470E1110

1 - 20

ANNAMALAI UNIVERSITY
DIRECTORATE OF DISTANCE EDUCATION

Master of Social Work (MSW)

First Semester

INTRODUCTION TO SOCIAL WORK

LESSONS : 1 – 20

Copyright Reserved
(For Private Circulation Only)
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MASTER OF SOCIAL WORK (MSW)

FIRST SEMESTER
INTRODUCTION TO SOCIAL WORK

Editorial Board

Chairman
Dr. [Link]
Dean,
Faculty of Arts
Annamalai University

Members
Dr.R. Singaravel
Director Director,
Directorate of Distance Education Directorate of Academic Affairs
Annamalai University Annamalai University

Dr.K. Somasundaran Dr. R. Gurumoorthy

Associate Professor and Head Associate Professor and Deputy
Dept. of Sociology and Social Work Co-ordinator
Annamalai University Sociology Wing, DDE
Annamalai University

Internals
[Link] [Link]
Assistant Professor Assistant Professor
Department of Sociology and Social Work Department of Sociology and Social Work
Annamalai University Annamalai University

Externals
Dr. [Link] Dr.V. Lakshmanapathi
Professor and Head Assistant Professor
Department of Social Work Department of Social Work
Alagappa University
Arignar Anna Govt. Arts College
Karaikudi
Karaikal

Lesson Writer
Dr. Y. Ashok Kumar
Asst. Professor
Department of Sociology
Social Work and IRPM
Acharya Nagarjuna University
Nagarajuna Nagar, Guntur – 522 510
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MASTER OF SOCIAL WORK (MSW)

FIRST SEMESTER
SYLLABUS
INTRODUCTION TO SOCIAL WORK

Learning Objectives
LO1 - To understand the history and principles of social work programme
LO2 - To develop a knowledge about the social work methods
LO3 - To know the importance of field work in social work programme
Course Outcomes
Upon completion of this course students will
CO1 - Gain the knowledge on principles, values and code of ethics of social
work course
CO2 - Understand the importance of field work in social work profession.
Unit I Definition of Social Work, Social Welfare, Social Services.
Unit II Social Work as a Profession, Principles and Philosophy of Social Work.
Professional ethics in Social Work.
Unit III Methods of Social Work: Direct methods - Social Case Work - Social
Group Work - Community Organization. Indirect Methods: Social action -
Social Work research - Social Welfare administration.
Unit V Importance of field work for Social work. Fields of Social Work : Family
and child Welfare, Medical Social Work, Correctional Social Work, Labour
Welfare, Community development (urban and rural) Settings.
Unit VI Need of training for Social Work. Agencies of training Schools /
Institutions of social work - Association of Schools of Social Work. Types
of training, problems in training, suggestions.
Books for Reference
1. Jacob, K.K. Social Work Education in India, Himanshu Pub. New Delhi, 1994.
2. Madan, G.R., Indian Social Problems Vol. 1 & 2, Allied Publishers, Mumbai,
1973.
3. Compton Beulah, R. Introduction to Social Welfare and Social Work, The Dosery
Press, Illionis, 1980.
4. Gore, M.S. Social Work Education, Asia Publishing House, Bombay, 1965.
5. Chowdhry, P. Introduction to Social Work, Athmaram & Sons, New Delhi, 1989.
6. Das Gupta, S. Towards a Philosophy of Social Work in India, Popular,
New Delhi, 1992.
7. Banerjee, G.R. Courses on Social Work: an Indian Perspective, TISS, Bombay,
1991.
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MASTER OF SOCIAL WORK (MSW)

FIRST SEMESTER
INTRODUCTION TO SOCIAL WORK

CONTENTS

Unit Lesson Page

Title
No. No. No.
I SOCIAL WORK
1 Definition of Social Work 1
2 Social Welfare 12
3 Social Service 21
II SOCIAL WORK AS A PROFESSION
4 Social Work as Profession 32
5 Principles and Philosophy of Social Work 44
6 Professional Ethics in Social Work 51
III METHODS OF SOCIAL WORK
7 Methods of Social Work 69
8 Direct Methods: Social Case Work, Social Group Work 85
9 Direct Methods: Community Organisation 100
10 Indirect Methods: Social Action and Social Research 110
11 Indirect Methods: Social Welfare Administration 122
IV FIELDS OF SOCIAL WORK
12 Importance of Field Work for Social Work 138
13 Fields of Social Work: Family and Child Welfare 148
14 Fields of Social Work: Medical Social Work,
Correctional Social Work 165

15 Fields of Social Work: Labour Welfare 181

16 Fields of Social Work: Community Development
(Urban and Rural) Settings 195

V TRAINING FOR SOCIAL WORK

17 Need for Training for Social Work 207
18 Agencies of Training Schools/Institutions of Social Work 218
19 Associations of Schools of Social Work 228
20 Types of Training, Problems in Training and Suggestions 235
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UNIT – I : SOCIAL WORK

LESSON – 1
DEFINITION OF SOCIAL WORK
1.1 INTRODUCTION
Social Work has a long tradition in India but its scientific orientation can only
be said to be of recent origin. In ancient India, social work did not attract the active
assistance of the state. It was entrusted to the change of joint families, castes and
communities, and religious institutions. Joint families incidentally served the
purpose of looking after the disabled, the weak, and the handicapped members of
the family and in that sense, part of the problems of dependent needy individuals,
on a very small scale, was solved by joint families. Similarly the other problems that
social work tries to solve to-day, were partly attacked by castes. Castes may have
originally come into existence everywhere on an occupational basis in early human
society. Later, however, in India, they were multiplied on ritualistic considerations
of purity and involved notions of superiority and inferiority among the different
sections of society. They also developed narrow parochial loyalties. In ancient times,
the weak, the handicapped and the poor were partly looked after by castes and
communal institutions. Likewise, religious institutions looked after the poor. But
the problem cannot be said to have been tackled even then on a comprehensive and
rational basis and help rendered satisfactorily.
1.2 OBJECTIVES
 To study the definition of social work and its relevance in the present
scenario and its application in different settings.
 To analyze its applicability in working with individuals, groups, communities
and its developments.
1.3 CONTENT
1.3.1 Definition of Social Work
1.3.2 Characteristics of Social Work
1.3.3 Social Work and other Concepts
1.3.4 Social Work Private and Public
1.3.5 Development of Social Work in India
1.3.6 Social Work in Ancient India
1.3.7 Social Welfare during Sultanate
1.3.8 Social Welfare during Mughal Rule
1.3.9 Contribution of Religious and Social Reformers
1.3.10 Contribution of Organizations
1.3.11 Modern Social Work
1.3.1 DEFINITION OF SOCIAL WORK
Social Work is a recent branch of knowledge which deals with scientific
solution and treatment of the psycho-social problems. Its main aim is to increase
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human happiness in general. Therefore, it is oriented toward the attainment of two

ends. First the creation of those conditions which help to make a more satisfying
way of life possible, and second, the development within the individual and the
community as well of capacities which help to live that live more adequately and
creatively.
According to Helen Witner, the prime function of social work is to give
assistance to individuals in regard to the difficulties. They encounter in their use of
an organized group’s service or in their performances as a member of an organized
group. Following are some of the important definitions of social work:
Prof. Herbart Bisno has defined the social work in the following words:
“Social work is the provision of services designed to aid individuals, single or in
groups, in coping with present or future social and psychological obstacles that
prevent or likely to prevent full and effective participation in society. Such services,
however are limited on the one hand by agency function and the workers
competence, on the other, by already established profession by well defined
functional area and by certain practices and prejudices”.
Prof. Fried Lander has defined the social work as follows:
Social work is a professional service, based upon scientific knowledge and skill
in human relations which assists individuals, alone or in groups, to obtain social
and personal satisfaction and independence. It is usually performed by a social
agency or a related organization”.
According to Indian Conference of Social Work, “Social Work is a welfare
activity based on humanitarian philosophy, scientific knowledge and technical
skills or helping individuals or groups or community to live a rich and full life”.
Herbert Hewitt Stroup defines social work as follows, “Social Work is the art of
bringing various resources to bear on individual, group and community needs by
the application of a scientific method of helping people to help themselves”.
W.H. Boehm, defined social work as follows, “Social Work seeks to enhance the
social functioning of the individuals, singly and in groups by activities focused upon
their social relationships which constitute the interaction between man and his
environment of impaired capacity, provision, of individuals and social resources
and prevention of social dysfunction”.
According to Anderson “Social Work is a professional service rendered to people
for the purpose of assisting them, as individuals or in groups to attain satisfying
relationships and standards of life in accordance with their peculiar wishes and
capacities and in harmony with those of the community”.
The above definitions reveal the scientific and humanitarian aspect of social
work. It is a science based on the knowledge of human relations. Its basic aim is to
assist individuals, groups and community for achieving a better and healthy life.
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1.3.2 CHARACTERISTICS OF SOCIAL WORK

Social Work in its theoretical aspect is based on the knowledge of human
relations with regard to the solutions of psycho social problems. In its applied
aspect, social work is a professional service based on scientific method and skill. It
seeks to approach the social world scientifically. In the field of social sciences,
social work occupies a very important place. The following characteristics reveal its
distinctness and peculiarity:
Professional Service: In its present form, social work is a professional service
which assists individuals, groups and communities. On the one hand it attempts to
help the individuals in the social milieu and on the other hand it removes the
barriers which obstruct people from achieving the best which they are capable”.
Based on scientific knowledge: Social Work is based on scientific knowledge
and technical skill, it has its own methodology which distinguishes fromother types
of welfare activities.
Humanitarian Philosophy: Social Work derives its inspiration from the
humanitarian philosophy. It seeks happiness and prosperity for the individuals,
groups and community.
Solution of Psychosocial Problems: Social Work aims to solve the psycho
social obstacles which prevent the effective functioning of groups, community and
society.
Solution of Psycho-social problems: Social Work aims to solve the psycho-
social obstacles which prevent the effective functioning of groups, community and
society.
1.3.3 SOCIAL WORK AND OTHER CONCEPTS
There are many other services which appear synonymous to social work. In
general discourse, these terms are often confused with social work. Therefore, a
clear cut distinction between such concepts and the social work is essential. These
concepts are as follows:
Social Work and Religious Service: From the traditional point of view, help
and assistance rendered to poor and destitute persons due to religious inspiration
is known as social work. According to this concept, one can obtain the cherished
goal of religion by way of giving alms and assistance to the helpless and needy
persons. But this concept does not encourage to the modern approach of social
work. Although this system provides security to an individual during his helpless
condition, yet it fails to solve the problem permanently. In the modern society the
problems of disorganization and maladjustment are very complicated as such the
traditional approach has been regarded as inadequate.
Social Work and Social Assistance: Social Work and social assistance are also
synonymous terms. Therefore, social work is sometimes confused with social
assistance which is provided to the people at the time of natural calamities such as
floods and famine. During such calamities, social workers also provide assistance
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to the needy people. But such help cannot be regarded as social work. It is because
assistance is purely a temporary affair while social work is a permanent service. It
is a permanent programme of assistance with the help of professional relations.
Social Work and Social Security: Social Work in the modern context is a
professional service based on scientific knowledge and skills. On the other hand, by
social security we mean a programme of protection provided by society against
certain contingencies of life. These contingencies include sickness, unemployment,
old age dependency and accidents, etc. In other words social security can be
understood as the security that society furnishes through appropriate organizations
against certain risks.
1.3.4 SOCIAL WORK PRIVATE AND PUBLIC
In its practical aspects, social work assumes two main forms namely private
and public. Social work performed by individuals in their private capacity and by
voluntary organizations is known as private social work. Such voluntary
organizations, is known as private social work. Such voluntary organizations get
only financial aid from the government. On the other hand, public social work is
performed by the government.
1.3.5 DEVELOPMENT OF SOCIAL WORK IN INDIA
Social Work as an Alms giving Activity:
It is a traditional concept. The desire to help the needy fellow men has been
present from the very inception of human society. Such a desire was generated by
the feeling of belongingness. It was a rigorous duty of a man to provide care and
protection to the people suffering from various kinds of distresses. In India alms-
giving was considered as path of moksha. Still today alms giving to the poor are
considered as a social welfare activity. Alms giving are not social work because the
aim of help, in social work is to solve client’s problems scientifically. Social worker
attempts to regenerate self confidence and self dependency. Causative factors are
investigated and diagnosis is confirmed later on other hand therapeutic models are
pushed into service. Social work is not a new thing; it has always been done, as an
act of friendship and in the ordinary course of duty by the priest, the teacher, the
doctor and the lawyer. The systematic study of the development of social work in
India may be seen in deferent periods.
1.3.6 SOCIAL WORK IN ANCIENT INDIA
In ancient India, the nature of social service was that of charity. In earlier,
reference to charityis found in the Rig-Veda (Chap.I,XIII,2) which encourages
charity by saying “May the one who gives shine most” Upanishads like
Brihadaranayaka, Chhandogya and Taittiriya, prescribe that every house holder
must practice charity. In Mahabharata we find that when Bhishma talked to
Yudhisthir, he described the essence of eternal religion, non-violence, truth and
charity.
In ancient India, the social welfare activities were performed by Yagnas, Yagnas
being the most popular mass rituals known in Vedic days. In a great grand shed
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erected for the purpose on the banks of a flowing river, people assembled in and
utter spirit of dedication. Each tried to contribute his bit towards the Yagna. Their
intention was the common welfare of all. There was no personal desire to be
fulfilled. Yagnashalas were class rooms where men and women were taught the
spirit of working together without the ego and egocentric desires. The spirit
underlying the most popular Vedic rituals is brought to bear in all actions, not only
in the yagnashalas but also in the home, the market places, the factory, and the
field.
Bhagwatgeetha enunciates the principle by saying “Cherish the Devas with the
Yagna spirit and those Devas shall in turn cherish you” thus cherishing each other,
you shall gain the highest good (chapt.3, 11). Women and men in a community
strive cooperatively without ego and egocentric desires, the cosmic forces that
constitute the environment, shall cherish them in turn.
Bhagawatgeeta advises that when any profit accrued as a result of the total
dedicated efforts of the many, is misappropriated by a man, then he is a thief.
No single member has a right for a larger share. The community is sure to
succeed in progress and welfare when it has learned to live and strive as one entity.
The privileged class has moral duty to serve the poor, such persons who served the
society with all their ability are freed from all sins (Geeta Chapt. 3-13), but those
who cook for themselves or produce for their own gains, they are eating sin.
The Aswalayana Griha Sutra says that one must daily perform Pancha Yagnas
- giving to God, ancestors, animals, one’s fellowmen. The Chhandogya Upanishad
says that life is a succession of Yagnas or services for others. Charity is not merely
a social duty but it is like prayer. One does it for its own sake, because one feels it
is a privilege, because one is serving the Lord through it. The habit of giving alms
was common and no house-holder turned away a beggar empty handed as to do so
was considered a sin. According to Manusmriti, it was his duty to feed his guests
first, then his servants, he and his wife might eat last of all.
Hindu scriptures say that the man who helps other or gives charity does not
show the sense of superiority. The Tittareya Upanishad declares that it is better not
to help all rather than help without showing due respect to the recipient of charity.
With development of agrarian society with private group ownership of land, the
concept of charity came into existence.
By the later Vedic period, Dana became institutionalized and acquired the
characteristics of charity with religious ideology. Dana was given to acquire punya
(merit). It was no longer given merely in celebration of an event or a heroic
personality or in connection with a ceremony. The evolution of Buddhism during
the Magadhan empires changed the character of Indian society. It was changed
from tribal agricultural settlement to a class-based agrarian economy. Buddhism
accepted the Karma theory which served the purpose of explaining the origin of
social inequality. Buddhism laid great emphasis on punya and Dana (charity).
Charity was seen not only as a means of alleviating the sufferings of the materially
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poor, but also as the giving of gifts (Dana), especially to the Sangha. Sanghas were
the centers of shelters and learning and were responsible for the spread of literacy.
Guilds were important corporate organizations which performed a variety of
economic and welfare functions in ancient India. Guilds were playing important role
during Buddhist period. Apart from economic and political functions, these guilds
were providing social security to the oppressed class of the society. “Some part of
the funds was utilized for the relief of deserving persons such as distressed, the
diseased, the blind, the infirm, the orphans and helpless women. Ashoka developed
a comprehensive system of social welfare which included women’s welfare,
rehabilitation of prisoners, rural development, free medical care, regulation of
prostitution and provision of public utilities like roads, rest houses for travelers,
wells, etc. The creation of separate cadre of state officials to implement these
programmes is an accomplishment that compares very favorably with the social
welfare system of some of the modern social democracies of Europe. Kanishka
ascended the throne in 78 A.D. Like Ashoka, the Great, he took an active interest in
the welfare of the society. He gave liberal donations and grants for the construction
of Buddhist vihars, monasteries, stupas etc. These were the centers for learning,
and help to the needy people.
The period of the Gupta rule is one of the brightest in the history of India. The
Gupta dynasty included a succession of brilliant rulers like Chandra Gupta,
Samudra Gupta, who established a well-governed empire and people were happy
and prosperous. ‘Welfare of the people’ was the main task of the king who devoted
his life for the same. Harshavardhan who occupied the throne in 606 A.D. was an
enlightened and benevolent ruler. The welfare of his subjects always dominated his
thoughts and actions. He established hospitals, dispensaries, orphanages and
home for the destitute. He distributed presents among men of religion, the poor and
the needy.
1.3.7 SOCIAL WELFARE DURING SULTANATE
The Sultanate was an Islamic state. The duties of the king inclined
maintenance of peace, protection from external attacks, levying and realization of
taxes, providing justice to the subjects. Besides, the ruler did little for the general
welfare of the masses. Malik Ali, a noble of Balban, was more generous in giving
alms. He always gave a gold or silver coin to the beggars. Ghias-ud-din Tughlak
was a charitable king. Mohammad Gawan spent all his wealth on the poor and
himself ate the coarse food of a peasant and slept on the ground with a straw mat
for a bed. Sufi Sheikhs used to distribute gifts to the needy Muslim masses, who
came to their Khanguahs. Usually one of the disciples of the sheikh was appointed
as the manager to look after the needy.
1.3.8 SOCIAL WELFARE DURING MUGHAL RULE
Humayun was the first Muslim King who made a bold attempt to prohibit the
Sati system. Ashoka was the greatest ruler who, not only brought many reforms in
Indian society but also abolished slavery in 1583. He introduced equality among
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the people irrespective of their class and religion. His policy of religious equality and
he granted full freedom to the subjects in matters of religious beliefs and practices.
He was liberal in granting money and land for the benefit of Hindus, Jains, Parsees,
etc. Akbar had a comprehensive system of poor relief. Relief for the poor was of two
types. The first was granting relief in cash and kind to every needy person who
appeared before him at his daily court. The second type was a systematic and
organized assistance which was provided regularly. Wazifas (Stipends) were also
given to the student. He constructed three houses for the poor in order to control
beggary.
1.3.9 CONTRIBUTION OF RELIGIOUS AND SOCIAL REFORMERS
Raja Ram Mohan Roy was the greatest Indian of the nineteenth century who
sowed the seeds of religious and social reforms. He exercised most of his talents
and power towards the abolition of Sati. He was in favour of widow remarriages and
female education. Raja Ram Mohan Roy’s opinion was that only freeing women and
by treating them as human beings Indian society would free itself from social
stagnation. Iswarchandra Vidhyasagar was the second great reformer of the
nineteenth century. He advocated for widow remarriage, economic self relianc,
women education and prohibition of polygamy. It was with the joint efforts of Ram
Mohan passed in 1856. Bal Shastri Jambhekar, who was the first professor of
Elphinstone College, Bombay condemned the evil customs of Sati and female
infanticide as well as trafficking in female children. He tried for the framing of laws
to abolish these customs. But he believed that these evils could be removed only
through social reforms and by searching for some sanctions in the Shastras so that
they would be acceptable to the people. Gopal Hari Dehsmukh of Bombay promoted
modern education for the establishment of dispensaries, maternity homes,
orphanages, etc.
Sasipada Banerjee was a notable reformer of Bengal who worked for the cause
of women’s education and widow remarriage. He himself married a widow, when his
first wife died. He arranged several marriages of widows and gave shelter to a widow
in his home. He was pioneer in taking up the welfare work for labourers. Jotirao
Phule, contemporary of Iswar Chandra Vidya Sagar, was an active reformist in
Poona. He was working for the cause of female and low caste people education.
He also worked towards improving the conditions of Maharastrian peasants.
He established the Satya Shodhak Samaj in 1868 for the social and economic uplift
of the low caste people.
Ranade, Telang, Lohajitawadi Deshmukh, Bhandarkar and [Link] were the
prominent leaders of social reform movement in the west, especially in Poona. Tilak
and Gokhale also worked for the cause of upliftment but they were more engaged in
political activities. [Link] initiated welfare work among the tribal people.
[Link] and [Link] established Bombay Social Service League which
organised night classes and recreational programmes among mill workers in
Bombay. Gandhi became active in political as well as social field in 1920. He
 8

symbolized the integration of political reform with social reform. He worked for the
upliftment of women, Harijans and fought for the equality between men and
women. Gandhiji always argued that for the development of the country. India
should be free from foreign rule, but it should also be free from social evils which
hinder and sometimes block the process of development.
1.3.10 CONTRIBUTION OF ORGANIZATIONS
The important organisations which played significant role in the development of
social work are Brahma Samaj, Prarthana Samaj, Arya Samaj, Theosophical
Society, Rama Krishna Mission, Muhammedan Literacy Society. The Bombay
Widow Remarriage Association. Bengal Hindu widow Association, Indian National
Social Conference and the Servants of Indian Society. Brahmo Samaj, was founded
by Raja Rama Mohan Roy, who started the Atmiya Samaj in 1815 which grew into
the Brahmo Samaj; it worked for the abolition, of Sati, widow remarriage and
women’s welfare. Arya Samaj, was founded by Swami Dayanand Saraswathi in
1875. He opposed the caste system and child marriage.
Theosophical Society was founded in 1881 in Madras by Madam Blavatsky and
Colone Olcott. Swami Vivekananada founded Rama Krishna Mission in 1897,
started its programmes with education, treatment and general help. Indian National
Social Conference came into being in 1887 for the thorough discussion and
implementation of social welfare programmes. Gopal Krishna Gokhle who had deep
interest in the work of social services, established the Servants of Indian Society in
1905.
1.3.11 MODERN SOCIAL WORK
Modern Social work was introduced in India by Christian Missionaries in the
beginning of the nineteenth century and they started making houses for orphan
children and destitute men and women. Indian social reformers like Sasipada
Banerjee, Phule, Karve,etc., started building homes for the widows. Some social
organizations like Arya Samaj, Prarthana Samaj, and Ramakrishna Mission began
to provide a variety of social welfare services to the needy. Religious association’s
also played significant role in providing institutional welfare services in India.
The role of state, in the field of social welfare commenced during the second
and third decades of the twentieth century though earlier measures were taken like
that of the Apprentices Act of 1850 for the employment of orphans and destitute,
Reformatory school Act of 1870 which provided the training to destitute children
and treatment of juvenile delinquents, Children Act 1920(Madras), Abolition of Sati
1829, Abolition of Slavery 1843,Aboilition of Female infanticide and Human
Sacrifices 1870, Widow Remarriage Act 1856, Factory Act 1881.
The year of 1936 marks a watershed in the history of professional social work
in India when for the teaching and training of social work with the first school of
social work was established in Bombay. It was named Sir Dorobji Tata Graduate
School of Social work. Now it is known as Tata Institute of Social Sciences. After
 9

