,seriousdifferencesregardingcreed,ritualsandtheattitudeof theBrahmostothesocialproblemsof theday,hadarisenbetweenDebendranathTagoreandKeshubChandraSen(whojoined theSamaj in 1857).Tagore andSenpossessed radically differenttemperaments.Asaresult, in1866,theBrahmoSamajsoonsplitupintotwogroups—theoldconservativesrallyingroundDebendranathandtheyoungreformistsledbytheKeshubChandra.Thetworivalbodies—theAdiBrahmoSamaj(ledbyDebendranath)andtheBrahmoSamajofIndia(inspiredandledbyKeshubChandra)—cameintoexistence.TheBrahmoSamaj of India started to carry out its spiritual and social reforms andachievedremarkablesuccesswithinashortspanoftime.TheSamajnowadoptedamuchmoreradicalandcomprehensiveschemeofsocialreform.Itplacedmuchgreaterstressonfemaleemancipation,femaleeducationandatotalabolitionallcastedistinctions.ItstwoimportantachievementsweretheformationoftheIndianReformAssociationin1870andtheenactmentoftheIndianMarriageActof1872.Thelatterauthenticatedtheinter-castemarriages.Theblendofbhakti(intensedevotionalfervour)andBrahmoismrendereditmoresoothing,emotionalandattractivetothecommonpeople.

DespitethevibrantprogressoftheBrahmoSamajmovementunderKeshub, it underwent a second schismonMay, 1878when a group ofKeshubChandraSen’s followersdesertedhim to establish theSadharanBrahmoSamaj.Thefoundersofthisnewoutfitdemandedtheintroductionof a democratic constitution in the church,whichwas not concededbyKeshubChandraandhisfollowers.ThetwootherfactorsresponsiblefordivisionintheranksoftheBrahmoSamajofIndiawereKeshub’sdoctrineofadesha(DivineCommand)andthemarriageofKeshub’sdaughterwiththeprinceofCoochBiharallegedlyinviolationoftheprovisionoftheIndianMarriageAct of 1872.TheSadharanBrahmoSamaj, ledby the veteranDerozianShibChandraDev,consistedofsomeofthemosttalentedyouthofthetime,suchasSivnathShastri,AnandaMohanBoseandDwarkanathGanguli.Theywereallgreatsupportersofdemocracyandpromptlyframed

NOTES



afull-fledgeddemocraticconstitutionbasedonuniversaladultfranchise,fortheirneworganization.AnumberofthemtookactivepartintheactivitiesoftheIndianLeague(1878),theIndianAssociation(1878)andthenascentIndianNationalCongress.

7.8.7 Gandhi

MohandasKaramchandGandhi (2ndOctober 1869–30 January, 1948)was a preeminent political and ideological leader of India, during thefreedommovement.ApioneerofSatyagraha,heresistedtyrannythroughmasscivildisobedience.ThisphilosophywasfirmlybasedonAhimsa,ortotalnonviolence.GandhiledIndiatoIndependenceandinspiredvariousmovementsforcivilrightsandfreedomacrosstheworld.Heisinternationallyesteemedforhisdoctrineofnonviolentprotesttoachievepoliticalandsocialprogress.GandhiisoftenreferredtoasMahatmaor‘greatsoul’,anhonorifictitlefirstconferreduponhimbyRabindranathTagore.InIndia,heisalsocalledBapuandofficiallyhonouredastheFatheroftheNation.Hisbirthday,2October,iscommemoratedinIndiaasGandhiJayanti,anationalholidayandworldwideastheInternationalDayofNon-violence.

Gandhifirstemployednon-violentcivildisobedienceasanexpatriatelawyerinSouthAfrica,infavouroftheresidentIndiancommunity’sstruggleforcivil rights.Afterhis return to India in1915,hesetaboutorganizingpeasants,farmersandurbanlabourersinprotestingagainstexcessivelandtaxes and discrimination.Assuming leadership of the IndianNationalCongress in 1921,Gandhi lednationwide campaigns for easingpoverty,strengtheningwomen’srights,buildingreligiousandethnicamity,endinguntouchability,increasingeconomicself-relianceandaboveall,forachievingSwaraj—theIndependenceofIndiafromforeigndomination.GandhialsoledIndiansinprotestingagainsttheBritish-imposedsalttax,througha400kmsaltmarchtoDandiin1930,andlaterincallingupontheBritishtoQuitIndiain1942.HewasimprisonedformanyyearsandonmanyoccasionsinbothSouthAfricaandIndia.

Gandhi strove topracticenon-violenceand truth in every situationandadvocatedthatothersdothesame.Helivedmodestlyinaself-sufficientresidentialcommunityandworethetraditionalIndiandhotiandshawl,wovenwithyarnthathehadhandspunonacharkha.Heatesimplevegetarianfoodandalsoundertooklongfastsasmeansofbothself-purificationandsocialprotests.

InSouthAfrica,GandhifaceddiscriminationdirectedatIndians.HewasthrownoffatrainatPietermaritzburgafterherefusedtomovefromafirstclasstoathirdclasscoachwhileholdingavalidfirstclassticket.Travellingfartheronbyastagecoach,hewasbeatenbythedriverforrefusingtomovetomake room for aEuropeanpassenger.He sufferedotherhardshipsonthejourneyaswell,includingbeingbarredfromseveralhotels.Inanother


NOTES


incident, themagistrateofaDurbancourtorderedGandhi to removehisturban,whichhe refused to do.These eventswere important features inGandhi’slife:theyshapedhissocialactivismandawakenedhimtosocialinjustice.Afterwitnessingracism,prejudiceand injusticeagainst IndiansinSouthAfrica,Gandhibegantoquestionhisplaceinthesocietyandhispeople’sstandingintheBritishEmpire.

GandhiextendedhisoriginalperiodofstayinSouthAfricatoassistIndiansinopposingabilltodenythemtherighttovote.Althoughunabletohaltpassingofthebill,hiscampaignwassuccessfulindrawingattentiontothegrievancesofIndiansinSouthAfrica.HehelpedinestablishingtheNatalIndianCongressin1894,andthroughthisorganization,hemouldedtheIndiancommunityofSouthAfricaintoaunifiedpoliticalforce.InJanuary1897,whenGandhilandedinDurban,amobofwhitesettlersattackedhimandheescapedonlythroughtheeffortsofthewifeofapolicesuperintendent.However,herefusedtopresschargesagainstanymemberofthemob,statingitwasoneofhisprinciplesnottoseekredressalforapersonalwronginacourt of law. In 1906, theTransvaal government promulgated a newactcompellingregistrationofthecolony’sIndianpopulation.

AtamassprotestmeetingheldinJohannesburgon11thSeptemberthat year,Gandhi adoptedhis still evolvingmethodologyofSatyagraha,ornonviolentprotest,forthefirsttime.HeurgedIndianstodefythenewlawandsufferpunishmentsfordoingso.Thecommunityadoptedthisplanandduringtheensuingseven-yearoldstruggle,thousandsofIndianswerejailed,flogged,or shot for striking, refusing to register, forburning theirregistrationcardsorengaginginotherformsofnonviolentresistance.ThegovernmentsuccessfullyrepressedtheIndianprotesters,butthepublicoutcryovertheharshtreatmentofpeacefulIndianprotestersbytheSouthAfricangovernmentforcedSouthAfricanGeneral,JanChristiaanSmuts,tonegotiateacompromisewithGandhi.Gandhi’sideastookshapeandtheconceptofSatyagrahamaturedduringthisstruggle.

7.8.8 B. R. Ambedkar

BhimraoRamjiAmbedkar (14April 1891–6December1956), popularlyalsoknownasBabasaheb,wasanIndianjurist,politicalleader,philosopher,anthropologist,historian,orator,economist,editor,arevolutionaryandoneofthefoundingfathersofindependentIndia.HewasalsothechairmanoftheDraftingCommittee of IndianConstitution.Born into a poorMahar(considereduntouchable) family,Ambedkar spent hiswhole lifefightingagainstsocialdiscrimination,thesystemofChaturvarna(thecategorizationofHindusocietyintofourvarnasandtheHinducastesystem).HeconvertedtoBuddhismandwasalsocreditedwithstartingtheconversionofhundredsof thousands of untouchables toTheravadaBuddhism.AmbedkarwasposthumouslyawardedtheBharatRatna,India’shighestcivilianaward,in1990.

NOTES



Overcoming numerous social and financial obstacles,Ambedkarbecameone of thefirst outcasts to obtain a college education in India.Eventually,earninglawdegreesandmultipledoctoratesforhisstudyandresearchinlaw,economicsandpoliticalsciencefromColumbiaUniversityandLondonSchoolofEconomics,Ambedkargainedareputationasascholarandpractisedlawforafewyears.Later,hebegancampaigningbypublishingjournals,advocatingpoliticalrightsandsocialfreedomforIndia’sso-calleduntouchables.HeisregardedasaBodhisattvabysomeIndianBuddhists,thoughheneverclaimedhimselftobeaBodhisattva.

Ambedkar was born in the British-founded town andmilitarycantonmentofMhowintheCentralProvince(nowinMadhyaPradesh).Hewasthe14thandlastchildofRamjiMalojiSakpalandBhimabai.HisfamilybelongedtoMarathibackground,fromthetownofAmbavade(Mandangadtaluka)inRatnagiridistrictofmodern-dayMaharashtra.TheybelongedtotheMaharcaste,whichwastreatedasuntouchableandsubjectedtointensesocioeconomicdiscrimination.Ambedkar’sancestorshadforlongbeeninemploymentofthearmyoftheBritishEastIndiaCompanyandhisfatherRamjiSakpalservedintheIndianArmyattheMhowcantonment.HehadreceivedadegreeofformaleducationinMarathiandEnglishandencouragedhischildrentolearnandworkhardatschool.

BelongingtotheKabirPanth,RamjiSakpalencouragedhischildrentoreadtheHinduclassics.Heusedhispositioninthearmytogethischildrentostudyatinagovernmentschool,astheyfacedresistanceowingtotheircaste.Althoughabletoattendschool,Ambedkarandotheruntouchablechildrenweresegregatedandgivennoattentionorassistancebytheteachers.Theywerenotallowedtositinsidetheclass.Eveniftheyneededtodrinkwater,somebodyfromahighercastewouldhavetopourwaterfromaheightastheywerenotallowedtotoucheitherthewaterorthevesselthatcontainedit.ThistaskwasusuallyperformedfortheyoungAmbedkarbytheschoolpeonandifthepeonwasnotavailablethenhehadtogowithoutwater.Ambedkardescribedthissituationas‘Nopeon,NoWater’.RamjiSakpalretiredin1894andthefamilymovedtoSatara,twoyearslater.Shortlyaftertheirmove,Ambedkar’smotherdied.Thechildrenwerecaredforbytheirpaternalauntandlivedindifficultcircumstances.Onlythreesons,Balaram,AnandraoandBhimraoandtwodaughters:ManjulaandTulasa,oftheAmbedkarswouldgoontosurvivethem.Ambedkarwastheonlyoneoutofhisbrothersandsisterstoachievesuccessinpassinghisexaminationsandgraduatingtoahigherschool.Thesurname,BhimraoSakpalAmbavadekar,comesfromhisnativevillage ‘Ambavade’ inRatnagiriDistrict.HisBrahmin teacher,MahadevAmbedkar,whowasfondofhim,changedhissurnamefrom‘Ambavadekar’tohisownsurname‘Ambedkar’inschoolrecords.

Ambedkar’sfamilymovedtoBombayin1901andhebecametheonlyuntouchabletobeenrolledatElphinstoneHighSchool.In1906,hismarriage


NOTES


to a nine-year-old girl,Ramabai,was arranged. In 1907, he passed hismatriculationexaminationandinthefollowingyearheenteredElphinstoneCollege,whichwasaffiliatedtotheUniversityofBombay.Hebecamethefirstonefromhiscommunitytodoso.ThissuccessresultedincelebrationsinhiscommunityandafterapublicceremonyhewaspresentedwithabiographyofBuddhabyDadaKeluskar,anauthorandafamilyfriend.By1912,heobtainedadegreeineconomicsandpoliticalsciencefromBombayUniversityandpreparedtotakeupemploymentwiththeBarodastategovernment.Hiswifegavebirthtohisfirstson,Yashwant,inthesameyear.AmbedkarhadjustmovedwithhisfamilyandstartedworkwhenhehadtogobacktoMumbaitoseehisailingfather,whodiedon2February1913.

In 1913 hemoved to theUnitedStates ofAmerica.He had beenawardedaBarodaStateScholarshipof11.50Britishpoundsamonth,forthreeyears,underaschemeestablishedbytheGaekwarofBarodathatwasdesignedtoprovideopportunitiesforpostgraduateeducationatColumbiaUniversity.Soonafterarrivingthere,hesettledinroomsatLivingstonHallwithNavalBhathena,aParsiwholaterbecamehislifelongfriend.HepassedhisMAexaminJune1915,majoringinEconomics,withSociology,History,Philosophy andAnthropology as other subjects of study.Hepresented athesisonancientIndiancommerce.In1916,heofferedanotherMAthesis,National Dividend of India - A Historic and Analytical Study.On9May,hereadhispaper,Castes in India: Their Mechanism, Genesis and Development,beforeaseminarconductedbyanthropologist,AlexanderGoldenweiser.InOctober1916,hewasadmittedtoGray’sInnforLawandtotheLondonSchoolofEconomicswherehestartedworkonadoctoralthesis.InJune1917,hewasobligedtogobacktoIndiaasthetermofhisscholarshipfromBarodaended.However,hewasgivenpermissiontoreturnandsubmithisthesiswithinfouryears.Helosthiscollectionofbooks,whentheshiponwhichtheyweredispatchedwastorpedoedandsunkbyaGermansubmarine.

Check Your Progress

13.WhowasAyyankali? 14.WhicharethetwomaintraditionsofBuddhism? 15.WhatisthenameofperiodicalstartedbyVivekananda? 16.Why didRamMohan launch his attack against the bastions of

Hinduism? 17.WhowasB.R.Ambedkar?

NOTES


Social Reform Movements in India7.9 ANSWERS TO ‘CHECK YOUR PROGRESS’

QUESTIONS

1.Reformbydefinitionmeans‘change’andsocialreformentailsasocialmovement that aims to change in certain aspects of society.As isnormallyunderstood,socialreformstrivesforagradualchangeratherthanrapidorfundamentalchanges.Areformmovementisdistinguishedfrommoreradicalsocialmovementssuchasrevolutionarymovements.

2. In1889,Dr.AnnieBesantwasaskedtowriteareviewonTheSecretDoctrine,abookbyH.P.Blavatsky.Shewassoimpressedonreadingthis book that shewas converted toTheosophy.As her interest inTheosophy deepened, she allowed hermembership of the FabianSocietytolapse(1890)andbrokeherlinkswiththeMarxists.WhenBlavatskydiedin1891,BesantwasleftasoneoftheleadingfiguresinTheosophyandin1893sherepresenteditattheChicagoWorldFair.

3.TheSalvaNayanarandVaishnavaAlvarsaintsofSouthIndiawerethefirsttopropagateandbroadentheBhaktiMovementamongvarioussectionsofthesocietywithoutregardforcasteandsexbetweentheseventhandthetenthcenturies.Someofthesesaintsbelongedtothelowercastesandsomewerealsowomen.

4.SufismwasaliberalreformmovementwithinIslam.IthaditsorigininPersiaandspreadintoIndiaintheeleventhcentury.ThefirstSufisaintShaikhIsmailofLahorestartedpreachinghisideas.ThemostfamousoftheSufisaintsofIndiawasKhwajaMuinuddinChishti,whosettledinAjmerwhichbecamethecentreofhisactivities.HehadanumberofdiscipleswhoarecalledSufisoftheChishtiorder.Anotherwell-knownSufisaintwasBahauddinZakariyawhocameundertheinfluenceofanotherfamousmysticShihabuddinSuhrawardi.HisbranchofSufisaintswasknownastheSufisoftheSuhrawardiOrder.

5. In the 9th century, Sankara started aHindu revivalistmovementgivinganeworientationtoHinduism.HewasborninKaladi,Kerala.HisdoctrineofAdvaitaorMonismwastooabstracttoappealtothecommonman.

6.KabirwasthemostknowndiscipleofRamananda.HewasbornnearVaranasitoaBrahminwidow.ButhewasbroughtupbyaMuslimcouplewhowereweaversbyprofession.HepossessedaninquiringmindandwhileinBenareslearntmuchaboutHinduism.HebecamefamiliarwithIslamicteachingsalsoandRamanandainitiatedhimintothehigherknowledgeofHinduandMuslimreligiousandphilosophicalideas.


NOTES


7.GnanadevawasthefounderoftheBhaktiMovementinMaharashtrainthethirteenthcentury.ItwascalledMaharashtradharma.HewroteacommentaryofBhagavat GitacalledGnaneswari.

8.MaharishiVitthalRamjiShindewasoneofthemostimportantsocialandreligiousreformersinMaharashtra,India.HewasprominentamongtheliberalthinkersandreformistsinIndia,priortoIndependence.HisgreatestcontributionwastoremovethepracticeofuntouchabilityandbringaboutequalitytothedepressedclassesinIndiansociety.HewasbornintheprincelystateofJamkhandiinKarnataka,India,amemberofaMarathi-speakingMaharashtrianfamily.

9.ShindewasaprominentcampaigneronbehalfoftheDalitmovementinIndiawhoestablishedtheDepressedClassesMissionofIndiatoprovideeducationtotheDalits.HelaidthefoundationofDepressedClassMissioninordertoworkagainstuntouchabilityonanationallevel.ItwasestablishedonOctober18,1906.

10.Duringthelate1960sandearly1970s,theNaxalitemovementgainedmomentumandCalcutta(nowKolkata)becamethecentreofNaxaliteactivities.A strong presencewas felt among the radical students’movementinCalcutta.ThousandsofstudentsleftschoolsandcollegesonlytobeapartoftheNaxalbarimovement.Theyoccupiedthepremierinstitutesofthecity,PresidencyCollegeandJadavpurUniversitytocarry out revolutionary activities.Nonetheless, the revolutionwasmuchshort-livedthanexpected.Manyweretortured,thousandslosttheirlivesandhundredsofthemwereputbehindbars.

11.Propagationof thephilosophyof self-respect became the full-timeactivityofPeriyar,since1925.ATamilweekly,Kudi Arasu,wasstartedin1925,whiletheEnglishjournalRevoltwasstartedin1928.BothofthesesparkedoffapropagandacampaignamongpeoplewhowereeducatedinEnglish.

12.PeriyarandGandhi,bothcooperatedandconfrontedeachotherinsocio-politicalaction.PeriyarandhisfollowersemphasizedthedifferenceinthepointofviewbetweenGandhiandhimselfonsocialissuessuchas,fightingagainstthelawsofuntouchabilityanderadicationofthecastesystem.

13.AyyankaliwasasocialreformerwhoworkedfortheadvancementofthosepeoplewhoweretreatedasuntouchablesintheprincelystateofTravancore, the thenBritish India.His efforts influencedmanychangesthatimprovedthesocialwellbeingofthosepeople,whoaretodayreferredtoasDalits.

14.TwomaintraditionsofBuddhismare: (i)Theravada–spreadinsouthandeastandnowhasfollowersin

SoutheastAsiaandSriLanka

NOTES



(ii)Mahayana–spreadinthewest,thennorthandlatereastthroughoutEastAsia

15. In1895, theperiodicalcalledBrahmavadin wasstarted inMadras,withthemoneysuppliedbyVivekananda,forthepurposeofteachingtheVedanta.

16.UnderCarey’ssecrettutelageinthenexttwodecades,RamMohanlaunched his attack against the bastions ofHinduism ofBengal,namelyhisownKulinBrahminpriestlyclan(thenincontrolofthemanytemplesofBengal)andtheirpriestlyexcesses.Thesocialandtheological issuesCarey chose forRamMohanwere calculated toweakentheholdofthedominantKulinclass.

17.BhimraoRamjiAmbedkar,popularlyalsoknownasBabasaheb,wasanIndianjurist,politicalleader,philosopher,anthropologist,historian,orator, economist, editor, a revolutionary and one of the foundingfathersofindependentIndia.HewasalsothechairmanoftheDraftingCommitteeofIndianConstitution.

7.10 SUMMARY

•WecantracethegenesisofsocialreformmovementsinIndiabacktotheworkofRajaRamMohanRoy,alsoknownasthefatherof‘IndianRenaissance’,who sowed the seeds of social and religious socialreforms.

• In1889,Dr.AnnieBesantwasaskedtowriteareviewonTheSecretDoctrine,abookbyH.P.Blavatsky.Shewassoimpressedonreadingthis book that shewas converted toTheosophy.As her interest inTheosophy deepened, she allowed hermembership of the FabianSocietytolapse(1890)andbrokeherlinkswiththeMarxists.

•TheSalvaNayanarandVaishnavaAlvarsaintsofSouthIndiawerethefirsttopropagateandbroadentheBhaktiMovementamongvarioussectionsofthesocietywithoutregardforcasteandsexbetweentheseventhandthetenthcenturies.

•SufismstressedtheelementsofloveanddevotionaseffectivemeansoftherealizationofGod.LoveofGodmeantloveofhumanityandsotheSufisbelievedservicetohumanitywastantamounttoservicetoGod.InSufism,self-disciplinewasconsideredanessentialconditiontogainknowledgeofGodbysenseofperception.

• In the 9th century, Sankara started aHindu revivalistmovementgivinganeworientationtoHinduism.HewasborninKaladi,Kerala.HisdoctrineofAdvaitaorMonismwastooabstracttoappealtothecommonman.


NOTES


•RamanandawasborninAllahabad.HewasoriginallyafollowerofRamanuja.LaterhefoundedhisownsectandpreachedhisprinciplesinHindiatVaranasiandAgra.HewasaworshipperofRama.Hewasthefirsttoemploythevernacularmediumtopropagatehisideas.

•Kabir’s objectwas to reconcileHindus andMuslims and establishharmonybetweenthetwosects.HedenouncedidolatryandritualsandlaidgreatemphasisontheequalityofmanbeforeGod.HeemphasizedtheessentialonenessofallreligionsbydescribingHindusandMuslims‘aspotsofthesameclay’.

•Chaitanyawas anotherwell-known saint and reformer ofBengalwhopopularizedtheKrishnacult.Herenouncedtheworld,becamean ascetic andwandered all over the country preaching his ideas.Heproclaimedtheuniversalbrotherhoodofmanandcondemnedalldistinctionbasedonreligionandcaste.

•AnotherBhaktisaintofMaharashtrawasTukaram,acontemporaryofSivaji.HewasresponsibleforcreatingabackgroundforMarathanationalism.Heopposedallsocialdistinctions.

•MaharishiVitthalRamjiShindewasoneofthemostimportantsocialandreligiousreformersinMaharashtra,India.HewasprominentamongtheliberalthinkersandreformistsinIndia,priortoIndependence.HisgreatestcontributionwastoremovethepracticeofuntouchabilityandbringaboutequalitytothedepressedclassesinIndiansociety.

•TheNaxalitemovement afterMajumdar’s deathwasmarkedby anumberofsplitsbroughtaboutbypersonalisedandnarrowperceptionsabouttheMaoistrevolutionarylineandattemptsatcoursecorrectionbysomeofthemajorgroups.EvenKanuSanyal,oneofthefoundersofthemovement,wasnotfreefromthistrend.

• In1929,PeriyarannouncedthedeletionofhiscastesurnameNaickerfromhis name at theFirst Provincial Self-RespectConference ofChenggalpattu.HecouldspeakthreeDravidianlanguages:Kannada,TamilandTelugu.HismothertonguewasKannada.

•Periyar fought against the orthodox traditions ofmarriagewhichsuppressedwomen inTamilNadu and throughout the Indian sub-continent.Thougharrangedmarriagesweremeanttoenableacoupletolivetogetherthroughouttheirlives,theyweremanipulatedtoenslavewomen.

•Periyar explained that the caste system inSouth Indiawas due toIndo-Aryaninfluence,linkedwiththearrivalofBrahminsfromtheNorth.AncientTamilNadu (part ofTamilakkam) had a differentstratificationofsocietyinfourorfiveregions(Tinai),determinedbynaturalsurroundingsandadequatemeansofliving.

NOTES



•Buddhism is a non-conventional and yet organized religion thatunfortunatelydoesnothaveasmanyfollowersinIndiaasithasintherestoftheworld.HindushavecontinuedtoimbibeBuddhistpracticesand teachings, such as ofAhimsa and renunciationof thematerialworld.

•AyyankaliwasasocialreformerwhoworkedfortheadvancementofthosepeoplewhoweretreatedasuntouchablesintheprincelystateofTravancore, the thenBritish India.His efforts influencedmanychangesthatimprovedthesocialwellbeingofthosepeople,whoaretodayreferredtoasDalits.

•Besidesbeingaleaderandorganizerofthelowercastemovement,Phulewasalsoanoriginalthinkerwhofounditnecessarynotonlytowritepolemicalpamphletsbutalsotoputforwardhisbasicphilosophicalposition.

• Itwasinearly1892thatVivekanandaheardoftheParliamentoftheWorld’sReligionsandwasurgedbyhis followers toattend it.HisdisciplescollectedfundsforthevoyagetoAmericaandVivekanandaleftforChicagoon31May1893.

•Vivekananda attracted widespread attention in the press. TheAmerican newspapers reported him as “the greatest figure in theparliamentofreligions”and“themostpopularandinfluentialmanintheparliament”.AllhisspeechesattheParliamenthadonecommontheme—Universality—andstressedonreligioustolerance.

•RamMohanRoy’simpactonmodernIndianhistoryconcernedarevivaloftheethicsandprinciplesoftheVedantaschoolofphilosophyasfoundintheUpanishads.HepreachedabouttheunityofGod,madeearlytranslationsofVedicscripturesintoEnglish,co-foundedtheCalcuttaUnitarianSociety,foundedtheBrahmoSamaj,andcampaignedagainstsati.

•After thepublicationofHemendranathTagore’sBrahmoAnusthan(codeofpractice)in1860whichformallydivorcedBrahmoismfromHinduism,thefirstBrahmoSamajwasfoundedin1861atLahorebyPanditNobinChandraRoy.

•Gandhistrovetopracticenon-violenceandtruthineverysituationandadvocatedthatothersdothesame.Helivedmodestlyinaself-sufficientresidentialcommunityandworethetraditionalIndiandhotiandshawl,wovenwithyarnthathehadhandspunonacharkha.

•BhimraoRamjiAmbedkar,popularlyalsoknownasBabasaheb,wasanIndianjurist,politicalleader,philosopher,anthropologist,historian,orator, economist, editor, a revolutionary and one of the foundingfathersofindependentIndia.HewasalsothechairmanoftheDraftingCommitteeofIndianConstitution.


NOTES


7.11 KEY WORDS

• Garbha Griha:Thisisthesanctumsanctorum,theinnermostsanctumofaHindutemplewhereresidestheidoloriconoftheprimarydeityofthetemple.

• Parivrâjaka:TheHindureligiouslifeofawanderingmonk. • Bhadralok:ThisisBengaliforthenewclassof‘gentlefolk’whoarose

duringBritishcolonialtimesinBengal. • The Chaturvarna system:TheSanskritwordforcasteisvarnawhich

means colour.The caste stratificationof the Indian society had itsorigin in the chaturvarna system–Brahmins,Kashtriyas,VaishyasandShudras.

• Kabir Panth:ThisisaphilosophybasedontheteachingsofKabir.Itisbasedondevotiontohimasoneguruasameanstosalvation.Its adherents are frommany religious backgrounds asKabir neveradvocatedchangeofreligionsbuthighlightedtheirlimitations.



1.WriteashortnoteonthejourneyofsocialreforminIndia. 2.WriteinbriefabouttheroleofTheosophicalSociety. 3.WriteashortnoteontheBhaktimovementinSouthIndia. 4.WriteinbriefaboutPeriyar’scontributioninDravidiansocialreform. 5.WriteashortnoteontheworkofBrahmoSamaj. 6.WriteinbriefaboutMahatmaGandhi’snon-violenceagitationinSouth

Africa. 7.WriteashortnoteonpoliticalandreligiouscareerofRajaRamMohan

Roy. 8.WriteashortnoteonthelifeandworkofB.R.Ambedkar.


1.Discuss in detail the contribution ofDr.AnnieBesant in openingeducationalinstitutesinIndia.

2.Analyse theBhaktiMovement’s role in socio-religious reforms inIndia.

NOTES



3.DiscussthecontributionofDalitmovementinraisingsocialreforminIndiansociety.

4. “India is still facing themenaceofNaxalismdespite the failureofNaxalbariMovement.”Justifythisstatement.

5.AnalyseincomprehensivewaytheimpactofVivekanand’sspeechinParliamentofWorld’sReligionsinChicago.






Theories and Approaches

NOTES


UNIT 8 THEORIES AND APPROACHES

Structure 8.0 Introduction 8.1 Objectives 8.2 RoleTheory:AnOverview 8.3 Problem-SolvingTheory 8.4 GestaltTheory

8.4.1 ContributionofGestaltPsychologytoEducation 8.5 SystemsTheory

8.5.1 OpenandClosedSystems 8.5.2 MainCharacteristicsofaSystem

8.6 CommunicationTheory 8.6.1 TheRoleofInformationinanOrganization 8.6.2 ImportanceofCommunicationinEffectiveFunctioning 8.6.3 WhySocialWorkPractitionersNeedCommunicationSkills

8.7 ExistentialApproach 8.8 AnswerstoCheckYourProgressQuestions 8.9 Summary 8.10 KeyWords 8.11 SelfAssessmentQuestionsandExercises 8.12 FurtherReadings

8.0 INTRODUCTION

Socialwork scientists and experts have developed various theories andapproachestoenablethisfieldofknowledgetofunctionasaprofessionalstream.Eachtheoryhasitsownrelevanceinthefieldofsocialwork.Roletheoryisbasedontheobservationthatpeoplebehaveinapredictableway,andthatanindividual’sbehaviouriscontextspecific,basedonsocialpositionandotherfactors.Eachroleisasetofrights,duties,expectations,normsandbehavioursthatapersonhastofaceandfulfil.Theproblemsolvingstylehastwodimensions(i.)Collectingandorganizingdataand(ii)makingdecisionsusingthedataandinformationgathered.ThefundamentalGestaltprincipleis that‘thewholeisdifferentfromthesumof itsparts.’WertheimerwasassociatedwithGermanpsychologistsashedidalotofresearchworkattheGermanuniversities.HelaunchedtheGestaltSchoolasanewmovementopposedtobothstructuralismandbehaviourism.Heattackedthetraditionalviewof ‘association’ and rote learning’ as the foundationof the thoughtprocesses.Thenwehavesystemstheorywhichlooksorganizationsassystemsfunctioning in relation to their environment.All organizations are open

NOTES


Theories and Approachessystemsastheyalwaysdependupontheoutsideenvironmentforfeedbackandresourcesandfordisposalofthefinishedproduct.

The communication theory also plays a key role in socialworkprofession.The communication system serves as the vehicle bywhichanorganizationisembeddedinitsenvironment.Itnotonlyintegratesthevarioussubunitsofanorganizationbutalso,inasystematicsense,servesasanelaboratesetofinterconnectedchannelsdesignedtosiftandanalyseinformation important from the environment. It also exports processedinformationtotheenvironment.Therolesofcommunicationbecomemorecriticalastheorganizationgrowsinitssize,complexityandsophistication.So,thesystemshouldbeadjustedaccordingtotheneedsoftheorganization,fromtimetotime.

Thisunitaimsatanalysingthevarioustheoriesandapproachesinthefieldofsocialworkprofession.

8.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandthemajortheoriesandapproachesinsocialwork •Explainthepurposeofroletheoryinsocialwork •Enumeratetheroleofproblem-solvingtheory •UnderstandtherelevanceofGestalttheoryinsocialwork •Explainthesystemstheoryinsocialwork •Understandcommunicationtheoryinsocialwork •Enumeratethesignificanceofexistentialapproachinsocialwork

8.2 ROLE THEORY: AN OVERVIEW

Asaperspectiveinsociologyandinsocialpsychology,roletheoryconsidersthatmostofeverydayactivitiesstemfromsociallydefinedcategoriesi.e.mother,manager,teacher,etc.Eachroleisasetofrights,duties,expectations,normsandbehaviours thatapersonhas to faceand fulfil.This theory isbasedontheobservationthatpeoplebehaveinapredictableway,andanindividual’sbehaviouriscontext-specific,basedonsocialpositionandotherfactors.Thetheatreasametaphorisoftenusedtodescriberoletheory.Theword‘role’(orroll)hasexistedinEuropeanlanguagesforcenturies.However,asasociologicalconcept, thetermhasonlybeenaroundsincethe1920sand1930s.ItbecamemoreprominentinsociologicaldiscoursethroughthetheoreticalworksofGeorgeHerbertMead,JacobL.Moreno,TalcottParsons,andRalphLinton.ItisnowacknowledgedthattwoofMead’sconcepts–themindandtheself–aretheprecursorstoroletheory.


