SAMAJAKARYADA HEJJEGALU KANNADA & ENGLISH MONTHLY / JUNE 2011/ ( Pages 52) RNI No.

KARBIL/2010/36306 / MAG(3)NPP/321/2010-2011 ISSN 2230 – 8830

Karnataka Regd. RNP/BGS/2155/2011-13. Posted at MBC, Bengaluru GPO-560001 on the 3rd of every month.

Kannada & English Monthly PÀ£ÀßqÀ ªÀÄvÀÄÛ EAVèÃµï ªÀiÁ¹PÀ

M. H.Ramesha, Editor SOCIAL WORK - FOOT PRINTS

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 Dear Social Work Professionals NIRATANKA
Niratanka is organizing Social Work is planning to organize a
Professional’s monthly meeting on 10th
July 2011
Training Programme
on
Venue:
Kanya Kumari Vidya Samsthe
NGO’S Management
80 feet Ring Road, Near Dr. AIT College, Mallathahalli,Bangalore-56 The focus of this program is to engage NGOs involved in creating
sustainable livelihoods.
Time : 11 am
Objectives of the meeting Objectives
? To Develop Professional Social Workers Network The Programme aims to develop:
? To Share field experiences 1. A holistic understanding of the livelihood sector. This includes the
To get Guidelines from the Senior Social Work Professionals
? economic, social and business aspects.
2. An appreciation of the strategic and operational challenges,
opportunities and pitfalls in this sector
Those who are willing to participate in the meeting inform 3. Issues faced in scaling and replicating such efforts Contents of the
us through mail or SMS on or before 8th July 2011 training programme
Email - ramesha.mh@gmail.com / 9980066890
1. To apply PAN Card 5. To apply 35 AC (1&2) 9. Legal Aspect

2. To apply 12 A 6. To apply 35 A C (1&3) 10. Technical Aspects

¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ ªÀiÁ¸À¥ÀwæPÉUÉ f¯Áè ¥Àæw¤¢ü (KeÉAlgÀÄ)UÀ¼ÀÄ ¨ÉÃPÁVzÁÝgÉ
3. To apply 80G 7. To apply FCRA 11. Fund Raising Techniques
`¤gÁvÀAPÀ' ¸ÀéAiÀÄA¸ÉêÁ ¸ÀA¸ÉÜAiÀÄÄ ºÉÆgÀvÀgÀÄwÛgÀĪÀ "¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ" ªÀiÁ¸À¥ÀwæPÉAiÀÄ£ÀÄß PÀ£ÁðlPÀzÀ J¯Áè f¯ÉèUÀ½UÀÆ «¸ÀÛj¸ÀĪÀ
¸À®ÄªÁV £ÀªÀÄä ¥ÀwæPÉUÉ ¥Àæw¤¢ü (KeÉAlgÀÄ)UÀ¼À£ÀÄß DºÁ餸ÀÄwzÉÝêÉ. FUÁUÀ¯Éà ¥ÀwæPÉAiÀÄ£ÀÄß PÀÄjvÀÄ vÀÄA¨Á GvÀÛªÀÄ ¥ÀæwQæAiÉÄUÀ¼ÀÄ §gÀÄwÛzÀÄÝ, 4. To apply 35 AC 8. To apply 35 CCB 12. Funding agencies
GvÀÛgÀ PÀ£ÁðlPÀzÀ ¨ÁUÀ®PÉÆÃmÉ, ©ÃzÀgï, UÀÄ®§UÁð, gÁAiÀÄZÀÆgÀÄ, ¨É¼ÀUÁA, zsÁgÀªÁqÀ ªÀÄvÀÄÛ GvÀÛgÀ PÀ£ÀßqÀ EvÁå¢ f¯ÉèUÀ½AzÀ ¨sÁjÃ
¨ÉÃrPÉ EzÉ. 13. How to get the Government projects
£ÀªÀÄä `¤gÁvÀAPÀ' ¸ÀéAiÀÄA¸ÉêÁ ¸ÀA¸ÉÜAiÀÄÄ `¤gÀÄvÀ' ¥ÀæPÁ±À£À ¥ÁægÀA©ü¹zÀÄÝ ªÀÄr°UÉÆAzÀÄ ªÀÄUÀÄ ªÀÄvÀÄÛ PÀ£ÁðlPÀ ¸ÀéAiÀÄA¸ÉêÁ ¸ÀA¸ÉÜUÀ¼À
ªÀiÁ»w PÉʦr ¥ÀĸÀÛPÀUÀ¼À£ÀÄß ºÉÆgÀvÀA¢gÀÄvÉÛêÉ. KeÉAlgÀÄUÀ½UÉ F ¥ÀĸÀÛPÀzÀ ªÀÄvÀÄÛ `¤gÀÄvÀ' ¥À©èPÉñÀ£ïì ªÀÄÄA§gÀĪÀ ¥ÀĸÀÛPÀUÀ¼À ªÀiÁgÁlzÀ Trainer’s Profile:
CªÀPÁ±ÀªÀ£ÀÄß ¤ÃqÀÄwÛzÉÝêÉ. ºÁUÀÆ (MSW/BSW) «zÁåyðUÀ½UÉ f¯ÁèªÁgÀÄ vÀgÀ¨ÉÃw PÁAiÀÄðPÀæªÀÄUÀ¼À£ÀÄß f¯Áè KeÉAlgÀÄUÀ¼ÀÄ ªÀÄÄSÁAvÀgÀ We have well experienced Government Officers,(Registration of NGO’s)
ªÀÄÄA¢£À ¢£ÀUÀ¼À°è £ÀqɸÀ¯ÁUÀĪÀÅzÀÄ. ¤ªÀÄä PÉëÃvÀæzÀ ªÀgÀ¢UÁgÀgÁVAiÀÄÆ PÁAiÀÄð¤ªÀð»¸À§ºÀÄzÀÄ.. Directors of Funding Agencies, (Fund Raising Techniques)
Lawyers, ( Trust act , Societies act , Companies act )
CºÀðvÉUÀ¼ÀÄ: Charted Accountants (Maintaining the accounts)
? ¸ÀªÀiÁdPÁAiÀÄð ¥ÀzÀ«ÃzsÀgÀgÁVgÀ¨ÉÃPÀÄ.
? ªÉÆzÀ®Ä §AzÀªÀjUÉ ºÁUÀÆ G¥À£Áå¸ÀPÀ ªÀÈwÛAiÀÄ°ègÀĪÀªÀjUÉ ªÉÆzÀ® DzÀåvÉ. Fee Structure: Rs.5,000 per individual.
Duration: two days ( Saturday – Sunday)
¥Àæw¤¢üUÀ½UÉ zÉÆgÉAiÀÄĪÀ ¥ÀæAiÉÆÃd£ÀUÀ¼ÀÄ:
ªÀiÁ¸À¥ÀwæPÉ, ¥ÀĸÀÛPÀ, ZÀAzÁzÁjPÉ, eÁ»ÃgÁvÀÄ ºÁUÀÆ vÀgÀ¨ÉÃw
¸ÀA¥ÀQð¹: Venue : Hotel Ashirvad / Hotel Grand Magroth / Woodland Bangalore

PÁAiÀÄðPÀæªÀÄUÀ½UÉ ±ÉÃPÀqÁ£ÀéAiÀÄ ºÀt ¤ÃqÀ¯ÁUÀĪÀÅzÀÄ. ¥ÀwæPÉAiÀÄ°è ¤gÁvÀAPÀ: £ÀA. 326, 2£ÉAiÀÄ ªÀĺÀr, ¹ArPÉÃmï ¨ÁåAPï First come First serve basis
¥Àæw¤¢üUÀ¼À ºÉ¸ÀgÀÄ ¥ÀæPÀn¸À¯ÁUÀĪÀÅzÀÄ. ¥Ámïð mÉÊA jÃw JzÀÄgÀÄ, qÁ. CA¨ÉÃqÀÌgï PÁ¯ÉÃdÄ ¸À«ÄÃ¥À,
PÁAiÀ Ä ð¤ªÀ 𠻸À § ºÀ Ä zÀ Ä . f¯Áè ªÀ g À ¢ UÁgÀ g À A vÉ ¤ÃªÀ Å ªÀÄ®èvÀÛºÀ½î, ¨ÉAUÀ¼ÀÆgÀÄ-560056. ªÉÆ: 9980066890 Hurry! We are offering you a wonderful opportunity to learn
PÁAiÀÄð¤ªÀð»¸À§ºÀÄzÀÄ. Email: ramesha.mh@gmail.com Registration has already begun… We are looking forward to meet you all…
 CONTENTS

ADVISORY COMMITTEE 6. AiÀiÁªÀÅzÀÄ ªÀÄÄRå? AiÀiÁªÀÅzÀÄ EµÀÖ?

Dr. H. M. Marulasiddaiah
Rtd,Prof, Deptt. of Social Work, B.U
-qÁ.JZï.JA. ªÀÄgÀļÀ¹zÀÞAiÀÄå
Hanumantharayappa
Ex. President R.R. Nagarasabhe
Dr. Prof.T.B.B.S.V. Ramanaiah 7. CuÁÚ ºÀeóÁgÉ DAzÉÆî£À: G½zÀÄ ºÉÆÃzÀ PÉ®ªÀÅ ¥Àæ±ÉßUÀ¼ÀÄ
Prof. Deptt. of Social Work, Mysore University
Mr . G.S. Lakshmiprasad -r.J¸ï. £ÁUÀ¨sÀƵÀuï
Director, HRM Consultants
Dr. K. Hemalatha
Faculty, Deptt. of Social Work, Christ University. 10. ©ºÁgÁAiÀÄt
Dr. T.S. Chandrashekara
Faculty, Deptt. of Social Work, Kristu Jayanthi College.
Dr. John Johnson 14. PÀ£ÁðlPÀzÀ C®âmïð ¸ÉéöÊlÓgï: qÁ.JZï. ¸ÀÄzÀ±Àð£ï
St. Philomena College, Puttur.
N.V. Vasudeva Sharma 18. Albert Schweitzer
Director, Child Rights Trust.
M. A. Boratti 19. Psychosocial problems of HIV infected children
Rtd. Principal, Basaveshwara College
Ram K Navaratna - Prathima.S , Dr. C. Usha Rao & Dr. N. Janardhana
CEO, HR Resonance
T.F. Hadimani
Chief illustrator, The Week Magazine
22. Field Practicum as the Backbone of Social Work
M.R. Sharma Education
Sr. Manager, Compact India

NIRATANKA TEAM
- Dr. M.P. Somashekar, Dr. Y.S. Siddegowda
M. H. Ramesha, MSW, PGDELT. Editor
25. Accountability for NGOs
N. Ponnaswamy,MSW
B. Anitha, MSW, PGDHRM -Dr.R. Balasubramaniam
K. Venkatesh, MSW
U.S. Pradeep, BE 26. School Social Work
C.R. Prasanna, MA
S. N. Mahalakshmi, (MSW) 28. Girl Child – Endangered…..? -M. Badarinath
R.T. Vyshali, MSW
H.C. Sridhar Reddy, MSW 30. Debate and Discussion -Dr.R. Shivappa
H. Gangaraj, MBA
L. Nirmala, B.com 32. Feeling of Indian Pulses by the Swedish Hearts
R. Indira, (MSW)
K. Purushothama(MSW) 34. Managing Emotions Among Children
B.S. Brijesh (MSW)
-Ms.M.Premalatha
REVIEW COMMITTEE
S.V. Venkatesh Murthy
42. Model Net Question Paper With Answers
HOD, Deptt of Social Work, CMR College
C. Shashidhar
HOD, Deptt of Social Work, Acharya College
Manjunatha
MJ Consultant
Shashikanth Rao Regulars
Lecturer, Govt First Grade College, Madhurgiri
G. Gundappa 5 Letters 41 »ÃUÀÆ GAmÉ?
Faculty, Deptt of Social Work, Kolar PG Centre
N.L. Anand ªÀÄ£À¸ÀÄì E®èzÀ ªÀiÁUÀð 43 ¥ÀĸÀÛPÀ ¥ÀjZÀAiÀÄ
Faculty, Deptt of Social Work, CMR College
11
R. Ullas 45 Seminars
Programme Officer, Janahita Raichur 37 ¸ÀéAiÀÄA¸ÉêÁ ¸ÀA¸ÉÜ
Panduranga .R Jadhav 38 Research
Faculty, Govt First Grade College, Mudalagi, Gokaka 46 Opportunities
V.T. Mohan
Faculty, Hemadri College of Management Studies, 39 ¥Àæ¥ÀAZÀ ¥ÀjªÀvÀð£É ªÀiÁUÀð 47 ¸ÀgÀPÁj ªÀÄvÀÄÛ SÁ¸ÀV AiÉÆÃd£É
Tumkur
CREATIVE GROUP 40 Glossary
K.S. Ramesha, Avinash .V, Naveen M.V