Independence many universities in India have social work as the subject in their
courses.
1.4 REVISION POINTS
1. Definition of Social Work: Social Work is a recent branch of knowledge
which deals with scientific solution and treatment of the psycho-social
problems. Herbert Hewitt Stroup defines social work as follows, “Social Work
is the art of brining various resources to bear on individual, group and
community needs by the application of a scientific method of helping people
to help themselves”.
2. Characteristics of Social Work: Professional Service: In its present form,
social work is a professional service which assists individuals, groups and
communities. On the one hand it attempts to help the individuals in the
social milieu and on the other hand it removes the barriers which obstruct
people from achieving the best which they are capable.
3. Based on scientific knowledge: Social Work is based on scientific knowledge
and technically skill, it has its own methodology which distinguishes from
other types of welfare activities.
4. Humanitarian Philosophy: Social Work derives its inspiration from the
humanitarian philosophy. It seeks happiness and prosperity for the
individuals, groups and community.
5. Solution of psychosocial problems: Social Work aims to solve the psycho
social obstacles which prevent the effective functioning of groups,
community and society.
6. Social Work and Religious Service: From the traditional point of view, help
and assistance rendered to poor and destitute persons due to religious
inspiration is known a social work. According to this concept, one can obtain
the cherished goal of religion by way of giving alms and assistance to the
helpless and needy persons.
7. Social Work and Social Assistance: Social Work and social assistance are
also synonymous terms. Therefore, social work is sometimes confused with
social assistance which is provided to the people at the time of natural
calamities such as floods and famine. During such calamities, social
workers also provide assistance to the needy people.
8. Social Work as an Alms giving Activity: It is a traditional concept. The
desire to help the needy fellow men has been present from the very inception
of human society. Such a desire was generated by the feeling of belonging -
ness. It was a rigorous duty of a man to provide care and protection to the
people suffering from various kinds of distresses. In India alms-giving was
considered as path of moksha. Still today alms giving to the poor are
considered as a social welfare activity.
 10

1.5 INTEXT QUESTIONS

1. Define Social Work and it importance?
2. What are the characteristics of social work and it application?
3. How social work is alms giving activity?
4. Explain the social work in ancient, medieval and modern periods?
1.6 SUMMARY
The history of professional social work in our country is of recent origin and
began with the starting of Sir Dorabji Tata School of Social Sciences at Bombay in
the year 1936. The school gave a two year course in social services administration,
with specialization in labour welfare. Its orientation being primarily urban, since
the school was originally located in a settlement house, in Nagpada area at Byculla,
Bombay. The interest of social work in rural areas, which is now of a substantial
character, was developed later.
In the pre-independence period, the areas of activity of professional social work
were primarily in the field of labor welfare, juvenile delinquency and in dealing with
the court committed cases of criminals, beggars, and prostitutes. Family and child
welfare has been another area of interest to social work and significant contribution
have already been made in this field to the management of the institutions for
children with varying needs, for example, the blind, delinquent, deaf and dumb,
orphans, beggars and others. Medical social work the other field of interest, has
similarly focused its attention on social aspects of illness and has tried to mobilize
community support for treatment and rehabilitation of patients suffering from a
number of diseases including the long- term ones. Other fields in which the
professional workers have been taking interest are community development, rural
and urban, tribal welfare, social research, welfare administration and training.
1.7 TERMINAL EXERCISE
Short Answer Questions
1. How social work a professional course, explain?
2. What are the characteristics of Social work?
3. Discuss the social work in ancient, medival and modern periods?
4. What are the contributions of social organizations in practice of social work?
Objective Questions
1. Social Work is
a) non-professional course
b) professional course
2. Social work is of
a) an old discipline
b) recent branch of knowledge
 11

3. Social work deals with

a) pshycho somatic problems
b) diseases
4. The basic aim of social work
a) to work with individuals, groups and Communities
b) to work with national and international issues.
1.8 SUPPL EMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Progamme activities, and functions. Social service activities. Self help
concepts etc.
1.9 ASSIGNMENTS
1. Putting theory into practice in working with the poor, disabled, destitute and
needy.
2. Working with the community, institutions, individuals under different
settings.
1.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOK
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952, The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
1.11 LEARNING ACTIVITIES
1. Develop Human Concern: Empathy, feeling for others, doing some kind of
help.
2. Observe the surroundings: social problems, people below poverty line,
Squatters and village communities.
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness.
4. Development of communication to reach to their level in the communities.
5. Forming small groups: recreation and entertainment.
1.12 KEY WORDS
1. Humanitarian
2. Psychological
3. Rapport.


 12

LESSON – 2
SOCIAL WELFARE
2.1 INTRODUCTION
Social work may be defined as a professional service to people for the purpose
of assisting the individuals or in groups to attain satisfying relationship and
standards of life in accordance with their particular wishes and capacities and in
harmony with those of the community. Organization of effective service involves
planned, directed and coordinated endeavors on the part of the social workers.
Until and unless social workers have the knowledge and skill necessary to provide
administrative leadership to the social service programmes in which they practice,
social work will be looked upon by the public either as a sub professional services
or as merely a useful service operating as an aid to that of another professions.
Thus it seems essential to discuss the process and principles of social welfare
2.2. OBJECTIVES
 To explain the objectives, principles and values of social work and
importance of Social welfare.
2.3 CONTENT
2.3.1 Social Welfare Conceptual View
2.3.2 Objectives of Social Work
2.3.3 Principles of Social Work
2.3.4 Work and Dignity of the Individual
2.3.5 Right to self determination
2.3.6 Belief in equal opportunity
2.3.7 Social responsibilities
2.3.8 Value of Social Work
2.3.1 SOCIAL WELFARE CONCEPTUAL VIEW
Social welfare is generally confused with ‘social service’, ‘social reform’, ‘social
work’ and social security. These terms are considered a synonymous and are
therefore use interchangeably. This confusion and ambiguity has arisen because of
the fact that they all have an identical and similar aim viz. well-being of the people.
These terms are interpreted differently in different countries and even in the same
country at different times. In some countries, social services are all embracing
including social welfare services come under the umberella of social welfare. Again
”Welfare” is regarded by some as residuary element that remains to be provided
only after providing basic needs such as health, housing, medical relief measures in
emergencies. For others, ‘Welfare’ includes all these as a base, social security as a
middle and social welfare on the top of the pyramid of the welfare society without
reference to individuals’ means or purchasing power for buying services in the
market.
 13

Social Welfare: The meaning and scope of social welfare vary from country to
country reflecting the historical development and evolution of administrative
organization and structure, the stage and goals of development and evolution of
administrative organizationand structure, the stage and goals of development, the
type o programmes between government and voluntary sectors, the socio-cultural
frame work etc.
The concept of social welfare in theoretical and operational terms as
understood and practiced in effluent, developed and modern countries
encompasses the widest possible range of welfare programme for the general
welfare of their entire population. This formulation of social welfare is in conformity
with the definition of a welfare state given in Encyclopedia Britannica as a system
of laws and institutions which a government attempts to protect and promote the
economic and social welfare of its citizens usually based on various forms of social
insurance against unemployment, accident, illness and old age. The encyclopedia of
social service also confirms the definition of welfare state by explaining that the
welfare state is the institutional outcome of the assumption by a society of legal and
therefore formal and explicit responsibility for the basic wellbeing of himself and of
his family, including, food, clothing, housing and medical assistance and the right
to security in the wake of unemployment, sickness, disability, widowhood, old age
or other lack of livelihood motherhood child hood are entitled to special care and
assistance, all children whether born in or out of wedlock shall enjoy the same
social protection.
2.3.2 OBJECTIVES OF SOCIAL WORK
Social work seeks to assist individuals, groups and communities for promoting
their well-being. The two fold approach of social work has been called “dualistic” –
its aim is not only to help the individual, the family and the group of persons but it
is concerned with the improvement of general social conditions.
Traditionally social workers provided meager relief to the lowest class of society,
the destitute and miserable. But social work today is losing its class character. It is
serving the betterment of all classes of the entire community. Social work uses the
strengths of the individual and the group.
The goal of social work is to reconcile the well-being of the individuals with the
welfare of society in which they live. Social work attempts to mobilize social forces
to resolve social and economic situation. It helps individuals overcome the
difficulties they encounter.
Social work recognizes the multiplicity of causation of social problems. It aim
toward a change of societal conditions that cause human suffering and
maladjustment. Unjust behaviour and actions cannot be supported by social work.
Social work attempts to develop constructive forces in the individual and in the
social group. It assists people in solving their emotional, social, and economic
problems by releasing their natural abilities. In encourages clients’ active
 14

participation in working toward their self-selected goals. Social work assists in

realizing democratic principles and human rights.
According to Brown, there are three objectives of social work:
1. To provide physical help in adjustment.
2. To solve psychological problems.
3. To make available opportunities to the weaker sections.
Fried Lander mentioned three objectives:
1. Change in painful social situations.
2. Development of constructive forces.
3. Providing opportunities to the individual.
Witner has mentioned two objectives.
1. To give assistance to the individual to remove difficulties.
2. Utilization of community resources for their welfare.
Other objectives
According to Economic and Social Council of U.N.O. there are three more
objectives:
1. To assist individuals, families and groups
2. To perform an integrating function
3. For promoting social well being.
2.3.3 PRINCIPLES OF SOCIAL WORK
Social work principles are the ‘generic’ principles that apply to the basic
methods of social work. Social case work, social group work and community
organization. The generic principles are derived from the goal of social work, which
is to prevent or alleviate the damaging effects of crisis situations and social
injustice. Social work helps to remove barriers to the healthy development of
individuals, groups and communities.
The feelings, attitudes and practices of social workers are inspired by the
following principles or democratic values.
1. Conviction of the inherent worth, the integrity and the dignity of the
individual.
2. This concept determines the approach of the caseworker to his client. It
determines the mutual relationship in the helping process. It is the basis for
the changes achieved in the client’s social conditions.
3. The same conviction provides for the individual member within the group the
opportunity to be a vital part of the group. Each person in the group deserves
full recognition, respect and attention. He plays a decisive role in the process.
4. The social worker as a community organizer respects individual members of
the community. He assists all members of a community in securing a better
life, happiness and satisfaction.
 15

2.3.4 WORK AND DIGNITY OF THE INDIVIDUAL

The basic values of social work do not spring up life wild flowers by the
wayside: they are, instead, rooted in the deep belief that nourish civilizations.
Values are socially approved desires and goals that are internalized through the
process of conditioned learning, socialization that become subjective preference and
aspirations. It is seen as an intellectual, emotional judgment of an individual, group
or society regarding the worth of the thing, a concept, a principle, an action or a
situation. It is the basis upon which an individual will choose one course rather
than another, judged as better or worse, right or wrong.
Every human profession has some values and on the basis of these values it
achieves its objectives. Social values have significant role as they maintain social
equilibrium, unity in behaviour, psychological foundation of life, determination of
role and evaluation of social events and problems.
Value-1 Services
1) Role of social work is to help people in need.
2) To address social problems.
3) Service to others above self interest.
Value-2 Social Justice
1) To challenge social injustice.
2) To pursue social change.
Value-3 Dignity and worth of the person
1) Respect for the inherent dignity and worth of the person.
2) To recognize individual differences and cultural diversity.
3) To promote client socially responsible.
4) To promote self determination.
5) To improve client’s capacities and opportunity.
Value-4 Importance of human relationships
1) To recognize importance of human relationships.
2) Relationships among people are importance vehicles for change.
Value-5 Integrity
1) They should be aware of profession’s mission, values, ethical principles,
ethical standards and follow them in practice.
Value-6 Competence
1) To practice within their areas of competence.
2) To improve their professional expertise.
3) To increase their professional knowledge and skills.
4) To apply them in practice.
The democratic ideal of the worth and dignity of the individual is pivotal. The
belief in human dignity is the motivating factor for social work research and social
welfare administration, which are other methods of social work.
 16

2.3.5 RIGHT TO SELF DETERMINATION

The second principle refers to the right to self determination. The individual
has the right to determine himself what his needs are and how they should be met.
Self help is accepted as a human civil right. The client is helped to help himself.
With the support of the case worker, the client assumes the role of solving for
himself the crisis situation. The social worker believes that people are capable of
changing their attitudes and behaviour. With the guidance of case worker, the
client wins back his self respect and confidence. The client regains confidence in
himself, when he recognizes his ability to final solutions for his problems.
In social group work, the right of the group to determine the goals means and
objectives is respected by the group worker. The worker respects the group
members desire to determine for themselves the aim and objectives. He assists the
group when the problems cannot be solved by the members of the group alone. In
social group work, the fact of being together and interacting is socially accepted as
a goal in itself.
In community organization, the social worker needs to respect the right of the
community in deciding the needed action for meeting the welfare needs of the
people. Democratic philosophy proposes that the members of the community are
equals inspite of their differences in wealth, education and status. All groups of the
community should be responsible for the common welfare. The worker will
recognize what the community seeks for itself and respects the opinion of the
members of the community.
2.3.6 BELIEF IN EQUAL OPPORTUNITY
Social services must be available to all without distinction in religion, caste or
class. The case worker attempts to help the client meet his needs within the
resources of the community irrespective of the caste, colour or creed.
In social group work, the principle of equality of opportunity is practiced by the
group worker by friendly atmosphere of acceptance. The cooperation of the group
helps the integration of the new member. It stimulates his spiritual and emotional
growth.
The group worker has conviction of human equality of people of different race,
religion, colour and class. With group worker’s assistance, the interaction of the
group members contributes to enriching group life.
The community organizer is guided by the human right to equal opportunities
for meeting basic needs. He encourage the leader of the community to provide
opportunities and realize physical health and cultural growth.
2.3.7 SOCIAL RESPONSIBILITIES
The conviction that man’s individual rights to self respect, dignity, self
determination and equal opportunities are connected with his social responsibilities
towards himself, his family and his society. There is need for creating a clear
understanding of a give-and-take relationship between our society and human
 17

beings. The recognition of the rights of the individual and the group also requires
insight into their obligations and limitations. There should be acceptance of and
respect for the needs and rights of others. In case work and group work, the social
worker encourages achievement of desirable social goals. The social worker should
develop an acceptance of social responsibility. In community organization, the
social worker realizes that the programme should not injure health and welfare
needs of other groups. Thus the social worker has social responsibility towards
himself, his family and his society.
2.3.8 VALUES OF SOCIAL WORK
The basic values of social work do not spring up life wild flowers by the
wayside: they are, instead, rooted in the deep belief that nourish civilizations.
Values are socially approved desires and goals that are internalized through the
process of conditioned learning, socialization that become subjective preference and
aspirations. It is seen as an intellectual, emotional judgement of an individual,
group or society regarding the worth of the thing, a concept, a principle, an action
or a situation. It is the basis upon which an individual will choose one course
rather than another, judged as better or worse, right or wrong.
Every human profession has some values and on the basis of these values it
achieves its objectives. Social values have significant role as they maintain social
equilibrium, unity in behaviour, psychological foundation of life, determination of
role and evaluation of social events and problems.
Value-1 Services
1) Role of social work is to help people in need.
2) To address social problems.
3) Service to others above self interest.
Value-2 Social Justice
1) To challenge social injustice.
2) To pursue social change.
Value-3 Dignity and worth of the person
1) Respect for the inherent dignity and worth of the person.
2) To recognize individual differences and cultural diversity.
3) To promote client socially responsible.
4) To promote self determination.
5) To improve client’s capacities and opportunity.
Value-4 Importance of human relationships
1) To recognize importance of human relationships.
2) Relationships among people are importance vehicles for change.
Value-5 Integrity
1) They should be aware of profession’s mission, values, ethical principles, and
ethical standards and follow them in practice.
 18

Value-6 Competence
1) To practice within their areas of competence.
2) To improve their professional expertise.
3) To increase their professional knowledge and skills.
4) To apply them in practice.
Values relating to Individual
1) Individualisation is essential.
2) Welfare of the individual.
3) Every individual has worth.
4) Individual has right to get respect.
5) Individual has right to develop his personality.
6) Individual has right of self-determination.
Values Relating to Problem
1) Problem affects social functioning.
2) To strengthen social functioning of the client.
3) Every body feels problems.
4) Social work to improve capacity to solve problems.
Values Relating to Social Agency
1) They are instruments of the people.
2) Social agency works for welfare.
3) Agency resources may solve the problem.
Values Relating to Relationship
1) Relationship is positive or therapeutic.
2) Through relationship client is stimulated.
3) Social worker uses relationship as a tool for solving the problem.
Values Relating to Social Work Practice
1) Social work practice believes in scientific practice.
2) It has humanitarian attitudes.
3) It offers social treatment.
4) It believes in democratic behaviour.
5) It believes in the solution of problems.
2.4 REVISION POINTS
Social Welfare: The meaning and scope of social welfare vary from country to
country reflecting the historical development and evolution of administrative
organization and structure, the stage and goals of development and evolution of
administrative orgnisation and structure, the stage and goals of development, the
type of programmes between government and voluntary sectors, the socio-cultural
frame work etc.
The concept of social welfare in theoretical and operational terms as
understood and practiced in effluent, developed and modern countries
 19

encompasses the widest possible range of welfare programme for the general
welfare of their entire population
Objectives of Social Work
Social work seeks to assist individuals, groups and communities for promoting
their well-being. The two fold approach of social work has been called “dualistic” –
its aim is not only to help the individual, the family and the group of persons but it
is concerned with the improvement of general social conditions. The goal of social
work is to reconcile the well-being of the individuals with the welfare of society in
which they live. Social work attempts to mobilize social forces to resolve social and
economic situation. It helps individuals overcome the difficulties they encounter.
Values of Social Work
The basic values of social work do not spring up life wild flowers by the wayside:
they are, instead, rooted in the deep belief that nourish civilizations. Values are
socially approved desires and goals that are internalized through the process of
conditioned learning, socialization that become subjective preference and aspirations.
2.5 INTEXT QUESTIONS
1. Distinguish between Social Work and Social welfare?
2. What are the objectives of social work?
3. Discuss Social Work as a professional activity?
4. Explain the social work values.
2.6 SUMMARY
Well being of others is the main objective of social work. The goal of social work
is to reconcile the well-being of the individuals with the welfare of society. Social
work assists people in solving their emotional, social and economic problems by
releasing their natural abilities.
Social work principles are the ‘generic’ principles that apply to the basic
methods of social work: social case work, social group work and community
organization. Social workers are inspired by these principles or democratic values.
1) They have conviction about the worthy and dignity of the individual.
2) Right to self determination.
3) Belief in equal opportunity for all, and
4) They have social responsibility toward himself, his family and his society.
The basic values are rooted in the deep belief that nourish civilizations, values
are socially approved desires and goals. Every human profession has some values.
Social work is also guided by its own values. These values are related to service to
humanity, social justice, dignity and worthy of the person, human relationships,
integrity and professional competence. Social work is based on humanitarian and
democratic ideal Social workers are dedicated for the welfare of the mankind.
 20