NOTES


There aremany ‘‘types’’ of role theory.The theory has brought innumerouspropositionsaboutsocialbehaviour.Theseareasfollows: 1.Thedivisionof labour in society takes the formof the interaction

amongheterogeneousandspecializedpositionsthatwecallroles; 2.Socialrolesinclude“appropriate”and“permitted”formsofbehaviour,

guided by social norms,which are commonly known and hencedetermineexpectations;

3.Rolesareoccupiedbyindividuals,whoarecalled“actors”; 4.Whenindividualsapproveofasocialrole(i.e.,theyconsidertherole

“legitimate”and“constructive”),theywillincurcoststoconformtorolenorms,andpunishthosewhoviolaterolenorms;

5.Changedconditionscanrenderasocialroleoutdated,inwhichcasesocialpressuresarelikelytoleadtorolechange;

6.Theanticipationofrewardsandpunishmentsandthesatisfactionofbehavinginaprosocialway,accountforwhyagentsconformtorolerequirements.Thereisafunctionalperspectiveinroletheory,whichcanbetakenalong

withthemoremicrolevelapproachofthesymbolicinteractionisttradition.This typeof role theorydictateshowclosely related individuals’ actionsare to the society andhowempirically effective a particular role theoryperspectivemaybe.

Check Your Progress

1.Whatisroletheory? 2.Listsomeofthepropositionsofroletheory.

8.3 PROBLEM-SOLVING THEORY

Individualsindulgeindifferentwaysandmeansandtheyhavetheirownstyleofmakingdecisions.Thesefacetsarealsoreflectedthroughtheirpersonalitytraits.Forexample,someofthepeoplewiththistypeofpersonalityarewellplanned,thoroughintheirapproach,payattentiontodetails,etc.However,othersareimpulsiveandtheyjustgoaheadwithsomethingwhichisextremelyobvious.Theproblem-solvingstylehastwodimensions.Theseare: (i)Collectingandorganizingdata. (ii)Makingdecisionsusingthedataandinformationgathered.

Further,intheprocessofinformationgatheringalso,twostylesareinvolved.Theseare:

NOTES


Theories and Approaches (i)Sensation: Thefirststyleisknownassensation.Sensation-orientedpeoplepreferroutineandorder,structuredsituations,andputemphasisonpreciseandwell-defineddetails.

(ii)Thesecondstyleknownasintuitivestyleinvolvesindividualswhodislikeroutine,repetitionandprefernewproblems.Theyenjoylearningnew skills but follow their instinct and jump to conclusions. Suchpersonsoftenenjoyfantasy,daydreama lotandthusaresubject togreatererroroffact.Theychangetheirmindquicklyandoftendonotfinishwhattheystartbeforegoingtoanewproject.Evaluationinvolvesmakingjudgementsonthebasisoftheinformationsogathered.Therearetwodimensionsinvolvedintheevaluationstyle.Theseare:

1.Emphasisonfeeling 2.Emphasisonthinking

Thosepeoplewhoemphasizeonfeelingaresensitivetoconflictandtrytoavoidissuesthatmightresultindisagreements.Theyareemotionalandspontaneousandbasetheirdecisiononhowtheyfeelaboutthesituations.Theydonotliketohurtotherpeopleandfriendlyrelationshipstothemaremoreimportantthanefficiencyorachievement.Feeling-typemanagersfindithardtoreprimandtheirsubordinatesforinadequateperformancesandwouldratheradvise,guideandhelpthem.Thinking-typepeoplearemorelogical,analyticalandusereasonwhensolvingproblems.Theyareunemotionalandareunsympathetictootherpeople’sfeelingswhenmakingjudgements.Theyareverystubbornaboutdefendingtheir‘principles’andwhattheybelieveisright.Theyareorganizedandwell-structured,andtheycarefullyconsideralloptionsbeforemakingdecisions.

Check Your Progress

3. Whicharethetwodimensionsoftheproblem-solvingstyle? 4. Whoarethethinking-typepeople?

8.4 GESTALT THEORY

Gestaltpsychologiststookuparmsagainstbehaviouristsandfunctionalists.TheywererepresentedbyMaxWertheimer(1880–1943),WolfgangKohler(1887–1967) andKurtKoffka (1886–1941)—allGermanpsychologists.ThefundamentalGestaltprincipleisthat‘thewholeisdifferentfromthesumofitsparts.’GestaltisaGermanwordmeaningwhole, form, figure or configuration.TheGestaltpsychologiststookadynamic or fieldviewofthenervoussysteminplaceofthebehaviouristicmachineview.

AlthoughborninPrague(Czechoslovakia),WertheimerwasassociatedwithGermanpsychologistsashedidalotofresearchworkattheGerman


NOTES


universities.HelaunchedtheGestaltSchoolasanewmovementopposedtobothstructuralismandbehaviourism.Inhiswell-knownbook,Productive Thinking(1945),heattackedthetraditionalviewof‘association’androtelearning’asthefoundationofthethoughtprocesses.Wertheimerdemonstratedwithconsiderablesuccessthatwhentheteacherarrangedproblemstoorganizetheelementsofclassroomexercisesintomeaningfulwholes, insightwouldoccur.Thishecontrastedsharplywiththeusualeducationalpracticesofdrill and rote-learning.TherewereextensionsoftheGestaltpointofviewintopersonality,childpsychologyandmotivation,etc.

8.4.1 Contribution of Gestalt Psychology to Education

Gestaltistscontributedimmenselytoeducation.Theseareasfollows: 1.Gestaltistsgiveimportancetotheperceptionofrelation,organization

and wholeinlearning.Theystatethatitisthewholethatdeterminesthebehaviourofitspart.Thisimpliesthattheteachershouldpresenthissubject-matterasawholeintheclass.

2.Goalsandpurposeshaveanimportantplaceinlearning.Theyactivatethelearners.

3.Theteachershouldstartwherethelearners’perceptionsareandnotwherehisownperceptionshappentobe.

4.Theprincipal,theteachersandthestudentsshouldworkasanorganized wholetoimprovetheteacher-learningprocessintheschool.

5.Behaviourismhasthrownnewlightonthegrouporsociallearningintheclassroom.Itconsidersgroupbehaviourtobeanimportantfactorinlearning.

6.Gestaltpsychologypointsouttheneedforinterdisciplinaryapproachtoeducationalproblems.

7.Gestaltpsychologistsstressthatlearningbyinsightismoreforceful. 8.Gestaltpsychologyemphasizestheimportanceofdesirable

Check Your Progress

5.WhatdoyoumeanbythetermGestalt? 6.WhydidWertheimerattackthetraditionalviewof‘association’and

‘rotelearning’?

8.5 SYSTEMS THEORY

Systemsapproachtomanagementviewsorganizationsassystemsfunctioningin relation to their environment.A system is defined as “a group ofinterrelatedpartsthatfunctionasawholetoachieveacommonpurpose.”

NOTES


Theories and ApproachesAllorganizationalsystemsoperateonthebasisoffourelements.Theseare:inputs,transformationprocess,outputandfeedback.Thesevariouselementsareshowninthefollowingdiagram.

8.5.1 Open and Closed Systems

Systemsmaybecategorizedasopenorclosed.Aclosedsystemisasetofinteractingelementswithoutanyinteractionwiththeoutsideenvironment.Ithasnoinputfromoutsideinanyfrom.Asanexample,abatteryoperateddigitalwatchcanbeconsideredasarelativelyclosedsystembecauseoncethebatteryisinsertedinit,itdoesnotrequireanyelementfromoutsidetooperate.

Anopensystem,ontheotherhand,istheonethatisdependentontheoutsideenvironmentforsurvival.Asanexample,ahumanbodyasasystem,composedofmanysub-systems,isanopensystemsinceitmustdependuponoutsideinputandenergyforsurvival.

Allorganizationsareopensystemsastheyalwaysdependupontheoutside environment for feedback and resources and for disposal of thefinishedproduct. In theprocess of transformationof inputs intooutputs,the organizationsmust take into consideration the dynamics of outsideenvironment andmust continuously interactwith outside variables. Forexample,when producing and selling a product, themanagementmustanalyze,inadditiontointernaloperations,theexternalfactorsofresourceavailability,currenttechnologicaltrends,markettrendsandsocialchanges.

8.5.2 Main Characteristics of a System

1.Everysystemiscomprisedofmanysub-systemswhicharecontinuouslyinteractingwitheachother.

2.Everysystemisapartofalargerone.Forexample,anorganizationisasysteminitselfbutalsoisapartofalargerindustrialsystemwhichinturnisapartofasocialsystem.

3. Itssubsystemsareinterrelatedinsuchamannerthatachangeinonevariablewillaffectachangeinothers.

4.Everysystemhasaspecificpurposetowhichallitspartsandsubsystemscontributeforachievingthatpurpose.

5.Eachentityofthesystemreceivesinformationorenergyfromtheotherpartswithinthesystemandfromthesystem’senvironment.

6.Eachentityprocessesthisinformationorenergyinitsownwayandsendsitsoutputtotherestofthesystemandtotheexternalworld.

7.Asystemhasatendencytoremaininequilibriumbymaintainingabalanceamongthevariousforcesoperatingwithinanduponit.


NOTES


8.Asystemcannotexistinisolation.Itmustgetitsinputsfromsomeothersystemanditsoutputsbecomeinputstoothersystems.Thesecharacteristicsclearlyindicatetheinterdependenceofsystems

and sub-systemswithother systems and subsystems in the environment.Forexample,oneofthemostusefulproducts,DDT,apesticidewhichhadbeenwidelyusedtoprotectcrops,wasbannedinAmericabecauseofitsharmful effectsonfishandbirds andeventuallyonhumanbeings.DDTproductioninitself,asasystem,couldnotsurvivebecauseofisinteractionwith other systems. Similarly,Harley-Davidson, amotorcycle company,whichdominatedtheAmericanmotorcyclemarketalmostwentbankruptwhenitdidnotrecognizeitsrelationshipwithHondamotorcyclethatwasintroducedinAmericainthelate1950s.AmericanMotorsCompanydidgooutofbusinessbecauseitsolelyreliedonthesuccessofRamblerautomobilesandfailedtointeractwiththecompetition.Accordingly,managementmustrecognizenotonlytheneedforharmonyandsynchronizationamongthesub-systemswithinthesystem,suchasproduction,marketing,qualitycontrol,personnelandsoon,butalsotheneedforadequateinteractionwithothersystemsoutside such as governmental regulations, customers, suppliers,competitorsandsoon.

Threeotherconceptsofsystemstheoryareusefultounderstand.Firstistheconceptof“synergy”.Synergysimplymeansthatthewholeisgreaterthan the sumof its parts.Thismeans thatwhen one company acquiresanothercompanythentheresultingoutputisexpectedtobehigherthanthesumoftheindividualoutputsofthesetwocompanies.ThereisasayinginIndiathat,“whi1eoneisjustaone,twoonesmakeitaneleven”.Thatistheconceptofsynergy.

Thesecondaspectisthatof“entropy.”Entropyistheamountofdisorderpresentinanysystem.Systemssurvivewhentheybehaveorderly.Asystemwhichisopen,suchasanorganization,butremainsdosed,wouldhavenointeractionwithothersystemsandwouldeventuallyfail.Livingsystems,if totally isolatedwould eventually achievemaximumentropy and die.Accordingly,organizationsmustalwaysbeintunewiththeenvironmentandkeeponinteractingwithothersystemsinordertosurviveandremainvital.

Thethirdaspect,knownas“equifinality”suggeststhattheremaybemorethanonepathleadingtothesamedestination.Indosedsystems,adirectcauseandeffectrelationshipcanbefoundbetweentheinitialconditionandthefinalstate.Forexample,inthecaseofawatch,whichisaclosedsystem,thereisdirectandonlyrelationshipbetweentheinsertionofthebatteryandtheoperationofthewatch.Thewatchwillnotworkanyotherway.Inopensystems,however,finalstatescanbereachedfromdifferentstartingpointsandindifferentways.Theinflexiblecauseandeffectrelationshipsfoundinphysicalsciencesdonotapplytosocialsciences.Thustheremaynotbejust“one”bestsolutiontomanagerialproblemsput theremaybemanygood

NOTES


Theories and Approachessolutions.Forexamplethegoalofexpansionmaybeachievedbyintroducingnewproductsorbymergersandacquisitionsorsimplybygreatermarketpenetration by promotion and advertising. Similarly, for example,DowChemicalandUnionCarbidecanpursuedifferentstrategiesandbeequallysuccessfulchemicalindustries.

Check Your Progress

7.Whatisanopensystem? 8.Whatdoyoumeanbyentropy?

8.6 COMMUNICATION THEORY

Communicationisthepassingofinformationandunderstandingfromonepersontoanother,atthesameleveloratdifferentlevels.Itistheprocessbywhichthemanagementreachesouttoothersformanagingitswork.Sincemanagersworkthroughothers,alloftheirmanagerialfunctionspassthroughthebottlenecksofcommunication.Onepersoncaninitiatetheprocessbuthealonecannotcompleteit.Itiscompletedonlywhenitisreceivedbyothers.Theeffectivenessofmanagementlargelydependsupontheeffectivenessofcommunication.Itiscommunicationwhichgiveslifetotheorganization;so,itcanberelatedwiththelifebloodofanorganization.

The communication system serves as the vehicle bywhich anorganizationisembeddedinitsenvironment.Itdoesn’tonlyintegratethevarioussubunitsofanorganizationbutalso,inasystematicsense,servesasanelaboratesetofinterconnectedchannelsdesignedtosiftandanalyseinformation important from the environment. It also exports processedinformationtotheenvironment.

Therolesofcommunicationbecomemorecriticalastheorganizationgrowsinitssize,complexityandsophistication.So,thesystemshouldbeadjustedaccordingtotheneedsoftheorganization,fromtimetotime.

Communicationkeepsthemembersoftheorganizationawareabouttheinternalandexternalconditionoftheorganization.Itisdoneinordertoensurethatorganizationalobjectivesareachieved.Anorganizationcannotfunctionwithoutcommunication.

8.6.1 The Role of Information in an Organization

Toreducethechancesofdisinformationbythegrapevine,anorganizationkeepsallitsemployeesinformedaboutanumberoffactsoftheorganization.Thecontentoftheinformationisgenerallyamixtureoffact,opinion,attitudesandinterpretation.Broadly,allprofessionalcommunicationcanbedividedintofivetypesofinformation:


NOTES


1. Statutory information: Theinformationsuchastermsandconditionsof service, are tobecommunicated toall employeesasa statutoryrequirement.

2. Regular work-situation: The information regarding normalworksituationhas tobe regularly communicated through routine formalbriefing sessions or through informal chat sessions between themanagerandthegroupmembers(his/hercolleagues)

3. Major policy or operational change information:Anymajorchangeintheorganizationpolicyorwork,whichisgoingtoaffecteveryoneoralargenumberofemployees,hastobecommunicatedtoeveryonebycallingspecialmeetingsorbyissuingnoticestobereadbyall.

4. Information bulletin:To keep people informed about events andhappeningstakingplaceintheorganization,periodicinformationintheformofanewsletteriscommunicatedtoallemployeesofthecompany.Thisinformationcreatesasenseofinvolvementintheemployeesinwhichisimportantfortheworkingoftheorganization.

5. Communication by expectancy: Information of critical changesshouldbecarefullyandgraduallycommunicatedtothosewhoaregoingtobedirectlyaffectedbythedecision.Beforethedecisionistakenandimplemented,thepeopleconcernedmustbementallypreparedfortheevent. Involving their representativeorhead in theveryprocessofdecisionmakingcandothis.Thisprocessistocreateexpectancyinthereceiverswhowouldbelessshockedbynegativecommunicationanditseventuality

8.6.2 Importance of Communication in Effective Functioning

Communicationskillsconstituteanimportantaspectofeffectivemanagement.Managingisacomplexprocess.Insimpleterms,itcanbedescribedastheorganization of capital, labour andmaterial to achieve production anddistributionofparticulargoodsorservices.

First, themanagement fixes its objectives –what to do and formitspolicyonhow todo it.Then therehas tobea system throughwhichtheproductionanddistributionprocessescanbeguided,coordinatedandcontrolledtoensurethatthemanagementoperationsareledandcoordinatedandtheyresultinfeedback.

Managingisaunified,organizedandcooperativesystemcommittedto theachievementofcommongoals.Thesenseofunityofpurposeandcommitmenttoasingleorganizationalgoalcanbedevelopedonlythroughtheinspiringandpersuasivepowerofcommunication.Tobeabletodoso,amanagerneedstohavecommunicationskillsofahighordertostructuretheinformation,accordingtoitsnegative/affirmativenatureandtoframewordsandtonesaccordingtopurposeofthecommunication.Themanagershould

NOTES


Theories and Approachesbeabletocreateadesiredrelationshipwithaudience/workerstoproducetheneededresponse.

Communicationalsoplaysavital role in traininganddevelopmentprogrammes.Thestandardsofperformancearealsorequiredtobeproperlyandclearlycommunicatedforappraisingemployees,sothattheemployeesunderstandwhat theyneed to do and subsequently employees alsoneedfeedbackabouttheirperformance.IncasetheHRmanagerfailstoproperlycommunicate the performance outcome result, itwill cause emotionalproblems,dissatisfactionandlowmoraleamongemployees.Communicationsisalsoessentialforexplainingdisciplinaryrulesandproceduresandtheirproperimplementation.

Ahumanresourcesmanagerneedstohavegoodnegotiationskillstoarriveatanagreementduringthecollectivebargainingprocesstoovercomeobstacles,whichmayarise in thenegotiationprocess. It is also requiredfor fostering effectiveparticipative andcollaborativework culture in theorganization. Problems, suggestions opinions and recommendations ofemployees are transmitted through communication, in an organization.Communicationhasdirect linkwithmotivation,morale,absenteeismandproductivityoftheemployees.Aleader’ssuccessorfailuredependsuponhowwellhecommunicateshisplans,visionandideastohisfollowers.Thus,awholelotofstrategiesincludingverbalandeffectivecommunicationformanimportantpartofmanagementasadiscipline.

8.6.3 Why Social Work Practitioners Need Communication Skills

Toalargeextent,thesuccessofanorganizationdependsupontheatmosphereinwhich there is a free flow of information upward, downward andhorizontally.Attheworkplace,weprimarilythinkofgettingthingsdone.Forthis,instructionsandguidelines,supervisionandmonitoringandperiodicreportingareusually,consideredenough.But,ifwewishtoachievemorethanthesettask,arealinvolvementofalltheemployeesfromthehighesttothelowestlevelsistobesecuredbyallowingeverylevelofworker/employeetosuggest/offerideas,viewsandexperiences.Suchasystemofcommunicationcanbeevolvedandestablishedwithintheorganizationonlybythemanager.Infact,themanagerfunctionsasapointofintersectionofallcommunicationchannels.Oneoftheimportantconcernsofthemanageristoorganizeandensurethataneffectiveinformationsystemisinplaceacrosstheorganization.

As analysedbyHenryMintzbergofMIT,managersneedeffectivecommunicationskillstoperformthefollowinginter-relatedroles(Figure8.1): 1. Interpersonal 2. Informational 3.Decisional


NOTES


EffectiveCommunication

Skills

Informational DecisionalInterpersonal

Fig. 8.1 Effective Communication Skills

Theinterpersonalrolemakesthemanageractasafigureheadleaderandliaisonofficer.Theinformationalrolemakesthemanagerasupervisor,disseminatorandspokesperson.Inadecisionalrole,themanagerfunctionsasentrepreneur,troubleshooter,resourceallocatorandnegotiator.

1. Interpersonal role

Itisnecessarytoensuretheeffectiveoperationoftheorganization’ssystemandtomaintainproperrelationshipswithintheorganizationandwiththeoutside clients, suppliers and others. If interpersonal communication iseffective,internalsystemsrunsmoothly.Forexample,personnelfunctionswithintheorganizationrequirethatasamanageroneinspiresconfidence,winssupportandguideshisworkers.Amanagershouldbearole-modelforothers,developtheskillofpatientlistening,createanatmosphereofmutualunderstandingandgoodwillwithintheorganizationbytransparentsharingoftheorganization’sobjectives,missionsandproblems.

2. Informational role

Iftheinternalinformationsystemiseffective,systemssuchasstockcontrol,personnelfunctionsfinancialsystemsandqualitycontroloperatesmoothly.Shortcomingsandproblemscanbequicklyidentifiedandremedialactioncanbetakenimmediately.Propermaintenanceofproductandservicestandardscanbeensuredonlythroughregularmonitoringandinstructing.Througheffective,interactiveandinformationalcommunicationandastrongfeedbacksystem,ahighmoraleandsatisfactioncanbesecuredamongworkers.

3. Decisional role

Decision-makingisbaseduponreceivingandinterpretingallrelevantandnecessaryinformation.Withouthavingnecessaryinformation,decisionsmayturnouttobeunrealisticandbasedonguesswork.Managersneedtopossesstheskillofreceivingrelevantandlatestinformationcorrectlyandaccuratelytobeabletotakedecisionsandactrationally,fairlyandtothesatisfactionofallconcerned.Allthesefunctionsrequirethemanagertohandlepeopleandsituationswiththeknowledgeofhumanneeds.

NOTES


Theories and Approaches8.7 EXISTENTIAL APPROACH

Existentialistphilosophershavecontributeda lot tosocialworkpractice.The existential approach really enables clients to examine the degree towhichtheirbehaviourisinfluencedbysocialandculturalconditioning.Theexistentialapproachisaphilosophical.Itisconcernedwithpeople’spositionintheworldandwhatitmeanstobealive.Theexistentialapproachconsidershumannaturetobeopen-ended,flexibleandcapableofanenormousrangeofexperience.Thepersonis inaconstantprocessofbecoming. IcreatemyselfasIexist. There isnoessential,solidself,nogivendefinitionofone’spersonalityandabilities.

Existentialthinkersavoidrestrictivemodelsthatcategoriseorlabelpeople.Insteadthereisadescriptionofthedifferentlevelsofexperienceandexistencethatpeopleareinevitablyconfrontedwith.

Check Your Progress

9.Howdoesthecommunicationsystemserve? 10.Whicharetheinter-relatedrolesofmanagerasanalysedbyHenry

Mintzberg?


1.Asaperspectiveinsociologyandinsocialpsychology,roletheoryconsidersthatmostofeverydayactivitiesstemfromsociallydefinedcategoriesi.e.mother,manager,teacher,etc.Eachroleisasetofrights,duties,expectations,normsandbehavioursthatapersonhastofaceandfulfil.Thistheoryisbasedontheobservationthatpeoplebehaveinapredictableway,andanindividual’sbehaviouriscontext-specific,basedonsocialpositionandotherfactors.

2.Theseareasfollows: (i)Thedivisionoflabourinsocietytakestheformoftheinteraction

amongheterogeneousandspecializedpositionsthatwecallroles (ii)Social roles include “appropriate” and “permitted” forms of

behaviour,guidedbysocialnorms,whicharecommonlyknownandhencedetermineexpectations

(iii)Rolesareoccupiedbyindividuals,whoarecalled“actors” (iv)When individuals approveof a social role (i.e., they consider

therole“legitimate”and“constructive”),theywillincurcoststoconformtorolenorms,andpunishthosewhoviolaterolenorms;


NOTES


3.Theproblem-solvingstylehastwodimensions.Theseare: (i)Collectingandorganizingdata. (ii)Makingdecisionsusingthedataandinformationgathered. 4.Thinking-typepeoplearemorelogical,analyticalandusereasonwhen

solvingproblems.Theyareunemotionalandareunsympathetictootherpeople’sfeelingswhenmakingjudgements.Theyareverystubbornaboutdefendingtheir‘principles’andwhattheybelieveisright.

5.GestaltisaGermanwordmeaningwhole,form,figureorconfiguration.TheGestaltpsychologiststookadynamicorfieldviewofthenervoussysteminplaceofthebehaviouristicmachineview.

6.Wertheimerwas associatedwithGerman psychologists as he dida lotofresearchworkat theGermanuniversities.He launchedtheGestaltSchoolasanewmovementopposedtobothstructuralismandbehaviourism.Inhiswell-knownbook,ProductiveThinking(1945),heattackedthetraditionalviewof‘association’androtelearning’asthe foundationof the thought processes.Wertheimerdemonstratedwithconsiderablesuccessthatwhentheteacherarrangedproblemstoorganizetheelementsofclassroomexercisesintomeaningfulwholes,insightwouldoccur.

7.Anopensystemistheonethatisdependentontheoutsideenvironmentforsurvival.Asanexample,ahumanbodyasasystem,composedofmanysub-systems,isanopensystemsinceitmustdependuponoutsideinputandenergyforsurvival.

8.Entropy is the amount of disorder present in any system.Systemssurvivewhentheybehaveorderly.Asystemwhichisopen,suchasanorganization,butremainsdosed,wouldhavenointeractionwithothersystemsandwouldeventuallyfail.

9.The communication system serves as the vehicle bywhich anorganizationisembeddedinitsenvironment.Itdoesn’tonlyintegratethevarioussubunitsofanorganizationbutalso,inasystematicsense,servesasanelaboratesetofinterconnectedchannelsdesignedtosiftandanalyseinformationimportantfromtheenvironment.Italsoexportsprocessedinformationtotheenvironment.

10. Inter-relatedrolesofmanagersare: (i) Interpersonal:Itisnecessarytoensuretheeffectiveoperation

oftheorganization’ssystemandtomaintainproperrelationshipswithintheorganizationandwiththeoutsideclients,suppliersandothers.

(ii) Informational:Iftheinternalinformationsystemiseffective,systems such as stock control, personnel functions financialsystemsandqualitycontroloperatesmoothly.Shortcomingsand

NOTES


Theories and Approachesproblemscanbequickly identifiedandremedialactioncanbetakenimmediately.

(iii)Decisional:Managers need to possess the skill of receivingrelevantandlatestinformationcorrectlyandaccuratelytobeabletotakedecisionsandactrationally,fairlyandtothesatisfactionofallconcerned.

8.9 SUMMARY

•Theword‘role’(orroll)hasexistedinEuropeanlanguagesforcenturies.However,asasociologicalconcept, thetermhasonlybeenaroundsincethe1920sand1930s.ItbecamemoreprominentinsociologicaldiscoursethroughthetheoreticalworksofGeorgeHerbertMead,JacobL.Moreno,TalcottParsons,andRalphLinton.

•Thereisafunctionalperspectiveinroletheory,whichcanbetakenalongwiththemoremicrolevelapproachofthesymbolicinteractionisttradition.This type of role theory dictates how closely relatedindividuals’actionsaretothesocietyandhowempiricallyeffectiveaparticularroletheoryperspectivemaybe.

• Individualsindulgeindifferentwaysandmeansandtheyhavetheirownstyleofmakingdecisions.Thesefacetsarealsoreflectedthroughtheirpersonalitytraits.

•Thesecondstyleknownasintuitivestyleinvolvesindividualswhodislikeroutine,repetitionandprefernewproblems.Theyenjoylearningnewskillsbutfollowtheirinstinctandjumptoconclusions.

•ThefundamentalGestaltprincipleisthat‘thewholeisdifferentfromthesumofitsparts.’GestaltisaGermanwordmeaningwhole,form,figureorconfiguration.TheGestaltpsychologiststookadynamicorfieldviewofthenervoussysteminplaceofthebehaviouristicmachineview.

•Systemsmaybecategorizedasopenorclosed.Aclosedsystemisasetof interactingelementswithoutany interactionwith theoutsideenvironment.Ithasnoinputfromoutsideinanyfrom.

•Harley-Davidson, amotorcycle company,which dominated theAmericanmotorcyclemarketalmostwentbankruptwhenitdidnotrecognizeitsrelationshipwithHondamotorcyclethatwasintroducedinAmericainthelate1950s.

•Synergysimplymeansthatthewholeisgreaterthanthesumofitsparts.Thismeansthatwhenonecompanyacquiresanothercompanythentheresultingoutputisexpectedtobehigherthanthesumoftheindividualoutputsofthesetwocompanies.


NOTES


•The communication system serves as the vehicle bywhich anorganizationisembeddedinitsenvironment.Itdoesn’tonlyintegratethevarioussubunitsofanorganizationbutalso,inasystematicsense,servesasanelaboratesetofinterconnectedchannelsdesignedtosiftandanalyseinformationimportantfromtheenvironment.Italsoexportsprocessedinformationtotheenvironment.

•Communication skills constitute an important aspect of effectivemanagement.Managingisacomplexprocess.Insimpleterms,itcanbe described as the organizationof capital, labour andmaterial toachieveproductionanddistributionofparticulargoodsorservices.

•Ahuman resourcesmanager needs to havegoodnegotiation skillstoarriveatanagreementduringthecollectivebargainingprocesstoovercomeobstacles,whichmayariseinthenegotiationprocess.Itisalso required for fostering effectiveparticipative and collaborativeworkcultureintheorganization.

•Toa largeextent, thesuccessofanorganizationdependsupon theatmosphere inwhich there is a free flowof information upward,downwardandhorizontally.Attheworkplace,weprimarilythinkofgettingthingsdone.Forthis,instructionsandguidelines,supervisionandmonitoringandperiodicreportingareusually,consideredenough.

• Itisnecessarytoensuretheeffectiveoperationoftheorganization’ssystemandtomaintainproperrelationshipswithintheorganizationandwith the outside clients, suppliers and others. If interpersonalcommunicationiseffective,internalsystemsrunsmoothly.

•Existentialist philosophers have contributed a lot to socialworkpractice.Theexistentialapproachreallyenablesclients toexaminethedegreetowhichtheirbehaviorisinfluencedbysocialandculturalconditioning.

•Existentialthinkersavoidrestrictivemodelsthatcategoriseorlabelpeople.Insteadthereisadescriptionofthedifferentlevelsofexperienceandexistencethatpeopleareinevitablyconfrontedwith.

8.10 KEY WORDS

• Gestalt psychology:This is a philosophy ofmind of theBerlinSchoolofexperimentalpsychology.Gestaltpsychologyisanattemptto understand the laws behind the ability to acquire andmaintainmeaningfulperceptionsinanapparentlychaoticworld.

• Entropy:This themeasure of a system’s thermal energyper unittemperaturethatisunavailablefordoingusefulwork.

NOTES


Theories and Approaches • Equifinality:Thisistheprinciplethatinopensystemsagivenendstatecanbereachedbymanypotentialmeans.Itallowsthesameeffectorresultfromdifferentevents.

• Existentialist:Apersonwhoadvocates thephilosophical theoryofexistentialism.Existentialismisa traditionofphilosophical inquiryassociatedmainlywith certain 19th and 20th-century Europeanphilosophers.



1.Writeashortnoteonthefunctionalperspectiveinroletheory. 2.Writeinbriefabouttheefficacyoftheproblem-solvingtheoryinsocial

work. 3.Writeashortnoteontheclosedsysteminanorganization. 4.Writeinbriefabouttheconceptof“synergy”. 5.Writeashortnoteontheroleofinformationinanorganization.


1.DiscussindetailthecontributionofGestaltpsychologytoeducation. 2.Analysethemaincharacteristicsofasystemasexplainedinsystem

theory. 3.Discuss the significance of communication skills for socialwork

practitioners.






Perspectives of Social Work

NOTES


UNIT 9 PERSPECTIVES OF SOCIAL WORK

Structure 9.0 Introduction 9.1 Objectives 9.2 RadicalandMarxistPerspective

9.2.1 Marx’sDivisionofHistory 9.3 FeministApproach 9.4 IntegratedApproach 9.5 AnswerstoCheckYourProgressQuestions 9.6 Summary 9.7 KeyWords 9.8 SelfAssessmentQuestionsandExercises 9.9 FurtherReadings

9.0 INTRODUCTION

Perspectiveplaysanimportantroleforasocialworkerwhileinitiatinganycollaborativepartnershipwithclientsinthesocialworkprofession.Onthebasisofvariousperspectives,socialworkerisabletoassessthattheclienthasmultiplestrengths.Thesocialworkertriestoassessthestrengthsoftheclientandemphasizesthesestrengthsinthehelpingrelationship.TheMarxistapproachstressesonamaterialistinterpretationofhistoryandacriticalstancetowardexistingsocialarrangements.AccordingtoMarx,thewayinwhichwork is sociallyorganizedand the technology that isused inproductionstronglyimpactssociety.Hesaidthateverythingofvalueinsocietycomesfromhumanlabour.Accordingtothisperspective,sincethesocialrelationsofproductionarecontrolledbythebourgeoisie,thedominantideologyincapitalistsocietyisthatoftherulingclass.Ideologyandsocialinstitutionsreproduce and perpetuate the economic class structure.Here, a radicalapproachseekstogiveacleardirectiontotheclientinobtainingservices.

However,thefeministperspectivetakesintoaccounttheroleofgenderand the historical lack of power experienced bywomen in our society.Feministsocialworkersemphasizethecollaborativerelationshipbetweenthe socialworker and the client and place an emphasis on equality andempowermentofwomeninoursociety.Afeministperspectivecanbeseeninmanyareasofsocialworksuchascounselling,grouptherapy,therapyorganizations,socialpolicyanalysis,andresearchinsocialwork.

Integratedsocialworkmakesuseofaholisticapproachinthepracticeofsocialwork.Ittakesintoaccountallthemethodsofsocialworkforlastingsolutionstotheproblemsandsituationsofindividuals.