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professional ¥ÀæPÀlªÁUÀÄwÛgÀĪÀ GzÉÆåÃUÁªÀPÁ±ÀUÀ¼À£ÀÄß Work Journal. It is helpful to all the
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magazine you ¥ÀÄgÀıÉÆÃvÀÛªÀiï ¨ÉAUÀ¼ÀÆgÀÄ contribute their services to this journal to
are bringing ........................................................................... grow and help the Professional Social
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about. I wish ¸À ª À i ÁdPÁAiÀ Ä ðzÀ ºÉ e É Ó U À ¼ À Ä ªÀ i Á¸À
Kanth Raj Bangalore
you all the ¥À w æ P É A iÀ Ä £À Ä ß ¥Áæ g À A ¨s À ¢ AzÀ ® Æ §ºÀ ¼ À ...........................................................................
very best in ¥À æ ¨ s Á «AiÀ i ÁV ªÀ Ä vÀ Ä Û ¸À ª À i ÁdPÁAiÀ Ä ð Team Members,
your endeavor. You are indeed «zÁåyðUÀ½UÉ ºÁUÀÆ ªÀÈwÛ¥ÀgÀjUÉ I gone through the Social Work
fortunate to get the guidance of such ¸ÀºÁAiÀĪÁUÀĪÀ ¥ÀwæPÉAiÀÄ£ÁßV ºÉÆgÀvÀgÀÄwÛgÀĪÀ Journal. It is coming out well,
doyen as Prof Marulasiddaiah. ¤gÁvÀAPÀ vÀAqÀzÀªÀjUÉ £À£Àß C©ü£ÀAzÀ£ÉUÀ¼ÀÄ concentrate on spelling and grammatical
Please convey my regards and best ªÀÄvÀÄÛ ¤ªÀÄä ¥ÀwæPÉAiÀÄÄ ¨sÀ«µÀåzÀ°è EzÉà jÃw mistakes. Keep on efforts. I extend my
wishes to him. GvÀÛªÀĪÁVgÀ° JAzÀÄ ºÁgÉʸÀÄvÉÛãÉ. support. Good Luck.
Regards, ®Qëöä.J¸ï PÀ£ÀPÀ¥ÀÄgÀ Ramakrishna Malur
Thimmappa M S ...........................................................................
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I am very much happy about the
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w½¢zÉÝêÉ. EªÀgÀ ªÀÄÆ®PÀ ¸ÀªÀiÁdPÁAiÀÄðzÀ F PÉÆgÀvÉ §ºÀ¼À ¢£À¢AzÀ PÁqÀÄvÀÛ°vÀÄÛ, FUÀ your entire team.
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dÆ£ï 2011
 Albert Schweitzer of Karnataka: Dr.H. Sudarshan
B
orn on 30 December 1950,
Sudarshan lived and studied in
Yemlur near Bangalore in a
Kannada medium school. He was a
normal bright child till the age of 12,
when the trauma of his father’s death
changed his life forever. They were
visiting a village on Vijayadashimi day.
His father suddenly had a heart attack.
Young Sudarshan ran to get the local
quack that was the closest thing to a
doctor the village had. Despite all this,
his father passed away, as he says
`literally on my lap’. That day he
decided to become a doctor.
His reading of Swamy
Vikekananda, Mahatma Gandhi and
Albert Schweitzer also left a deep
impression on his mind, and the service
ethic they embodied was ingrained into
him. He passed his pre-university with
good marks, but could not gain
admission to a medical college as he
was below 16. He spent a year working
in a flourmill and joined Bangalore
Medical College the next year. He also
started visiting Ramakrishna Mission
where he met H N Somasundaram.
While studying medicine, he regularly
met Dr Narasimhan who was working
with Paniyas and Thodas in Ooty.
Deeply influenced by the life of
Swamy Vivekananda, he took
dheeksha from Swami
Vireshwaranandaji Maharaj, the then
President of Ramakrishna Mission. He
worked in various places with the
Ramakrishna Mission including
Mayavathi in the Himalayas, Belur
math in West Bengal, Ponnampet in
Kodugu district of Karnataka. After 5
years, with the blessing of guru, he
decided to work in B.R.Hills. The
Ramakrishna Mission continued to
support him in the mission. Dr. H
Sudarshan, a young idealist doctor,
came to BR Hills to work with the
Soliga tribe. All he had was his
education, his vision and his passion to
make a difference.
His early years at B.R.Hills were
dÆ£ï 2011
filled with insurmountable challenges
and small success. Quick to anger quick
to forgive he led by example , He
maintained accounts, made tea,
performed surgeries, built house, and
even chased elephants ! When building
had to be constructed, he learnt the art
of construction. When stones had to be
lifted into place, he was there to lift
them. He made tea at 5.30 am each
morning to motivate others to wake up
early-just to drink it hot! On cold
morning, hot tea was a strong incentive.
An incentive was certainly needed
as the staff of 17 was paid with Rs
1.800! They would work 15-18 hours a
day on a salary of just Rs 50 or 100. The
mission mattered the most. Also, when
the boss took he took no money; it was
difficult indeed to ask for a raise!
Colleagues who travelled with Dr
Sudarahan had to lend him money
regularly, as he would forget to carry
money.
In 1981, Dr. Sudarshan set up
Vivekananda Girijana Kalyana Kendra
(VGKK), a voluntary non-government
organization with a mission to protect
the rights of the Soliga people, and
provide them with a better quality of
life.
When VGKK started its work it
focused mainly on providing health
services to the Soligas. Over time,
members realized that health in
isolation would achieve little and
extended their work to other areas of
development. Various inchoate and
incidental projects developed into a
structured program aimed at the
amelioration of the Soligas. Karuna
Trust is an organization involved with
integrated rural development and is
affiliated to VGKK. The prevalence of
leprosy in Yelandur Taluk of
Chamarajanagar district was the
motivation to start this trust. Another
focus area for this trust is education and
livelihood improvement. Karuna Trust
runs 25 Primary Health Care (PHC)
Centres in all the districts of the state of
Karnataka and 9 PHC's in Arunachal
Pradesh with the assistence of
respective state governments.
Dr. Sudarshan has held many
positions in his career, prominent
among which are the chairmanship of
the Task Force on Health and Family
Welfare set up by the Government of
Karnataka, the Task Force on Public
Private Partnership set up by the
National Rural Health Mission
(NRHM) of Government of India and
Institute of Health management &
Research (IHMR), Bangalore. He was
also associated as a member of
Working Group 6 on Macro-economics
& Health set up by the World Health
Organization and was also a Steering
Group member of the Planning
Commission on the Empowerment of
Scheduled Tribes in India's 11th Five
Year Plan. He has also been the
Vigilance Director for the Karnataka
Lokayukta, an ombudsman
organization. During his tenure, he
adopted a method of regular visits and
raids to several Government
departments and earned critical
acclaim for this.
In order to honour his work many
including Karnataka Government have
given awards. That includes Parisara
(Environment) Award from the
Government of Karnataka (1993),
Right Livelihood Award (an alternate
Noble Prize) in 1994 and the Padma
Shree Award from the President of
India (2000), the Human Rights Award
(2001), a Lifetime Achievement Award
from the Public Health Foundation of
India (2009), Citizen Extraordinary
award 2011 etc. Thus we can call him as
a living legend of social work. n
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 17
Albert Schweitzer
Born : 14 January 1875
Died : 4 September 1965 (aged 90)
Nationality : German (1875–1919)
French (1919–1965)
Fields : Medicine, Music, Philosophy,
Theology
Known for : Music, Philanthropy,
Theology
Notable Awards : Goethe Prize (1928)
Nobel Peace Prize (1952)
A lbert Schweitzer (14 January 1875 – 4 September 1965)
was a German (Alsatian) theologian, organist,
philosopher, physician, and medical missionary. He was
born in Kaysersberg in the province of Alsace-Lorraine, in
the German Empire. Schweitzer, a Lutheran, challenged
both the secular view of Jesus as depicted by historical-
critical methodology current at his time in certain academic
circles, as well as the traditional Christian view. He depicted
Jesus as one who literally believed the end of the world was
coming in his own lifetime and believed himself to be a
world savior. He received the 1952 Nobel Peace Prize for his
philosophy of "Reverence for Life", expressed in many
ways, but most famously in founding and sustaining the
Albert Schweitzer Hospital in Lambaréné, now in Gabon,
west central Africa (then French Equatorial Africa). As a
music scholar and organist, he studied the music of German
composer Johann Sebastian Bach and influenced the Organ
reform movement (Orgelbewegung).
Schweitzer's passionate quest was to discover a universal
ethical philosophy, anchored in a universal reality, and make
it directly available to all of humanity.
Education
Born in Kaysersberg, Schweitzer spent his childhood in
18 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
the village of Gunsbach, Alsace (German:Günsbach), where
his father, the local Lutheran-Evangelical pastor, taught him
how to play music. Long disputed, the predominantly
German-speaking region of Alsace or Elsaß was annexed by
Germany in 1871; after World War I, it was reintegrated into
France. The tiny village is home to the Association
Internationale Albert Schweitzer (AIAS). The medieval
parish church of Gunsbach was of a special Protestant-
Catholic kind found in various places in Germany even
today. It was shared by the two congregations, which held
their prayers in different areas of the same church at different
times on Sundays. This compromise arose after the
Protestant Reformation and the Thirty Years War.
Schweitzer, the pastor's son, grew up in this exceptional
environment of religious tolerance, and developed the belief
that true Christianity should always work towards a unity of
faith and purpose.
Schweitzer's home language was an Alsatian dialect of
German. At Mulhouse high school he got his "Abitur" (the
certificate at the end of secondary education), in 1893. He
studied organ there from 1885-1893 with Eugène Munch,
organist of the Protestant Temple, who inspired Schweitzer
with his profound enthusiasm for the music of German
composer Richard Wagner. In 1893 he played for the
Frenchorganist Charles-Marie Widor (at Saint-Sulpice,
Paris), for whom Johann Sebastian Bach's organ-music
contained a mystic sense of the eternal. Widor, deeply
impressed, agreed to teach Schweitzer without fee, and a
great and influential friendship was begun.
From 1893 he studied Protestant theology at the Kaiser
Wilhelm University of Stransburg. There he also received
instruction in piano and counterpoint from professor Gustav
Jacobsthal, and associated closely with Ernest Munch (the
brother of his former teacher), organist of St William church,
who was also a passionate admirer of J.S. Bach's music.
Schweitzer did his one year's obligatory military service in
1894. Schweitzer saw many operas of Richard Wagner at
Straßburg (under Otto Lohse), and in 1896 he pulled together
the funds to visit Bayreuth to see Wagner's Der Ring des
Nibelungen and Parsifal, and was deeply affected. Soon
afterwards he visited the new organ in the Liederhalle at
Stuttgart, and, appalled by its lack of clarity, experienced
another great realization. In 1898 he went back to Paris to
write a PhD. Dissertation on The Religious Philosophy of
Kant at the Sorbonne, and to study in earnest with Widor.
Here he often met with the elderly Aristide Cavaillé-Coll. He
also studied piano at that time with Marie Jaëll. He
completed his theology degree in 1899 and published his
Ph.D. at the University of Tübingen in 1899.
Medicine
At the age of 30, in 1905, he answered the call of "The
Society Of The Evangelist Missions of Paris" who was
looking for a medical doctor. However, the committee of this
French Missionary Society was not ready to accept his offer,
27
dÆ£ï 2011
 Psychosocial problems of HIV infected children

C
hildren of today are the youth of tomorrow. HIV Karnataka, is a premier institute promoting child health care
affects this very precious generation and bear grave services. It was started in 1991. National AIDS Control
consequences to our future, our nation, the continent Organization started a Regional Paediatric ART Centre at
and the world at large. Children and adolescents are an ever- IGICH in November 2008.
growing part of the HIV/AIDS epidemic. The impact of
paediatric AIDS on the families and on the society at large is The Regional paediatric ART centre offers the following
only beginning to be fully appreciated. The occurrence of a services:
life threatening illness during childhood has a profound Ø Screening of HIV exposed children and their families
effect on the psychological, social and spiritual integrity on Ø Diagnosis of HIV infected children
the child and the family. The life threatening illness adds Ø Counselling and psychosocial support
additional challenges to the family where multiple family Ø Monitoring HIV infected children not on ART(Pre ART
members are often infected, ill, dying or dead. care)
In 2009, an estimated 2.5 million children under the age Ø ART treatment for infants and children
of 15 were living with HIV (UNAIDS 2010). India has an Ø Monitoring and follow up after ART initiation
estimated 2.3 million people living with HIV, of these nearly Ø Medical management of Opportunistic Infections and
one lakh (4 %) are estimated number of infected children .In Drug toxicities in children
Karnataka a cumulative of 10,915 children are registered and Ø Comprehensive medical and Psychosocial care for the
of these 3330 children are on Anti retro viral therapy (NACO family as a unit
2010). About 15 million children under the age of 15 have Ø Home visits by care coordinator if the child has missed a
lost one or both parents to AIDS, most of them living in sub- visit to the clinic or not adhering to the treatment regimen
Saharan Africa. By 2010, it is estimated that more than 25 Ø Referrals and linkages with governmental and
million children around the world will be orphaned by the nongovernmental organizations based on the needs of
AIDS pandemic (UNAIDS 2010). the children
In addition, AIDS has caused children to experience the The services are provided by a multi-disciplinary team
loss of their siblings, friends, relatives, teachers, doctors, and consisting of a Medical officer, Counsellor, Nutritionist,
other significant people in their lives. India has an increasing Pharmacist, Lab Technician and Care coordinator who is a
population of children living with HIV and those who have PLWHA. The ART centre caters to provide Anti-Retroviral
lost either one or both parents to an AIDS related illness. Treatment and therapeutic services to infected children and
However, there are no official estimates available on their families. Some of the suspected children screened in
children affected and orphaned by HIV and AIDS in our the outpatient department of the IGICH are also referred for
country. services. An average attendance of patients per day is 20-30
India’s paediatric AIDS initiative, another significant which includes both fresh and old cases.
step towards universal access, was launched by National
AIDS Control Organisation in November 2006. This Profile of children availing services at Paediatric ART
initiative allowed quick scaling up of the access to treatment centre (IGICH) Data provided till November 2010.
for HIV infected children by making paediatric –formulated
fixed dose combination drugs available for free in ART
centres. The free availability of the combination of anti retro Particulars Male Female Pre ART ART Total
viral drugs has simplified and extended the lives of children. Death 30 31 27 34 61
The goal of National Paediatric initiative is providing care, Transferred
support, treatment for children infected and affected by
out to other 54 48 28 74 102
HIV/AIDS. Currently there are 7 Regional Paediatric ART
Centres providing services for children infected with HIV in ART centres
India (Chennai, Mumbai, New Delhi, Kolkata, Hyderabad, Lost for Follow
12 06 17 01 18
Imphal and Bengaluru). However, beyond taking medicines, -up
children and their caregivers/parents require information CLHA in resi-
and education to understand the condition and ways to 131 160 112 179 291
dential care
address their emotional, psychosocial and development
Children living
needs (NACO 2007). 118 105 81 142 223
The Regional Paediatric ART centre at Indira Gandhi with families
Institute of Child Health, Bengaluru aided by Government of Total 345 350 265 430 695

dÆ£ï 2011 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 19

 IGICH has been treating children infected with HIV since
2005.The above table shows that there are 61 deaths of the
infected children since 2005. 102 children have been
referred or transferred to various other ART centres based on
the convenience and needs of the family. 18 children have
been lost for follow up, as they are not able to contact either
due to lack of proper address or migrated. Little more than
45% (291) of children live in the residential care centres as
they have lost their parents or their extended relatives are not
providing care. 223 children are living with their families
(parents, grand parents, siblings and extended family) which
amounts to 32% of the total identified children from the
ART centre.
Needs of children living with HIV/AIDS
Children have specific needs for growth and
development, and of early diagnosis of infection besides
needing a strong family support. Growth and development
are important indicators of child’s health. HIV infection can
lead to growth problems, developmental delays and
developmental regression. Treatment options and nutritional
needs are based on the child’s growth and development.
Orphaned and vulnerable children (OVC), both infected and
uninfected add to the complexity of the issue in terms of
vulnerability, social security, livelihood, poverty, etc.
Besides experiencing multiples losses, children infected by
HIV/AIDS are likely to suffer from economic hardship,
Impact on the child Impact on the family
malnutrition, illness, abuse, lack of family support,
unhygienic living conditions, loss of property and
inheritance, etc.
Practical and material needs are important for an infected
HIV child, but emotional aspects are also very important for
them. There are critical periods in the child's life that they
could use extra support. These include when they are
diagnosed, discrimination from peers as well as dealing with
death. It might be beneficial for both the child and the parent
to seek the advice or assistance of a counsellor to help
through these rough times. Trauma may strike the child, if
they happen to encounter the death of their parent(s) due to
HIV as well. This will definitely be an emotionally trying
step in their lives.
Almost all children living with HIV have experienced
discrimination and faced the effects of stigma. Children
living in residential care settings are uncertain about their
future or more fearful about the death and infections. The
support of the extended families is not seen in these children.
The routine activities like (taking medicine in queue, visiting
hospitals in groups, etc) in the residential homes hinder their
growth and development as they do not have parental touch.
Frequent changing of caregivers in the residential homes
disturbs the child’s emotions and lacks attachment figure.
This would also affect the treatment plan.
Impact of HIV/AIDS on children and families:
Impact on Society

• Fear • Grief over the loss of idea of one’s • Responsibility of children affected
• Dejection, anger healthy child and infected by HIV
• Pessimistic views about future • Guilt, Sadness, Anger • Need for Increased services in
• Poor scholastic performance • Dejection if mode of transmission health and service for infected and
• Decreased social support networks was from mother to child affected
• Emotional problems manifested as • Inability to accept child’s illness • Identification of extended
physical illness • Family routine gets caregivers
• Rejection affected • Orphanages/ Foster care
• Isolation • Frequent visits to hospitals • Overburdening of health care and
• Maintaining secrecy about the • Disclosure to those concerned social support resources
illness • Burden of caring the child • Reduced workplace productivity
• Associative stigma if the parents • Siblings often get neglected due to death
are known to be publicly infected • Permanency plan of care for the • Drop in life expectancy
by HIV children. • Deprivation from adequate
• Discrimination by peers at school • Role strain on the elder/non nurturing, nutrition, education and
and play. infected sibling good role models
• Anticipatory grief when parents • Inheritance of property • Increased poverty and social
are hospitalized • Legal Guardianship inequality
• Responding differently to the
death in the family due to
HIV/AIDS
1. Regression
2. Acting out behaviors to gain
attention

20 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ dÆ£ï 2011

 3. Aggressive tendency
4. Impulsive behavior
5. Risky behavior

Children with HIV/AIDS and their families require • Building up confidence of the child/adolescent who
intensive social and financial support; concrete services such wants to come out in public is to be encouraged.
as transportation to health care services ,nutrition, • Interactive communication strategies have not been used
specialized home care or day care programs, ,mental health as a strategy to express the children’s emotions.
services, residential care ,legal Interventions and substance • Most of the children are having difficulties in certain
abuse assistance. The referrals also address the broad range subjects or poor in academic performance.
of needs of infected and affected families in improving the Conclusion:
care of people living with HIV/AIDS and their caregivers. Caring for children with HIV/AIDS and their families
require compassionate, multifaceted assistance to the entire
family support can help children recover from the
devastating loss of parents and loved ones. With proper
support, children with HIV/AIDS can progress through the
Adherence appropriate developmental stages and grow alongside their
Residential care, monitoring,
orphanages, care/treatment
Individual peers. Through education, children and adolescents can learn
counselling
foster hom es and support to care for themselves, to protect themselves and those
around them. They can also extend their awareness to
educate others and help reduce the stigma. Family support,
School Advocacy Children living Family support from friends and communities, and health care
with HIV/AIDS interventions professionals are essential for the overall well-being of
children.

