social work foot print -feb 2012
TRANSCRIPT
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ADVISORY COMMITTEE
Dr. H. M. Marulasiddaiah
Rtd.Prof. Deptt. of SocialWork, B.U
Hanumantharayappa
Ex. PresidentR.R. Nagarasabhe
Dr. Prof.T.B.B.S.V. Ramanaiah
Prof. Deptt. of SocialWork, Mysore University
Mr . G.S. Lakshmiprasad
Director,HRM Consultants
Dr. K. HemalathaFaculty,Deptt.of SocialWork, Christ University.
Dr. T.S. Chandrashekara
Faculty,Deptt.of SocialWork, Kristu Jayanthi College.
Dr. Mrs. Indumathi Rao
CBR Network, Bangalore
N.V. Vasudeva Sharma
Director,Child Rights Trust.
M. A. BorattiRtd. Principal, BasaveshwaraCollege
Ram K Navaratna
CEO, HR Resonance
T.F. Hadimani
Chief Illustrator,The Week Magazine
M.R. Sharma
Sr. Manager,Compact IndiaNIRATANKA TEAM
M. H. Ramesha, MSW, PGDELT.Editor
N. Ponnaswamy,Msw
K. Venkatesh, MSW
L. Nirmala, B.com
Gayathri Ramesha, B.com
S.N. Mahalakshmi, MSW
R.T. Vyshali, MSW
H. Gangaraj, MBA
B. Anitha, MSW, PGDHRM
ACTIVE COMMITTEE
S. Venkatesh Murthy
HOD, Dept!of SocialWork, CMRCollegeC. Shashidhar
HOD, Dept!of SocialWork,Acharya College
Manjunatha
MJ Consultant
Dr. H.C. Sridhar Reddy, MSW
Shashikantha Rao
Lecturer,Govt First Grade College, Madhurgiri
G. Gundappa
Faculty,Deptt of SocialWork, Kolar PG Centre
N.L. Anand
Faculty,Deptt of SocialWork, CMRCollege
Nagesh HV, MSW
Murali .N
Faculty,Deptt of SocialWork, Kolar PG Centre
Panduranga .R Jadhav
Faculty,Govt FirstGrade College, Mudalagi,Gokaka
V.T. Mohan
Faculty,Hemadri College of Management Studies, Tumkur
U.S. Pradeep, BE
C.R. Prasanna, MA
Lokesh Ameen
Sangappa Vaggar, MSW
Renuka E Asagi, MSW
B.V. Gouda, MSW
CREATIVE GROUP
K.S. Ramesha, Avinash .V, Naveen M.V
8 7\c)ooe o j:) e ;ir.)~ F o ;t)i 3 : l e 1 j: bc :J ; fj e; ir .) ~ f fi )o j: ) F ( ;3 '< le )c :J 2 .d 0 3c :3 )..J)
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25 Centre for Social Action - Christ University- Dr K Hemalatha
28 Excerpts from the interview with Dr.H.M. Marulasiddaiah
29 Excerpts from the interview with Prof Shankar Pathak
31 Social Phobia-Information &Guidelines- Dr. K.Hemalatha
3 5 Innovative Social Work Practice: Initiatives Through Centre
For Social Development -S.Venkatesha Murthy
39 Denial and Distress: Suicide Among Male Homosexuals
-Supriya P R., Dr.C. Usha Rao
42 Adjustment Problems Of Disabled: A Generic View
- Dr. Kannekanti Parameshwar
45 Field Action Project: It's Importance To Social Work Practicum
And Training: Our Experiences
- Mr. Shashidhar Channappa , Dr.Kodandarama,
Ms. Amrita Mukherjee, Ms. Soumi Dutta
5
1 2
47
Letters
o ;t)C iS ~ ~ e)O e ;ir.)~F - m . ~ ec :S rbo~ x b t . ) , a 5 r ' o l . ,N M - e u
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~ ~ ~ 5 iI~ r t ~ O z.JO Q o= l~ o ~ ~ ~ N~ ;jO & d ~ ~ lnfO l~ o ! & i ;3~ ~ r ;d ~ o = lt8~ z .J~ ~ www.niratanka.org.
=, e= l~~o i l l i9~" SMS o; :bJ; )~iS (3edo ; : r . ) l1 M~z . J cm i :b - 9980066890 e= lq: lo ; : r . ) - ; ; i )e~ o ; : ! . ; r . ) ~z . J cm i :b [email protected]
Guest EditorFeb 2012Dr. K. Hemalatha
Associate Professor, Deptt. of Social Work
Christ University, Bangalore - 560029
Ph: 9844596148
Field Action ProjectsThe framework of criteria for standards of
assessment of quality in social work education
brought out by NAAC (National Assessment and
Accreditation Council) includes field action
projects. (FAP) Itis therefore seen as desirable for
all educational institutions offering social work to
initiate field action projects. Being a practice
profession it becomes essential that all institu-
tions teaching social work should themselves
design and implement social projects. This
ensures generation of field based knowledge
essential for a professional course. The facu1ty
members also have the opportunity to practice
along with being academicians and researchers.
Most of the FAPs are serving as "live labs" to
the students of social work. This offers great
opportunities to train students according to the
value orientation required by the profession.
FAPs are required to be designed to uphold the
best standards be it in the functioning or planning
interventions in the project management process.Thus they also become eminently suitable as field
work agencies for students.
It has been observed that departments have
been able to demonstrate interventions in new
areas and issues through the FAPs. Facu1ty
members can explore new methods of interven-
tions and are required to innovate newer tech-
niques while working on these projects. When
these become part of class room discussions,
dissemination of newer practice knowledge
becomes possible. FAPS can also generate data
for undertaking research. This makes the
dissemination of knowledge further possible.
The NAAC standards expect these projects to
offer employment opportunities to fresh gradu-
ates of the department. Thus the potential ofFAPs
should be explored by all schools of social work
This issue of Social Work Foot Print
(Samajakaryada Hejjegalu) looks at some of the
FAPs initiated by different institutions in
Karnataka. More importantly it carries interviews
of senior social work professors. Their views on
the subject throw much light on the practices up
till now and the potential that these projects
holds,Besides an experience-based paper by a
senior professor of Social Work written in
Kannada is given in these pages. Hope this
exercise of placing before the social workprofessionals the need for developing interest in
experimentation and examining the theories and
concepts taught in the academic forums would
bear the desired results.
Guest Editor
Dr. K. Hemalatha
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K n o w Y o u r W o r l d :
• 925 million people do not haveenough to eat-more than thepopulations of USA, Canada andthe European Union combined.
• 98% of the world's undernour-ished people live in developingcountries.• Two-thirds ofthe world's hungrylive in just 7 countries: Bangla-
desh, China, the DemocraticRepublic of the Congo, Ethiopia,India, Indonesia and Pakistan.Where is hungertheworst?
• Asia and the Pacific: 578 million• Sub-Saharan Africa: 239
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• Latin America and the Carib-bean: 53 million
• Near East and North Africa: 37million
• Developed countries: 19 million
Women and Children
• 60 percent of the world's hungry
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are women.
• 50 percent of pregnant womenin developing countries lackproper maternal care, resulting inover 300,000 maternal deathsannually from childbirth.
• 1out of 6 infants are born with a
low birth weight in developingcountries.• A third of all childhood death insub-Saharan Africa is caused byhunger.
• Every five seconds, a child diesfrom hunger-related diseases.
Source:
US Census Bureau,International Data Base
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C e n t r e l o r S o c i a l A c t i o n - C h r i s t U n i v e r s i t lIntroductionStudents of Centers of higher
education must be exposed to therealities of the society.All centers oflearning have to create opportunitiesto expose the students to socialproblems and sensitize them to theissues confronting the less privi-
leged. Field action projects providean ideal ground to operationalisethese objectives. More importantlythe primary function of Universitiesis to build knowledge. Field actionand disseminate projects make avaluable contribution in the creationofpractical knowledge.Centre for SocialAction (CSA)The CSA at Christ University
came into existence in response to the
most cherished value of Christuniversity- Social responsibility. Itisa unique movement, where studentcommunities are sensitized onvarious issues affecting the poor andthe marginalized sections of society.This is done so that they can internal-ize and personalize the issues and
contribute to sustainable changes inthe lives of the marginalized individ-uals and the communities. CSA is a'Students Movement for a HumaneandJust Society'Objectives ofCSA:• To facilitate holistic developmentof students by involving them insocial action
• To facilitate college as a civilsociety organization to empower
the underprivileged to accesstangible results in their quality oflife
• To facilitate innovative practicesin strengthening univer-sity--communityrelationshipsCSA today, reaches out to a
10,000 strong student community of
Christ University, students fromother institutions and also communi-ties. For this, CSA works withinChrist University campus and othereducational campuses, 76 villagesand 5 urban slums. Through commu-nity development projects, CSA issupporting 6,500 families, 1,800children below 5 yrs, 2,800 schoolgoing children (along with schooldropouts and child labourers), 350
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youth, 3,000 women and 2,500farmers and enabling them to be selfreliant on a sustainable basis. Theseactivities are spread across the threestates of Karnataka, Andhra PradeshandMaharashtra.CSA and the Department ofSocialWork
There are several areas of inter-face between CSA and the SocialWork department, at Christ Univer-sity. The most important of thembeing the delivery of a curricularpaper titled "Extension activity".This is a compulsory paper offered toall students of! and II semesterMSW.This is a skilled based paper withsome theoretical inputs as well. Thestudents are trained in three areas ofpractical application - Campaigning,
StreetTheatre andDeveloping AudioVisual material. These skills aretested in both the semesters wherestudents develop activities based ontheir training on predeterminedthemes. These activities are carriedout inthe college campus aswell as inthe CSA urban projects sites. TheStaff members of CSA co-ordinatethese activities. The evaluation isalso carried out with the help of CSAstaff.