2.7 TERMINAL EXERCISE

Short Answer Questions
1. What are the objectives of social work?
2. Discuss the ‘generic’ principles of social work.
3. What are the values of social work?
Objective Questions
1. Social Work is
a) An Art
b) A Profession
2. Social Welfare focuses on
a) Individual welfare
b) General welfare
3. Social work deals with
a) Mass social problems
b) Diseases
2.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social Welfare activities. Self help
concepts etc.
2.9 ASSIGNMENTS
1. Write Social Work Significance working with disabled, destitute and needy
2. Distinguish between Social Welfare and Social work
2.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951, Social Work as a Profession, Social Work
Year Book.
2.11 LEARNING ACTIVITIES
1. Social work seeks to assist individuals, groups and communities
2. Welfare programmes are intended for the general welfare of their entire
population
3. Social work principles are the ‘generic’ principles that apply to the basic
methods of social work: social case work, social group work and community
organization
4. Social welfare is generally confused with ‘social service’, ‘social reform’,
‘social work’ and social security.
2.12 KEY WORDS
 Objectives 2. Principles 3. Values

 21

LESSON – 3
SOCIAL SERVICE
3.1 INTRODUCTION
People in distress, destitution, and deprivation have been helped in the past by
individuals motivated by religion which assured charity as the reward for salvation,
humanism, humanitarianism, philanthropy, democratic ideology, equality of all
citizens regard for human personality, respect for the rights of others including the
indigent, the handicapped, the unemployed, the emotionally disturbed and those in
need. The charitable work taken up by individuals and voluntary organization came
to be termed as social work up by individuals and voluntary organizations came to
be termed as social work in due course of time. Thus historically social work was
associated with charities and volunteer assistance to the needy, and the charitable
and philanthropic work had come to be generally known as social workers. Social
work can therefore be visualized as helping the needy suffering from material
deficiencies, physical disability, mental disorder or emotional disturbance. Social
work is intended to assist individuals, families and communities in understanding
and solving their personal and social problems.
Social services are conceived as organized philanthropic actions to promote
human welfare. Its objective is to help those who because of personal factors are
forces within their cultural, social and economic environment are prevented from
releasing their fullest potential. As a professional discipline and service, social
service has emerged out to centuries of man’s humanitarian efforts to help his
fellowmen. In other words, social work seeks to enhance the social functioning of
the individuals singly and in groups, by activities focused on their social
relationships which constitute the interaction between man and his environment.
These activities can be grouped into three functions; restoration of impaired
capacity provision of individual and social resources and prevention of social
dysfunction.
3.2 OBJECTIVES
 To study the social work and social service and the application of these in
different settings.
 To analyze the applicability in working with individuals, groups,
communities and its developments.
 To explain how social work is differing from social service.
 To discuss the major components of social services.
3.3 CONTENT
3.3.1 Social Work as a Profession
3.3.2 Social Services
3.3.3 Education as Social Service
3.3.4 Health as Social Service
 22

3.3.5 Housing as Social Service

3.3.6 Distinction between Social Service and Social Welfare
3.3.7 Services for the Handicapped
3.3.8 Services for Military Veterans
3.3.9 Medical Social Services
3.3.10 Psychiatric Social Service
3.3.11 School Social Services
3.3.12 Protective Services
3.3.1SOCIAL WORK AS A PROFESSION
As a service, social work is very old, but as profession very new. Social work
profession may be defined as the application of knowledge and technique derived
from many fields of art and science to the solution of the social problems besetting
individuals groups and communities. Social work once thought of as basket on the
arm assistance to the poor is now a discipline, scientific in method and artful in
manner, that takes remedial action on problems in several areas of society. It
ministers to families in economic or emotional difficulty. Social work is a
professional service which uses scientific techniques to alleviate economic, social
emotional, distress, among individuals, groups and communities. Essentially the
social work helps others to help themselves and satisfaction derived from assisting
people is the greatest reward of this profession. A person who loves people takes
interest in them and enjoys working with them, may well be justified in considering
a career in social work.
A social work should also possess the qualities of tolerance and flexibility and
to get along with the people with different backgrounds and to work with them
realistically without judging them. In addition to the intrinsic satisfaction to be
derived from the job, social work has other rewards. The qualified social workers
have little difficulty in getting employment in programmes of public assistance,
family welfare, child welfare, medical and public health services, psychiatric and
mental health, community organization and planning, services for the ageing and
leisure time and group services, of state and private agencies and voluntary
organizations, research, administration and training.
3.3.2 SOCIAL SERVICES
A ‘service’ is termed as ‘social’ if its aim is the enhancement of the welfare of
the individual or the community either through personal effort or by collective
action. Although many needs may be generally shared, the essence of social service
lied s in it regard for the individual. Acts of social service can be performed
spontaneously by individuals or groups a special purpose. Such informal
approaches, have however, tended to assume an organized structure with more or
less permanent functions. Social services are therefore conceived as organized
philanthropic actions to promote factors or forces within their cultural, social and
economic environment are prevented from realizing their fullest potential. As a
 23

professional discipline and service, social service has emerged out of centuries of
mans humanitarian efforts to help his fellowmen.
Social services are interpreted differently in different countries. It is restricted
to relief service only among the European countries whereas in Great Britain and
Common Wealth Countries it has a wider connotation and includes, health
education, housing welfare services in the context of industrial development and
relief services in the context of industrial development and relief services required
to meet natural calamities. In UK the activities most commonly referred to as social
services are – social security, health services, education, housing, the care of old
and disabled people and child care. In India, social services are generally
understood as those activities which are meant for furthering the people’s welfare
and these include education, public health activities, and social security measures
also in social service, which should form a segment of social welfare services
proper. The most appropriate definition of social services in the Indian context
would be, as those services which are require on a very extensive scale by the
normal population; they serve to meet the basic needs of the people and include
services for health, education, housing etc.- their aim is to develop human
resources of the country.
3.3.3 EDUCATION AS SOCIAL SERVICE
Education is at the center of human development which is the center piece of
any viable strategy for suitable economic or social development. Several other social
problems like high fertility rates, lack of health care, ignorance and poverty would
become more manageable with universal literacy. India had taken necessary steps
to achieve total literacy. The primary education system was geared to achieve
universal success, universal participation, and universal achievement of minimum
needs of learning by all children of school going age. The strategy also laid
emphasis on special attention to women and disadvantaged section of society.
UNESCO has acknowledged the efforts by awarding India the literacy prize two
years in a row-to Kerala and West Bengal.
This achievement of universal literacy in India in the foreseeable future could
be possible only in international community made resources available. Education
has been the responsibility of individual philanthropists, religious organizations,
and voluntary agencies in the past and the state had intervened to supplement
their efforts at very late stage. Even now the educational institutions sponsored and
supported by private sector our number those set up and managed by the
government. The investment in higher education – colleges and universities – has
been larger in proportion to the requirements of primary and adult education. This
imbalance needs to be rectified. Indian masses are still steeped in literacy. The
percentage of literates among men and women being 46.9 and 24.8 per cent,
respectively in 1981. The efforts to make them literate are therefore required to be
intensified.
 24

The government of India formulated the National Policy on Education in 1986

to achieve the goal of universal primary education for all children up to 14 years of
age – goal enshrined in our constitution as one of the Directive Principles of State
Policy, reorient the contents and processes of education at all levels, to raise its
standard and make education a key instrument of social transformation,
modernization and economic growth as well as a powerful tool for inculcation
social, moral and cultural values. The National Policy on Education further enjoins
upon the entire nation to pledge itself to the eradication of illiteracy particularly in
the 15 to 35 age group. it also aims to making the programme of literacy
meaningful by combining it with practical information and skills relevant to the day
– to- day needs to the learners. The policy also prices for various concessions and
facilities for scheduled castes, scheduled tribes, backward classes and other weaker
sections of society including women in enabling them to acquire education. It is
hoped that these objectives ambitious, though they look, would be realized, given
the strong political will, community support and international cooperation.
3.3.4 HEALTH AS SOCIAL SERVICE
The demographic and health situation in our country has always been a cause
of serious concerns. India has a rich centuries old heritage of medical and health
sciences. Medical and health services have been provided by individual and
community charitable institutions and private agencies in the past and the role of
the government has not been consonance with its obligations in the pre-
independence era. The Constitution of India aims at the elimination of poverty
ignorance and ill-health and directs the state to regard the raising of level of
nutrition and standard of living of its people and the women, especially ensuring
that children are given opportunities and facilities to develop in a healthy manner.
Accordingly, the successive states may develop their health services infrastructure,
facilities for medical education, research, etc. Consequently considerable progress
has been achieving in the promotion of health services of the people since
independence. Small pox has been eliminated, plague is no longer a problem,
mortality from cholera and related diseases and malaria has been brought under
control. The mortality rate per thousand of population has been reduced from 42.6
in 1910-11 to 10.8, 1988, and life expectancy at birth has increased from 32.7 to
60 years and the birth rate has registered a decrease to 1.8% in 1991.
In spite of such impressive progress, high incidence of diarrhea diseases and
other infectious diseases, specially among infants and children, lack of safe
drinking water and poor environmental sanitation, poverty and ignorance continue
to be among the major contributory causes of the high incidences of diseases and
morality. India is committed to attain Health for all by 2000 A.D, and population
stabilization by reaching ‘Net Production Rate of Unity’ through the provision of
Primary Health Care facilities, and control of communicable diseases through
immunization programmes, maternity and child health care services, adequate
sanitation system and family welfare through the popularization of “Small Family”
 25

by adopting of various ‘birth control’ techniques, Integrated Child Development

Services (ICDS Projects) etc.
Of the numerous problems concerning health care the most challenging is that
of population control. The norm for future families has so far been two children but
now it may have to be “ham do, hamare ek”. i.e one child. But it is extremely
difficult to make a highly illiterate and superstitious public accept the small family
norm. There is an obvious link between literacy and population growth and there
order to tackle the problem of population explosion. There is no doubt that
malnutrition among children has declined but as reported by the National Institute
of Nutrition, Hyderabad, overall dietary pictures leaves much scope of
improvement. Unfortunately we cannot afford the medical and health social
services available to the people in developed countries in the form of health
insurance, free medical aid etc. due to our financial constraints and huge
population, any how the government and voluntary agencies and private
organizations are doing their best to improve public health and to provide necessary
facilities in this regard.
3.3.5 HOUSING AS SOCIAL SERVICE
Housing is a basic human right and necessary and providing reasonable
shelter to all is a global phenomenon. Even the most developed countries like USA
and USSR are facing a shortage of housing. A fraction of people in such affluent
communities are forced to live in ghettos because possessing a decent home is more
alarming. In India, two-thirds of the population lives below the poverty line and
more than one million are shelter less. From 9 million units in 1951, the shortage
of housing stock in India had increased to about 25 million in 1985. In 1971 about
10.4 millions units were identified as unserviceable dwellings but these are still
being used by those who cannot afford alternative accommodation.
Another distressing factor is the existence of slums in sub human conditions
where there is no provision for drinking water or toilets and other basic amenities
are also practically lacking. There is also the need to build home which are less
costly and suited to our economic environment. United Nations had declared 1987
as “International Year of Shelter for Homeless” and reminded and warned the
nations that any inertial in this regard would create an alarming situation
threatening social and political stability. The government of India proposes to
finalize National Housing Policy by 1991 end and implement it vigorously,
particularly or the poor and weaker sections. For meeting the growing demands for
housing, the planning commission in the first five year plan had recommended the
setting up by the central government of agencies to subsidies construction of
houses which had in turn stressed on the setting up of Housing Boards at the state
level also. The Government of India had established Housing and Urban
Development Corporation ltd (HUDCO) in 1971. HUDCO is the nation’s premier
techno-financial institution in the field of housing and human settlements. It has
provided shelter to over 3.8 million families by March 1991. State Housing Boards
 26

Housing Cooperatives and Building societies are making their contribution to

solving the housing problem. The establishment of National Housing Bank, wholly
owned by the Reserve Bank of India, is expected to further accelerate housing
building activity especially in view of its Voluntary Deposits scheme which has been
floated for acceptance of deposit, and provides for 40% of the amount of such
deposits, go to a special fund created for financing slum clearance and low cost
housing for the poor.
Despite considerable investment and efforts over successive plan periods, the
housing problems continues to be daunting and there is an urgent need to make
drastic changes in the physical planning of cities to meet the needs of low income
group. The country is expected to have a backlog of 41 million dwelling units by the
turn of the century. It is to be understood that housing is not just a roof over one’s
head. It had to do with better health and hygiene, sanitation, education, family
welfare, higher productive efficiency and aesthetics. Since the people go on
migrating to the cities and no amount of provision of urban services seems enough,
it is imperative now to slow down the rate of migration to urban areas and this can
be done by creating an environment favorable to rural industrialization and
housing in rural as well as in urban areas and by shifting infrastructure to where
people are living rather than shifting infrastructure exists. “Housing for all” seems
to be an unrealistic goal to achieve but the effort s being made in this direction
deserves to be appreciated and intensified to approximately reach the goal in as
short a time as possible.
3.3.6 DISTINCTION BETWEEN SOCIAL SERVICE AND SOCIAL WELFARE
Social services are those which are meant for the normal population. They seek
to meet the basic needs of the people and include services social services for health,
education, housing etc., which would be available to all irrespective of their
economic status, their aim is to develop the human resources of the country. Social
welfare services on the other hand, are those which required by the vulnerable
sections of the society and include services for the handicapped and the
traditionally underprivileged groups such as children, women, and backward
classes. In other words, they are enabling services for persons and groups that
cannot take full advantage of the services available for the normal population.
Social services are meant to connote establish services like education, health
and housing, while welfare services are directed in particular, towards the sections
of the community which need special care and protection such as blind, deaf,
unemployed and the delinquent.
Social services constitute an investment in the betterment of human resources
in general whereas the welfare services are designed to enable under privileged or
handicapped sections of the community to rise as close to the level of normal
community as possible.
Unlike social services the welfare services are mostly an increasingly family and
community oriented.
 27

Even in a state having fully developed social services there is always need for
specialized welfare services for the victims of various physical, mental, economic or
social disabilities.
The aim of social service to enhance human happiness, while that of the
welfare services is to enable the weaker sections of the community to reach the
stage where they too can benefit from the available social services.
Welfare services are an integral part but distinct part of social services. Both
these services are thus complimentary to each other and are necessary for the
society faced with the problems resulting from want, disease, ignorance, squalor
and other handicaps. Socially deprived groups, economically weaker groups,
physically handicapped groups, mentally retarded groups, need care and help of
the society for their upliftment so that the society as whole can improve the status.
3.3.7 SERVICES FOR THE HANDICAPPED
In early days, services for physically and mentally handicapped hardly went
beyond the provision of shelter and food, now the emphasis on the rehabilitation
helping the patient to overcome immediate domestic difficulties and reconcile
himself and his family to this condition. In general the emphasis throughout is on
self help and productive work not entirely from financial considerations, but
because self help maintains self respect and afford on outlet for creative drive while
productive work is more pleasurable for most people than enforced idleness. In the
USSR the Ministry of social welfare obliges employers to give the handicapped
suitable work and conditions, while special medical commission supervise them
and research institutes study their labour problems. India has “reservations”
arrangements for employment of the handicapped; i.e., certain classes of employers
are required by law to have in their work force a specific percentage of
handicapped.
3.3.8 SERVICES FOR MILITARY VETERANS
Services for persons who have completed a term of service in the armed forces
have been provided from very early times. Down to the 20th century one of the most
common solutions for the ex-servicemen problem was to grant tracts of land to
disbanded soldiers. Land grants were offered to encourage enlistments, reward
military service, avoid unrest among territory. By 1945, however, with war veterans
more numerous, society more urban and industrial, and farm operation more
complex, land settlement or veterans lost its traditional appeal, instead, the
governments have adopted a variety of plans, including public works programmes,
jobs reinstatement, education aid, counselling services, employment preferences,
housing programmes, and loans for veterans.
3.3.9 MEDICAL SOCIAL SERVICES
The social and psychological conditions of patients can obviously help or hinder
their recovery. The medical social workers try to give the physician a picture of
social and psychological causing and aggravating illness. Help patients to make use
of all available facilities and work with family and community tap resources in
 28

support of the treatment and after care of the patient. Areas in which the skills of
medical social workers have greatly benefited patients have been those in which
long term medication and observance of various precautions are needed. The
medical social workers also help to arrange finances and offer counselling on
economic situations centering on the job, housing and family. Where as in the
developed countries medical care programmes are often comprehensive enough to
make the social worker’s duties largely psychological, in developing countries a
great deal of attention is additionally paid to financial help and to programmes of
family planning and health education.
3.3.10 PSYCHIATRIC SOCIAL SERVICE
Assisting a clinical team of psychiatrists, psychologists and other professionals
is often a psychiatric social worker, who provides case work and group work
services for patients suffering from mental illness and who helps plans for their
rehabilitation and aftercare. He also works with parents and relatives, and engages
in various preventive services in the area of mental health. In many countries
mental patients not requiring active treatment and placed in suitable boarding or
foster homes, halfway houses, and community residences usually under the
guidance of psychiatric social workers. In Great Britain, the National Health Service
provides a broad range of social services for patients with mental disorders,
including job placements and help of social centers. Psychiatric treatment facilities
in most of the developing countries, however, are inadequate. Even the few mental
hospitals that exist in these countries are not properly equipped in terms of staff,
equipment, or services. For example with a total of only about 1500 beds in mental
hospital India in the early 1970’s had 83 beds per 1,000,000 persons, compared
with 3500 and 2730 beds per 1,00,000 persons in the United States and Great
Britain respectively.
3.3.11 SCHOOL SOCIAL SERVICES
School social work deals with children, who potentially or actually, face
problems of adjustment in the family, the school or the neighborhood to such an
extent as to interfere with their studies. The actual problems faced by the school
children are different in developed countries where schools provide advanced
educational facilities and where education is generally compulsory from those of
children in many developing countries, where educational facilities are inadequate.
Even there limited facilities remain often unutilized because children stay away
from school or withdraw from school in order to support the family or to look after
younger children. The school social worker tries to see that better use is made of
the existing educational facilities. Among the social services available in school are
health services, psychiatric services, vocational guidance and counselling,
supplementary diet programmes, hobby centers, and other extracurricular
programmes.
One of the trends in school social work is the development of an inter
professional approach involving social workers, educators and other professionals
 29

like doctors, psychiatrists. Team work with parents and teachers for the solution of
children’s problems has been found to be very effective. There is much wider
involvement of the parents and community in dealing with the problems of school
children. Parents who have children with handicaps need special help; group
meetings with parents of children with some handicaps have been found useful in
sharing their insights and lightening their burden. School social workers plays a
crucial role in all of these programmes.
3.3.12 PROTECTIVE SERVICES
It is hard fact of life that all parents do not love their children and some ae
grossly incompetent and neglectful. Children of such parents require special
protective services. Societies for the prevention of cruelty to children, organized
under voluntary auspices, date from the middle of 19th century and still under
various names in some places, although the trend has been to assign responsibility
to such services to public child welfare agencies. Protective services are usually
invoked on complaint of neighbors or other aware of cases of parental abuse or
neglect. The fact that the services are not sought by and may be resisted by the
parents requires that the social workers have special skills and that there be some
modification of the usual case work practices, since removal of a child from his own
home, even it is not a congenial one is such a serious matter that all reasonable
efforts are made to avoid this drastic step. Children who have been battered and
abused and those whose emaciated bodies give evidence of neglect are not the only
ones needing special assistance, although they are the ones most likely to found in
case load of protective agencies. Equally serious but less conspicuous are the
emotional scars that many children bear. The subtler forms of emotional damage
that the parents can inflict on their children are only beginning to be recognized. In
general only in extreme cases, where the children are severely exploited by parents
or others, are they removed from their home by legal intervention. This caution of
the courts is based on the conviction that the home, in spite of poverty or other
disturbing conditions, is still the best place for the child to grow and develop.
3.4 REVISION POINTS
Social Work: Social work is a professional service which uses scientific
techniques to alleviate economic, social emotional, distress, among individuals,
groups and communities. Essentially the social work helps others to help
themselves and satisfaction derived from assisting people is the greatest reward of
this profession. A person who loves people takes interest in them and enjoys
working with them, may well be justified in considering a career in social work.
Social Service: In India, social services are generally understood as those
activities which are meant for furthering the people’s welfare and these include
education, public health activities, and social security measures also in social
service, which should form a segment of social welfare services proper. The most
appropriate definition of social services in the Indian context would be, as those
services which are require on a very extensive scale by the normal population; they
 30

serve to meet the basic needs of the people and include services for health,
education, housing etc.- their aim is to develop human resources of the country.
3.5 INTEXT QUESTIONS
1. Define Social Work and Scope of Social Work?
2. What is difference between the Social Work and Social Welfare?
3. How Social Work is different from Social Service?
4. Explain how Social Work can be done through Social Services.
3.6 SUMMARY
Social work once thought of as basket on the arm assistance to the poor is now
a discipline, scientific in method and artful in manner, that takes remedial action
on problems in several areas of society. It ministers to families in economic or
emotional difficulty. Social work is a professional service which uses scientific
techniques to alleviate economic, social emotional, distress, among individuals,
groups and communities. Social services are conceived as organized philanthropic
actions to promote human welfare. Its objective is to help those who because of
personal factors are forces within their cultural, social and economic environment
are prevented from releasing their fullest potential. As a professional discipline and
service, social service has emerged out to centuries of man’s humanitarian efforts to
help his fellowmen. In other words, social work seeks to enhance the social
functioning of the individuals singly and in groups, by activities focused on their
social relationships which constitute the interaction between man and his
environment.
3.7 TERMINAL EXERCISE
Short Answer Questions
1. How social work is associated with charity activities?
2. Discuss the major components of social work.
3. What are the ethics in professional services?
Objective Questions
1. Social Work is
a) An humanitarian activity
b) A Professional activity
2. Social service focuses on
a) General services
b) Helping the needy
3. Social work studies
a) Social problems
b) Human issues
 31

3.8 SUPPLEMENTARY MATERIALS

1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social Welfare activities. Self help
concepts etc.
3.9 ASSIGNMENTS
1. Write how Social Work is different from Social Service
2. Discuss the other social welfare services.
3.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno, Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
3.11 LEARNING ACTIVITIES
1. Social work deals with working with social problems
2. Social welfare is intended at serving the needy people in the society
3. Social work requires the application of methods of social work: social case
work, social group work and community organization
4. Social service is generally confused with ‘social work’ which is a professional
activity.
3.12 KEY WORDS
1. Philanthropic
2. Protective services
3. Humanitarian.