Social security Group Authors

Building Network
schemes /Govt
of CLHA
intervention
Depts & NGOs
Current Gaps in Services
Addressing the following gaps would make the
prevention/treatment/rehabilitative programme more
comprehensive in meeting the needs of children and families
with HIV/AIDS.
• There are no mechanisms to provide support during death
of the family member/ child due to AIDS and lack of skills
in counselors to handle grief and bereavement in children.
• Even though parents are getting ART medicines
disbursed at the paediatric ART centres, they are not getting
treatment for their physical ailments in the centre.
• As children are growing in to Adolescents, disclosure of
HIV infection of the child and family is not addressed. If
parents do not want to disclose in the initial period, the issue
has been not discussed even after a few years. Separate
adolescent issues of boys and girls needs to be addressed.
• Group Interventions for positive children, adolescents
and siblings,
*Prathima.S, Ph.D Scholar, Department of Studies in
Social Work ,Manasa Gangothri, Mysore University,
Mysore
** Dr. C. Usha Rao, Assistant Professor, Department of
Studies in Social Work ,Manasa Gangothri, Mysore
University, Mysore.
*** Dr. N. Janardhana, Assistant Professor, Department
of Psychiatric Social Work, National Institute of Mental
Health and Neuro Sciences (NIMHANS), Bengaluru.
References
1. National Conference on Paediatric HIV, towards
elimination of paediatric HIV , Abstract book NACO,
December 2010.
2. UNAIDS GLOBAL REPORT 2010 A Report on the
global HIV/AIDS epidemic. Joint United Nations
Programme on HIV/AIDS page. Available at: http ://
www. unaids. Org /en /default .asp.
3. Paediatric ART Counselling Training Modules,
Participants’ Manual, National AIDS Control Organization
with support from Vasavya Mahila Mandali (VHM) and
WHO India ,NACO 2007.

dÆ£ï 2011 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 21

 Field Practicum as the Backbone
of Social Work Education
Abstract
F ield work occupies a very significant position in the
curricula for Social Work Education as it is an integral
part of the training programme. Field work in Social Work
Education refers to training and education. It is a dynamic
process of observing to acquire creative and innovative
ideas. It helps the Social Work trainees for the development
of their intellectual and emotional attitudes. It is a
combination of both theory and practice along with
philosophy for the action. This technique depends on
scientific knowledge to understand the people and the social
phenomenon. It provides an opportunity for the Social Work
trainees to apply their theoretical Knowledge to understand
the practical aspects. If the social work practitioner desires
to be effective in his venture, it is not only enough to acquire
requisite knowledge of theory but it is equally necessary to
gain experience through practice in the field by using such
knowledge. Field Work opens the platform for Social Work
trainees to apply theoretical knowledge acquired through
many ways but mainly through attending classes and reading
the concerned literature. This type of situation in Social
Work is described as ‘Professional application’ part of
Social Work education. This article examines the criteria of
routine activities of public student performance, peer
accountability, adaptive anxiety, and accountability of field
work in Social Work education. It argues that field work is
the backbone of Social Work education and it has to be
utilized in its fullest sense to strengthen the effectiveness of
social work education.
Definition of Field Work
In the words of Dr. M. V. Moorthy and Narayana Rao,
“practical work in any area of social work assigned to a
trainee for completion”. This may be accepted as working
definition. When they tried to identify the role of the
supervisor and the student in the field work context, they
thought that the field work supervisor's role was the '
teaching work' ; while that of the student—' learning work'.
But it is not so always as they would be playing both the
roles.
It is a difficult task to have a comprehensive definition
which explains the nature of field work as the concept is a
dynamic one. If we look at the objectives of the field work,
perhaps, we may under¬stand the concept well. In these days
22 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
we hear a lot about Integrated/unitary approach and
developmental perspective in social work practice. It is in
this direction field work has to be developed.
Objectives of Field Work
(i) Develop professional skills through learning how to
utilize the knowledge for the study of the relevant facts, the
analysis of problems, and selection of the appropriate means
for problem solving.
(ii) The development of skills for problem solving in
work at the micro level (individual, family, small group,
community), and change at the macro level in social
institutions and processes.
(iii) Provide concurrent opportunity for the integration of
classroom learning in the field practice and vice-versa.
(iv) Develop skills required for professional practice at
the particular level of training.
(v) Develop professional attitude involving impartiality,
non-judgmental attitudes, objectivity.
(vi) Develop professional values and commitments such
as respect for human dignity and worth and the right to
participation and self-determination compatible with the
good of society.
(vii) Develop awareness of self and the ways in which
psychological and cultural factors affect the perceptions of
and responses to others.
(viii) Develop the professional ideal.
The objectives give us an understanding that field work
would not expect the students solve problems in a given
situation ; but to acquaint with nature, causes, effects of the
problems and to suggest the possible remedies to them. The
parties involved in field practice are: the Head/ Chairman,
the Faculty Supervisor, the Supervisee, the Agency
Supervisor and the Clientele.
Karnataka Scene :
The pattern of field work programme in the Institutions
for Social Work Education in Karnataka which offer post-
graduate-generic and specialization courses varies slightly
from one Institution to another. Each post-graduate student
has to spend 15 hours a week in field work under the
supervision of faculty as well as agency supervisors.
Normally, students have to go two days a week for field work
and regular attendance is compulsory. Any absence at field
dÆ£ï 2011
work will have to be compensated as per the supervisor's
instructions.
The Head of the Institution is responsible for : (i)
making contacts with different agencies after select¬ing
them properly, (ii) liaison, (iii) distribution of students under
different faculty supervisors, and (iv) allotment of students
to various agencies in consultation with Institution/Agency
Supervisors. Conduct¬ing agency supervisors' conferences,
work-shops, seminars, taking up certain studies on field
work are some of the other functions to be performed by the
Head of the institutions. He should also use skills in solving
certain sensitive problems which might develop during field
practice. The distribution of students among faculty
supervisors is done usually on equal basis. This again
depends on the strength of the staff and students. Normally a
faculty supervisor supervises six to twelve students. The
Heads of the Institutions are normally not assigned direct
field work supervision; but over all supervision is being done
by them.
Selection of Agencies
Selection- of agencies largely depends on many factors.
The Institutions can look at the agency from the point of view
of methods of field work, a specialized field of social work,
or job training. It can also be viewed from two angles
specifically traditional and developmental (remedial and
preventive). Therefore, it largely depends on how one views
the different aspects of a given field situation.
Generally the Institutions consider the following criteria
while selecting the field ; (i) Distance from the Institution,
(ii) Availability of records for field practice, (iii) Availability
of trained staff in the agency, (iv) Adequate work load for the
students, and (v) Provision for practice of social work
methods.
Orientation visits
This visit provides an exposure to understand the
importance and place of the practicum in the educational
programme. It also helps to understand the purpose, function
and ethics in professional practice. It helps the student to
understand the agencies functioning in health setting,
education, community, institutional services, criminal
justice system, civic administration and rehabilitation.
Placement
Placement of a student to an agency is not an easy task.
Since it involves, various factors like students interest in the
agency, timings, distance, etc. The Head is supposed to take
meaningful decision over this aspect. Agency placement at
a longer distance will be usually done only if the
conveniences are more in favor of student/s. Sometimes, due
to shortage of agencies within the geographical limits,
dÆ£ï 2011
students are placed in agencies which are at a longer
distance. Finally, placement mainly depends on the needs
and requirements of the social work course itself like
method-wise, specialization-wise, etc.
Content and Recording
Field work content has got close relationship with
recording the field work experiences. With regard to the
content of field work, it can be stated that the syllabi
normally spell out the expected content of field work in all
the Institutions in Karnataka. Institutions give importance on
all types of recording. In fact, these are the basis for
evaluation too. Students are required to submit two types of
reports: (i) Log report which explains briefly what a trainee
did on a particular field work day, and (ii) Detailed report
which covers the entire work of a trainee during a week. The
students are also required to submit records of Individual as
well as Group Conferences, and other important
information.
Supervision
Supervision, in field work, is an educational,
administrative and helping process which is concerned with
enabling, teaching and guiding a supervisee to develop
professional skills, knowledge which help him do the field
work successfully. In other words, supervision is a two-way
process between supervisor and supervisee in which
supervisor instructs, guides, supports and co-operates with
the supervisee in the process of his developing required
skills, knowledge and attitudes. The contribu¬tion of the
agency supervisor is of great value. The faculty/agency
supervisor, at times, plays as a teacher ; act as an
administrator as well as a researcher in order to discharge his
duties and functions.
Individual Conferences and Group Conferences are held
every week in all the institutions offering Social Work in
Karnataka. During these conferences, students discuss the
matters with supervisors from whom guidance, clarification
are sought.
The supervision is done at different stages such as:
Orientation, selection of Field Work agencies, etc. The
supervisory in-put required at each stage is unique. Careful
readings of a student's records and offering useful comments
on them are very important aspects of supervision.
Evaluation
Evaluation is not a sporadic activity. It is a continuous
process by which the professional growth of the student is
critically appraised and ascertained within the broad
perspective of professional social work by an ' Evaluation
System' adopted in an institution.
Generally at the time of placement each student is given a set
of guide-lines for the purpose of carrying out the field work.
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 23
Each student is expected to make use of the guide-lines while
doing field work. These guide-lines will help the concerned
person to use them at the time of evaluation. All the
Institutions in Karnataka, have the ' evaluation system' of the
field work done by the trainee by using 'evaluation forms'.
The ' evaluation form' contains various criteria like (i)
assessing the ability of the student to integrate theory and
practice, (ii) student's capacity to utilize the ' supervisory
input', (iii) Student's ability to accept the setting, etc.
The final evaluation is done by the Committee consisting of
the concerned faculty supervisor and the Head of the
Depart¬ment along with external examiners by conducting
viva –voce examination.
Social Work Camp
It provide opportunities for the Social work trainees to
experience rural life, analyze rural dynamics and observe
functioning of local self government and voluntary
organizations. This experience aids peer participation in
planning for activities for own group and those for local
people. It also helps to develop skills to carryout, evaluate
and report the experience. It may be of duration of seven to
ten days.
Summer Placement
It provides an opportunity to experience day to day work
in a particular setting without any break for three weeks. The
Social Work trainee gets involved with direct practice with
the client system and with the ongoing management
operations of the setting. The Social Work trainee may use
the same setting for data collection of research project if such
an arrangement is part of the plan.
Skill Development
The course organizes skill development workshops for
the Social Work trainees to acquire specific intervention
skills for situations encountered during practice. These may
be for problems or concerns, issues or situations like work
with alcoholics, HIV, AIDS affected persons, adolescents for
life skills development and couples for material relationship
and enrichment, work with elderly. These workshops are to
enhance skills or develop new skills for practice in specific
situations for specific problems and issues.
Academic Tour
It is of seven to ten duration. It provide an experience to
study and appreciate innovative efforts by individuals and
groups towards meeting peoples core needs and initiate
development.
Block Placement
After completing the concurrent field work during the
two academic years successfully, and also appearing the
final year examination, student is placed in selected agencies
24 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
chosen by the student keeping in view the purpose of the
Block Placement. The period varies from one Institution to
another. Block Placement is compulsory in all the
institutions. The purpose of the Block Placement is to enrich
the perspective of a given student in any area of field work.
Performance of the student in the Block Placement is
assessed by a Committee consisting of the faculty
supervisor, the Head of the Department and an External
Examiner on the basis of the reports submitted by the
students and the oral examination conducted by the
Committee.
Problems
(i)There are situations wherein the relationship between
the faculty/agency supervisor and student or between faculty
supervisor and agency supervisor is not harmonious. In such
situation, it is impossible to achieve the purpose and the
objectives of the field work.
(ii)Students are treated, at times, agencies part-time
clerks. As such, they might loose interest.
(iii)Sometimes, students themselves are not interested in
doing field work. The reasons, of courses, are many.
(iv)In some of the agencies, Student-trainee will not get
enough work load.
The above mentioned are some of the problems which
need urgent attention of the concerned persons. If at all we
want to say that ' Field Work' is an integral part of Social
Work Education, it is necessary to minimize if not eradicate
the above said problems by evolving suitable measures. Of
course, it is difficult to bring out a set of measures which
could be adopted universally as each field work situation
poses different set of problems.
Reference
1.Moorthy, M. V. and Narayana Rao (1970), Field Work
in Social Work, Waltair, Depart¬ment of Sociology and
Social Work, Andhra University
2.Kent Bessie,(1969), Field Work Supervision in
Practice, Oxford, Pergamon Press
3. Maris, Francies,(1972) Field Practice in Social Work
Education, California, Sultana Press
4.University Grants Commission(1980), Review of the
Social Work Education in India, Report, Delhi
5.Working papers of the work-shop on Field Work –
(1981), Delhi School of Social Work
6.http://www.highbeam.com/doc/1G1-248827636.html
1
Dr. M.P. Somashekar,
HOD of Social Work, JSS College of Arts,
Commerce & Science (Autonomus) Ooty Road, Mysore-
570 025
2
Dr. Y.S. Siddegowda
Prof. of Social Work, University of Mysore, Mysore
dÆ£ï 2011
 Accountability for NGOs
Introduction: drifting towards mobilizing and effectively deploying
There is so much talk about ‘accountability’ resources. I was explaining how difficult fund-raising
nowadays. Each NGO seems to have its own was and how I sometimes felt demeaned doing it. He
convenient way of describing what this means to it. We politely heard me and moved the conversation from this
seem to be unsure of the extent and the spirit behind aspect to that of whether the funds raised were being
such an extraordinary concept. A few of them are clear spent effectively. He then asked me what was I doing to
that it means submitting their reports regularly and on make sure that the resources mobilized were spent for
time. For others it means the efficient and effective the purpose for which they were raised. We started
deployment of resources at their command. For a few talking about ‘accountability’ and how one could make
more, it means ensuring responsiveness to the oneself and an organization truly accountable. As the
community and being accountable to them. While one conversation progressed, he told me that there could
can keep debating and expanding these definitions, I indeed be different perspectives and views on this. He
have always been fascinated by a simple definition asked me not to focus on collecting a hundred thousand
given to me by an extraordinary person. rupees from one single person, but to collect one rupee
Jagadguru Chandrashekarendra Saraswati Swamigal from a hundred thousand people. Before I could speak,
(1894 – 1994), the Sage of Kanchi was the 68th he continued and told me that in the kind of public
Jagadguru of the Kanchi Kamakoti Peetam. He is service that I was engaged in, it was always better for
usually referred to as Paramacharya or Mahaswami or two hundred thousand eyes to be watching me rather
Maha Periyavaal. People worshiped him as the than a mere two. At that time, I hadn’t internalized what
‘walking god’. he had said. As days pass on, I am able to clearly see
As a child, my father had taken me to the Kanchi what he could have meant.
Math to have his darshan. It was only after I started Accountability is indeed a complex process but it
constantly interacting with the junior pontiff Sri needs to start somewhere. In his own way, the Maha
Jayendra Saraswathi did I get to spend more time in the Periavaal had given me a simple but very effective
presence of the Maha Periyavaal. Whenever I visited metric. By expanding the base of people one needs to be
the Math, I would just stand at a distance in his presence accountable to, you end up making sure that as many
that was so unexplainably calming. One could never perspectives and views are addressed. What I had
describe how just being there brought in so much earlier thought of as mere numbers is now something
stillness. Hundreds of people would come and pay their that is much deeper and diverse. Addressing the
respects and yet there would be so much of quietude. He concerns and expectations of the thousands of people
would speak very measurably and with only a few. A that we work with helps us evolve this understanding of
question here or an enquiry there. Occasionally, he accountability. Whether it is a donor that we receive
would answer the questions that some devotee would funds from or the Government or a funding agency or
ask. But most of the time, he would just sit and silently the community that participates with user fees, we are
bless the multitude of people who came seeking solace driven by this definition of accountability which so well
and peace. I had the good fortune of being introduced to encapsulates quality, transparency, accountability and
him once by Sri Jayendra Saraswathi in 1989. so much more. n
Thereafter, during every visit of mine, the Maha
Periyavaal would fondly enquire about our work and
whether all the tribals were being properly taken care (Article reproduced from the blog
of. He would always have a word of advise for me and rbalu.wordpress.com with the permission of the author)
constantly tell me that I was privileged to have an Dr.R. Balasubramaniam, Founder, Swami Vivekananda
opportunity to serve these rural and tribal brethren. Youth Movement. He can be reached at
On one such occasion, I remember the conversation drrbalu@gmail.com