CSA as a field work agencyCSA provides a wonderful setting
for placing the students for fieldwork. The staff ofCSA supervises thestudents as well as guides them inpracticing the methods of socialwork. The CSArural projects are thesites where the rural camps of thedepartment of social work are held.Students have been trained in PRAtechniques and have participated inbaseline surveys in the different sites
ofCSA.Besides students of Christ
University, CSA is also a placementagency for students of social work ofother institutions across the country.International students especiallythose from Norway like the HistUniversity and DiakonjjemmetUniversity and the Lund University,Sweden have been placing thestudents for field work practice at the
CSA. Itwould be interesting to notethat faculty members of Social workdepartment supervise these students.CSAprojects in Urban slumsCSA undertakes several child and
environment centered communitydevelopment programmes in 5 slumsin Bangalore. This helps the students
get involved with communities. Thedifferent programmes carried out inthe urban slums are1. Educate a Child: This is a
very unique and an inspiringprogramme, where exclusively, thestudent community of Christ Univer-sity sponsors poor children fromurban slums for their education andoverall holistic development. Thisprogramme began in 1999, through asmall initiative of sponsorships by
the Christ University students for 50children in one slum. Today, thestudents sponsor 350 poor childrenevery year and it has expanded to twomore slums ofBangalore.2. Self help groups: Thirty Self
Help Groups of women are function-ing in 3 slums in Bangalore whereCSA is working. 450 mothers of thesponsored children are enrolled inthese 30 SHGs. The SHGs addressvarious issues affecting their slum
and their families. The SHGs meetregularly, undertake child develop-ment activities and manage saving&credit activities and income genera-tion activities. They are also linkedwith banks and other micro financeinstitutions.3. Housing Project: The aim of
this project is to create better envi-ronmental conditions for the childrenand their families residing in theslums, through construction of
suitable houses. For the houseconstruction, interest free loans areprovided to the families. Firstpreference is given to the families ofthe sponsored children. The familieshave to pay back the loan in small-equated installments. The moneywhich is repaid is used to constructmore houses for the other families.The monitoring and the quality ofconstruction of the houses are kept in
check by the Self Help Groups(SHGs) women. The SHGs areresponsible for making sure that theloans are repaid on time without anydefaults. So far 67 houses have beenconstructed in Rajendranagar slum,Bangalore by CSA.4. Decentralized Community
Based Solid Waste ManagementProgramme: This programmeworks at two levels. One projectcalled 'Parivarthana' is at the slumlevel in the two slums ofRajendranagar and AmbedkarnagarinBangalore. The secondproject is atthe ward level. CHF International,Bangalore, supports both theprogrammes.The Parivarthana project is
implemented in Rajendranagar and
Ambedkarnagar slums in Bangaloreand in ChristUniversity campus. Theproject commenced in July 2008 andis in its withdrawal stages. The aim ofthis project is to have a clean andhygienic environment for the poorslum communities through scientificand a decentralized community-based solid waste management. Thecommunity is responsible formanaging the project. For thispurpose, a Common Interest Group
(CIG) of 17women is formed whichis involved in the collection, segrega-tion, sorting, composting andrecycling of the solidwaste generatedby the community. A sorting cumcomposting unit has been establishedin Christ University and also in thetwo slums. A paper recycling unit isfunctioning in the campus. Thesorting cum compost units generatesvaluable waste recyclables andcompost. The paper recycling unit
produces value added products likefiles, folders, carry bags, note books,greeting cards, etc. The recyclables,compost and the paper products aresold in order to raise incomes for theCIG institution.The ward level project works in 5wards of Bangalore in collaborationwith Bruhat Bangalore MahanagaraPalike (BBMP). Here, CSA workswith the Municipal Waste collectors
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(Pourakarmikas-PKs )and informalwaste collectors 3D EmpowermentProject: 3D stands for Desirable,Dynamic, and Development. This isa project implemented atJanakiramnagar Slum in Bangalore.The goal oftheproject is towork withthe poor community of
Janakiramnanagar Layout slum withspecial focus on,women and youth. Itis a comprehensive child centeredcommunity development project,where there are also componentsrelated to 'Educate a Child' sponsor-ship programme, Self help groups ofwomen, creche for children ofworking mothers, activity centres forchildren, business unit for women,skill training for a few youth in'Electrician cum plumber' training
programmeCSA And Rural DevelopmentProjectsThere are three major rural
projects that CSA is involved in. Allthree of these projects are childfocused community developmentprojects. The earliest project atHoskote was titled "Chetana" After asuccessful period of intervention thisproject has attained sustainability andthe project has been handed over to
the community. The second project iscalled Jeevadan project implementedin 14 villages in Nirmal, AdilabadDistrict in Andhra Pradesh and thethird project is the Manikgarh HillsCommunity Development(MHCDP)project implemented in 24villages in Jiwati Taluk, ChandrapurDistrict inMaharashtra.Jeevadan Project commenced in
April 2005 in 15 villages covering1503 socio-economically backward
families and is in the sixth year of itsimplementation. The project is at thepreparation stage for the finalsustainable mechanisms to be set in.MHCDP project commenced inAugust 2009 and is inthe secondyearof its implementation. It is imple-mented in 24 villages covering 1347families. The project is in the stagewhere all the entry point activitieshave been implemented and also the
community organization andempowerment processes are beingimplemented.Projects at the rural communities1. Early Childhood Care Centres:This Programme caters to the
children in the age group ofO-5years.The children are provided with
supplementary nutrition, play andlearning materials, etc. 32 govern-ment run anganawadis have beenrendered with infrastructure support,play materials and learningmaterials.Besides the six project run earlychildcare centres have also beensupported. In the same centres,malnourished children, pregnant andlactating mothers are identified andsupported with supplementarynutrition and medicines in all the
project villages.2.Education:This component caters to the
educational rights of children aged 6to 16 years. The component takescare of the school education for the 6-16yrs aged children. Italso caters tothe mainstreaming of the out ofschool children and the child laboursaged between 6-16yrs of age. Theschool children are supported tocontinue their education in their
schools by providing them witheducational materials such as books,uniforms, school bags. They are alsosupported through activity centres,where the children's' overall devel-opment andparticipation is enhancedthrough children's clubs and the childparliaments.3. Health and Nutrition:This component caters to the basic
rights of the children aged 0-5 yearsand the pregnant and lactating
mothers (ANCIPNC care). It alsocaters to the health rights of thecommunity in general. Ittakes care ofproper nutrition, immunization andhealth care of the children and themothers. The objective here is toreduce infant and maternal mortalityand also to enable the proper develop-ment of the children and the mothers.It caters to the health of school agedchildren, adolescent girls and the
general community. In both theJeevadan and MHCDP projects,work is carried out with the Inte-grated Child Development Servicesand in a few villages, where the ICDSreach is not there, the project has setup inEarly Childcare Centres4.Community Based
Organisations (CBOs):Both the Jeevadan and MHCDP
projects have organized the commu-nity groups such as children, women,youth farmers, into self help groupsand clubs (including child parlia-ments). The programme caters to thebasic rights of these target groupsincluding their livelihood rights.This crucial component is verycrucial in ensuring that the benefit tothe children, women, youths, farmers
and others in the community, accruedthrough the CFCD project interven-tion continues even after the projectwithdrawal5. Livelihood &WatershedThis is important in enhancing the
socio-economic conditions of thecommunity through the promotion offeasible income generationprogrammes. The income generationprogrammes are of two types namelyon-farm and off-farm. The on-farm
income activities are mainly agricul-ture-based and the off-farm are smallbusinesses or income activities suchas goat rearing. The watershed andland development activities aremainly focuses on improving thewater tables in the area and also forincreasing the soil fertility andmoisture levels in the areas.The contribution of CSA in the
area of sensitizing the students ofChrist University is immense. Thereare several students based activitiesthat take place within and outside thecampus. The students also publishtheir views in a Magazine titled "WeCare".0
Dr K HemalathaAssociate Professor,
Dept of Social Work,
Christ University, Bengaluru
Ph: 9844596148
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Dr.H.M. Marulasiddaiah, Retired Professor of Social Work,
Bangalore University(Excerpts from the interview with Dr.HMM)
fields which can be explored. TheDr. Hemalatha: What is the role of FAPs can also be useful to resolve
Dr. Hemalatha: NAAC (National
Assessment and AccreditationCouncil)considers Field ActionProject's (FAPs) as a criterion forassessment of institutions of socialwork, your reaction to this
Prof HMM: I whole heartedlywelcome the criterion such as this aspart of assessing social work institu-tions. Socialwork department cannotclaim to be professional departmentwithout their own labs. This is akinto
medical colleges without hospitalfacilities. Every school must haveFAPsoneurbanandonerural.
FAPs in a practice based professionsuch as socialwork
Prof HMM: Field work is badlyorganised in many of the schools ofsocial work. There is no compatibil-ity between expectations of the
institution, the agency and thestudent's need for learning. It
becomes imperative to have FAPs aspart of the departments to trainstudents. FAPs provide the scope forintensifiedpractice.Schools of socialwork can choose
any local issue/ area to initiate FAPs.Ample examples are found inprojectsrelating to children, women, servicesfor the aged, counselling etc Envi-ronmental issues, organic farming,solid waste management are newer
controversies surrounding commu-nity organisation, communitydevelopmentand social development.In explaining the context ofFAPs
ProfHMM expressed his views ontheuniqueness of the development ofsocialwork in theorientalregions.Against thephilosophy ofdemocracyThe developed world saw the
development of social work in thesocio political backdrop. Social workdeveloped in these regions against thephilosophy of democracy whereindividual freedoms were fundamen-tal. Methods and techniques were allindividual oriented. Case workpractice thus becomes very important.The development of social world
in the socialistic worked was moresocioeconomic in context. Commu-
Prize Distribution CeremonyWe at Sankalp are organizing a PrizeDistribution ceremony for the essaycompetition held in several college andwe would like to cordially invited you on18th February 2012 at Indian Instituteof World Culture, No: 6, BP WadiaRoad, Basavanagudi, Bangalore-560004, (Landmark: Opposite MN
Krishna Rao Park) at 10.30 a.m.We are highly honored with your
presence and extend your encourage-ment for the prize winning students.Program List:1. Felicitation for successful Entrepre-neurs in social work Field2. Talk by Parmapujya Rishidev Sri
nity development became paramount
and the individual interest wassubordinate to the interests of thecommunity. The socialistic ideologydominated social work in this part oftheworldIn the oriental context the
socioreligio spiritual roots seem to bevery strong. The groupbecomes veryimportant here. Be it the family,kinship, panchayat systems orcommunities. These groups includeboth the individual and the commu-
nity. This perception becomes clearwhen we look at the nature of ourcommunities through the eyes ofoutsiders. When western studentsstudy our communities, they areastonished by the essential 'we'feeling found in them. The 'helpingnature' seems to be ingrained in theIndianpsyche.Prof HMM feels that we have to
amend the social work orientation inIndia to include the essential cultural
and spiritual strengths of our commu-nities. Thishe feelshas tobe reflectedin the FAPsundertaken in schools ofsocial work. If the waves ofglobalisation are attacking thehelpingfabric of Indian communities, FAPsshouldhelprebuild them.Methods of social analysis,
understanding felt needs becomeimportant. The bottom-up approachprimarily relying on people's partici-pation is our strength. These shouldguideourFAPs.D
Narendranji of JivaSpritual andWellness centre3. Yakshagana by children.The program isfollowed by lunch.
Please attend with all your group asa motivation to social work studentsthis isa platform.
RegardsPadmasubbiah
Mob: 9448270843
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Prof Shankar Pathak, Retired Professor Of Social Work,Department Of Social Work, Delhi University, Delhi.
He was also Director, Field Work for four years and Founder -Directorof Child Guidance Center- a Field Action Project
Excerpts from the interview with
Prof Pathak
Hemalatha: How important are Field
Action Projects (FAPs) to become a
criterion for quality assessment of
education in social work
Prof, Pathak: It is quite a difficult
question. Without field work there
cannot be social work education. If
you search the meaning for 'Social' inany Dictionary, you may find various
words, especially you will get the
word 'Society'. In its widest sense
'anything that you do in society can be
considered as social, However, there
is a restricted meaning which is used
when we refer to social work. Coming
to FAPs, it may become necessary if
there are no good agencies in an
adequate number to place and train
students. Good agencies may also not
be available to students for field work
placement for a variety of reasons.
FAPs become necessary then.
Hemalatha: Professional (social
work) education would mean that you
have your own lab, as a medical
college has. The comparison isalways
with medicine. If a medical college
has an attached laboratory, a social
work dept, should also be in aposition
to have its own field action projects
which will be the live labs for its
students. Wouldyou agree?
Prof Pathak: Not quite. The students
need to have opportunities for
adequate practical experience to
acquire knowledge and skills. Itmust
be noted that no institution can run its
entire field work programme only
throughFAPs.
Hemalatha: NAAC provides teachers
who are mere academicians to have
opportunities to be practitioners ....
And especially people like us who are
so interested in academics and class
room work, if we have a field action
project, we will also have an opportu-
nity to practice. Would you agree to
that?
Prof Pathak: Yes. It provides anopportunity to practice, if teacher are
motivated to do so. This may not
happen even when opportunities are
there, without motivation.
I would like to mention here that
Dr. G.R.Banerjee used to work
directly with a selected number of
cases at the Family Welfare Agency in
Bombay - An FAP initiated by her, not
by the Tata Institute of Social Sci-
ences.
Hemalatha: For an academician who
has been working in the university for
all your life, did you miss being a
practitioner and did field action
projects make you in some way
become apractitioner?
Prof Pathak: The point here is
whether you have time to do it? If you
are overloaded with academic work,
which involves moving around the
city, spending time without transport
facility of your own it may be difficult
to practice, you should get motivated
to do this. When you are so busy with
research, publications, articles and
such other things, why should you
waste your time in practice? Do you
get anything out of it? There is no
return or zero return. So, there is a no
motivation to practice which does not
offer any academic benefit.
