OCIAL WO AN OVERVIEW

Context

CTICUM IN IM)IA:
Sanjai Bhatt*

Practice based learning is one of the essential features of any professional education. ProIessions like medicine, nursing, and law wisely employ rigorous training in form of internship, preceptorslzip or practicum to help the student to learn how to apply knowledge and general principles to specific real life situations, problems or concerns. Professional Social Work is not an exception as it also provides more structured, planned and organised learning to its students because 'human relations' and 'relationships' are in its core which demand more realistic practice applications. In field oriented learning, most of the students irrespective of their level of education either its baccalaureate or post graduate, openly accepts that the value of their practicum or field work has utmost significance in their formal social work educational programmes. Hence, they call their practicum as heart and soul of social work education. Various tenns like $ell work,field instructioizs,field pmcticunz, social work pmcticunz, and internships are being used for practice learning in social work education but the tern "field work" is most widely used and acceptable tenn 10s social work practicum in India,
. Convictions and Commitments

in Field Work

Professions are built up on convictions and achieve social acceptance and recognition .due to commitments of its members. Social work has strong convictions in humanity, ht~man dignity and human values. One of the goals of social work training is to instill ,faith and belief in its value base and develop comn~nitmentfor fi~rthera~ice these of values. The CSWE's Commissions on Accreditation in U S (2003) highlights that the * field work is an integral component of the cui-riculum in social work education anchored in the mission, goals, and educational level of the prograinme, It occurs in settings that reinforce student's identification with the purpose, values, and ethics of the profession; , fosters the integration of empirical ancl practice based knowledge; and proinotes the development of professional competence, Field education is systematicalIy designed, supcrvised, coordinated and evaluated on the basis of criteria by which students demonstrate the achievement of programme objectives (Garthwarf, 2005:13). In India, the broad goals of field work are almost similar but its focus has been changing at different time interval. The Second Review Committee on Social Work Education in India (197852-53) has mentioned eight objectives of field work, largely focused on three aspects - integration of class room lcmling with field process, clevelopment of skills required for practice at macro and micro level including problem solving and the development of professional self of each student and professional ethics, values and required attitudes. Since Social Work education grew in India with dominant westenl influence especially from American, its focus of practice orientation was also derived from the residuallremedial model of practice in its first four decades of existence (1978:296). Many new schools which came in operation in decade of 70-80's have used carbon copies of field work programme of already established departments without much changes, which created a mismatch between needs and realties. A few schools/ department have made changes in their curriculum and field work programmes by adding emphasis with respect to development context. Some other schools/ department like Kurukshetra University, Delhi School of Social work, Rajgiri School of Social Work, Jamia Milia Islamia, Nismala Niketan, NEHU also made efforts to change the focus of their field practicum from field setting based practice to right based practice. Some other established Schools/Departments have added new dimensions by designing

* Professor of Social Work, University of Delhi, Delhi-110 007, India

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new parallel courses in human rights, social development, rural development, child care, women's enlpowerment. A few established social work institutions has added in their field work the practice of social advocacy, participatory research, administrative and other managerial tools with renewed focus on integrated form of social work practice. Contrary to expectations, the field based learning in many new schools of social work (especially those which came in existence in decade of 90s, for example Department of Social Work at Bareilly University, Banaras Hindu University, Bundelkhand University, Jhansi, Kanpur University, Poorvanchal University Jaunpur, A P Singh University, Rewa) ase still dominated by old model of field work pattern emphasising on therapeutic model, casework approach instead of right based model of practice intended to achieve social justice and human rights. Even the terminology of first generation social work practitioners like study, diagnosis and treatment paradigm are still in focus. Before we start discussio~z structure and organisation or even specificity of field on work in India, we must look back on development of social work education in India. Bhatt and Pathare (2004:30) classified development of social work education in five stages - initiation/inception (1936-46), experimentation stage (47-56), expansion stage (1957-76), moderation/stagnation stage (77-86), and explosion (1987 onwards). From 72 schools offering social work education in 1986, we have became more than double touching figure of 172 social work institutions (may be more) in 2005. The country has witnessed phenomenal quantitative growth of social work institutions (schools/ colleges/depart~nents social work) in last two decades. It has definitely impacted of qualitative aspect of field work practices both in new as well as old established schools. Field work creates a distinct/specific image of social work courses as 'doers/helpers" etc. Social Work courses are more sought courses in University education system because of its professional character and job oriented nature. Most of the social work institutions have spelt out the objectives of field work programme either in general or specifically for first year and second year of Master's level courses separately. The first year is generally devoted to method oliented integrated model of field based learning and in second year, the focus of field work is on specific area of specialisation selected by students. However these is no single pattern. The findings of small survey conducted by Nair in 1978 are still valid today. The variation in pattern of field work has been attribuled to a host of factors such as location of the school, stages of school (institutions) development, availability of agencies, strength of staE/teacher/student ratio, financial resources, differential thrust (Nair, 1978:23). Similarly, the objectives of field work for undergraduate level students are designed year wise separately. The second Review committee has also suggested the sane: Since we do not have BSW level education at wider Icvel, the field practicum has also not been standardized. If we compare the field work requirement for BSW courses of four institutions namely Jania Milia Islamia, Vishwa Bharti, Delhi University and IGNOU, we find a wide variation not olily in terms of focus, organisation, structure, approach, but also dissimilarity in commitment, opera~iol~alisation, training duration and expected output.