dÆ£ï 2011 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 25

 School Social Work
J
ohn was having trouble in his Indian history class. He
wasn’t focused in class, never turned in homework, and
was in danger of failing and having to repeat the eighth
grade. Repeated calls to John’s parents from both his teacher
and his school counselor brought no responses. The school
administration, then called in the school social worker who
visited John’s home and talked to his parents. The family was
going through a crisis brought on when John’s father lost his
job. After several months of job searching, he remained
unemployed and had begun drinking alcohol to excess on an
almost daily basis. This led to marital problems and a
generally unhealthy home atmosphere. The school social
worker was able to direct John’s parents to appropriate
community agencies that could help the family deal with the
stressful situation. She also set up a testing and counseling
session for John. Several months later, the family was in
group counseling and John was in a special after-school
tutoring program. John’s father still had not found a job; but
the family was on a more even keel, and it looked like John
was going to pass Indian history.
Increasingly, schools employ social workers to lessen the
educational and developmental problems facing children.
School social workers operate as a link among the school, the
students, their families, and the community’s social services.
They work with students both in their homes and in their
schools, while focusing on family and community factors
that influence their performance in school. School social
workers make a broad impact: They often reduce the number
of school dropouts, or they may coordinate agency services
for students and their families, and increasingly they develop
strategies to prevent school violence.
Nature of Work:
The National Association of Social Workers identifies four
major areas of school social work practice:
1. Early intervention to reduce or eliminate stress within or
between individuals or groups
2. Problem-solving services to students, parents, school
personnel, or community agencies
3. Early identification of students at risk
4. Work with various groups in school to develop coping,
social, and decision-making skills
School social workers play an important role in gathering
information about a student’s social, emotional, and
behavioral adjustments to both school and the community.
They conduct interviews with the student, the family, school
personnel, other significant persons in the student’s life, as
well as make classroom observations of the student. They
use this information to prepare social and developmental
26 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
histories that identify the student’s strengths and problem
areas. Using direct counseling and referral techniques,
school social workers identify and consider solutions to
problems. They also develop and obtain resources and
information to help the student and, when necessary, the
family. Their aim is to improve the overall quality of life for
the student so he or she is free to learn. They may work with a
multidisciplinary team to accomplish this goal; but, like
other social workers, school social workers must value the
dignity and worth of each student in order to build a basis for
trust and understanding. Confidentiality is a prime concern
with students and their families.
All information that is shared with school social workers
is held in the strictest confidence. Direct counseling may be
on an individual basis or with groups. School social workers
may hold group sessions with teenagers whose behavior or
academic progress indicate the need for counseling. They
may be called in to evaluate an excessively aggressive four-
year-old or to help a seven-year-old who has a fire-setting
problem. Sometimes, a change in the school setting, tutoring,
or special classes may be recommended. If a community
agency referral is appropriate, the school social worker will
arrange for that service. In short, school social workers use a
case-by-case method similar to other social workers, but
always with the basic goal of maximizing the child’s
potential to benefit fully from his or her C A R E E R S
education.
School social workers may develop expertise in issues or
problems that are specific to the student population or the
community. They may include such issues as child abuse and
neglect, teenage pregnancy, date rape, or poverty. They may
also include student specific issues related to aggressive
antisocial behavior, learning problems, emotional
disabilities, or substance abuse.
They may develop specialized services, provide group
counseling on particular topics, and conduct training for
school personnel. School social workers work in preschool,
elementary, middle and high school settings. They may work
in special schools for students with physical, mental, or
emotional disabilities.
Education Required
Some states require licensing by a Social Work Licensing
Board, and more than 30 states require school social work
licensure by the state’s educational agency.
There is also a social work component of the National
Teachers Examination (NTE) that was developed by the
Educational Testing Service and the National Association of
Social Workers (NASW) and is used to demonstrate a social
worker’s knowledge and aptitude.
Most school social workers have master’s degrees in
dÆ£ï 2011
social work (MSW) from a university accredited by the
Council on Social Work Education (CSWE), while a fewer
number of school social workers have completed CSWE-
accredited baccalaureate social work programs. Graduate
students specializing in School Social Work usually
complete at least one year of supervised experience in a
school setting, typically under the direct supervision of an
experienced school social worker.
The NASW has also created a School Social Work
Specialist (SSWS) credential that requires a master’s degree
and at least two years of post-master’s supervised school
social work experience, as well as a passing score on the
Social Work Component of the NTE.
Course work required for a degree in school social work
may include applying social work in non educational
settings, and will include general knowledge to the field of
social work. Social workers are employed in a variety of
settings, and it is possible to train for the general field of course, Schweitzer pursued the ideal of the philosopher-
social work with a concentration in school social work.
Personal Qualities:
Because a school social worker must often coordinate a team
of teachers, parents, and social service providers, it is
important to have the ability and willingness to work well
with other professionals and inspire cooperation.
The school social worker must be sensitive and
responsive to the needs of both family and child. School
social workers must be resourceful and flexible to
successfully create individualized programs to help each
child. Often school social workers must be willing to
advocate for new resources when needed services are not
available in the community.
It is also important that school social workers express
themselves clearly and enjoy the challenges and rewards of
working with children. School social workers must have the
perseverance and dedication to help students and their
families realize specific, individual goals. A desire to
continue to learn helps social workers discover new methods
and research that will help them improve their practice.
There are so many social and personal difficulties facing
today’s youth that the role of the school social worker is
always expanding. Educational success by students in at-risk
communities is greatly enhanced through the employment of
school social workers. The work for these professionals
never diminishes, but there may be inevitable funding
problems. Funding can be provided though local school
districts’ general education funds or through state and federal digitalin), tropical dysentery (emetine (syrup of ipecac) and
grants and foundations. Students interested in becoming a
school social worker can start getting experience by
volunteering in a social service or community support
program, or by becoming a peer counselor. Students can visit
their own school social worker, if one is available, and ask
about his or her experiences. Because advanced education is
usually necessary, course work aimed at college and
eventually graduate school is the most useful preparation. n
dÆ£ï 2011
18
Albert Schweitzer
considering his Lutheran theology to be “incorrect”. He
could easily have obtained a place in a German Evangelical
mission, but wished to follow the original call despite the
doctrinal difficulties. Amid a hail of protests from his
friends, family and colleagues, he resigned his post and re-
entered the University as a student in a punishing seven-year
course towards the degree of a Doctorate in Medicine, a
subject in which he had little knowledge or previous
aptitude. He planned to spread the Gospel by the example of
his Christian labor of healing, rather than through the verbal
process of preaching, and believed that this service should be
acceptable within any branch of Christian teaching.
Even in his study of medicine, and through his clinical
scientist. By extreme application and hard work he
completed his studies successfully at the end of 1911. His
medical degree dissertation was another work on the
historical Jesus, The Psychiatric Study of Jesus. In June 1912
he married Helene Bresslau, daughter of the Jewish pan-
Germanist historian Harry Bresslau.
In 1912, now armed with a medical degree, Schweitzer
made a definite proposal to go as a medical doctor to work at
his own expense in the Paris Missionary Society's mission at
Lambaréné on the Ogooué river, in what is now the Gabon, in
Africa (then a French colony). He refused to attend a
committee to inquire into his doctrine, but met each
committee member personally and was at last accepted. By
concerts and other fund-raising he was ready to equip a small
hospital. In Spring 1913 he and his wife set off to establish a
hospital near an already existing mission post. The site was
nearly 200 miles (14 days by raft[29]) upstream from the
mouth of the Ogooé at Port Gentil(Cape Lopez) (and so
accessible to external communications), but downstream of
most tributaries, so that internal communications within
Gabon converged towards Lambaréné.
In the first nine months he and his wife had about 2,000
patients to examine, some traveling many days and hundreds
of kilometers to reach him. In addition to injuries he was
often treating severe sandflea and crawcraw sores (washing
with mercuric chloride), framboesia (using arseno-
benzolinjections), tropical eating sores (cleaning and
potassium permanganate), heart disease (treated with
arseno-benzol), tropical malaria(quinine and Arrhenal
arsenic), sleeping sickness, treated at that time with atoxyl,
leprosy(chaulmoogra oil), fevers, strangulated hernias
( s u rg e r y ) , n e c r o s i s , a b d o m i n a l t u m o u r s a n d
chronicconstipation and nicotine poisoning, while also
attempting to deal with deliberate poisonings,fetishism and
fear of cannibalism among the Mbahouin. n
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 27
GIRL CHILD – ENDANGERED…..?
There is a lot of hue and cry in the society for the equal
status for women. Though few women have secured that
status in some advanced countries, much has to be done to
secure women the status that makes them avail the
opportunities.
To demand this status there are lots of organizations
working around. It is a task, a war against the age old
practices, traditions which often have the last laugh even
now.!
The trend has changed. Working for the upliftment of
status of women is a mission no doubt, but the rate at which
dwindling ratio of women in comparison to men needs to be
attacked to.
In the first case, not only women working for women,
non governmental organizations and also men with rational
thought participated in the programme. There, we could
blame the society, we could blame the traditions and
practices for the down word trend in status for women.
BUT WHO IS RESPONSIBLE FOR THE
NARROWING OF GIRL CHILD BIRTH RATE?
Even uneducated women want a male child! City bred
working women either prolong pregnancy or are against
motherhood. Delayed pregnancy also makes women go
infertile.
Now, educating girl child, training them in vocational
trades, engaging them in social welfare activities, are
among some of the methods the said organizations and
government departments are engaged in.
More seriously these institutions have to remodel their
programme. The awareness of healthy pregnancy and safe
delivery practices are still distant but awareness about
scanning and knowing the sex of the child in the womb is
gaining more popularity this trend is hazardous.
The reduction in girl child birth rate creates imbalance
in times to come.
No orientation, training or fight for emancipation
would be fruitful if the peril of abortion of female fetus is
not stopped and girl child birth is encouraged.
28 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
There are more perils attached to this.
The family gets tattered if the wife wants a girl child or
refuses to abortion.
An illegal abortions also leads to risk to life of the women
and future conception.
Imbalance in sex ratio in the society leads to moral
irregularities.
All these have serious implication on women only. To
overcome this is the need of the hour.
Giving incentives to parents, like in western countries may
not be practical in India. A bicycle to a school girl or free
education would do help. For, majority still live in villages
and are illiterate. The gimmick of percentage 33 or 35 helps
only politicians. These are tried and failed methods.
A few can now be tried.
Encourage involvement of women more in all activities.
Appointing only lady teachers up to primary level in all
schools [including private schools] and to higher classes on
merit or percentage.
Dowry should be completely eliminated.
Cases on dowry harassment should be cleared in time
frame [as early as possible]
Free to contest in any election, at any level exclusive of any
percentage or reservation.
Special courts at taluk level to try, harassment to remove
female fetus and settled in days – even on court holidays.
No caste bar for the cause of women.
These need legislation. These are urgent needs.
Apart from equal share in property, free education and other
incentives free medical attention [for any disease] may be
initiated. Are there any takers.!
M. Badarinath
Bangalore
bhorukawelfare.org
dÆ£ï 2011
 KURT LEWIN -
FATHER OF MODERN SOCIAL PSYCHOLOGY.
K urt Zadek Lewin (September 9, 1890 - February 12,
1947) was a German-American Psychologist,
known as one of the modern pioneers of social,
organizational, and applied psychology. Lewin is often
recognized as the "founder of Social Psychology" and was
one of the first to study group dynamics and organizational
development.
In 1890, he was born into a Jewish family in Mogilno,
Poland (then in County of Mogilno, province of Posen,
Prussia). He was one of four
children born into a middle-class
family. His father owned a small
general store and a farm. The
family moved to Berlin in 1905. In
1909, he entered the University of
Freiburg to study medicine, but
transferred to University of Munich
to study Biology. He became
involved with the socialist
movement and women's rights
around this time. He served in the
German army when World War I
began. Due to a war wound, he
returned to the University of Berlin
to complete his Ph.D., with Carl
Stumpf (1848–1936) the
supervisor of his doctoral thesis.
Lewin had originally been
involved with schools of
behavioral psychology before
changing directions in research and
undertaking work with
psychologists of the Gestalt School of Psychology, including
Max Wertheimer and Wolfgang Kohler. He also joined the
Psychological Institute of the University of Berlin where he
lectured and gave seminars on both philosophy and
psychology. Lewin often associated with the early Frankfurt
School, originated by an influential group of largely Jewish
Marxists at the Institute for Social Research in Germany. But
when Hitler came to power in Germany in 1933 the Institute
members had to disband, moving to England and then to
America. In that year, he met with Eric Trist, of the London
Tavistock Clinic. Trist was impressed with his theories and
went on to use them in his studies on soldiers during the
Second World War.
Lewin immigrated to the United States in August 1933
and became a naturalized citizen in 1940. Earlier, he had
dÆ£ï 2011
spent six months as a visiting professor at Stanford in 1930,
but on his immigration to the United States, Lewin worked at
Cornell University and for the Iowa Child Welfare Research
Station at the University of Iowa. Later, he went on to
become director of the Center for Group Dynamics at MIT.
While working at MIT in 1946, Lewin received a phone call
from the Director of the Connecticut State Inter Racial
Commission requesting help to find an effective way to
combat religious and racial prejudices. He set up a workshop
to conduct a 'change' experiment,
which laid the foundations for what
is now known as sensitivity
training. In 1947, this led to the
establishment of the National
Training Laboratories, at Bethel,
Maine. Carl Rogers believed that
sensitivity training is "perhaps the
most significant social invention of
this century."
Lewin worked on the fields like:
Force field analysis, Action
research, Leadership climates,
Change process
Lewin's equation
The Lewin's Equation, B=ƒ(P,E), is
a psychological equation of
behavior developed by Kurt Lewin.
It states that behavior is a function
of the person and their environment
.
The equation is the psychologist's
most well known formula in Social
Psychology, of which Lewin was a modern pioneer. When
first presented in Lewin's book “Principles of Topological
Psychology”, published in 1936, it contradicted most
popular theories in that it gave importance to a person's
momentary situation in understanding his or her behavior,
rather than relying entirely on the past.
Kurt Lewin Awards: awards will be extended at each
General Meeting in recognition of a significant research
contribution in Social Psychology. The aim of this new
award is to reward full members for outstanding scientific
contributions to Social Psychology and to "bridge the gap"
that existed in the old EASP award system whereby only
people at the very beginning or toward the end of their career
were recognized for their research contributions by the
Association. n
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 29
 Debate and Discussion
A note on Social Work Education (indirectly talks about
the profession also) in the light of present day realities.
A question comes to mind that....
Is Social Work Education a Panacea for the Present
Societal Challenges?
Globalization impacts on all countries, adversely
affecting developing countries such as India. Global and
national standards for Social Work Education should
develop appropriate perspectives addressing the negative
feelings of communities.
The education system in India in general and particularly
in Karnataka has grown greatly over the decades. Social
Work has emerged as a one of the major academic discipline
of late. Several universities have set up separate schools or
departments in this subject. Social Work is a discipline
involving the application of social theory and research
methods to study and improve the lives of people, groups and
societies. It incorporates and uses other social sciences as a
means to improve the human condition and positively
change society`s response to chronic problems. Social Work
is a profession committed to the pursuit of social justice, to
the enhancement of the quality of life and to the development
of the full potential of each individual, group and community
in the society. It seeks to simultaneously address and resolve
social issues at every level of society and economic status,
but especially among the poor and sick. Social Workers are
concerned with social problems, their causes, their solutions
and their human impacts. They work with individuals,
families, groups, organizations and communities.
Emergence of Social Work Profession
Social Work as a defined quest and profession began in
the 19th century. This was in response to societal problems
that resulted from the Industrial Revolution and an increased
interest in applying scientific theory to various aspects of
study. Eventually an increasing number of educational
institutions began to offer Social Work Programmes. The
settlement movement`s emphasis on advocacy and case
work became part of Social Work Practice. During the 20th
century, the profession began to rely more on research and
evidence-based practice as it attempted to improve its
professionalism. Today social workers are employed in a
many of pursuits and settings. Professional Social Workers
are generally considered those who hold a professional
degree in Social Work and often also have a license or are
professionally registered. Social Workers have organized
themselves into local, national and professional bodies to
30 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
further the aims of the profession.
Professional Interventions
There are three general categories or levels of
intervention. The first is Macro Social Work which involves
society or communities as a whole. This type of Social Work
Practice would include policy forming and advocacy on a
national or international scale. The second level of
intervention is described as Mezzo Social Work Practice.
This level would involve work with agencies, small
organizations and other small groups. This practice would
include policy making within a Social Work Agency or
developing programmes for a particular neighborhood. The
final level is the Micro level that involves service to
individuals and families.
There are a wide variety of activities that can be
considered Social Work and Professional Social Workers are
employed in many different types of environments. In
general, social workers employed in clinical or direct
practice work on a Micro level. Social Workers who serve in
community practice are occupied in the Mezzo or Macro
levels of Social Work.
Need to have critical look at Social Work Education in the
era of LPG? (Liberalization, Privatization and
Globalization)
As an Education institution, what it should do to improve the
present situation;
• Consolidation of the developments that have occurred in
the liberalization, privatization processes in different areas
of Social Work and their documentation.
• Incorporating the essential elements of Social Work
Services in the programmes of welfare agencies for children,
youth, women and the aged.
• Amalgamation of social work programmes with
programmes of labour welfare and personnel management in
industrial settings.
• Strengthening community efforts to organize rehabilitation
services in community
• Enlisting Social Service support from student service
organizations.
• Development of models of training in social work.
• Broadening the field work placements for trainees to
include community agencies in addition to the present
postings.
• Developing specialized fields like Psychiatric
Rehabilitation, Social Work with Children, Family
dÆ£ï 2011
Psychiatric Social Work, Social Work in Community Mental
Health, Social Work with Neurologically/ Neurosurgically
Disabled and Social Work Emergency Services.
• Conducting systematic research- exploratory, descriptive,
experimental and evaluation studies-on issues related to
Social Work and Development of indigenous models.
• Development of the departments into a centre for advanced
studies and research in Social Work, thus making it as an
apex bodies for Social Work Programmes for welfare
agencies and Universities.
Research in Social Work
The current state of Social Work Professional
Development is characterized by two realities. There is a
great deal of traditional social and psychological research
(both qualitative and quantitative) being carried out
primarily by university –based researchers and by
researchers based in Institutes, Foundations or Social
Services Agencies. Meanwhile, many social work
practitioners continue to look to their own experience for
knowledge. This is a continuation of the debate that has
persisted since the outset of the profession in the first decade
of the twentieth century. One reason for the gap between
information obtained through practice opposed to through
research, is that practitioners deal with situations that are
unique while research concentrates on similarities. The
combining of these two types of knowledge is often
imperfect. A hopeful development for bridging this gap is the
compilation, in many practice field, of collections of best
practices which attempt to refine research findings and the
experience of respected practitioners into effective practice
techniques. Although social work has roots in the
informatics revolution, an important contemporary
development in the profession is over coming suspicion of
technology and taking advantage of the potential of
information technology to empower clients.
Are there institutes for excellence in Social Work
Education?
Social Work higher education and funding for excellence
which will enable it to design, carry out and evaluate three
areas of innovative educational development:
? Learning for effective practice- to improve the balance
between learning in the workplace and on campus.
? Assessment- to ensure testing methods and flexible yet
rigorous
? E learning- to develop and promote new learning
resources
? Shape the future Social Work education by driving up
standards and ensuring that Social Services work force
equipped to meet the needs of 21st century society. If we are
to attract more people into a career in Social Work then we
need to offer first class training and education.
dÆ£ï 2011
Underpin teaching excellence.
?
Establish projects to develop and support learning and
?
best practice.
? The Institutes should drive these improvements and build
on other important initiatives already under way to improve
the recruitment, retention and support of social services staff.
? Commitment from and collaboration among the other
Institutes/ Universities to transform Social Work education
in Karnataka.
? Meeting the high standards.
? Registration of Social Workers, as well as social work
employers and ultimately people who use Social Work
services.
? The Institutes should play an important part in the future
of Social Work Education and the educational system should
welcome this initiative.
? Look forward to working with the institutes towards a
better qualified work force and improved protection for the
public.
? It is vital that one another work together to raise the
professionalism and status of Social Workers, and encourage
more people into Social Work as a career.
Dr.R.Shivappa
Associate Professor of Social Work,
University of Mysore, Mysore
Sanitation
Over 250 crore people across the world lack access to
improved sanitation, with nearly 120 crore practising open
defecation, the riskiest sanitary practice of all. According to
a report released jointly by World Health Organisation
(WHO) and UNICEF, the poor sanitation situation is a big
threat to children's survival as the faecal-contaminated
environment is directly linked to diarrhoeal disease, one of
the biggest killers of infants under the age of five.
According to the report, presently 87 per cent of the
world population has access to improved drinking water
sources, with current trends suggesting that more than 90
per cent will do so by 2015.The number of people practising
open defecation dropped from 24 per cent in 1990 to 18 per
cent in 2006. The report also highlights disparities within
national borders, particularly between rural and urban
dwellers. Worldwide, there are four times as many people in
rural areas-approximately 74.6 crore-without improved
water sources, compared to some 13.7 crore urban dwellers.
The report, however, said that the situation has improved
with more people now using improved sanitation facilities,
which ensures that human excreta is disposed of in a way
that prevents them from causing disease by contaminating
food and water sources. "Though the practice of open
defecation is on the decline worldwide, 18 per cent of the
world's population, over 120 crore people, still practise it, "
the report said. In southern Asia, some 77.8 crore people
still rely on this risky sanitation practice, it added.
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 31
 Feeling of Indian Pulses
by the Swedish Hearts
Who are we:
Sofia Idström, 26 years, comes from Gothenburg in
Sweden. I have one bigger brother, Alex who does his PhD in
chemistry, Father J.P, doctor in Chemistry, mother Ulla,
social worker. I finished 12 standard in 2003 and after that I
travelled India, South America, Oceania and Europe and I
have been working. I started my social work studies in 2008
at MidSweden University, Östersund. I love travelling,
playing and listening to music, create, and photography.
Sara Handzic, 24 years, comes from Värmland in
Sweden. My family are: my boyfriend Rickard, my mother
Silvia and my father Dirk, my sister Katja, her fiance Joakim
and their son Alfons, my brother Kaj and his girlfriend Lisa
and there are two dogs and one rabbit. I like spending my free
time outdoors in the nature, photography is another interest
a great learning process to be in a new country and get to
of mine. I also like to travel, experience new cultures and get
know and get experience. The most important thing is that
to know new people. I started my social work studies in 2008
there isn't one answer how to solve a social problem.
at MidSweden University, Östersund.
4. Can you compare social work education of Sweden and
1. A few words about your internship programme in India
We are staying in Bangalore for 20 weeks for a block India? What are your observations?
In Sweden, a larger number of the social work students
placement as a part of our BSW, we study the sixth semester
are female, here we have noticed it is a male dominated field,
out of seven. The first two weeks we had orientation visits to
so there is a gender difference between who is choosing
different NGOs and after that we chose to have our
social work as a profession. In Sweden, we also have a larger
placement at an NGO called Child Rights Trust (CRT) which
age range among the students, there can be 19 year old as
is working with creating awareness about child rights in the
well as 50 years old who study to become a social worker.
society. We have joined their programmes but also continued
The biggest difference is that in India, most of the students
visiting more NGOs to get a wider view of social work in
only study MSW of two years. In Sweden, you have to have
Bangalore.
a bachelor degree in social work to be able to work in the
2. How is your experience in India? field, most of the degrees are 3,5 years. When it comes to
In the beginning it was a big cultures shock to come here. study a master in social work, it is not sufficient as it is in
The difference between India and Sweden is big, we had to India.
adjust to the climate, the food, the traffic and the large In Sweden you also have to have a degree in social work
amount of inhabitants in Bangalore. We have enjoyed the to be able to continue to higher studies, but for work it is only
time here in India and we have learnt a lot about India as well required that you have a BSW.
as about ourselves. Being in a new country and being put in
5. Can you describe SW Education in Sweden
new situations is very developing for the own person, and
We have 16 universities where one is able to study social
you get to know things about yourselves you never would
work. Until now, one could have a specialisation, like our
have if you stay inside your own comfort zone.
university has International and Intercultural specialisation,
but now the Institute for Higher Studies have decided that all
3. Objective of your training programme
We study an intercultural and international programme, of the social work programmes should be generalised. So
so for our second block placement we have to go abroad to today, still there is differences between the universities. For
get exposure to other countries` social work, but there is also example, the practice placement can be 15 weeks + 20