Hemalatha: Doctors who teach in a
medical college are paid extra money
so that they don't practice. They call it
as 'non-practice allowance '. Social
workers are of different breed, Isn tthat wrong having doctors without
practice in a hospital?
Prof Pathak: No. he is practicing in
the hospital. non- practicing allow-
ance is for 'no private practice' , where
he earns more money. The point here
is why you should you hold the
medical profession as an ideal? That is
the 'original sin' in social work.
Abraham Flexner said so and social
workers began to accept it that 'yes'
we should be like medical profession-
als. Medical profession is a biological
profession. science, tests and all those
things are different.
Knowledge is not only generated
in the classroom, research or text
books. Knowledge is generated in the
field by a practitioner with or without
training. If you are specialized in
HRD and you are working as a social
worker in a rural area, what is the
relevance of HRD there? Knowledge
is acquired through practice whoever
might be the practitioner, whatever
the specialization. *Some ofthe personal experiences of
Prof Pathak
As a Professor in Delhi School of
Social Work, Prof Pathak was able to
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initiate several activities at the TB
hospital which was the largest inAsia.
Prof was able to intervene in ways that
are never found in any text but with his
intuitive understanding of the mental
makeup of the patients. Infact while
supervising students at the Lady
Harding Hospital and Irwin hospital
(now LNJP hospital). Prof Pathak wasable to intervene as a professional to
take cases forwards when his students
could not cross the hump during case
interventions. These illustrations
were discussed during the interview to
reiterate the fact that there are ample
opportunities for teachers to be hands-
on practitioners even in the midst of
hectic academic activities.
When Prof Pathak was still a
student, Prof. Banerjee herself
appointed him as a part-time staff
social worker at the Child Guidance
Clinic run by Tata Institute of Social
Sciences (Dr. Banerjee was the
Honorary Director) a rare honour.
During the emergency(1975-
1976) slum dwellers in Delhi were
forcibly removed and loaded into
trucks like cattle and un-loaded far
away 20-25 kms in an open space
during the hot summer month of Junewith little basic amenities like
protection from the sun, water, etc.
Delhi School of Social work (as it was
then known) chose to place its
students for field work in that chal-
lenging field situation. Prof Pathak
was then Director of Field Work.
There was a South Indian weaver
community from Tamilnadu, who
were considered "non-Co operative"
by the administration of this project. A
Tamil speaking student was placed for
field work in that community. Prof
Pathak personally worked as an urban
community social worker, along with
the student, guiding and supporting
the student, working on Sundays.
When the student's. field work was
over, Prof Pathak continued to work
for some time to complete the tasks
undertaken by the student. A part of
this work is recorded in the bookedited by R.R.Singh- mentioned
below.
*For an elaboration of this, refer-
Shankar Pathak, "Doing Without
Knowing" A Note on Knowledge, Theory
and Practice, in R.R.Singh. Editor, Field
Work inSocial Work Education. Concept-
Publication-New Delhi 1985. 0
Dr. K. Hemalatha
Deptt. of Social Work
Christ University,
Bangalore - 560029
Poverty
India's most striking feature isits diversity. The country'spopulation of about 1.2 billionpeople is composed of severalethnic groups, speaking more
than 1,000 languages andfollowing six major religions.With an annual populationgrowth rate of 1.4 per cent,India is projected to becomethe most populous country intheworld by2035.With 33 per cent of the
world's poor people, 41.6 percent of India's population liveson less than US$1.25 a day.
Based on the country's newofficial poverty lines, 42 percent of people in rural areasand 26 per cent of people inurban areas lived below thepoverty line in 2004/05. Officialpoverty estimates for 2009/10are not yet available, butpreliminary estimates suggestthat the combined all-India
poverty rate was 32 per cent,compared with 37 per cent in2004/05.India ranks 134 out of 187
countries on the UnitedNationsDevelopment Programme's
2011 Human DevelopmentIndex- a comparative measureof life expectancy, literacy,education and standards oflivingfor countriesworldwide.A total of 72 per cent of
India's population lives in ruralareas, and 10 per cent of ruralhouseholds are reported to belandless. Agricultural wage
earners, smallholder farmersand casual workers in the non-farm sector constitute the bulkof poor rural people. Withinthese categories, women and
tribal communities are the mostdeprived. About 300 millionyoung peopleages 13to 35 livein rural areas, and mostof themare forced to migrate season-ally or permanently,without theskills and competenciesrequired by the modern econ-omy that India is rapidly becom-ing.Poverty is deepest among
members of scheduled castesand tribes in the country's ruralareas. Onthe mapof poverty inIndia, the poorest areas are inparts of Rajasthan, MadhyaPradesh, Uttar Pradesh, Bihar,Jharkhand, Orissa, ChattisgarhandWest Bengal.0
Source: IFAD
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Social Phobia-Information & Guidelines
Abstract &Suggestion:
Social Phobia also known as Social Anxiety can often inhibit a person to exhibit their full potential. Often it may be a
result of the sub-culture within an ethnic group or imposed on a certain gender example: females or may be a part of their
personality pattern. While social phobia itselfis not life threatening but do limit the growth or realizing the self potential.
It often affects self esteem or productivity of a person. The author has drawn materials from several sources to make it
more presentable to all groups starting from - what is social phobia to how to overcome.
Special emphasis is also given to school age children because the school environment is the first one where it is
exposed, followed by the job or work environment. When problems are severe, it is advisable to talk to a health care
professional, or a mental health trained clinician to develop various techniques suitable or individually tailored to a
person who is experiencing. While no application can be people across all ages or gender, it is advised to study areas or
problems or issues prior to diagnostic consideration and treatment options. The above article is compiled for patient
education and requested to be used for patient or client benefit only.
Note:
The author Mr. Vasu Chikkatur Murthy is a licensed clinical social worker and head ofthe Tri State Counsel-
ing, New York has over two decades of experience in working with diverse population in both clinic & hospitals as
well as in education consulting business. Mr. Murthy will offer some workshops if needed during visit to India
and other places.
What is Social Phobia?
Social phobia (also sometimes
called social anxiety) is a type of
anxiety problem. Extreme feelings of
shyness and self-consciousness build
into a powerful fear. As a result, a
person feels uncomfortable participat-
ing in everyday social situations.
People with social phobia can
usually interact easily with family and
a few close friends. But meeting new
people, talking in a group, or speaking
in public can cause their extreme
shyness to kick in.
With social phobia, a person's
extreme shyness, self-consciousness,
and fears of embarrassment get in the
way oflife. Instead of enjoying social
activities, people with social phobia
might dread them-and avoid some of
them altogether.
The Fear Reaction
Like other phobias, social phobia
is a fear reaction to something thatisn't actually dangerous-although the
body and mind react as if the danger is
real. This means that someone feels
physical sensations of fear, like a
faster heartbeat and breathing. These
are part of the body's fight-flight
response. They're caused by a rush of
adrenaline and other chemicals that
prepare the body to either fight or
make a quick getaway.
This biological mechanism kicks
in when we feel afraid. It's a built-in
nervous system response that alerts us
to danger so we can protect ourselves.
With social phobia, this response gets
activated too frequently, too strongly,
and in situations where it's out ofplace. Because the physical sensa-
tions that go with the response are
real-and sometimes quite strong-the
danger seems real, too. So the person
will react by freezing up, and will feel
unable to interact.
As the body experiences these
physical sensations, the mind goes
through emotions like feeling afraid
or nervous.
~ If a teacher called on me,
I'd panic. My heart would beatso hard, and I felt like I couldbarely breathe. My mind wouldjust go blank, even though I
knew the answers. My teacherswere nice, but the minute I'dget called on, I was too nervousto say anything at all. Most ofthe time I tried not to get called
on.Lana, 16
People with social phobia tend to
interpret these sensations and emo-
tions in a way that leads them to avoid
the situation ("Uh-oh, my heart's
pounding, this must be dangerous-I'd
better not do it!"). Someone else might
interpret the same physical sensations
of nervousness a different way ("OK,
that's just my heart beating fast. It's me
getting nervous because it's almost mytum to speak. It happens every time.
No big deal."),
What Are People With Social
Phobia Afraid Of!
With social phobia, a person's fears
and concerns are focused on their
social performance-whether it's a
major class presentation or small talk
at the lockers.
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People with social phobia tend to
feel self-conscious and uncomfortable
about being noticed or judged by
others. They're more sensitive to fears
that they'll be embarrassed, look
foolish, make a mistake, or be
criticized or laughed at. No one wants
to experience these things. But most
people don't really spend much time
worrying about it.
How Social Phobia Can AffectSomeone's LifeWith social phobia, thoughts and
fears about what others think get
exaggerated in someone's mind. The
person starts to focus on the embar-
rassing things that could happen,
instead of the good things. This makes
a situation seem much worse than it is,
and influences a person to avoid it.
~ Avoid Avoidance
People with social phobia learnto avoid interactions that mightmake them feel uncomfortableor nervous. Avoiding people or
places that trigger feelings ofsocial phobia may seem like arelief at first, but it actuallymakes things worse. Avoidingjust reinforces the fear and
keeps a person convinced thatthe situation is too much,instead of helping the person
become more comfortable insocial situations.
Some of the ways social phobia
can affect someone's life include:
Feeling lonely or disappointed
over missed opportunities for friend-
ship and fun. Social phobia might
prevent someone from chatting with
friends in the lunchroom, joining anafter-school club, going to a party, or
asking someone on a date.
Not getting the most out of school.
Social phobia might keep a person
from volunteering an answer in class,
reading aloud, or giving a presenta-
tion. Someone with social phobia
might feel too nervous to ask a
question in class or go to a teacher for
help.
Missing a chance to share their
talents and learn new skills. Social
phobia might prevent someone from
auditioning for the school play, being
in the talent show, trying out for a
team, or joining in a service project.
Social phobia not only prevents
people from trying new things. It also
prevents them from making thenormal, everyday mistakes that help
people improve their skills still
further.
SelectiveMutismSome kids and teens are so
extremely shy and so fearful about
talking to others, that they don't speak
at all to certain people (such as a
teacher or students they don't know)
or in certain places (like at someone
else's house). This form of social
phobia is sometimes called selective
mutism ORmutism.
People with selective mutism can
talk. They have completely normal
conversations with the people they're
comfortable with or in certain places.
But other situations cause them such
extreme anxiety that they may not be
able to bring themselves to talk at all.
Some people might mistake their
silence for a stuck-up attitude or
rudeness. But with selective mutism
and social phobia, silence stems from
feeling uncomfortable and afraid, not
from being uncooperative, disrespect-
ful,orrude.
Why Do Some People DevelopSocialPhobia?Kids, teens, and adults can have
social phobia. Most of the time, it
starts when a person is young. Like
other anxiety-based problems, social
phobia develops because of a combi-
nation of three factors:A person's biological makeup.
Social phobia could be partly due to
the genes and temperament a person
inherits. Inherited genetic traits from
parents and other relatives can
influence how the brain senses and
regulates anxiety, shyness, nervous-
ness, and stress reactions. Likewise,
some people are born with a shy
temperament and tend to be cautious
and sensitive in new situations and
prefer what's familiar. Most people
who develop social phobia have
always had a shy temperament.
Not everyone with a shy tempera-
ment develops social phobia (in fact,
most don't). It's the same with genes.
But people who inherit these traits do
have an increased chance of develop-ing social phobia.
Behaviors learned from role
models (especially parents). A
person's naturally shy temperament
can be influenced by what he or she
learns from role models. If parents or
others react by overprotecting a child
who is shy, the child won't have a
chance to get used to new situations
and new people. Over time, shyness
can build into social phobia.
Shy parents might also uninten-
tionally set an example by avoiding
certain social interactions. A shy child
who watches this learns that socializ-
ing is uncomfortable, distressing, and
something to avoid.