Constituents of Field Practicum

In Social Work training, there are five impoi-tant partners who are involved to provide learning opportunities and experiences to the students:
i)

FW DirectorICoordinator (responsible for organising, implementing, monitoring and evaluation),

Agency ( the place of learning), and Agency based practicum in charge (normally called agency supervisor) school supervisor (facul~j member who provides guidance, supervision to students, learning at School/Department also called field work supervisor or school

ii) iii)

iv) v)

Clients (person in need of social work services, target group, service receiver, beneficiaries, etc.) student (as workel; jield workec student lenrnec trainee social worker)

Social Work Practicum in India: An Overview

Most of social work institutions assign the responsibility of organising implementing and guiding field work programme to a senior faculty member where head of the institution are busy with other administrative work. Largely, the position of FW coordinatorldirector is honoray and keeps on rotating among other senior colleagues at three to five years interval. However, in SW institutions where staff is too less, the responsibility of Director (Field Work) is being sl~oulderedby Head of Deparlment with others colleagues. As per internationally accepted norms far field practicum, students are expected to complete minimum number of hours of their field placement under trained social workers as agency superviso~-s. Standards issued by CSWE's commission on accreditation (2003) in US require a ininimuin 400 social work practicum hours at the baccalaureate level (BSW) and a ininiin~~m 900 hours at the master's of level. The Australian Association of Social Workers (AASW) prescribe 500 hours field work practicum at BSW level and 900 hours at MSW level whereas in UK, social workers are required to complete 200 days of supervised field training thus amounting to 1000 hours field practice for accreditation as professional social worker. In India, we do not have any accreditation body hence no standard guidelines are available. But the Second Review Committee report has made certain suggestive guidelines that "there should be two terms per year. Each year should be so designed as to lead the completion of set of related tasks. The term should be around 15/16 weeks. The work week should have at least 40 percent to fifty percent and 20 laboratory work. The week should not exceed about 30 hours (1978:73). Following lead frotn the report and rules set by pioneering schools, field work requirement for graduate level students varies r must from 400 h o ~ ~tos 900 hours whereas practicum hours at masters level stude~lts have to complete are 700-900 hours. Field work is normally organised two days (alternatively) in a week for 6-8 hours per day for sixty days in a year. Since we have jnstitutions which are confronted with problems of availability of agencies, staff, trained supervisors, location of institutions, there are wide va iations found in schools of social work (variation from 400 hours to 1000 hours at post graduate level). However, the best schools of social work provide minimum 900 hours training just equivalent to international standards. Similarly for BSW courses the required hours for field work varies from places to places from 500 hours to 1000 hours. Sometime students are even supervised by untrained social workers and concursent field work is arranged for continuously for two to six weeks en mass. In recent past, IGNOU has started a Bachelors programme in Social Work. It has made field work conlpulsoly for twenty five days in a year and attendance is compulsory without any relaxation on whatsoever grounds. In all, it will provide 600 hours field work experience to a student which is first innovative model of field practicum in Social work through distance learning in country. By the term Agency in our profession, we mean an organisation working for social cause, agreed or authorize to work in place of others. The agency may be public or private providing one or more social programme for some specific target populations for specified purpose, which has mutually agreed to train students. In other words, the practice setting refers to agency where a student pLysues learning under professionally competent practitioner. While the practitioner doing so are called agency supervisor in early times, now they are being renamed as caregivers or service providers. Similarly their counterpart at school level earlier titled as School Supervisor or faculty supervisor or field instructor are being renamed as practice assessor or practice teacher. Sfhe normally has responsibility of supervising field work, developing symbiosis between theoretical knowledge and inculcating professional values and ethics of practice. The term field instructor found in North America whereas the term practice teacher in New Zealand and teacher assessor in U K is now widely used for person who assesses practice but may not necessarily be involved in other teaching functions (Doe1 Mark:

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and Shardlow, 2005:273). In India, we do not involve agency personnel providing training inputs in any realistic assessment or evaluation. The changing terminologies are reflection of growth of a profession within the context of its value base. Therefore, a particular term receives another meaning with increasing value addition in particular context at a given point of time. The age old term client has been superseded by the term sewice user which seems freer, less value loaded, straight and dignified. In Indian field work settings, a large number of social work institutions simply do not bother the usages of terms and terms like agency supervisor, school supervisor (even in departments/colleges), clients, diagnosis, treatment are being freely used without their proper placement and usages understanding.