 32

UNIT–II : SOCIAL WORK AS A PROFESSION

LESSON – 4
SOCIAL WORK AS PROFESSION
4.1 INTRODUCTION
Social work at its early stage of development was dependent on the benevolence
of prosperous people. These benignants used to help the poor, disabled and
destitutes due to their religious emotions and inspirations. Hospitals asylums and
inns were established by various voluntary institutions. Similarly many social
reforms started movements against in human practices and traditions. But the
work done under the social reforms movement cannot be designed as social work.
In fact modern social work is a socially, oriented profession. According to Walter A
Friedlander, “Social work assists in realizing democratic principles and human
rights, seeking to secure for all citizensa decent standard of living, social security
and the fulfillment of the universal human need for love, acceptance, recognition,
and status.
4.2 OBJECTIVES
 To study social work, its development and its relevance in the present
scenario and its application in different settings.
 To analyze its applicability in working with individuals, groups,
communities and its developments.
4.3 CONTENT
4.3.1 Modern Social Work
4.3.2 Social Work Profession in India
4.3.3 Growth of Professional Training in India
4.3.4 Basic assumptions of Social Work
4.3.5 Objectives of Social Work
4.3.6 Social Work Knowledge
4.3.7 Skills of Social Work
4.3.8 Methods of Social Work
4.3.9 Importance of Social work
4.3.10 Professional Role of Social Worker
4.3.11 Leadership Activities are Social Work
4.3.1 MODERN SOCIAL WORK
In the modern complex society, social work has emerged as a socially oriented
Profession, the worker assumes the liability of assisting others while this cannot be
said in case of any occupation. Modern social work is based on certain professional
values. Chief among them are as below:
1. Acceptance of social responsibility: As a socially oriented profession, social
work recognizes its responsibility with regard to the adjustment between the
 33

individual and society. Social work deals with the social problems that prevent
the development of healthy social life. They emerge only when the relations
between the individual and the society are disrupted. As a result of disruption,
the individual and the society are disrupted. As a result of disruption, the
individual behavior deviates from the culturally approved norms to such an
extent as to arose social disapproval. Hence social work aims to establish
harmonious relationship between the individual and society. Due to
acceptance of this principle, social work has assumed the status of profession.
It is oriented towards the solution of various social problems.
2. Acceptance of individual dignity: Every profession accepts the dignity and
importance 0f the individual. Individual, being the unit of society occupies
paramount importance. His interests and aspirations are entirely, dependent
on the society. Without individual progress, social progress has no meaning.
Thus like other professions, social work also accepts the individual dignity.
3. Based on the scientific methods and techniques: Social work aims to realize a
decent standard of living, social security and the fulfillment of universal
human needs. It provides assistance to the individual group and community.
But social work could not become a profession merely on the basis of lofty
principles and humanitarian aims. It requires certain professional methods
and techniques. In the recent years, social work has evolved its own methods
and techniques. Social workers are now trained on these methods. Thus tie to
such training, social work has become a profession.
4. Professional Training: Every work being designated as profession is based on
certain assumption, firstly that every work should be adopted by the workers
as their carrier. Secondly the workers perusing the work should make their
living through the work. Social workers engaged under the various social
services are paid workers. They choose social work as their carrier. They are
trained on the methods and techniques of social work.
5. Combination of science and art: Every profession involves two aspects namely
theory and practice is meaningless with out theory and theory is useless
without practice. Social work in its modern form has its own theoretical
principles and practical skills. As theory, social work discovers the laws of
human behavior, nature and extent of individual and social problems and the
ways of solution and prevention. In practice, social work adopts its skill and
techniques towards the practical solution of social problems. According to
Prof. Walter A. Friedlander, social work is both science and art. Thus social
work is not merely a science. It is one of the most important professions which
are prevalent at the national and international levels.
6. Professional organization: In the modern society, social work is organized on
the professional basis. There are professional which aim to promote the
standards and quality of professional organizations of social work. At present,
social work is a socially oriented profession. The workers engaged in this
 34

profession, get their salary through voluntary or public organizations. At the

national and international level, there are many institutions which impart
training facilities to this profession. Besides there are many organizations of
professional social work, working at international level. In addition, social
work has its own principles, methods and techniques, chief among them are
social case work, social group work, community organization, social welfare
administration, social work research and social action. Study, diagnosis and
treatment are the main scientific steps of the professional social work.
4.3.2 SOCIAL WORK PROFESSION IN INDIA
In India, social work profession began very late and its progress has been
neither rapid nor smooth. Here, it professional aspect has not been fully
[Link] term ‘social work’ is often regarded as synonymous to ‘voluntary
service’. Historically, the tradition to giving assistance to poor, disabled and
destitute is very old in India. It has been supported by the religious percepts and
ethical maxims. It is believed that a man could cultivate salvation by way of help to
the poor and needy person. Besides, thus institutions of joint family caste and
village panchayat also used to help the aged and disabled persons.
During the British Period: Before the advent of the British rule, India
practically lived in villages. The economy of the villages was self-sufficient. But
under the British rule, India was kept as an agrarian country. Its industrial
development was regulated to suit the needs to the British industries. Only those
industries were allowed to develop which provided better opportunities for the
investment of British capital. Further, the British rulers weakened they did
organization of production. They introduced a hybrid national economy which
fatally undermined the artisan and cottage industries. Thus during the British
period India’s village economy was disintegrated. Besides, with the advent of large
scale industries, cottage industries began to decline. They could not survive before
the competition of heavy industries. Therefore, the cottage industries could not
provide regular employment to the surplus village population, consequently the
Indian villages have faced the acute town and concentration of population in large
cities people have faced many socio-economic problems. These problems are chiefly
related with health, housing, child and woman labour, recreation, crime and social,
disorganization. Due to these problems the need for organized social work was
realized.
Besides due to the impact of the western education and Christian Missionaries,
a new trend to social work began in India. It was based on the ideals of democracy
and humanitarianism. During this period the attention of social reformers was
diverted towards the burning problems of Indian society viz, the condition of
women, untouchability, caste system, widow marriage and custom of Sati etc. many
reformers worked a lot towards the eradication of caste system and untouchability.
Raja Ram Mohan Roy was the first person of this renaissance. Later on, Gandhiji
did a lot of work in the field of social reform. India’s freedom movement under the
 35

leadership of Gandhiji gave whole-hearted support of all kinds of anti-

untouchability movements. These all, movements directly and indirectly served the
cause of social work and evolved the new dimension in its scope.
After Independence: In the independent India, the sources of all welfare
services are inherent in the constitution. It is only on the ideals, of the constitution
that India has organized a programme of social services at the national level.
Various schemes with regard to the welfare of woman, children, youths and aged
persons have been implemented. Besides, there are other programmes which
particularly belong to the field of moral hygiene, after services and social defense.
These services are distinct from the general social services. In order to supervise the
social welfare services, the Central Social Welfare Board has been established. The
Board assists and in the improvement and development of social welfare activities.
Thus due to the expansion of welfare services, there is a heavy demand for
trained and experienced social workers. As a result of such demand, social work
has taken a professional shape in India. At present, various facilities are available
to the professional social workers. In the field of social services, there are many
posts which require social work degree or diploma as an essential qualification.
4.3.3 GROWTH OF PROFESSIONAL TRAINING IN INDIA
In India professional social work is of recent origin. Prior to this, social work
was done by individuals and voluntary organizations on humanitarian grounds.
But the problems accompanied with the expansion of industrialization, growth of
cities and industrial towns have increased the need for professional social work,
besides professional social work has been favored in connection of comprehensive
planning.
In India, professional social work owes its origin to a short term training course
on social service organized by the social service league at Bombay. The training
course included to those men and women who were willing to volunteer them for
social service. Till that time, social workers did not get any salary or remuneration
for their work. It was simply a social service to the needy people guided by the
principles of humanity. Later on, the Tata School of Sciences was established in the
year 1936. The institute started a course of professional training in social work. In
the year 1947 and another school of social work known as Delhi School of Social
Work was established. At present, the school is affiliated with university of Delhi. In
the same year professional training in social work was started in Kashi Vidyapeeth
Varanasi. As also similar school was established in Baroda which provides training
in the field of social welfare.
Thereafter, the University of Lucknow also included social work in its syllabus.
An institute known as ‘[Link] of Sociology and Human Relation’s was
established under the guidance of late Dr.R.K. Mukerji. In 1950, the Baroda
University established a separate faculty of social work. In addition to these
institutions, there are many other institutions and university of similar nature
which provide professional training of social work, chief among them are: Patna
University; School of Social Sciences, Gujarat University; Institute of Social
 36

Sciences, Agra University, Udaypur School of Social work – Udaypur, Indore School
of Social work – Indore, Gorakhpur etc. In 1951 an association named ‘Indian
Association of the Alumni of schools of social sciences
4.3.4 Basic assumptions of Social Work
Clark has described six major assumptions of social work they are:
1) Social work is a profession a very new one to be sure but nevertheless, a
profession. It necessitates intellectual activities accompanied by great
individual responsibilities. It is not just academic but is also practical in its
aims.
2) Basic to the functioning of the professional social worker understanding of
human personality and of the world he lives in.
3) Social welfare and social work is not the same thing although on many points
they are, the former includes social institutions and the field of practice which
are not social work. The latter comprises a body of practices which can be
employed at many places in the large social welfare field.
4) Social work has its own processes and techniques, but it involves much more
than skills. It has a point of view, a philosophy. It assumes that although
personal and social conflicts are inevitable and natural, social change can be
helpful directed.
5) The social worker by nature his activities must use many types of services.
This means that he must have extensive information about the resources of
his community.
6) The social worker is concerned with the needs of individuals and with the
environment that cause personal problems. The person and his environment,
or better, the interaction of person and situation is the focus of the social
worker.
4.3.5 OBJECTIVES OF SOCIAL WORK
Objectives are statements or formulations what we are trying to do in social
work.
Brown has mentioned four objective of social work to provide physical help,
help in adjustment, to solve psychological problems and make availability of
opportunities to the weaker sections for raising their standard of living. Friedlander
mentioned three objectives of social work- change in painful social situations,
development of constructive forces and provide opportunities for experiencing
democratic and humanistic behavior. According to Witmer, social work has two
objectives to give assistance to individuals in removing difficulties which they face
in utilizing the societies services and utilization of community resources for their
welfare. Young Dahl explained two objectives of social work –economic well being
and self experience. According to Social Commission, Economic and social council
of the United Nations Social Work seeks to see ad assist individual, families and
groups in relation to the many social and economic forces by which they are
affected and differs in this respect from certain allied activities such as health,
 37

education and the like. Social work seeks to perform an integrating function for
which no other provisions are made in contemporary society. Social work seeks to
maximize the resources available in the community by promoting social well-being.
The emerging purpose of social work, Katherine Lenroof, Chief of the Federal
Children’s Bureau listed as follows:
1. Material security through economic and political organization that will assure
every individual and every family the means of satisfying basic material wants.
2. Emotional security through personal and social adjustment.
3. Social Justice through fair and ordered relationships between, groups with
adequate opportunities for all groups.
4. Social achievement through collective endeavor.
5. Spiritual power through philosophical or religious thoughts.
6. Generally social work has following objectives.
7. To solve psycho-social problems,
8. To fulfill humanitarian needs,
9. To solve adjust mental problems,
10. To create self-sufficiency,
11. Strengthening and making harmonious services,
12. Make provision of corrective and recreation services,
13. Develop democratic values,
14. Provide opportunities for development and social progress
15. Conscientize the community,
16. Change the environment in favour of individual’s growth and development.
17. Bring change in social system for social development.
18. Provide socio-legal aid.
4.3.6 SOCIAL WORK KNOWLEDGE
There are four areas of information with which a social worker is equipped with:
1. Knowledge of the availability of the services.
2. Knowledge of people their motivations, dynamics and strengths,
3. Knowledge of society, its values, traditions, customs, taboos, problems,
priorities etc.
4. Knowledge of resources- fiscal, material and manpower.
Specialties of the Area of knowledge: Social work has four areas of specialties of
knowledge:
1. He is unique and has special knowledge and skill of communication between
himself, people and system.
2. Social worker has depth in understanding of the person, his problems and
available resources.
3. Social worker has special knowledge and use of relationships with individuals
who need help as well as with those who can provide help.
 38

4. He has different strategies in his command to deal with various types of

problems.
4.3.7 SKILLS OF SOCIAL WORK
Social worker is skillful in interviewing and counseling, relating himself to
individuals, groups and communities, providing effectiveness as a change agent,
self-scrutinizing, adequate self awareness and an ability to make professional use of
self. He is skilful in establishing and maintaining stable, useful relationship. He has
ability of problem solving and capacity for programme and system evaluation and
planning.
Tools and techniques of social work:
There are four major tools which are used in the practice of social work; these
are:
1. conscious use of self
2. constructive use of relationship
3. verbal interaction,
4. programme planning and its use.
The social worker has its command the following techniques interviewing,
listening, observing, questioning, supporting, educating, counseling, explaining,
advising, agreeing, disagreeing, reviewing, preparing, reinforcing, confronting,
clarifying and reassuring.
4.3.8 METHODS OF SOCIAL WORK
There are six methods of social work: (i) Social Case Work, (ii) Social Group
Work, (iii) Community Organization, (iv) Social Action, (v) Social Research,
(vi) Social Administration.
Social Case Work: Every individual reacts differently to his social, economic
and physical environments and as such problems of on individual are different from
those of another. Case work, therefore, aims at individualized services in the field of
social work in order to help the client to adjust with the environments. Gordon
Hamilton has defined case work as under:-
“Social case work (which is both a tool and area of work) consists of those
processes which develop personality through adjustment consciously
affected, individual by individual between man and his social environment”.
Social Group Work: Social Case work is not the whole of social work. Human
beings do not live alone. They grew up in families, tribes, clubs, communities etc.
Group life is, therefore, basic to any human being. A group means any collection of
social beings who enter into distinctive social relationships with one another. Group
involves mutual and reciprocal ‘give and take’. The collection of those individuals
who are favour the same policy is called a group. Therefore, another important area
of social work is social group work which deals with individual as members of
group.
“Social group work is a process and method through which individuals and
group in social agency settings are helped by a worker to relate themselves
 39

to other people and to experience growth and opportunities in accordance

with their needs and capacities”.
In social group work, the group itself is utilized by the individual, with the help
of the worker, as primary means of personality growth, change and development.
The worker is interested in the helping to bring about individual growth and social
development for the group as whole as a result of guided group inter-action.
Community development: In order to study community organization, we have
to understand the concept of community. The term ‘community’ is used in different
contexts: a religious community, business community or caste based community
etc,. but in the context of social work, a community is defined as a group of people
living in a common geographical area, sharing common interests and having a
sense of belonging. The term community organization is used to refer to a process
as well as field. This double usage is a familiar phenomenon. We refer to the
practice of medicine as a process and to the field of medicine; to the teaching
process and to the field of teaching; to the practice of law which is a process and to
the legal field etc. community organization is carried on within the area of social
work and it is one of the techniques of social work.
Social Action: Previously social action was considered as tool within the field
of community organization, but now it has been considered as separate technique
of social work and as such a fourth process.
“Social action is a logical out growth of the fundamental belief of the social
work profession… The records of casework agencies, for example, abound
with illustrations of problems of the clients which are due to external
conditions beyond the ability of the individual or of the agency to modify.
In the face of such obstacles, individualized services must be supplemented
with social action to meet the problem.”
Social Welfare Administration: The next process of social work is known as
‘social work administration’. Social work administration is the process by which we
apply professional competence to certain goals and transform social policy into
social action. Administration process is also applied to achieve certain results
through professional skills and competence. In the context of present –day complex
social problems, size of the social welfare services and a large number of welfare
organizations, a sound administration is vitally important in all types of
organizations. Whereas the purpose of social work is to render service to the society
with certain techniques, administration and efficient welfare service are therefore,
supplementary. Thus effective social welfare services and sound administration are
the heart and head of effective social work.
Social Research: Social work research is an indirect or enabling method.
Social research means a careful, critical and systematic enquiry into or
investigation of a problem; and effort to find fresh information by experimentation
and study, and a process by which we try to find answers to problems of social
work. In order to assess social problem of community, the type of people affected by
 40

the problem and the methods used in trying to solve this problem, social research
can be one of the important tools. Social planning would be ineffective without
proper research which will enable the planners to assess the needs of the
community. It is not always possible to compartmentalize social services and social
research as the programme provides necessary data of social research and social
research enables social workers to make their programmes very effective, useful
and worthwhile. It helps them to modify techniques and methods in solving certain
problems.
4.3.9 IMPORTANCE OF SOCIAL WORK
Earlier poverty was known as distress and the material help was given to the
people who did not have food or money or sufficient clothing and shelter. But in the
early twentieth century, the distress was redlined and was known as intrapersonal
discomfort, with the shift from poverty to psychiatric discomfort (problem of living),
the will to help was assessed inefficient and the helpers needed training to provide
the proper help. This occurred first in medicine and later on in social work.
Modern man is experiencing an increasing loss of a belief in God and a life after
death; therefore, the distress of the current experience could not be minimized and
seems to require relief. Further, the philosophy of existentialism tells us that the
things that exist are only concretization of potentials that might also led to other
concretization and find difficult to perceive their real ‘self’. It is thus natural for
dissatisfied persons to demand for help.’
People find that they do not express the most desirable potential of their being
and thus there is no authenticity in living. They are forced into concretization
which seems to be justifiable to their parents, spouses, employers or society as
such who are powerful than they. For this struggle to relieve stress and tension
social work comes to their rescue. Mans awareness of this mortality makes the
experience of living one of running towards one’s own death. This results in the
experience of worrying. To alleviate this worry an element of urgent efforts makes
the profession of social work more essential.
Due to coming hardships and industrialization the members of ‘socialization
group’ have gone away from the scene. The entrance of women into the labour
market and the increasing participation of women in the professions have
separated spouses not only in time but frequently in geographical space under such
conditions many persons experience loneliness to an unprecedented degree
(production) as well as fortifies against new distress (process). Therefore, what
social work provides is not freedom from discomforts; rather, it can provide change
of discomforts.
4.3.10 PROFESSIONAL ROLE OF SOCIAL WORKER
Social worker plays various types of roles in serving his clients. As a care giver
he counsels and supports people with problems in therapeutic way to promote
change. As a consultant he works with individuals and groups to assist in their
problems and programmes. As a broker he helps people to reach the services they
 41

need and makes the system more useful. As a mobilizer he tries to bring new
resources to the individual and groups. He gathers and analyses information for
programme planning and evaluation working as data manger. As an evaluator he
evaluates weakness and strengths of individuals and groups, their needs and
problems. As an advocate he works for the improvement of policies and laws in
order to make system more effective. As referral agent he refers the individual and
groups to use the services available in other agencies.
4.3.11 LEADERSHIP ACTIVITIES ARE SOCIAL WORK
Leaders are known as social workers. Even national prizes are given to them as
social workers. The political worker and social worker have become interchangeable
terms. It is detrimental of worker have become interchangeable terms. It is
detrimental of social work. The process of clarification is urgently needed. Political
workers are not social workers because they are neither trained in social work
profession nor use social work methodology in their practice.
Work in Voluntary Welfare Agencies is a Social Work
New people think that a person working in voluntary welfare organization is a
social worker and his service rendered in such an institution is social work. But it
is not social work because these serves are not based on scientific knowledge and
values of social work. Social work is an entity representing three clearly
distinguished but interrelated parts; a network of social services, carefully through
social institutions and individuals. Social work is that process which deals with
directly and differentiately with persons who have problems relating primarily to
their social situation and which endeavors individual to individual to find and
utilize the help indicated. Thus helping the helpless in social service, helping the
helpless to help themselves is social work.
4.4 REVISION POINTS
1. Social Work Profession in India
In India, social work profession began very late and its progress has been
neither rapid nor smooth. Here, it professional aspect has not been fully recognized.
The term ‘social work’ is often regarded as synonymous to ‘voluntary service’.
Historically, the tradition to giving assistance to poor, disabled and destitute is very
old in India. Due to the expansion of welfare services, there is a heavy demand for
trained and experienced social workers. as a result of such demand, social work
has taken a professional shape in India. At present, various facilities are available
to the professional social workers.
2. Objectives of Social Work
Friedlander mentioned three objectives of social work- change in painful social
situations, development of constructive forces and provide opportunities for
experiencing democratic and humanistic behavior. According to Witmer, social
work has two objectives to give assistance to individuals in removing difficulties
which they face in utilizing the societies services and utilization of community
resources for their welfare. Young Dahl explained two objectives of social work –
economic well being and self experience.
 42