32 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ dÆ£ï 2011

weeks, 2 weeks + 15 weeks, or as you have in India, two days
every week.
6. What do you like about SW Education in India
It seems very good to have the field practice along with of
the theoretical studies, that the students every week get the
opportunity to see the real social work and find out their field
of interest as well to learn how to apply the theories from the
books on the real practical work.
7. What do you don't like about SW Education in India
We feel that our 3,5 years of social work studies will not
be enough for us to go into the field in Sweden, so the only
thing that might be lacking in the education in India is that it
is mainly at the Master level, and that it is only for two years.
But of course, if the students find it sufficient with two years,
then there is no problem.
8. Describe Social Workers` role in Sweden
The goal is that there should be no need for social workers
in the country, the work is being done in fields were a social
worker already is required, but there is also focus on the
prevention, for example having councillors in schools is a
way to discover a child at risk at an early stage so future
problems can be prevented.
9. Tell us something about our magazine
We think you are doing a very important work with your
magazine. Starting the first social work magazine in
Karnataka is a great achievement and we really hope it will
get great success and that people in the field realize how
important it is to keep yourselves update even after the
studies as well as for the social work students, since the text
books often are printed some years back.
10. Tell us something about Swedish SW Magazines
The biggest social work magazine in Sweden is called
Socinomen (the Social Worker) which publishes reports
from different fields, new research, new information and
literature. The magazine reaches to all interested in the social
work; the magazine is published by the biggest social work
union in Sweden. This union is also working to support all
social workers who are in the union, for example at their
workplace for getting the right salary, or if they lose their job
support will also be given by the union.
11. Why you chose India for your internship
Sara: I always wanted to go to India, because it seemed
like a very interesting and fascinating country, so it felt like
the right time for me to come here and experience it for real.
It is a good opportunity to see more of the real India, than
when you are coming only as a tourist.
dÆ£ï 2011
Sofia: This is my second visit to India, the first one was in
2007. It was on that trip that I decided that I wanted to study
social work and that I would like to come back here some day
as a professional, so I decided this would be a good place for
my internship.
12. What is the Fields Work pattern in Sweden
In Sweden there is a large public sector for the social
welfare which is working for individuals as well as families,
both children and adults. There are various other fields
where social workers are required in Sweden, in the schools
there should be a counselors for the children and in the
hospitals the patients need to have the possibility to meet
councillor. There is also a large amount of rehabilitation
homes for example people with drug and alcohol addiction,
children and youth in risk zone and refugee children coming
without their parents.
13. Why you chose Social Work as your career
Sara: I felt that I wanted to work with people and in the
world today there are a lot of people suffering, I felt that if I
can contribute with something I wanted to do that.
Sofia: I have always known that I want to work with the
inequality in the world. The poverty in the world as well as
poverty within a county is because of greed and selfishness,
and I believe that it is possible to eradicate. I want to be a part
of that. I do not want to stand on the side watching other
people suffer.
14. What are the fields of Social Work in Sweden
The biggest social problems in Sweden are mental
illness, narcotics, organized crime. There is a large amount
of people suffering from mental illness due to stress,
pressure, family situations and many other things, we have to
put a lot of effort in this field, since a larger amount of young
people suffer from depression. The attitude against
substance abuse is quiet liberal, which mainly affects the
poor people more, who might end up with an addiction they
can't afford; this is also connected to the mental illness. The
organized crime in Sweden is growing; there is a market for
traffic goods and people, which makes it possible for them to
continue their work.
15. What are the specializations in Swedish Social Work?
In Sweden the aim is that all universities should have the
same programme for the students, So mainly the social work
students study the classic programme which covers all the
fields of social work, if you continue your studies for a
master you can chose if you want to specialise or continue in
the field of ”social work”.
Page 36
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 33
Managing Emotions
Among Children
T he most common emotions among the children in early
and late childhood are anger, fear, jealousy, curiosity,
envy, joy and grief. Emotions are intense during Childhood.
Angry feelings are normal emotional reactions to daily
stresses in life that range from irritated to enraged. Although
any emotions may be heightened in the sense that it occurs
more frequently and more intensely than is normal for that
particular individual, heightened emotionality in early
childhood is characterized by temper tantrums, intense fears
and unreasonable outburst of jealousy. Much of the
heightened emotionality characteristics of this stage is
psychological rather that physiological in origin.
The current article aims to analyze the route cause for the
emotional problems of the children which drive them to lose
their emotions, discuss the rudiments of emotional
management and also suggests few measures to handle the
children’s emotional outbursts and to manage their
emotions.
It’s natural for children to experience negative emotions
like that of anger and anger itself is not that negative of an
emotion if transformed. Only when repressed does it cause
problems. Emotional outbursts in children are often
triggered by frustration. They cannot understand their
situation and they do not know how to change it. Helpless
and unable to verbalize their feelings, they respond with
emotions that are outburst. The negative emotions when
repressed transform to the following four feelings that can be
regarded as more dangerous. Contempt, jealousy, hatred and
guilt however are very negative because they are emotions
that are very difficult to employ constructively. All four
imply stasis, inaction or reckless destruction.
• Contempt implies illusory superiority and does nothing
to help a person constructively; it perpetuates separation,
oppression and exploitation.
• Jealousy is an emotion of lack, insecurity, and obsession
or of having to fantasize to have something imaginarily
• Hatred is rarely acted upon and is a brooding emotion,
dynamic, sending oozing negativity into physical and enteric
environment and atrophying the soul. Hatred leads to
destabilizing destruction.
• Guilt is a futile attempt by a soul to change the past that is
another major negative emotion.
Causes for the emotional outburst of the Children:
Most of the children feel that they are capable of doing
34 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
more than their parents will permit them to do and revolt
against the restrictions placed upon them. In addition they
become angry when they find they are incapable of doing
what they think they can do easily and successfully. Even
more important, children whose parents expect them to
measure up to unrealistically high standards will experience
more emotional tension than children whose parents are
more realistic in their expectation. ( Vishala, 2006). High and
unrealistic expectation from parents will lead to emotional
tensions and promote the feelings of anger among the
children.
Emotional outburst among children can be associated
with low self esteem, fear of failure, or feelings of isolation.
It can be related to situations in which a child feels anxiety
because they have no control over the situation (divorce, a
move, family problems). In a young child, what an adult
experiences as sadness a child may express as anger in
situations like for an example loss of a loved ones, separation
etc. (Compas, Bruce.E, 1988). Family and social
environment is more significant factor in provoking or
handling emotions of the child.
Emotional outburst in children often comes from stress.
Stress is part of child’s life as much as its part of adult’s life.
There are other valid causes of emotional outburst in
children that require immediate attention and perhaps even
professional intervention; these are children who are angry
because of family separation and child custody issues. Or
they may be victims of sexual abuse or their anger can be due
to rape trauma.
Children who were viewed as highly socially competent
by their peers and school personnel were found to cope with
emotions in more constructive, nonaggressive ways. Fabes
and Eisenberg, (1992). The children when not recognized
and rewarded for their achievements feels rejected and
behave with anger. Another study of children's coping
mechanisms for emotions examined responses toward anger
occurring between adults but not directed toward the
children (Cummings, 1987). Children may respond to adults'
angry interactions by incorporating negative coping
behaviors into their own interpersonal interactions.
There are several studies that focus on causes of
children's emotional outburst. Covell and Abramovitch
(1987) studied 123 predominantly middle-class children
between the ages of 5 and 15. The traits of happiness,
sadness, and anger were studied. The children were
interviewed to identify causes of emotional outburst. This
study showed that the children believe themselves to be the
cause of their mother's emotions and their perception of "the
family as an environment in which one is made and makes
others lose control over emotions".
Not only the small children, even the grown up children
dÆ£ï 2011
desire to have their parents close by and to attend to their
needs.Children are not able to comprehend why parents must
have other preoccupations than them. The feelings of the
child is likely to be that if mom and dad liked them, their
parents would want to be with the children and this may lead
to emotional reject. (Vishala, 2006).The only one child
formula has caused certain problems for the child itself such
as selfishness or not to able to cope up with other children
because of lack of sharing and generosity between siblings.
One child may have the problem of attension seeking. In the
family where there is more than one child, the sibling rivalry
is natural.
Two greatest causes for unhappiness in 21st century
children are : psychological and physical rejection. Many
children feel that they are not wanted and accepted by their
parents. Another important cause of unhappiness in children
are friction in family and the breakup of the family. In each
and every case of seperation of parents, children are the
victims.
Rudiments of emotional management:
The tantrums and emotional outbursts among children
that are perfectly normal can be handled by parents and
teachers. However long lasting and severe tantrums may be
red flags for professional and medical interference.The
feelings expressed out of uncontrolled emotions, if not
managed properly may result in destructive emotions like
contempt, jealousy, hatred and guilt that are very negative
that may dominate the child’s personality and spoil the social
development.
The child needs help when the emotional outburst
becomes severe, if the child’s behaviour poses a danger to
himself or others. Attention has to paid if the negative
emotions in the child is sustained, persistent, rude, verbally
abusive for more than an hour and if the child has performed
the act of violence / physical aggression against others
(Vishala, 2006). The child needs help when he outburst
himself and when emotions turned inward through
starvation , avoidance of friends and self mutilation. The
child should be properly taken care when he is found to
misbehave in school and have performance problem. Thus
emotional management becomes unavoidable. Repeated
episodes of sustained and explosive emotional outburst can
signal the need for professional intervention. These severe
episodes of emotional outburst among children may lead to
the following serious behavioural issues:
? Anger disorder
? Oppositional defiance disorder
? Bipolar disorder
? Attention deficit disorder
? Depression in children
? Anger addiction
? Conduct disorder
dÆ£ï 2011
Thus emotional management in the right time is very
crucial to protect our children in falling prey to this problem.
The secret of successful emotional management is to
intervene early. Most children use negative emotions like
anger because it is their only coping mechanism for daily
stress (Fabes,Esenberg, 1992). By identifying problem
situations and providing them new techniques for coping, we
can keep the negative emotions bee from grabbing hold of
children.
Suggestions to manage emotions among children:
Identifying emotions that is abnormal and intervening
early is the first step towards recovery of the problem of
anger. To increase children’s motivations to learn to behave
in a socially approved manner, rewards serve the purpose of
reinforcing the motivations.A loving family is a stimulating
enivronment in which children have opportunities to use
their abilities to the maximum and become well balanced
individuals later in life. It is thus the family’s responsibility
to see that their children have the four “A”s of happiness –
Affection, Acceptance, Approval by others and
Achievements which will encourage children to like and
accept themselves. ( Vishala, 2006).
Reasonable and appropriate expressions of affection and
recognition by parents and teachers such as showing pride in
young children’s achievements and spending time with them
and doing things they want to do will make them appreciate
themselves as well as others.Parental acceptance of
annoying childish behaviour and parental guidance in
learning to behave in a socially more acceptable way lead
children to be more self confident and earn self esteem.
Eliminate toys and TV shows that encourage aggressive
behaviour because children are great imitators. Parents need
to censor the various programs which children watch. While
TV at home opens a world of information and education to
the young mind, uncensored and unguided viewing by the
innocent mind can lead to serious mishaps that will have a
devasting and sometimes lasting effect on child’s
personality.
Disciplinary policy that is well planned and consisitently
carried out by parents and teacher’s wil let young children
know what is expected of them and prevents them from
feeling that they are unfairly punished. Punishments must be
given only when there is evidence that children not only
know what is expected from them but when they willfully
violate expectation.
Provide them favourable atmosphere and appropriate
opportunities for creative expression through curricular and
extra curricular activities. Many physical activities such as
movement, exercise or outside play may help to ventilate
emotions. Children can be given positive attention for
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 35