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Components of Field Work

As far as components of field work are concerned, Field work in social work educational programmes involves multiple learning pedagogies and activities. Most popular components of a field work programme are: (i) orientation (ii) concurrent field work and block field work. In addition to these three components, some schools organise followings additionally; (i) rural camps (ii) study tours (iii) supportive field work instructions (iv) skill development workshops. Some of these components are non credit in nature and do not find place in evaluation process. Despite the fact that study tourslrural camp attract much interest and students have by and large reported as good learning mechanisms and opportunities but still these activities are not included as part of field work evaluation process. There is an argument for not making these learning activities as compulsory and part of evaluation because all students may not be able to take up financial burden of rural camplstudy tours. Here, we present brief of many learning activities adopted in field work programme by social work institutions in the country. a)

Orientation: Most of schools of social work organise orientation programme varying from 5 days to 12 days. It provides information regarding the importance and place of practicum in the educational programme. Orientation programme also clarify its purpose, functions, and ethics in professional practices. Some places, it is titled as induction programme. Concurrent field practice learning: It is the most widely accepted learning activity as the main tool of learning adopted across the country. Each student is placed in a field work agency for learning practice to develop intervention skills in reality simulation. Normally, this requires two to three days in each week so that a student is able to practice learning by doing under the structured supervision of trained social worker in agency setting. In some schools, it takes place for two to six weeks continuously to cope up constraints of travel, resources, non availability of agency setup. Block field work: This learning activity enables learners to integrate learning and generate newer learning by participating in the intervention processed over a period of 4 to 6 weeks continuously, in a specific agency. Majority of schools ask their students to undergo block field work training at the end of the two year programme and it is more treated as pre employment training. Therefore, most reputed schools have made it as non credit activity but ensure that every one completes this learning exercise. Some educational institutions offer such an opportunity at the end of the thud or prior to the examinations of the fourth semester as they do consider it worth of evaluation as part of their professional development. Rural camps: Since majority schools of social work in first forty years came in urban areas, students do not have any exposure to rural life. Hence, schools of social work started oganising rural camps to provide opportunities and experiences of rural life so that they may analyze rural dynamics and observe the functioning of local self government and other rural based institutions. This experience aids peer participation in planning for activities for own group and those for local

I
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b)

c)

d)

people. It also helped to develop skills, carry out, evaluate, and report the experience. e) Study tours: Contrary to rural camp, study tours are more popular learning programme in rural and semi urban based institutions of social work in our country. Besides the exposure and interaction, students do enjoy the pride of visiting premier institutes of soctal work of national significance. At Delhi School of Social Work alone, we receive request for arranging study tours. from not less than a dozen institutes.every year.'$tudy taurs provide an expefieqce to study and appreciate innovative effofts by individuals and groups, to meet people, and to visit agencies of differen! fields.
~

Social Work Practicum

in India: An Overview

f)

Supportive field work instructions: In order to expand horizons of practice learning , students are provided inputs from experienced practitioners so that they may learn appreciations for practice and understand deeper insight and self awareness as well as positive and negative aspect of practice performance. This basically intends to supplement students' knowledge and quest to become like their role models. Though these interaction does not require much resources but demands proper planning to organize in orderly maimer.

g)

Skill development workshops: In any professional education and training, skill development is one of the prifne objectives. It helps learners to acquire specific skills for situations encount&ed during practice as well as acquire skills for their concurrent field work learning. These may be for problemslconcerns, issues or situation like, working with alcoholics or people living with HIVIAIDS, adolescents for life skills development, youth for leadership development and couples for marital relationshjp and enrichment, support for [he aged and disabled elderly people. Not many social work institutions (80 percent) are able to provide these in inputs: '

There are few other learning mechanisms adopted by.some schools of social work like structure laboratory setting; winter place~nent/summerplacement, volunteerism; paid assignments, mentoring, which we have not discuss6d as these are e x ~ ~ ~ t i o n a l l ~ used by a few social work institutions (less than five percent). In brief, it 'will not be inappropriate to conclude that many rnethodslpedagogies are applied in practice learning of a social work student which also has its o\.irn negative consequences. .. Contents Social work is a practice profession hence the contents offered 'are of vital significance in practice learning opportunities,'~ h teducational programme is incomplete if guided : not p;ovided.. The, practice content makes up about forty practice learning inputs per cent of the total marks.it i~ accepted $at the career in this profession relates to a wide and complex rarige of human dtuatidns, dallik for a versatile practice perspective and skill based competenci&s.' he professidnal practice i s unique in the sense that, the professional has no tools, "a"relationship' is io be established and change jointly planned. The curriculum 'details pppared, for undkrgraduate and past graduate programmes are focused on mainly three dbrnains and one out of ten elective contents. These three domains are - fhe bore, .,thesuppdrtive, and the interdisciplinary whereas the elective contents are optional courses ,and conform a cbncentration or a specialized area (CD C Report of UGC, 2001:21)., Tlyefore a student learner should have equal opportunity to practice and lea& social work as profession, values and ethics theories and knowledge for understanding situations, problems and concerns of individuals groups and communities; and to develop to witness personal & professional through practice paradigm. Many social work institution have yet to come out from "study diagnosis treatment moduley' and understand harsh realties of life and living. only in select social work institutions, students enjoy oppo&nity to practice beyond methods basedfield work learning, where they learn integrated approach to field work practice. Therefore, we may give opportunity to students to integrate supportive methods (social

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work research, social welfare administration, and social action) more in practice, and new correlates of social justice and human rights in practice context. Singh has aptly remarked that the unchanging pattern of field work is another marked weakness of social work education in the country. Its pattern varies from one institutions to another and no school seems to have tried to explicitly develop its content in relation to the goals of social work education and practice in the county. Quite a few schools have worked out contents semester wise, method wise and agency or field wise. He mentioned that most of schools have not worked out contents of field work (p.13) and the content of field work therefore is characterized by variations and ambiguities. (1985:14)