NOTES


Perspectives of Social WorkThisunitaimsatanalysingthevariousperspectivesthatasocialworkerneedstounderstandforanycollaborativepartnershipwiththeclient.

9.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandvariousperspectivesofsocialwork •ExplainradicalandMarxistperspectiveofsocialwork •EnumerateMarx’divisionofhistory •Understandfeministapproachofsocialwork •Explainthetypesoffeministapproachesofsocialwork •Understandtherelevanceofintegratedapproachtosocialwork

9.2 RADICAL AND MARXIST PERSPECTIVE

TheseveralsocialtheoriesthattalkaboutsocialconflicthaverootsintheideasofKarlMarx(1818-1883),theGermantheoristandpoliticalactivist.TheMarxist approach stressed on amaterialist interpretation of history,a dialecticalmethodof analysis, a critical stance toward existing socialarrangements,andapoliticalprogrammeofrevolutionor,atleast,reform.

Theworkthatapersondoesmostsignificantlyinfluenceshissociallife.Thisisthebasicpremiseofamaterialistviewofhistory.AccordingtoMarx,thewayinwhichworkissociallyorganizedandthetechnologyisusedinproductionstronglyimpactssociety.Hesaidthateverythingofvalueinsocietycomesfromhumanlabour.Thus,accordingtoMarxianphilosophy,menandwomenwhoareemployedarealsomakingtheirownsociety,andcreatingtheconditionsfortheirownexistence.

Thekeyelementsofthismaterialistviewofhistoryareasfollows:‘Inthesocialproductionoftheirexistence,meninevitablyenterintodefiniterelations,whichareindependentoftheirwill,namelyrelationsofproductionappropriate to a given stage in the development of theirmaterial forcesofproduction.Thetotalityoftheserelationsofproductionconstitutestheeconomicstructureofsociety,therealfoundation,onwhicharisesalegalandpoliticalsuperstructureandtowhichcorresponddefiniteformsofsocialconsciousness.Themodeofproductionofmateriallifeconditionsthegeneralprocessofsocial,politicalandintellectuallife.Itisnottheconsciousnessofmenthatdeterminestheirexistence,buttheirsocialexistencethatdeterminestheirconsciousness’(Marx,1971).


NOTES


9.2.1 Marx’s Division of History

Marxdividedhistoryintoseveralstages,conformingtobroadpatternsinthe economic structureof society.Themost important stages forMarx’sargumentwerefeudalism,capitalismandsocialism.Thegreaterpartofhiswritingisaboutapplyingthematerialistmodelofsocietytocapitalism.Thiswas thedominant stageofeconomicandsocialdevelopment in the19thcenturyEurope.ForMarx,thecentralinstitutionofcapitalistsocietyisprivateproperty.Themainaspectofcapitalistsystemisthatcapital(i.e.,money,machines,tools,factories,andothermaterialobjectsusedinproduction)iscontrolledbyasmallminorityofthepopulation.

Thistypeofeconomic-socialsystemcreatestwoopposingclasses—theownersofcapital(bourgeoisie)andtheworkers(proletariat),whoseonlypropertyistheirownlabourtime,whichtheyhavetoselltothecapitalists.Ownersmakeprofitsbypayingworkerslessthanwhattheirworkisworthand, thus, exploiting them. InMarxist terminology, ‘material forces ofproduction’or‘meansofproduction’includecapital,landandlabour;whereas‘socialrelationsofproduction’refertothedivisionoflabourandimpliedclassrelationships.

AccordingtoMarx,economicexploitationleadstopoliticaloppression.It isavicioussystem,whereinownersuse theireconomicpower togaincontrolofthestateandturnitintoatoolofbourgeoiseconomicinterests.Forexample,theycanusethepoliceforcetoenforceunfairpropertyrightsandmakeunfaircontractsbetweencapitalistsandworkers.

Oppressioncantakesubtleforms;likethereligioncanservecapitalistinterestsbyplacatingthemasses,andintellectualscanbepaidbythecapitaliststojustifyandrationalizetheexistingsocialandeconomicarrangements.Thus,theeconomicstructureofsocietylaysthegroundworkforthesuperstructure,includingideas(e.g.,morality,ideologies,artandliterature)andthesocialinstitutions that support the class structure of society (e.g., the state, theeducationalsystem,thefamily,andreligiousinstitutions).

Since the social relations of production are controlled by thebourgeoisie,thedominantideologyincapitalistsocietyisthatoftherulingclass.Ideologyandsocialinstitutionsreproduceandperpetuatetheeconomicclassstructure.AccordingtoMarx,theexploitativeeconomicarrangementsofcapitalismwerethefoundationuponwhichthesuperstructureofsocial,political and intellectual consciousnesswas built.To reverse the systemandmakeitmorefair,Marxintroducedthemethodofdialecticalanalysis.According to thismethod,which isbasedonHegel’s idealisticdialectic,anexistingsocialarrangement,or thesis,generates itssocialopposite,orantithesis,andaqualitativelydifferentsocialform,orsynthesis,emergesfromtheresultingstruggle.

NOTES


Perspectives of Social WorkMarxbelievedthatanyexploitativeeconomicarrangementwasboundtofailasitcreatedconditionsforitsowndestruction.Forinstance,feudalismgave rise to a class of town-dwellingmerchants,whose aimofmakingprofitseventuallyledtothebourgeoisrevolutionandthemoderncapitalistera.Similarly,theclassrelationsofcapitalismwillleadtothenextstageofsocialism.

The class relations of capitalism carry an incongruity—capitalistsneedworkers,andviceversa,buttheeconomicinterestsofthetwoareatodds.Suchcontradictionsmeanconflictandinstability,andleadtoaclassstruggle.Addedtothisisthecapitalistsystem’sneedformoremarketsandmore investments incapitalsoas togeneratemoreprofits forcapitalists.Theresultingeconomiccyclesofexpansionandcontraction,togetherwithtensionswithintheworkingclassasitunderstandshowitisbeingexploited(andthusattainsclassconsciousness),leadstoasocialistrevolution.

Eventhoughthisisexpectedtounfoldlogically,thereisaneedforsocial criticism andpolitical activity,whichwill expedite the comingofsocialism.Sincethissystemisnotbasedonprivateproperty,itwillnothaveasmanycontradictionsandconflictsascapitalism.Marxistsbelievethatsocialtheoryandpoliticalpracticearedialecticallyintertwined.

Theroleofintellectualsthereforeistoengageinpraxis,i.e.,tocombinepoliticalcriticismwithpoliticalactivity.Theoryshouldbecriticalsincetheprevailingsocialrelationsarebasedonexploitationoftheworkingclass.

Check Your Progress

1.WhatdoyoumeanbytheMarxistapproachtosocialwork? 2.WhatarethetwoopposingclassesasexplainedbyMarx?

9.3 FEMINIST APPROACH

Feminismasatheoryandmethodhaswideimplicationsforsocialwork.Theinfluenceoffeministtheoryonsocialworkhascometobeknownasfeministsocialwork(socialworkfeminists).Afeministperspectivecanbeseeninmanyareasofsocialworksuchascounselling,grouptherapy,therapyorganizations,socialpolicyanalysis,andresearchinsocialwork.

Thethreemostrecognizedperspectivesoffeminismare: (i)Liberalfeminism, (ii)Radicalfeminism (iii)Socialistfeminism

Eachfeminismparadigmhasadifferentperspectiveonthenatureofinjusticeandoppressionagainstwomen.Eachofthesehasitsownsetof


NOTES


approachesandstrategiestoeliminategenderinequalities.Feministtheorieshavesomesimilarities(Dominelli,2002): •Toupholdwomen’srights. •Toguaranteefreedomfromoppression. •Togivewomentheopportunitytospeakforthemselves. •Toheartheissuesofwomen. •Tocreateanalternativelifestyle. •Tointegratetheorywithpractice. •Tofindamatchbetweenobjectivesandthewaystoachievethem. •Tocollatecollectivesolutionswhiletakingintoaccounttheindividuality

anduniquenessofeverywoman. •Toappreciatethecontributionsofwomen. •Tousetheexperiencesofwomentoexplainsocialreality.

(i) Liberal Feminism

The theory of liberal feminism is based on the belief thatwomenhavenotbeengivenequal rights, particularlybecause theyhavebeendefinedas a group rather than as individuals.There are several advocates ofliberalfeminismincludingJohnStuartMill,HarrietTaylor,JosephineSt.PierreRuffin,MaryChurchTerrelandFannieBarrierWilliams(Saulnier,2000).Liberalfeminismdoesnotdemandfundamentalchangeinstructure;instead itwants thatwomenbe considered an equal part of the existingstructure.

Core teachings of liberal feminism:

Education is the key to social change.Bringing up children and doinghouseholdwork are the traditional chores ofwomen,which are seen asunskilledjobs.Liberalfeminismdemandspoliticalequalitybetweenwomenandmen by increasing female representation in public spaces. Liberalfeministsactivelymonitorelectionsandsupport thosemenwhofightforthe interests ofwomen.Today liberal feminism is close to themodel ofegalitarianliberalism,andtowelfareorthewelfarestatethatsupportsthesystemandmeritocracy.

(ii) Radical Feminism

Professional socialwork aims to improve social functioning capacity ofindividuals,groupsandcommunities.InMarxism,aradicalapproachseekstogiveacleardirectiontotheclientinobtainingservices.Radicalsocialworkers aremore concernedwith the professionalization of socialworkagainsttheinterestsofclientsandprofessionaldevelopmentcontrarytotheinterestsoftheclient.

NOTES


Perspectives of Social Work(iii) Socialist Feminism

Socialistfeminismcameaboutinthe1970s.AccordingtoJaggar,thisschoolisasynthesisofhistoricalmaterialistapproachtoMarxismandEngelsand‘the personal is political’ of radical feminism.However, there aremanywhoarecriticalofMarxandEngelsastheydidnotaddresstheoppressionandenslavementofwomen(Saulnier,2000).Marxstates,‘thematerialoreconomicconditionistherootofcultureandsocialorganization’.Accordingtohim, the significanceofhuman life is the resultofwhat theyproduceandhowtheyproduceit.Thus,allpoliticalandintellectualhistorycanbeunderstoodbyknowingthe‘modeofeconomicproduction’bythehumanrace.Marxargued,‘thatitisnotconsciousnessthatdetermineslife,butlifedetermines consciousness’.According toEngels,women andmen haveimportantrolesinmaintainingthenuclearfamily.However,becausewomen’straditionaltasksincludemaintainingahomeandfoodpreparation,whereasthetaskofmenistosearchoffood,ownandgovernslaves,andpossessthetoolsthatareneededtoimplementthesetasks,menhaveaccumulatedgreaterwealththanwomen.Accumulationofwealthiswhatcausesmalepositioninthefamilytobecomemoreimportantthanthatofwomenandinturnencouragesthementoexploititspositionbytakingcontrolofwomenandensurealegacyfortheirchildren(Saulnier,2000).

Core doctrine of socialist feminism:

Womenwerenotincludedintheanalysisofclass,becauseitwasbelievedthatwomendidnothaveaspecialrelationshipwiththemeansofproduction.Therefore,changeinthemeansofproductionwasa‘necessarycondition’,althoughnota‘sufficientcondition’,ifthesuppressionofwomenwastoend.

Capitalismreinforcessexism,becausethereisadifferencebetweenpaidworkandhouseholdworkandwomenwereurgedtododomesticwork.Men’saccesstoleisuretime,personalservices,andluxurieshasraisedtheirstandardofliving.

9.4 INTEGRATED APPROACH

Integratedsocialworkincorporatesaholisticapproachinthepracticeofsocialwork.Itisamethodwhichtakesintoaccountanintegratedapproachtosocialworkforbringinginalong-termandcoherentsolutiontotheproblemsandsituationsofindividualsinthegroupsandcommunities.

Forsocialworker,thisapproachisquiteusefulwhileworkingwithchildrenwhoare inconflictwith the law. Inorder toensureaneffectivesolutiontotheproblem,asocialworker,doesnotonlyneedtodealwiththejuvenile,butalsomustinvolvethefamilyandthecommunityinwhichthechildlives.Toaddtohisorherknowledgebaseofsolvingsuchproblems,


NOTES


thesocialworkerthusneedstoconductsocialresearchandadministration.Forachievingmaximumbenefitsfromintegratedapproach,socialworkershouldputtogetherallmethods,theories,values,andethicsofsocialworkpracticeandapplythemwhensuchsituationsemerge.

Check Your Progress

3.Howdoesfeminismimpactsocialwork? 4.Whatarethecoreteachingsofliberalfeminism? 5.Whenistheintegratedapproachusefulforsocialworker?


1.TheMarxistapproachstressedonamaterialistinterpretationofhistory,adialecticalmethodofanalysisandacriticalstancetowardexistingsocialarrangements.AccordingtoMarx, theexploitativeeconomicarrangements of capitalismwere the foundation uponwhich thesuperstructureofsocial,politicalandintellectualconsciousnesswasbuilt.

2.Thetwoopposingclasses—theownersofcapital(bourgeoisie)andtheworkers(proletariat),whoseonlypropertyistheirownlabourtime,whichtheyhavetoselltothecapitalists.Ownersmakeprofitsbypayingworkerslessthanwhattheirworkisworthand,thus,exploitingthem.

3.Feminismasatheoryandmethodhaswideimplicationsforsocialwork.Theinfluenceoffeministtheoryonsocialworkhascometobeknownasfeministsocialwork(socialworkfeminists).Afeministperspectivecanbeseeninmanyareasofsocialworksuchascounselling,grouptherapy,therapyorganizations,socialpolicyanalysis,andresearchinsocialwork.

4.Liberalfeminismdemandspoliticalequalitybetweenwomenandmenbyincreasingfemalerepresentationinpublicspaces.Liberalfeministsactivelymonitorelectionsandsupport thosemenwhofightfor theinterestsofwomen.Todayliberalfeminismisclosetothemodelofegalitarianliberalism,andtowelfareorthewelfarestatethatsupportsthesystemandmeritocracy.

5.Forasocialworker,integratedapproachisquiteusefulwhileworkingwithchildrenwhoareinconflictwiththelaw.Inordertoensureaneffectivesolutiontotheproblem,asocialworker,doesnotonlyneedtodealwith the juvenile,butalsomust involve the familyand thecommunityinwhichthechildlives

NOTES


Perspectives of Social Work9.6 SUMMARY

•Theworkthatapersondoesmostsignificantlyinfluenceshissociallife.Thisisthebasicpremiseofamaterialistviewofhistory.AccordingtoMarx,thewayinwhichworkissociallyorganizedandthetechnologyisusedinproductionstronglyimpactssociety.Hesaidthateverythingofvalueinsocietycomesfromhumanlabour.

•Marxdividedhistoryintoseveralstages,conformingtobroadpatternsintheeconomicstructureofsociety.ThemostimportantstagesforMarx’sargumentwerefeudalism,capitalismandsocialism.Thegreaterpartofhiswritingisaboutapplyingthematerialistmodelofsocietytocapitalism.

•Since the social relations of production are controlled by thebourgeoisie,thedominantideologyincapitalistsocietyisthatoftherulingclass.Ideologyandsocialinstitutionsreproduceandperpetuatethe economic class structure.According toMarx, the exploitativeeconomicarrangementsofcapitalismwerethefoundationuponwhichthesuperstructureofsocial,politicaland intellectualconsciousnesswasbuilt.

•Theclassrelationsofcapitalismcarryanincongruity—capitalistsneedworkers,andviceversa,buttheeconomicinterestsofthetwoareatodds.Suchcontradictionsmeanconflictandinstability,andleadtoaclassstruggle.

•Eachfeminismparadigmhasadifferentperspectiveonthenatureofinjusticeandoppressionagainstwomen.Eachofthesehasitsownsetofapproachesandstrategiestoeliminategenderinequalities.

•Liberalfeminismdemandspoliticalequalitybetweenwomenandmenbyincreasingfemalerepresentationinpublicspaces.Liberalfeministsactivelymonitorelectionsandsupport thosemenwhofight for theinterestsofwomen.

•According to Engels, women andmen have important roles inmaintainingthenuclearfamily.However,becausewomen’straditionaltasksincludemaintainingahomeandfoodpreparation,whereasthetaskofmenistosearchoffood,ownandgovernslaves,andpossessthetoolsthatareneededtoimplementthesetasks,menhaveaccumulatedgreaterwealththanwomen.

•Womenwere not included in the analysis of class, because itwasbelieved thatwomen did not have a special relationshipwith themeansofproduction.Therefore,changeinthemeansofproductionwasa‘necessarycondition’,althoughnota‘sufficientcondition’,ifthesuppressionofwomenwastoend.


NOTES


• Integratedsocialworkincorporatesaholisticapproachinthepracticeofsocialwork.Itisamethodwhichtakesintoaccountanintegratedapproach to socialwork for bringing in a long-termand coherentsolutiontotheproblemsandsituationsofindividualsinthegroupsandcommunities.

9.7 KEY WORDS

• Dialectical method:KarlMarx’s dialecticalmethod is away ofthinkingaboutsociety thatemphasizeschange,conflictandhumanactivity.

• The bourgeoisie:ThisisaFrenchtermthatcanmeanasociologicallydefinedclass,especiallyincontemporarytimes,referringtopeoplewithacertainculturalandfinancialcapital.

• Feminism:Thebelieforideologyormovementthatwomenshouldbeallowedthesamerights,power,andopportunitiesasmenandbetreatedinthesameway.



1.WriteashortnoteonMarx’sdivisionofhistoryintoseveralstages. 2.Writeinbriefaboutthevariousperspectivesoffeminism. 3.Writeashortnoteonthecoredoctrineofsocialistfeminism. 4.Writeinbriefaboutintegratedperspectiveofsocialwork.


1.DiscussKarlMarx’sviewon economic-socialsystemanditsrelevancetosocialwork.

2.Analysetheevolutionofsocialistfeminismandthepositionofwomeninthesociety.

3.Discusshowintegratedapproachisquiteusefulforsocialworkwhiledealingwithchildren.



NOTES


Perspectives of Social WorkFook,J.2003.Social Work: Critical Theory and Practice.London:SagePublications.



Models of Social Work

NOTES


BLOCK - IV MODELS AND TRENDS OF SOCIAL WORK

PROFESSION IN INDIA

UNIT 10 MODELS OF SOCIAL WORKStructure 10.0 Introduction 10.1 Objectives 10.2 ModelsofSocialWork:AnOverview 10.3 AnswerstoCheckYourProgressQuestions 10.4 Summary 10.5 KeyWords 10.6 SelfAssessmentQuestionsandExercises 10.7 FurtherReadings

10.0 INTRODUCTION

Developmentofasystematic andspecializedbodyofknowledgeisessentialforsocialworkprofessionalstoservetheirclientsandthepublic.Knowledgeofmodelsofsocialworkhelpthemunderstandthepurposeofthisfieldofwork.Likeother professions, socialworkdrawson received ideas fromsocialandhumansciencedisciplines.Thereareseveraltheoreticalmodelsforsocialwork.Theydescribeandofferanunderstandinghowsocialworkersshouldmakeuseofvarioustheories.Modelsprovidesocialworkerswithablueprintofhowtohelpothersbasedontheunderlyingsocialworktheory.Whileatheoryexplainswhysomethinghappens,apracticemodelshowshowtouseatheorytocreatechange.

Socialworkneedsclinicalmodelswhenithastodealwithemotional,mental,andbehaviouraldisorders.Ithelpsrestorethebestpossiblesocialfunctioningofclients,familiesandsmallgroups.Asocialwelfaremodelisasystemofsocialwelfareprovisionanditsaccompanyingvaluesystem.Thegoalofpreventionpracticeistopreventmajorproblemsofliving.Preventionpracticeistheapplicationofpreventionprinciplesandgoalstointerventionsaimedatpreventingindividualandsocialproblems.Preventionscholarsagreethatpreventionpracticeandprogramsshouldfocusontargetedpredictorsofillnessorhealth,calledriskfactorsandprotectivefactors.Thesemodelsgaveaninsightintotheproblemsandthenhelpsocialworkerstosynergizewiththeclientsandestablishthestepsthatwillleadtothesolution.

Thisunitaimsatunderstandingthevariousmodelsofsocialwork.

NOTES


Models of Social Work10.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandthemodelsofsocialwork •Explaintheclinicalmodels •Enumeratetheroleofremedialmodelsofsocialwork •Understandthedevelopmentalmodelsofsocialwork •Explainsystemmodelsofsocialwork •Understandsocialwelfaremodelofsocialwork

10.2 MODELS OF SOCIAL WORK: AN OVERVIEW

Therearenumerousmodelsofsocialwork.Theseareasfollows:

1. Clinical Models

Aclient’sbehaviourisoftenshapedbysocialandpsychologicalconditionandaclinicalmodeloutlinesthestepsandstandardsbywhichaclinicalsocialworkerpreparestoguidehim/hertobehaviouralchange.Aseveryclienthashisownperspective,aclinicalsocialworkeristrainedtointegratethebesttheoriesfromfieldssuchaspsychologyoreducationtocreatetherightclinicalmodelforeachparticularclient.Socialworkinstitutionteachesstudentstocreateastrategyaftertakingintoconsiderationthedifferentpointswheresolutionwillbefocusedafterassessingaclient’slevelofpsychologicalandsocialdevelopmentand the influences that impact theclient’sbehaviour.Clinicalmodelstakeintoaccountallfactorsthataffectbehaviour,includingmentalillness,birthandbraindefects,injuryandaddictionaswellasfamilyandsocioeconomicconditionsandspiritualbeliefs,

2. Remedial Model

In thismodel, socialworker attempts to bring change in the individual.Theremedialmodelisconsideredmoreasaclinicalmodelthatseekstohelpthesociallymarginalisedpeopletoimprovesocialfunctioningthroughguidedgroupexperience.Thesocialworkerplaysakeyroleashe/sheprovidestherequiredexpertiseandknowledge.

3. Developmental Models

Developmentalmodelsareappliedinsocialworkpracticetohelpclientschangetheirownbehaviourandlearntohandleexperiences.Forexample,oneofthedevelopmentalmodelregularlyusedinsocialworkpracticesistoassessindividuals’behaviourisbasedoneightstagesofpsychosocialdevelopmentfrombirthtolateadulthoodasdefinedby20thcenturypsychoanalystErik


NOTES


Erikson.BasedonErikson’smodel,anadolescentclient’sbehaviourscanbeassessedagainstadevelopmentalstagethatismarkedbythestruggletofindafulfillingidentity,whereasthebehaviourofaclientinlateadulthoodcanbeassessedagainstastageoflifethatismarkedbythestruggletofeelfulfilledbypastchoicesandachievements.

4. Systems Model

Throughoutthe1980s,agrowingfellowshipbetweenthetreatmentandtheadministrative-traditionswasdeveloped.Theinstitutions’frameworkwasalsochangedslightly,withagreaterconnectiontotheclient’sdailyrealityandpracticalproblems.Atthesocialsecurityoffices,methodsandknowledgefromrelationship-basedworkbecamemoreandmorepopular.Systemstheoryenteredasaconnectingtheorywhichcouldprovidethetoolstograsplargerpartsofthewhole,bothinunderstandingandinaction.BooksauthoredbyPincusandMinahan(1973)andComptonandGalaway(1984)becameanintegralpartinthecurriculumatthesocialworkcolleges.Severalotherbooksbasedonsystemstheorywerealsoincludedinthesyllabusatthesocialworkcolleges.Systemstheorygotafootholdwithinseveraldisciplinessuchaspsychology,sociologyandbiology.

Thismadeteamworkeasier.Systemstheorycontributedtothegatheringandviewingofdetailsintoawhole.Therewasastrongdemandforatheorythatcouldassistinviewingthebigpicture,toviewthehumanbeingaspartofvariouscontextsandsystems.Towardstheendofthe1980s,therewasconsiderableconsensusthatholisticthinkingoughttobethecharacteristicof socialwork.Knowledge fromvarious traditionswas now shared andunited.Anotherdirectionwithinsystemstheoryintroducedfamilytherapyintothefieldofpsychiatry.Theindividualandtheindividual’sproblemswerenowbeingseeninrelationtothefamilyasawhole.Insociology,systemstheoryislinkedtofunctionalism.Infunctionalism,thefocusisonthewayinwhichactionsperformafunctioninsocietyandavoidconflicts,maintainingharmonyandbalance.Problemsinindividualsoringroupsareseenasasignofillness.Systemstheoryinsocialworkexamineswhichsystemsarenotworking,andcangivedirectionformethodicalworktobringthosesystemsintobalanceagain.

5. Social Welfare Model

A socialwelfaremodel is a system that provides assistance to needyindividuals,familiesandcommunities.Normally,thismodelreferstoentirepackageofservices,socialandeconomic,thatdealwithincomesupport,welfareprovisionsandsocialsecurityononehandandthewholerangeofsocialservicesontheother.Socialwelfareareprogrammesthatstrivetoeliminatesomesocialproblemssuchaslackofmedicalcare,benefitsforthosewhoareaging,assistancetoneedychildrenandtheirparents,andin

NOTES


Models of Social Workgeneraltoalleviatepoverty.Theyalsofillgapswheresupportisinsufficient.Elementsofasocialwelfaremodelare: i. Taxation Ataxisamandatoryfinancialchargeorsomeothertypeoflevyimposed

uponataxpayerbystateinordertofundvariouspublicexpenditures.Taxationisconcernedwithhowthestatetaxesthepeople,whetherbyaflattax,regressivetaxoraprogressivetaxsystem.Theauthoritytolevyvarioustaxesismanagedbyaguidingrule.

ii. Social insurance Socialinsuranceisconcernedwithhowthestateimplementsbenefits

ofsocialsecurityfortheunemployed,pensions,maternityandpaternityleaveanddisabilities.

iii. Public services and transport Services such as health care can be almost entirely state funded,

private insurance-based, or somewhere in-between. For example,theUnitedKingdomhas an almost entirelypublicly fundedhealthservice,theNationalHealthService(NHS),andCanadaofferspublichealth careoffered at a provincial level.Conversely, in theUnitedStates, individuals have to rely onhealth insurance policies in theeventofhospitalization,andaminimalamountofstatesupportforthepoorerpeopleexists.Anotherelementcanbepublictransport,assomecountrieshavenationalizedrapidtransitsystems,whileothershaveprivatizedthem(intheUKforexample,publictransporthasbeenprivatisedinGreatBritainbutnotinNorthernIreland).

iv. Employment Economieswithamorelaissez-faireapproachtoemploymentwilldo

nothingtoprovidejobsecurity.Othercountrieswillrelyonsomedegreeofregulationtoprotectworkersfromarbitraryfirings.Ahighdegreeofregulationsuchasexpensiveseverancefeesisoftencitedreasonformakingemployersreluctanttohireandcausingunemployment.

6. Preventive and Remedial Model

As some socialworkersmaynotbe familiarwithprevention theory andconcepts,itisimportanttobrieflydefineanddiscusspreventionpracticehere.Thegoalofpreventionpracticeistopreventmajorproblemsofliving.Bydefinition,preventionoccursbeforeaproblemisfullyvisibleordeveloped(NationalResearchCouncilandInstituteofMedicine,2009).Thepreventionapproachrequiresmovingbeyondthemedical-baseddiseasemodel,inwhichpractitionerswait for an illness or problem to develop and thenprovideevidence-basedtreatment,toapracticephilosophythatfocusesonlong-termhealthydevelopment.


NOTES


Themootquestioninthisphilosophyis:“Whatresourcesneedtobeputinplacenowtosupportthishealthydevelopment?”(NationalResearchCouncilandInstituteofMedicine,2009).Thisuniquedisciplinewasformallyrecognizedinthe1980s(Shore,1998).Sincethattime,thestudyofpreventionhasgreatlyincreased.Onenotableexample,theInstituteofMedicine(IOM)report,Reducing the Risks for Mental Disorders: Frontiers for Preventive Intervention Research (Mrazek&Haggerty,1994),popularizedachangein terminology regarding classification of prevention programs (Farmer&Farmer, 2001).While the traditional classification systemcategorizedpreventioneffortsasprimary,secondary,ortertiary,thenewclassificationsystemusesthetermsuniversal,selective,andindicated.Universalpreventionprogramsaretargetedatthegeneralpublicoranentirepopulationgroup.

Selectivepreventioneffortsareaimedatthosewhoareatanelevatedriskforaparticularproblemascomparedtothegeneralpopulation.Finally,indicatedpreventioneffortsareaimedathigh-riskindividuals,usuallythosewhoalreadydemonstratesignsorsymptomsofthetargetedproblem,butinwhomithasnotyetfullydeveloped(Rishel,2007).Itisimportanttonotethatthe1994IOMreport,anditsrecent2009update(NationalResearchCouncilandInstituteofMedicine,2009)clearlyspecifythattheterm“prevention”shouldbeusedonlytorefertointerventionactivitiesthatoccurpriortothefullonsetofadisorderorproblem.Therefore,effortsthatwerepreviouslylooked as secondary or tertiary prevention are nowmore appropriatelyconsideredas“treatment”or“rehabilitation”(Woody,2006).

Prevention practice is the application of principles and goals tointerventionsaimedatpreventingindividualandsocialproblems.Preventionscholarsagreethatpreventionpracticeandprogramsshouldfocusontargetedpredictorsof illnessorhealth, risk factorsandprotective factors (Rishel,2007).Riskfactorsaredefinedascircumstancesthatincreasethelikelihoodofnegativeoutcomeswhileprotectivefactorsareconsideredtodecreasethelikelihoodofnegativeoutcomes(Durlak,1998;Smith&Carlson,1997).Risk and protective factors are typically categorized into three groups:individual factors, family factors, and environmental factors (Garmezy,1985), representing the three levelsdefinedbyecologicalsystems theory(Bronfenbrenner,1979).

Check Your Progress

1.Whatistheroleofclinicalmodelsinsocialwork? 2.Howdodevelopmentalmodelshelpthesocialworker? 3.Whatdoyoumeanbysocialwelfaremodel? 4.Whatispreventionpractice?

NOTES


Models of Social Work10.3 ANSWERS TO “CHECK YOUR PROGRESS”

QUESTIONS

1.A client’s behaviour is often shaped by social and psychologicalcondition and a clinicalmodel outlines the steps and standardsbywhichaclinicalsocialworkerpreparestoguidehim/hertobehaviouralchange.Aseveryclienthashisownperspective,aclinicalsocialworkeristrainedtointegratethebesttheoriesfromfieldssuchaspsychologyoreducationtocreatetherightclinicalmodelforeachparticularclient.

2.Developmentalmodels are applied in socialwork practice to helpclientschangetheirownbehaviourandlearntohandleexperiences.

3.Asocialwelfaremodelisasystemthatprovidesassistancetoneedyindividuals,familiesandcommunities.Normally,thismodelreferstoentirepackageofservices,socialandeconomic,thatdealwithincomesupport,welfareprovisionsandsocialsecurityononehandandthewholerangeofsocialservicesontheother.

4.Prevention practice is the application of principles and goals tointerventionsaimedatpreventingindividualandsocialproblems.

10.4 SUMMARY

•A client’s behaviour is often shaped by social and psychologicalcondition and a clinicalmodel outlines the steps and standardsbywhichaclinicalsocialworkerpreparestoguidehim/hertobehaviouralchange.

•Developmentalmodels are applied in socialwork practice to helpclientschangetheirownbehaviourandlearntohandleexperiences.Forexample,oneofthedevelopmentalmodelregularlyusedinsocialworkpractices is toassess individuals’behaviour isbasedoneightstagesofpsychosocialdevelopmentfrombirth to lateadulthoodasdefinedby20thcenturypsychoanalystErikErikson.

• Insociology,systemstheoryislinkedtofunctionalism.Infunctionalism,thefocusisonthewayinwhichactionsperformafunctioninsocietyandavoidconflicts,maintainingharmonyandbalance.

•Asocialwelfaremodelisasystemthatprovidesassistancetoneedyindividuals,familiesandcommunities.Normally,thismodelreferstoentirepackageofservices,socialandeconomic,thatdealwithincomesupport,welfareprovisionsandsocialsecurityononehandandthewholerangeofsocialservicesontheother.

•Thegoalofpreventionpracticeistopreventmajorproblemsofliving.Bydefinition,preventionoccursbeforeaproblemisfullyvisibleordeveloped.


NOTES


• Selectivepreventioneffortsareaimedatthosewhoareatanelevatedriskforaparticularproblemascomparedtothegeneralpopulation.

•Riskandprotectivefactorsaretypicallycategorizedintothreegroups:individualfactors,familyfactors,andenvironmentalfactors(Garmezy,1985), representing the three levels definedby ecological systemstheory(Bronfenbrenner,1979).

10.5 KEY WORDS

• Erikson’s stages of psychosocial development:Itwasarticulatedinthesecondhalfofthe20thcenturybyErikEriksonincollaborationwithJoanErikson.Itisacomprehensivepsychoanalytictheorythatidentifiesaseriesofeightstagesthatahealthydevelopingindividualshouldpassthrough

• Evidence-based treatment:Thisisaninterdisciplinaryapproachtoclinical practice that has beengainingground following its formalintroductionin1992.Itstartedinmedicineasevidence-basedmedicineandspreadtoalliedhealthprofessions,educationalfields,andothers.