behaviour that we want to reinforce.Reduce frustrating
circumstances, donot make children wait for long, keep rules
to minimum, and provide choices. Parents and teachers must
be role models by handling their own emotions for the
children as the child observe and imitates them a large.
Remain calm when children display their emotional outburst
or behave aggressively which has an impact on children’s
emotions. Use a quite but firm voice to the child at the eye
level.It is important to explain to the children when the
parent is not able to spend much time with them because of
work commitments.
Social Work Intervention :
School social workers, teachers and parent have a great
role in the educational and personal development of the
children. Children give great regard and respect for their
teachers. For them, teachers are always correct and believe in
whatever the teacher says or does. Therefore it is the moral
responsibility of the teacher to set standards and manage the
children’s emotions. Parents should trust their children with
the respect that they would give to adult. It will boost their
personality to act in socially approved manner. When
negative emotions like anger and aggression is persistent,
diagnostic and remedial instructions are helpful for children.
The children who consistently have temper tantrums and
other negative emotions, requires professional help from
Social workers and counselors intervention to handle the
emotional outburst of the children by following the
preventive measures, corrective measures and Enrichment
programs.
REFERENCES :
• Ann Shields, Dante Cicchetti (1998). Reactive
aggression in maltreated children: The contribution of
Attention and Emotion Dysregulation,, Journal of Clinical
Child & Adolescent Psychology, Vol.27,Issue 4, Pg.381-
395.
• Averill,J.R ( 1982 ). Anger and aggression : an essay on
emotion. New York Springer Verlag.
• Beck, Aaron T (1976). Cognitive Therapy and the
Emotional Disorders , New York, NY 10019 , 1633
Broadway. The New American Freedom, Inc.,
• Beck, Aaron T. and Gary Emery (1985). Anxiety
Disorders and Phobias: A Cognitive Perspective. New York,
Basic Books Pvt Ltd.
• Child, Doc Lew (1994) .Freeze-Frame, California 95006,
PO Box 66, Boulder Creek, Planetary Publications.
*Ms.M.Premalatha
Lecturer in the Department of Social Work
Karpagam University
Coimbatore-21
36 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
From Page 33
Feeling of Indian Pulses
by the Swedish Hearts
16. What are the employment opportunities?
There are a lot of social workers going to retire the
coming years, so this is the right moment to get this
education. As we mention earlier there are 16 universities
educating social workers, so every year a large numbers of
social workers will be graduating, which makes the
concurrence bigger in a small country like Sweden with only
9,5 million inhabitants.
17. Tell us something about India and Karnataka people,
culture, tradition with Social Work Perspective
We have met a lot of inspiring people doing a great work
with a lot of passion for people in more vulnerable position in
the society. We have also experienced that people here are
very helpful, for example in the beginning when we were
taking the bus to different places. There is also a great
hospitality here, we went to Hirakumbalagunte, a village in
Bellary district and there we could really experience the
great hospitality, in every house we were offered food or tea.
Such a nice experience!
18. What's your future plans?
Sara: I would like to work with children and youth or
within the field where nature is being used for its healing part
to rehabilitate people. I have not decided yet if I will continue
my studies for a master or if I will start to work when I
graduate.
Sofia: Since we study an international aim, I would like to
work a couple of years abroad. If I would work in Sweden I
would like to work with the prevention of crime and abuse,
then mainly with youths in high school.
19. Suggestions for the Social Work Students in India
Speak up for the people that no one listens to, and work
with your heart. Never forget your role as a social worker, to
be there for the ones in need.
Tell us something about social work trade union in Sweden
In Sweden we have one big trade union for social workers
called SSR. The union operates, among other issues on
education, research, skills, ethics, work environment, pay
and working conditions. By the Board of Social Work
authorization conduct social workers aptitude test and then
they are authorized to work as social work. You can be a part
of this union when you are a social work student as well as
when you are working. n
dÆ£ï 2011

Abalashrama
Abalashrama, situated in Dr. D V G Road in
Basavanagudi, Bangalore City, is one of the oldest
registered Voluntary Social Organisations in the city.
Late Sri Chakravarthy Venkatavarada Iyengar paved
the way for establishing Abalashrama at the dawn of
20th century by marrying Smt Krishnamma, a
childhood widow. The nobles of Arya Samaj, his
personal zeal for helping deprived women and the
support he received from his life partner sowed the
seeds for founding this unique institution. Having
resolved to make a beginning, the couple converted
their own modest home into a sanctuary for abandoned
women and orphaned girls in 1905.
Soon the need was felt to expand the activity.
Abalashrama moved to its own spacious premises on
Dr. D.V.G Road ( formally known as Nagasandra Road
) in 1911 where it is continuing its activity even now. It
was registered Society in 1943-44 and an elected body
took over the reigns of the organization. It then started
functioning as a full fledged formal institution.
It is gratifying to recall that H.H The Maharaja of
Mysore, Sri Jayachamaraja Wodeyar , graced the
function organized to celebrate the Golden Jubilee in
1964. It was fortunate that number of dedicated men
and women came forward to offer their services and
have built the institution on a strong foundation. It has
rendered sincere and uninterrupted service during the
past hundred years and more. It is the oldest institution
of this kind in Karnataka.
Abalashrama aims to rehabilitate totally orphaned
girls and destitute women with problems resulting from
unhappy marriage. They are provided food, shelter,
clothing, medicare, education and vocational training.
They are also helped to find jobs so that they become
economically independent . Mere financial
independence does not ensure life's fullfillment. These
girls too entitled to joys of a family environment,
raising children and integrating themselves in a social
dÆ£ï 2011
mainstream, instead of remaining ' orphans ' throughout
their lives . Hence marriages of the residents are
arranged whenever possible. Thus the institution has
helped thousands of women and girls in its ten decades
of fruitful existence.
AIMS:
• To work for the amelioration of the educational,
economic and social conditions of women irrespective
of religion or caste or cread.
• To give shelter, support and solace to totally
orphaned girls and destitute women with problems
arising out of marriage.
• To equip girls and women to lead an honest and
honorable living.
Abalashram has several salient features that
distinguish it from other similar organizations
Ashram is the home of residents, with motherly care
?
and emotional sustenance.
It provides literacy to the illiterate.
?
Ashram encourages to pursue college education up
?
to diploma, degree and post-graduate level.
It provides job oriented courses depending upon
?
individual aptitude and interest.
Job opportunities are provided in liaison with
?
business houses, corporate bodies and private
entrepreneurs.
? Periodical excursions are arranged to educate and
entertain.
? Jeevan Vikas, a weekly programme, is arranged to
enlarge mental horizons and to infuse moral values.
? Birthday of each and every resident is celebrated.
? Ashram strives to instill self-respect and self-
confidence in order to enable the residents to become
dignified members of the society.
? Ashram provides legal assistance, counseling
services and vocational guidance when needed.
? Ashram arranges marriages when suitable boys
approach it, after thorough scrutiny.
Abalashram
Dr. D.V.G Road, Basavanagudi,
Bangalore - 560004
Karnataka, India
+ 91 94491 06410
+ 080 26678694
Email-Id : info@abalashram.org
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 37
Research
“A study on the role of
NGOs in mainstreaming
commercially sexually
exploited women in
South India”
ABSTRACT
Fulfilling the sexual need is a
basic requirement, which is a
controlled behaviour in human
society as the institutions such as
family and marriage act as
controlling agents. But because
the practice of prostitution had
the support of religion and
society by accepting it as a
necessary evil, the influence of
social institution reduces and the
act of sexual satisfaction takes the shape of exploitation.
After the introduction of LPG (Liberalization, Privatization
and Globalization), the sexual exploitation turned into a
trade where it received a commercial touch. Gradually it
became the third biggest crime after arms and drugs and
demanded the intervention of government and NGOs.
The present study focuses on the NGO intervention in
relation to mainstreaming commercially sexually exploited
women in South India. There were 32 NGOs identified for
the study in South India who do not advocate legalisation but
work for mainstreaming the sexually exploited victims. In
the present study, the mainstreaming programmes of NGOs
have been categorized into seven such as rescue,
rehabilitation, reintegration, prevention, development,
advocacy and research and to achieve the objectives
descriptive and diagnostic research design has been adopted
along with the tools such as Interview schedule, Interview
guide and quality of life scale.
From the study it is understood that rehabilitation is the
activity adopted by all the organisations considered for the
study constituting 100%, takes the first place and prevention
activity stands at second, as 24 organisations work on it
(74.4%); reintegration/repatriation and rescue activities
takes up the third place as 17 NGOs (52.7%) each adopts the
programme; the next place is for developmental activities as
13 organisations (40.3%) works on it. Last but one place goes
to Advocacy/lobbying as 9 organisations (29.9%) put their
efforts in the field. Andhra Pradesh is the state to achieve
better in the field of advocacy by having two government
orders related to the issue. The last place goes to research
activities for which only 6 organisations concentrate
(18.6%).
38 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
ITPA and IPC (Indian Penal Code) are the most
recognized supportive legislative measures, since there are
no tailored policies and legislations available for the issue of
mainstreaming commercially sexually exploited women.
Instead, the problem of commercial sexual exploitation has
been included along with the other distresses of women in
general. But the needs and requirements of the field of
mainstreaming commercially sexually exploited women are
entirely different from the women in any other distressed
situation. Other than these limitations, financial crisis,
limited knowledge of the practitioner about the legislative
provisions, limited understanding of the practitioners about
the concept of mainstreaming, lack of trained manpower to
work in the field and mental health status of the victims are
the highlighting factors contributing for the non-effective
intervention programmes. Similarly, when the government
role is considered, the suggestions such as periodical
meetings with law implementers and NGOs, amendments in
egislation and more funding for NGOs have come forth.
With regard to the enhancement of quality intervention from
NGO side, a strong need of south Indian networking system
has been emerged.
The quality of life scale prepared by Douglas A. Bigelow
and team from Western Mental Health Research Centre,
Portland, Oregon has been adopted in the study which
looks into the areas such as pleasant and unpleasant feelings
of the survivors and their capacity to handle the same, the
decisions making and conflict resolving capacity of the
survivors, their living situation, income, transportation,
social interaction and medical facilities, alcoholic addiction
etc., and reveals that the quality of life adopted by the
mainstreamed survivors have been drastically improved.
The change is not seen states wise much, but overall it is
found that, the life style of commercially sexually exploited
women have been improved a lot.
In conclusion, Trafficking for commercial sexual
exploitation is the most dehumanizing trade. A victim in
flesh trade is subjected to innumerable physical sexual and
psychological tortures, which leaves irreversible scars in the
mind and the body. All efforts therefore need to be taken to
prevent such a situation as prevention is always better than
cure. But when the intensity of the problem in the society is
observed, the number of NGOs involved in mainstreaming
commercially sexually exploited women is very less. This
situation demands further more NGOs to work for the issue
for which lot of the government support through framing
different policies and programmes and community support
by involving themselves in the process of the mainstreaming
are required more. n
Author: Kumudini Achchi, Lecturer Dept. of
Social Work, JSS College, Mysore
Awarded: Nov 2010 Awarded by: The University of Mysore
Guide: Prof. Y.S.Siddegowda, M.S.W., PhD. Professor,
Department of studies in Social Work, Manasagangothri,
University of Mysore, Mysore- 570 006
dÆ£ï 2011
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ºÀÄnÖPÉƼÀÀÄzÀÄ JA§ÄzÀgÀ°è C£ÀĪÀiÁ£À«®è. n
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 39