Life events and experiences. If
people born with a cautious nature
have stressful experiences, it can
make them even more cautious and
shy. Feeing pressured to interact in
ways they don't feel ready for, being
criticized or humiliated, or having
other fears and worries can make it
more likely for a shy or fearful person
to develop social anxiety.
People who constantly receive
critical or disapproving reactions may
grow to expect that others will judge
them negatively. Being teased or
bullied will make people who are
already shy likely to retreat into their
shells even more. They'll be scared of
making a mistake or disappointing
someone, and will be more sensitive
to criticism.The good news is that the effect of
these negative experiences can be
turned around with some focused
slow-but-steady effort. Fear can be
learned. And it can also be unlearned,
too.
Dealing With Social PhobiaPeople with social phobia can
learn to manage fear, develop confi-
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dence and coping skills, and stop
avoiding things that make them
anxious. But it's not always easy.
Overcoming social phobia means
getting up the courage it takes to go
beyond what's comfortable, little by
little.
Here's who can support and guide
people in overcoming social phobia:Therapists can help people
recognize the physical sensations
caused by fight-flight and teach them
to interpret these sensations more
accurately. Therapists can help people
create a plan for facing social fears
one by one, and help them build the
skills and confidence to do it. This
includes practicing new behaviors.
Sometimes, but not always, medica-
tions that reduce anxiety are used as
part ofthe treatment for social phobia.
Family or friends are especially
important for people who are dealing
with social phobia. The right support
from a few key people can help those
with social phobia gather the courage
to go outside their comfort zone and
try something new.
Putdowns, lectures, criticisms, and
demands to change don't help-and just
make a person feel bad. Having social
phobia isn't a person's fault and isn't
something anyone chooses. Instead,
friends and family can encourage
people with social phobia to pick a
small goal to aim for, remind them to
go for it, and be there when they might
feel discouraged. Good friends and
family are there to celebrate each
small success along the way.
Overcoming Social Phobia
Dealing with social phobia takes
patience, courage to face fears and try
new things, and the willingness to
practice. It takes a commitment to goforward rather than back away when
feeling shy.
Little by little, someone who
decides to deal with extreme shyness
can learn to be more comfortable.
Each small step forward helps build
enough confidence to take the next
small step. As shyness and fears begin
to melt, confidence and positive
feelings build. Pretty soon, the person
is thinking less about what might feel
uncomfortable and more about what
might be fun.
(Reviewed by: D' Arcy Lyness,
PhD, Date reviewed: August 2010)
Additional notes:
Social anxiety disorder (SAD,
SAnD) (DSM-IV 300.23) is ananxiety disorder characterized by
intense fear in social situations [1]
causing considerable distress and
impaired ability to function in at least
some parts of daily life. Itis a rather
extreme form of social phobia (SP),
although the latter is sometimes
treated synonymously. [1] The
diagnosis of social anxiety disorder
can be of a specific disorder (when
only some particular situations are
feared) or a generalized disorder.
Generalized social anxiety disorder
typically involves a persistent,
intense, chronic fear of being judged
by others and of being embarrassed or
humiliated by one's own actions.
These fears can be triggered by
perceived or actual scrutiny from
others. While the fear of social
interaction may be recognized by the
person as excessive or unreasonable,
overcoming it can be quite difficult.
Physical symptoms often accompany-
ing social anxiety disorder include
excessive blushing, sweating
(hyperhidrosis), trembling, palpita-
tions, nausea, and stammering often
accompanied with rapid speech. Panic
attacks may also occur under intense
fear and discomfort. An early diagno-
sis may help minimize the symptoms
and the development of additional
problems, such as depression. Some
sufferers may use alcohol or other
drugs to reduce fears and inhibitions
at social events. It is common forsufferers of social phobia to self-
medicate in this fashion, especially if
they are undiagnosed, untreated, or
both; this can lead to alcoholism,
eating disorders or other kinds of
substance abuse.
A person with the disorder may be
treated with psychotherapy, medica-
tion, or both. Research has shown
cognitive behavior therapy, whether
individually or in a group, to be
effective in treating social phobia. The
cognitive and behavioral components
seek to change thought patterns and
physical reactions to anxiety-inducing
situations. Attention given to social
anxiety disorder has significantly
increased in the United States since
1999 with the approval and marketingof drugs for its treatment. Prescribed
medications include several classes of
antidepressants: selective serotonin
reuptake inhibitors (SSRls) such as
Zoloft, Prozac, and Paxil; serotonin-
norepinephrine reuptake inhibitors
(SNRls); and monoamine oxidase
inhibitors (MAOIs). Other commonly
used medications include beta-
blockers and benzodiazepines, as well
as newer antidepressants, such as
mirtazapine. An herb called kava has
also attracted attention as a possible
treatment,[2] although safety con-
cerns exist,[3][4] especially given the
unregulated nature of herbs in the
United States
Dealing with Social Phobia on a
practical level:
Session 1and2Generai Infor-
mation, Diagnostic assessment.
In this session, clients will be
assessed for their clinical diagnosis
and etiology including behavioral
problems they experienced or still
experiencing at the present time as
well as the family history.
(Please complete the Burns
Anxiety, Beck Depression and if
needed do the Hamilton Scales and
the Feelings questionnaire).
Session 3 and 4 Practice exercise
Think about a situation that got
you extremely anxious or experienced
social phobia during the week or pastweek/month.
Describe what triggered the event.
Describe how your body let you
know that you were extremely
anxious?
Describe the first thoughts of the
situation? ( Write a narrative page, if
needed)
Describe the current thought as of
now? (meaning after you began the
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treatment) Identify which self
instructions from S TOP system that
you would use now (after learning or
that will help you address the future
such events.)
For a complete look into the ST 0
P system, read further:
STOP - a progressive step to reduce
anxiety and fearsS -3 STEPS
A)Tellyourself, STOP( wit h i n
yourselves, not loud)
B)Tell yourself, RELAX( s tar t
relaxing, thinking positively)
C)Tell yourselfl can handle this
anxiety or social phobia
T -3 STEPS
A)TellyourselfDon't take it
personally, especially if someone
points out or try to embarrass you.
B)TellyourselfDon't jump to
conclusion, example: I can't do it
C)Tell yourselfD 0 n 't m a k e
mountain out of a molehill
o -2 STEPSA)Tell yourselffry to understand
the other people's point
B)TellyourselfRespect other
people's right and your rights
P -4 STEPS
A)Askyourself:What are my
alternatives to release my anxiety
B)Askyourself:What are the pros
&cons ofmy anxietyC)Ask yourself: W h i c h way s
should I choose to reduce anxiety
D)Ask yourself:How well did I
handle my anxiety? 0
Please call or write for informationor consultation via email:
www.mytscm.com
VASU C MURTHY
LCSW R # 044004-01
Licensed in the State of New York
and New Jersey.
Bhili FM Radio- India's First In Tribal Dialect
India's FM community radio tribal
dialect-Bhili has come up in Bhabra-
the birth place of great martyr
Chandrashekar Azad in Alirajpur
district of western Madhya Pradesh.
Populated densely by Bhili, Bhilala
and Patlya tribal communities,
Alirajapur in nearly 400 km from the
state capital Bhopal. Thousand of
patriots visit Bhabra every year on
23rd of July to pay tribute to martyrChandra Shekar Azad. Launch of Bhili
FM Radio from this remote tribal
region assumes significance in many
ways.
" ..... Radio Thi Aawaz Nikal He Te
Tamari Khud Nee Awaj Nikal He. Jal,
Jamin Nee Aawaj Nikal He". This was
the first address in Bhili that means
"the voice coming from this radio is in
fact your own voice. This voice is
expressive of your waters, forests andlands". These words on 90.4 Mega-
hertz overwhelmed me eight km.
away from Bhabra, says Karan Singh
Bhanvar- 36- a teacher by profession.
He lives in Chhoti Pol village having
2000 plus population of Bhili commu-
nity. Karan Singh teaches at Govern-
ment Primary School Chhoti Pol,
which has a total of 77 students. Of
them 16 are in class-V and 20 in class
I. "Though I occasionally speak to Vanya an undertaking of state
children in BhilL I shared with them Government's Tribal Welfare Depart-
myfirst experience of listening to ment. The Bhili Radio Station is
radio messages in Bhili dialect. I am housed in additional two rooms of
keen to design some educative Boys Secondary School, Bhabra. It is
programmes for them in Bhili, he says heard in a radius of 20 km, that cover
enthusiastically. "We have television at least 115 villages in 35 Gram
set and we enjoy serials, but listening Panchayats. Each village is composed
to radio in Bhili gives me a sense of of three or four hamlets and distance
pride, he says. between two hamlets varies from 4 to
The Bhili Radio is a venture of 6 km. Information travels on a roughpath and fails to reach the needy
population.
"The sole purpose of starting FM
Radio in tribal dialect is to empower
trible population by keeping them
update about their rights and
entitlements, says Kunwar Vijay Shas,
who heads the Tribal Welfare Minis-
try. Besides, Bhabra, nine more FM
Radios are coming up in remote tribal
pockets that include Chada in Dindordistrict, Baihar in balaghat, Khalwa, in
khawd, Chichli in betul, Nalcha in
dhar, Meghnhagar in Jhabua, Umri in
Guna, Chhindawara district. These,
he says will cater to information
needs of baiga, Gond, sehria, korku
and Bharia tribes.
(Courtesy: KURUKSHETRA)
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In no va t ive So c ia l W o rk Pra c tic e: In it ia t ives
Thro ugh Cen tre Fo r So c ia l D e velo pm en tIntroduction:
SocialWorkEducation isunique due to its practical nature. Apart from its theoretical inputs, itplaces emphasis onPractice.The Centre for Social Development (CSD) is a laboratory for social work students to apply theoretical aspects into practice.
"Field Work Practicum (FWP) is a closely supervised educational internship in a social work setting that provides planned
opportunities to apply theory taught in class-rooms to field situations, which, in tum, enhance classroom learning". (NationalAssessment andAccreditation Council (NAAC) Manual for SocialWork Institutions).Practical education is rapidly gaining acknowledgement within the higher education sector as a legitimate pedagogy,
providing exciting learning for students along with a pathway to future employment. This article concludes with some sugges-tions for how practicum education may be further developed and strengthened to better serve future cohorts of social work
students. The paper highlights how the partnership between the institution and the organisations work for mutual sharing ofHuman, Technical and Financial Resources for the welfare of community.
Centre for Social Development
The FAP at our college (CMRI)
was started with an integrated
development programme in the
adopted panchayath with the applica-tion of theoretical aspects for empow-
erment of the people, particularly the
socially disadvantaged groups. The
Centre is devoted to study the devel-
opment process and render the needed
services, It undertakes basic and
applied social services through
community services and extension
activities with an interdisciplinary
approach to examine social processes
and organizes seminars, workshops
and trainings to create awarenessamong the people on social issues. It
strives to contribute to uplift the
people through interventions and
consultancy.
CSD plans to work collaboratively
with a wide range oD Government
Departments, Non-Government
Organisations, agencies, Universities,
Research Institutions, etc. CSD
activities focus on a wide range of
subjects including gender issues,
child welfare, women welfare, forestsand environment, sustainable devel-
opment, agriculture, health and
hygiene, and education, Rural
Entrepreneurship, etc.
The CSD is an independent
organisation associated with theI
nstitution. The Centre is dedicated to
bringing theoretical clarity to the
concept of right to development by
integrating the academic disciplines
of all the academic programmes of the
Institution. The purpose of the
establishment of the Centre is to
acquire credibility as a serious
research centre in Development areas
by integrating the services of all thestreams of the Institution to apply the
theoretical aspects by doing good to
the society.
Keeping in mind this need, the
Centre for Social Development was
set up on October 2 2011 by CMR
Institution lead by the Department of
Social Work with the cooperation and
coordination of various other Depart-
ments and wings of the Institution.