1.Writeinbriefabouttheremedialmodelsofsocialwork. 2.Writeashortnoteonthevariouselementsofsocialwelfaremodels. 3.Writeashortnoteonthepreventivemodelsofsocialwork.


1.Discussthesignificanceofvariousmodelsforsocialworker. 2.Analysethecontributionofsystemstheoryinsocialwork.






NOTES


Social Work Profession

UNIT 11 SOCIAL WORK PROFESSIONStructure 11.0 Introduction 11.1 Objectives 11.2 TrendsinSocialWorkProfessioninIndia:SocialDevelopmentPerspective 11.3 DevelopmentofSocialWorkEducationinIndia

11.3.1 InstitutionalFrameworkforSocialWorkEducationinIndia 11.4 IntegratedPerspectivesofInternationalSocialWork

11.4.1 GlobalPerspective 11.4.2 HumanRightsPerspective 11.4.3 EcologicalPerspective 11.4.4 EnvironmentalMovementsinIndia:IssuesandConcerns


11.0 INTRODUCTION

AstheconceptofcharitywaswellknowninIndia,socialserviceasahelpingactivityexistedinoneformortheotherthroughancienttimes.FromthetimewhenitfunctionedduringtheBritishruletothecurrentperiod,socialworkprofessionhascomea longway. Indiaentered into thedomainofSocialWorklateascomparedtothewesterncountries.Duringtheearlieryearsofitsdevelopment,SocialWorkwasconcentratedintownsandcities.AslargemassesofIndianpopulationresidedinruralareas,socialworkeducatorsraiseddoubtsabouttheurbanorientationofsocialworkers.Asisalreadyacknowledged by the socialwork fraternity, in India professional socialworkprofessionbeganwiththeestablishmentofSirDorabjiTataGraduateSchoolofSocialWork(nowknownastheTataInstituteofSocialSciences)intheyear1936.

In the pre-Independence erawhen a large number of voluntaryorganizations emerged in the country,mainly based in villages. Theconstructiveworks in thefieldofeducationincludedopeningofschools,adultclassesandhostels.BesidesGandhianworkers,thereweresomemoralorganizationsandmissionssuchasRamKrishnaMissionwhichworkedfortheupliftmentofthevillagers.Thesevoluntaryorganisationsalsoprovidedsocialeducationtothevillagerstofightagainsttheprevailingsocialevils.Inpost-Independenceperiod,theestablishmentofaSocialWelfareMinistryattheCentreledtoprovidethepolicyofsocialdevelopmentwithadrivingforceinIndia.Theeducationofsocialworknowgeneratesawarenessonnotonly


NOTES


‘helpingpeopletohelpthemselves’butbuildingsocialworkknowledge.ThemissionofsocialworkeducationinIndiaistocreateacadreofprofessionalswhoareabletoconvergethediscursiveandpracticalaspectsofinterventions.

ThisunitsaimsatanalysingthetrendsinsocialworkprofessioninIndiaandbringsinacomprehensiveinterpretationofvariousperspectives.

11.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •UnderstandthemajortrendsinsocialworkprofessioninIndia •ExplainthedevelopmentofsocialworkeducationinIndia •Enumeratetheintegratedperspectiveofinternationalsocialwork •Understandtheglobalperspectivesinsocialwork •Explainhumanrightsperspectiveinsocialworkprofession •Understandecologicalperspectiveinsocialworkprofession

11.2 TRENDS IN SOCIAL WORK PROFESSION IN INDIA: SOCIAL DEVELOPMENT PERSPECTIVE

In India, thefirst school of socialworkwas started in 1936byCliffordMarshal,aprotestantmissionarywhoworkedinNagpada.HeestablishedtheSirDorabjiTataSchool ofSocialScience inBombaywhichofferedprofessional training in socialwork.Lateron,different schoolsof socialworkcameintoexistenceinDelhi,Kolkata,Lucknow,Varanasi,Vadodara,Agra,Udaipur,andsoon,whichprovidedprofessionaltraininginthefieldof socialwork.For better understanding,wewill discuss the origin anddevelopmentofsocialworkinIndiaintwophases—pre-Independenceandpost-Independence.

A. Pre-Independence period

The organizational changes during theBritish rule brought down theeconomicconditionofIndians.Themainsocio-economicproblemswerehealth,housing,childandwomenwelfare,labour,recreation,andincidentsofcrime.Duetotheseproblems,theneedfororganizedsocialworkwasrealized.Britishrulewasthemaininspirationforsocialreformmovement.Christianmissionariesspreadeducation,broughtthetheoryofequality,whichinturnhelpedthesocialreformstoattacktheevilcustomsandinequality.NopropertyrightsforIndianwomen,childmarriage,inequality,castesystem,nowidowremarriage,dowry,thecustomof‘sati’werethemajorsocialissuesinthepre-Independenceera.

NOTES


Social Work ProfessionThiswas the erawhen a large number of voluntary organizationsemergedinthecountry,mainlybasedinvillages.Theconstructiveworksin thefield of education included opening of schools, adult classes andhostels.BesidesGandhianworkers,thereweresomemoralorganizationsandmissionssuchasRamKrishnaMissionwhichworkedfortheupliftmentofthevillagers.TheChristianmissionariesalsoworkedinthefieldofeducation,healthandsanitation.Thoughsuchvoluntaryorganizationscouldnotprovideanyphysicalinfrastructuretothevillagers,theyprovidedsocialeducationtothevillagerstofightagainstsocialevilsofilliteracy,alcoholism,statusofwomen,andpurdahsystem.

Gandhi’sSevaGramAshram(inWardha)randevelopmentprogrammesthatincludedsanitation,adulteducation,promotionofvillageindustriesandpotablewater. Itpromotedbuniyadi shiksha (basiceducation),especiallyvocational training.The educational part ofShantiniketan (RabindranathTagore’sashram)wasdevotedtothesocialissuesofhealth,sanitationandcottageindustry.RajaRamMohanRoy’sBrahmoSamajdemandedsociallegislationinmanyfields;andheopposedchildmarriage,sati,bigamy,castediscrimination.RajaRamRoy stood for theneed forwidow remarriage,education ofwomen, and so on.Many other social reforms took place.DayanandSaraswati’sAryaSamajworkedforthecauseofwidowsintheIndiansocietyandsupportedwidowremarriage.AryaSamajfoughtagainstsocialevilslikechildmarriage,satiandcastediscrimination.AnnieBesant’sTheosophical Society alsoworked for social upliftment. IshwarChandVidyasagarfoughtagainstsocialinjusticeslikechildmarriage,polygamy,caste system; andhismajor contribution in thefield of socialworkwasintroductionofwidowremarriageintheIndiansociety.

B. Post-Independence period

In 1964, theDepartment ofSocial Securitywas created;whichwas re-designatedastheDepartmentofSocialWelfarein1966;andin1979elevatedtothestatusofanindependentMinistry.TheestablishmentofaSocialWelfareMinistryattheCentrewasconsiderednecessarynotonlytointegratetheadministration of socialwelfare, but also to provide the policy of socialdevelopmentwithadrivingforceinIndia.

ThesubjectsallocatedtotheMinistryofSocialWelfarecoverchildwelfareanddevelopment,women’swelfareanddevelopment,welfareofthephysicallyhandicapped,socialdefence,socialwelfareplanningandresearch,andsoon.TheMinistryprovidesgeneraldirectioninsocialwelfarepolicyformulation,promotinglegislationandamendmentstolegislation,reviewofwelfarelegislation,implementationofschemes,promotionandassistancetovoluntaryeffortandcoordination.ThelistofsubjectswhichstandallocatedtotheMinistryofSocialWelfareshowthatseveralsubjectsadministeredbyotherministriescouldbeadministeredbytheMinistryofSocialWelfare.This


NOTES


mayinclude:socialeducation,adulteducationandyouthwelfareactivities(MinistryofEducationandCulture);welfareoflabour(MinistryofLabour);legalaidtothepoor(DepartmentofLegalAffairs,MinistryofLaw,JusticeandCompanyAffairs); and relief and rehabilitationofdisplacedpersons(DepartmentofRehabilitation,MinistryofSupplyandRehabilitation).

TheMinistryofSocialJusticeandEmpowermentisthenodalministryforoverallpolicy,planningandcoordinationofprogrammesofdevelopmentofScheduledCastes(SCs)andOtherBackwardClasses(OBCs).Inregardto sectoral programmes and schemesof development pertaining to thesecommunities;theircoordinationistheresponsibilityoftheconcernedCentralMinistries,stategovernmentsandunionterritoryadministrations.

TheMinistryofWomenandChildDevelopment hasbeenimplementingtheworld’slargestandoutreachprogrammeofIntegratedChildDevelopmentServices(ICDS)providingapackageofservicescomprisingsupplementarynutrition,immunization,healthcheck-upandreferralservices,pre-schoolnon-formaleducation.MinistryisalsoimplementingSwayamsidha,i.e.,anintegratedschemeforempowermentofwomen.MostoftheprogrammesoftheMinistryarerunthroughNGOs.ThemajorpolicyinitiativesundertakenbytheMinistryincludeuniversalizationofICDSandKishoriShaktiYojana(anutritionprogrammeforteenagegirls),establishmentoftheCommissionforProtectionofChildRights,andenactmentofProtectionofWomenfromDomesticViolenceAct.

Check Your Progress

1.WhenwasthefirstschoolofsocialworkstartedinIndia? 2.Which centralministry ismandated to provide policy of social

developmentinIndia?

11.3 DEVELOPMENT OF SOCIAL WORK EDUCATION IN INDIA

InIndia,socialworkdidnotgainaprofessionalstatusandwassimplyseenasanactofhelpingpeoplewhowereinneed.However,changingsituationsledtotheincreaseinthescopeofsocialworkandanenhancementofitsobjectives.Slowlybutsurely,thefieldofsocialserviceisexpandingandissteadilybeingmannedbytrainedsocialworkers.Theprofessionisbeingincreasinglyrecognizedforitsserviceandthevariedtasksitiscalledupontodo.Socialworkusesknowledgetomeetconcretehumanneeds.Knowledge,understandingandskillsareallpartsofthisprofession.

Althoughthescopeofsocialworkwasgraduallyrisingafter1780,itgotaboostafterIndependencewhentheConstitutiondeclaredIndiatobe

NOTES


Social Work Professionawelfarestate.Theorganizationaltrendshiftedfromgeneraltospecializedservices.Astheprogrammeexpanded,itbecamemorespecializedandmorecomplex.Thus,effectivecoordinationbetweenvariousprogrammesbecamenecessary.Anumberofcoordinationbodiesweresetuponanall-Indiabasisinvariousfields.ThefirstonewastheIndianConferenceofSocialWork(nowknownastheIndianCouncilofSocialWelfare)whichhelditsfirstsessionin1947andcontinuestoholdthemannuallytilldate.TheobjectivesofthisConference includecoordinationbetween socialworkand socialwelfareagencies.

Thismammothtaskcouldbeaccomplishedonlyiftherewereall-Indiaorganizationsinallthespecialfields.Insomefields,suchorganizationswerecreated.Forexample,theIndianCouncilforChildWelfarewassetupin1952.TheIndianAdultEducationAssociationorganizedin1919coordinatedactivitiesinthefieldofadultandsocialeducation.AnothersuchorganizationwastheAssociationforMoralandSocialHygieneinIndia.

Butmostofthesecoordinatingorganizationswerehamperedbythelackoftrainedpersonnelandfinance.Moreover,theworkofcoordinationwas limited toexchangeof informationand ideas.Therewashardlyanysynchronizationbetweenthevariousagenciesatthestateleveloreveninareasofworkthatneededtobedividedamongmember-organizations.Effectivecoordinationwasobligatoryiftherewastobearationalutilizationofscarceresourcessuchaspersonnel,equipmentandfinance.Alsorequiredweremorecoordinatingbodiesinspecializedfields.

DevelopmentofsocialworkeducationstartedintheruralcommunitiesbecausewomeninsomevillageswereinneedofaidtogainbacktheirduestatusandrightsintheIndiansociety.Somevillagesdonothavefacilitiesfortheirbasicneeds.Thelearnedamongthemteachthevillagersabouttheworktheycandotogetherfortheirbetterment.Socialworkersencouragetheruralpeopletojettisontheirsuperstitiousbeliefs,whicharecurbingtheirgrowthanddevelopmentandhelpinpromotingandexpandingliteracyprogrammes.

Theyalsoteachtheimportanceofsanitation,andeducation,bothformaleandfemalechildren to theruralcommunities.Socialworkersmakepeopleawareoftheirrightsandurgethemtobringaboutchangeintotheirlivesinordertoimprovetheirstandardoflivingandforsecuringabetterlifefortheirfuturegenerations.

11.3.1 Institutional Framework for Social Work Education in India

As the social reformerswere influencedby theBritish,we can see theirinfluenceon theeducationof socialwork in India too. In India, thefirstinstitutionofprofessionalsocialworkeducationwasestablishedbytheSirDorabjiTataTrustin1936.ItwaslaternamedastheSirDorabjiGraduateSchoolofSocialWorkandisnowcalledtheTataInstituteofSocialSciences.


NOTES


Many other institutes like theKarve Institute of Social Service, Pune;DepartmentofSocialWork,JamiaMiliaIslamia,NewDelhi;andChennaiCollegeofSocialWork,Egmore,provideeffectiveeducationinsocialwork.Theirmainobjectivesaretounderstandthenatureandscopeofsocialwork,ruraldevelopment,womenwelfare,andworkinotherfieldsthatwillmakethecountrymorecivilized.

Assuch,socialworkersarechangeagentsinasocietyandinthelivesoftheindividuals,familiesandcommunitiestheyserve.Theyrespondtocrises and emergencies and even today-to-day issuesof individuals andsocial concerns.Today, socialwork in India utilizes a variety of skills,techniques,andactivitiesconsistentwithitsholisticfocusonindividualsandtheirenvironments.Socialworkinterventionsrangefromprimarilyperson-focusedpsychosocialprocessestoinvolvementinsocialpolicy,planninganddevelopment.Theseincludecounselling,clinicalsocial,socialwork,groupwork,socialpedagogicalwork,andfamilytreatmentandtherapyaswellaseffortstohelpindividualsobtainservicesandresourcesinthecommunity.Interventions can be in the form of agency administration, communityorganization,andengaginginsocio-politicalactiontoimpactsocialpoliciesandoveralleconomicdevelopment.

ThecontemporarysocialworkeducationinIndiahasre-conceptualizedthe problem and re-defined the intervention to approach different socialproblems.The recent trends in socialworkeducationaimat controlling,counselling,empoweringandreforming.Nowthestudyofsocialworkdealswithintegratedandcomprehensivesocio-economicdevelopmentactivitiesinagrarian(rural)andindustrial(urban)societiesemphasizingresearchonsocial,healthandeconomicproblemsinthecountry.

Theeducationofsocialworknowgeneratesawarenessonnotonly‘helpingpeopletohelpthemselves’butbuildingsocialworkknowledgeandpraxisthrougharangeofideologicalstances,complexdomainsofpractice,researchandfieldengagements.Thecoreconstitutionalethosandvaluespervade all aspects of learning, knowledge building and interventions.Interwovenwiththesameareaspectsofsocialjustice,rights,developmentandempowermentofsociety,simultaneouslyappreciatingdifferencesandintersectional tiescreated throughcategorical imperativesofcaste, class,gender,ethnicityandfaith.

ThemissionofsocialworkeducationinIndiaistocreateacadreofprofessionalswhoareabletoconvergethediscursiveandpracticalaspectsof interventions.The discursive aspects get seen through the divergentperspectivestancesofwelfare,development,radical,engenderedandrights-based,whicharemeaningfullyintegratedtotranslateintoinformedpractice.Thepracticalrealmsdecodeideologiesandethicsinarenasofinterventions.Socialworkeducationhasdiscoveredamosaicofmodernand scientificinterventionstomakesocialworkeducationmorepractical,relevantandof

NOTES


Social Work Professioncoursewidenthearenaofsocialworkpractice.Someofthepracticesareasfollows: (i) Evidence-based practice:The factors behind the change include

increasedeffortstobuildsocialworkers’knowledgeoftheimportanceofevidence-basedpractice,increaseddemandsforaccountabilityfromfunders,andgrowingcompetitionamongagenciesforresources.Asevidence-basedpracticehasbecomemorerecognizedintheprofession,the focushas shifted to showing socialworkershow to implementevidence-basedpracticeinawaythatpromotesbestpracticesbutalsocomplementsclients’experiencesandadaptstocommunityneeds.

(ii) Web-based social work education:Web-basedsocialworkeducationisgrowinginpopularitybecausenewtechnologymakesiteasiertoconnectstudents,particularlystudentsinruralorsemi-ruralareaswhootherwisewould not have access to socialwork programs.Onlineeducationalsoallowsstudentswhocannotaffordtoquittheirjobstotakeclassesonascheduleconvenientforthem.

(iii) Social media:Today,manysocialworkersandsocialserviceagenciesusesocialnetworkingandwebportalstomarkettheirservicesandtoeducateclientsandpotentialclientsabouttopicssuchasmentalhealth,substanceabuse,andfamilydynamics.

Check Your Progress

3.Whatroledothesocialworkinterventionsplay? 4. Whatdoyoumeanbyevidence-basedpractice?

11.4 INTEGRATED PERSPECTIVES OF INTERNATIONAL SOCIAL WORK

Letusdiscusstheglobalperspectiveofinternationalsocialworkfirst.

11.4.1 Global Perspective

Socialwork,asaprofession,originatedinthe19thcentury.Themovementbegan primarily inAmerica andEngland.As an outcome of IndustrialRevolution,therewasagreatdealofmigrationtourbanareasthroughouttheWesternworld.Thisledtomanysocialproblemsthatinturnledtosocialactivism.TheProtestantefforts(urbanmissions)attemptedtoresolvethesocialproblemsinherentinlargecitiesthatincludedpoverty,prostitution,disease,andotherafflictions. InAmerica, socialworkerscalled ‘friendlyvisitors’workedthroughdirectrelief,prayer,andevangelismtoalleviatesuchproblems.InEurope,chaplainsoralmonerswereappointedtoadministertheChurch’smissiontothepoor.


NOTES


Itwasatthistimethatrescuesocietieswereinitiatedtoworkforthewelfareofthewomeninvolvedinprostitution.The‘Settlementmovement’focusedonthecausesofpovertythroughthe‘threeRs’—Research,ReformandResidence.Theyprovidedavarietyofservicesincludingeducational,legalandhealthservices.Manyschoolsofsocialworkwereopened.Thismarkedthecommencementofrecognitionofsocialworkasaprofession,concentratingonapproachofcaseworkandthescientificmethodology.

ModernsocialworkinAmericahasitsrootsinthemassmigrationsofthe19thcentury.ManyofthemigrantslandedinNewYorkandmovedtoothereasterncities,wheremasscrowdingledtosocialproblemsandillhealth.ElizabethBlackwellwastheAmerica’sfirstfemaledoctorwhosetuptheNewYorkInfirmaryforIndigentWomenandChildrenin1853.ThedispensarywasruntoassistthepoorcommunitiesofEastSide,anditsoondiversifiedbeyondabasicpharmacy,providingsocialassessmentsandsupporttolocalfamilies.In1889,JaneAddamssetupHullHouseinChicagotoworkwithpoorandimmigrantcommunities.Thehousewasbothacommunityservicecentreandasocialresearchprogramme.Precursorstomodernsocialworkarose inBlackwell’s infirmaryand inHullHouseashealthprofessionalsbegantoworkwithsocialdeterminantsofpoorhealth.ThefirstprofessionalsocialworkertobehiredintheUnitedStateswasGarnetPelton,in1905,attheMassachusettsGeneralHospital.

The economic, social, family and psychological conditions thatunderpinnedmany of the conditions that patients presentedwithwererecognizedfor thefirst time.Socialworkersworked inacomplementaryrelationshipwithdoctors;theformerconcentratingonphysiologicalhealth,andthelatteronsocialhealth.After1905,mostsocialworkersweretrainedasnurses.TheAmericanAssociationofHospitalSocialWorkerswassetupin1918toincreasethelinksbetweenformaleducationandhospitalpractice.Aroundthistime,psychiatryandpsychologybegantocompetewithsocialworkasthecomplementarydiscoursetomedicineinhospitals.Socialworkpracticeadaptedtothisbyaligningitselfmorecloselywithpsychoanalyticideas,andbecamelessconcernedwithlivingconditionsandsocialhealth.Whilethisdetractedfromthesocialconcerns,itaddedamorescientificbasistodealingwithpatients,andchallengingbehavioursweremorelikelytobeseenasamentaldysfunctionthanpoormoralcharacter.TheincreaseofsocialspendingafterWorldWarIIsawanotherriseinthenumberofsocialworkers.

The growth of socialwork inEngland as a discipline had similarparallelstotheAmericanexperienceofmassmigrationandsocialupheaval.TheIndustrialRevolutionwasamajorcauseofthesechanges,associalandeconomicconditionschanged,resultinginthemassivegrowthofcities.Thefirstsocialworkerswerecalledhospitalalmoners,andwerebasedinmedicalinstitutions.TheRoyalFreeHospitalhiredMaryStewartasthefirstalmonerin1895toassesspeoplerequestingtreatmentatthehospitaltoensurethat

NOTES


Social Work Professiontheywereconsidered‘deservingenough’ofthefreetreatment.Therolesoondevelopedtocovertheprovisionofothersocialprogrammes,andby1905otherhospitalshadcreatedsimilarroles.Bythistime,theHospitalAlmonersCouncilhadbeenformedtooverseethenewprofession.

SocialworktrainingbeganinAustraliain1940attheUniversityofSydney.Mosthighleveltrainingandtheorywasimportedfromabroaduntilthe1980s.SocialWorkhasbeenamostlypublicsectorornot-for-profitsectorprofessioninAustralia,withprivatepracticebeingrare.Sincethe1990s,otherreactionstomanagerialcontrolofsocialworkhavefollowedtheoriesoffeminism,ecologicalsustainabilityandcriticaltheories.

11.4.2 Human Rights Perspective

In present day discussion and dialogue, human rights represent one ofthemost dominant ideas. In today’sworld of economic globalization,individualism,greedandtheaccumulationofwealthareconsideredtobeofprimeimportance.Alongside,ouractionsarejudgedonthebasisofpost-modernrelativism.Insuchascenario,thevaluesofhumanitycanbejudgedwithhumanrightsprovidingasubstitutereferencepoint.

Humanrightsareimportantespeciallyforthoseinthehumanserviceprofessionsingeneral,andforsocialworkersinparticular.Socialworkcanbestructuredspecificallyasahumanrightsprofessionduetowhichmanyoftheissuesanddilemmasthatfacesocialworkcanbeaddressedinanewlight.

Socialworkerscantakehumanrightsasamoralbasisfortheirpractice,bothatthelevelofday-to-dayworkwith‘clients’,andalsoincommunitydevelopmentandinpolicyadvocacyandactivism.Ahumanright’spointofviewcanhelptolinkthesevaryingrolesintoanintegratedandholisticviewofsocialworkpractice.Humanrights,indeed,characterizeapowerfuldiscoursethatseekstosurmountdivisivenessandsectarianismandtounitepeopleofdifferentculturalandreligious traditions inasinglemovementassertinghumanvaluesandtheuniversalityofhumanity.Thisisespeciallyrelevantintoday’sworldwhensuchvaluesareseentobeundersiegefromtheforcesofeconomicglobalization.

Theideaofhumanrights,byitsveryappealtouniversallyapplicableideasof thevaluesofhumanity,seemstoreverberateacrossculturesandtraditionsandsymbolizesacomingtogetherofthoseseekingtobringaboutamorejust,peacefulandsustainableworld.

Humanrightsdealswithuniversalprinciplesthatapplytoallhumansirrespective of their culturalmilieu, age, sex, capability or situation.Thetraditionalapproachtohumanrightsdoesnotdwellonthethemeofuniversalityasnoteveryonewaslookeduponas‘human’.Thediscussionsofthe‘rightsofman’alongwithconventionalviewsofpatriarchalphilosopherssuchasLockehaveseparatedwomenfromthedefinitionof‘human’andthereforefromanunderstandingofwhat‘humanrights’imply.


NOTES


Atthesametime,asthereismoreawarenessoncontemporaryissuesandpositionofcertaingroupswithinthepopulation,varioussocialactorsareofferedpossibilitiestotakepartinthepromotionandprotectionofhumanrights.Aquestion thatneeds tobeaddressed iswhether thedisciplineofsocialworkcanplaytheroleofthepromoterofsocialchanges?Whichskills,methodsandtechniquesareusedorcanbeusedinthiscontext?Throughthefollowingsub-themes,theideasfortheadvancementofgoodpracticeswillbeoffered: •Promotionofsocialpartnershipandinter-sectoralcooperation. •Theroleandsignificanceofcivilsociety. • Integratingtheusers’perspectiveandparticipationinsocialmovements. •Thepracticeofempowerment,advocacyandrepresentation.

Fromtheverybeginning,socialworkhashadaglobaloutlookthoughindividual countries have also taken up domestic issues.However, theapproachneedstobebroadenedtobeabletotackleurgentproblemsthathumanityfacestoday.Theneedhasbeenfelttoincludeinternationalcontentintosocialworkeducation.

Human rights are characterized as beinguniversal and indivisible.Accordingtothis,allhumansareentitledtoeverybasicrightbyvirtueoftheirhumanity.Theserightsarevaliddespitethedifferenceinone’snationality,culture, political or economic system, religion, or any other qualifier.Adeclaration,unlikeatreatyorconvention,imposesnoobligationonaratifyinggovernmenttofulfiltheprinciplescontainedwithinthedocument.Thereisanextensivescholarlyliteraturethatexaminesthemanyaspectsofhumanrights,andthereareseveralnoteworthyresourcesfocusedspecificallyonsocialwork.

11.4.3 Ecological Perspective

Environmentalandecologicalmovementsareamongtheimportantexamplesofthecollectiveactionsofactivitieswhereseveralsocialgroupshavecometogether.Theseactiongroupsareconcernedaboutissuesthataffecthumanlifesuchasthepoorshouldhavecontrolovertheirresources,therightofindigenouspeopletopreservetheirculture,andprotectionoftheenvironmentandmaintenanceofecologicalbalance.Accordingtotheseactiongroups,economicjusticesoughtbythesemovementsisnot themeredistributionofresources.Ithasalargervisionlikeenhancementinthequalityoflifebyunderstandingofpeople’srightsovertheirnaturalresources,theirrighttolivewithdignity,andtheirparticipationinthedecision-makingprocess.

TheUnitedNationsConferenceonHumanEnvironment,Stockholm,in1972articulatedtheconcernsofthehumanenvironment.Inthe1980sthe‘greenmovement’becameaworldwidephenomenonand includedmanycountriesof theworld. Indiawasoneof them.Severalmovementshave

NOTES


Social Work Professiontakenplacefortheprotectionofthepeople’senvironmentalandecologicalrights in India, ‘eco-greens’or ‘greenmovement’ inGermanyandNorthAmerica.Whileagrarianandworkingclassmovementshavealonghistory,theenvironmentalandecologicalmovementscaughttheworld’sattentiononlyinthesecondhalfof20thcentury.Thesemovementsfocusnotonlyonbasicsurvivalissuesbutalsoonlargerecologicalconcerns.Ingeneralthesemovementsaregroupedundertribalandpeasantmovementsaswellas underNewSocialmovements.This is because ecological aspects aregenerally associatedwith peasant and tribalswhose survival dependsonnatural resources like forests,water,etc.Somecall themmiddleclassorelitemovementsas theproblemsandconcernsof the localcommunities,indigenous people or non-tribal poor are often expressed by the urbanmiddleclasselite.Infact,therehasbeennosingleunifiedandhomogenousenvironmentaldiscourseinIndia.

11.4.4 Environmental Movements in India: Issues and Concerns

Theenvironmentalmovementdescribesthedifferenttypesoflocalstrugglesand conflicts that are concernedwith livelihood issues and ecologicalsecuritywithin the development debate.These struggles questioned thenotionofdevelopmentandconservationecologypursuedbytheIndianstateanditsofficialssincecolonialtime.Indiawitnessedseveralenvironmentalmovementsandcampaigns.Theseare:

1. The Chipko Movement

The environmentalmovement in India really beganwith the Chipkomovement (1973) inGarhwal region in thenewstateofUttarakhand. Infact,between1970and1980severalstrugglestookplaceinIndiaaroundissuesofrightstoforestandwater.Theseraisedlargerecologicalconcernssuchasrightsofthecommunitiesvis-à-visforestresources,sustainabilityoflarge-scaleenvironmentalprojectslikedams,issuesofdisplacementandrehabilitation,etc.TheIndianenvironmentalmovementiscriticalofthepaththatindependentIndiahaschosenfordevelopment.Accordingtoit,thestate’sdevelopmentplanisnotbasedontheneedsofthepeople.Further,itfollowsacapitalistagenda,whichisresponsibleforthedestructionofenvironment,povertyandmarginalizationofruralcommunities.Bycreatingnationalparks,sanctuaries,andprotectedareastopreservewildlifeandbiodiversity,ithasactuallypushedpeopleoutoftheseareas.TheenvironmentalmovementinIndiaadvocates the ideologyof ‘environmentalismof thepoor’. It seeksthe revivalof traditional ‘self-sufficientvillageeconomy’. IthasbroughtcommunitiestothecentrestageoftheIndianenvironmentaldiscourse.

Environmentalistsbelieve that localcommunitiesarebest suited toconserve natural resources as their survival depends on the prudent useof such resources.According to them, the state should return customary


NOTES


rightsortraditionalrightsovernaturalresourcestothepeopleandrecognizetraditional institutions.Thus they believe in equity to access anduse ofnaturalresources.InIndia,unlikeintheWest,itiswomen,thepoorandthemarginalizedwhoarethemajorparticipantsofenvironmentalmovements.Thisisbecausetheyaretheoneswhoaremostaffectedbychangesintheenvironmentalpatterns.Thesemovementsarticulatethestrugglesoflocalcommunitiesandpeoplewhoarevictimsofenvironmentaldegradationorabuseofresources.

GadgilandGuhahavecategorizedtheenvironmentalmovementsinIndiaintofourgroupsbasedonvision,ideologyandstrategy.Firstgroupsarethosewhoemphasizethemoralnecessitytorestrainoveruseandensurejusticetothepoor.MainlyGandhiansbelongtothisgroup.Secondgroupsbelongtothosewhowanttogetridoftheunjustsocialorderthroughresistanceandstruggle.Marxistsbelongtothisgroup.Thirdandfourthgroupsarethosewhoadvocatereconstruction,i.e.,usingtechnologiesthatarerelevant.Theyreflecttheconcernsofthescientistsorthespontaneouseffortsofthecommunitiesatthevillagelevelwhoaimatprotectinglocalcommunityforestsortherighttopursueenvironment-friendlyagriculturalpractices.

As stated above,modern environmentalism and environmentalmovementsinIndiadatebacktotheChipkoMovementintheearly1970s.Itwasstarted toprotect theHimalayan forests fromdestruction,andhasitsrootsinthepre-Independencedays,whenpeopleprotestedagainstthecolonialforestpolicyinearlydecadesof20thcentury.Theywantedthatthebenefitsoftheforest,especiallytherighttofodder,shouldbewiththelocalpeople.ThesestruggleshavecontinuedastheforestpoliciesofindependentIndiaarenodifferentfromthoseofcolonialones.TheChipkoMovementstartedinearly1973whentheforestdepartmentrefusedtoallotashtreestotheDashauliGramSwarajyaSangha(DGSS),alocalcooperativeorganizationinChamolidistricts,formakingagriculturalimplements.Insteaditallottedashtreestoaprivatecompany,SymondsCo.Enraged,thepeopleprotestedbylayingdowninfrontoftrucksthatwerecarryingthetimberandburntresinandtimberdepotsaswasdoneinQuitIndiamovement.Whenthesemethodsdidnotproduceresults,ChandiPrasadBhat,oneoftheleaders,suggested embracing the trees andnot allowing them to be felled.Thus‘Chipko’wasborn.

The private company gave up and themovement spread to otherneighbouring areas. Soon it came to be known asChipkoMovementinternationally.Fromthebeginning,themovementconcentratedonecologicalissuessuchasdepletionofforestcoverandsoilerosion.

Reasons for success of the Chipko Movement

Firstandforemostreasonisthecloselinksbetweenthelivelihoodsofthelocal people and the nature of themovement.The local people consider

NOTES


Social Work ProfessionChipkoasafightforbasicsubsistence,whichhavebeendeniedtothembytheinstitutionsandpoliciesoftheState(Guha,1989).Inaddition,specificityoftheareawhereChipkoMovementtookplace;involvementofwomeninthecontributiontohouseholds’subsistenceandtheoverwhelmingsupporttoanti-alcoholcampaignhaveledtotheoverwhelmingsupportofwomen,whichisuniquetotheMovement.