Core Issues in Field Work Practice

There are many issues related to field work practice organised by social work institutions in India but we have focused mainly on three core issues of significance : i) Placement, ii) supervision, and iii) Evaluation. Placement process is initiated soon after admissions are over in most of social work institutions. This is normally preceded by selection of agencies by the Field work Coordinator/Director. By and large, in most of social work institutions, selection of agencies are done on clearly laid down rules prepared for ideal learning, but are governed by conveniences and other considerations. Such compromises like availability, accessibility and distance, nature of work etc., in process of agencies' selection result into the dilution of quality learning. These compromises arise out of compulsions as no choice is left out but sometimes are unconsciously committed. About half of the social work institutions provide agency placement in first year and placement with community based agencies or with open communities (having no formal agency supervisor) in second year whereas it is vice versa for other social work institutions. Both have convincing reasons. The issue of generic vs specialisation is so far unresolved which also reflect in field work process. In social work institutions following specialisation based model, students are placed in field work learning in open communities or structured agencies of generic nature in first year whereas they are placed in specialized agencies in second year as per their specialisation courses. Normally one or two students are placed with a field work agency but many schools have made placement of students in group of four to six, inainly non availability of agencies. In state universities and private colleges, seats in a particular course are decided with logic of economics not academics therefore, there is mismatch between requirement vs capacity of any institution. Placement is a very thoughtful process and can not be done at random. Many permutation and combinations are taken together in consideration viz. i) student's background, ii)specialisation/electiveoffered, iii) distance be to covered to reach agency and time consumed, iv) gender considerations, v) agency's concerns and requirement, vi) faculty choices and preferences, vii) academic record, viii) constraints of students such as language barrier, disability, appearance and above all personal preferences/considerations. In first year placement of student is done after considering their personality traits and background which is asked along with admission form under caption autobiographical statement meant for judging aptitude and attitude of a candidate. Students are placed in second year of their course either on past performance or areas of interest or specialisation offered by them or in combination. It may be arbitrary also, if school fail to ensure any placement on basis of criterion. Many a times students have no choice or their choices of receiving training in a particular agency are overruled by administrative conveniences. Most social work institutions do not make changes of placement or faculty supervisor to maintain qualitative aspect but for sake of administrative conveniences. The second core issue in field work practice is supervision. Since social work practicum is planned, structured and supervised activity, a student trainee is blessed with two supervisors - one at school level and other at agency level. While it appears to be a boon, it also becomes bone of contentions. Supervision in field work is a process which defines three layers of relationships: i) between student and agency and agency

'

supervisor, ii) between Social work institution, supervisor and agency, and iii) student and school supervisor. Interestingly, all these relationships have grown from one unified goal but their manifestation and nature of these relationships are different. Moreover, different stakeholders use these relationship in different ways to serve their own ends rather than serve the purpose of learning. Bhanti (1995:134) mentioned that there are four convictions of the supervisor which sthe should observe while supervising the student who works in the field knowing, feeling, doing and being. Supervision is a process consisting of three main functions: administration , teaching, and helping. The ultimate purpose of supervision is to achieve right learning with right perspective in right manner through right means and ways. In West, the roles and responsibility of each party are explicitly mentioned through contact or contract but articulated and respected by both parties. Teachers are also mild or hard supervisors. Most unfortunate part of practice based learning is that Social work institutions as well as School supervisors use field work as a means and tool of administration. Evaluation is third crucial core issue in field work. There are various modes of evaluation in practice such as i) by faculty supervisor only, ii) by faculty supervisor and field work Director, iii) by outside examiner, iv) by outside examiner and internal faculty representative and so on. The evaluation are normally done on the basis of viva voce. Singh (1985:33-34) pointed out that whatever pattern is followed by school, the evaluation of field work is always a source of dissatisfaction for quite a few students each year and although some of schools have tried to rationalize the procedure over the years, problem of variation and subjectivity in evaluation have not been completely overcome. Frances Manis (1977) has colninented that "I have given nine seminars on field work in both the developed and developing countries, but I am struck to find the question of integrity in evaluation was raised nowhere except in India" (quote in Singh, 1985:34).

Social Work Practicum in India:An Overview

Common Concerns
Social work professionals have some common concerns which needs to be thrashed out at different forum with dialogues and discussions. At present, we should humbly accept as a professional fraternity that we are not able to demonstrate our capacities and capabilities to respond challenges aliead. Some of the conimon concerns may be: 1)
2)

What is our specifics in social work, particularly in field training and how can we feel pride on our distinctiveness of our profession? Are we really responding students training and learning needs ? Is our field work unidirectional in knowledge based practice paradigm and why are we not able to produce practice based knowledge? How best can we integrate field related to learning and service goals? Are we using newer technology in field work and aware of recent developments? Are we able to develop our faculty and create an interactive learning professional environment? Do we have not lacked in producing literature, experiences even self instructional packages of learning and service? Are we giving due place to agency and agency supervisors or are we not selectively interacting with practitioners and keeping them deliberately away from our system against professional ethos? Do we have proper evaluation standards? Why do we not bother to issues of certification, licensing, and ethical standards? Can we give best to our field work training not individually alone but also collectively?