3. Skills of Social Work

Social worker is skillful in interviewing and counseling, relating himself to
individuals, groups and communities, providing effectiveness as a change agent,
self-scrutinizing, adequate self awareness and an ability to make professional use of
self. He is skilful in establishing and maintaining stable, useful [Link]
social worker has its command the following techniques interviewing, listening,
observing, questioning, supporting, educating, counseling, explaining, advising,
agreeing, disagreeing, reviewing, preparing, reinforcing, confronting, clarifying and
reassuring.
4. Professional Role of Social Worker
Social worker plays various types of roles in serving his clients. As a care giver
he counsels and supports people with problems in therapeutic way to promote
change. As a consultant he works with individuals and groups to assist in their
problems and programmes. As a broker he helps people to reach the services they
need and makes the system more useful. As a mobilizer he tries to bring new
resources to the individual and groups.
5. Methods of Social Work
There are six methods of social work: (i) Social Case Work, (ii) Social Group
Work, (iii) Community Organization, (iv) Social Action, (v) Social Research,
(vi) Social Administration.
4.5 INTEXT QUESTIONS
1. Define Social Work as a profession?
2. Discuss the developments of social work in India?
3. What is the role of professional social worker?
4. Explain the social work as a method?
4.6 SUMMARY
Social work deals with the social problems that prevent the development of
healthy social life. They emerge only when the relations between the individual and
the society are disrupted. As a result of disruption, the individual and the society
are disrupted. As a result of disruption, the individual behavior deviates from the
culturally approved norms to such an extent as to arose social disapproval. Hence
social work aims to establish harmonious relationship between the individual and
society. In the modern society, social work is organized on the professional basis.
There are professional which aim to promote the standards and quality of
professional organizations of social work. At present, social work is a socially
oriented profession. The workers engaged in this profession, get their salary
through voluntary or public organizations. At the national and international level,
there are many institutions which impart training facilities to this profession.
4.7 TERMINAL EXERCISE
Short Answer Questions
1. How social work a professional course, discuss?
2. Write the importance of Social work?
 43

3. Discuss the social work origin and its development?

4. What are the skills in social work?
Objective Questions
1. Social Worker is
a) Skill full in counselling
b) Skill full in interviewing
2. Social work deals with
a) Social problems
b) Mass problems
3. Social work is an
a) Emerging subject
b) Old subject
4. Leaders are known for
a) Social work
b) Social Service
4.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social service activities. Self help group
concepts, Successful stories of communities with community and extension
work, etc.
4.9 ASSIGNMENTS
1. Discuss social work as professional course
2. Social work caters the needs of the groups, communities and societies,
explain?
4.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
4.11 LEARNING ACTIVITIES
1. Develop Human Relations: Empathy, feeling for others, doing some kind of
help.
2. Observe the surroundings: social problems, people below poverty line,
Squatters and village communities.
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness.
4. Development of communication to reach to their level in the communities.
5. Forming small groups: recreation and entertainment.
4.12 KEY WORDS
1. Humanitarian
2. Communication.

 44

LESSON – 5
PRINCIPLES AND PHILOSOPHY OF SOCIAL WORK
5.1 INTRODUCTION
Well-being of others is the main objective of social work. Professional social
worker is working towards the betterment of human lives. He has dedication for a
noble cause of protecting human life and health in a moral and ethical manner. The
philosophy of social work is based on humanitarianism, liberalism, and democracy.
Except from devotion to welfare of human beings, social worker has to find a
method of enabling those who are assisted to regain their confidence in themselves
for the proper adjustment to normal life. “The introduction of the concept and
philosophy of democracy further strengthened the need to recognize every human
being as a individual, worthy of respect and recognition, the individual being given
the rights as well as responsibilities of an equal citizen in a democratic society. the
consent of the governed rule of the majority, respect for the creative minority,
freedom of assembly, speech and religion supported the development of the
individual in his own right. Underlying these factors lay the social philosophy of
justice, liberty, equality and fraternity. It is in the background of this philosophy of
life that the methods of social work have been developed by the practitioners.
5.2 OBJECTIVES
 To study social work Principles and philosophy of social work and its
importance of working in different settings.
 To study the practical side of its application in working with individuals,
groups, and communities.
5.3 CONTENT
5.3.1 Objectives of Social Work
5.3.2 Principles of Social Work
5.3.3 Works and Dignity of the Individual
5.3.4 Right to Self-determination
5.3.5 Belief in Equal Opportunity
5.3.6 Social Responsibilities
5.3.7 Value of Social Work
5.3.1 OBJECTIVES OF SOCIAL WORK
Social work seeks to assist individuals, groups and communities for promoting
their well-being. The two fold approach of social work has been called “dualistic” –
its aim is not only to help the individual, the family and the group of persons but it
is concerned with the improvement of general social conditions.
Traditionally social workers provided meager relief to the lowest class of society,
the destitute and miserable. But social work today is losing its class character. It is
serving the betterment of all classes of the entire community. Social work uses the
strengths of the individual and the group.
 45

The goal of social work is to reconcile the well being of the individuals with the
welfare of society in which they live. Social work attempts to mobilize social forces
to resolve social and economic situation. It helps individuals overcome the
difficulties they encounter.
Social work recognizes the multiplicity of causation of social problems. It aims
toward a change of societal conditions that cause human suffering and
maladjustment. Unjust behaviour and actions cannot be supported by social work.
Social work attempts to develop constructive forces in the individual and in the
social group. It assists people in solving their emotional, social, and economic
problems by releasing their natural abilities. In encourages clients’ active
participation in working toward their self-selected goals. Social work assists in
realizing democratic principles and human rights.
According to Brown, there are three objectives of Social Work
1) To provide physical help in adjustment.
2) To solve psychological problems.
3) To make available opportunities to the weaker sections.
Fried Lander mentioned three objectives:
1) Change in painful social situations.
2) Development of constructive forces.
3) Providing opportunities to the individual.
Witner has mentioned two objectives.
1) To give assistance to the individual to remove difficulties.
2) Utilization of community resources for their welfare.
Other Objectives
According to Economic and Social Council of U.N.O. there are three more
objectives:
1) To assist individuals, families and groups
2) To perform an integrating function
3) For promoting social well being.
5.3.2 PRINCIPLES OF SOCIAL WORK
Social work principles are the ‘generic’ principles that apply to the basic
methods of Social Work, Social Case Work, Social Group Work and Community
Organization. The generic principles are derived from the goal of social work, which
is to prevent or alleviate the damaging effects of crisis situations and social
injustice. Social work helps to remove barriers to the healthy development of
individuals, groups and communities.
The feelings, attitudes and practices of social workers are inspired by the
following principles or democratic values.
5.3.3 CONVICTION OF THE INHERENT WORTH, THE INTEGRITY AND THE DIGNITY OF
THE INDIVIDUAL
This concept determines the approach of the caseworker to his client. It
determines the mutual relationship in the helping process. It is the basis for the
changes achieved in the client’s social conditions.
 46

The same conviction provides for the individual member within the group the
opportunity to be a vital part of the group. Each person in the group deserves full
recognition, respect and attention. He plays a decisive role in the process.
The social worker as a community organizer respects individual members of the
community. He assists all members of a community in securing a better life,
happiness and satisfaction.
The democratic ideal of the worth and dignity of the individual is pivotal. The
belief in human dignity is the motivating factor for social work research and social
welfare administration, which are other methods of social work.
5.5.4 RIGHT TO SELF-DETERMINATION
The second principle refers to the right to self-determination. The individual
has the right to determine himself what his needs are and how they should be met.
Self-help is accepted as a human civil right. The client is helped to help himself.
With the support of the caseworker, the client assumes the role of solving for
himself the crisis situation. The social worker believes that people are capable of
changing their attitudes and behaviour. With the guidance of caseworker, the client
wins back his self-respect and confidence. The client regains confidence in himself,
when he recognizes his ability to final solutions for his problems.
In social group work, the right of the group to determine the goals means and
objectives is respected by the group worker. The worker respects the group
members desire to determine for themselves the aim and objectives. He assists the
group when the problems cannot be solved by the members of the group alone. In
social group work, the fact of being together and interacting is socially accepted as
a goal in itself.
In community organization, the social worker needs to respect the right of the
community in deciding the needed action for meeting the welfare needs of the
people. Democratic philosophy proposes that the members of the community are
equals in spite of their differences in wealth, education and status. All groups of the
community should be responsible for the common welfare. The worker will
recognize what the community seeks for itself and respects the opinion of the
members of the community.
5.5.5 BELIEF IN EQUAL OPPORTUNITY FOR ALL, LIMITED ONLY BY THE INDIVIDUAL’S
CAPACITIES
Social services must be available to all without distinction in religion, caste or
class. The case worker attempts to help the client meet his needs within the
resources of the community irrespective of the caste, colour or creed.
In social group work, the principle of equality of opportunity is practiced by the
group worker by friendly atmosphere of acceptance. The cooperation of the group
helps the integration of the new member .It stimulates his spiritual and emotional
growth.
 47

The group worker has conviction of human equality of people of different race,
religion, colour and class. With group worker’s assistance, the interaction of the
group members contributes to enriching group life.
The community organizer is guided by the human rights to provide equal
opportunities for meeting basic needs. He encourages the leader of the community
to provide opportunities and realize physical health and cultural growth.
5.3.6 SOCIAL RESPONSIBILITIES TOWARDS, HIMSELF HIS FAMILY AND HIS SOCIETY
The conviction that man’s individual rights to self respect, dignity, self
determination and equal opportunities are connected with his social responsibilities
towards himself, his family and his society. There is need for creating a clear
understanding of a give-and-take relationship between our society and human
beings. The recognition of the rights of the individual and the group also requires
insight into their obligations and limitations. There should be acceptance of and
respect for the needs and rights of others. In case work and group work, the social
worker encourages achievement of desirable social goals. The social worker should
develop an acceptance of social responsibility. In community organization, the
social worker realizes that the programme should not injure health and welfare
needs of other groups. Thus the social worker has social responsibility towards
himself, his family and his society.
5.3.7 VALUES OF SOCIAL WORK
The basic values of social work do not spring up life wild flowers by the
wayside: they are, instead, rooted in the deep belief that nourishes civilizations.
Values are socially approved desires and goals that are internalized through the
process of conditioned learning, socialization that become subjective preference and
aspirations. It is seen as an intellectual, emotional judgment of an individual, group
or society regarding the worth of the thing, a concept, a principle, an action or a
situation. It is the basis upon which an individual will choose one course rather
than another, judged as better or worse, right or wrong.
Every human profession has some values and on the basis of these values it
achieves its objectives. Social values have significant role as they maintain social
equilibrium, unity in behaviour, psychological foundation of life, determination of
role and evaluation of social events and problems.
Value-1 Services
1) Role of social work is to help people in need.
2) To address social problems.
3) Service to others above self-interest.
Value-2 Social Justice
1) To challenge social injustice.
2) To pursue social change.
Value-3 Dignity and worth of the person
1) Respect for the inherent dignity and worth of the person.
2) To recognize individual differences and cultural diversity.
3) To promote client socially responsible.
4) To promote self-determination.
5) To improve client’s capacities and opportunity.
 48

Value-4 Importance of human relationships

1) To recognize importance of human relationships.
Relationships among people are importance vehicles for change.
Value-5 Integrity
1) They should be aware of profession’s mission, values, ethical principles,
ethical standards and follow them in practice.
Value-6 Competence
1) To practice within their areas of competence.
2) To improve their professional expertise.
3) To increase their professional knowledge and skills.
4) To apply them in practice.
Values relating to Individual
1) Individualization is essential.
2) Welfare of the individual.
3) Every individual has worth.
4) Individual has right to get respect.
5) Individual has right to develop his personality.
6) Individual has right of self-determination.
Values relating to Problem
1) Problem affects social functioning.
2) To strengthen social functioning of the client.
3) Every body feels problems.
4) Social work to improve capacity to solve problems.
Values relating to Social Agency
1) They are instruments of the people.
2) Social agency works for welfare.
3) Agency resources may solve the problem.
Values relating to Relationship
1) Relationship is positive or therapeutic.
2) Through relationship client is stimulated.
3) Social worker uses relationship as a tool for solving the problem.
Values relating to Social Work Practice
1) Social work practice believes in scientific practice.
2) It has humanitarian attitudes.
3) It offers social treatment.
4) It believes in democratic behaviour.
5) It believes in the solution of problems.
5.4 REVISION POINTS
1. Goal of Social Work
The goal of social work is to reconcile the well being of the individuals with the
welfare of society in which they live. Social work attempts to mobilize social forces
to resolve social and economic situation. It helps individuals overcome the
difficulties they encounter
 49

2. Principles of Social Work

The generic principles are derived from the goal of social work, which is to
prevent or alleviate the damaging effects of crisis situations and social injustice.
Social work helps to remove barriers to the healthy development of individuals,
groups and communities.
3. Values of Social Work
The basic values of social work do not spring up life wild flowers by the
wayside: they are, instead, rooted in the deep belief that nourishes civilizations.
Values are socially approved desires and goals that are internalized through the
process of conditioned learning, socialization that become subjective preference and
aspirations. It is seen as an intellectual, emotional judgment of an individual, group
or society regarding the worth of the thing, a concept, a principle, an action or a
situation.
4. Philosophy of Social Work
The introduction of the concept and philosophy of democracy further
strengthened the need to recognize every human being as a individual, worthy of
respect and recognition, the individual being given the rights as well as
responsibilities of an equal citizen in a democratic society.
5. Motivation factor for Social Work
The democratic ideal of the worth and dignity of the individual is pivotal. The
belief in human dignity is the motivating factor for social work research and social
welfare administration, which are other methods of social work.
5.5 INTEXT QUESTIONS
1. What is the objectives of social work?
2. Discuss the motivation factor for social work.
5.6 SUMMARY
Well-being of others is the main objective of social work. The goal of social work
is to reconcile the well being of the individuals with the welfare of society. Social
work assists people in solving their emotional, social and economic problems by
releasing their natural abilities.
Social work principles are the ‘generic’ principles that apply to the basic
methods of social work: social case work, social group work and community
organization. Social workers are inspired by these principles or democratic values.
1) They have conviction about the worthy and dignity of the individual.
2) Right to self-determination.
3) Belief in equal opportunity for all, and
4) They have social responsibility toward himself, his family and his society.
The basic values are rooted in the deep belief that nourishes civilizations;
values are socially approved desires and goals. Every human profession has some
values. Social work is also guided by its own values. These values are related to
service to humanity, social justice, dignity and worthy of the person, human
relationships, integrity and professional competence. Social work is based on
humanitarian and democratic ideals. Social workers are dedicated for the welfare of
the mankind.
 50

5.7 TERMINAL EXERCISE

Short Answer Questions
1. Define social work and its importance?
2. Write the significance of Social work?
3. Discuss the applicability and philosophy of Social Work
4. What are the principles of social work?
Objective Questions
1. Social Worker is aimed at
a) general welfare b) social welfare
2. Social work goal is
a) Wellbeing of the society b) Integrity of the society
3. Social work provides
a) Integrity b) Competence
4. Social Work promotes
a) Social wellbeing b) Support services
5.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social service activities. Self help group
concepts, Successful stories of communities with community and extension
work, etc.
5.9 ASSIGNMENTS
1. Discuss social work as professional course
2. Social work caters the needs of the groups, communities and societies,
explain?
5.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOK
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
5.11 LEARNING ACTIVITIES
1. Develop Human Relations: Empathy, feeling for others, doing some kind of
help.
2. Observe the surroundings: social problems, people below poverty line,
Squatters and village communities.
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness.
4. Development of communication to reach to their level in the communities.
5. Forming small groups: recreation and entertainment.
5.12 KEY WORDS
1. Sociological 2. Humanitarian 3. Communication.