Second, itwas the nature of agitation.Unlike other environmentalmovementsChipkostrictlyadheredto theGandhiantraditionoffreedomstruggle,i.e.,non-violence.

Third,thesimplicityandsincerityofleaderssuchasSunderlalBahugunaandtheiraccesstonationalleadersasIndiraGandhi,otherpoliticiansandofficialsalsohelpedinthesuccessoftheMovement.

DemandsoftheChipkoagitatorswere:• Completestoppageoffellingtreesforcommercialpurposes.• Traditionalrightsshouldberecognizedonthebasisofminimum

needsofthepeople.• Makingthearidforestgreenbyincreasingpeople’sparticipation

intreecultivation.• Formationofvillagecommitteestomanageforests.• Developingtheforest-relatedhome-basedindustriesandmaking

therawmaterial,moneyandtechniqueavailableforit.• Giving priority to afforestation in the light of local conditions,

requirementsandvarieties.What is distinctive about theChipkoMovement is that itwas the

forerunneraswellasdirectinspirationforaseriesofpopularmovementsindefenceofcommunityrightstonaturalresources.Sometimesthesestrugglesrevolvedaroundforests,inotherinstances,aroundcontrolanduseofpasture,mineralorfishresources.

2. Appiko Movement

Inspiredby theChipkoMovement, thevillagersofWesternGhats in theUttarKannadaregionofKarnataka,startedAppikoChalewalimovementinSeptember–November1983.Forestswerebeingdestroyedbythecommercialfellingoftreesfortimber.Contractorsweretearingdownforests,whichwasresultinginsoilerosionanddryingupofperennialwaterresources.IntheSaklanivillageinSirsi,theforestdwellerswerenotallowedtopicktwigsanddriedbranches andnon-timber forest products,which theyused forfuelwood,fodder,etc.

In September 1983,women and youth of the region launched amovementsimilar toChipkoinSouthIndia.Theywalkedfivemilestoaforestandhuggedthetrees,forcingthefellersandcontractorsofthestate


NOTES


forestdepartmenttostopcuttingtrees.Theydemandedabanonfellingofgreentrees.For38daystheyprotested;finallythestategovernmentconcededandwithdrewtheorderforfellingoftrees.However,soonthegovernmentresumedthefellingoftreesandthemovementtoowasrestarted.Itwasbackedbythelocalpeople.Eventhedailywagelabourershiredbythecontractorstofelltreesrefusedtodoit.InOctober,themovemententeredthesecondphaseinBengaonforest.Heretheforestwasonahillyterrainandhadamixof tropical semi-evergreens.The tribals and indigenouspeopledependedontheforestfortheirsurvivalandlivelihood.Withoutbambootheycouldnotmakeitemslikebaskets,mats,etc.,whichwastheir livelihood.Theyspontaneouslystartedamovementinwhichtheyhuggedtreesanddisallowedthecontractorstocutthem.Governmentwasforcedtoaccepttheirdemand.

SimilarmovementsstartedinotherareaslikeHusri.InNovember,themovementspreadtoNidgodvillageinSiddapurtalukawherethestatewasprevented from felling thedeciduous forests.AppikoMovementbecamesymbolicofpeople’spower for their rightsofnatural resourcesvis-à-visthestate.Itwassuccessfulinitsthreefoldobjectives:(a)protectionoftheexistingforestcover,(b)regenerationoftreesindenudedlands,and(c)usingforestwealthwhileconservingnaturalresources.TheMovementalsocreatedawarenessamongthevillagersthroughouttheWesternGhats.Theyrealizedthat thegreedofcommercialand industrial interestsposedanecologicalthreat.LiketheChipko,theAppikoMovementrevivedtheGandhianmethodofprotestinganddevelopingasustainablesociety.

3. Narmada Bachao Andolan

TheNarmadaRiver project covers three states ofwestern India namelyGujarat,MadhyaPradeshandMaharashtra. It is themost importantcasestudyofanenvironmentalmovementanddynamicsrelated topoliticsofdevelopment.NootherdevelopmentprojectinIndiahasbeendebatedsomuch regarding the ecological disturbance that itmay cause. It has ledto politicalmobilization and grass-root activism.This project created acontroversythatchallengedthegovernmentandalsoforgedlinkswithcivilsocietyorganizationsandNGOs,atthenationalandinternationallevels.Infact,ithasgeneratedadebateonalternativesystemsofdevelopmentinIndia.

SardarSarovarProject,whichisaninterstatemulti-purposeprojectwith a terminalmajor dam inGujarat, is beingbuilt onRiverNarmada.Roughly1,312kmlong,thisriveristhefifthlargestinIndia.TheNarmadaValleyProjecthastwomegaprojects--theSardarSarovarProjectandtheNarmadaSagarProject inMadhyaPradesh. It is the largest single rivervalleyprojectwiththeaimofmakingtheworld’slargestman-madelake.Howeveroncecomplete,thereservoirwillsubmerge37,000hectaresoflandofwhich11,000hectaresareclassifiedasforestarea.Itwilldisplaceaboutonelakhpeoplefrom248villages,19inGujarat,36inMaharashtra,and193

NOTES


Social Work ProfessioninMadhyaPradesh.ThestategovernmentinitiatedtheprojectasGujaratwasindesperateneedofwaterfordomestic,commercial,agriculturalandindustrialpurposes.Further,between1985and1988, thestatewasfacedwithaseriesofdroughts,whichreinforcedtheneedofthisproject.However,accordingtothecritics,itwillbe‘theworld’sworstman-madeecologicaldisaster’anditisconsideredunviable.

Originally,Narmada projectwas to be an irrigation project of a161-feethighdam.Lateritwasfoundthatwatercouldbetechnologicallyharnessedmakingitamultipurposedamifitslevelwasraisedto455feet.Consequently,thestategovernmentssoughtfinancialhelpfromtheCentreandtheWorldBank.PlansfordammingtheriveratGorainGujarathadbeenmootedasearlyasin1946.Infact,PrimeMinisterJawaharlalNehruhadlaidthefoundationfora49.8-metre-highdamin1961.Itwasdecidedthatamuchlargerdamwouldbemoreprofitable.However,MadhyaPradeshandMaharashtracouldnotbebroughtonboard.

In1969,afteryearsofnegotiationstheIndianGovernmentestablishedtheNarmadaWaterDisputesTribunal,whichannounceditsaward10yearslater.Itenvisagedthatlandforrehabilitationbemadeavailableatleastayearbeforesubmergence.Before theMinistryof theEnvironmentcouldevencleartheNarmadaValleyDevelopmentProjectsin1987,theWorldBanksanctionedaloanof$450millionforthelargestdam,theSardarSarovar,in1985.Withthis,constructionontheSardarSarovardamsitethathadbeengoingonsince1961,gainedmomentumin1988.Eachstatehadapeople’sorganizationthataddressedconcernsaboutresettlementandrehabilitationofthosewhowouldbeousted.ThesegroupscametogethertoformtheNarmadaBachaoAndolan(NBA)ortheSavetheNarmadaMovementundersocialactivistMedhaPatkar.

Even though the NBA started as an organization that wantedinformation about theNarmadaValleyDevelopment Projects, it soondemandedfairrehabilitationforthoseaffectedbytheproposeddams.Themovementchallengedtheverybasisoftheprojectandquestioneditsclaimtodevelopment.In1988,theNBAdemandedthatallworkontheNarmadaValleyDevelopmentProjects be stopped. InSeptember 1989,more than50,000peoplegatheredinthevalleyfromalloverIndiatopledgetofight‘destructivedevelopment’.AyearlaterthousandsofvillagersgatheredinasmalltowninMadhyaPradeshtoreiteratetheirpledgetodrownratherthanagreetomovefromtheirhomes.TheWorldBankwasforcedtocreateanindependent reviewcommittee, theMorseCommission,whichsubmittedtheMorseReport in 1992. It ‘endorsed all themain concerns raised bytheAndolan (NBA)’.Twomonths later, theBank sent thePamelaCoxCommittee,which suggestedwhat theMorseReport advised against: ‘asortofpatchworkremedytotryandsalvagetheoperation’.Eventually,duetotheinternationaluproarcreatedbytheReport,theWorldBankwithdrew


NOTES


fromtheSardarSarovarProject.TheGujaratgovernmentdecidedtoraise$200millionandgoaheadwiththeproject.Manyissuesoftheprojectarestillunresolved.

AchievementsoftheNBAcanbesummedupasfollows:• WithdrawaloftheWorldBankfromSardarSarovarin1993.• HaltofSardarSarovarconstruction1994–99.• HaltofSardarSarovarconstruction1994–99.• Underlinedtheimportanceofthepeople’srighttoinformation.• Mobilizedthousandsofpeoplefromdifferentwalksoflife.• Receivedinternationalsupport.• FollowedGandhianvisionofconstructivework.• Leftadistinctmarkonthehistoryofenvironmentalism.TheNBAcontinueswiththeinvolvementofeffectedpeopleandcivil

societyorganizations.

Check Your Progress

5.Whowerecalledhospitalalmoners? 6.WhendidsocialworktrainingstartinAustralia? 7.WhyareHumanRightsimportantinsocialworkprofession? 8.WhendidtheenvironmentalmovementbegininIndia? 9.WhywasAppikoMovementstartedinKarnataka? 10.WhatwerethedemandsofNarmadaBachaoAndolan?


1. InIndia,thefirstschoolofsocialworkwasstartedin1936byCliffordMarshal, a protestantmissionarywhoworked inNagpada. HeestablishedtheSirDorabjiTataSchoolofSocialScienceinBombaywhichofferedprofessionaltraininginsocialwork.

2.TheMinistryofSocialJusticeandEmpowermentisthenodalministryforoverallpolicy.

3.Socialwork interventions range from primarily person-focusedpsychosocialprocessestoinvolvementinsocialpolicy,planninganddevelopment.Theseincludecounselling,clinicalsocial,socialwork,groupwork,socialpedagogicalwork,andfamilytreatmentandtherapyaswellaseffortstohelpindividualsobtainservicesandresourcesinthe

NOTES


Social Work Professioncommunity.Interventionscanbeintheformofagencyadministration,community organization, and engaging in socio-political action toimpactsocialpoliciesandoveralleconomicdevelopment.

4.As evidence-based practice has becomemore recognized in theprofession, the focus has shifted to showing socialworkers howto implement evidence-basedpractice in away that promotes bestpractices but also complements clients’ experiences and adapts tocommunityneeds.

5.Thefirstsocialworkerswerecalledhospitalalmoners,andwerebasedinmedicalinstitutions.TheRoyalFreeHospitalhiredMaryStewartasthefirstalmonerin1895toassesspeoplerequestingtreatmentatthehospitaltoensurethattheywereconsidered‘deservingenough’ofthefreetreatment.Therolesoondevelopedtocovertheprovisionofothersocialprogrammes,andby1905otherhospitalshadcreatedsimilarroles

6.SocialworktrainingbeganinAustraliain1940attheUniversityofSydney.Mosthighleveltrainingandtheorywasimportedfromabroaduntilthe1980s.SocialWorkhasbeenamostlypublicsectorornot-for-profitsectorprofessioninAustralia,withprivatepracticebeingrare.

7.Socialworkers can take human rights as amoral basis for theirpractice,bothatthelevelofday-to-dayworkwith‘clients’,andalsoincommunitydevelopmentandinpolicyadvocacyandactivism.Ahumanright’spointofviewcanhelptolinkthesevaryingrolesintoanintegratedandholisticviewofsocialworkpractice.Humanrights,indeed, characterize a powerful discourse that seeks to surmountdivisivenessandsectarianismandtounitepeopleofdifferentculturalandreligioustraditionsinasinglemovementassertinghumanvaluesandtheuniversalityofhumanity.

8.TheenvironmentalmovementinIndiareallybeganwiththeChipkomovement(1973)inGarhwalregioninthenewstateofUttarakhand.Infact,between1970and1980severalstrugglestookplaceinIndiaaroundissuesofrightstoforestandwater.Theseraisedlargerecologicalconcernssuchasrightsofthecommunitiesvis-à-visforestresources,sustainabilityoflarge-scaleenvironmentalprojectslikedams,issuesofdisplacementandrehabilitation,etc

9. Inspiredby theChipkoMovement, the villagers ofWesternGhatsintheUttarKannadaregionofKarnataka,startedAppikoChalewalimovement in September–November 1983. Forests were beingdestroyedbythecommercialfellingoftreesfortimber.Contractorswere tearingdown forests,whichwas resulting in soil erosionanddryingupofperennialwaterresources.IntheSaklanivillageinSirsi,theforestdwellerswerenotallowedtopicktwigsanddriedbranches


NOTES


andnon-timberforestproducts,whichtheyusedforfuelwood,fodder,etc.

10.TheNarmadaBachaoAndolandemandedthatallworkontheNarmadaValleyDevelopmentProjectsbestopped.InSeptember1989,morethan50,000peoplegatheredinthevalleyfromalloverIndiatopledgetofight‘destructivedevelopment’.AyearlaterthousandsofvillagersgatheredinasmalltowninMadhyaPradeshtoreiteratetheirpledgetodrownratherthanagreetomovefromtheirhomes.TheWorldBankwas forced to create an independent reviewcommittee, theMorseCommission,whichsubmittedtheMorseReportin1992.It‘endorsedallthemainconcernsraisedbytheAndolan(NBA)’.

11.6 SUMMARY

• InIndia,thefirstschoolofsocialworkwasstartedin1936byCliffordMarshal, a protestantmissionarywhoworked inNagpada. HeestablishedtheSirDorabjiTataSchoolofSocialScienceinBombaywhichofferedprofessionaltraininginsocialwork.

•Gandhi’sSevaGramAshram(inWardha)randevelopmentprogrammesthatincludedsanitation,adulteducation,promotionofvillageindustriesandpotablewater. It promotedbuniyadi shiksha (basic education),especiallyvocationaltraining.

• In1964,theDepartmentofSocialSecuritywascreated;whichwasre-designatedastheDepartmentofSocialWelfarein1966;andin1979elevatedtothestatusofanindependentMinistry.

• In India, socialwork did not gain a professional status andwassimplyseenasanactofhelpingpeoplewhowereinneed.However,changingsituationsledtotheincreaseinthescopeofsocialworkandanenhancementofitsobjectives.Slowlybutsurely,thefieldofsocialserviceisexpandingandissteadilybeingmannedbytrainedsocialworkers.

•DevelopmentofsocialworkeducationstartedintheruralcommunitiesbecausewomeninsomevillageswereinneedofaidtogainbacktheirduestatusandrightsintheIndiansociety.Somevillagesdonothavefacilitiesfortheirbasicneeds.

•Socialworkersarechangeagentsinasocietyandinthelivesoftheindividuals, families andcommunities they serve.They respond tocrisesandemergenciesandeventoday-to-dayissuesofindividualsandsocialconcerns.

•ThemissionofsocialworkeducationinIndiaistocreateacadreofprofessionalswhoareable toconvergethediscursiveandpractical

NOTES


Social Work Professionaspects of interventions.The discursive aspects get seen throughthe divergent perspective stances ofwelfare, development, radical,engendered and rights-based,which aremeaningfully integrated totranslateintoinformedpractice.

•Socialwork, as a profession, originated in the 19th century.ThemovementbeganprimarilyinAmericaandEngland.AsanoutcomeofIndustrialRevolution,therewasagreatdealofmigrationtourbanareasthroughouttheWesternworld.Thisledtomanysocialproblemsthatinturnledtosocialactivism.

•Thegrowth of socialwork inEngland as a discipline had similarparallels to theAmerican experienceofmassmigration and socialupheaval.The IndustrialRevolutionwas amajor cause of thesechanges,associalandeconomicconditionschanged,resultinginthemassivegrowthofcities.

• Inpresentdaydiscussionanddialogue,humanrightsrepresentoneofthemostdominantideas.Intoday’sworldofeconomicglobalization,individualism,greedandtheaccumulationofwealthareconsideredtobeofprimeimportance.

•Humanrightsdealswithuniversalprinciplesthatapplytoallhumansirrespectiveoftheirculturalmilieu,age,sex,capabilityorsituation.Thetraditionalapproachtohumanrightsdoesnotdwellonthethemeofuniversalityasnoteveryonewaslookeduponas‘human’.

•TheUnitedNationsConferenceonHumanEnvironment,Stockholm,in1972articulatedtheconcernsofthehumanenvironment.Inthe1980sthe‘greenmovement’becameaworldwidephenomenonandincludedmanycountriesoftheworld.Indiawasoneofthem.

•Theenvironmentalmovementdescribes thedifferent typesof localstrugglesandconflictsthatareconcernedwithlivelihoodissuesandecological securitywithin thedevelopmentdebate.These strugglesquestioned the notion of development and conservation ecologypursuedbytheIndianstateanditsofficialssincecolonialtime.

•GadgilandGuhahavecategorizedtheenvironmentalmovementsinIndiaintofourgroupsbasedonvision,ideologyandstrategy.

•Modern environmentalismand environmentalmovements in IndiadatebacktotheChipkoMovementintheearly1970s.ItwasstartedtoprotecttheHimalayanforestsfromdestruction,andhasitsrootsinthepre-Independencedays,whenpeopleprotestedagainstthecolonialforestpolicyinearlydecadesof20thcentury.

•SimilarmovementsstartedinotherareaslikeHusri.InNovember,themovementspreadtoNidgodvillageinSiddapurtalukawherethestatewaspreventedfromfellingthedeciduousforests.AppikoMovement


NOTES


becamesymbolicofpeople’spowerfortheirrightsofnaturalresourcesvis-à-visthestate.

•SardarSarovarProject,whichisaninterstatemulti-purposeprojectwithaterminalmajordaminGujarat,isbeingbuiltonRiverNarmada.Roughly1,312km long, this river is thefifth largest in India.TheNarmadaValleyProjecthastwomegaprojects--theSardarSarovarProjectandtheNarmadaSagarProjectinMadhyaPradesh.

• In1969,afteryearsofnegotiationstheIndianGovernmentestablishedtheNarmadaWaterDisputesTribunal,whichannounceditsaward10yearslater.Itenvisagedthatlandforrehabilitationbemadeavailableatleastayearbeforesubmergence.

•EventhoughtheNBAstartedasanorganizationthatwantedinformationabouttheNarmadaValleyDevelopmentProjects,itsoondemandedfairrehabilitationforthoseaffectedbytheproposeddams.Themovementchallengedtheverybasisoftheprojectandquestioneditsclaimtodevelopment.

•DuetotheinternationaluproarcreatedbytheReport,theWorldBankwithdrewfromtheSardarSarovarProject.TheGujaratgovernmentdecidedtoraise$200millionandgoaheadwiththeproject.Manyissuesoftheprojectarestillunresolved.

11.7 KEY WORDS

• Almoner:Atrainedhospitalsocialworkerresponsibleforthewelfareofpatients.Apersonwhodistributesalmsorcharityonbehalfofahouseholdorinstitution.

• Western Ghats:ThemountainrangethatrunsparalleltothewesterncoastoftheIndianpeninsula,locatedentirelyinIndia.ItisaUNESCOWorldHeritageSite and is one of the eight “hottest hot-spots” ofbiologicaldiversityintheworld.

• Narmada Water Disputes Tribunal:UnderSection-4oftheInter-StateWaterDisputesAct,1956,theCentralGovernmentconstitutedNarmadaWaterDisputesTribunal (NWDT) on 6thOct. 1969 toadjudicateuponthesharingofNarmadawatersandNarmadaRiverValleyDevelopmentundertheChairmanshipofJusticeV.Ramaswami.

• The Morse Commission:SetupbytheWorldBank,thereportoftheMorseCommissionhadindictedtheBankonmanycounts.

NOTES


Social Work Profession11.8 SELF ASSESSMENT QUESTIONS AND

EXERCISES


1.WriteashortnoteonthedevelopmentofsocialworkinIndiainpre-Independence period.

2.WriteashortnoteontheobjectivesoftheIndianCouncilofSocialWelfare.

3. Writeinbriefaboutthedevelopmentofsocialworkeducationintheruralareas.

4. Writeinshorton“socialworkersaschangeagentsinasociety”. 5. WriteashortnoteontheChipkoMovement. 6. Write in brief about the campaign surroundingNarmadaValley

DevelopmentProjects.


1.Discuss in detail the development of socialwork in India in post-Independence period.

2.AnalysethemissionofsocialworkeducationinIndia. 3.Discusshowenvironmentalmovementseffectivelyimpactedpeople

andcivilsocietyinIndia.






Field Work Training

NOTES


BLOCK - V FIELD WORK TRAINING, FIELDS OF SOCIAL WORK

AND SOCIAL WORK ASSOCIATION

UNIT 12 FIELD WORK TRAININGStructure 12.0 Introduction 12.1 Objectives 12.2 ImportanceofFieldWorkandSupervisionforTrainedSocialWorkers 12.3 ProblemsFacedbySocialWorkTraineesinFieldWorkAgencies 12.4 NeedforSocialScienceKnowledgeforProfessionalSocialWorkers

12.4.1 FieldworkintheSocialSciences 12.5 AnswerstoCheckYourProgressQuestions 12.6 Summary 12.7 KeyWords 12.8 SelfAssessmentQuestionsandExercises 12.9 FurtherReadings

12.0 INTRODUCTION

InSocialWork,fieldworkisthetrainingprocessforthestudentsthroughwhichtheylearntodevelopandexecuteinterventionstrategiesforbringingabout a positive change in the society.The curriculum of socialworkeducationincludestheSocialWorkPracticumwhichwidelyconsideredtobeamongthemostimportantcomponentsoftrainingforprofessionalsocialwork.Thisisbecauseliketheirstudents,educatorstooarerequiredtotestwhat theyhavecarefullyconstructed.SocialWorkeducatorsperformthedualroleasteachersandfieldworksupervisors.

SocialWorkfieldwork isdifferent fromSocialSciencedisciplines.However,thisdoesnotmeanthattherearenosimilaritiesbetweenfieldworkintheSocialSciencesandinSocialWork.ItistheprimacyofpurposewhichdifferentiatestheconceptoffieldworkinSocialWorkfromsocialsciences.Thefocusoffieldwork(andalsoclassroomteaching)inSocialWorkistodevelopaknowledgebaseforapplication.Inthesocialsciences,thepurposeoffieldworkistodevelopanunderstandingofthedifferentsocialprocesses.

Onseveraloccasions,socialworktraineesalsofaceproblemswhileworkinginthefield.Theyexperiencethattheirworkisnotrecognisedbysociety.Students/traineescomplainthat,whentheygoforfieldworktheyarenotrecognisedasprofessionals.InstitutionsofSocialWorkandassociationssuchasASSWIhavemadeefforts toproposesolutions toovercome this

NOTES


Field Work Trainingchallenge.Theyareworkingontodevelopa‘TeachingCentreModel’forfieldworktrainingofthesocialworkstudents.

Thisunitaimsatanalysingtheimportanceoffieldworktraining,whilegivinganinsightintoproblemsthatsocialworkstudents/traineesfaceduringtheirfieldwork.

12.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandthefieldworktrainingforsocialworker •Explaintheneedofsupervisionforsocialworker •Enumeratetheproblemsofsocialworktraineeinthefieldwork •Understandthedisadvantagesoffieldtraininginsocialserviceagencies •Explaintheneedforsocialscienceknowledgeforprofessionalsocial

workers

12.2 IMPORTANCE OF FIELD WORK AND SUPERVISION FOR TRAINED SOCIAL WORKERS

Socialworkisviewedasapractice-orienteddiscipline.Thecurriculumofsocialworkeducation includes theSocialWorkPracticumwhichwidelyconsidered to be among themost important components of training forprofessionalsocialwork.Thisisbecauseliketheirstudents,educatorstooarerequiredtotestwhattheyhavecarefullyconstructed.Studentsaretaughtandtrainedtoapplythetheoriesandconceptsofthedisciplinewhileaddressingproblemsattheindividual,groupandcommunitylevelsinthefield.Socialwork educators and students emphasisedfieldwork training as a uniquefeaturethatdistinguishesthisfieldofknowledgefromotherdisciplinesofsocialsciences.

JohnDewey,consideredasthefounderofConstructivism,proposedamethodof“directed living”–studentswouldengage inreal-world.Hecalledforeducationtobegroundedinrealexperience.AccordingtoMotiRamMaurya,‘Dewey’sideaoflearningthroughdoinghashadaprimaryinfluenceintheconceptoffieldwork....Itblendstheorywithpractice.Itfacilitatesfusionofthinkingwithdoing.Itcombinesphilosophywithaction.Itintegratesunderstandingaboutpeopleandmethodsofhelpingthem.Itstechniquesdrawheavilyonscientificknowledgeaboutpeopleandsocialphenomena.Itisfunctionalinnatureandtechnicalinprocess....Itisanintegratedapproachthatgoesconcurrentlywiththeclassroominstructions,toturnoutworkersofeffectivenessandmaturity(1962:10).’

Field Work Training

NOTES


•Thefieldworkmustpreparestudentsforthefollowingfunctions.Theseare:

•Renderingdirectservice •Planning,policydevelopmentandadministration related to service

delivery. •Engaging in evaluative research in order to improve, change and

developknowledgeandskillsinthedeliveryofservices •Supervision,trainingandeducationofpersonnelrequiredformanning

theprogrammesandservices(1981:2–3).ItisforthisreasonthatsupervisedfieldworkpracticuminSocialWork

isregardedasanessentialcomponentofthetrainingprocess.Itinvolvesactiveengagementofboththeeducatorsandthestudents.TheSocialWorkeducatorsperformthedualroleasteachersandfieldworksupervisors.“PracticallyalltheschoolsofsocialworkinIndiadependontheschoolfacultymembersforfieldworksupervision.Withrareexceptions,thefieldworksupervisorisamemberof theschool faculty,engaged inclassroomteaching, thesissupervisionandmanyotherdutiesthatfallonamemberofanyfacultyinadditiontohisfieldofinstruction”(Yelaja1969b:14)

Socialworkpracticeisdirectedtowardsbringingapositivechangeinthesociety;itinvolvesinterventionsattheindividual,group,community,andpolicylevels.However,theinterventionstrategyofasocialworkermightdifferdependingontheideologicalpositionthats/hetakes.

Check Your Progress

1.Whyissocialworkpracticumanessentialcomponentinsocialworkprofession?

2.Listacoupleoffunctionsthefieldworkprepareforstudents.

12.3 PROBLEMS FACED BY SOCIAL WORK TRAINEES IN FIELD WORK AGENCIES

Socialworktraineesalsofaceproblemswhileworkinginthefield.Amajorchallengethat theyfaceinfieldworkis that theimportanceoftheirworkis not recognisedby society.Students/trainees complain that,when theygoforfieldwork, thegeneralperceptionof thepeopleis thatsocialworkcanbedonebyanyonewhoismotivatedtohelppeople,andthat,itdoesnotrequireanyspecialisededucationandtraining.Theyfeelthat,inIndia,socialworkersarenotacceptedasprofessionalsandhencetheimportanceoftheirworkgetsdiminished.ThisisincontrasttowhattheyaretaughtintheinstitutionsofSocialWork.

NOTES


Field Work TrainingSharingtheirproblemsthattheyfaceintheirfieldwork,somestudentsofAssamUniversity,Silchar,said,“TheyaretaughtthatSocialWorkisaprofessionalcoursethatdevelopsinthemanattitudetobringaboutsocialchange, and provides them training inmethods and skills for practisingsocialwork in anorganised and scientificmanner.”Therefore, there is acleardistinctionbetweensocialworkandsocialservice.However,whenthestudentsgofortheirfieldwork,peopleexpectmaterialbenefitsfromthemeitherincashorinkind.

SimilarconcernswereraisedbystudentsfromKarnatakUniversity,Dharwad.Theysaid,“People in thecommunitiesdonotrecognisesocialworkasaprofessionalandscientificactivityandhencerefusetocooperatewiththemintheactivitiesthattheyorganise.”Ifthereisnomaterialbenefit,thenpeopledonot take interest.Thus, thestudents face thechallengeoflowsocietalrecognitionfortheirworkandfeelthatthereisagapbetweenwhatistaughttothemandwhatisfoundinfieldsituations.TheexpectationsoftheinstitutionsofSocialWorkandthatoftheagencieswherestudentsareplacedfor theirfieldworktrainingareatvariance.Ms.Swamyof theKarnatakUniversity,Dharwad,highlightedthatthefieldworksupervisorintheinstitutionofSocialWorkfocusesontheapplicationoftheories,concepts,andmethodsofsocialworkpractice,whereastheagenciesmakethemdodeskworkorusethemashelpinghandsintheirprojects.Thisde-motivatesthestudents,asmanyofthemarenotabletoworktheirwayoutintheagencies.Thisaffectstheintegrationofclassroomknowledgewiththefield.

InstitutionsofSocialWorkandassociationssuchasASSWIhavemadeeffortstoproposesolutionstoovercomethischallenge.Theyareworkingontodevelopa‘TeachingCentreModel’forfieldworktrainingofthesocialworkstudents.

Disadvantages of Field Training in Social Service Agencies

1.Lackofappropriateorganisationsandinstructors(agencysupervisors). 2.Someofthesocialserviceagenciesdonotactaccordingtosocialwork

valuesandprinciples. 3.Lack of coordination between classroom studies and learning

experiencesinthefield. 4.Thelimitedabilityofsocialworkschoolstoinfluencethestructure&

workpatternsofthesocialservices.

The solutions of the above-mentioned problems in ‘teaching centre model’

Theseareasfollows: •Universityteachers,whoareappointedbytheschool,serveasstudent

instructors.

Field Work Training

NOTES


• Inateachingunitcontrolledbythesocialworkschool,thesynergyofprofessionalvaluesandprinciplesisguaranteed.

•Theteachingunitcandevelopstudyexperiencewhichwouldfit inwiththeschoolcurriculum.

•Theteachingunitenablestheschoolstocontributetothesocialservicesbyinitiatinganddevelopingnewpatternsofservicedelivery.

Check Your Progress

3.Which is amajor challenge that socialworker students face infieldwork?

4. Listsomeofthedisadvantagesoffieldtraininginsocialservice.

12.4 NEED FOR SOCIAL SCIENCE KNOWLEDGE FOR PROFESSIONAL SOCIAL WORKERS

SocialWorkfieldworkisdifferentfromSocialSciencedisciplinessuchasAnthropologyandSociology.However,thisdoesnotmeanthattherearenosimilaritiesbetweenfieldworkintheSocialSciencesandinSocialWork.OnecaninterpretfieldworkinSocialWorkasanextensionoffieldworkinthesocialsciences.ItistheprimacyofpurposewhichdifferentiatestheconceptoffieldworkinSocialWorkfromsocialsciences.

InSocialWork, fieldwork is the training process for the students,throughwhich they learn to develop and execute intervention strategiesforbringingaboutapositivechangeinthesociety.IntheSocialSciences,fieldwork is associatedwith the process of developing anunderstandingaboutthesociety.ThepurposebehindfieldworktraininginSocialWorkistodeveloppracticalknowledgeinlightofthetheoreticalknowledgeobtainedintheclassroomanddevisemodelsforpractice(interventionstrategies).Inotherwords,thefocusoffieldwork(andalsoclassroomteaching)inSocialWorkistodevelopaknowledgebaseforapplication.Inthesocialsciences,the purpose offieldwork is to develop anunderstandingof the differentsocialprocessesandprobablystopthere.Thus,itistheknowledgeforitselfthattakesprimacyinthefieldworkinsocialsciencesthanknowledgeforapplicationasitdoesinfieldworkinSocialWork.

12.4.1 Fieldwork in the Social Sciences

In the social sciences, fieldwork is associatedwith research. It haspredominantly to dowith engagementwith the field (under study) forcollectingdata.Fieldworkinvolvesnotmerelytheintellectbuttheentirepsycheoftheresearcherandher/hisdatahasnoindependentexistenceofhim(Srinivasetal.1979).Theterm‘field’inthesocialsciencesreferstothe

NOTES


Field Work Trainingcommunitiesofhumanbeingswhoarebeingstudied,andthefieldworkeris the researcherwhoconducts the study.M.N.Srinivas,A.M.ShahandE.A.Ramaswamy(1979)havehighlightedthatmostfieldworkersinsocialsciencesgointothefieldwithatheoreticalunderstandingofthediscipline,especiallyinthesub-areaoftheirinterestwithasmuchknowledgeoftheregionascanbederivedfromsecondaryliterature.Followingthis,thefieldtakesoverandthefinaloutcomeoftheresearchdependsontheinteractionbetweenthefieldworkerandthefield.

In intensive fieldwork, especially in anthropological studies, theresearcherisexpectedtoempathisewiththepeoples/heisstudyingandfeel,andthinklikethem,andcollectinformationonavarietyofitems.S/heisusuallyadvisedtoobservethefieldunobtrusivelyandbeawareofher/hispersonalbiasesandprejudicesinfluencingthecollectionandinterpretationofdata.

Asthefocusoffieldworkinthesocialsciencesisonlyonstudyingdifferentaspectsofasociety,oftenwhat thescholar isdoingmaynotbedirectlyrelevantforthebettermentofthecommunitythats/heisstudying.Theprimarymotiveof thefieldworker isnot tobenefit thosewhoms/hestudies.Therefore,notmanyoftheminitiateorparticipateinsocialactioninthefieldformethodological,practical,andpersonalreasons(Srinivasetal.1979).Nevertheless,thetheoreticalknowledgethatthescholardevelopsthroughresearchhasimportanceforpractice.