3)

4)

5)

6)

7)

Are we consciously building our capacities and competencies to respond newer

societal challenges and demands? Could we respond to new areas/challenges like HIVIAIDS, Disaster management, NRM, Human Rights, etc. as a profession?

8)

Are we willing to t i k for adding a new chapter in our professional journey? hn

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Acknowledgement

I acknowledge inputs received from professional fraternity across the country. My thanks to my colleagues at Department of Social work, Delhi University particularly Dr. Akash Gulalia, Dr. Manoj Jha, Mr. P.F Abraham for heir academic contribution and support. I gratefully acknowledge support extended by my spouse Dr. Madhu Bhatt.

Bhanti, Raj (1996), Field work in Social work perspective, Udaipur, Hiamanshu Publications. Bhatt, Sanjai and Pathare, Suresh (2005), Social Work literature in India: A critical Review. Proceeding of 1" National Seminar On Gender HIVIAIDS and Social Work, jointly organized by IGNOU & NIPPCCD; New Delhi, NIPPCCD. Dove, A Mark & Steven M Shardlow (2005), Modern Social work Practice; Teaching and learning in Practice setting: Hampshire, Asngate Publishing Ltd. DSSW (1957), Field Work Supervisor, Delhi: Delhi school of Social Work, University of Delli. Garthwarf, E (2005), The Social Work Practicum, Boston: Pearson Education. Lawani, BT (2002), Social Work Education and field institutions. Pune: Centre for Social Research & Development. Mohan, Brij (2002), Social Work Revisited, Xlibris Corporation, USA Nair T.K. And Daniel Babu (1981), Social Work Educator Madras School of Social Work.
-A
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Profile, ASSWI,

Nair, T.K,(Ed.) (1981), Social Work Education and Social Work Practice in India, Madras: Association School Work in India. Singh, R R (1985), Field work in Social Work education - A Perspectivefor Human Service Profession, New Delhi: Concept Publishing Company. Srivastave, S.P and Singh, R K (2003), Social Work Today: Present Realties and Future Prospects, Coiztemporary Social work, X'X, 71-89. Thomas G (2004), Field work journal for BSWfirst year students, New Delhi: SOCE, IGNOU. University Grants Commission (UGC) (1965), Social Work Education in Indian Universities, New Delhi: University Grants Commission, Bahadur Shah Zafar Marg. University Grants Commission, (UGC) (1978), Review o Social Work Education in f f India - Retrospect and prospect (Report o Second Review Committee on Social Work Education. New Delhi: University Grants Commission Bahadur Shah Zafar Mug. Vijaylakshmi, B, Devi Prasad B. and Rao K.V. (1996), Trends in Articles published in the Indian Journal of Social Work 1971-1990, Indian journal o Social * f Work, 57(3).
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FIELD WORK PWCTICUM: RETROSPECT A PROSPECTS

K. K. Jacob*
The role of field work as an integral part of the training for professional social workers has to be recognized by all concerned so that the best effort is made by the student, the school and the agency to provide such learning opport~inities the student which to will have a carry over effect in his professional career field work. It is not to be considered merely as a traditional adjunct to, but as the vely essence of the training programme at the professional level. As such, it is not to be organised in a hazard way or gone through in a half-hearted manner. It has to be scientifically planned, vigorously executed and faithfully gone through, with dedication and determination.
"

Integration of Theory and Practice: The principles and methods of social work are not be taught or learned in the abstract. Social work studies cannot be confined to the intellectual atmosphere and theoretical approach developed in classrooms, but it has to be necessarily augmented by a practical programme of field work. This alone can properly initiate social work trainees into the field of social work, with a realistic and 'down to earth' approach to the many problems to be met with in the field. Social Workers can never exist in, or f~~~lnction ivory towers; they should be able to froin move, both physically and mentally, to the people and with the people in the study and treatment of their problems. They must gain insight into the nature and extent of the problems which afflict the people. This will be possible only if the social work trainees are able to move into the field, into the breeding places of these problems and the agencies which seek to remedy these problems as best as they can. What is learned from books about people must be supplemented by what is learned about the people, from the people themselves. Field work thus fills in a great vacuum which otherwise would have resulted, and corrects the imbalance which would have developed, in the absence of integration between theoretical knowledge and practical outlook and experience. The nature of social work principles are such that they call for not merely intellectual grasp or theoretical understanding but also elnotional acceptance. It is quite one thing to discuss, dwell upon and quite another to assimilate them and make them part of the person's own thinking and belief, absorbing them into one's scheme of values. For example, it is easy to intellectually accept the principle of acceptance but it may not be easy to practice the same when face to face with a person who has violated the norms of society and by general description is an undesirable and anti-social element. It is not to be a study of these principles alone but more so by conscious application of the principle in actual practice, that one is able to follow these principles. Recogbition of the dignity of human beings and the respect to be shown to people irrespective of economic conditions or social position is easily grasped in theory but becomes difficult in practice. It is only by means of contacts with people a d by consciously trying to i apply these and other principles that the use of these principles will gradually become part of the way of approach of the social workers. Field Work programmes provide opportunities to the social work trainees to try out and absorb these principles in the course of working with people. Adaptability of Methods: The development of professional social work has resulted in the evolution of a pattern of principles, concepts and at all times, But at the same time even though the generality of these principles and objectives display their universality, their applicability and suitability in different countries and in diverse cultures cannot be taken for granted. It is true that most of them are universally *Former Head, School of Social Work, Rajasthan Vjdyapeeth