 51

LESSON – 6
PROFESSIONAL ETHICS IN SOCIAL WORK
6.1 INTRODUCTION
The basic ethics social work does not spring up like wild flowers by the
wayside; they are instead, rooted in the deep fertile beliefs that nourish
civilizations. Values are ethics, values may defined as a conception of a standard,
cultural and merely personal, by which things are compared and approved or
disapproved in relation to one another, held to be relatively desirable or
undesirable, more meritorious or less, more or less correct, values are socially
approved desires and goals that are internalized through the process of
conditioning, learning, socialization and that becomes subjective preference, aims
and aspirations. It is seen as an intellectual, emotional judgment of an individual,
group or society, regarding the worth of a thing, a concept, a principle, an action or
a situation. It is the basis upon which an individual, group or society, regarding the
worth of a thing a concept, a principle an action or situation. It is the basis upon
which an individual will choose one course rather than another, judged as better or
worse, we infer them through their expression in behaviour.
Every profession of human behaviour has some values and on the basis of
these values its achieves. Social values have significant role as they maintain social
equilibrium, unity in behaviour, psychological foundation of life, determination of
role and evaluation of social events and problems.
6.2 OBJECTIVES
 To explain the ethics and values of social work and how it contributes for the
professional knowledge
6.3 CONTENT
6.3.1 Definition of Profession
6.3.2 Characteristics of Profession
6.3.3 Code of Ethics
6.3.4 Professional Traits in Social Work
6.3.5 Professionalisation of Social Work in India
6.3.6 Values of Social Work
6.3.7 Values relating to Individual
6.3.8 Values relating to Problem
6.3.9 Values relating to Relationship
6.3.10 Values relating to Social Agency
6.3.11 Values relating to Social Work Practice
6.3.12 Democratic values in Social Work
6.3.1 DEFINITION OF PROFESSION
Carr-saunders and Wilson observed that “the possession of an intellectual
technique acquired by special training, which can be applied to some sphere of
everyday life, that forms the distinguishing mark of a profession”.
 52

Talcott Parsons views a profession as a ‘a cluster of occupational roles’ in which

the incumbents perform certain functions valued in society in general and by these
activities typically earn a living as a full time job. The profession is a medium of
delivering services. Hughes is of the opinion that a profession delivers services-
advice or action or both- to individuals, organizations or governments, to whole
classes or groups of people or to the public at large.
Denzin viewed professions as ‘social movements’ in the sense that they recruit
only certain types of persons, develop high elaborate ideologies and supra-
individual values”. Howard Godlstein related the professions with the specific
needs, requirements and sanction of society. The profession’s identity lies in the
explicit character of what it does in the fulfillment of a social need.
Ronald [Link] viewed the professions “in terms of the set of ideal structural
characteristics”. William [Link] characterized the profession a ‘communities
without physical locus; its members have an identity; share a value in common and
have role definitions. Professions are now understood a ‘cluster of occupational
roles’ ; a community without physical locus; ‘service delivery system; ‘a set of ideal
structural characteristics; ‘a class status and power oriented group of people having
specialized skills.
6.3.2 CHARACTERISTICS OF PROFESSION
Most writers identified a set of attributes or characteristics that make a
profession. Abraham Flexner, A.M., Carr-Saunders, Talcott Parsons and others has
given a number of traits or characteristics of a profession. These may be
summarized as ; (i) determination of own standards of education and training
(ii) systematic body of knowledge; (iii) set of technical skills which may be specially
acquired (iv) enforcement of minimum fee for professional services; (vii) professional
practice legally recognized; (viii) some form of licensing (ix) norms of practice
enforced by the profession; (x) existence of professional associations; (xi) channel of
communication between the professionals; (xii) primary orientation to community
interests; and (xiii) fulfillment of a societal need.
Caplow identified certain characteristics that mark the steps in the
professionalisation process as: (i) establishment of a professional association; (ii)
assertion of a monopoly over some of the services; (iii) development of code of
ethics; (iv) political agitation of certification and licensing; (v) control of training
facilities; (iv) development of working relationship with other groups.
Wilensky considers the ‘knowledge’ accumulated by a profession as a kind of
‘presumed fundamental knowledge’. He also considers that the sense of identity of
the professionals is more important. They should have conviction that some
necessary social functions can be performed them alone. Caplow too considered
‘assertion of a monopoly over some of the services ‘by a group important for
professionalisation. Sydne Fine opined that neither skill nor knowledge is the
criterion of a profession. Acceptance of the profession by the public is key to
professionalisation process.
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6.3.3 CODE OF ETHICS

The Association of Schools of Social Work in India was established in 1960 to
work for the promotion of social work education. The association is concerned with
(i) laying down and maintain proper standards in professional social work
education and promoting the profession on scientific lines, (ii) providing opportunity
to faculty members to meet and exchange their ideas, (iii) arranging seminars and
refresher courses for faculty members; (iv) encouraging and coordinating researches
and promoting publication of literature on different subjects relating to social work;
(v) disseminating information pertaining to social work education, and (iv) working
as a national forum on all matters concerning social work education. In spite of the
best efforts by the association, a code of ethics for social worker has not been
developed so far. There is no clear cut definition of role of social work in many fields
and hence social worker finds themselves in great difficulty in justifying their
presence in agencies and organizations. There is confusion in the minds of most
people about the meaning of the term social work.
Social Approval: Social work is gaining approval very slowly both on the part
of the government and non-government organizations. Except in labour field, there
are hardly any jobs exclusively in social work. In spite of the social work is
spreading in the field of medical and health, child welfare, family welfare, women
welfare and rural development.
Professional organizations: The Indian Associations of the Alumni of the
Schools of Social Work was formed in 1951. Its names were changed in 1964 and
now it is known as Indian Association of Trained Social Workers. It has its
branches at Bombay, Chandigarh, Coimbatore, Delhi, Dharwar, Hyderabad, Indore,
Jamshedpur, Madras, Nagpur, Trivendrum, Udaipur, Varanasi, Waltair and
Lucknow. The Association of Schools of Social Work in India was established in
1960 to act as a non-official organization for the promotion of social work
education. Association of Medical and Psychiatric Social Work is also gaining input
to the profession. There is several organizations functioning at the level of Schools
of Social Work. It is thus self evident that we have been gradually heading towards
professional in social work.
A social worker operates in terms of certain basic assumptions (1) respect for
human personality, (2) dignity to each human being, be a prince or a pauper, (3)
matching resources with the needs; (4) Stimulating change calculated to enhance
democratic values; (5) accomplishing change through co-operation on both
intellectual and emotional levels; and (6) serving as a change agent from behind the
scene, so that the individual or the group of the community may emotionally feel
that the change was not imposed from the outside but was automatically sought by
the individual, group or community. The social worker gives respect to the each
client and believes in his creative power. He has full faith in the client’s freedom of
expression and self judgment. He always operates on the democratic principles and
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values. He does not believe in any type of discrimination on the basis on caste,
creed, religion etc.
Thus it can be said that social work is a profession because all the essential
characters are found in it. But this assumption is based on theoretical plane,
reality is different from it. Even today people today do not accept social work as a
profession because of the following drawbacks in social work:
1) Social work is not concerned with a specific work which may be called the field
of social work.
2) The behaviour and skills of social workers are not unique and specific.
3) There is no difference in behaviour of a trained social worker and untrained
one.
4) The work of helping cannot be called profession because this work can be
performed by any person.
5) Training has not much impact in creating an attitude or motivational attitude
of worker for help as it is mainly influenced by family background and
psychological makeup.
6) Social workers have failed in developing self-image as professional.
7) Though social work has systematic and scientific knowledge but all this have
been derived form other sciences. Workers most of the time, feel helplessness
in using this knowledge into practice.
8) Professional organizations are not performing their role effectively.
9) Social approval is not up to the mark.
Recent studies indicate that social work a profession does not have full
acceptance by the community. The social worker does not enjoy a level of
remuneration with related professions, nor does he enjoys a prestige comparable to
even low paid related professions, and the social worker does not reveal the type of
self-image which reflects personal satisfaction.
6.3.4 PROFESSIONAL TRAITS IN SOCIAL WORK
Social work is based on scientific knowledge, it view man as a biological, social
and psychological entity and his behaviour can be adequately explained in terms of
certain, needs, natural or acquired, which originate in the somatic, social and
psychic aspect of his personality, the role of social worker is mainly to set a process
of interaction which sets at the social and psychological levels into motion. His
methodology relate to way by which individuals and groups/ societies can be made
self reliant and self dependent. The area of knowledge covered in social work can be
grouped as follows:
1) Human behaviour and social environment: personality factors, theories,
social aspects, psychiatric aspect human relations, groups, social institutions,
socialization, social control, environment, technology, etc.
2) Methods and techniques of social work: case work, group work, community
organization, social administration, social action and research.
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3) Fields of social work: Medical, psychiatric, child guidance, health,

correctional, family, youth, labour, rural development etc.
4) Social problems: crime, delinquency, alcoholism, drug addiction, gambling,
beggary, prostitution, unemployment, casteism, communalism, corruption,
national integration etc.
Social work has developed certain well defined principles which guide its
practice. The worker accepts the clients as he is but does not
6.3.5 PROFESSIONALIZATION OF SOCIAL WORK IN INDIA
Professionalization may be viewed on socialization process by which individuals
are drawn into the institutional context of particular occupation. Wilensky proposes
the following steps in the process of professionalization in particular occupations:
1) Full time activity at the task;
2) The establishment of university training
3) the formation of a national professional organization
4) Redefinition of the core task, so as to give dirty work to subordinates
5) Conflict between the old timers and the new men who seek to upgrade the job.
6) Competition between the new occupation ad related ones;
7) Political pressure to gain legal protection.
8) A code of ethics.
The jobs of the professional are technical. The professional man adheres to a
set of professional norms. The degree to which an occupation fits the criteria is the
degree of its professionalization.
Social work as a profession is of recent origin in India. Its professional
character has not been yet fully developed. There is a basic doubt in the minds of
many persons as to whether there is basic doubt in the minds of many persons as
to whether there is a distinct body of theoretical concepts and knowledge which can
claim social work as its own. Besides, people who traditionally entered in the social
work field were characterized more by the qualities of heart (self-motivation) rather
than by a discipline. The new concept of social work has brought confusion even in
the minds of social workers.
It is unfortunate that social work as profession got on the wrong start in India.
Modern philosophy of social work as accepted in the more professional minded
schools is clearly of alien origin, mainly American. As in America, here too, it has
been quite needlessly made for the academic survival of social work. In America
there were socio-economic factors that logically led to the individual centered
approach in social work, but such type of factors are not found in India, most or all
schools or University Departments of social work in India have tacitly accepted the
individual approach but there have been varying degrees of emphasis on it
depending largely on how much it had been diluted with India back ground
consideration in the process of adaptation. There is much confusion about the
meaning of social work.
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Social work is often regarded as a selfless, non-remunerative, character –

building, or religious activity. Some think that social work is a charitable task
which is done mostly by wealthy persons in the society. Sometimes social work is
thought of as disaster relief activity. Voluntary manual labour is frequently known
as social work. So far the term social work has not been clearly understood, the
term social worker is also ambiguous. There are at least four five different types of
functionaries that are generally called social workers. These are philanthropist,
social reformer, leader, voluntary worker etc. This has created a lot of hurdles in
gaining the real form of social work.
The lack of teaching material based on Indian case studies is one of the major
factors in the slow process of professionalization of social work, Dr. Wright points
out that the failure to relate to the Indian culture and wrong emphasis and
assumption for India, and these are two major defects of American writings. The
principles to use in the helping process may be the same, but the Indian brings to
his ideas of the solution of the problem a different set of values which call
sometimes for a different use of the basic principles.
There is lot difference between theory and practice. The teaching in the class
room is based upon principles which have been borrowed. These are not often the
principles which imbue social work practice in India. For example, American books
are written on the assumption that a client feels the need and he comes to the
agency for help. But in India the students have to develop the skills to motivate
people in need to make use of services of the agencies. The students, therefore,
often feel highly frustrated when they see that class room teachings are hardly ever
attained in practice.
The area of specialized knowledge in social work is still somewhat limited. Little
attempt have been made to develop systematic empharical knowledge relating to
typical problems, situations and ways of handing them. Unlike in professions based
upon physical and biological sciences such as medicine, engineering etc, the
knowledge gained in other societies is not easily transferable in the case of social
work. This adds another problem to the process of professionalization of social
work.
The professional organizations like Indian Association of Trained Social
Workers, Association of School of Social Work, organized for the promotion of
standard of social work, are not performing their job satisfactorily. The functions of
those organizations are so limited that even most of the social workers do not know
the existence of such organizations.
The last and not the least factor is lack of sincere devotion and dedication on
the part of the social workers. They are lacking in sincere devotion and dedication
to the cause of suffering humanity, forgetting their professional ethics, running too
much after money and keeping self-interest even above the service which is basis of
their existence, In such a situation a danger has developed that the profession may
degenerate into an occupation and widespread distrust regarding its utility may
develop in the mind of the people.
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6.3.6 VALUES OF SOCIAL WORK

Values may be defined as a conception of a standard, cultural or merely
personal, by which things are compared and approved or disapproved in relation to
one another, held to be relatively desirable or desirable, more meritorious or less,
more or less correct. Values are socially approved desires and goals that are
internalized through the process of conditioning learning, socialization and that
becomes subjective preference, aims and aspirations. Every profession of human
behaviour has some values and on the basis of these values it achieves its
objectives. Social values have significant role as they maintain social equilibrium,
unity in behaviour, psychological foundation of life, determination of role and
evaluation of social events and problems.
Knopka has enumerated only two primary values of social work:
1) Respect for every person and the right of each person to the fullest
development of his/her potential.
2) Mutual dependence of individuals and responsibility towards each other
according to their abilities.
Friedlander has enumerated four primary values of social work:
1) Conviction of the inherent worth, the integrity and the dignity of the
individual.
2) The right to determine himself, what his needs are and how they should be
met.
3) Firm belief in equal opportunity for all, limited only by the individual’s
capacities.
4) Social responsibilities towards himself, his family and his society.
Misra, R. Ahman has described 12 primary values of social work.
1) Social work believes in the redistribution of economic and political power in
more egalitarian manner.
2) Social worker believes in the social feasibility of production and in the
subordination of production to social purposes.
3) Organized labour makes a positive contribution to community life and should
be accepted as constructive rather than a destructive force.
4) Social work believes that economic roles should not be assigned by ascription,
or according to status, but by the standard of achievement.
5) Social work believes in removing economic imbalances by plugging the sources
of black money, protecting the public sector from the on sloughs of the private
sector and taking sincere and honest measures for the establishment of
socialistic state.
6) Social work believes in the social planning that is organized for the welfare of
the great masses of people in a socialist economy.
7) Social work believes in this service state which is oriented to the wellbeing of
everyone and makes the acceptance of human conservation as the democratic
task.
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8) Social work believes in distributive values as against aggregate value.

9) Social work believes in social justice.
10) Social work believes in distributive justice which implies that the rewards
should commensurate with the distribution made by an individual to society.
11) Social work believes in religious, political and scientific encapsulations.
12) Social work believes in modernization.
Herbert Bisno has distributed social work values over four areas-nature of the
individual, the relations between groups, groups and individuals, and between
groups, functions and methods of social work, social maladjustment and social
change.
6.3.7 VALUES RELATING TO INDIVIDUAL
The dominating concepts in early years of social work development were
individualization and friendly visitors. Individualization was applied not only to the
charity organization worker, but showed up in many other areas of social work. The
division of large boy’s club into small groups, the abandonment of barrack method
in homes and hospital and reformatories, and the creating of new institutions with
many small houses instead of one big one, illustrate the present tendency.
Individualization was thought essential as it was believed that “healing comes by
the touch, that men are saved not in masses, but one by one, and that every one
saved must be saved by an individual whose own heart is filled with love, and who
is able to communicate to another the grace which he himself has received.
The welfare of the individual has always been and central value of life, the
individual ahs always counted. In the impersonal, anonymous, and competitive
culture which dominates our life today, however, the individual has been
progressively forgotten. Today individuality lies in economic prestige, and economic
prestige is possible for only a fortunate few. He is thus caught in a veritable rat
race, a competitive struggle for economic status and social prestige in which both
the successful and the failure individuals suffer anxiety and strain. But for the
proper development and growth of the society we have to take into account the
welfare of the individual and his individuality as first goal. Whether one thinks of
social welfare programmes of society at large, it is clear that ways must be found to
balance the needs of the organization with integrity of the person. Provisions for the
effectiveness of the group must be considered along with the measures to give play
to the creativity of the individual.
Social work is committed, in this evolving scene, to encourage implementation
of needs in manner consistent with concern for individual dignity, legal rights,
democratic institutions and the maximum self realization of people which does not
infringe on the rights of others.
Cohen has expressed the values in relation to individual in the following ways:
1) Help the individual, the group, or the community to help him or itself.
2) Begin where the individual, the group or the community are and work at
meaningful place.
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3) Focus on the individual, the group or the community as well as on the

problem.
4) Take into account the stage of development.
5) Function with flexibility.
American Association of Social Workers identified the following values in
connection with the individual:
1) Firm faith in dignity, worth and creative power of the individual.
2) Complete belief in his right to hold and express his own opinions and to act
upon them, so long as by so doing he does not infringe upon the rights of
others.
3) Unswerving conviction of the inherent in alienable right of each human being
to choose and achieve his own destiny in the frame work of a progressive, yet
stable society. On the basis of the different thoughts discussed above we find
the following main values in relation to individual:
a. Every individual has his worth.
b. He has every right to get respect.
c. Individual reacts in totality
d. Internal and external conditions of each individual are different, therefore
their behavior differ.
e. Individual has right to develop his personality according to his choice.
f. Individualizations are essential for his concrete help.
g. Personal values i.e., thoughts, feelings, beliefs, are important to be
studied.
h. Individual has the right to self-determination.
i. Individual rests with total environment.
6.3.8 VALUES RELATING TO PROBLEM
Problems are needs not being adequately or acceptably met by the needs –
meeting facilities of our society. An imbalance is apparent in the person’s
relationship with the world around him. Meaning of the problem has three
dimensions: personal, group and cultural meaning- in both objectives an subjective
terms. It is important to acknowledge these dimensions since problems come not to
much because of their severity, but because of the degree of social disturbance
created within these dimensions. It is as much the interactions effects which
trouble people as the problem as such.
Problematic situation arise due to many factors, but where psychological
factors have a bearing on problem areas, it is often crucial to determine whether
these represents a steady state, a reaction for stress, or attributable to a
transitional developmental phase. But it is also important not to think of
psychological factors merely as a list of defects contributing to the problems, nor
even as a list of strengths which might be utilized in coping with the problem areas
but as a complexity in an international situation which will have a bearing on the
total social work process.
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Psycho-social problems arises, very broadly from the impact of ‘sick’ people on
people-sickness being psychological, physical, material or social or a combination of
these elements. Problem should be viewed not only as the effect of a sequence of
preceding events and conditions but also as live cause of emerging problems. like
the person in himself, his problem is not merely the product of the past. Because ti
is making itself felt now, in transaction with other persons and objects experienced
as stress within the persons physical, psychological and social system, it is an
active factor in shaping the next hours and days of the person’s life. A problem
coped with today or set on the way to resolution – raises person’s level of
hopefulness in regard to his chances of coping and being satisfied. These examples
why helping a person identify and center on some problems that he feels, sees and
experiences in its present immediately many cut into the problems vicious spiral
and offer him incentive to invest further problem – solving effect.
Social work believes in the following values relating to problem:
1) A problem arises when an individual fails to reach his objective through the
learned habits and methods. Therefore, social work believes in the changing of
the behaviour pattern and methods of approaching the objective.
2) Problem either effects social functioning or it affected by social functioning.
Social worker believes in the improvement of or strengthening social
functioning of the client.
3) Problem has many side effects and creates many other problems.
4) Problem has multifarious effect on human life.
5) Internal and external factors of the problem not only happen together but may
be a cause of one another.
6) Every body feels problems. The person, who solves these problems, does not
become ‘client’. Therefore, social work believes that the problem solving
capacity may be increased in the individual.
6.3.9 VALUES RELATING TO RELATIONSHIP
Relationship is the social worker’s responsible and disciplined use of himself in
working with an individual or a group. In this relationship, he applies his
professional knowledge and skills guided by the ethical principles and by his ability
to develop empathy and trust. The psychological understanding of his client as an
individual or a group gives him the necessary sensitivity and inventive capacity to
make this relationship constructive. The flesh and blood (in social case work) are in
the dynamic relationship between social case worker and the client, child or foster
parent, the interplay of personalities through which the individual is assisted the
desire and achieve the fullest possible development of his personality.
Within the democratic frame of reference the professional relationship involves
a mutual process of shared responsibilities. Recognition of the others rights,
acceptance of difference, with the goal not of isolation, but of socialization attitudes
and behaviour stimulating growth through interaction. Hollis distinguished two
types of relationship the basic and the special, the basic being the warmth,
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concern, etc. The worker brings all relationships coupled with our confidence in our
ability to help and function as worker. This basic relation may have certain
similarities in quality with some social relationship; but the special relationship has
a particular therapeutic element which we bring to bear in cases where this is
needed.
Relationship is the continuous context within which problem solving takes
place. It is the catalyst agent in eh under – levels of the personality of unconscious
shifts and changes in the sense of trust, the sense of self worth, the sense of
security, and the sense of linkages with other human beings. Social work believes
in the following values in connection with the relationship:
1) The person who comes for help to the agency is accepted by the worker as an
individual, not as a ‘case’. The relationship is established on this basic
assumption.
2) Client is accepted as he is. Social worker does not have subjective feelings
about him.
3) The relationship is established in such a way that the feelings of the client are
not hurt. He has right of self expression.
4) The relationship is established on the basis of equality. There is no feeling of
subordination in the client.
5) The basis of relationship is love, cooperation, sympathy and help.
6) Through relationship client is stimulated and insight is developed.
7) Relationship is considered positive or therapeutic when communication begins
on the emotional and intellectual level between the client and the worker.
8) Social worker uses the relationship as a tool for the solution of the psycho-
social problems of the client.
6.3.10 VALUES RELATING TO SOCIAL AGENCY
Social agencies are instruments of the people. They represent the organized
efforts of individuals or group of people to meet specific human needs which arise
out of social conditions. They meet specific, recognizable, visible needs that are
agreed upon as important for a substantial number of persons. The social agency
makes use of professional social work skills in providing programmes, designed to
meet these needs. Social agencies move intelligently for affecting culture as well as
problems solving instruments.
It is primarily to the agency that client turns for help; the worker is a part of a
range of resources offered by the agency. It is the agency which determines the
focus of the work, and shapes it through resources provision, policy determination,
etc. so it is essential that the worker understands it and its position within it. The
nature of the service may be pubic or voluntary. In a public service, availability is
usually to all who come within certain categories. Voluntary agency takes up those
obligations it chooses in terms of category and numbers within the category. The
setting of agency may be primary or secondary. A primary agency is one with social
work adjectives in which social workers have the primary professional place. But in
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secondary setting of social work agency social work has secondary place. It uses
social work skills to deal with the psycho-social problems may be grouped as:
1) Problem of causation: types of problems arise in hospital settings. Patients
have psychosomatic complaints. It gives an opportunity for the social worker
to work in hospitals.
2) Problems of incorporation: there are a number of problems which create
hindrances in properly utilizing the agency resources. Social workers help in
such situations.
3) Problems of discharge on transfer: social work ensures that the work of the
agency is not vitiated.
It is the primary agency which determines for the worker who he helps, in
which way, on what conditions, with what resources, and where the worker’s help
fits in with other help needed by or being given to the client.
The service which the agency offers to its clients influences the worker’s
acceptance of the client, since acceptance means perceiving and dealing with the
client as he is, the extent to which the client is helped to reveal himself is
determined by the service offered by the agency. Case workers conceive of the
agency as a social system exhibiting processes that can train or support helping
procedures. The agency is more often seen as an object of change or even as an
instrument for change. Use of agency function as integral part of social work skills
offers a ‘difference’ to the client or group who may come to an agency full of his own
problems, or need, or internal, and full of projections that the agency will or will not
be well disposed and helpful to him
The agency must have democratic basis of organization and administration, so
that the individuals and groups have an opportunity to share in the important
affairs of the agency in so far as they are capable. On the basis of the above
discussion we find the following important values in relation to social agency:
1) The nature of social agency is always welfare and humanitarian.
2) The proper use of agency resources may solve the problem. There are a
number of agencies for the welfare of the needy but they are ignorant.
3) Social agency is competent in dealing with maladjustment problems.
4) Problem can only be solved with the help of agency through using its services
and opportunities.
5) The objectives of the agency are fulfilled through programmes.
6) Effectiveness of the agency is base on the workers knowledge of human
behaviour and power to influence the clients.
7) The agencies which have faith in democratic values may use social work
services.
8) Social agencies generally help those individuals who voluntarily wish to solve
their problems and have desire to become self-dependent.
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6.3.11 VALUES RELATING TO SOCIAL WORK PRACTICE