Dual Consciousness: zÀéAzÀé ¥ÀæeÉÕ
d£ÀgÀÄ MAzÉà ¨ÁjUÉ JgÀqÀÄ ¥ÀgÀ¸ÀàgÀ ¥ÀÆgÀPÀªÁVgÀzÀ ºÁUÀÆ PÉ®ªÉǪÉÄä
¥ÀgÀ¸ÀàgÀ «gÉÆÃzsÁvÀäPÀªÁzÀ £ÀA©PÉUÀ¼À£ÀÄß ºÉÆA¢gÀĪÀªÀgÁVgÀĪÀÅzÀ£ÀÄß
vÀªÀÄä ªÀvÀð£ÉUÀ¼À°è ¥ÀæPÀn¸ÀĪÀÅzÀPÉÌ zÀéAzÀé ¥ÀæeÉÕ JAzÉ£ÀߧºÀÄzÀÄ. F
¥ÀjPÀ®à£ÉAiÀÄ£ÀÄß DzsÀĤPÀ PÉÊUÁjPÁ ¸ÀªÀiÁdzÀ ±Àæ«ÄPÀ ªÀUÀðzÀ°è
PÁt§ºÀÄzÁVzÉ. F ªÀÄA¢ vÁªÀÅ AiÀiÁªÀ ²PÀëtzÀ ªÀåªÀ¸ÉÜAiÀÄ
ªÀÄÄSÁAvÀgÀ vÀªÀÄä ²PÀëtªÀ£ÀÄß ¥ÀqÉ¢gÀĪÀgÉÆ CAxÀ ²PÀët ªÀåªÀ¸ÉÜAiÀÄÄ ¸ÀévÀB
MAzÀÄ ¨sÁUÀªÁVgÀĪÀ ¥ÀæzsÁ£À ¸ÀA¸ÀÌøwAiÀÄ ªÀÄÄSÁAvÀgÀ ºÀ®ªÁgÀÄ
£ÀA©PÉUÀ¼À£ÀÄß ¨É¼É¹PÉÆAr¢ÝgÀ§ºÀÄzÁzÀgÀÆ ªÀÄÄAzÉ CªÀgÀÄ
GzÉÆåÃUÀPÉëÃvÀæPÉÌ E½zÁUÀ C°è£À GzÉÆåÃUÀ ¥Àj¹ÜwAiÀÄ ¥Àæ¨sÁªÀ¢AzÁV
ºÁUÀÆ ±Àæ«ÄPÀªÀUÀðzÀ fêÀ£ÀzÀ ¥ÀjuÁªÀĪÁV PÉ®ªÀÅ «©ü£Àß £ÀA©PÉUÀ¼À
¸ÀĽUÉ ¹®ÄPÀĪÀÅzÀÄAlÄ. F MAzÉà «µÀAiÀÄzÀ PÀÄjvÀÄ JgÀqÀÄ «©ü£Àß
£ÀA©PÉUÀ¼À ¥ÀgÀ¸ÀàgÀ vÁPÀ¯ÁlªÀ£ÀÄß zÀéAzÀé ¥ÀæeÉÕ J£ÀÄߪÀgÀÄ.
Dual consciousness A term used to describe the world-view
of people who simultaneously hold two apparently
inconsistent sets of beliefs. This is usually ascribed to the fact
that people receive a set of beliefs through general
socialization into a dominant culture but have another set of
beliefs based on their own practical experiences of life.
..............................................................................................
Eroticism: PÁªÀĸÀA§AzsÀªÁzÀ D¸É, ¥ÀætAiÀÄzÁ¸É
PÁªÀĸÀA§AzsÀªÁzÀ D¸É CxÀªÁ PÁªÉÆÃzÉæÃPÀ ªÀÄvÀÄÛ EzÀPÉÌ ¸ÀA§A¢ü¹zÀ
¸ÁªÀiÁfPÀ zÀ馅 CxÀªÁ ¥ÀjPÀ®à£É ºÉÃUÉ §zÀ¯ÁUÀÄvÀÛ ºÉÆÃUÀvÀÛzÉA§ÄzÀ£ÀÄß
w½¸ÀĪÀ ¥ÀjPÀ®à£ÉAiÉÄà “PÁªÀĸÀA§AzsÀªÁzÀ”. D¯ï¥sÉæqï Q£ï¸É
JA¨ÁvÀ£ÀÄ ¯ÉÊAVPÀ ªÀvÀð£ÉUÉ ¸ÀA§A¢ü¹zÀ J¯Áè ZÀlĪÀnPÉUÀ¼ÀÄ CxÀªÁ
¥ÀæPÀgÀtUÀ¼ÀÄ ªÀÄ£ÉÆÃgÀAd£ÁvÀäPÀªÁVgÀÄvÀÛzÉ JAzÀÄ ªÁåPÁ夹zÁÝ£É.
EªÀÅUÀ¼ÀÄ «©ü£Àß ¸ÀA¸ÀÌøwUÀ¼À°è ºÁUÀÆ ªÀåQÛUÀ¼À «©ü£Àß ‘fêÀ£À ZÀPÀæ’UÀ¼À
»£É߯ÉAiÀÄ°è «©ü£Àß ¸ÀégÀÆ¥ÀªÀ£ÀÄß vÀ¼ÉAiÀÄĪÀªÀÅ JAzÀÄ «ªÀj¹zÁÝ£É.
Eroticism is derived from the Greek eros means "desire" is a
philosophical contemplation with a focus on the aesthetics of
sexual desire, sensuality and romantic love: 'the very word
"erotic" implies superior value, fine art, an aesthetic which
elevates the mind and incidentally stimulates the body'.
..............................................................................................
Gesture: ºÁªÀ¨sÁªÀ CxÀªÁ ¨sÁªÁ©ü£ÀAiÀĪÀÅ ±À¨ÉÝÃvÀgÀ ¸ÀAªÀºÀ£ÀzÀ
MAzÀÄ gÀÆ¥ÀªÁzÀ zÉúÀzÀ ¨sÁµÉAiÀÄ MAzÀÄ CA±ÀªÁVzÉ. ¨sËwPÀ
ZÀ®£ÉAiÀÄ, ±ÁjÃjPÀ ¤®Ä«£À CxÀªÁ ªÀÄÄR¨sÁªÀzÀ ªÀÄÄSÁAvÀgÀ
¸ÁA¸ÀÌøwPÀªÁV ¹éÃPÀÈvÀªÁzÀAxÀ jÃwAiÀÄ°è, GzÁ: ºÀĨÉâÃj¸ÀĪÀÅzÀÄ
CxÀªÁ ©Ã¼ÉÆÌqÀÄUÉAiÀÄ ¸ÀÆZÀPÀªÁV PÉʩøÀĪÀÅzÀÄ CxÀªÁ E¤ßvÀgÀ
jÃwAiÀÄ°è ¸ÀAªÀºÀ£À £ÀqɸÀĪÀÅzÀ£ÀÄß ºÁªÀ¨sÁªÀ CxÀªÁ ¨sÁªÁ©ü£ÀAiÀÄ
J£À߯ÁUÀÄvÀÛzÉ.
A gesture is a form of non-verbal communication in which
visible bodily actions communicate particular messages,
either in place of speech or together and in parallel with
spoken words. Gestures include movement of the hands,
face, or other parts of the body. Gestures allow individuals to
communicate a variety of feelings and thoughts, from
contempt and hostility to approval and affection, often
together with body language in addition to words when they
speak.
40 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ
Glossary
..............................................................................................
Gregariousness/ Gregarious Instinct: AiÀÄÆxÀ¥ÀæªÀÈwÛ /
»Ar£À ¥ÀæªÀÈwÛ
¥ÀgÀ¸ÀàgÀ MnÖUÉ EzÀÄÝ ªÁ¹¸À¨ÉÃPÉA§ CxÀªÁ UÀÄA¥ÀÄUÀ¼À°è E®èªÉÃ
¸ÀªÀÄƺÀUÀ¼À°è ªÁ¹¸À ¨ÉÃPÀA§ ªÀiÁ£ÀªÀ ¸ÀºÀdªÁzÀ ¥ÀæªÀÈwÛAiÀÄ£ÀÄß CxÀªÁ
EZÉÒAiÀÄ£ÀÄß AiÀÄÆxÀ¥ÀæªÀÈwÛ J£À߯ÁVzÉ. Cj¸ÁÖl¯ï CªÀgÀÄ ‘ªÀiÁ£ÀªÀ£ÀÄ
ªÀÄÆ®¨sÀÆvÀªÁV ¸ÀªÀiÁdfë’ JA¢zÁÝgÉ. MAzÀÄ ºÀÄlÄÖ UÀÄtzÀ
¥Àæ¨sÁªÀ¢AzÁVAiÉÄà MAnAiÀiÁV fë¸À¯ÁgÀ. CzÀÄ CªÀ¤UÉ C¸ÀºÀ¤ÃAiÀÄ
ªÉÃzÀ£ÉAiÀÄ£ÀÄß, CªÀåPÀÛ ¨sÀAiÀĪÀ£ÀÄß vÀgÀĪÀÅzÀÄ JAzÀÄ C©ü¥ÁæAiÀÄ¥ÀnÖzÁÝgÉ.
DzÀgÉ, ¸ÀªÀiÁd ±Á¹ÛçÃAiÀĪÁV ºÉüÀĪÀÅzÁgÉ ¤gÀAvÀgÀ ¸ÁªÀiÁfPÀgÀtzÀ
¥sÀ®ªÁV ªÀÄvÀÄÛ EvÀgÀ ªÀåQÛUÀ¼À eÉÆvÉV£À MqÀ£ÁlzÀ ¥ÀjuÁªÀĪÁV
ªÀiÁ£ÀªÀ£ÀÄ J¯ÉèqÉUÀ¼À®Æè ¸ÀªÀÄƺÀUÀ¼À°è ªÁ¹¸ÀÄwÛzÁÝ£É J£À߯ÁVzÉ.
Instinctively or temperamentally seeking and enjoying the
company of others. In other words Habitually living or
moving in flocks or herds; tending to flock orherd together;
not habitually solitary or living alone.
..............................................................................................
Insanity: ºÀÄZÀÄÑvÀ£À, §Ä¢Þ¨sÀæªÀÄuÉ
ºÀÄZÀÄÑvÀ£À CxÀªÁ §Ä¢Þ¨sÀæªÀÄuÉ JA§ÄzÀÄ wêÀæ vÉgÀ£ÁzÀ ªÀiÁ£À¹PÀ
C¸Àé¸ÀÜvÉAiÀÄ£ÀÄß CxÀªÁ ¸Áé¨sÁ«PÀªÀ®èzÀ CwgÉÃPÀzÀ ªÀvÀð£ÉAiÀÄ£ÀÄß
¸ÀÆa¸ÀĪÀAvÀºÀ (a legal term) PÁ£ÀÆ£ÀÄ ¥ÀzÀªÁVzÉ. ªÀÄ£ÀB±Á¸ÀÛçdÕgÀÄ
“§Ä¢Þ¨sÀæªÀÄuÉ” CxÀªÁ “ºÀÄZÀÄÑ »r¢gÀÄ«PÉ” JA§ ¥ÀzÀ¥ÀæAiÉÆÃUÀUÀ¼À
§zÀ®Ä ªÀåQÛAiÀÄ ªÀiÁ£À¹PÀ C¸Àé¸ÀÜvÉAiÀÄ ¸ÀégÀÆ¥À ºÁUÀÆ CzÀgÀ wêÀævÉAiÀÄ
DzsÁgÀzÀ ªÉÄÃ¯É ¨ÉÃgÉ ¨ÉÃgÉ ¥ÀzÀUÀ¼À£ÀÄß §¼À¹ ªÀiÁ£À¹PÀªÁV C¸Àé¸ÀÜ£ÁzÀ
ªÀåQÛAiÀÄ£ÀÄß UÀÄgÀÄw¸ÀĪÀgÀÄ.
Insanity, craziness or madness is a spectrum of behaviors
characterized by certain abnormal mental or behavioral
patterns. Insanity may manifest as violations of societal
norms, including becoming a danger to themselves and
others, though not all such acts are considered insanity. In
modern usage insanity is most commonly encountered as an
informal unscientific term denoting mental instability, or in
the narrow legal context of the insanity defense. In the
medical profession the term is now avoided in favor of
diagnoses of specific mental illness such as schizophrenia
and other psychotic disorders.
..............................................................................................
Lineage / Lineage Group: ªÀA²ÃAiÀÄvÉ / ªÀA±ÁªÀ½/ ªÀA²ÃAiÀÄ
¸ÀªÀÄƺÀ
vÁªÀÅ MAzÀÄ ¸ÁªÀiÁ£Àå ªÀA±ÀªÀ£ÀÄß (common descent)
ºÀAaPÉÆAqÀAvÀºÀ ªÀÄA¢ JA§ ¨sÁªÀ£É¬ÄgÀĪÀªÀgÉ®ègÀÆ MAzÀÄ
ªÀA²ÃAiÀÄ ¸ÀªÀÄƺÀªÉ¤¹PÉƼÀÄîªÀgÀÄ. E°è ªÀA²ÃAiÀÄvÉAiÀÄ£ÀÄß vÀAzÉ
CxÀªÁ vÁ¬ÄAiÀÄ ªÀÄÄSÁAvÀgÀ UÀÄgÀÄw¹PÉƼÀÄîªÀ ¸ÁzsÀåvÉ EgÀÄvÀÛzÉ
Lineage means descent group reckoned through only on
parent, either the father(patrilineage) or the
mother(matrilineage). All members of a lineage trace their
common ancestry to a single person. A lineage may comprise
any number of generations but commonly is traced through
some 5 or 10.
dÆ£ï 2011
Believe it or Not

¨ÉAUÀ¼ÀÆgÀÄ d£À¸ÀASÉå offices, the streetlights and the kitchen run on solar
gÁdzsÁ¤ ¨ÉAUÀ¼ÀÆj£À d£À¸ÀASÉåAiÀÄ CAQ CA±ÀUÀ¼ÀÄ CZÀÑj power.
ªÀÄÆr¸ÀÄvÀÛªÉ. 2001 jAzÀ 2011gÀ CªÀ¢üAiÀÄ°è gÁdåzÀ .........................................................................................................
d£ÀASÉåAiÀÄ°è DVgÀĪÀ ºÉZÀѼÀzÀ°è ¨ÉAUÀ¼ÀÆj£À ¥Á®Ä 37%. On October 2007, through a joint initiative of
gÁdåzÀ MlÄÖ d£À¸ÀASÉåAiÀÄ 15.69% d£ÀgÀÄ ¨ÉAUÀ¼ÀÆgÀÄ Indicorps and Grassroots Development Laboratory ( a
¤ªÁ¹UÀ¼ÀÄ. gÁdåzÀ DgÀÄ d£ÀgÀ°è M§â ¨ÉAUÀ¼ÀÆgÀÄ ¤ªÁ¹. project of Piramal Foundation in Bagar), India’s 1st All
¨ÉAUÀ¼ÀÆj£À d£À¸ÀASÉå ªÀÈ¢Þ zÀgÀ 2001-2011gÀ CªÀ¢üAiÀÄ°è women rural business process organization, Source For
46.68% gÀµÁÖVzÉ. 1991-2001gÀ CªÀ¢üAiÀÄ°è 24.92% gÀ¶ÖvÀÄÛ. Change, came into being. The mission of SFC is to
¨ÉAUÀ¼ÀÆj£À d£ÀzÀlÖuÉ ¥Àæw ZÀzÀgÀ Q.«ÄÃ.UÉ 4378. (zÉñÀzÀ provide women with skills and employment enabling
¸ÀgÁ¸Àj d£ÀzÀlÖuÉ 382 ªÀiÁvÀæ). 2001gÀ d£ÀUÀtwAiÀÄ ªÉÃ¼É EzÀÄ them to be financially independent so that they can
2,985 EvÀÄÛ. ºÀvÀÄÛ ªÀµÀðUÀ¼À°è ¥Àæw ZÀzÀgÀ Q.«ÄÃ.UÉ 1393gÀµÀÄÖ achieve their rightful status in the society.
ºÉZÀѼÀªÁVzÉ. .........................................................................................................
......................................................................................................... r.J¯ï.JZï ¸À«ÄÃPÉëAiÀÄ°è §»gÀAUÀUÉÆArgÀĪÀAvÉ ±Á¸À£ÁvÀäPÀ
Majority of street children face sex abuse in India: ºÀ¢£ÉAlÄ ªÀAiÀĹìUÉ ªÉÆzÀ¯Éà ªÀÄzÀĪÉAiÀiÁUÀĪÀ ªÀÄ»¼ÉAiÀÄgÀ
Jan 14, 2010, India ¥ÀæªÀiÁt 2007-2008 gÀ°è «eÁ¥ÀÄgÀ f¯ÉèAiÀÄ°è ±Éà 43.10,
NEW DELHI: In damning statistics, a ¨ÁUÀ®PÉÆÃmÉ f¯ÉèAiÀÄ°è ±Éà 47.50, ¨É¼ÀUÁ«AiÀÄ°è ±Éà 44.20,
government study has found that a vast UÀÄ®§UÁð f¯ÉèAiÀÄ°è ±Éà 41.60 ªÀÄvÀÄÛ PÉÆ¥Àà¼À f¯ÉèAiÀÄ°è EzÀÄ ±ÉÃ
majority of street children face sexual 44.70 gÀ¶ÖzÉ. EzÉÆAzÀÄ ¨sÀAiÀÄAPÀgÀ ¦qÀÄUÁVzÉ. EzÀPÀÆÌ ¨Á®å
abuse in India, which is home to the world's «ªÁºÀPÀÆÌ ¸ÀA§AzsÀ«zÉ.
largest number of destitute children. .........................................................................................................
According to a study conducted by the §jà 198 ªÀÄ£ÀB±Á¸ÀÛçdÕgÀÄ: ¤ªÀiÁí£ïì£À ¸ÀªÉð ¥ÀæPÁgÀ,
ministry of women and child development, the overall gÁdåzÀ ° ègÀ Ä ªÀ Å zÀ Ä PÉ Ã ªÀ ® 198 ªÀ Ä £À B ±Á¸À Û çdÕgÀ Ä !
incidence of physical abuse among street children was
EªÀgÀ°è ¸ÀgÀPÁj 81, SÁ¸ÀV 117. MlÄÖ 69 Qè¤PÀ¯ï ¸ÉÊPÁ®f¸ïÖUÀ¼À°è
66.8 per cent.
The majority of the street children facing physical abuse 32 ¸ÀgÀPÁj ªÀÄvÀÄÛ 37 ªÀÄA¢ SÁ¸ÀV PÉëÃvÀæzÀ°è, 56 ¸ÉÊQAiÀiÁnæPï
are in the age group of 5-12 years. Around 55 percent £À¸ïðUÀ¼À°è ¸ÀgÀPÁj 82 ªÀÄvÀÄÛ SÁ¸ÀV ªÀ®AiÀÄzÀ°è 93 d£À ¸ÉêÉ
of the street children reported having undergone sexual ¸À°è¸ÀÄwÛzÁÝgÉ.
abuse, it said. The study covered 13 states -- Andhra .........................................................................................................
Pradesh, Assam, Bihar, Delhi, Goa, Gujarat, Kerala, CªÉÄÃjPÀPÉÌ ºÉÆÃzÁUÀ¯É®è ¨ÁqÀðgïì ºÁUÀÆ ¨Á£ïìð CAqï
Madhya Pradesh, Maharashtra, Mizoram, Rajasthan, £ÉÆç¯ïì ¥ÀĸÀÛPÀzÀ ªÀĽUÉUÀ½UÉ ºÉÆÃUÀzÉà ªÁ¥À¸ÁUÀ¨ÁgÀzÀÄ.
Uttar Pradesh and West Bengal with a sample size of KPÉ CAwÃgÀ???????
12,447 children. F ªÀĽUÉAiÀÄÄ QæPÉmÉÆÖÃ, ¥sÀÄmÁâ¯ÉÆà ¸ÉÖÃrAiÀÄA£ÀµÀÄÖ
......................................................................................................... «±Á®ªÁVgÀÄvÀÛzÉ. J®è «¨sÁUÀUÀ¼À£ÀÄß vÀqÀPÁqÀ®Ä PÀ¤µÀ× JgÀqÀÄ
A Hotel By Sex Worker ¢£À U À ¼ ÁzÀ g À Æ ¨É à PÀ Ä . EªÀ Å UÀ ¼ À ªÉ Ê ²µÀ Ö ö åªÉ A zÀ g É gÁwæ
It looks like any other no-frills, hygienic restaurant ºÀ£ÉÆßAzÀgÀªÀgÉUÀÆ vÉgÉ¢gÀĪÀÅzÀÄ. ¤ÃªÀÅ ¥ÀĸÀÛPÀ Rjâ¸ÀÄwÛÃgÉÆÃ,
serving quality south Indian fare. However, what is ©nÖ N¢ ºÉÆÃUÀÄwÛÃgÉÆà ¸ÀA§AzsÀ E®è. §AzÀªÀjUÉ ªÉÄvÀÛ£ÉAiÀÄ
unique about this moderately spacious hotel in Mysore is
¸ÉÆÃ¥sÁ CAvÀÆ PÁ¢gÀÄvÀÛzÉ. Erà ¢£À«zÀÆÝ ¥ÀĸÀÛPÀ Rjâ¸ÀzÉÃ
the fact that it is run by 12 male and female sex workers
and transgenders. The bistro is located near the Mysore ºÁUÉà ºÉÆÃzÀgÀÆ AiÀiÁgÀÆ ¤ªÀÄä£ÀÄß «ZÁj¸ÀĪÀÅ¢®è. ¥ÀĸÀÛPÀ
Palace and is named Ashodaya, after the organization Rjâ¹zÀ £ÀAvÀgÀ ¤ªÀÄUÉ CzÀÄ EµÀÖªÁUÀ¢zÀÝgÀÆ ªÀÄgÀ½ PÉÆlÖgÉ
Ashodaya Samiti which works with male, female and ¥ÉʸÁ ªÁ¥À¸ï.
transgender sex workers in the city. .............................................................................................
......................................................................................................... d¥Á¤£À°è CwAiÀiÁzÀ zÀÄrªÉĬÄAzÀ d£À DvÀäºÀvÉå
First Zoo with Solar Power ªÀiÁrPÉƼÀÄîwÛzÁÝgÀAvÉ. Cwà zÀÄrªÉÄAiÀÄ MvÀÛqÀªÀ£ÀÄß
Lucknow’s Prince of Wales Zoological Garden has vÁ¼À¯ÁgÀzÉà ¸Á«UÉ ±ÀgÀuÁUÀÄwÛzÁÝgÀAvÉ. EzÀPÉÌ d¥Á¤
earned the unique distinction of becoming the first zoo in ¨sÁµÉAiÀÄ°è MAzÀÄ ¥ÀzÀ ¸ÀºÀ ZÀ¯ÁªÀuÉUÉ §gÀĪÀµÀÄÖ (PÀgÉÆÃf¸ÀlÄì)
the country to use solar energy. Presently, all the zoo DvÀäºÀvÉå ºÉaÑzÉAiÉÄAzÀgÉ D ¸ÀªÀĸÉåAiÀÄ wêÀævÉAiÀÄ£ÀÄß H»¸À¨ÉÃPÀÄ.