Check Your Progress

5.Howisfieldworkinsocialworkdifferentfromsocialsciences? 6.Whatistheprimarymotiveoffieldworkerinsocialsciences?


1.Thecurriculumof socialworkeducation includes theSocialWorkPracticumwhichwidelyconsideredtobeamongthemostimportantcomponentsoftrainingforprofessionalsocialwork.Thisisbecauseliketheirstudents,educatorstooarerequiredtotestwhattheyhavecarefullyconstructed.

2.Thefieldworkmustpreparestudentsforthefollowingfunctions.Theseare:• Renderingdirectservice• Planning,policydevelopmentandadministrationrelatedtoservice

delivery.• Engaginginevaluativeresearchinordertoimprove,changeand

developknowledgeandskillsinthedeliveryofservices

Field Work Training

NOTES


3.Amajorchallengethattheyfaceinfieldworkisthattheimportanceoftheirworkisnotrecognisedbysociety.Students/traineescomplainthat,whentheygoforfieldwork,thegeneralperceptionofthepeopleisthatsocialworkcanbedonebyanyonewhoismotivatedtohelppeople,andthat,itdoesnotrequireanyspecialisededucationandtraining.

4.Someofdisadvantagesoffieldtrainingare: (i)Lack of appropriate organisations and instructors (agency

supervisors). (ii)Someofthesocialserviceagenciesdonotactaccordingtosocial

workvaluesandprinciples. (iii)Lackof coordinationbetween classroom studies and learning

experiencesinthefield. (iv)Thelimitedabilityofsocialworkschoolstoinfluencethestructure

&workpatternsofthesocialservices. 5. InSocialWork,fieldwork is the training process for the students,

throughwhichtheylearntodevelopandexecuteinterventionstrategiesfor bringing about a positive change in the society. In the SocialSciences,fieldworkisassociatedwiththeprocessofdevelopinganunderstandingaboutthesociety.

6.Asthefocusoffieldworkinthesocialsciencesisonlyonstudyingdifferentaspectsofasociety,oftenwhatthescholarisdoingmaynotbedirectlyrelevantforthebettermentofthecommunityorpeoplethatscholarisstudying.Theprimarymotiveofthefieldworkerisnottobenefitthem.

12.6 SUMMARY

•Socialworkisviewedasapractice-orienteddiscipline.ThecurriculumofsocialworkeducationincludestheSocialWorkPracticumwhichwidely considered tobe among themost important componentsoftrainingforprofessionalsocialwork.

• JohnDewey,consideredasthefounderofConstructivism,proposedamethodof“directedliving”–studentswouldengageinreal-world.Hecalledforeducationtobegroundedinrealexperience.

•Socialworkpracticeisdirectedtowardsbringingapositivechangeinthesociety;itinvolvesinterventionsattheindividual,group,community,andpolicylevels.However,theinterventionstrategyofasocialworkermightdifferdependingontheideologicalpositionthats/hetakes.

•Theyfeelthat,inIndia,socialworkersarenotacceptedasprofessionalsandhence the importanceof theirworkgetsdiminished.This is incontrasttowhattheyaretaughtintheinstitutionsofSocialWork.

NOTES


Field Work Training •Thus,thestudentsfacethechallengeoflowsocietalrecognitionfortheirworkandfeelthatthereisagapbetweenwhatistaughttothemandwhatisfoundinfieldsituations.TheexpectationsoftheinstitutionsofSocialWorkandthatoftheagencieswherestudentsareplacedfortheirfieldworktrainingareatvariance.

• Institutions ofSocialWork and associations such asASSWIhavemadeeffortstoproposesolutionstoovercomethischallenge.Theyareworkingontodevelopa‘TeachingCentreModel’forfieldworktrainingofthesocialworkstudents.

• InSocialWork, fieldwork is the training process for the students,throughwhichtheylearntodevelopandexecuteinterventionstrategiesfor bringing about a positive change in the society. In the SocialSciences,fieldworkisassociatedwiththeprocessofdevelopinganunderstandingaboutthesociety.

• In the social sciences,fieldwork is associatedwith research. It haspredominantlytodowithengagementwiththefield(understudy)forcollectingdata.Fieldwork involvesnotmerely the intellectbut theentirepsycheoftheresearcherandher/hisdatahasnoindependentexistenceofhim

•Asthefocusoffieldworkinthesocialsciencesisonlyonstudyingdifferentaspectsofasociety,oftenwhatthescholarisdoingmaynotbedirectlyrelevantforthebettermentofthecommunitythats/heisstudying.Theprimarymotiveofthefieldworkerisnottobenefitthosewhoms/hestudies.

12.7 KEY WORDS

• Thesis: It isa longpieceofwritingbasedonone’sown ideasandresearchthatonedoesaspartofauniversitydegree,especiallyahigherdegreesuchasaPhD.

• Fieldwork:Itmeanspracticalworkconductedbyaresearcherinthenaturalenvironment,ratherthaninalaboratoryoroffice.



1.Writeashortnoteontheimportanceoffieldworkforsocialworkers. 2.Writeinbrieftheroleofeducatorinthefieldworkforstudentsinsocial

workposition.

Field Work Training

NOTES


3.Writeashortnoteonthefunctioningof‘TeachingCentreModel’. 4.Writeinbriefaboutthefieldworkinsocialscience.


1.Discuss the significance of SocialWork Practicum in socialworkeducation.

2.Analysetheneedofsocialsciencesknowledgeforsocialworkstudents/trainees.






NOTES


Fields of Social Work

UNIT 13 FIELDS OF SOCIAL WORKStructure 13.0 Introduction 13.1 Objectives 13.2 FamilyWelfareasaFieldofSocialWork

13.2.1 IssuesofChildreninFamilySystem 13.2.2 IssuesofParentsinFamilySystem 13.2.3 IssuesofCouplesinFamilySystem 13.2.4 FamiliesinCrises 13.2.5 FamilyIntervention 13.2.6 FamilyWelfareinIndia

13.3 ChildWelfare 13.3.1 ChildWelfareinIndia

13.4 WomenWelfare 13.5 YouthWelfareService

13.5.1 SchoolSocialWork 13.6 CommunityDevelopment(Urban,RuralandTribal)

13.6.1 UrbanCommunityDevelopment 13.6.2 Rural–UrbanRelationshipCommittee(RURC) 13.6.3 RuralCommunityDevelopment

13.7 DalitWelfare 13.8 MedicalandPsychiatricSocialWork

13.8.1 MedicalSocialWork 13.8.2 PsychiatricSocialWork

13.9 CorrectionalSocialWork 13.10 GeriatricSocialWork

13.10.1 PersonswithDisabilities 13.10.2 IndustrialSocialWork 13.10.3 HumanResourceManagement


13.0 INTRODUCTION

Socialworkencompassesawiderangeoffields.Thefieldofsocialworkisnowasdiverseasindividuals,families,communitiesandorganisationsthatwehave.Onecannoweasilyfindsocialworkers’involvementineveryaspectoflife,includingfamily,childwelfare,schools,hospitals,mentalhealthclinics,soonandsoforth.Socialworkerscouldbeseenhelpingclientswhofaceadisabilityorasocialproblem,suchasdomesticconflicts,spousalandsubstanceabuse,unemployment,etc.Theyareinvolvedinplanningorpolicydevelopmenttomitigatetheseproblems.Somesocialworkersarespecialized


NOTES


inworkinginaspecificsetting.Incaseoffamily,socialworkprofessionalsmakeuseofindividual,groupandcommunitymethodstostrengthensuchfamilies’copingmechanism,andevenrehabilitatesthem.

Socialworkers engaged in childwelfare operate in family-basedservicesandtheyusuallyaddresschildrenandyouth.Asocialworkerinthisfieldusuallycounselschildrenwhofaceproblemsordifficultiesinadjustingsocially.Familiesplayanimportantroleininitiationofthechildwelfarewhenafamilymemberreportsthecaseofchildabuseorneglect.Governmentandvariouspublic-fundedagenciesropeinsocialworkorganisationstoaddressproblemsfacedbyruralandurbancommunities.Therecognitionofpsycho-social and cultural dimensionsof illness andhospitalizationhas enabledemploymentoftrainedsocialworkersinthehospitals.Medicalsocialworkisasub-disciplineofsocialwork,alsocalled‘hospitalsocialwork’.Theyworkwithsuchpatientsandfamilies,whoareinneedofpsycho-socialhelp.

Thusweseethatsocialworkhasemergedasaprofessioninthe20thcenturyandtodayitistheprofession,whichischargedwithfulfillingthesocialwelfaremandateofpromotingwell-beingandqualityoflife.

This unit gives an in-depth analysis of awide range of fields inwhichsocialworkoffersitsservicesforthebettermentofthepeopleinthecommunity.

13.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandthevariousfieldsofsocialwork •Explainfamilyandfamilywelfareinsocialwork •Enumeratethefieldofchildwelfareinsocialworkprofession •Understandthewomenandyouthwelfareinsocialwork •Explainsocialworkinthecommunitydevelopment •Enumeratemedicalandpsychiatricsocialwork •Understandhumanresourcemanagementinsocialwork

13.2 FAMILY WELFARE AS A FIELD OF SOCIAL WORK

Familyisdefinedas‘agroupof peoplewhoarerelatedbybloodormarriagetoformaneconomicunit’.Theyoftenlivetogetherinthesamehousehold.Itisconsideredastheprimaryunitofsocietyandisresponsibleforsocializationofitsmembersandforteachingculturalnorms.Afamilyprovidesforthebasicneedsofitsmembersandpreparesthemfortheircareersandfuture

NOTES


Fields of Social Workfamilylives.Itissoimportantthatnoindividualcanexistwithoutafamilyandnosocietycangrowwithoutenlistingmembersinfamilies.Itaidsthesociety inservingasasignificantcontrollingagent forachievingorderlysocialrelationsandcontrol.

During a normal life, an individual belongs to following types offamilies:

• Family of orientation:Itisthefamilyinwhichapersonisborn.Itconsistsofparentsandsiblings.

• Family of procreation: It is the familyan individualmakes. Itconsistsofspouseandchildren.

With thegrowthof the economy, rural to urbanmigration, declineinjointfamilysystem,conceptoffreedom,individualityandrightsofanindividual,andsoon,manykindoffamilyissuesthatmostofthetimeneedprofessionalinterventionhavecomeintobeing.Manyfunctionsperformedbythetraditionalfamilyarenowbeingtakenoverbyotheragencies/institutionslikeday-carecentres,andcommercialorentertainmentcentres.Thefamilyfunction of settingmoral standards for the growing children, especiallyteenagers, is often performedby the peer group culture,massmedia orcommercialentertainment.Thetraditionalrolesperformedbythemembersofafamilyhavechangedoroverlapped.In today’sworld, thetraditionalroleofawife/husband,amother/father,childrenandeldersinthefamilyhaschanged,andtheamountofrole-overlapinafamilyvariesproportionalitywiththeadaptivecapabilityofthefamilymembers.

Family issues/conflicts—dissolution ofmarriage, dowry-relatedproblems,domestictensionandviolence,problemsofchildren/eldersinthefamily,gender-baseddiscrimination,propertyandmaintenanceissues,child-rearingpractices,childneglect,indisciplineamongtheyouth,alcoholism,substance abuse, neglect of the elderly,material disharmony—requireinterventioninsomeortheotherformbyaprofessionalsocialworker.Insuchcases,theaffectedfamiliesmaynotbeabletohandlethedesirablechangeandtodealwiththepressuresandchallengesoftheirlifesituationsallalone.

Generally,therearesixtypesoffamilyproblems:(i) issuesrelatedtoafamilymember,(ii)child-rearingandfamilyplanning,(iii)maritalcrisis,(iv)abuseandviolence,(v)conflictwithothersystems,and(vi)disownmentoffamilymember/s. (i) Family issues related to a family member: Thismayinclude

anindividualwhoisphysically/mentally-disabledorchronically/terminallyill;caseofpsychopathicpersonality,drugaddictionoralcoholism,andsoon.

(ii) Child-rearing and family planning: Thismayincludeproblemslike infertility, unwedmotherhood, single parent, educating


NOTES


children, and detrimental practices, like female foeticide, orpsychosomaticproblemsofchildren.

(iii) Marital crisis: Itincludesmaritaldisharmony,domesticviolence,dowrytorture,andinfidelity.

(iv) Abuse and violence: Thismay take the formof child abuse,familyviolenceagainstwomen,abuseofelderly,incest,sexualandphysicalabuseofwomenandchildren.

(v) Conflict with other systems: Such conflictsmay arise in afamily due to financial constraints (due to unemployment orindebtedness), inadequate or no land/housing facility, familyfacing political violence (e.g., during riots orwar) or naturalcalamities(e.g.,earthquakeorfloods),uprooted/refuge/migrantfamilies, diseasedue to lackof sanitation, or property-relatedissues.

(vi) Disownment of family member/s: Disownmentmaytakeplaceincaseofageingparents,girlchild,individualswhoaredisabledorsufferfromdiseasesattachedwithsocialstigmalikeHIV/AIDSandSTDs.

13.2.1 Issues of Children in Family System

There aremany problems faced by children in a family.The commonproblemsareasfollows: •Someparentsareoverlyprotectiveandindulgentwiththeirchildren.

Suchchildrenusuallyget tieddown to theirparents and lose theirindividuality.

•Fewparentsareindifferenttowardstheirchildren.Theyevenneglectorrejectthem.Thisbehaviourattimesalienatethechildrenfromparents.

•Someparentsverballyabusetheirchildrenorpunishthemphysically.Whenparentsresorttopunishmentmethodtoooften,childrentendtobecomestubbornandaggressive.

•Someparentsexhibitfavouritismtowardsonechildattheexpenseoftheother.Theydevelopanunhealthybehaviourofcomparingachildwiththeotherandembarrassingthatchild.Favouritismandcomparisonleadstolowself-esteeminchildren.

•Someparentsareauthoritarian,whileothersare too lenient.Whiletoomuchauthoritarianismbindstheindependenceandautonomyofchildren,toomuchofpermissivenessleadsthemtoindisciplineandlackofself-control.

•Someparentsareverydemanding.Theyturntobeover-ambitionsfortheirwords.Thesechildrenaregenerallyunabletocopewithstress.

NOTES


Fields of Social Work13.2.2 Issues of Parents in Family System

Parentsinafamilyalsofacealotofproblems.Somepopularonesareasfollows: •Manyparentshavedisobedientandstubbornchildren.Thesechildren

usuallydefythenorms,rulesandguidelinesofthefamilyandparentsfeelhopelessinfrontofthem.

•Aschildrenenteradolescence,alotofparentsfaceproblemsinhandlingthem.Biological changes that are associatedwith the initiation ofpuberty,associatedemotionalinstabilitybringstroubleinthefamilies.Sometimes, parents are unable to copewith the sudden emotionaloutburstsoftheiradolescentchildren.

•A lot of adolescents develop peer group relations and get greatlyinfluenced by their hobbies, dressing patterns and interests.Theyconsider themselves as grown-ups who can take decisions forthemselvesandstartignoringtheirparentswhichisnotacceptablybymanyparents.

•Erraticbehaviourofsometeenagers,suchasloveaffairsorrunningawayfromhomesalsodestabilizesthefamily.

•In some extreme cases, youth turnvictimsof substance abuse andsexuallyactive,suchactivitiesareunacceptableinfamilies.

•Whenchildrengrowup,getmarriedandleavetheirparentsforstartingtheirownfamily,alotofparentsundergothe‘emptynestsyndrome’.

•Some children disown their parents in old age due to, strainedrelationshiporpropertydisputes.

13.2.3 Issues of Couples in Family System

Ina family, amarriedcouple facemanyproblems.Someof themareasfollows: •Forsomecouples,physicaland/orverbalabuseisanissue.Itultimately

leadstobreakdownofcommunicationandrelationship. •Husbandsandwivescomeacrossconflictsthatarebasedoninterests,

beliefs,valuesandprioritiesinlife.Eitheroneofthemtriestoforcehis/herideasontheother,whichleadstoresentmentandretaliation.

•Extra-maritalrelationsandsuspicionassociatedwithitalsocausehavocinafamily.Trust,loveandconcernthatonehasforhis/herspousegetsshatteredandreplacedbydistrust,suspicion,angerasvengeance.

13.2.4 Families in Crises

Afamilycrisisoccurswhenafamilyundergoessometransformation,i.e.,whenthingschangeforbetterorturndifficultorworse.Ithasbeengenerally


NOTES


observedthatday-to-dayhassleskeepaccumulatingandbecomeacauseforstress.Manyeventsthatoccurinafamilycanleadtoissueswetermas‘familycrisis/crises’.Veryoften,thefamiliesdoadaptwelltosuchcriseswithoutanyexternalintervention,asthefamilysupportsystemiswelldevelopedandflexibleenoughtoadjustasrequired.But,agravecrisissituationcanberesolvedonlyafterthefamilyseekssomekindofprofessionalhelp.Ingeneral,wehavetwokindsoffamilycrises: (i) Developmental crises: Developmental crises aremostly resolved

within the family system.Thismayoccurwhen a familymembergetsmarried,childrenareborn,childrenstartschooling,childreninthefamilyundergopuberty,childrenleaveshome(forhigherstudiesorjob),whenparentsareabouttoretireandundergotheprocessofageing,lossofjob,andevenwhenadeathoccursinthefamily.Toadjusttodevelopmentalcrisis,familiesoftenneedtoadjustthefamilyrulesandrolestomeetthenewabilitiesoffamilymembers.Someofthesechangesinthefamilyaresubtleandgradual,andhencecanbedealtwithwithinthefamilyinstitution.

(ii) Structural crises:Astructuralcrisisoccurswhenthefamilymembersresistchangetomeetthedemandsofnewdevelopment,orresolvetheproblems,inthefamily.Beingunabletoadapt,thefamilymayturndisorganized and is unable to overcome the crisis.At times, crisesareabruptanddramaticsuchasinfidelity,suicidaltendencies,heavydrinking,druguse,physicalorsexualabuse,orseparation(divorce).Atthisstage,professionalhelpisamust.

13.2.5 Family Intervention

A family caseworker’s role comprises planning and implementing acombination of interventions, ranging from development to remedial,in resolving the family crises.Hemakes use of individual, group andcommunitymethods tostrengthensuchfamilies’copingmechanism,andevenrehabilitatesthem.Familycounselling,maritalcounselling,familyandmaritaltherapycrisisintervention,encouragingself-helpgroupsandlegalaidarespecificmethodsutilizedbyasocialworkerascrisisinterventiontools.Family interventionmaybe required separately for children, adolescent,youth,women,couples,ortheaged;butasocialworkerconsidersthefamilyasawholeunitthatneedsintervention.Otherthanplanningandimplementingofsocialservices,thesocialworkermonitorsandanalysestheprocessinthefamilyaftertheinterventionandraisepublicawareness.

13.2.6 Family Welfare in India

IndianConstitution does notmake an exclusive reference to the Indianfamilysystem.However,theFundamentalRightsareguaranteedtoIndiancitizensintermsofequality,non-discriminationandprotection.TheDirective

NOTES


Fields of Social WorkPrinciplesofStatePolicy(inIndianConstitution)states:“TheStateshallstrivetopromotethewelfareofthepeoplebysecuringandprotectingaseffectivelyasitmayasocialorderinwhichjustice,social,economicandpoliticalshall informall theinstitutionsof thenational life”(Article38).Further,Article41states:“theStateshall,withinthelimitsofitseconomiccapacityanddevelopment,makeeffectiveprovisionforsecuringtherighttoworktoeducationandtopublicassistanceincasesofunemployment,oldage,sicknessanddisablement”.

Indiahasexplicitfamilypolicy,withexplicitpurposeforanIndianfamily,only in theformof theFamilyWelfareProgramme(1977)of theMinistry ofHealth andFamilyWelfare.This programmepursues familyplanningasanintegralpartofacomprehensivepolicy,coveringthetotalhealth caredelivery system.NationalHousingPolicy (NHP), announcedin1988,hasalong-termgoaltoeradicatetheproblemoflackofhousing,improvethehousingconditionsoftheinadequatelyhoused,andprovideaminimumlevelofbasicservicesandamenitiestoall.

IndiahasaNationalPolicyforChildren(1974),whichaimsatfullphysical,mentalandsocialdevelopmentofchildren.Asfarasthefamilyisconcerned, itstates:“inorganizingservicesforchildren,effortswouldbedirectedtostrengthenfamilytiessothatfullpotentialitiesofgrowthofchildrenarerealizedwithinthenormalfamily,neighbourhoodandcommunityenvironment”.TheNationalPolicyonChildLabour,formulatedin1987,seekstoadoptagradualandsequentialapproachwithafocusonrehabilitationofchildrenworkinginhazardousoccupationsandprocesses.TheNationalYouthPolicy(1988),theNationalPolicyEducation(1986)andtheNationalHealthPolicy(1985)aimatspecificservicesforselectgroupsofindividuals,thoughtheimplicationsareimplicitforafamily.

In1999, theGovernmentof India announcedaNationalPolicyonOlderPersons,whichidentifiedtheareasofintervention—financialsecurity,healthcareandnutrition,shelter,education,welfare,protectionoflifeandproperty,andsoon—forthewell-beingofelderly.TheNationalCommissionforWomenwassetupbyanActofParliament in1990 tosafeguard therightsand legalentitlementsofwomen.The73rdand74thAmendments(1993)totheConstitutionofIndiahaveprovidedforreservationofseatsinPanchayatsandMunicipalitiesforwomen,layingastrongfoundationfortheirparticipationindecision-makingatthelocallevels.Specialmeasureshavebeentakentoeliminatediscrimination,universalizeeducation,eradicateilliteracy,createagender-sensitiveeducationalsystem,increaseenrolmentandretentionratesofgirlsandimprovethequalityofeducation.

A large number of families have benefited by the social securityprovisionsofthegovernmentagainstpoverty,oldage,disability,illnessandenvironmentaldisasters.ThoughIndiadoesnothaveaUniversalCivilCode,


NOTES


wemayconsiderthefollowingasthesecularfamilylaws:theProhibitionofChildMarriageAct,2006;theMedicalTerminationofPregnancyAmendmentAct,2002;theSpecialMarriageAct,1974;theDowryProhibitionAct,1961(amended1986);andprovisionsmadeintheCriminalProcedureCodeandIndianPenalCode.

Check Your Progress

1.Listthetypesoffamilyproblems. 2.Whicharethetwokindsoffamilycrises? 3.Whatistheroleoffamilycaseworker? 4.WhichAmendmentsdoprovidereservationofseatsinPanchayats

andMunicipalitiesforwomen?

13.3 CHILD WELFARE

Childwelfareworkersoperate in family-based services and theyusuallyaddresschildrenandyouth.Asocialworkerinthisfieldusuallycounselschildrenwho face problems or difficulties in adjusting socially. She/heevenprotectsthem,orintervenesontheirbehalf,whentheyareabusedorneglected.Achildwelfareworkermightadvisefostercareforthechildreninsuchcaseswhereparentscannotprotectand/orprovidefortheirchildren.Asocialworkerfindsadoptionhomesforchildrencountry.Childdevelopmentisconsideredasimportantasthedevelopmentofmaterialresourcesanditisthebestwaytodevelopnationalhumanresources.

A childwelfare system is a groupof services that is designed forpromotingthewell-beingofchildren.Itdoesthatbyensuringtheirsafety,achievingpermanencyand strengthening familybonds.Familiesplay animportant role in initiation of the childwelfarewhen a familymemberreports the caseof child abuseorneglect. ‘Childmaltreatment’ refers toseriousharm(neglect,physicalabuse,sexualabuse,andemotionalabuseorneglect)inflictedonchildrenbyparentsorprimarycaregivers,suchasextendedfamilymembersorbabysitters.Lawenforcementagenciesasthechildwelfaresystemisnotasingleentity.

Ineverycommunity,manyorganizationsworktogethertostrengthenfamilies and keep children safe. Public agencies at times contact andcollaboratewith private childwelfare agencies and community-basedorganizationsforprovidingservicestofamiliesthatincludehomeservices,foster care, residential treatment,mental health care, substance abusetreatment,parentingskillsclasses,employmentassistance,andfinancialorhousingassistance.

NOTES


Fields of Social WorkChildwelfare systemsaregenerally complex, and theirproceduresdiffereverywhere.Somebasicpurposesand functionsofachildwelfaresystemareasfollows:

• Receiveandinvestigatereportsofpossiblechildabuseandneglect.• Provideservicestofamilieswhoneedassistanceintheprotection

andcareoftheirchildren.• Arrangeforchildrentolivewithfosterfamilieswhentheyarenot

safeathome.• Arrangepermanentadoptionhomesorindependentlivingservices

forchildrenleavingfostercare.Regrettably, inadevelopingcountrylikeIndiawherechildwelfare

shouldbegiventoppriority,itisthemostneglectedarea.Childwelfaredoesnotonlyrefertoprovidingfreeeducationtochildren,butitalsoensuresthatthechildrenareeducated inahealthyenvironment,which supports theireducationalgrowth.

13.3.1 Child Welfare in India

Fromtimetotime,theGovernmentofIndiahastakeninitiativestoensurethat children aregivendue importancewith respect toproper education,betterfacilitiesandcare,andprotectionofchildrights.Afewsignificantchilddevelopmentandprotectiongovernmentprogrammeshavebeendiscussedhere.Theseareasfollows: 1. Balika Samriddhi Yojana: Theprogrammecoversgirlchildrenin

familiesbelowthepovertyline(BPL),inruralandurbanareas,whoarebornonorafter15August1997.Itaimsat:changingnegativefamilyandcommunityattitudetowardsagirlchildatbirthandhermother;improvingenrolmentandretentionofgirlchildreninschools;raisingthe ageofmarriage for girls; and assisting the girl in undertakingincomegeneratingactivities.

2. Kishori Shakti Yojana: The programme aims at empoweringadolescentgirls so that theymaybecome responsiblecitizens.Themajor objective of the programme is health and development ofadolescentgirls;increasingknowledgeofhealth,hygiene,nutritionandfamilycare;andintegratingyounggirlswiththesocietybyprovidingbetteropportunitiesatlearninglifeskillsandgettingeducated.

3. Reproductive and Child Health (RCH) Programme:LaunchedinOctober1997,themajorobjectiveoftheprogrammeistoreduceinfant,childandmaternalmortalityrates.

4. National Creche Fund: Itwassetupin1994tomeetthegrowingdemandforcrechesandtoprovideday-carefacilitiestothechildrenintheagegroupof0-5years.


NOTES


5. Central Adoption Resource Agency (CARA): Itwasestablishedin1990,withtheobjectiveof—regulatingadoptionwithinthecountryandensuringminimumstandardsincareofchildren;providinginstitutionalsupportwithin the country for care and protection of infants andchildrenupto6yearsofagewhoareeitherabandonedororphaned/destituteandfortheirrehabilitationthroughin-countryadoption;andpromotingthein-countryadoptions.

6. Integrated Child Development Scheme (ICDS): Theschemeaimsatprovidinganintegratedpackageofservicesthatincludesupplementarynutrition,immunization,medicalcheck-ups,recommendationservices,pre-schoolnon-formaleducationandnutritionandhealthawareness.OneofthemajorobjectivesofICDSisthecreationofasystemthattacklestheproperpsychological,physicalandsocialdevelopmentofachild.

7. Anganwadi Programme: Itwas started in1975,aspartof ICDS,tocombatchildhungerandmalnutrition.Iteducateswomeninruralareasandurbanslumsonmattersofbasichealthandhygiene,nutrition,prenatal and postnatalmaternal and childcare and child-rearingpractices.

8. Integrated Child Protection Scheme (ICPS): Adoptedin2009,itundertakestheextensivetaskofprovidingchildprotectionatfamilyand community level.The scheme aims at reducing the risks andvulnerabilitieschildrenfaceinvarioussituations,andactionsthatleadtoabuse,neglect,exploitation,abandonmentandseparationofchildren.

9. Sarva Shiksha Abhiyan (SSA): Theprogrammeisanefforttoprovideanequalopportunityforchildrentogrowanddevelopknowledgeandskillsthroughcommunity-ownedqualityeducationsystem.Itaimsateradicatingallsocial,regionalandgenderdisparitiesintheeducationsystemthroughtheactiveparticipationofthecommunity.SSAworkswithchildrenintheagegroupof0–14.

10. Mid-Day Meal Scheme: Startedin1995,itinvolvesprovisionoffreelunch to schoolchildrenonallworkingdays. It aimsatprotectingchildren from classroomhunger, increasing school enrolment andattendance, facilitating the healthy growth of children, promotinggoodeatinghabitslikewashinghandsandnotwasting,andpromotingsocialandgenderequalityforallchildrengetthesamefoodthattheyeattogether.

11. Operation Blackboard: Theprogrammewasstartedin1987tosupplythebareminimumcrucialfacilitiestoallprimaryschools.Itaimsatprovidingprimaryandupperprimaryschoolchildrenwiththenecessaryinstitutional equipment and instructionalmaterial to facilitate theireducation.

NOTES


Fields of Social Work 12. Integrated Programme for Street Children:Ittakestheinitiativeofhelpingchildrenwholiveonthestreetinprotectingtheirrights.Theprogrammeprovidesforshelter,nutrition,healthcare,education,recreationfacilities,andseekstoprotectchildrenagainstanykindofabuseandexploitation.ItaimsatgeneratingpublicawarenessontherightsofthechildrenenshrinedintheUNConventionontheRightsoftheChild(CRC)andintheJuvenileJustice(CareandProtection)Act,2000.

13. Juvenile Justice (Care and Protection) Act, 2000: Amendedin2006, theAct providesforaspecialapproachtowardsthepreventionandtreatmentofjuveniledelinquency,andprovidesaframeworkfortheprotection,treatmentandrehabilitationofchildreninthepurviewofthejuvenilejusticesystem.

14. Childline 1098: It is India’s first 24-hour, free, emergency phoneoutreach service for children in need of care and protection.Thehelpline’sspecialfocusisonchildrenbelongingtomorevulnerablesections such as street children, child labourers, domestic help(especially, girls), children affected by physical/sexual/emotionalabuse,childrenofcommercialsexworkers,childvictimsofthefleshtrade and trafficking, children abandonedby parents or guardians,childrenwho are victimsof substance abuse,HIV/AIDS infectedchildren, children affected by conflict and disaster, child politicalrefugees,childrenwhosefamiliesareincrises,andsoon.

15. National Child Labour Project (NCLP):Todealwiththeissueofchildlabour,theMinistryofLabourandEmploymenttookathree-pointapproach:

(i) tosetupalegalframeworkforprohibitionandregulationofchildlabour;

(ii) tousevariousdevelopmentprogrammestoaddresstheneedsofworkingchildren,and

(iii) tosetuptheNCLP.Inthe10thFive-YearPlan,theactivitiestakenupunderthepurview

ofNCLPwereasfollows:• Ensuringenforcementofchildlabourlaws.• Directrehabilitationofchildlabour.• Formalandnon-formaleducationinitiativeslikespecialschools

(childlabourrehabilitation-cum-welfarecentres).• Provisionofvocationaltraining.• Creatingawarenessoftherepercussionsofchildlabourinachild’s

development.


NOTES


• Incomeandemploymentgenerationactivitiesforfamilies.• Raisingofpublicawareness.

Check Your Progress

5.WhatisIntegratedChildDevelopmentScheme(ICDS)? 6.What is three-point approach of theMinistry of Labour and

Employment?

13.4 WOMEN WELFARE

Thereisnodenyingthefactthatwomenarethedrivingforcesofanation.LongbeforethedawnofIndianfreedom,itwasrealizedthatsocialreformcentredonemancipationofwomenwastheabsolutelynecessaryofpoliticalindependenceofthecountry.PioneeringsocialreforminthisregardwasdonebyRajaRamMohanRoy,KeshavChandraSen,MGRanadeandothers.MahatmaGandhi alsogaveanew impetus to the causeof emancipationofIndianwomanhood.WithIndia’sIndependenceitwasalsorealizedthatwomenwelfarewasessentialtobuildastrongnation.Althoughthebenefitsofgeneralwelfare reached thewomen, t itwas inadequate tomeet theirrequirement.Therefore,women-specificprogrammeshavebeen initiatedforthewelfareofthesame.Launchedbycentralandstategovernments,theprogrammeofwomenwelfareinIndiaincludessafemotherhood,womenprotection, family counselling,marriage counselling, incomegenerationprogrammeforwomen,etc.