In recent years, the role of institu-
tions for development has receivedconsiderable attention from develop-
ment researchers, policy makers and
practitioners. It is time for the institu-
tions to focus more on providing
services to the needy in collaboration
with other institutions and organisa-
tions. The Centre proposes an
innovative analytical framework that
maps out channels of influence
between institutions and development
outcomes. Educational Institutions
are defined in a broader sense, linkingvarious measures of institutional
quality to development outcomes
from various angles and disciplines.
The developed framework stresses
the idea that institutions do not stand
alone but are embedded in a social
setting.
Centre for Social Development is
also a Students' organisation, for an
integrated development of the people
by contributing the services of various
disciplines of higher education with
community development as its Focus.
Itwas proposed to be established in
order to coordinate social sensitiza-
tion programs targeted at the studentsand also implement service
programmes for the marginalized
sections of the society. It is important
for the institution to work with the
needy community with an aim to
improve their life conditions on a
sustainable basis. This is because the
students, after getting socially
sensitized in the social development
projects, would get a realistic picture
of the ways in which they can support
the society. Their concrete involve-ment in the development projects will
help in enhancing their empathetic
attitude towards the poor. Thus, CSD
will entrust with the job of facilitating
partnership between CMRIMS and
the Community.
Social Work Education is a unique
due to its practice component. Apart
from its theoretical inputs, it
semphasis is on Practice. The (CSD)
is a laboratory for social work
students to apply theoretical aspectsinto practice. The passed out!Alumni
students will be given opportunity to
work in the adopted panchaytah under
the various projects of the Centre. A
nominal honorarium and the experi-
ence certificate will be given to those
students which help them in their
further career growth.
Area of Operation: Adoption of one
Panchayath (comprising of 6-8
villages) located within the distance
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of50kmsOur proposed project activities are:• Functional Literacy and Value &Moral Based Education ·EducationalSupport & Sponsorship. • MaterialandFinancialAid toChildren ·Cr is i sIntervention and Counselling Ser-vices ·Support Services ·Resourcing
andAdvocacy ·Capacity building andTraining for youth, women and men •Income Generation Activities forFamilies ·Environmental educationandcommunication ·Children's rightscampaigning •Net w 0 r kin g andConvergence with Local SupportSystemsTarget Groups• Children, youth, men and womenwho belong to low socio-economic status families in theadoptedpanchayath.
• Children and young men andwomen whose parents work inunorganised sectors, includingagriculture.
• Schooland college goingyouth• Workingyouth in organised, semi-organisedandunorganised sectors
• NGOs and civil society organisa-tions
Our Aim and Purpsoe• To promote the overall develop-ment of children, youth andwomen in rural areas, who aresocially and economicallydeprived;
• To provide family centred homebased intensive services tochildren,youth and
• To sensitise rural and urbanchildren and women on variousenvironmental issues and concernsthrough education, training andcommunication;
• To create public awareness on the
rights of the child and women andto work for the promotion,protection and defense of chil-dren's andwomen's rights.
• Focus on education sponsorship;home based care and schoolplacement for children in dysfunc-tional families; referral services tochildren for problem children;family counseling; environmentaleducation for children and
children and women rightseducation.The purpose is to make the
panchayath a model through inte-grated development through institu-tional services in collaboration withthe related Departments andorganisa-tions and sensitise the students tofocuson community services.Objectives• To provide high quality learning,teaching, care and youth servicewithin an integrated responsiveand supportiveorganisationwhichstrives for continuous improve-ment in service andperformance.
• To prepare the students to under-stand the social reality throughpractical inputs with activeparticipation, involvement andcommitmenttowards the contribu-tion of individual to the commu-nity/society.
• To provide the basic amenities forthe needy in the selected area in ascientific and research basedapproach.
• To develop leadership qualities
and group living experiencesamongthe students through properplanning, organising and imple-mentation ofwelfareprogrammes.
• To facilitate innovative practicesin strengthening institu-tion--communityrelationships.
• To extend the Social WelfareServices of SocialWork activitiesto the grassroots of the Commu-nity
• Tohelp the students to understandtheoretical learnings in a practicalapproach by implementing in thefieldby providing aplatform to thestudents of all streams cometogether and to promote them towork forthe community.
• To render services of the institu-tion to the community throughInstitution Social Responsibility(ISR).
Strategies to be adopted by theCentre for SocialDevelopment:The above objectives can beachieved through the followingstrategies.
• Student sensitizationprogrammes• Community intervention/ empow-ermentprogrammes.
• Awareness through Conferences/I n t era c t i v e s e s-s ions/S eminars/Workshop s/TrainingProgrammes etc
Components:• SocailWorkTeachers• SocialWorkStudents• Community• Agency
Wings of the Centre: TheDevelopment Centre having differentareas on the basis of requirements ofstudents and the Community. Theservices may change time to time inorder to fulfil the changing trends ofsocial work education and theCommunity.• Counselling&GuidenceCentre• ResearchCentre• SocialActionBranch
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• LifeskillEducation• WomenEmpowerment• ChildWelfareOrganisation Structure:Board ofDirectors
• Principal,HOD,3 Experts,FacultyMembers
Centre Co-ordinator
• BranchCo-ordinator- I• Faculty Representative• StudentCoordinatorsCollaborative Organisations• GovernmentDepartments• Corporate Sector• Non GovernmentOrganisations• Department's Field Work Organi-sations/Agencies
• Linkages with other Departmentsofthe College
• Rotary&RotaractClubs• CMRIMSvariouswings likeNSS,CentreforHumanValues
Institutional Services• Placement of the MSW studentsfor Field Work Practice in opencommunity
• Encouraging the students toconduct Survey, Research, Takingup Projects, Studies for Disserta-tion!CaseStudyetc.
• Direct application of Methods ofSocialWorkat all levels
• Inclusive and IntegratedApproach: Utilisation of theinstitutional services for theintegrated development of theadoptedpanchayath.
Eg: a) Law- LegalAwareness for thepeople to get their rights,Lokadalat, LegalAid, etc
b) Psychology-Counselling, Therapyfor the patients with stress,depression, emotional problemsetc
c) BusinessManagement -Awareness
onmanagerial aspects for the localauthorities, panchayath membersetc
d) Management & Commerce-Establishment of Entrepreneur-ship for rural unemployed youths,Awareness on Rural Bankingsystem, Loan Facility, Coopera-tives,etc
e) Bio Sciences- Impact of BioTechnological issues on Agricul-
ture,Organic Farming, etc provision ofID Cards etc,f) Information Technology- Free Key Functioning Areas of Depart-Computer Literacy programmes ment of SocialWorkfor the school children, local 1. ManPowerDevelopmentTrainingyouthsandpanchayathmembers Programmes
g) Electronic Media- Film Shows, 2. Dissemination ofInfonnationDocumentaries, Interaction and 3. TransferofTechnologyInterviews with the experts, 4. SupportServices
Farmers, Impact Assessment of 5. Advocacy andLobbyingSocial Welfare Programmes, 6. ActasaFacilitatorReporting and Documentation, Activities Of The CentreAdvertising and Publicity of • Organic Farming, Sustainablelocally available resources and DevelopmentProgrammesetctheir uses • Environment relatedprogrammes
h) B.EdID.Ed-Awareness on Educa- • Awareness/Training Programmestion, Identifying SchoolDropouts, on all social aspects speciallyLit era c y imp r 0v e men t Rural Development and Agricul-programmes, Implementation of tureRightto EducationAct, etc • Empowerment of Women and
i) NSS- Developing the patriotism Youth through trainingamong the youth, Conducting programmesseveral Social Services, Tree • Education and Health relatedPlantation, Shramadan, Conduct- programmes for childrening camps,Awareness onNational • Tree Plantation, Blood DonationIntegration etc. programmes
j) Languages: a) English- Spoken • Special Rural Camps by studentsEnglish! Grammar Classes for the of alltheDepartmentsschool and college going students • Extension Activities/ Communityb) Kannada- Dissemination of ServicesInformation on Kannada Litera- • Awareness and Trainingture Programmes for the Panchayath
Other Activities: members• Family Counselling, Youth and • Advocacy and Lobbying for theWomenguidance& other Psycho- livelihood and protection ofSocial Services HumanRights
• Vocational Training Programmes • Sensitization of the people toforYouths participate actively in Government
• Responding tothe socialrealities andNGOwelfareprogrammes• Right BasedApproach: Formation Process:ofAction groups to conduct Social PreparationAction in the Community to enjoy • SelectionoftheAreatheir rights (SEZ, Farmers Sui- • PlanofActioncide...etc.) Planning &Organisisng
• Establishing Indigenous Knowl- • Establish the Setting in theedge Bank (EKB) in the commu- Community
nity • Study, Diagnosis, Treatment and• Extension Activities and Commu- Evaluationnity Services • Distribution & Allocation of the
• Research andDevelopment Resources• RunningCommunityLibraries • Budgetting andAccounting• Institutional Activities at the ImplementationnCommunity • Building the rapport with the local
• Support Services-Bank Loans, communityRation Card, Yashaswini Card, • Implementation of theESI Cards, Registration of ProgrammesConstruction Workers and • Rendering the services
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Monitoring &Evalation• Systematic Analysis and ReviewoftheProgrammes
• Modification&Implementation• Reporting andDocumentation• EvaluationFieldWorkers/ Student Trainees:• In Each Semester 3-5 Students
must beplaced in theDevelopmentCentre, they must practice invillages, panchayats and localNGO's.
• The Rural Social WorkCamp/Community Camps will beorganized in the chosen specificarea every year, and to carryoutconcrete and constructive activi-ties.
• The students who finished theirMSW Degree may work for 1- 2years in particular setting asemployeeofthecentre.
• The Centre will undertake theprojects either alone nor incollaboration with other organiza-tions/institutions.
• Students may take-up researchwork in theparticular area
Activities Undertaken:Though the Centre for Social Deveopment was set up recently onOctober 2, 2011, several activitieswere undertaken by the centre since2010. Presently, the centre isworkingin the process of identifying thesuitable panchayath which meets ourexpectations. The important activitiesconductedsofarmentioned asunder;• Identification and Registration ofConstruction Workers-Provisionof welfare services for the realbeneficiaries by KarnatakaConstruction Workers WelfareBoard, Department of Labour,Government ofKarnataka: Nearly
150 construction workers ofBangalore city were identified andsubmitted the details to theconcernedDepartment
• Project proposal on Rain WaterHarvesting:Theproposal hasbeenprepared to implement the RainWater Harvesting (RWH) in thecampus. The students have wonRs. 10,000 as seed money for theproject proposal in the Inter
Collegiate Competition onClimate Change organized by theGlobal Citizens SustainabilityDevelopment. It is estimated formore than llakh for implementingthe Rain Water Harvesting in thecollege campus with the technicalassistance of SWARAJ Founda-
tion. The work is under theprocess.• Makali Parva: Awareness andEmpowerment of thepeople livingin Makali Durga in organizingthemselves to protect the historicMakali fort in terms of TreePlantation, Formation of MakaliProtectionCommittee.
• The students were placed forConcurrent Field Work Practicumto understand and respond to thesituationsof crisisofNirashritharaPariharaKendra (NPK)
• Observance of World AIDS Day,Human Rights Day, InternationalWomen's Dayetc.