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acceptable, based as they are, on common human needs and reactions which are essentially the same everywhere in spite of difference of nationality, language etc. Still, the way in which human problems develop and the manner in which remedies are initiated to tackle these problems must be different in different countries according to the differing socio-economic and cultural conditions. The special applicability and the need to adapt the techniques of socia1 work to the special conditions obtaining in the country, community or agency must be in the minds of those who organise programmes and those who ~lndergotraining in field work. The manner of applying principles and techniques in different settings and in differing degrees must be learned in the course of field work. Aping everything which goes on in foreign countries may not be good and what is needed is to suit these general approaches and universal techniques to the particular task facing us in this countty, so as to fit into the particular background of the country and the genius of its people. Field work brings the students face to face with social problems or personal distress. The theoretical discussions of such problems must necessarily be dove tailed with practical experience with such problems and the ways and ineans of handling them. A correct perspective and balanced approach in terms of these problems can be developed only in the course of field work experience. Since the number of local and national social welfare agencies are on the increase, it is necessary to study the set up and functioning of these agencies. The place of field work as the very core of social work training has been emphasized only to indicate the extent of seriousness, earnestness and enthusiasm that the student should be able to c m y into the field work situation. It should not be undertaken by the students in a half hearted manner merely to conform to the demands of t l ~ e social work training or to put in, in a mechanical manner, the required number of hours of field work. They must be very responsible and responsive. Even though they are involved in what to learn is a learning process, from the point of view of the clients they are people who are administrating programmes. As such, they have to function as responsible members of the profession. Dealing with people and their problems is no easy task and they must undertake the field works with diligence and dedication. They should not become irresponsible to people's problems or play with the future of the clients.

Field Work Practises: Different schools of social work have developed their own programmes of field work depending upon the kind of agencies and opportunities available in the area and the differences in curricula and fields of specialisation. But the broad outlines of field work programmes in most schools of social work are on the following lines. The requirement of putting in about 15 hours of field work per week is compulsory in most schools of social work, during the two year period of training. In some schools the field work is carried on in the afternoon of week days while in some others, two days in the week are exclusively set apart for field work. Orientation classes are generally held prior to the commencement of field work in order to initiate the students into the methods and contents of field work. Group meetings and seminars are later conducted to discuss problems and effect improvements in field work programmes. Agency Visits: It is the practice of many schools of social work to begin the field work programme by organising a series of visits to social welfare agencies in the area. This is particularly useful to those students who never had an opportunity to visit similar agencies. Such visits will give to the students concrete instances of social welfare programmes. During these visits they study the objectives of the agency, administration of programmes, sources of finance, areas of strength and weakness etc. and get a total picture of the institutions. This will particularly be helpful because some of these students h e likely to be placed for field work in these agencies and this prior study and contact is very useful.
Whether in the course of such visits or during educational tours, the students should remember that they are neither sightseers nor overseers. They are going into the

agencies by the kind courtesy of the agency personnel, to study the working of these agencies as they are, and not as they should be. They should be able to learn by listening to people and observing closely but remember that their job is not that of inspectors, critics or advisors. If suggestions are asked for, realistic and practical ones may be given. It must be remembered that many of these agencies are functioning under various kinds of limitations and the visitors may be disappointed if one expects to find ideal conditions in all of them. The questions put to the agency personnel should be simple and straightforward and only to elicit needed information. They should not be cynical in approach or critical in tone. Well written and comprehensive reports on these visits will indicate how much one has been able to learn as a result of these visits. The agency visits will enlarge the breadth of their vision while report writing will develop the facility of expression.
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Reld Work Practicum: Retrospect and Prospects

Placement: Field work placement in the first year is generally intended to provide learning opportunities for students in the practice of basic social wo1.k techniques such as casework, group work and commni~nityorgcinisation. Field work manuals or outlines prepared by each school for use in the various field help to guide thc students who are also individually supervised by faculty supervisors. The students get opport~unities depending upon their preference and the existence of sufficient number of agencies to gain experience in one or Inore of these methods in the areas of their specialisation or special interest. Field work at this stage involves the students in a detailed study of the structural and functional set up of the agency and learning experience wherever practicable in the administration of the agency programmes. The extenl of learning opportunity naturally depends upon the opportunities available in the agency and the goodwill of the agency personnel. In some cases they have no opportunity other than to copy down information from official records, whereas in some other the studeilts actively participate as part of the agency. f i e fields of specialisation are usually labour welfare, rural welfare, correctional administration, tribal welfare, family and child welfare and psychiatric social work etc.
In retrospect those who u e in charge 01placing students for field work will find it difficult to be able to satisfy all students with regard to the field in which they are to be placed and the particular agency in which to work. The anxiety of the students to .be placed in such fields which they believe to be better than others, and in such agencies which have been described to them by their seniors or fiiends as "good" agencies is understandable. But at the same time they ~rlustbe helped to understand that the success of their field work does not depend entirely on their oppostunity to work in any one field or agency, but in their ability to learn to use the social work principles and techniques in any setting and in 'my agency. The purpose of field work is to generally acquaint them with the practice of social work principles and skills. Oftentimes what is more significant, specially while moving into any of the various fields of social work after the training, is not so much the special and liinited experience in any one agency but rather the general and cumulative effect of a varied programme of field work in a variety of agencies. This is so because in India, unlike in USA and UK the special conditions in and needs of our country seem to require the general practitioiler in social work rather than the specialist in casework, group work etc. One of the most covered agencies for field work among the majority of students is the factory. In schools of social work where specialisations are offered, maximum number opt for labour welfare. Thus both in the course and field work, there is a great rush of students for labour specialisation. This is understandable in India because labour field is an expanding one with increasing job opportunities. This will be co~lfusingto those in other countries who believe that labour is not really a field of social work and that the practice of social work as such in a factory is more ideal them practicable. But we in India have come to accept labour as a field of social work and the government has given a statutory stamp on this approach by making the appointment of labour welfare officers compulsory and also by requiring them to have a degree or diploma in social work with 110 specialisation in labour, those who have no social work training