13.5 YOUTH WELFARE SERVICE

Youthisthemostcrucialstageoflife.Thisisthestageinwhichthroughtraining anddevelopment, youngones can contribute immensely for thebetterment of the society and their owndevelopment.A conducive andhealthyenvironmentfortheyouthprovidesthemtheopportunityforself-expression,companionship,community lifeandnational service.For thewelfareoftheyouthinthecountry,therearevarioustypesofyouthwelfareorganizationsinthecountrysuchasScoutsandGuidesorganization,NCC,NSS,Students’Union,SportsandAthleticAssociations,DramaticClubs,etc.whichcaterthemultifariousneedsoftheyouth.Establishedbythecentralgovernment,NehruYuvaKendraistryingtobolstertheyouthnetworkinthecountry.YoutharedesignedasthemostimportantinstrumentofNationalIntegrationprogramme.Assiduousattemptsarebeingmadetouniteyouththroughobservation of youth festivals.Youth counselling service,Youthhealthservice,NationalFitnessCorps,Servicesforpoorstudents,National

NOTES


Fields of Social WorkPhysicalefficacyDrive,NationalEmploymentScheme,etc.aresomeoftheprogrammesundertakenforthewelfareoftheyouthinthecountry.Needlesstosay,socialworkhasrecognizedtheyouthsasimportanthumanresourceofthenation.

Throughalltheseprogrammes,thewelfareagenciesarecollaboratingwithsocialworkinstitutionstoguideandsupportyouthsinourcountry.

13.5.1 School Social Work

Schoolplaysakeyroleintransformingstudentsintogoodandproductiveworkforceforthenation.However,attimes,thereareinstancesofproblemsbetweenstudentsandteachers,andtheirsocialenvironment.Inmanycases,theschoolenvironmentdisplayseducationalmalfunctioningintheschools.Socialworkasaprofessionsteps into suchenvironmentandattempts tomodifythesituationinfavourofthelearnersandteacherswhereverrequired.The activities of socialwork intervention in schools include counsellingservicestothechildren/studentsandtheirparents.

13.6 COMMUNITY DEVELOPMENT (URBAN, RURAL AND TRIBAL)

CommunityDevelopmentExchangedefines communitydevelopment as:“Bothanoccupation(suchasacommunitydevelopmentworkerinalocalauthority)andawayofworkingwithcommunities.Itskeypurposeistobuildcommunitiesbasedonjustice,equalityandmutualrespect.”

Communitydevelopmentseekstoempowerindividualsandgroupsofpeoplebyprovidingthemwiththeskillstheyneedtoaffectchangeintheirowncommunities.Theseskillsareoftencreatedthroughtheformationoflargesocialgroupsworkingforacommonagenda.Communitydevelopmentpractitionershelptofostersocialinclusionandequality.Duringthefiftiesandsixties,Indiaranamassivecommunitydevelopmentprogrammewithfocusonruraldevelopmentactivitiesthroughgovernmentsupport.ThiswaslaterexpandedinscopeandwascalledIntegratedRuralDevelopmentScheme(IRDP).Alargenumberofinitiativesthatcancomeunderthecommunitydevelopmentumbrellahavecomeupinrecentyears.Thetwoelementsofcommunitydevelopmentare:participationofthepeople,andlocalinitiative.

13.6.1 Urban Community Development

Indiahasoneofthelargesturbansystems,butitseffectivenessisconsideredasfarfromsatisfactoryduetoscarcityoffundsandineffectivemanagement.Themajorurbanconcernisthegrowinggapbetweenthedemandandsupplyof basic infrastructure services such as safe drinkingwater, sanitation,sewerage,housing,energy,transport,communication,healthandeducation.


NOTES


Increased urbanization is accompanied by severe socio-economic andenvironmentalproblems,whichadverselyaffectthequalityoflife.Areasthatneedconsiderationsincludeurbangovernanceissueswithspecialfocusontheproblemsoftheurbanpoorandslumdwellers,urbantransportandhousing.

Accordingto2001Census,only28percentoftheIndianpopulation(about285millionpeople) livedinurbansettings.By2030,India’s totalpopulation is estimated to be the largest in theworld.Avast number ofpeopleinurbanareasarethreatenedmainlybyhomelessness,healthhazards,andcrimeandviolence.Thesemayaffectaportionoftheurbanpopulationdirectly,buttheirindirecteffectsarefeltbythewholesociety.

TheUnitedNationsDevelopmentProgramme(UNDP)hasoutlinedtheseprioritiesaspartofits‘UrbanStrategy’.Theseareasfollows:

• Increasingshelterfortheurbanpoor.• Provisionofbasicurbanservicessuchaseducation,primaryhealth

care,cleanwaterandsanitation.• Improvingwomen’s access to basic services and government

facilities.• Energyuseandalternativetransportsystems.• Reducingairpollution.• ThephilosophyofUCDcanbesummarizedasfollows:• Citizens’cooperationcanbedefinitelyandpositivelyevoked.• Thecostofmanagingcivicaffairscanbereducedandoralternatively

thatthecivicservicescouldbeimprovedwithpeople’sparticipation.• People’sparticipation isaprecursor to thedevelopmentofcivil

pride.ObjectivesoftheUCD,asgiveninHUCDProject,areasfollows:• Creating a sense of social coherenceon a neighbourhoodbasis

through corporate civic action andpromoting sense of nationalintegration.

• Developingasenseofbelongingtotheurbancommunitythroughincreasedparticipationofpeopleincommunityaffairsandcreatingawayofthinkingwhichconcentratesfirstonsolvingproblemswiththeirowninitiative,organization,self-helpandmutualaid.

• Bringingaboutachangeinattitudesbycreatingcivicconsciousnessand bymotivating people to improve their conditions of lifeparticularlythoseaffectingsocialandphysicalenvironment.

• Developing local initiativeand identifyingand trainingof localleaders.

NOTES


Fields of Social Work• Ensuring fuller utilization of technical andwelfare services byhelpingthecommunitytolocatewhathelpcanbesortfromthemunicipality,orotherorganizations,andhowtogetit;andwhatassistanceandguidancecanbeobtainedfromgovernmentalandhigherauthoritiesandhowtoapproachthem.

UCDaimstoorganizeandstimulatecommunityleadershiptohandleproblemsonamutualaidandself-helpbasis.Itstandsforintegratingtheorganizedpopulareffortandgovernmentalservicesfortheimprovementofconditionsintheurbanneighbourhood;andisastrategyofinterventiontocombaturbanproblemsthroughcitizen’sparticipation.UCDisaprocessbywhichthecitydwellersbecomemorecompetenttolivewithandgainsomecontrolover localaspects,byrecognizing theneedforself-help,awiderparticipationincivicaffairsandthemoreeffectiveuseofcivicamenities,ofacomplexandfastchangingworld.Itseekstoinvolvethepeopleandtocreateinthemanurgetochangeandimprovetheirconditionsoflivingbytheirowneffortsandresourcessupplementedbyutilizingalltheopportunitiesandassistancethatareofferedbygovernmentalandothervoluntaryagencies.

UCDprogrammesprovideanalmostunlimitedscopeforthepracticeofprofessionalsocialwork.

Onapersontopersonbasisby:• Locatingandmotivatingkey individuals i.e., local leaders,with

theobjectivesofhelpingthemtoovercometheirnarrowloyalties;helpingthemtocomeoutfromtheclutchesofcustomsandtraditionswhoseblindpursuitsmaybeinimicaltoanurbanwayoflife.

• Helping the truants, drop outs, hide bound school teachers,alcoholics,drugaddicts,sociallyhandicaps.

• Helpingtheruralmigrantstowhenawayfromtheirruralwayofthinkingtoanurbanonewhichinstilsinthem,slowlybutsurely,asenseofurbanandurbanityleadingultimatelytothedevelopmentofresponsiblecitizenshipforhealthyandhappyurbanlife.

Ongroupbasisby:• Organizing the streeturchins in thecommunity intoawellknit

group,sothattheycandevelop.• Organizingresponsiblegroupsfromyouth,womenandadults.• Developingresponsibleleadershipfromthegroups.Socialworkitselfisanurbanphenomenon.Theearliestexperience

inUCD lies in factors such as social problems of beggary, prostitution,juveniledelinquency;provisionofhousingfacilitieslikeconstructingcoloniesfor industrialworkers establishing city improvement trusts, cooperativehousingsocieties;undertakingslumclearanceprogrammes;andorganizing


NOTES


welfare and recreational services like social education, childwelfare,nutritionprogrammes,welfareprogrammesfordestitute,agedandwidows.

13.6.2 Rural–Urban Relationship Committee (RURC)

Aftercarefulobservationofearlierprojectsandexperiments,aRural–UrbanRelationshipCommitteewas set up in 1963 by theMinistry ofHealth,GovernmentofIndia,toplanandinitiateUCDprojectsonanation-widescalespecifyingtheroleoflocalbodieswhileimplementingthem.TheCommitteeobservedthattherewaslackofawarenessandinterestamongurbanpoorandsuggestedtheneedtomotivatechangeandencouragepeopletoexercisetheirowninitiativeinplanningandcarryingoutimprovementprojectsbasedontheirneeds.Technicalandwelfareresourcesweretobethendirectedtothesecommunitiestosupportthemintheireffort.

The establishment of theRURCpaved theway for the extensiveapplicationof communitydevelopmentmethod to solve theproblemsofurbanlife.Thetermsofreferenceofthiscommitteewere:

• Determinationofcriteriaforthedemarcationofurbanandruralareas.

• Makingrecommendationsregardingtherelationshipbetweentheurbanlocalbodiesandthepanchayatrajinstitutions.

• Definingthestructureandfunctionsoftheurbanlocalbodies.• Making recommendations about the lines on which urban

communitydevelopmentworkmaybeundertaken inmunicipalareas.

• Making recommendations for themore efficient and effectivefunctioningofurbanlocalbodiesingeneral.

13.6.3 Rural Community Development

Ruraldevelopmentingeneraldenoteseconomicdevelopmentandcommunitydevelopmentactionsandinitiativestakentoimprovethestandardoflivinginnon-urbanneighbourhoods,remotevillagesandthecountryside.India’sdevelopmentstrategieshaveaccordedhighprioritytoagricultureandruraldevelopment.TheCommunityDevelopmentProgramme(CDP) reflectedIndia’sconcernfornation-buildingandequity.AMinimumNeedsProgramme(MNP)wasalsolaunched, tosupplementtheincome-increasingeffectofothergrowth-orientedprogrammesinordertoprovidecivicamenitiesandcommunityfacilitiesinruralareas.In1978–79,theprincipalcontentsofCDP,DroughtProneAreaProgramme(DPAD),MarginalFramersandAgriculturalFarmers (MFAL), Small FarmersDevelopmentAgency (SFDA), FoodforWorkProgramme(FWP)wereallintegratedintoanewprogramme—IntegratedRuralDevelopmentProgramme(IRDP)—forprovidingincomegeneratingassetsandself-employmentopportunitiestotheruralpoor.

NOTES


Fields of Social WorkModernizationthroughincreasingindustrialandurbandevelopmenthasbroughtaboutconsiderablechangesinthecontemporaryIndianSociety.Itisexperiencinglargerdegreesofsocialdisorganization,rural–urbanmigration,and inadequate employment, lack of services and absence of adequateinfrastructureinruralareas.Acommunityapproachtodealwiththesesocialproblemsisveryrelevantandeffectiveinourcountry.

Rural community development (RCD) encompasses a range ofapproachesandactivitiesthataimtoimprovethewelfareandlivelihoodsofpeoplelivinginruralareas.Asabranchofcommunitydevelopment,theseapproachespayattentiontosocialissuesparticularlycommunityorganizing.Thisisincontrasttootherformsofruraldevelopmentthatfocusonpublicworks(e.g.,ruralroadsandelectrification)andtechnology(e.g.,toolsandtechniquesforimprovingagriculturalproduction).

RCDisimportantindevelopingcountrieslikeIndiawherealargepartofthepopulationisengagedinfarming.Consequently,arangeofcommunitydevelopmentmethodshavebeencreatedandusedbyorganizationsinvolvedininternationaldevelopment.MostoftheseeffortstopromoteRCDareledbyexpertsfromoutsidethecommunitysuchasgovernmentofficials,staffofnon-governmentalorganizationsandinternationalorganizations.

RuraldevelopmentinIndiaisoneofthemostimportantfactorsforthegrowthoftheIndianeconomy.Agriculturecontributesnearlyone-fifthofthegrossdomesticproductinIndia.Inordertoincreasethegrowthofagriculture,thegovernmenthasplannedseveralprogrammespertainingtoruraldevelopmentfromtimetotime.TheMinistryofRuralDevelopmentin India is the apex body for formulating policies, regulations and actspertainingtothedevelopmentoftheruralsector.Agriculture,handicrafts,fisheries,poultry,anddiaryaretheprimarycontributorstotheruralbusinessandeconomy.

TotalSanitationCampaign(TSC)waslaunchedasacomprehensiveprogrammein1999byGovernmentofIndiatoensuresanitationfacilitiesinruralareaswithbroadergoaltoeradicatethepracticeofopendefaecation(byyear2017).TSChasbeenrestructuredfromtimetotime,makingitdemanddrivenandpeoplecentered.Itfollowsaprincipleof‘lowtonosubsidy’,whereanominalsubsidyintheformofincentiveisgiventoruralpoorhouseholdsforconstructionoftoilets.TSClaysstrongemphasisonInformation,EducationandCommunication (IEC), capacity building and hygiene education foreffectivebehaviourchangewithinvolvementofPRIs,CBOs,NGOs,andsoon.ThekeyinterventionareasareIndividualHouseholdLatrines(IHHL),SchoolSanitation andHygieneEducation (SSHE),CommunitySanitaryComplex,AnganwaditoiletssupportedbyRuralSanitaryMarts(RSMs)andProductionCentres(PCs).


NOTES


Atpresent,panchayatsandpanchayatunionsmaintainmorethanhalfofthetotallengthoftheroadsinthestates.Theroadtransporthasemergedasthemosteminentmodeoftransportinthelightofitsinherentadvantagesof lower cost of travel andflexibility in operation.The rural roads alsoprovideoutlettomarketcentres,tehsilheadquarters,andothermainroads.Hence,itisessentialtoimprovevillageroadstoallweatherroadsi.e.,byblack topping.The improvementof roadworkshasbeen takenupunderRural InfrastructureDevelopmentFund (RIDF)underNationalBank forAgricultureandRuralDevelopment(NABARD).Formationofruralroads,constructionofsmallbridgesandculverts,provisionofwatersupplyandsanitationfacilities,improvementandmaintenanceofminorirrigationtanksconstituteruralcommunitydevelopmentactivities.

The introduction of Bharat Nirman, a project set about by theGovernmentofIndiaincollaborationwiththestategovernmentsandthePanchayatiRajinstitutions,isamajorsteptowardstheimprovementoftherural sector.TheNationalRuralEmploymentGuaranteeAct, 2005,wasintroducedbytheMinistryofRuralDevelopment,forimprovingthelivingconditionsanditssustenanceintheruralsectorofIndia.

AfewimportantIndianruraldevelopmentschemesareasfollows:• Pradhan Mantri Gram Sadak Yojana (PMGSY):This is a

schemelaunchedandfullysponsoredbytheCentralGovernment.Themainobjectiveofthisnationwideplanistoprovidegoodall-weatherroadconnectivitytounconnectedvillages.ItisundertheauthorityoftheMinistryofRuralDevelopmentandwasbegunon25December2000.

• Swarnjayanti Gram Swarozgar Yojana (SGSY):The schemewaslaunchedbytheGovernmentofIndiatoprovideemploymenttopoorpeoplelivinginruralareason1April1999.TheSGSYaims at providing self-employment to villagers through theestablishmentofself-helpgroups.Activityclustersareestablishedbasedontheaptitudeandskillofthepeople,whicharenurturedtotheirmaximumpotential.FundsareprovidedbyNGOs,banksandfinancialinstitutions.Itwasimplementedasatotalpackagewithallthecharacteristicsofself-employmentsuchaspropertraining,developmentofinfrastructure,planningofactivities,financialaid,creditfrombanks,organizingself-helpgroups,andsubsidies.

• Sampoorna Gramin Rozgar Yojana (SGRY):Theschemewaslaunched on 25September 2001 bymerging the provisions ofEmploymentAssuranceScheme(EAS)andJawaharGramSamridhiYojana (JGSY).The programme is self-targeting in nature andaimsatprovidingemploymentandfoodtopeopleinruralareaswholivedbelowthepovertyline.Thisschemeaimsatincreasing

NOTES


Fields of Social WorkthefoodprotectionbythemeansofwageemploymentintheruralareaswhichareaffectedbythecalamitiesaftertheappraisalofthestategovernmentandtheappraisalisacceptedbytheMinistryofAgriculture.

• Indira Awaas Yojana (Rural Housing):ThegenesisoftheIndiraAwaasYojanacanbetracedtotheprogrammesofruralemploymentwhichbeganintheearly1980s.Constructionofhouseswasoneof themajor activities under theNationalRural EmploymentProgramme(NREPof1980),andtheRuralLandlessEmploymentGuaranteeProgramme(RLEGP,1983).Therewas,however,nouniformpolicyforruralhousinginthestates.Forinstance,somestatespermittedonlypartoftheconstructioncosttobebornefromNREP/RLEGPfunds,andthebalancewastobemetbybeneficiariesfromtheirsavingsorloansobtainedbythem.Ontheotherhand,someotherstatespermittedtheentireexpendituretobebornefromNREP/RLEGPfunds.Whilesomestatesallowedconstructionofonlynewdwelling,otherstatespermittedrenovationofexistinghousesofbeneficiaries.IndiraAwaasYojanaschemeputsemphasisonprovidinghousingbenefitsallovertheruralareasinthecountry.TheobjectiveoftheSchemeisprimarilytohelpconstructionofdwellingunitsbymembersofScheduledCastes/ScheduleTribes(SCs/STs),freedbondedlabourersandalsonon-SCs/STsruralpoorbelowthepovertylinebyprovidingthemwithgrant-in-aid.

Check Your Progress

7.WhatdoesUrbanCommunityDevelopment(UCD)standfor? 8.WhatdoesRuralDevelopmentdenote?

13.7 DALIT WELFARE

ForthehistoricallymarginalisedcommunitiesespeciallyDalits,socialworkhastoplaykeyrole.Caste-basedexclusionanddiscriminationhasstoodovertimeandhaspermeatedeconomic,civil,cultural,andpoliticalspheresofmodernlifeaswell.Dalitsfacediscriminationandexclusionintheuseofpublicservicesandinstitutionsdeliveringserviceslikeeducation,healthandotherpublicservices.Theyfacediscriminationintheuseofpoliticalrights,andinparticipationinthedecision-makingprocess.Associaljusticeistheproclaimedgoalofsocialwork,socialworkeducatorshavebeenworkingontocontextualisecaste-basedexclusionanddiscriminationasakeystructuralissuechallengingIndiansociety.


NOTES


Socialworkasaprofessionisincreasinglybeingrecognizedforitsunique service to thepeople.Socialworkers arebeing asked toperformnewandvaried tasks.Theconcernofsocialworkforpreventionaswellastreatmentofindividualandsocialproblemsgivestheprofessionaneverincreasingnumberofimportantresponsibilitiestoassumeinhelpingtosocialpolicy in addition to improving services to the people. Inmeeting thesemultipleresponsibilitytothesociety,socialworkhasachieveditsoutcomeincooperationwiththeotherprofessionsandgroupswhosecommonconcerniswelfareofthepeople.

13.8 MEDICAL AND PSYCHIATRIC SOCIAL WORK

Inthissection,wewilldiscusstheroleplayedbysocialworkersinmedicineandpsychiatry.Socialworkershelppatientswithadvancedirectivesandotherlong-termcareissues.Theyensurethatapatient’smedicallyrelatedemotional and social needs aremet andmaintained throughout his/hertreatment.Therecognitionofpsycho-socialandculturaldimensionsofillnessandhospitalizationhasenabledemploymentoftrainedsocialworkersinthehospitals.SocialworkisutilizedintheOPDs(outpatientdepartments),thewards,andspecialclinics.Theheavyworkloadofdoctorsinbighospitalsgenerallyleadstolackofclearcommunicationbetweenthemedicalstaffandthepatientsandtheirfamilies.Insuchsituations,themainrolesexpectedofsocialworkersarethoseofmediator;enabler;coordinatorofservices;casemanager;mobilizationof family, communityandhospital resources; andactingasamemberoftheteamofprofessionals.

13.8.1 Medical Social Work

Medicalsocialworkisasub-disciplineofsocialwork,alsocalled‘hospitalsocialwork’.Theyworkwithsuchpatientsandfamilies,whoareinneedofpsychosocialhelp.Thesesocialworkersusuallyassessthepsychosocialfunctioningoftheirclientsandfamiliesandintervenewhenrequired.Medicalsocialworkerstypicallyworkonaninterdisciplinaryteamwithprofessionalsof other disciplines (such asmedicine, nursing, physical, occupational,speechandrecreationaltherapy).Interventionsmightconsistofconnectingpatientsandfamiliestonecessaryresourcesandsupportsinthecommunity;providingpsychotherapy, supportive counselling or grief counselling; orhelpingpatientsexpandandstrengthentheirnetworkofsocialsupports.Thesocialserviceinthefieldofmedicinehasstartedgainingsignificanceinthelastfewyears.Ithasnowbecomeindispensableindiagnosis,treatmentandteaching.If,inunfavourablecircumstances,thepatientdies,medicalsocialworkersmayoffersupportandcounsellingservicestohis/herfamilybothduringthebereavementandonafollow-up.Otherthanprovidingcounselling

NOTES


Fields of Social Workandsupporttothepatient’sfamily,themedicalsocialworkersalsoprovideinformationonsocialwelfareandhealthboardentitlements.

Themedicalsocialworkerisresponsiblefordevelopingadischargeplan thatmeets the patient’s requirements and allows him/her leave thehospitalorhealthcarecentreontimepreventinganydelayindischargeandunwantedexpenses.Itisamedicalsocialworker’sresponsibilitytoorganizeahome-careserviceforthepatientassoonashe/sheisdischarged.Also,amedicalsocialworkershouldhavetheabilitytoworkincoordinationwithothermembersof themultidisciplinary treatment team,which isdirectlyinvolved in the patient’s treatment and care.The socialworkers need topossessverygoodanalyticalandassessmentskillsandcommunicationskillsinordertoestablishabetterandontimetherapeuticrelationshipbetweenthehospitalstaffandthepatient.Themedicalsocialworkersarrangeadvocacyfortheirpatients,whenrequired.

The medical social workers to treat cases involving chronicunemployment,lackofincome,lackofhealthinsurancecoverage,historyofincarceration,homelessness,andsubstanceabuseissuesthatmayobstructtimelydischargeofapatient.Inall,themedicalsocialworkergivesacompleteandtimelyassessmentofapatient’spsychosocialneeds.

13.8.2 Psychiatric Social Work

Thesocialworkersworkintheteamofprofessionalsincludingpsychiatrists,psychologists and occupational therapists. Psychiatrists are themainprofessional group in-chargeof care and treatmentof thementally ill oremotionallydisturbedpersons.ThepatientsmaybeattendingOPDs,daycare,ormaybehospitalized.Themaintasksofthesocialworkerinclude:maintainaconstantcontactwiththefamilyofthepatient;mediatebetweenthedoctorsandthepatient/family;providecounsellingtothepatient;assistindischargeandaftercareofthepatient.He/sheprovidesthenecessarysupporttothefamilyandhelpstheotherfamilymembersunderstandtheneedsoftheirmentally-illmember.

Functionsandactivitiesperformedbyapsychiatricsocialworkercanbesummedupasfollows:

• Providingrehabilitationservicestopatientswhohaveundergoneirreversibledamage in theirmental healthdue to severementaldisorders.

• Renderingdailytherapeuticinterventionslike‘grouptherapy’and‘groupactivities’ topatients to lessen theirproblemsaswell asincreasetheirgroupinteractionskills,socialskills,groupbehaviourskills,andsoon.


NOTES


• Givingfamilyinterventionanddifferenttypestherapiestoalleviatefamilypathologyresponsibleforbuildinguppatient’sillness,and/orhelpingthefamilymemberstomaintainthenormalfunctioninganddevelopproblem-solvingskills.

• Providingdirectandindirectmentalhealthservicestothepatients.• Performingpsychosocialassessmentofthepatientstounderstand

theirsocialenvironmentindetailtodesignappropriatetreatmentplans.

• Renderingpsychoeducationandcounsellingservicestothekeycaregiversandotherfamilymembersandfriendsofthepatients.

Whileworkingwiththeterminally-illpatients,thedilemmaasocialworkerfacesistoinformthepatientandhisfamilyabouttheillness.Thepatients suffering from a terminal illness, like cancer andAIDS, haveadditionalstressfactor—thethoughtofimpendingdeathandanxietyaboutthefamilyaftertheirdeath.Thetasksofthesocialworkerhereincludes:ensuringpalliativecaretoreducepainanddiscomfort,talkingaboutdeath,involvingthepatientinplanningforthefamilyafterhisdeath,providingopportunity to familymembers to talk about death anddying, providingsupport—emotionalandmaterial—tothepatient/family.InthecaseofAIDS,thecaseworkerneedstotackletheissueofstigmaattachedwithcontractingAIDSandthepossibilityofinfectiongettingpassedonothersinthefamily.

Check Your Progress

9.Whatdoyoumeanbymedicalsocialwork? 10. Listsomeofthefunctionsperformedbyapsychiatricsocialworker.

13.9 CORRECTIONAL SOCIAL WORK

Workinginacorrectionalinstitutioncanbestressfulandhazardous.Everyyear,manycorrectionalofficers (COs)are injured inconfrontationswithinmates.Correctionalofficersandjailershaveoneof thehighestratesofnonfatalon-the-jobinjuries.First-linesupervisors/managersofcorrectionalofficersalsofacetheriskofwork-relatedinjury.Correctionalofficersusuallyworkbothindoorsandoutdoors.Usually,correctionalinstitutionsarewelllighted,temperaturecontrolledandventilated.

Correctionalofficersareresponsiblefortheoversightofpersonswhohavebeenarrestedorareservingsentencesafterbeingconvictedofacrime.Therearesomeotherdutiesaswellthatdefinewhatacorrectionalofficerisanddoes.Somesuchdutiesareasfollows:

NOTES


Fields of Social Work• Keeping peace: COsareresponsibleforkeepingpeaceinplaceswheretheywork.Theypreventorbreakupfightsamongtheinmatesandperformsearchesofthefacilitytoensurethatnoweaponsordrugsareonsite,whichcancausedisruption.

• Ability to multitask: Theabilitytomultitaskandbeflexiblewhenitcomestodutiesisquiteessentialforcorrectionsofficers.Theirjobscanbeacombinationofvarioustasksperformedbypoliceofficers,socialworkers,counsellors,managers,teachersandsecurityguards.

• Role beyond security: COsplaysignificantrolesinassistingpolicewithinvestigationsofcrimesthattakeplaceinprisonsorjails.Insmallercitiesandcounties,correctionsofficersalsoserveasdeputysheriffsorpoliceofficersandhelpwithlocallawenforcement.

• Job potential: AccordingtotheBureauofLaborStatistics,thereareplentyofjobopportunitiesavailableforcorrectionsofficers.Withtheever-expandingprisonpopulation,long-termjobsecurityforthoseenteringthislineofworkispositive.

• Challenges: Workingasacorrectionsofficercanbeemotionallychallenging and thework can cause high levels of anxiety,depressionandstress.Itisalsoahazardousprofession,particularlyiftheworkissecurityandoversightofextremelyviolentoffenders.

Most individualswho perform therapeutic and quasi-therapeuticfunctions in correction setting operate under the name of correctionalsocialwork.Theseindividualsareusuallyprobationorparoleofficersandinstitutionalcounsellors.

Socialworkemergedasaprofessioninthe20thcenturyandtodayitistheprofession,whichischargedwithfulfillingthesocialwelfaremandateofpromotingwellbeingandqualityoflife.Thus,socialworkencompassesactivitiesdirectedatimprovinghumanandsocialconditionsanditalleviateshumandistressandsocialproblems.Socialworkersworkwithpeopleforthefollowingreasons:

• Toenhancetheircompetenceandfunctioning• Toaccesssocialsupportandresources• Tocreatehumaneandresponsivesocialservices• ToexpandthestructuresofsocietyCounselling and casework are themethods that are used in prison

bysocialworkandconsciouseffortsaremadetoplaceemphasisonbothgroupwork andcommunityworkinprison.Socialworkinprisondoesnotfollowanyparticular frameworkofpractice,whichmakes itdifficult forpractitionerstoclearlydefinetheirpointofdeparture.Toconclude,social


NOTES


workpractitionersshouldacknowledgeandrespondtotherealenvironmentalandemotionalcrisesthatcanbecreatedbyincarceration.

Eachoffenderhasthecapacitytogrowanddeveloptobeaconstructivememberofthefamily,communityandsocietybutonlyiftheirbehaviourchanges.Acentralcomponenttovalueanindividualisrecognizinghim/herinrelationtotheirfamilyandcommunity.

Prisonsocialworkerschallengeattitudesandbehavioursthatresultincrimeandcausedistress,orharmtovictimsandothers.Initiativessuchasdiversion,communityservices,parole,probationandcorrectionalsupervisionshouldbeinitiatedtominimizereoffendingorrecidivism.Socialworkersincorrectionalfacilitiesprovidetwotypesofservices(i)supportiveserviceswithintheinstitutionand(ii)connectionstoresources in thecommunity.Withinacorrectionalfacility,socialservicesmightbeutilizedintheareasofmentalhealth,substanceabuse,educationandvocationalrehabilitation.Thismighthelpsocialworkerstounderstandtheprisonenvironmentandtheoffenderbetter.

13.10 GERIATRIC SOCIAL WORK

Althoughtherearevariousschemesforold-agepeopletohelpthemenablea normal and comfortable life, socialwork plays an important role inprovidingtheneed-basedservicestothem.Peopleinthetwilightoftheiragerequirenumeroussupportsfromthesociety.Socialworkinthisregardhasagreaterroleinunderstandingtheirneedsandworkingfortheirsatisfiedandcomfortablelifeforahappyending.Theactivitiesofsocialworkfortheagedandinfirmincluderunningoldagehome,recreationalfacilities,physical support, psychological support etc. In1999, theGovernmentofIndiaannouncedaNationalPolicyonOlderPersons,whichidentifiedtheareasofintervention—financialsecurity,healthcareandnutrition,shelter,education,welfare,protectionoflifeandproperty,andsoon—forthewell-beingofelderly.

13.10.1 Persons with disabilities

AnotherneedysectionoftheIndianpopulationishandicappedpeopleorthosewhoaredisabled.Socialworkorsocialwelfarehasaformidableroleinworkingforthem.Thesocialservicefordisabledincludesinstitutionalsupportfor thecareandrehabilitationofphysicallyandmentallyretired,hostelsfortheworkinghandicapped,smallproductionunitsforthedifferentlyabled, special schools formentally-retarded children and orthopedicallychallengedandcounsellingserviceformentallydepressed,etc.

NOTES


Fields of Social Work13.10.2 Industrial Social Work

The term labour welfare is very comprehensive in the sense of itsunderstanding. It involvesdifferent interpretationsdue todifferent socialcustoms and degrees of industrialization.According to the report of theILO,worker’swelfareshouldmeantosuchservices,facilitiesandamenitieswhichmaybeestablishedinonthevicinityoftheundertakingstoenablethepersonsemployedinthemtoperformtheirworkinahealthy,congenialsurroundingandprovidedwithamenitiesconducivetogoodhealthandhighmorals.Socialworkhasawidefieldofapplicationforlabourwelfarewhichincludestheactivitiessuchasfamilymanagementcounselling,counsellingonsafetymaintenance,advocacyforlabourrights,healtheducation,valueeducation etc. In India, labourwelfare activities have been undertakenbymainlythreeagenciesnamely, thegovernment, theemployersandtheemployees’ (labours’) union.Thefirst one is statutory and rests two arevoluntaryinnature.

13.10.3 Human Resource Management

Humanresourcemanagement(HRM)isthefunctionwithinanorganizationthat focuses on recruitment of,management of, and providing directionfor thepeoplewhowork in theorganization.HRM is theorganizationalfunctionthatdealswithissuesrelatedtopeoplesuchascompensation,hiring,performancemanagement, organization development, safety,wellness,benefits,employeemotivation,communication,administrationandtraining.Itisalsoastrategicandcomprehensiveapproachtomanagingpeopleandtheworkplacecultureandenvironment.EffectiveHRMenablesemployeestocontributeeffectivelyandproductivelytotheoverallcompanydirectionandtheaccomplishmentoftheorganization’sgoalsandobjectives.

HRMisnowmovingawayfromtraditionalpersonnel,administration,andtransactionalroles,whichareincreasinglyoutsourced.Itisnowexpectedtoaddvaluetothestrategicutilizationofemployees.HRM,isengagednotonlyinsecuringanddevelopingthetalentsofindividualworkers,butalsoinimplementingprogrammesthatenhancecommunicationandcooperationbetween those individual workers in order to nurture organizationaldevelopment.