dÆ£ï 2011 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 41

MODEL NET QUESTION PAPER WITH ANSWERS
1. Social Case Work record includes b.Karl Marx
a.Work done in the field c. Talcott Parsons.
b.Discussion with agency personnel d. Marray Rose
c.Guidance given by supervisor
d.All the above 9. Diagnostic School of ‘Social Case Work’ was
developed by ?
2. Interviewing requires a. Freud
a.Ability to communicate b. Mead
b.Ability to relate c. Otto Rank
c.Ability to listen & note down d. Pavlov
d.All the above
10. The model of social action originate from
3. Diagnosis in Social Case Work entails a.Social reform movement
a.Identification of nature of the problem faced by the b.Charity model of social work
client c.Socialist analysis of society
b.Identification of basic responsible for creation of d.Social planning
problem faced by the client,
c.Identification of strengths & weaknesses of the client 11.One of the following goals is not the aim of
confronted by the problem. Community Organization?
d.All the above. a. Task goal
b. Process goal
4. ‘Programme in Social Group Work’ is based on c. Social action goal
a.Interests & resources of the agency. d. Leader countered goal.
b.Interests & resources of the worker.
c.Interests & resources of the members of the group. 12. “Paulo Friere’s Approach” could be briefly stated as
d.All the above. a.Organization of services for people
b.Mobilization of community leaders
5. Group morale refers to c.Action reflection process with people
a.Co- operation in-group d.Identification of target systems for work.
b.Co- ordination in-group
c.Unity in-group 13. Formulation of research objectives is followed soon
d.Team spirit in-group. after
a.Structuring the tool
6. Social Group Work as a method of Social Work b.Sampling design
primary aims at c.Problem identification
a.Development of leadership qualities. d.Data collection
b.Development of democratic life style
c.Development of capacity for adjustment. 14. In order to find the degree of relationship we have to
d.All the above. use a statistical test called
a.T- test
7. Which of the following is not a principle of Social b.Chi- square test
Group Work? c.Anova test
a.Guided group interactions. d.Pearson’s correlation test
b.Progressive programme development
c.Exploitation of community resources 15. Which one of the following are concerned with the
d.Evaluation of the progress made by the group. social policy formulation?
a.Planning commission
8. The ‘Conflict Theory’ Was Formulated By b.The research institutions.
a. Max Weber c.The social movements
d.All the above

42 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ dÆ£ï 2011

 Mental Disorder and Mental Health Policy
(A Social Perspective)
Author: Prof. R. K. Upadhayay and Dr. Sandhya.
About the Authors:
Prof. R. K. Upadhayay has obtained Master
Degree in Social work; he is a founder president
of Indian Society of Psychiatric Social Worker
and founder editor of Indian Journal of
Psychiatric Social Work. He also has involved in
teaching at Central Institute of Psychiatry, Rachi
as an Assistant Professor. He also has visited to
U.S.A to gain experience of working with
individual with psychiatric illness.
Dr. Sandhya worked as a Senior Lecturer in
the Dept of Social Work, Kurukshetra
Unirvisity, Kurukshetra
(The book thoroughly embedded in Indian
ethos and meeting the needs of Psychiatric
Social Worker, students, teachers, researcher, medical and
paramedical professionals working in the field of mental
health. The present book has been mainly designed for social
workers and sociologist working or wish to make their career
in the field of mental health. The book can be considered as a
classic outcome of the experience of the authors in the area of
teaching, practice, research and involvement of various
activities in the field of mental health.)
The book has been divided into six chapters; the first
chapter entitled ‘Mental Health-Nature and Disorders’
has successfully put forward the importance of mental health
as well as various concepts involved in mental health. The
chapter could present the compressive concept of mental
health because the authors emphasized that India has to think
first ‘Health’ as compressive concept which includes mental
health concepts, the chapter emphasized on Alma Ata
Declaration, ‘Health for All by 2000 AD’ is one of the goal to
be achieved by our country which we could not achieve at the
same time the importance of mental health concept has been
focused and it has been considered as only one of the 8
components of primary Health Care system.
Second chapter entitled ‘Ayurveda and Mental Health
Service Modalities’ ,the chapter has been dedicated to the
historical as well as traditional information in the treatment
methods in psychiatry at the same time the chapter has
provided recent development as well as current treatment
methodology in Psychiatry. In India, where traditionally
Ayurveda has got place to treat humane beings through its 8
branches. The chapter has elaborated various branches of
Ayurveda which deals with mental disorder i.e. - BHUT
VIDYA, RASAYANA and VIJIKARMA.
Third Chapter entitled ‘Society and Mental Health’; the
chapter has made impressive presentation on most neglected
dÆ£ï 2011
Publisher: Kanishka Publisher and Distributors, New Delhi
but very important concepts, association and
relationship between individual and society. The
chapter includes the quotation ‘According to
vedantic Philosophy, individual choose his
course of action and ways of living from the
ones available in our society’ explores the
relationship between individual and society. The
chapter made an attempt to present a strong
association between individual and society and
one of the catchy quotation included in the
chapter is ‘The way infant develops capacity to
respond to society gives self hood
(Individuality) to the child’. The chapter also
emphasized various concepts such as culture
and personality, mental hospital as a social
system,social perspectives in medical diagnosis to
strengthen the association between individual and its society.
Fourth chapter entitled’ Mental Health Policy and
Programme’, the chapter has made an attempt to put forward
all historical perspectives in mental health at the same time it
has successfully presented various developments took place
in mental health concept in India. The chapter has
emphasized on National Mental Health Programme -1982 its
importance and intervention in mental health field
specifically in India. The best part of the chapter is it includes
critique remark by the authors regarding NMHP-9182, one
of the quotation includes that ‘ There is hardly any group of
Psychiatrist (except few individual) which works with
community to prevent and promote mental health’ explained
the ground story of mental health in India.
Fifth Chapter entitled’ Mental Health and Law’ has
made brief presentation on Mental Health Act- 1987 and its
role in treating and maintaining mental health of India. The
best part of this chapter include critique remark by the
authors on Mental Health Act -1987 and at the same time the
chapter put forwarded various problems and issues involved
in treatment process of Individual with mental illness.
Sixth Chapter entitled’ Mental Health and Social Work’;
the chapter is classic as well as well documented part of the
book. It has included historical development of social work
and its role in treating and promoting mental health. The
chapter has made an impressive presentation on the role and
importance of Psychiatric Social Worker (PSW) in mental
health and in the tram involved in the treatment process in
Psychiatry. n
Mr. Jitendra S. Gandhi, MSW, M.Phil, SET, PGCACR,
Assistant Professor,Dept of Social work, Walchand
College of Arts and Science, Solapur, Maharashtra (India)
¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 43
Social activist Medha Skills for Social Workers
Patkar is on a hunger
strike in Mumbai to B eing a social worker is about changing the
lives of families and children. There are few
careers as rewarding - or as demanding. So not
protest against surprisingly, it takes a special kind of person.
If you're looking for a job where each day is
demolition of slums in the same, solutions are easy to find and you
the mega city never need leave your comfort zone, social work
isn't for you. But if you want a job where you go
Mumbai: Social home at the end of the day knowing that a child's
activist Medha life is likely to be better because of what you have
Patkar is on a done, you're looking in the right place.
hunger strike in The work will be intellectually stimulating and
Mumbai to protest challenging as well as rewarding. Most social
against demolition workers alter lives daily for the better, where else
of slums in the can you make such a positive impact on
mega city. Patkar someone's life?
launched her So what kind of person are you? This section
indefinite hunger contains some ways to help you decide.
strike on May 20
and it entered its What kind of person can be a social worker?
sixth day on Wednesday. Not everyone can be a social worker. These
Patkar is on fast in Golibar in the Khar- questions will help you decide whether you have
Santacruz area of Mumbai where 140 acres of the skills to be a social worker.
land has been handed to a private builder, will 1. Are you looking for a career that enables you
affect 26,000 slum dwellers. She claims that to make a difference?
signatures of slum dwellers were forged on letters 2. Do you enjoy problem solving and grappling
of consent given for a slum rehabilitation project with complex issues?
to come up at Golibar. 3. Do you want a job that is intellectually
She wants removal of Maharashtra Slum Areas demanding?
Act, 1971, Clause 3K that allows the state 4. Are you good at collecting and evaluating
government to take over land without requiring information and sharing this with other
consent of slum dwellers. She is also demanding professionals?
an investigation into all the projects sanctioned 5. Are you an empathetic person, with good
under this section and the implementation of Rajiv people skills?
Awas Yojana in Mumbai. 6. Are you good at focussing on desired
Few weeks back Chief Minister Prithviraj outcomes - ‘seeing the big picture'?
Chavan had scrapped two controversial Slum 7. Can you stay positive when things get tough?
Rehabilitation Authority projects cleared under 8. Are you motivated by protecting and
Clause 3K on Ashok Chavan's last day as safeguarding families and children?
Maharashtra chief minister. 9. Does the idea of rebuilding families inspire
She has also asked for a review of the you?
remaining four Slum Rehabilitation Authority 10.Can you give people hope under difficult
projects. circumstances?
Social activists Anna Hazare and Swami 11.Most of all, do you want to improve the lives of
Agnivesh have expressed their solidarity with families and children?
Patkar.

44 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ dÆ£ï 2011

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dÆ£ï 2011 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 45
Opportunities

Amity is the leading education group of India with over E-mail: hssharma@premiershield.com
80000 students studying across 700 acres of hi-tech campus. Ph.No. 9958040000
At Amity we are passionate about grooming leaders who are Counselor/Edication Officer National Institute of
not only thorough professionals but also good human beings Management Technology
with values and sanskars. This is just one of the many reasons
as to, why we are consistently ranked no.1. Experince: 1 - 5 Years
Compensation: Rupees 1,00,000 - 2,25,000 P/A
Designation: Director/ Dean/ HOD- Amity Global Business Depends on Experience.
School.
Job Description: He/She should be a Ph.D from a reputed Education: UG - Any Graduate - Any Specialization
PG - Any PG Course - Any Specialization
institution and should have first class Master's degree
preferable in Social Work / Sociology or any of the relevant Type: Education/ Teaching/Training
subjects.The candidate should have been a professor with
proven academic/administrative record, and a minimum Address:
experience of 8-10 years (preferably in Dubai) PG National Institute Of Management Technology
teaching/research, or a scholostically oriented broad level Delhi 3 First Floor, Csc-2, Dda Market, G Block,
management professional of atleast 15 years of experience in Preet Vihar, Delhi-110092
industry. Email Address: Aiamti.delhi@gmail.com
Desired Profile: Should be present at Director / Principal / Telephone: 11-91-22453544
Vice Principal / Dean/HOD / Head of Institution / Deputy .............................................................................................
Director.
Desired Qualification: ''Ph. D" Leaders for Tomorrow Foundation announces its year
Experience: 8 - 13 Years long Fellowship on Leadership in Social Development for
Addres: Amity University Campus Sector 125, the year 2011-2012
NOIDA,Uttar Pradesh,India 201301
Ph.No.-0120-4392522 Details:
E-mail:nsood@amity.edu Fellowship Highlights
............................................................................................. 1. Opportunity to lead a development initiative as its Chief
Executive
RVM FOUNDATION, hiring for Sr Manager RPAS 2. Network with development professionals and leaders
Experience Required: 3 - 5 Years 3. Work on individual research thesis project on a
Location: Bengaluru/Bangalore development issue under the guidance of an eminent
Salary: Rupees 4,50,000 - 6,50,000 P/A mentor
Type of Industry: NGO/Social Services 4. Opportunity to meet visionaries and leaders in the
development sector and public service
Desired Candidate Profile: 5. Opportunity to write regular articles/columns on
• Any Bachelor Degree (MSW preferred but not development issues
mandatory) 6. Opportunity to organise and attend development
• Excellent communication in english seminars and programmes
• Be dedicated and committed to the organization 7. Hands on Experience in day-to-day NGO management
• Can work for 12 hrs a day by leading various development campaigns and projects
• Preferably married female candidate. 8. This is a paid fellowship with a monthly stipend for each
FELLOW
Contact: # 97, Old Airport Road, Terrace (4th floor), 9. Training by top professionals from media, law, govt,
Kempfort/ Total Mall, BENGALURU, Karnataka, India development, corporate and academic sectors
560017. Ph. No. :80-91-41526406. 10. 100% scholarship for all certificate courses in
E-mail : rvmhr@rvm.co.in management, leadership, development etc
............................................................................................. 11. Opportunity to work with, lead and train hundreds of
Premiershield hiring National Head: Community Youth across the country
Mobilization and CSR 12. Hands on experience in finance management/ Business
Experience required: 10 - 13 Years Development and Human resource management .
Location: Delhi
Compensation: Rupees 10,00,000 - 18,00,000 P/A Contact Person: Archana Nair
Type of Industry: NGO/Social Services Phone : 9873494048

46 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ dÆ£ï 2011

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dÆ£ï 2011
 A Home for the Aged

#244, 2nd Floor, 3rd Main, Poornachandra Road, MPM Layout, Opp. Dr AIT Collge,
Mallathalli, Bangalore-560056. Mob:9980066890, Email:ramesha.mh.@gmail.com

Yes, I would like to subscribe to Hejje Monthly Journal

Name in full : Mr./Mrs./Miss :.............................................................................................Date of Birth ...............................

(In Block Letters)
Mailing Address (*).................................................................................................................................................................
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Designation: ..................................... Email: ........................................................................................................................
Mob: ................................................................................... (Res):.......................................................................................
Payment Details
I am enclosing Cheque / DD number............................Dated..........................Drawn on bank............................................
favouring Niratanka. or you can deposit amount directly in the name of NIRATANKA syndicate bank

Duration Issues Individual Institution Dr. AIT Branch Mallathahalli, Bengaluru

1 year 12 300 400
2 years 24 600 800 Bank Account No: 04862010027661
3 years 36 900 1200
4 years 48 1200 1600
5 years 60 1500 2000 Signature:
Life time 5000 7500
Membership
Date:

Niratanka Invites MSW and BSW students for the Field Work and Block Placement
WHY NIRATANKA ???????
Finding the Right people can be easy only if you look in the Right place
Choose Niratanka It makes Right sense!!!!!

Our network Institutions- SANKALPA(Ngo for Adoption), Vishwas(A home for

mentally retarded children), Bangalore Kidney Foundation, Project Guidance-
Ramchandrappa.

For details contact:

SAMAJA KARYADA HEJJEGALU at
#326, 2nd Floor,opp Syndicate Bank, Mallathalli, Bengaluru-56 Ph.No. 9980066890
Email:ramesha.mh@gmail.com / website:www.niratanka.org
Note: Send a written request mentioning your postal address. Conditions apply

dÆ£ï 2011 ¸ÀªÀiÁdPÁAiÀÄðzÀ ºÉeÉÓUÀ¼ÀÄ 49

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