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but rather a general training in labour field, and also those who had in addition to social work courses, a specialized course in labour.

Camps and Study Tours: Some schools hold a three to five-day camp, the main purpose of which is to provide an experience in group living and participation. Jt gives learning opportunities in democratic management under the guidance of one or two members of the faculty, and enables stuclents to assume full responsibility for the organisation of the various activities, in the planning and execution of which students are given full opportunities. This can be a very useful experience for those who had never participated in such group activities and provides an opportunity to practice group work principles among themselves. But some schools consider that these objectives can be realized in the course of the general and extra curricular activities of the school.
Study tours mostly in the second year are an integral part of the training programme in most schools of social work in India. This also provides an opportunity for participation and planning and specially helps lo widen the mentaI horizon of the . students and to acquaint them with the problems of social welfare and programmes of social welfare agencies in other parts of the country. Seeing things is the best way of learning and the study tours help the social workers to grow out of narrow regional considerations and develop a national approach and get an overall picture of the field of social welfare in India. The amount of time, energy and resources that must necessarily go into planning and execution of shidy tours are tremendous. But the educational components and learning opportunities in such tours are well worth the trouble and expenses that necessarily go into it.

Supervision: Effective and helpful supervision in future is a very important factor

contributing towards the success of field work programmes. But to many students of social work in India, the personalized supervision is a source of headache and to a few nearly a nightmare. This is partly because of the background of many stud'ents on whom attention was_neverfocused earlier. Often their nearest contacts with the teachers were usually from the last benches in the classroom. They were awarded marks or promoted to higher classes in the most secretive and anonymous manner. But in the school of social work the student can not hide himself in a crowd of students, nor can be protected himself from the searching eyes of the teacher by sitting behind a paxticularly fat class-mate. Here, he is known intimately, watched carefully, and helped directly. Thus, coming out into the limelight is very e m b a s s i n g to many. To,be involved in an individual supervisory session, in which he and somebody else are looking closely and intimately at his work is not so easy for a be,'oinner. These.difficulties are there in good many cases and the helpful and supporting role of the supervisor is to help such students to note these problems and gradually help them out of these difficulties. Some supelvisors many have too high expectations of the stude~ltsand may forget that he should also begin where the student is. Sometimes . when they'throw light on how the client has to be made comfortable, accepted without kservations and helped continuously, they may forget that the students also deserve to get thesi: from the supervis~rs. Since many are in the fields in which students are placed for field work, some supervisors will not be able to help effectively or guide pr$perlyif they themselves do not have sufficient experience in the field and may not be able to fully appreciate the difficulties which the student's face. Supervision is not essentially a helping and enabling process. It sllo~lld be merely a mechanical and monotonous probing into the work as is done by an inspector, but a process of sharing the facts and situations between the two, as a result of which the student is gradually able t o develop and function effectively on his own.
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Some students tend to lean too much on the supervisors for suggestions etc. and at every stage would like to be told what to do next. But if there is too much of spoonfeeding by the supervisor, the student will not get a chance to develop initiative or

independent thinking and action. On the other hand to think that the student knows everything and needs no guidance is also an extxemely wrong position to take. The role of the supervisor is to educate the student according to his pace, building on his areas of strength and using the greater experience and competence he himself has in the field. He should be able to create a sense of trust and confidence in the student towards the supervisor so that the student feels free to communicate and by the recognition of positive factors should be able to eliminate the weak points in his functioning. If high standards of performance and conduct are to be expected from the students still higher standards in supervision is also called for. In the course of supervision the supervisor should be able to imbibe the qualities of regularity, sincerity, honesty, uprightness etc., and should be able inculcate these sovereign qualities in the students not by preaching but by his own example. Some students may think that the quantity of field work is more important. But what is really important is quality, how a thing is done. The most significant thing is the regularity and responsibility, sincerity and seriousness, brought to bear on the field work. For example, some one might ask: "Why this great fuss about submitting the field work report exactly on time, what if I submit it any day T iinish writing." On the onc hand without regular reports, conferences and discussions it will be meaningless. Even more ilnportant than this is the fact that such insistence is to enable the students to form regular habits and systematic ways of working. By submitting the field work reports exactly on time, week after week and month after month, it becomes a habit with him, and in any job situation he will be able carry on the work as regulasly and systematically as he had done during his training in social work.