1) Social work believes in scientific knowledge and scientific practice. Since the
beginning of society there had probably been some degree of concern for the
man in distress. It might have depended on religious, moral, political and
economic considerations of the era. Charity, did not however, become scientific
until the late nineteenth century, Scientific philanthropy derived from early
European sources, took not in a general climate of optimism which included
the belief that science would cure all social evils and lead to unlimited
progress. The charity organization movement was introduced in the late 1870
as a means for making alms giving scientific, efficient and preventive. Charity
organization societies developed and spread rapidly and made social work as
their offspring’s, became the twentieth century heir of the movements scientific
aspirations. To make charity scientific, Mary Richmond began her almost
regular attendance and frequent contributions to that body. She is credited
with laying the foundation for a scientific approach to social work, and
achievement marked by the publication of social diagnosis.
2) Social work has humanitarian attitude. It offers both social treatment and
psychological education depending on human needs. It considers the worth of
the individual being a basic value, and believes that the individual should not
be sacrificed for the state. Probably the commitment to the objectives of social
work had never been better stated than Franklin D. Roosevelt’s Four
Freedoms: freedom from want, freedom from fear, freedom of speech and
freedom to worship, social work accepts the basic human needs of all children,
of all persons, irrespective of class and caste.
3) Social work methods believe in democratic behaviour. The purpose of social
work is, on one hand, to strengthen the individual and, on the other, to
provide for such arrangement in society so that he may receive maximum
opportunities to realize all that is best in him. It is in the background of social
philosophy of justice, equality and fraternity that the methods of social work
have been developed by the practitioners.
4) Social work believes in distributive value. A distributive value is one which is
to be maximized for each individual, though not necessarily for the society as a
whole. Social work believes in social justice. It gives equal opportunity to all to
develop ones personality in the way one likes approved by the society. it
further gives attention to the under privileged to help them to face the
challenges of life. Provisions have been made for reservations in services and
education and other facilities to the scheduled castes and tribes. In short, it
can be said that social work directs about the necessary conditions for
creating social and economic rights.
5) Social work believes in distributive justice. Social work believes that the
rewards should be given on the basis of individual achievement. This belief
requires a social structure where there is no exploitation of masses and where
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there are no parasites to hold the society at random by their unconscionable

mechanization that are devoid of any constructive contribution to society.
6) Social work believes not only in the solution of the problems but also in social
development. Social work seeks two things for people economic well-being and
deeper source of happiness, that is self realization, to relieve distress to
prevent suffering and to assist the weaker members of society to rehabilitate
themselves and their families and, in short, fight the five giant evils of
(i) physical want, (ii) disease, (iii) ignorance, (iv) squalor, (v) idleness. These
evils are the great hindrances in the process of social development.
7) Social work believes in modernization. It believes to develop those characteristic
in man which Alex inkless has described of a modern man, i.e., openness to new
experience, readiness for social change, disposition to form or hold opinion on
larger number of issues, measures of information, time orientation to the
present or the future rather than to the past, efficiency i.e. the belief that man
can learn how to exert considerable control over his environment, orientation
towards long run planning both in public or private life, calculability to trust
i.e., more confidence than his words is calculable and that the people and
institutions around him can be relied upon to meet their obligations and
become prepared to trust the stranger, values of technical skills and take it as
the basis of distribution of reward, educational and occupational aspirations
and awareness of and respect for the identity of others.
8) Social work believes that economic objectives can be achieved through social
planning. Social planning is a process of land reform reduction of inequality,
equitable distribution of income, enlarged welfare and social services between
people and regions, more employment, integrated plans and policies. There are
three main objectives of social planning. (i) improvement in economic system,
(ii) adjustment on the basis of equality, and (3) social and political changes in
time of needs.
6.3.12 DEMOCRATIC VALUES IN SOCIAL WORK
American Association of social workers defined social work as modern
professional service whose principles and objectives arise from and are closely
identified with the key belief and aspirations of democratic society. Foremost among
these are:
1) Firm faith in the dignity, worth and creative power of the individual;
2) Complete belief in his right to hold and express his own opinions and to act
upon them, so long as by so doing he does not infringe upon the rights of
others;
3) Unswerving conviction of the inherent in alienable right to each human being
to choose and achieve his own destiny in the frame work of progressive yet
stable, society. The profession of social work gives specialized services which
aid individuals and groups to achieve these goals. It also makes efforts in
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modifying or reshaping social and economic institutions which are inimical to

the attainment of these broad democratic goals
Kinds of Democratic Values
Democracy has distinct social aspect. It seeks to establish a social order on the
basis of equality of status and of opportunity. It means abolition of all distinctions
of birth, rank and status. Each individual is to be recognized by his own merit and
on other considerations.
1. Affirmation of dignity: Man deserves honour by virtue of his very manhood.
This faith I ‘uniqueness of the personality’ reflects itself in the recognition for
every one to experiment with his own life. Man is the highest truth. A verse in
Mahabharat quotes Bhisma advising Yudhisthira ‘I tell you this, the secret of
Brahman; there is nothing higher than man’. This is the entire core of social
work.
2. Liberty: Liberty means primarily absence of restraint or release from bondage,
servitude and arbitrary power. At the time it means giving conditions for
human being the positive enjoyment of rights and privileges. Liberty implies
the preservation of an atmosphere in which each individual can be his best
self. It permits every one to find out what he wants and to pay an active part in
the working of a system responsive to his needs. Liberty is the true elixir of
personalities with a sense of responsibilities. Social work applies this principle
in its practice. Every client is free to choose his own course of action because
he knows his welfare most appropriately.
3. Equality: Equality is the very essence of democracy. It does not certainly mean
any biological equality. Man always differs from one another both in physical
capacity and in potentialities. Equality in democracy implies that what ever
capacity and potentiality one has, he has an equal right to develop them with
all others. Social work believes that every individual irrespective of their
capacities and potentialities be given opportunity to develop his potentiality. It
works with both normal persons as well as abnormal.
4. Happiness for all: The principle of the greatest good of the greatest number is
the central theme of democracy as well as social work. The pursuit of
happiness is an in alienable right of man. It is in the enlargement of this
principle that socialism and its modern adoption – the social welfare state has
come out. All legislations directed towards the promotion of public welfare are
based on this principle.
5. Social Justice: Social Justice is a condition of just and fair to all human
beings. It includes just distribution of material goods, just conditions for
physical, mental social and spiritual development, just means for this
development. Its purpose is to improve the society in order to avoid and
remove the imbalances. It has two main goals. (i) rectification,(ii) to remove the
imbalances in social life; religious, cultural, political, economic educational,
etc. of the human being social work has stood on the solid stone of social
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justice. It believes in equality, freedom, liberty and stands against exploitation.

Welfare services have been pressed into service to the weaker sections of the
society and social laws have been enacted to deal with inequality and injustice.
A sensitized conscience, reinforced by the will to cooperate and the desire to
help the under privileged is at the root of all programmes of social work.
6.4 REVISION POINTS
1. Characteristics of Profession
Caplow identified certain characteristics that mark the steps in the
professionalisation process as: (i) establishment of a professional association;
(ii) assertion of a monopoly over some of the services; (iii) development of code of
ethics; (iv) political agitation of certification and licensing; (v) control of training
facilities; (iv) development of working relationship with other groups.
2. Code of Ethics
The Association of Schools of Social Work in India was established in 1960 to
work for the promotion of social work education. The association is concerned with
(i) laying down and maintain proper standards in professional social work
education and promoting the profession on scientific lines, (ii) providing opportunity
to faculty members to meet and exchange their ideas, (iii) arranging seminars and
refresher courses for faculty members; (iv) encouraging and coordinating researches
and promoting publication of literature on different subjects relating to social work;
(v) disseminating information pertaining to social work education, and (iv) working
as a national forum on all matters concerning social work education.
3. Values of Social Work
Values are socially approved desires and goals that are internalized through
the process of conditioning learning, socialization and that becomes subjective
preference, aims and aspirations. Every profession of human behaviour has some
values and on the basis of these values it achieves its objectives. Social values have
significant role as they maintain social equilibrium, unity in behaviour,
psychological foundation of life, determination of role and evaluation of social
events and problems.
4. Values relating to Problem
Problems are needs not being adequately or acceptably met by the needs –
meeting facilities of our society. An imbalance is apparent in the person’s
relationship with the world around him. Meaning of the problem has three
dimensions: personal, group and cultural meaning- in both objectives an subjective
terms. It is important to acknowledge these dimensions since problems come not to
much because of their severity, but because of the degree of social disturbance
created within these dimensions. It is as much the interactions effects which
trouble people as the problem as such.
5. Values relating to Social Agency
Social agencies are instruments of the people. They represent the organized
efforts of individuals or group of people to meet specific human needs which arise
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out of social conditions. They meet specific, recognizable, visible needs that are
agreed upon as important for a substantial number of persons. The social agency
makes use of professional social work skills in providing programmes, designed to
meet these needs. Social agencies move intelligently for affecting culture as well as
problems solving instruments.
6.5 INTEXT QUESTIONS
1. Define Social Work ethics?
2. Discuss the practice of ethics in social work profession?
3. What democratic values in social work?
4. Explain the scope of social work values and its application?
6.6 SUMMARY
Social work is often regarded as a selfless, non-remunerative, character –
building, or religious activity. Some think that social work is a charitable task
which is done mostly by wealthy persons in the society. Sometimes social work is
thought of as disaster relief activity. Voluntary manual labour is frequently known
as social work. So far the term social work has not been clearly understood, the
term social worker is also ambiguous. There are at least four five different types of
functionaries that are generally called social workers. These are philanthropist,
social reformer, leader, voluntary worker etc. This has created a lot of hurdles in
gaining the real form of social work. In spite of the best efforts by the association, a
code of ethics for social worker has not been developed so far. There is no clear cut
definition of role of social work in many fields and hence social worker find
themselves in great difficulty in justifying their presence in agencies and
organizations. There is confusion in the minds of most people about the meaning of
the term social work.
6.7 TERMINAL EXERCISE
1. Social work believes that economic objectives can be achieved through.
a) Social planning
b) Social approval
2. Social work believes in.
a) Distributive justice
b) Social justice
3. Social work is concerned with a specific work which may be called
a) The field of social work.
b) Community work
4. Social work believes in
a) Modernization.
b) Traditional trends
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1.8 SUPPLEMENTARY MATERIALS

1. Basic material related to sociology and Social Work text books, literature on
NGO’S, Programme activities, and functions, Social service activities. Self
help group concepts, Successful stories of NGO’s intervention working with
community and society, etc.
6.9 ASSIGNMENTS
1. Discuss scope of social work ethics
2. Explain the functions of social worker in practice ethics?
6.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
6.11 LEARNING ACTIVITIES
1. Develop strategies of intervention working with communities and social
agencies.
2. Develop supportive system in help individuals, groups and communities.
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness.
4. Reach to the unreached in working with individuals and groups.
5. Forming social action groups: prepare them to fight for their rights.
6.12 KEY WORDS
1. Profession
2. Ethics
3. Values.

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UNIT–III : METHODS OF SOCIAL WORK

LESSON – 7
METHODS OF SOCIAL WORK
7.1 INTRODUCTION
Every profession has a tested body of knowledge, which is capable of growth
and development. In order to meet changing needs. This body of knowledge should
be easily understandable and communicable to those who want to practice the
profession. The body of knowledge includes principles, techniques, methods,
procedures, tools and a terminology of its own. The social work profession has also
developed a body of knowledge which is growing with our changing needs and
which include certain methods and tools which have been used and tested after
application for a considerable time in widely varied circumstances. These
techniques are communicable to the members of the profession through training.
Social work methods are classified into six major headings. In fact, these
techniques have divided the social work field into six major areas of activities.
These methods are:
1) Case work- helps and individual
2) Group work-helps individuals through a group
3) Community organization – focuses on community
4) Social action- is used to solve major problems
5) Social research – provides basic data on social problems.
6) Social administration – covers business and financial aspects of social work.
7.2 OBJECTIVES
 To study the methods of social work, its development and its relevance in
the present scenario and its application in different settings.
 To analyze its applicability in working with individuals, groups, communities
in different settings.
7.3 CONTENT
7.3.1 Social Case Work
7.3.2 Components and Principles of Social Work
7.3.3 Recording in Social Work
7.3.4 Social Group Work
7.3.5 Principles and Functions of Group Work
7.3.6 Community Organization
7.3.7 Steps in Community Organization
7.3.8 Principles of Community Organization
7.3.9 Social Work Administration
7.3.10 Principles of Administration
7.3.11 Social Research and Areas of Research
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7.3.1 SOCIAL CASE WORK

Every individual reacts differently to his social, economic and physical
environments and as such problems of one individual are different for those of
another. Case work, therefore, aims at individualized services in the field of social
work in order to help the client to adjust with the environments. Gordon Hamilton
has defined case work as under: “Social case work (which is both a tool and area of
work) consists of those processes which develop personality through adjustment
consciously affected, individual by individual between man and his social
environment.”
Process
This process and tool apply in the following situations:- (i) Delinquent children,
(ii) Rehabilitation and diversional therapy, for T.B., V.D. or other patients,
(iii) Beggary, (iv) Unmarried mothers, (v) Family maladjustments, (vi) Marriage
guidance, (vii) Youth counseling, and (viii) Medical and Psychiatric social work.
Stages: Different stages in social case work process are: (i) Case study,
(ii) Diagnosis, and (iii) Treatment.
7.3.2 COMPONENTS AND PRINCIPLES OF SOCIAL CASE WORK
The components of social case work are:
1) the person
2) the problem
3) the place
4) the process
5) the case worker and client relationship
6) the problem solving work.
Social History
The first step which the case worker has to take is to collect the social history
of the client. This could be done in various ways, these are:
1) Interview with the client
2) interviews with the relatives, employer, teacher and friends of the client
3) Visiting the neighborhood and environment in which the client lives.
All these visits will help the worker to know the client in his environment and
collect all the data in respect of the client and his environment i.e. his family
neighborhood, friendship circle, employer, teacher, etc. As a matter of fact it is not
possible to separate the three stages of case work service i.e., social history,
diagnosis and treatment. During the course of interviews the worker may be able to
diagnose and even a suggest treatment of the client but where the problem is very
acute, it is necessary to consider the diagnosis in relation to his own history.
Diagnosis: The second stage of the case work process is diagnosis it is used to
old some sort of conference with the worker form different disciplines to discuss the
person and his problems and a tentative diagnosis is worked out. If it is a medical
case, the medical persons are invited; if it is a case of an educational institution,
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educationists are invited and if it is a case of mental illness,

psychologists/psychiatrists could also be associated with the diagnosis. Sometimes
other social workers are also invited to this conference.
Treatment: Strictly speaking, everything that has been discussed so far is part
of treatment. If the aim of the case worker is to enable the client to deal with these
difficulties, the treatment has already gone a long way, if at the first interview the
client is able to feel that the worker is a person worthy of consideration worth
listening to and worth being interested in such treatment. In such a situation, it
would be possible for the case worker through various interviews to help the client
to understand his difficulties and problems. Unless the client needs the therapy,
the previous interview may result in treatment. There may, however, be a special
interview or conference in relation to the treatment, but these stages as mentioned
earlier, cannot be isolated.
The interviews in all these processes are very important and unless the
interviews are conducted properly, it is not possible to expect results. The case
worker has, therefore, not only to understand the theory of interview but also have
sufficient training and experience in interviewing. If he/she wants to be successful,
in providing service to the client.
Principles of Social Case Work
1) A worker should believe in social reality.
i. Every individual has his own different problems because very personality
is unique.
ii. Problems do exist and there is no stigma attached to a problem and /or
may adjusted person and a social worker does not believe in social
isolation for the physically, mentally, emotionally and socially sick
person.
iii. Every problem can, therefore, be solved provided we create conditions for
an individual who help to make an adjustment with his social
environment.
The personality of the client is to be respected.
Worker should build up purposeful relationship with the client.
Worker should start from the level at which the client is, and for this purpose the
worker should reach the level at which the client is.
Worker should always have belief in the ability of the human beings to change and
grow.
Worker should not involve himself emotionally with the client. There should not be
any over identification with the client.
Worker has to accept and appreciate the individual differences and prejudices of
the client.
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In the process of helping, it should be observed that the client is an active as the
worker, since the farmer’s participation in the treatment is very necessary. The
client should be helped to help himself.
Worker has also to look to the interest of the family, community and agency and as
such he has to help the client to adjust with the family and the community by
releasing the immediate resources available in the community, taking family as a
primary institution. The worker has to consider the client as part of the family,
community and society with mutual responsibility.
In order to establish rapport with the client, worker should be sincere and
sympathetic towards him and sensitive to the clients feelings and problems.
7.3.3 RECORDING IN SOCIAL WORK
By maintaining records, a worker can improve his professional skills and
techniques, can learn by his own errors and can thus make his help more effective
and systematic. Records not only help a worker to evaluate his own work, but he
can also improve upon his own methods. Records can create interest not only in the
worker but also in the client and help in building worker –client relationship.
Records add to the body of knowledge of social work and also make this knowledge
communicable. Records make supervision and teaching easier and effective.
Records can be used for social research and planning. Through records a worker
can show his agency what work he has done. Records ensure continuity of work, if
one worker is replaced by another. Records are useful for future references.
Records help in providing service on a systematic basis.
Principles of Case Records
No hard and fast rules can be laid down for preparing records but the following
are some of the most important pints which should be born in mind:
1. The contents of records should be kept confidential.
2. Objectivity, accuracy, simplicity and brevity should be guiding factors in
preparing records.
3. Records should be written in very simple language and simple style.
4. Reaction to the client/group should be recorded; beginning and or ending in
his/her own words.
5. Abbreviations should be avoided in records.
6. Summary is a good device for organizing and analyzing facts.
7. Narrative is a good style for reporting facts.
8. If possible, notes should not be noted down before the client but after the
interview is over.
9. Client’s emotions –anger, happiness, irritability etc., should be suitably
recorded.
10. Records should be supplemented with letters, etc.
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7.3.4 SOCIAL GROUP WORK