Conclusion And SuggestionsSocialwork profession isvery vast
and acceptable to different fields &organizationsbut the schools of socialwork and the social work educatorshave fallen short in achieving theprofessional target. The trained socialworkers are perfectly suitable in thejobs.Through the faculty, students and
development professionals in thedepartment, CSD will involve in thedevelopment issues. CSD alwayslooks forward for collaborations withinstitutes and other stakeholdersthrough which student communitycanbe sensitized.Thus, CSD intends to create a
community of empathetic studentswho can work proactively for the
society at large. The groups that CSDfocuses its programmes on arechildren, women, youth, Farmers,Awareness for panchayath membersand other authorities on GovernmentWelfareprogrammes in support of thevarious disciplines of the college andtheir linkages andnetworking.In seventy five years of social
work education in India the profes-sional rural social work has not
imprinted its image and utilized itsprofessional speciality for solution ofthe problems for rural development.Now, the parallel professions haveentered in the field and they havecreated challenges before the socialwork profession. The said challengehas threatened the profession and has
become difficult for survival. This ishigh time to stop the under utilizationandhotchpotch training andmediocresocialworkpractice.To revise and develop the course ofrural social work, the followingsuggestions may be useful, fruitful,practicableandbeneficial.• Universities should frame thefieldwork syllabus based on thetheoretical papers and social worktechniques to enable the studentsto learn in practical situations inprofessional perspective becausefieldwork is thebackbone of socialworkprofession.
• Universities and schools of socialwork should make four daysfieldwork and two days forclassroom teaching-learningprocess. Social work itself ispracticing course. Hence, empha-sis should be given on fieldworktraining andpractice.
• Universities and schools of socialwork should design the innovativeprojects based on the needs of thesociety for fieldwork training andsocialworkpractice.
• Social work training should beimparted to the authorities of theGram Panchayats and make themtoplay therolesprofessionally.
• Awareness programmes should beorganized on social legislation,social problems, social transac-tions, social behaviour, social
relations, unity and solidarity andcontribute in making of thesociety.0
S.Venkatesha MurthyHOD, Department of Social Work,
CMR Institute of Management Studies
(Autonomous),
Bangalore-560043.
Mob: 9448851637,
E-mail:[email protected]
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D e n ia l a n d D i s t r e s s : S u i c i d e A m o n g M a l e H o m o s e x u a l s
AbstractJust as heterosexuality is considered as a norm in the society homosexual relations and homosexuality are looked as
repulsive and abnormal. Sexual minority as a community is marginalized, excluded and deprived from the wider links to
main stream community life due to their sexuality. Stigmatization around feminization produces a range of problems
from verbal abuses to threats to their life. Stigma, denial and violence push them to severe health problems especiallymental health problems. From their childhood to old age they undergo lots of crisis. They are forced to go away from
their family at younger age. Itis difficult to live in a stigmatized society without family support. This produces enormous
psychological consequences such as stress, depression, anxiety, loneliness, self-destructive behavior. Suicidal tendency
is very common among sexuality minority. Majority of them have attempted for suicide at least once in their lifetime.
Since our society is more homophobic and homosexuality is considered as abnormal, these mental health issues are
ignored. This article attempts to understand the problem of suicide among the homosexuals.
KEYWORDS:
sexuality, homosexual, homopho-
bia, mental health, violence, stress
Introduction
Just as heterosexuality is consid-ered as a norm in the society, homo-
sexual relations and homosexuality
are looked as repulsive and abnormal.
Sexual minority as a community is
marginalized, excluded and deprived
from the wider links to main stream
community life due to their sexuality.
Though the sexual orientation is
between the two same sexes biologi-
cally, sexual relations and actions are
constructed in such a way in which if
one individual is feminine in hisorientation and another as masculine.
A male being a feminine in his actions
and attitudes in general and particular
in relation sexual attitudes and actions
is considered as aberrant from widely
held norms, beliefs and values of the
rest of society. Male homosexuals,
hence, attract the wrath of others who
vary from elders and parents in family,
friends and to neighbours in primary
group relations to wider social
networks. Stigmatization aroundfeminization produces a range of
problems from verbal abuses to
threats to their life. Stigma, denial and
violence push them to severe health
problems especially mental health
problems. From their childhood to
old age they undergo lots of crisis.
They are forced to go away from their
family in younger age. Itis difficult to
live in a stigmatized society without
family support. This produces
enormous psychological conse-
quences such as stress, depression,
anxiety, loneliness, self destructive
behavior, etc. Suicidal tendency isvery common among sexuality
minority. Majority of them have
attempted suicide at least once in their
lifetime. Since our society is more
homophobic towards individuals who
deviate from societal sexual norms
and beliefs, which is heterosexual,
homosexuality and homosexuals are
considered as abnormal. Mental
health problems of male homosexu-
als, therefore, emanating from denial
of their identity are hardly recognizedand cared.
The WHO removed homosexual-
ity from its list of mental illnesses in
1981(www.who.org).The American
Psychiatric Association removed
homosexuality from its list of mental
illnesses in 1973, though keeping ego-
dystonic homosexuality within the
Diagnostic and Statistical Manual of
Mental Disorders (DSM). In 1986,
even this was also removed
(http://www.psych.orgl public _info/homose=Lcfm). The American
Psychological Association similarly
removed homosexuality from its list
of disorders in 1975.
(http://www. apa. org/pi/lgbc/
guideline.html#top,http://apa.orglpi/s
tatemen. html)
Till July 2009 homosexuality was
considered as a crime in India. In July
2009 this act has been amended. The
High Court of Delhi ruled that the
provision in Section 377 of India's
Penal Code that criminalizes private
consensual sex between same-sex
adults violates the country's Constitu-tion and international human rights
convention(ibid, italics are added).
Homosexuals are stigmatized and
discriminated in the society. Due to
the stigma, internalized homophobia,
discrimination, lack of family support
makes them undergo plethora of
psychological problems. The hetero-
sexual norms in the society and
homophobia forbid them from
expressing their sexuality. But it is
very difficult for them to fit into theusual heterosexual norms. It makes
their condition more perplexed.
Every child gets its basic psycho-
logical needs like love, care, affection,
support, protection from its parents
and family. But sexual minorities' are
deprived from them; instead they
undergo humiliation, scolding, mental
torture, physical violence, ignorance,
intolerance, negligence, etc. Such
experiences are not confined merely
to the sphere of family, but alsoencompass the circles of friends,
classmates, neighbours, relatives,
teachers, etc. Femininity makes them
more vulnerable. Due to their femi-
ninity they often undergo humiliation,
physical torture, sexual abuse, kidnap,
rape, other sexual violence, blackmail
etc. When they are forced to have
entered into married life, they have
lots of problems and pain to experi-
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ence. Usually many homosexuals
don't show any sexual interest in
opposite sex. Our values prescribe
that life of an individual is completed
only when he/she is married. Parents
and family members, therefore, put an
enormous pressure to get married.
Several suicide cases were reported
when homosexuals were pressurizedto marry.
Present article is a study based on
primary data conducted in the
Dharwad district ofKarnataka with an
intention to understand the suicidal
tendency and suicidal attempt among
the male homosexual community.
This study intends to examine the
macro situation discussed above in
micro context as different studies
show that homosexual people suffer
more and severe psychological
problems compared to the others.
Methodology:
Subjects of the present study are
Male homosexuals. Respondents
were approached in drop in centers
(DIC) oftheNGOs, both in Hubli and
Dharwad. Respondents across
Dharwad district, Dharwad, Hubli,
Navalgund, kundogola, Annigere,
Alnavaraandkalaghatagi Towns, visit
the DICs. Two set of data collection
techniques were administered for
collecting data: a) Interview sched-
ules and b) Focus group discussion.
The sample size of our study is 304.
Type of sampling adopted to select the
respondents for the study was 'conve-
nience sampling'. Following are the
major issues we have come across in
our study which are presented below.
Suicidal tendency and suicidal
attempt among the homosexuals
Recent North American and New
Zealand studies of large populationsreveal that young LGBT(Lesbian,
Gay, Bisexual, Transgender) people
can have rates of suicide attempts at
least four times those of their hetero-
sexual counterparts (Elizabeth
McDermott, Katrina Roen & Jona-
than Scourfield,2008).
Emile Durkheim, an eminent
classical sociologist, identified four
distinct patterns of suicide. The three
patterns most commonly referred to
are 'egoistic' suicide, 'altruistic'
suicide and 'anomie 'suicide. Egoistic
suicide is committed by people who
are not strongly supported by mem-
bership in a cohesive social group. As
outsiders, they depend more on
themselves than on group goals and
rules of conduct to sustain them intheir lives. In times of stress, they feel
isolated and helpless. Altruistic
suicide is committed by people who
are deeply committed to group norms
and goals and who see their own lives
as unimportant. Basically, these
suicides involved dying for a cause.
Anomie suicide is committed by
people when society is in crisis or
rapid change. Insuch times, custom-
ary norms may weaken or break
down. With no clear standards of
behavior to guide them, many people
become confused, their usual goals
lose meaning, and life seems aimless.
(cuip.uchicago.edu/e-lderbach/msw/x
sdurkhm.pdf)
Taking decision to end one's life
reflects the state of acute distress a
person has been undergoing. Situa-
tions of suicides which are already
committed, thwarted attempts and a
thinking to commit suicide are
apparent revelation of lack of vibrant
and strong social structure. Reasons
expressed for suicide cases and failed
attempts of homosexuals indicate or
point towards 'internalized homopho-
bia', loss of loving relationships,
break down of love affair, social
phobia, adjustment problems with
family and relatives, black mail, etc.
Couple of both enfeebled social
structure-lack of integrating and
supportive social relations-and void in
social norms account for the above
reasons expressed by respondents.Lack of adjustment with family
members and relatives is a pointer at
lack of integrative relationship with
group life. 'Anomie'-a state of
absence of norms appropriate for
social interaction in situations. Norms
regulate the actions of individuals and
provide proper orientation to situa-
tion. Anomie refers to break down of
these norms caused by sudden and
unexpected changes which again are
caused in some times by major
catastrophes such as wars, revolt, loss
of loving relationship and love affair
etc. The following table shows the rate
of suicidal tendency among the
homosexuals.
Tablet
Suicidal TendencyRespondents
Numberfelt of
of %committing
Respondentssuicide
Yes 114 37.50
No 182 59.87
Not responded8 2.63
properly
Total 304 100.00
Table 1 provides information
about suicidal tendency ofhomosexu-
als that is suicidal feelings. Around 37
per cent of respondents (n=114) have
felt of committing suicides. Around
60 per cent have expressed that they
have not undergone such feelings.
Around 3 per cent of the respondents
have not responded properly.
Table 2
Respondents Numberattempted
of %suicide
Respondents
Yes 82 26.67
No 220 72.37
Not responded2 0.66
properly
Total 304 100.00
SuicidalAttempt
Table 2 is concerned with suicide
attempts of homosexuals. Table 2
shows that 27 per cent of the respon-
dents have attempted suicide at least
once in their life. According to
National Crime Records Bureau, the
suicide rate of the general population
is 9.6 in one lakh (0.0096%) in
Karnataka in the year 2009(Annual
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report of National Crime Records
Bureau 2009). Studies say that suicide
attempters are ten times the suicide
completers. If we apply the above
criterion then we can safely juxtapose
that Suicide completers among the
homosexuals may, therefore, be
2.69%. Suicide rate, then, among our
respondents is 280 times higher than
the suicide rate prevailing among
general population. This shows the
gravity ofthe problem that homosexu-
als are undergoing. Following are the
reasons we come across for their
attempted suicide.
1.Due to internalized homophobia
homosexuals often feel guilt, dis-
gusted about themselves and fear
about their sexual identity being
disclosed to their family.
2. Once their identity is disclosed
to their family, parents and elder
brothers usually start giving physical
and verbal torture. They are excluded
from decision making process of the
family matters. They are humiliated
often. They are pressurized to get
married which makes them to give up
the relations or to leave the home
altogether. This alienation of homo-
sexuals from their primary relations
makes them enfeebled.
3. Loss and or break of relationship
with their partners is a fatal blow toalready aggrieved due to alienation
from familial and neighbourhood
relations. They, then, undergo the
feelings of committing suicide. It is
difficult for them to tolerate.
4.BhilaPanthis2often black mail
them on disclosing their sexual
relations with the family and in work
place.
5. Once their identity is disclosed
people in the surroundings especially
neighbours and relatives humiliatethem giving verbal and physical
torture. This pressurize them to leave
their family.