Field Work Practicum: and Prospects

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Field Word Reports: Well-maintained field work records enable the student and the supervisor to objectively review the work done and to inlprove the smne in ~ t u r e . Acceptance of objective criticism and constructive suggestions and the ability to bring about the necessary chances in work and outlook is the required prior condition which will help the student to leam more in the process of supervision. To think that one is above co~rectionis not only incorrect in point of fact, but also inadmissible, in terms of approach. The reports should be honest, clean and clear and bring out the process of work in any setting and faithf~~lly record the factual details, correctly reflecting the areas of success and the difficulties faced. But it has to bc admitted that ail extent of exaggeration or an element of story telling may creep into the repot-ts of some, even though they are naturally in a very small minority. Sometimes this tendency is due to too high expectations on the part of the supervisors about the professional performance of the students. Having got from a few conferences, the lines of the supervisors' criticism and suggestions, a few of them tend lo write repot-ts not as the work actually turned out but more in a manner which is likely to meet with the approval of the supervisor. Cases of totally cooked up and fake reports, which sooner than later will be discovered, are exceptions and even this is no justification for distnlsting the visits shol~ld not students generally and having sort of police inspections. Supe~lriso~y be so much to check whether the students do the work, but rather to see them working and render help or assistance if needed. If in the course of social work training it is not possible to inculcate honesty and uprightness in the students, that training is not worth anything. But honesty cannot be expected if honesty is penalized as when an honest effort and report in field work is criticized while a dishonest one is praised. But here also dishonesty will never pay in ihe long run, The outlines provided, the orientation classes and supervisory guidance should hdp the students to write honest and systematic reports,

Evaluation: Field work is subjected to continuous process of evaluation in the course of conferences between the supervisors and students. But towards the end of each term or acadenlic year the student and the respective supervisors jointly evaluate the total performance of the students in field work and record the same for reference. Bath the student and the supervisor must be as objective as possible.

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These summary evaluations at the end of the term or year is not likely to lead to any new finding but rather would help to sort out the positive and weak points which must have been observed and discussed in the course of previous conferences. What is needed at this stage is to have a view of the totality of the performance over a period and to assess the same in such a way as to help in the course of next placement or job situation. Even the person, who has been functioning well, can do still better if properly helped by objective evaluation and if strengthened by achievements. Many schools ask the students to write out a self-evaluation report following an outline prepared for the purpose or are encouraged to raise points which will help in evaluating their work. The evaluation is a joint work and the points in the report prepared by the supervisor and the self-evaluation reports or points indicated by the student are jointly discussed and the final form of the report will largely reflect the thinking of both. These are later discussed with the head of the institution and other staff members, who help in finalising the grades or marks. In some schools in addition to individual or group evaluation conferences, a viva voce examination on the field work performance is conducted and the performance in these oral tests and the report of the supervisor forms the basis for the final marks or grades. The outline developed by the various schools for evaluation are naturally very helpful. But it is very difficult to develop a criteria which will be cent per cent successful. One difficulty is that it is not so easy to divide the persons working into watertight compartments and assess them separately. Even though individual items of pe formance and relationship are to be Iooked into, the attention must necessarily be rather on the total pei-formance and overall functioning over a period of time. The criteria developed in various schools lay down that evaluation of field work must naturally assess the student's personal qualities such as honesty, sincerity, regularity, ability to establish and maintain positive relationship with clients, agency personnel etc., ability to integrate theoretical knowledge with practical work in the field, responsibility in the use of social work skills, success of professional performance and development of professional discipline, ability to work within agency limitations, positive use of supervision, willingness to admit mistcakes and l e m them from and student's overall pelformance. The evaluation must naturally lay emphasis on the positive and strong points and at the same time should not overlook the weak spots in work and the person of the student.

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Agency Cooperation: The active cooperation of agencies is crucial to the success of field work. It is true that the vast majority of the agencies are very cooperative and do their best to enable and assist social. work students to organise field work activities useful to the client of the agency and to themselves in terms of learning experience. Where field work requirelnents include the task of initiating students into the theory and practice of agency programme and administration, it is considered by a few of the agency personnel as intelri~ptionof their routine schedule of work. But even though it entails some loss of time it must be borne in mind that the service they render is not something, which is helpful to the students only, but something, which will cum~ilatively benefit the whole field of social work. The agencies are participating in the development of competent, practical-minded and professionally qualified social workers and the r time spent on them is not wasted but well spent in the interest of the development of social work. It is a good investment because in course of time it will yield fruits in terms of effectiveness of social welfare programmes, and the development of a good cadre of social workers, who will be able to help people in distress and in difficulties more effectively and efficiently. The students and the authorities of the schools of social work should appreciate the goodwill shown by the agencies and must be very considerate and cooperative so as not to inconvenience them in any way. The details of the field work programmes must be worked out in consultation with the agency personnel and must be gone through under their guidance and supervision. The faculty supervisor must keep in touch with the agency supervisor so as to help the students to have as much practical experience as possible, keeping in mind the Limitations of the agency, if there are any.