Organization,utilizationandmaintenanceofanorganization’sworkforceare key functions ofHRM.This involves designing an organizationalframeworkthatmakesmaximumuseofanenterprise’shumanresourcesandestablishingsystemsofcommunicationthathelptheorganizationoperateinaunifiedmanner.Otherresponsibilitiesinthisareainclude:safetyandhealth,andworker–managementrelations.Humanresourcemaintenanceactivitiesrelatedtosafetyandhealthusuallyentailcompliancewithfederallawsthatprotectemployeesfromhazardsintheworkplace.Maintenancetasksrelated


NOTES


toworker–management relations primarily entail:workingwith labourunions;handlinggrievancesrelatedtomisconduct,suchastheftorsexualharassment;anddevisingcommunicationsystemstofostercooperationandasharedsenseofmissionamongemployees.Employeedevelopmentandtrainingisanothervitalresponsibilityofhumanresourcepersonnel.

Responsibilitiesassociatedwithtraininganddevelopmentactivitiesinclude the determination, design, execution and analysis of educationalprogrammes.TheHRMprofessionalshouldbeawareofthefundamentalsoflearningandmotivation,andmustcarefullydesignandmonitortraininganddevelopmentprogrammesthatbenefittheoverallorganizationaswellastheindividual.

Check Your Progress

11.Whatistheresponsibilityofcorrectionalofficers(CO)? 12.Whattypeofservicedosocialworkersincorrectionalfacilitiesprovide? 13.Whatdoeshumanresourcemanagement(HRM)focuson?


1.Generally,therearesixtypesoffamilyproblems:(i)issuesrelatedtoafamilymember,(ii)child-rearingandfamilyplanning,(iii)maritalcrisis,(iv)abuseandviolence,(v)conflictwithothersystems,and(vi)disownmentoffamilymember/s.

2.Twokindsoffamilycrisesare: (i)Developmentalcrises:Developmentalcrisesaremostlyresolved

within the family system.To adjust to developmental crisis,familiesoftenneedtoadjustthefamilyrulesandrolestomeetthenewabilitiesoffamilymembers.

(ii)Structural crises:A structural crisis occurswhen the familymembersresistchangetomeetthedemandsofnewdevelopment,orresolvetheproblems,inthefamily.Atthisstage,professionalhelpisamust.

3.Afamilycaseworker’srolecomprisesplanningandimplementingacombinationofinterventions,rangingfromdevelopmenttoremedial,inresolvingthefamilycrises.Hemakesuseofindividual,groupandcommunitymethodstostrengthensuchfamilies’copingmechanism,andevenrehabilitatesthem.

4.The73rdand74thAmendments(1993)totheConstitutionofIndiahaveprovidedforreservationofseatsinPanchayatsandMunicipalitiesfor

NOTES


Fields of Social Workwomen,layingastrongfoundationfortheirparticipationindecision-makingatthelocallevels.

5.Adoptedin2009,itundertakestheextensivetaskofprovidingchildprotectionatfamilyandcommunitylevel.Theschemeaimsatreducingtherisksandvulnerabilitieschildrenface invarioussituations,andactions that lead to abuse, neglect, exploitation, abandonment andseparationofchildren.

6.Todealwith the issueof child labour, theMinistryofLabour andEmploymenttookathree-pointapproach:

(i)Tosetupalegalframeworkforprohibitionandregulationofchildlabour;

(ii)Tousevariousdevelopmentprogrammestoaddresstheneedsofworkingchildren,and

(iii)TosetuptheNCLP. 7.UCDaimstoorganizeandstimulatecommunityleadershiptohandle

problemsonamutualaidandself-helpbasis.Itstandsforintegratingthe organized popular effort and governmental services for theimprovement of conditions in the urban neighbourhood; and is astrategyofinterventiontocombaturbanproblemsthroughcitizen’sparticipation.

8.Rural development in general denotes economic development andcommunitydevelopmentactionsandinitiativestakentoimprovethestandardoflivinginnon-urbanneighbourhoods,remotevillagesandthecountryside. India’sdevelopment strategieshaveaccordedhighprioritytoagricultureandruraldevelopment.

9.Medical socialwork is a sub-disciplineof socialwork, also called‘hospital socialwork’.Theyworkwith suchpatients and families,whoareinneedofpsychosocialhelp.Thesesocialworkersusuallyassessthepsychosocialfunctioningoftheirclientsandfamiliesandintervenewhenrequired.Medicalsocialworkers typicallyworkonaninterdisciplinaryteamwithprofessionalsofotherdisciplines(suchasmedicine,nursing,physical,occupational,speechandrecreationaltherapy).

10.Functionsandactivitiesperformedbyapsychiatricsocialworkercanbesummedupasfollows:

(i)Providingrehabilitationservicestopatientswhohaveundergoneirreversibledamageintheirmentalhealthduetoseverementaldisorders.

(ii)Renderingdaily therapeutic interventions like ‘group therapy’and‘groupactivities’topatientstolessentheirproblemsaswell


NOTES


as increase their group interaction skills, social skills, groupbehaviourskills,andsoon.

(iii)Giving family intervention and different types therapies toalleviatefamilypathologyresponsibleforbuildinguppatient’sillness,and/orhelpingthefamilymemberstomaintainthenormalfunctioninganddevelopproblem-solvingskills.

(iv)Providingdirectandindirectmentalhealthservicestothepatients. 11.Correctionalofficersareresponsiblefortheoversightofpersonswho

have been arrested or are serving sentences after being convictedof a crime.There are someotherduties aswell thatdefinewhat acorrectionalofficerisanddoes.

12.Socialworkersincorrectionalfacilitiesprovidetwotypesofservices(i)supportiveserviceswithin the institutionand(ii)connections toresources in the community.Within a correctional facility, socialservicesmight be utilized in the areas ofmental health, substanceabuse,educationandvocationalrehabilitation.Thismighthelpsocialworkerstounderstandtheprisonenvironmentandtheoffenderbetter.

13.Human resourcemanagement (HRM) is the functionwithin anorganization that focuses on recruitment of,management of, andprovidingdirectionforthepeoplewhoworkintheorganization.HRMistheorganizationalfunctionthatdealswithissuesrelatedtopeoplesuchascompensation,hiring,performancemanagement,organizationdevelopment, safety, wellness, benefits, employeemotivation,communication,administrationandtraining.

13.12 SUMMARY

•Withthegrowthoftheeconomy,ruraltourbanmigration,declineinjointfamilysystem,conceptoffreedom,individualityandrightsofanindividual,andsoon,manykindoffamilyissuesthatmostofthetimeneedprofessionalinterventionhavecomeintobeing.

•Afamilycrisisoccurswhenafamilyundergoessometransformation,i.e.,when thingschangeforbetteror turndifficultorworse. Ithasbeengenerallyobservedthatday-to-dayhassleskeepaccumulatingandbecomeacauseforstress.Manyeventsthatoccurinafamilycanleadtoissueswetermas‘familycrisis/crises’.

•Afamilycaseworker’srolecomprisesplanningandimplementingacombinationofinterventions,rangingfromdevelopmenttoremedial,inresolvingthefamilycrises.Hemakesuseofindividual,groupandcommunitymethodstostrengthensuchfamilies’copingmechanism,andevenrehabilitatesthem.

NOTES


Fields of Social Work •A large number of families have benefited by the social securityprovisionsofthegovernmentagainstpoverty,oldage,disability,illnessandenvironmentaldisasters.

•Childwelfareworkersoperateinfamily-basedservicesandtheyusuallyaddresschildrenandyouth.Asocialworkerinthisfieldusuallycounselschildrenwhofaceproblemsordifficultiesinadjustingsocially.

•Regrettably, inadevelopingcountrylikeIndiawherechildwelfareshouldbegiventoppriority,itisthemostneglectedarea.Childwelfaredoesnotonlyrefertoprovidingfreeeducationtochildren,butitalsoensuresthatthechildrenareeducatedinahealthyenvironment,whichsupportstheireducationalgrowth.

•Thereisnodenyingthefactthatwomenarethedrivingforcesofanation.LongbeforethedawnofIndianfreedom,itwasrealizedthatsocialreformcentredonemancipationofwomenwastheabsolutelynecessaryofpoliticalindependenceofthecountry.Pioneeringsocialreform in this regardwasdonebyRajaRamMohanRoy,KeshavChandraSen,MGRanadeandothers.

•Communitydevelopmentseekstoempowerindividualsandgroupsofpeoplebyprovidingthemwiththeskillstheyneedtoaffectchangeintheirowncommunities.Theseskillsareoftencreatedthroughtheformationoflargesocialgroupsworkingforacommonagenda.

•UCDaimstoorganizeandstimulatecommunityleadershiptohandleproblemsonamutualaidandself-helpbasis.Itstandsforintegratingthe organized popular effort and governmental services for theimprovement of conditions in the urban neighbourhood; and is astrategyofinterventiontocombaturbanproblemsthroughcitizen’sparticipation.

•Rural community development (RCD) encompasses a range ofapproachesandactivitiesthataimtoimprovethewelfareandlivelihoodsofpeoplelivinginruralareas.Asabranchofcommunitydevelopment,theseapproachespayattentiontosocialissuesparticularlycommunityorganizing.

•The introduction of Bharat Nirman, a project set about by theGovernmentofIndiaincollaborationwiththestategovernmentsandthePanchayatiRajinstitutions,isamajorsteptowardstheimprovementoftheruralsector.

•ForthehistoricallymarginalisedcommunitiesespeciallyDalits,socialworkhastoplaykeyrole.Caste-basedexclusionanddiscriminationhasstoodovertimeandhaspermeatedeconomic,civil,cultural,andpoliticalspheresofmodernlifeaswell.


NOTES


•Themedicalsocialworkerisresponsiblefordevelopingadischargeplanthatmeetsthepatient’srequirementsandallowshim/herleavethehospitalorhealthcarecentreontimepreventinganydelayindischargeandunwantedexpenses.

•The socialworkerswork in the team of professionals includingpsychiatrists,psychologistsandoccupationaltherapists.Psychiatristsarethemainprofessionalgroupin-chargeofcareandtreatmentofthementallyilloremotionallydisturbedpersons.

•Whileworkingwiththeterminally-illpatients,thedilemmaasocialworkerfacesistoinformthepatientandhisfamilyabouttheillness.Thepatientssufferingfromaterminalillness,likecancerandAIDS,have additional stress factor—the thought of impendingdeath andanxietyaboutthefamilyaftertheirdeath.

•First-linesupervisors/managersofcorrectionalofficersalsofacetheriskofwork-related injury.Correctionalofficersusuallyworkbothindoorsandoutdoors.Usually,correctionalinstitutionsarewelllighted,temperaturecontrolledandventilated.

•Counsellingandcaseworkarethemethodsthatareusedinprisonsocialworkandconsciouseffortsaremadetoplaceemphasisonbothgroupworkandcommunityworkinprison.Socialworkinprisondoesnotfollowanyparticularframeworkofpractice,whichmakesitdifficultforpractitionerstoclearlydefinetheirpointofdeparture.

•Althoughtherearevariousschemesforold-agepeopletohelpthemenableanormalandcomfortablelife,socialworkplaysanimportantroleinprovidingtheneed-basedservicestothem.Peopleinthetwilightoftheiragerequirenumeroussupportsfromthesociety.

•Socialworkhasawidefieldofapplicationforlabourwelfarewhichincludes the activities such as familymanagement counselling,counsellingonsafetymaintenance,advocacyforlabourrights,healtheducation,valueeducationetc.

•Human resourcemanagement (HRM) is the functionwithin anorganization that focuses on recruitment of,management of, andprovidingdirectionforthepeoplewhoworkintheorganization.

•TheHRMprofessionalshouldbeawareofthefundamentalsoflearningandmotivation,andmustcarefullydesignandmonitortraininganddevelopmentprogrammesthatbenefittheoverallorganizationaswellastheindividual.

NOTES


Fields of Social Work13.13 KEY WORDS

• The Community Development Exchange:A not-for-profit, theUK-widemembershiporganisationforindividuals,organisationsandnetworkswhoworkincommunitiesand/orareinvolvedincommunitydevelopment.

• Psychiatry:This is themedical specialtydevoted to thediagnosis,preventionandtreatmentofmentaldisorders.Theseincludevariousmal-adaptationsrelatedtomood,behaviour,cognition,andperceptions.

• The Bureau of Labor Statistics:ThisisaunitoftheUnitedStatesDepartmentofLabour.Itistheprincipalfact-findingagencyfortheU.S.governmentinthebroadfieldoflaboureconomicsandstatisticsandservesasaprincipalagencyoftheU.S.FederalStatisticalSystem.



1.Writeashortnoteonissuesofchildreninfamilysystem. 2.Writeinbriefaboutthecaseworker’sroleinfamily. 3.Writeashortnoteonthesocialworker’sroleinchildcare. 4.Writeinbriefaboutthefunctioningofsocialworkinurbancommunity

development. 5.WriteashortnoteonRural-UrbanRelationshipCommittee(RURC). 6.Writeinbriefabouttasksofthesocialworkerinhospitalandhealth

centres. 7.Writeashortnoteonthemethodsusedinprisonbysocialwork.


1.Discuss indetail the issuesof couples in family systemand socialwork’sinterventiontosolvethoseissues.

2.Analysethescopeofsocialwork’scollaborationinvariouschildcareschemeslaunchedbythegovernmentinIndia.

3.Discussasocialworker’sdilemmainworkingwiththeterminally-illpatients.

4.Analysetheroleofhumanresourcemanagement(HRM)asafieldofsocialwork.


NOTES







NOTES


Professional Associations in Social WorkUNIT 14 PROFESSIONAL

ASSOCIATIONS IN SOCIAL WORK

Structure 14.0 Introduction 14.1 Objectives 14.2 TheNationalAssociationofSocialWorkers(NASW) 14.3 TheIrishAssociationofSocialWorkers(IASW) 14.4 TheInternationalFederationofSocialWorkers(IFSW)

14.4.1 AssociationofSchoolsofSocialWorkinIndia(ASSWI) 14.4.2 IndianSocietyofProfessionalSocialWork(ISPSW) 14.4.3 NationalAssociationofProfessionalSocialWorkersinIndia(NAPSWI) 14.4.4 PSWA 14.4.5 ProblemsFacedbySocialWorkProfessionalsinIndia


14.0 INTRODUCTION

Asthescopeofsocialworkacrossthevariousfieldshavegrown,aslewofprofessionalassociations–national,internationalandregionallevels–hascomeintoexistence.Theywereestablishedtoaddressvariousissuesrelatedtosocialworkpractice.Theyaremeanttoprovidesocialworkeducatorsand practitioners for discussions about improvement in the socialworkeducationandpractice.TheNationalAssociationofSocialWorkers(NASW)is the largestmembershiporganizationof professional socialworkers intheworld.ItdevelopedandadoptedtheNASWCodeofEthicsandotherspecializedpracticestandards.TheIrishAssociationofSocialWorkersisthenationalprofessionalbodyforsocialworkersintheRepublicofIreland.The InternationalFederationofSocialWorkers (IFSW) is theworldwidebodyforprofessionalsocialwork.Itcomprises120professionalsocialworkassociationsrepresentingover3millionsocialworkers.

In India, there is an association calledAssociation ofSchools ofSocialWorkinIndia(ASSWI).AnotherassociationknownasIndianSocietyofProfessionalSocialWork(ISPSW)aimstowardsmeetingchallengesofpresent-day socialworkpractice and creating a platform for informationexchange among fellowprofessionals.TheSociety primarily focuses onunitingtheprofessionalsocialworkers todiscuss,deliberateanddevelop

Professional Associations in Social Work

NOTES


conceptualframeworksandfeasibleindigenousinterventionsinSocialworkpractice.NAPSWIisanon–profit,non-political,nationallevelorganizationdedicatedtothepromotionofstandardandstatusofsocialworkprofession.ThenthereistheProfessionalSocialWorkers’Association(PSWA)whichisanassociationofIndian/TamilNadusocialworkprofessionals,headquarteredatChennai.WealsofindthatprofessionalsocialworkeducationinIndiafacesvariouschallengeswhichneedtobeaddressedcollectivelyforimprovingthestandards,enhancingtherecognitionoftheprofessionanddevelopingliteratureinconsonancewiththesocialcontext.

Thisunitaimsatanalysingtheobjectivesandfunctionsofvariousprofessionalassociationsinsocialwork.

14.1 OBJECTIVES

Aftergoingthroughthisunit,youwillbeableto: •Understandtheprofessionalassociationsinsocialwork •ExplainthefunctionsofinternationalassociationslikeNASW,IASW

andIFSW •Enumeratethefunctionsandobjectivesofnationalassociationslike

ASSWI,ISPSW,NAPSWIandPSWA •UnderstandtheproblemsfacedbysocialworkprofessionalsinIndia

14.2 THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (NASW)

TheNationalAssociation of SocialWorkers (NASW) is the largestmembership organization of professional socialworkers in theworld. Ithasmore than 120,000members.The associationworks to enhance theprofessionalgrowthanddevelopmentofitsmembers,tocreateandmaintainprofessionalstandards,andtoadvancesoundsocialpolicies.

TheNASWwasestablishedin1955throughtheconsolidationofthesevenorganizations.Theseare:

• AmericanAssociationofSocialWorkers• AmericanAssociationofPsychiatricSocialWorkers• AmericanAssociationofGroupWorkers• AssociationfortheStudyofCommunityOrganization• AmericanAssociationofMedicalSocialWorkers• NationalAssociationofSchoolSocialWorkers• SocialWorkResearchGroup

NOTES



NASW’s primary functions include promoting the professionaldevelopment of itsmembers, establishing andmaintaining professionalstandardsofpractice,advancingsoundsocialpolicies,andprovidingservicesthat protect itsmembers and enhance their professional status.NASWdevelopedandadopted theNASWCodeofEthicsandothergeneralizedandspecializedpracticestandards.Certificationandqualityassurancearepromoted through theAcademyofCertifiedSocialWorkers, theNASWRegisterofClinicalSocialWorkers,andtheDiplomateinClinicalSocialWork.PoliticalActionforCandidateElectionandEducationalLegislativeActionNetworkaresomeoftheNASW’spoliticalactionprograms.Throughits56chaptersintheU.S.andabroad,NASWalsosponsors,professionalconferencesandcontinuingeducationprograms,andproducesjournals(suchastheflagshipSocial Work),books,andmajorreferenceworksforthesocialworkprofession.

14.3 THE IRISH ASSOCIATION OF SOCIAL WORKERS (IASW)

TheIrishAssociationofSocialWorkersistheprofessionalbodyforsocialworkers in theRepublic of Ireland. Itwas founded in 1971 and has amembershipofalmost1,300socialworkers.TheIASWisanactivememberoftheInternationalFederationofSocialWorkers,whichrepresentsprofessionalsocialworkassociationsfromover55differentcountrieswithmore than350,000socialworkersinallpartsoftheworld.

What does the IASW do?

TheObjectivesoftheIASWare: •EnsuringthesustainabledevelopmentoftheIASW,astheprofessional

bodysupportingandrepresenting thesocialworkprofession in theRepublicofIreland.

•Improvingthestandardsandqualityofprofessionalsocialworkpractice •FacilitatingsocialworkerstomeettheCPDrequirementsofregistration •Increasingaccesstoinformationandsupportforsocialworkers •Enhancingthepublicprofileandperceptionofsocialwork •Using socialwork expertise to influence thedevelopmentof local,

nationalandinternationalpolicyandpractice

How does the IASW operate?

TheIASWoperatesbymeansofanelectedBoardofDirectorswhichincludestheChairoftheBoard,Vice-Chair,CompanySecretaryandTreasurer.Councilismadeupof theSpecial InterestGroups(SIG’s),AssociateGroupsand


NOTES


Committees,andistheadvisorybodytotheBoard.ManycomponentsoftheIASW,fromtheSpecialInterestGroupstotheChairoftheBoard,operateonthetimegivenbymembers.ItisuptothemembersoftheAssociationtoparticipateinordertomakeiteffective.

Staff and Manpower

IASWhastwofull-timestaff–anOfficeManager(DanielleMcGoldrick)and aProfessionalDevelopmentCoordinator (ClionaMurphy).The roleofOfficeManagerisfundedprimarilythroughmembershipsubscriptionsandtheProfessionalDevelopmentCoordinator’sroleisfundedthroughanannualgrantfromtheHSE.

Check Your Progress

1.WhenwasNASWestablished? 2.WhicharetheprimaryfunctionsofNASW? 3.WhenwastheIASWfounded? 4.HowdoesIASWoperate?

14.4 THE INTERNATIONAL FEDERATION OF SOCIAL WORKERS (IFSW)

TheInternationalFederationofSocialWorkers (IFSW)is theworldwidebody for professional socialwork. It comprises 120 professional socialwork associations representingover 3million socialworkers. IFSWhasformalconsultativestatuswiththeUnitedNationsandotherglobalbodies.Theorganisation’spurposeistocontributetobuildamoreequitableworldthroughprofessionalsocialwork.IFSWanditspartnersregularlyreviewtheinternationalstandardsofsocialworkandpoliciesthatpromotegoodpracticeoutcomes.ThecurrentpresidentofIFSWisRuthStarkwhoisaSocialWorkerinScotlandandmemberoftheScottishAssociationofSocialWorkers.

EverytwoyearsataGeneralMeetingofmembersaninternationalExecutiveCommitteeisdemocraticallyelected.ThiscommitteeconsistsofaPresident,TreasurerandRegionalPresidentandDeputyRegionalPresident.The six regions are:Africa,Asia-Pacific, Europe, LatinAmerica andtheCaribbean andNorthAmerica.A permanent Secretariat has beenestablishedsince1956whichiscurrentlybasedinSwitzerland.Dr.RoryTruellisthecurrentIFSWSecretary-GeneralandChiefExecutiveOfficer.

14.4.1 Association of Schools of Social Work in India (ASSWI)

TheAssociationofSchoolsofSocialWorkinIndia(ASSWI)wasavoluntaryassociationofsocialworkers.During1977-81,acommittedteamwaselected

NOTES



tomanageASSWI.Aftertheelectionoftheteam,socialworkteachersfromdifferentregionswerenominatedtointernationalprogrammes;manywereinvitedtodirectmanyworkshopsandseminars;andorganisedvariousfacultydevelopmentandcurriculumrestructuringworkshops.

14.4.2 Indian Society of Professional Social Work (ISPSW)

IndianSocietyofProfessionalSocialWork(ISPSW)wasformallyknownasIndianSocietyofPsychiatricSocialWork,whichwasestablishedintheyear1970byDr.R.K.UpadhyayaandhisstaffoftheDeptofPsychiatricSocialWork,CentralInstituteofPsychiatry,Ranchi.Itaimsatmeetingchallengesofpresent-daysocialworkpracticeandcreatingaplatformforinformationexchangeamongfellowprofessionals.Later,ithasbeenconstantlyupgradedtoreachthiscurrentstatusofprofessionalidentityandrecognitionbyDr.I.A.Shariff(Retd.Professor&Head)andFacultyMembers,Dept.ofPsychiatricSocialWork,National Institute ofMentalHealth andNeuro Sciences,Bangalore.Thenomenclatureof theSocietywaschangedinDec.1988atKolkata,becauseofanincreasedrepresentationofeducators,practitionersandresearchersfromallstreamsofsocialworkintheSociety.

TheSocietyprimarilyfocusesonunitingtheprofessionalsocialworkersto discuss, deliberate and develop conceptual frameworks and feasibleindigenousinterventionsinSocialworkpractice.Inordertofacilitatethiscause,theSocietyhassofarconducted35AnnualNationalConferencesalongwithworkshops,seminarsandsymposiaonvariousissuesalloverIndia.

14.4.3 National Association of Professional Social Workers in India (NAPSWI)

NationalAssociationofProfessionalSocialWorkers in India (NAPSWI)is anon-profit, non-political, national levelorganizationdedicated to thepromotionofstandardandstatusofsocialworkprofession.Itintendstofulfiltwinpurpose:topromotethesocialworkprofessionacrossthecountrywiththeaimofimprovingthequalityofservicesinthesocialwelfareandsocialdevelopment sectors ononehand and to protect interests of socialworkprofessionals.NAPSWIenvisagestocreateacompassionatefraternityofprofessionalsocialworkers.Itsmissionistoadvanceexcellenceineducation,training and practice of professional socialwork through – education,research,training,networking,advocacy,resourcedevelopment.

Objectives of NAPSWI

•Increaseawarenessaboutsocialworkprofessionatvariouslevels. •Promotethehighestprofessionalstandardsandethicsinthepractice

ofprofessionalsocialwork.


NOTES


•Advancetheknowledgeandpracticebaseofsocialworkinterventionsthatenhancequalityof lifeandstandardof livingofpersons, theirfamilyandenvironment.

•Fastercommunicationandfostersupportamongprofessionalsocialworkers.

•Promote social change, empowerment and liberation of people toenhancetheirwell-beingadheringtoprinciplesofhumanrightsandsocialjustice.

•Promoteresearch,actionandotherformsofcontinuingeducationforknowledgeup-gradationofmembers.

•Advocate forprogrammesandpolicies tomeet theneedsof socialworkfraternityanditsvariousclientelegroups.

•Worktostriveforbetterworkingconditionsofworkofsocialworkprofessionals.

•Promote liaison activitieswith other professional organizations atregional/state/nationalorinternationallevelhavingsimilargoalsand objectives

14.4.4 PSWA

TheProfessionalSocialWorkers’Association(PSWA)isanassociationofIndian/TamilNadusocialworkprofessionals,headquarteredatChennai.Itisaregisteredentity,formerlyknownas“ProfessionalSocialWorkers’Forum”(PSWF).TheAssociationisfunctioningsince1985.LatertheassociationmergedwithIndianCouncilofSocialWelfare(ICSW)whichwasestablishedinParisin1928andisnowheadquarteredatMumbai.

14.4.5 Problems Faced by Social Work Professionals in India

Socialworkprofessionals in India facenumerouschallengeswhichneedtobeaddressedcollectively.Stepsareneededforimprovingthestandards,enhancing the recognition of the profession anddeveloping literature inconsonancewiththesocialcontextandworkforcerequirementsapartfromachievingthetargetofNationalCouncilforSocialWork.Thesearesomeoftheproblemsthatsocialworkprofessionalsface:

(i) Public Recognition of Professional Social Work(er)

Thereislackofpublicrecognitionofsocialworkasaprofession.ThishasademotivatingimpactonitsfutureprospectsinIndia.

(ii) Dearth of Necessary Resources

TheprevailinglevelofIndiansocialservicesandwelfareservicesisextremelylow and thatmost of the voluntarywelfare agencies lack the necessaryresources tomeet some of the basic human needs of common people.

NOTES



EventheCentralSocialWelfareBoardwhichassistsfinanciallymorethan12,000voluntarysocialwelfareagencieshasfailedtopromotethecauseofprofessionalsocialwork.

(iii) Lack of Indigenous Materials or Literature

ThemajorshortcomingofsocialworkeducationinIndiaisitsinabilitytosufficientlyindigenizeitsknowledge-base.Thebasicteachingmaterialwithrespecttointerventionistmethods(theholytrinityofsocialcasework,socialgroupworkandcommunityorganisation)isstillprimarilyAmerican.Thechallenge,asmentionedbefore,hasnotbeenmetandthereisoftenalingeringdoubtinthemindofmanysocialworkeducatorsandtrainedsocialworkerswhethersocialworkinIndiacanaffordtobeonlyconcernedwithspecificindividuals,groupsandcommunitieswhentheproblemsaffectlargemassesofpeople(Gore,1985:151).

(iv) Missing of Fundamental Feature

Theprofessionalsalonehavenotyetacquiredanydominantplacetoshapeandformulatesocialpoliciesortoadministersocialwelfareorganizations.Again,theprofessionalgroupitselfhasnotdevelopedanysocialcodewhichtheprofessionalsoshouldacceptandpracticeasthefundamentalfeatureofprofession.

(v) The Absence of Effective Functioning

Theabsenceofeffectivefunctioningofprofessionalassociationofsocialworkpractitionersandeducatorsisthemostpronouncedhandicapinprofessionaldevelopmentinthecountry.Unlessthesearerevivedandmadeeffective,thefutureoftheprofessionofsocialworkislikelytoremainbleak(Nanavathi:1997).

(vi) Social Work Educators are not Practitioners

Whentheeducators,practitionersandstudentstalkaboutsocialworkasaprofessionlikemedicine,law,andengineering,etc.,theyshouldworkinthesamewayastheprofessorsofmedicalcollegewhopracticetheirprofessionbyvisitingwardsofhospitalalongwiththemedicalstudentsorprofessorsofengineeringcollegewhoareinvolveinpracticeandprofessorsoflawcollegewhopracticetheirprofessionandupdatetheirknowledgelevels.Theyshouldenhancetheircompetenciestodealwiththeissues.

Check Your Progress

5.WhoisthecurrentpresidentofIFSW? 6.ListsomeoftheobjectivesofNAPSWI. 7.Whichisthemostpronouncedhandicapinprofessionaldevelopment

inthecountry?


NOTES



1.TheNASWwasestablishedin1955. 2.TheNASW’sprimaryfunctionsincludepromotingtheprofessional

developmentofitsmembers,establishingandmaintainingprofessionalstandardsofpractice,advancingsoundsocialpolicies,andprovidingservicesthatprotectitsmembersandenhancetheirprofessionalstatus.

3.Itwasfoundedin1971andhasamembershipofalmost1,300socialworkers.

4.TheIASWoperatesbymeansofanelectedboardofdirectorswhichincludes the chair of the board, vice-chair, company secretary andtreasurer.

5.ThecurrentpresidentofIFSWisRuthStarkwhoisasocialworkerinScotlandandmemberoftheScottishAssociationofSocialWorkers.

6.SomeoftheobjectivesofNAPSWIare: (i)Increaseawarenessaboutsocialworkprofessionatvariouslevels. (ii)Promote the highest professional standards and ethics in the

practiceofprofessionalsocialwork. (iii)Advance the knowledge and practice base of social work

interventionsthatenhancequalityoflifeandstandardoflivingofpersons,theirfamilyandenvironment.

(iv)Faster communication and foster support amongprofessionalsocialworkers.

7. The absence of effective functioning of professional associationof socialworkpractitioners and educators is themost pronouncedhandicapinprofessionaldevelopmentinthecountry.Unlessthesearerevivedandmadeeffective,thefutureoftheprofessionofsocialworkislikelytoremainbleak.

14.6 SUMMARY

•Thenational association of socialworkers (NASW) is the largestmembershiporganizationofprofessionalsocialworkersintheworld.Ithasmorethan120,000members.

•NASW’s primary functions include promoting the professionaldevelopmentofitsmembers,establishingandmaintainingprofessionalstandardsofpractice,advancingsoundsocialpolicies,andprovidingservicesthatprotectitsmembersandenhancetheirprofessionalstatus.

NOTES



•TheIrishAssociationofSocialWorkersistheprofessionalbodyforsocialworkersintheRepublicofIreland.Itwasfoundedin1971andhasamembershipofalmost1,300socialworkers.

•TheInternationalFederationofSocialWorkers(IFSW)istheworldwidebodyforprofessionalsocialwork.Itcomprises120professionalsocialworkassociationsrepresentingover3millionsocialworkers.IFSWhasformalconsultativestatuswiththeUnitedNationsandotherglobalbodies.

• IndianSocietyofProfessionalSocialWork (ISPSW)was formallyknown as Indian Society of Psychiatric SocialWork,whichwasestablishedintheyear1970byDr.R.K.UpadhyayaandhisstaffoftheDeptofPsychiatricSocialWork,CentralInstituteofPsychiatry,Ranchi.

•NationalAssociationofProfessionalSocialWorkersinIndia(NAPSWI)isanon-profit,non-political,nationallevelorganizationdedicatedtothepromotionofstandardandstatusofsocialworkprofession.

•TheProfessionalSocialWorkers’Association(PSWA)isanassociationof Indian /TamilNadusocialworkprofessionals,headquarteredatChennai. It is a registered entity, formerlyknownas “ProfessionalSocialWorkers’Forum”(PSWF).

•SocialworkprofessionalsinIndiafacenumerouschallengeswhichneedtobeaddressedcollectively.Stepsareneededforimprovingthestandards,enhancingtherecognitionoftheprofessionanddevelopingliterature in consonancewith the social context andwork forcerequirementsapartfromachievingthetargetofNationalCouncilforSocialWork.

•ThemajorshortcomingofsocialworkeducationinIndiaisitsinabilityto sufficiently indigenize its knowledge-base.The basic teachingmaterialwithrespect to interventionistmethods(theholy trinityofsocialcasework,socialgroupworkandcommunityorganisation)isstillprimarilyAmerican.

14.7 KEY WORDS

• The Social Work Research Group (SWRG): Itwas founded in1949andlaidgroundworkforthecontemporarysocialworkresearchmovement.

• Practitioner:Itreferstoapersonactivelyengagedinanart,discipline,orprofession,especiallymedicine.

• Profession:Itreferstoapaidoccupation,especiallyonethatinvolvesprolongedtrainingandaformalqualification.


NOTES




1. WriteashortnoteontheroleoftheNationalAssociationofSocialWorkers(NASW).

2. WriteinbriefabouttheobjectivesoftheIASW. 3. WriteashortnoteonthefunctioningofIndianSocietyofProfessional

SocialWork(ISPSW)


1. Discusstheroleandfunctioningofsomeofinternationalprofessionalassociationinsocialwork.

2. Analysethenumerouschallengesthatsocialworkprofessionalsfacein India.






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