Conclusion
Mental health is a core aspect of
human life. Without sound mental
health one cannot enjoy his/her life
and cannot have control over their life.
Ramifications oflack of sound mental
health are not only confined to
individual life sphere but also have
significant consequences on develop-
ment process of any nation. The
person who does not possess a good
mental health can not participate
effectively in social, economic and
political processes of the country.
People who are not mentally well are
excluded from the mainstream of
society and the result is apparent, that
is, marginalization and social exclu-
sion from wider network of society.
Homosexuals who are marginalized
are, hence, easy prey to domination
and oppression.
Homosexual's problems are
rooted in our social structure- social
norms, traditional gender values.
Denial from the family, society,
internalized homophobia, humiliation
from the people around them, confu-
sions about gender roles and one's
own sexual identity make them more
vulnerable tomental health.
This study reveals alarming
outcomes. 38 per cent of the respon-
dents underwent the suicidal tendency
and this is not a negligible number.
The ratio is more than 3:1. 27 per cent
of them already attempted suicide.
This is almost one in four attempted
suicides which show the severity of
the issue. But unfortunately the state
and civil society have least interest inthe issue and even other organizations
which work for the homosexuals also
mainly focus on HIV IAIDS and have
shown little attention to mental health
issues. There is an urgent need to
focus on this issue as homosexuals, as
a community, have been suffering
from mental health problems which
curb the personality of the individuals
and at the same time deprive them
from effective participation in socio-
economic development of ourcountry.
Reference:
1.A report of national crime
records bureau ,Ministry of home
affairs, 2009, http://ncrb.nic.inlCD-
AD S 12 0 09 IAD S12 00 9 - fu11-
report.pdf
2.A report of PUCL-Kamataka
February 200 1
3.Chakraborty, A. ,Mental health
of the non-heterosexual population of
England. British Journal of Psychia-
try, Vol. 198, February 2011, pp. 143-
48.
4.Decriminalizing Homosexuality
in India, Geethanjali Misra, 2009,
http://www.countmeinconference.org
IdownloadsIRHM.MISRA.pdf
5.Joseph Sherry, 2005 "Social
work practice Men Who Have Sex
with Men", New Delhi, Sage publica-
tions
6.Ken Morrison,2008 "Marx
Durkheim Weber; formations of
modem social thought", New Delhi,
Sage publications
7.Ram Ahuja, 2003 "Research
Methods" ,jaipur, Rawat Publications
8.www.who.org.
Note1. Drop in centres are the resting
places for the community.
2. Panthi is a homo sexual identity, act
dominant role in sexual activity.
BhilaPanthi is one who had sex with them
and after which give trouble by physical
torture, black mail etc.,
SupriyaPR.
#1708, Raghavendra Nilaya, Behind
Alahabad bank, Gandhi nagar, 2nd
cross, Mandya, Kamataka
Mob:9480369666
Dr.C. Usha Rao
Reader, Department of Studies in
Social work, Manasa Gangothri,
Mysore University, Mysore-06,
Kamataka
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~ ~ e~ ~ ~ 1 0 ~ ~ .f i ) .r l" 'l \O ~ a3 ta~M.. W~ommc ' 8 ~ c : : h o l . Ne~~c ~mdf i ) . r l " ' r i
4 0 d .r .l rl f, il c o m ~ ~ Neti~rb~~.
Dear Students
Students can send annualsubscription of Rs. 360
(Subscription for 12 issues +Postal expense) A discount of Rs40 is offered to the college
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Adjustment Problems Of Disabled: A Generic View
attitudes (psychological adjustment).The problems of the disabled have
many facets. It is commonly
accepted that the problems of the
disabled are varied in nature and this
makes differing attitudes at various
levels in society. In a developingcountry like India with long years of
economic and social backwardness
they become much more complex and
acute. Itis in the fitness of things that
with growing social awareness and
with the desire to optimize the totality
of human resource development of the
nation, the position of the disabled and
the philosophy and strategy to tackle
the situation should increasingly
receive greater attention in our
society.
The cumulative impact of several
factors like poverty, malnutrition,
illiteracy, unemployment, fatalism,
unequal distribution of health services
and other essential amenities on the
general fabric of the total society must
be kept in view while assessing the
situation of the people with disabili-
ties in the country. Nevertheless,
complex and at times conflicting
attitudes, beliefs, prejudices, stigmas,
labels, values and knowledge have
always existed and, many have
managed to survive to this day.
Almost all of these have had an
adverse effect on the lives of the
disabled.
Disability is a universal phenome-
non though the causes differ as per the
socio-economic status of the society.
In the affluent, industrialized societ-
ies, occupational hazards and age are
the main causes while in developing
as well as underdeveloped countries,
ignorance, poverty, lack of elemen-tary medical facilities and pseudo-
religious beliefs are the principal
offenders.'
Human life is the most precious
creation of God. It has two aspects:
Biological and SociologicaL The
biological aspect of human life is
maintained and transmitted by
nutrition and reproduction. The social
aspect of human life is maintained and
transmitted by education. Education
is considered a vital process in social
sense. The disabled persons have to
adjust with their own disabilities as
well as to their social circle. Actually
they have to bear a double-burden,
social handicap and actual physical
10ss.2Before proceeding further let us
know what is adjustment? Adjust-
ment is a condition or state in which
one feels that one's needs have been
fulfilled and one's behavior conforms
to the requirements of a given culture.
In the words of L.S.Shaffer (Mangal,
1989) "Adjustment is the process by
which living organism maintains
balance between its needs and the
circumstances that influence the
satisfaction of these needs". Why
disabled people should adjust with
society because individual and society
are inseparable. Individual lives in
society. The problems of disabled are
the consequences of cause and effect
relationship like, disability and
impairment.When the social and psychological
needs of the disabled persons are not
gratified, it may develop adjustment
problems. They are like, adjustment
with Biological and Social Environ-
ment around him, an adjustment with
his physical deformity, an adjustment
with his economic condition of his
family, an adjustment with his work
environment, an adjustment with his
Firstly, the disabled should adjust with
his Environment around him,
because, the humans typically have
been included as one of a series ofliving things showing systematic
relationships to one another,' In other
words, "It is a continuous process by
which an individual varies his
behavior to produce a more harmoni-
ous relationship between himself and
his environment. ,,4 The environment
with its systems of living things is of
interest to everyone.
Secondly, the disabled person
faces many problems in his adequate
adjustment on account of his physicaldeformity. "A physical attribute may
become handicapping not because it is
physically limiting but because it
adversely affects social relation-
ships.?' "A limiting factor is any
substance or condition, either biologi-
calor physical, which has the ten-
dency to limit or reduce the success of
an individual organism, species,
population or biotic community.
Carrying capacity is the ability of an
ecosystem to support a specificnumber of organisms." They are
unable to participate in desirable
normal activities and their incapabil-
ity develops in them emotional
problems like resentment and discour-
agement. They develop a feeling that
others have a low opinion about them
due to their defect (deformity) and an
undue exaggeration of this feeling in
their mind results in development of
inferiority complex and self-pity in
them. Obviously, the deaf, the dumb,
the blind, the crippled develop
adjustment problems with these
feelings. If a person with a physical
disability is unable to participate in
some activities that are highly valued,
his space of free movement is felt to be
restricted (effect). Part of the restric-
tion may be due to the physical
limitation (cause) itself. It leads to
disability. Disability leads to devalua-
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tion. It can be expressed in various
ways. Like, jokes about disabled
persons more often deprecate and
ridicule than do jokes about other
classes. It can be seen in aversion
toward a person with a physical
disability. As long as physical disabil-
ity is linked with shame and inferior-
ity, realistic acceptance of one'sposition and one's self is precluded.
This preclusion leads to self-
devaluation of person with disability.'
Thirdly, Poverty is one of the most
common forms of disadvantage
experienced by disabled people and
their families. Disabled people in all
countries are economically disadvan-
taged. Many are living in severe
poverty at or beyond the margins of
society. This applies also to disabled
people in countries with advancedsystems of income support, because
the allowances available to disabled
people are judged to be inadequate to
meet basic living costs. 8
Financial difficulties may be the
obvious, direct and sudden result of
impairment. Every study of families
in poverty always finds a high
incidence of chronic sickness or
disability, and every survey of the
physically impaired notes that
incomes are likely to be low. On the
other hand, sickness may begin a slow
drift downwards, and often a vicious
circle may be set up: sickness causes
unemployment or under-
employment, which in turn helps
cause more sickness. Poverty may
also affect health in more subtle ways:
it may breed apathy, or it may breed
resentment and aggression, and not
only welfare authorities but also the
medical profession may come to be
amongst the 'them' who are on the
other s id e . " There is no doubt that
sickness and disability almost
inevitably do mean extra expense. If a
disabled person lives alone, help may
have to be paid for, and even the most
trivial household repairs become
expensive. People whose functioning
is impaired cannot shop efficiently
and there may be extra expenses for
diets and clothing. 10
Fourthly, the rehabilitation of the
disabled to be economically depend-
ent and to restore them in the eyes of
the society to live in dignity is beset
with a number of attitudinal problems.
The attitude of indifference towards
the disabled has played havoc with
their lives. Unfortunately this nega-
tive attitude continues to reflect at all
levels: be it at the policy, planning orimplementation level. Itiswell known
that poverty and physical impairment
are correlated. According to F.C
Shontz (1971), and C. P. Baldwin and
A.L. Baldwin (1974), the disabilities
are associated with or produce certain
behavioral and personality character-
istics, or that disability in itself
constitutes sufficient cause for
psychological maladjustment." The
psychological aspect of disability may
be more handicapping than the
physical aspect. It realizes that a
psychosocial look at disability
problems is imperative. The disability
imposes certain limitations and is felt
as a loss or denial of something
valuable. The social-psychological
conditions which hamper adjustment
and those facilitate constructive
efforts. These matters are in the
domain of what has been called the
somato-psychological relation, a
relation dealing with "those variations
in physic that affects the psychologi-
cal situation of a person by influenc-
ing the effectiveness of his body as a
tool for actions or by serving as a
stimulus to himself or others" .12
Fifthly, The disabled people
constitute the weakest segment of the
population of any county. In a welfare
state, disabled persons have a right to
an adequate means of earning a living,
first as the citizen of the country, and
then as the disabled person. A society
must be committed to the provision ofservices to educate the disabled, to
place them in employment and to
protect them from exploitation and to
ensure their well-being. Among them,
the locomotor disabled are provided
with special services. The presence of
significant impairments may exert
considerable influence on the life
style and life satisfaction of the
individuals. They suffer not only
from physicals deformity and sense of
inferiority, but they face constantly
the agony of impairment and, very
often, cruel treatment by their own
people, who ought to know better, and
discrimination by society whether in
education, employment, social life or
contractual rights. The obstacles that
the disability interposes may be asmuch more social in character as
physical. With some disabilities,
them in facial disfigurement, the
handicapping factors reside almost
entirely in negative social implica-
tions."
Sixthly, There is no doubt that
working life is one of the most
important areas where problems may
arise for the disabled persons. For
many people, especially those with
little education, training or skill, asingle serious illness or accident
which leaves them a little less fit than
they were before can mean a sudden
change in their whole life pattern. If a
man has only his strength to offer to
the labor market, he may become
devalued overnight. He may be able
to remake his life, or he may not. On
the other hand, chronic or recurrent
illness can set in motion a slow
downward spiral. Again, there may
be points where it could be arrested,
where official or family and commu-
nity resources could provide a new
start. Rarely, a man in this position
may himself fmd the resources to re-
plan his life, to take definite and
positive steps to break out of a vicious
circle. For the most part, he is likely
to feel trapped in an environment too
powerful for him to overcome by his
own efforts. 14
Finally, it can be concluded that the
persons with disability, and those who
work with the disabled, have prob-
lems in two related areas. One
problem involves capacities and
aptitudes, abilities and disabilities.
The second has to do with levels of
motivation and the setting of realistic
levels of aspiration. The problems of
establishing realistic levels of
aspiration in the social, personal
adjustment, educational and occupa-
tional areas are much more complex.
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UGC doing away with descriptive type for NETUGC has decided to spare candidates long descriptive questions
It not only involves the individual
himself, particularly his self-concept,
but also his family, school and
community indeed his whole soci-
ety," The adjustment support in the
above discussed areas is the remedy in
confidence building of persons with
disabilities to overcome the adjust-
ment problems.
References:I.Gajendragadkar. S.N., 1983:
"Disabled in India", New Delhi,
Somaiya publications pvt ltd., P-ix.
2.UNICEF report, International
Year for the Disabled Persons, 1981.
3.John Cairns, Jr., Kenneth L.
Dickson, 1974: "The Environment:
Costs, Conflicts.Action", New York,
Marcel Dekker Inc., P-9
4.ibid., P-l
5.Beatrice A. Wright, 1960:
"Physical Disability-A psychological
approach ", Harper & Row Publish-
University Grants Commis-sion (UGC) will spare thoseaspiring for lecturers andresearch positions acrossthe country from writinglong answers in the nation-wide eligibility test
Instead of asking the candi-
dates appearing for NationalEligibilityTest(NET)towritedescriptive answers on thesubject of their choice, theregulator, in its recent meet-ing, has decided to giveobjective typequestions.The change would come
into effect from the test it
ers, New York,. P-I0.
6.John Cairns, Jr., Kenneth L.
Dickson, 1974: op.cit., P-12.
7.Barker, R. G., Wright B.A.,
Myerson, L., &Gonick, M. R., 1953,adjustment to physical handicap and
illness: a survey of the social psy-
chology of physique and disability.
New York: social sciences council,
Bu1I,p-75.
8.Krishna V.V., Dutt. B.S.V., &Rao K.H., 2001: "Disabled Persons",
New Delhi, Discovery Publishing
House,P-13
9.Mildred Blaxter, 1976: "The
Meaning of Disability: A Sociologi-
cal Study of Impairment", London,
Heinemann Educational Books Ltd,
P-10.ibid, P-90
11. SHONTZ, F.C., 1971: "Physi-
cal Disability and Personality," in
W.S. Neff, ed., rehabilitation Psychol-
plans tohold injune thisyear.The objective test has been
introduced to expedite theNET result, a UGC officialtoldDeccan Herald.
The current systemhas twoobjective type tests to exam-ine the candidate's generalknowledge and teaching
aptitude, and a subjectivesection to test in-deptt herknowledge in the specialisedsubject."It was noted that this
pattern to the examinationoften led to delay inthe decla-rationofthe results."It also sometimes forced
ogy Washington, D.C.: American
Psychological Association, p-7.
12.Barker, R. G., Wright B.A.,
Myerson, L., & Gonick, M. R. 1953,
opcit,p-55.
13.BeatriceA. Wright, 1960:opcit,
P-I0.
14.Mildred Blaxter, 1976: op cit,
P-133.
15. Charles W. Telford and James
M. Sawrey, 1977: "The exceptional
individual", Prentice-Hall , Inc.,
Englewood Cliffs, New Jersey, P-55.
Dr. Kannekanti ParameshwarMSW (HR)., MA., LL.B., M.PhlL, Ph.D.
Intake Assistant
Vocational Rehabilitation Centre for
Handicapped Government of India,
Bangalore
Mobile: +919731322910,Email:[email protected]
students to appear in the testagain," sources the commis-sionsaid.Also, there have been
instance when studentsexpressed their unhappinessover the evaluation of theiranswers to the subjectivequestions and demanded to
bring changes in the examina-tionpattern, they said.The UGC decision to
replace the subjective testwith objective typehas drawna missed reaction from thestudents and teachers com-munity.
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Fie ld Ac t io n Pro jec t : It 's Impo rta n c e To So c ia l W o rk
Pra c tic um And T ra in in g: Our Experien ces
F ieldAction project, also moreagreeably known as Field work
projects, is an essential part of SocialWork Practicum. Social Work canalsobe called as an empirical sciencewhich draws more on the practicalaspect than the theoretical. Moreoverthe emphasis lies on determining thelevel to which either theory orpractice needs tobe balanced.This certainly would mean that
though knowledge has to be gainedfrom the theoretical sources, thismust at all times be cross checked by
application to the field. Field actionhelps one to understand the extent towhich theory supports practice. Inmost cases the dependency ofpractice on theory is not too much associal sciences take into account onlyhuman beings as subjects thereforesuch issues are case sensitive.Talking about field action project,
we can say that, empirical evidencemakes ones experience rich andsustainable. With help offield action
the realities of a situation can beassessed first hand and knowledgecan be obtained. Therefore theimportance and validity of fieldaction project cannot be deniedespecially for the field of socialwork. Co-ordinating the social workstudents in various village communi-ties like Hosahalli, Janapanahalli andTandya, Bellibettalahalli and HakkiPikki colony, it can be saidthat everycommunity is embedded in their owncultural, social, religious andpolitical specificities which results inevery society being very differentfrom each other. Working in everycommunity has been a differentexperience altogether. To elucidatethiswe can say:• Hosahalli has been a communitywhich though initially opposed tochanges, later onwith intervention ofthe Department of Social work, not
only accepted these changes but alsoparticipated in the process. The
community has shown a great deal ofimprovement and development.
• In the case of JanapanahalliTandya, the community is inhabitedby Lambani's who are extremelyhostile to change. They also did notwant to support the trainees. Somework was however done for themwhere in they were given unorga-nized labor registration cards toinsure them against odds.Theproblem of excessive alcoholism and
school dropouts. Their issues werealso addressed to an extent where thepeople of the community weremotivated to send their children toschool.• Hakki-Pikki colony is alsoinhabited by Nomadic tribes. Theyalso have the problem of alcoholism,unemployment, lack of formaleducation. Various SHGs werestarted in the community for thewomen especially for the purpose of
income generation with the help ofVimochana, a NGO working forWomenrights.The context of Janapanahalli and
Tandya village communities can befurther elaborated. Social worktrainees successfully completed 3weeks summer placement in thevillage communities. Inthe summerplacement, the trainees engaged inbuilding rapport in the villagecommunity. There was a noticeablelack of community feeling amongpeople of the village community. Thetrainees as such, targeted the womenfolk of the community. Withincreased rapport building, traineesgot the information that there hadbeen 2 SHGswhich were functioningin the village community. Due tointernal conflicts and certain mone-tary issues, the groups had stopped
functioning. The target for thesummer placement was therefore to
revamp the SHGs for the women.The strategy was to call for
meetings of all the women who werea part ofthe SHG and to clarify all theissues that had happened in theprocess of functioning of the SHG.This being carried out successfully,all the members were re-approachedand only people who were actuallyinterested in being a part of an SHGwere made members and a newlyfunctional groupwas started.
Other task oriented activitiesundertaken were conducting summercamp for the children and medicaland health checkup camps for thepeople of the village community dueto noticeable health problems in thecommunities. The summer campbasically targeted at fewpoints:• The schools are usually closed forsummer holidays and at this timeusually the children engage in childlabor in the fields of their parents or
at home or elsewhere. The summercamp was held basically to preventthe children from engaging in childlabor.• When school is not functioning,children lose interest in studies andother classroom activities. The campwas organized so that childrenremain engaged in academics.• The summer camp is basically forfun activities where the childrenlearn through fun activities likepainting, acting, songs, dance andactivities. As the methods used toteach is more agreeable, childrenparticipate better.The medical camp organized for
the village communities was basi-cally to address the fact that theprimary health centers which aresupposed to take care of the healthaspects of the village communitiesare irregular and the nurses and
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International Conference on Social Work Practice in MulticulturalContext
Department of Post Graduate Studies &Research in Social WorkTumkur University
&
Tata Institute of Social SciencesMumbai
medical practitioners hardly attendthe villages. The medical camp wasorganized to make the people of thevillage aware of the various healthproblems that occur and the waythese problems should be takenseriously and addressed. The campconsisted of general health and
awareness and diabetes checkupcamp.In every endeavor, the focus was laidonthe continuity ofthe work process.As the course has a specified timelimit, the aim was to orient peoplenew to the field in terms of work thathad already been done and the workthat needed to be done in future.Keeping this in view, the old and thenew batch of students conductedcamps together in various village
communities sothat the new batch ofstudents could be introduced into thecommunity and the work being done
could be carried over as continuationof activities is very important forbuilding sustainability.Field action project also aids in
networking among various Govern-ment andnon-Government organiza-tions as well as networking withstudents. Therefore to sum it up, it
can be saidthat, field action project ishelpful indeed in various aspectswhere the students get an opportunityto work closely with various organi-zations thus getting hands on trainingin various fields. The other side of itis that organizations can train thestudents while already in field workand based on evaluation, the studentscan be absorbed into the organiza-tions. Also the networking betweenvarious NGOs and government
sector can be improved using Fieldwork Action. These can act for theoverall well-being of people and the
jointly organize
Contact Details:
communities. 0Mr. Shashidhar Channappa
M.S.W (PhD) Program Manager,Department of Social Work,
Acharya Institute of Managementand Sciences, Bangalore - 560058.
Dr.KodandaramaSenior Scale Lecturer, Departmentof Social Work, Bangalore Univer-
sity , Bangalore-560056
Ms. Amrita MukherjeeCo-ordinator, VIMOCHANA,
Bangalore
Ms. Soumi DuttaFinal Year Student, Department ofSocialWork,Acharya Institute of
Management and Sciences,Bangalore - 560058.
International Conference On Social Work Practice In Multicultural Context(SWPMC)
02, 03And 04 March 2012
Dr. Lokesh M U
Assistant Professor
Department of Studies and Research in Social Work
Tumkur University, Tumkur - 572103
Cell: +91 9945502607
E-mail: [email protected]
Dr. Ashok Antony D'SouzaAssistant Professor
Department of Studies and Research in Social Work
Tumkur University, Tumkur - 572103
Cell: +91 9036948843
E-mail: [email protected]
Organising Secretary Joint Organising Secretary
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Yes, I would like to subscribe to Samaja Karyda Hejjegalu Monthly Journal
Name in full: Mr.lMrs.lMiss : Date of Birth .
(In Block Letters)
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;)- B V GOUDA ,MSW,
BELLARY
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We are glad to announce that ours journal has launched a new programme of inviting
scholars to be guest editors to deal with special subjects. We are thankful to those who
have accepted our invitation. The following table contains the names of the guest editors
and the subjects they deal with. The ardent teachers, students and practitioners in Social
Work as also the other readers may kindly correspond with the scholars.
Honorary Guest Editors -2012(And the subjects they deal with)
/"SI. "I
NoHonorable Guest Editors Months of Publication Themes
1. Dr.K. Hemalatha February-20l2 Centres for social action
Faculty, Deptt of Social Work, (attached to schools of
Christ University. Mob: 9844596148 Social Work)
2. Dr. Y.S. Sidde Gowda April-20l2 Industrial Social Work
Professor, Deptt of Social Work, which covers. HRM, HR,LL,
Mysore University. Mob: 9448342703 IR, OB and Od and Employee Wellness
3. Dr. T.S. Chandrasekhar June-2012 Counselling
Faculty Deptt of Social Work Kristu JayanthiCollege. Mob: 9448083344
4. Dr. Ramanaiah TBBSV August-20l2 Mental Health and Social Work
Professor & Chairman Deptt of Social Work,
Mysore University. Mob: 9845298626
5. N.V. Vasudeva Sharma October-20l2 Realisation of Child Rights
Director Child Right Trust
'-Mob: 9448472513
~
ACHIEVEMENT & AWARDS
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Achievement award for
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awarded by Krist
Foundation to Dr.
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Chairman, MSW Dept.
Tumkur University.
Mob: 9900412819
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