Social Case Work is not the whole of social work. Human being s don no live
alone. They grow up in families, tribes, clubs, communities, etc, Group life is,
therefore, basic to any human being. A group means any collection of social beings
that enter into distinctive social relationships with one another. Group involves
mutual and reciprocal ‘give and take’. The collection of those individual who are
interested in the same pursuits or who favour the same policy is called a group.
Therefore another important area of social work is social group work which deals
with individuals as members of the group.
Social group work is a process and method through which individuals and
groups in social agency settings are helped by a worker to relate themselves to
other people and to experience growth and opportunities in accordance with their
needs and capacities.
In social group work, the group itself is utilized by the individual, with the help
of the worker, as primary means of personality growth, change and development.
The worker is interested in helping to bring about individual growth and social
development for the group as a whole as a result of guided group inter-action.
7.3.5 PRINCIPLES AND FUNCTIONS OF GROUP WORK
Functions of Group work: the following are some of the functions of group
work.
1. It always focuses the individual in the group and group itself is major tool for
furthering socially desirable objectives.
2. It is carried on with voluntary groups in the setting of the social agency ma be
in educational, recreational or religious fields.
3. It is a helping process with dual purpose of individual and group growth.
4. It has a worker whose role is that of enabler and a helping person.
So, individual group worker, leader and the agency a eth main constituents of
group work process. Group process is used in leisure time activities., - Balbhavan,
holiday homes, youth hostels, hospitals, institutions, community welfare work,
school social work etc.
Basic Philosophy
The following are some of the main points underlying the group work
philosophy.
1. Group life is the most fundamental thing for a man to be called s a social
animal, because it is due to group living that a man is socialized.
2. Social work believes that individuals and groups can be helped to growth and
changes in personality and attitude provided suitable conditions are created.
3. Mutual acceptance is the basis of social group work which has its roots in
democracy.
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4. It is easier to change individuals formed into group than to change anyone of

them separately.
Purpose of Group Work
The main purpose of group work is to teach:
1. To teach the individuals to live and work together and to participate n the
activities of a group for their intellectual, emotional and physical growth.
2. To solve problems of adjustment by development of individual’s personality
through the group process.
3. To prepare the individuals to learn to share the responsibility in the working of
democracy as active citizens
4. To give opportunity to those who have potentialities of leadership.
5. To make best use of leisure time of the people.
6. To learn division of labour and specialization of roles.
7. To provide a substitute for family in institutions and in industrial towns in
order to get emotional security and an opportunity for adjustment with
secondary group.
8. To widen one’s horizon and social consciousness, create friendship, preserve
hobbies and learn skills.
9. As a remedial role to help the social adjustment of persons, group therapy
helps patients in need of physical mental and emotional adjustment.
10. To prepare the people for social change.
Principles of Group Work
The following are the broad principles of group work:
1. Group formation should be planned.
2. Group should have specific objectives.
3. Worker-group relationship should be purposeful.
4. There should be continuous individualization in a group.
5. Inter-action of a group should be guided.
6. Group should be organized on democratic basis.
7. Group should have flexible functional organization.
8. There should be progressive programme development.
9. Group should utilize its existing resources.
10. There should be constant evaluation of group work.
Evaluation of a Group
In order to study and evaluate the group, the following aspects should be kept
in mind:
1. History of the group
2. Group characteristics
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3. Individuals in group
4. group relationship
5. Programmes of the group.
6. Individual and group objectives
7. Level of group development.
8. Leaders in the group.
Group Development
The following are the signs of group development:
1. Prompt and constant attendance.
2. Definite decision of meeting at a certain time and place.
3. Willingness to take responsibility (existence of role feeling)
4. Existence of ‘we feeling’, sense of belonging to the group and desire to have a
name or symbol for the group.
5. Enthusiastic demand for membership and wider participation.
6. Existence of informal relations among the group members.
7. Desire to have more complex programmes.
8. Willingness to take leadership responsibility.
9. Existence of feeling of dependency in the group.
7.3.6 COMMUNITY ORGANIZATION
In order to study the community organization, we have to understand the
concept of community. The term ‘community’ is used in different contexts: a
religious community, business community or caste based community etc. but in
the context of social work, a community is defined as a group of people living in a
common geographical area, sharing common interests and having a sense of
belonging. The term community organization is used to refer to a process as well as
a field. This double usage is a familiar phenomenon. We refer to the practice of
medicine as a process and to the field of medicine; to the teaching process and to
the field of teaching; to the practice of law which is a process and to the legal field
etc. Community organization is carried on within the area of social work and it is
one of the techniques of social work.
Definitions
Different groups at one of the National Conferences in U.S.A suggested the
following definitions of community organization.
1) “Community organization is the process of dealing with individuals and groups
who are or may become concerned with social welfare services or objectives,
for the purpose of influencing the volume of such services, improving their
quality of distribution, or furthering the attainment of such objectives.
2) In the social welfare field, community organization may be described as the art
and process of discovering social welfare needs and of creating, coordinating
and systematizing instrumentalities through which group resources and
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talents may be directed to wards realization of group ideals and the

development of potentialities of group members. Research, interpretations,
conference, education, group organization and social action are the principal
tools used in the process.
3) Community organization is concerned with efforts to direct social resources
effectively towards the special or total welfare needs of any geographical area.
Its performances may involve such activities as fact-finding, co-ordination,
improving standards, interpretation, developing, welfare programmes,
changing patterns of social work, promoting social legislation.”
Steps in Community Organization
Informal or systematic survey of the community which should include :
a) History of the community
b) Geographical are and total land available
c) Population:
i) Number of houses and families.
ii) Total number of men, women and children
iii) Age and sex groups
iv) Occupations
d) Average income
e) Number of dependents etc
f) Common places and meetings
g) Customs, traditions, superstitions, prejudices, folkways etc. of the
community.
h) Different religious, political and cultural groups in the community.
Identifying the social needs of the community and determining priorities among
them.
Finding out methods and techniques of meeting these needs.
Trying to find out financial, technical and manpower resources form within and if
necessary and possible outside the community.
Elimination and prevention of social ills and disabilities which stand in the way of
welfare programmes.
Creating consciousness for needs, resources by interpretation, helping the people to
prepare for fulfillment of those needs with available resources and helping to find
solutions leading to action.
Co-ordination the work of various groups and agencies in the community.
Staffing and budgeting for welfare.
Articulation of needs and resources and constant readjustment of the resources in
order to meet the changing needs.
Continuous evaluation of the work done and follow up of the services developed in
the community.
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Methods and Techniques

For the purpose of creating consciousness in the community and help the
community to understand its needs, resources and methods to solve its problems, a
community organizer should follow certain stages, methods techniques for
educating the community and organizing it for a common goal. These steps and
methods are:
1) survey, research and maintaining of records
2) meeting key positions
3) discussions, group meetings, lectures and debates
4) film shows and celebrations of local festivals
5) dramas, dances, folk songs, puppet shows, keirtan bahajan mandalis
6) use of flash cards and flannel or khadi graph stories
7) use of notice boards, bulletin boards, charts, posters, booklets and new
papers.
8) Arranging exhibitions and demonstrations.
9) Use of case work and group work technique wherever necessary.
10) Literacy and social education classes.
11) Inter-group and inter agency consultations and coordination.
12) promotion of social action and social legislation
13) Visit to places where the programme was successful.
7.3.8 PRINCIPLES OF COMMUNITY ORGANIZATION
As community organization is one of the techniques of social work, the
principles of community organization are therefore, based on philosophy of social
work. The following are some of the basic points in community organization work:
1) Community organization is a means and not an end; the end being the total
welfare of the community. All programmes should be organized to achieve the
well being of the community.
2) An agency should develop a friendly and trustful relationship with the
members of the community. An organizer should be a friend, companion,
guide and enabler. He should work with the community.
3) The total needs of the community should be taken into consideration, while
organizing any programme of development. There should be co-ordination
approach to all the problems of community.
4) Felt needs should be the basis of community organization. No programmes
hold be organized, save in order to meet the felt needs of the community.
Nothing should be enforced or imposed on the community by way of new
ideas, unless they are first prepared for it. The agency should be able to create
consciousness among the community for understanding its various needs.
Therefore the members of the community should have an agreement on
various needs and changes necessary in the community. It is only then the
community will be able to accept any change.
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5) Any developmental processes have to effectively stimulate, and help and teach
the people to adopt new methods, learn techniques and to improve their way of
living.
6) The community should be helped to help itself. Self reliance and sense of
initiative of the community should be fostered rather than making the
community substantially dependent on external assistance. Stimulating force
should come from within.
7) All the programmes should be in a harmony with economic and cultural
patterns of the community, as we have to work at the level of the community.
Traditions, beliefs and customs of the community. Traditions beliefs and
customs must be respected and taken into consideration for organizing any
programme of development. The process of changing all out-molded beliefs and
superstitions should be very gradual. There fore, the feeling of community
should not be ignored. The agency should able to demonstrate to the
community the usefulness of the proposed changes in the economic, social or
cultural setup. The participation of the community is very necessary for
bringing about these changes. The agency has, therefore, to work with the
community rather than for the community.
8) One of the most important features of the community organization should be
psychological preparations of the community for accepting certain changes.
Achieving of certain physical targets, without regard to this preparation is not
as important as the method of achieving these targets. Any agency may
construct roads, drains, wells, schools, dispensaries, in the community, but
the ultimate test of success is the extent to which they are used by
community. If any of these projects was built because community did not
participate in these projects, the community will not use them. Sometimes
certain roads or wells are constructed because the government official wand
these to be done and it is found ultimately that these works were not used.
Any assistance for outside should enable the community to undertake certain
programmes that the community thinks it needs.
9) In a disorganized community the organizer should be very cautious in working
with the groups in order to get cooperation of each of the groups and should
not become a party to actions. Some times healthy competitions could be used
for building the community by various groups, each working to wards the
same goal of development of the community.
10) The use of various mass media in creating consciousness in the community
about its needs and resources and using those resources for fulfillment these
needs, are very important. They are the literacy programmes, use of schools,
social education programmes, and use of audio, visual aids charts, posters,
pictures, flashcards, radio, T.V. bulletins, etc. The community development
programmes don’t only refer to developmental in the rural areas, but
community organization is a technique which can be successfully use fin
development of communities. it may be rural community,. Urban community
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in a slum or a congested area, a Harijan or tribal community etc. These basic

principles oar eth some but the programme may differ form community to
community according to local needs.
7.3.9 SOCIAL WORK ADMINISTRATION
The next process of social work is known as ‘Social Work Administration’.
Social work Administration is the process by which we apply professional
competence to certain goals and transform social policy into social action.
Administrative process is also applied to achieve certain results through
professional skills and competence. Therefore in various professional fields like
medicine, education, law, industry, etc. Administration plays a vital role in
rendering effective service to the needy. Educationists in charge of educational
institutions, physicians and surgeons in charge of hospitals, require certain sets of
persons and administrative practices to assist them in the administration of their
programmes. Similarly in the field of social work, it is necessary to have adequate
machinery of social worker in order to properly utilize philanthropy for the
treatment of maladjusted adult the provision of preventive services.
Some one has compared administration to an instrument with two bodies, like
a pair of scissors, one blade represents the body of knowledge of the subject matter
of the programme and the field of services and the other blade is understanding of
techniques of planning, organizing, staffing, directing, coordinating, budgeting,
accounting etc. It is necessary that both the blades should operate effectively and in
a coordinated manner so as to make this tool very effective and useful. It is not a
tool or method which is important but the goal to achieve success is equally
important.
In the context of present- day complex social problems, size of the social
welfare services and a large number of welfare organizations, a sound
administration is vitally important in all types of organizations. Where as the
purpose of social work is to render service to the society, with certain techniques,
administration is the business of social work. Effective administration and efficient
welfare services are therefore, supplementary. Thus, effective social welfare services
and sound administration are the heart and head of effective social work.
Functions of Administration
The following are some of the functions of sound administrative process:
1) Determining the purpose, aims, and objects of the organization.
2) Establishing the structure of the organization and keeping the organization
strong.
3) Directing the work of the organization, selecting and developing efficient and
adequate staff.
4) Working with boards and committees.
5) Evaluating accurately the results achieved in relation to establish purpose.
6) Looking a head and forecasting, so that services are kept consistent with
changing needs and resources.
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7) Providing financial administration-securing and handling finances.

8) Maintain effective public relations and proper cooperation with the other
agencies.
7.3.10 PRINCIPLES OF ADMINISTRATION
Those concerned with administration of programmes should have adequate
understanding of human behavior and knowledge of skills and techniques
necessary to tackle social problems.
i. A well thought-out and clearly defined, procedure should be laid down and
followed uniformly.
ii. The administration of programmes should be entrusted to train and efficient
staff who have warm understanding of the problems, the agency intends to
tackle.
iii. A sound administration should aim at giving responsibility and should
encourage participation by the staff in the administration of programmes on
the basis of sound principles of group process. The administrative process
should be based on democratic process of responsibility.
iv. Each member of the staff should be made to feel that the work entrusted to
him is very important and vital to the purpose for which the agency is
established.
v. Administrative practices are means to achieve the goal and that is well-being of
the community served by the agency. The procedure and practices should be
changed depending upon the needs.
vi. Adequate arrangements should be made for periodical assessment of the
procedure and practices and the results achieved.
The Administrative Process
The following are some of the steps indicating the administrative process:
i. Colleting facts relating to agency’s programme and objective analyzing the
facts for making estimates and planning for the programmes of the agency.
ii. Recruitment, orientation and training of workers and planning and division of
work among the staff in order to execute the plan.
iii. Laying down administrative and financial practices in order to achieve the
objectives and programmes of the agency.
iv. Maintenance of proper records, collection and utilization of facts during the
course of administration of the programmes for future planning.
v. Laying down administrative and financial practices in order to ensure
economical use of funds.
vi. Establishing effective community relationship and coordination with other
agencies by adequate public relations.
Thus social welfare programmes could be compared to a vehicle intended for
the treatment and prevention of social ills. Social work administration can be
compared with wheels of this vehicle which provides power, speed and efficiency to
these programmes. The executive of the agency is comparable to the driver of his
vehicle and by virtue of his efficiency, skill and resourcefulness, he moves the
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vehicle of social welfare towards achievement of agency’s goal and it speeds up

towards the fulfillment of certain welfare programmes.
7.3.11 SOCIAL RESEARCH AND AREAS OF RESEARCH
Social work research is an indirect or enabling method. Social research means
a careful and systematic inquiry into or investigation of a problem; an effort to find
fresh information by experimentation and study, and a process by which we try to
find answers to problems of social work.
In order to assess social problems of community, the type of people affected by
the problem and the methods used in trying to solve this problem, social research
can be one of the important tools. Social planning would be ineffective without
proper research which will enable the planners to assess the needs of the
community. It is not always possible to compartmentalize social services and social
research as the programme provides necessary data of social research and social
research enables social workers to make their programmes very effective, useful
and worthwhile. It helps them to modify techniques and methods in solving certain
problems.
Types of Social Research
There are two types of social research.
1) Applied or Action Research, and
2) Pure Research
Pure research is designed without reference to practical result, whereas
applied research is action-oriented. It is the social work research is action-oriented.
It is the social work research with which social workers are concerned.
The welfare agencies running various programmes should be interested in
applied research in order to provide data to the research workers and the agencies
in order to implement their programmes more effectively.
Concepts Underlying Research
1) Research focuses on broad areas of the problems of the agency.
2) Research requires a healthy mental attitude towards research workers.
3) As a co-operative process, research is suited to study a group process in
administration.
4) Research enables workers to observe and record the relationship of individuals
and group in actual operating situations.
Areas of Research
Research, may be useful in the following areas:
1) Personnel practice in welfare agencies.
2) Extent, adequacy and usefulness of services provided by the welfare agencies.
3) Study of administrative process in a welfare agency.
4) Available of financial resources in the community for certain welfare
programmes.
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5) Methods of fund-raising and their allocation.

6) Techniques and methods for solving certain problems.
Thus social research focuses upon the usefulness of the programmes and
effectiveness of the techniques used as measurements of results achieved and
dynamics of relationship between the individuals and the groups in the agency in
order to enable the social workers and administrators to have proper planning and
complete coordination.
Procedure
Various stages in the procedure for researcher include selection of a topic or a
subject, formulation of hypothesis, preparation of design for research, to test and
verity the hypothesis and then presentation of facts, analysis, interpretation and
conclusions in the form of a report.
Tools of Research
The following are the tools of research:
1) Schedule
2) Questionnaire
3) Interviews and visits
4) Records.
7.4 REVISION POINTS
1. Social Case Work
Every individual reacts differently to his social, economic and physical
environments and as such problems of one individual are different for those of
another. Case work, therefore, aims at individualized services in the field of social
work in order to help the client to adjust with the environments.
2. Recording in Social Work
By maintaining records, a worker can improve his professional skills and
techniques, can learn by his own errors and can thus make his help more effective
and systematic. Records not only help a worker to evaluate his own work, but he
can also improve upon his own methods. Records can create interest not only in the
worker but also in the client and help in building worker –client relationship.
Records add to the body of knowledge of social work and also make this knowledge
communicable.
3. Social Group Work
Human beings do not live alone. They grow up in families, tribes, clubs,
communities, etc; Group life is, therefore, basic to any human being. A group
means any collection of social beings that enter into distinctive social relationships
with one another. Group involves mutual and reciprocal ‘give and take’. The
collection of those individual who are interested in the same pursuits or who favour
the same policy is called a group. Therefore another important area of social work is
social group work which deals with individuals as members of the group.
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4. Community Organization
In order to study the community organization, we have to understand the
concept of community. The term ‘community’ is used in different contexts: a
religious community, business community or caste based community etc. but in
the context of social work, a community is defined as a group of people living in a
common geographical area, sharing common interests and having a sense of
belonging. The term community organization is used to refer to a process as well as
a field. This double usage is a familiar phenomenon.
5. Social work Administration
The next process of social work is known as ‘Social Work Administration’.
Social work Administration is the process by which we apply professional
competence to certain goals and transform social policy into social action.
Administrative process is also applied to achieve certain results through
professional skills and competence. Therefore in various professional fields like
medicine, education, law, industry, etc. Administration plays a vital role in
rendering effective service to the needy.
7.5 INTEXT QUESTIONS
1. Define Social Work as a method?
2. Discuss social case work as a method in social work?
3. What is the role of social worker working with communities?
4. Explain the importance of social welfare administration?
7.6 SUMMARY
The social work profession has also developed a body of knowledge which is
growing with our changing needs and which include certain methods and tools
which have been used and tested after application for a considerable time in widely
varied circumstances. These techniques are communicable to the members of the
profession through training. Social work methods are classified into six major
headings. In fact, these techniques have divided the social work field into six major
areas of activities. These methods are:
1) Case work- helps and individual
2) Group work-helps individuals through a group
3) Community organization – focuses on community
4) Social action- is used to solve major problems
5) Social research – provides basic data on social problems
6) Social administration – covers business and financial aspects of social work.
7.7 TERMINAL EXERCISE
Short Answer Questions
1. How social work a profession?
2. Write the significance of Social work?
3. Discuss the role of social worker?
4. What are the methods in social work?
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Objective Questions
1. Social Work is
a) Professional Course b) Social service
2. Social work deals with
a) Issues b) Mass problems
3. Social work is an
a) Recent subject b) emerging subject
4. Social workers are known for
a) humanity b) problem solving
7.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities and functions. Social service activities, Self help group
concepts, Successful stories of communities with community and extension
work, etc.
7.9 ASSIGNMENTS
1. Discuss social work as a method
2. Write the application of methods of social work working with, communities
and societies, explain?
7.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
7.11 LEARNING ACTIVITIES
1. Develop Human Relations: Empathy, feeling for others, doing some kind of
help.
2. Observe the surroundings: social problems, people below poverty line,
Squatters and village communities.
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness.
4. Development of communication to reach to their level in the communities.
5. Forming small groups: recreation and entertainment.
7.12 KEY WORDS
1. Sociological
2. Humanitarian
3. Communication.

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LESSON – 8
DIRECT METHODS: SOCIAL CASE WORK, SOCIAL GROUP WORK
8.1 INTRODUCTION
Social work is one of the methods of social work. It aims to find individual
solutions to individual problems. The focus of casework is on the individual. People
face difficulties arising out of personal or environmental factors. Consequently it
may lead to their malfunctioning or maladjustment in society. Where the individual
fails to function in a useful and acceptable manner, the social caseworker helps
him to remove his difficulties. The social caseworker functions at the individual
level.
Social Group Work is a method which is connected with a group constituted by
individuals. Its central focus is a group rather than individual. In another words,
Social group work is a very useful devise for serving the individual. In another
words, social group work is a very useful devise for serving the group or collective
interests. The principle aim of this method is to develop the entire group. Therefore
during the process of social group work, emphasis is given on the social adjustment
of collectivity. Human beings do not live alone. They grow up in families, tribes,
clubs, communities etc., Group life is, therefore basic to any human being. A group
involves mutual and reciprocal give and take. The collection of those individuals
who are interested in the same pursuits or who favor the same policy is called a
group. Therefore, another important area of social work is social group work which
deals with individual as members of group.
“Social Group Work, the group itself is utilized by the individuals, with the help
of the worker to relate themselves to other people and to experience growth and
opportunities in accordance with their needs and capacities. In social group work,
the group itself is utilized by the individual, with the help of the worker, as primary
means of personality in helping to bring about individual growth and social
development for the group as a whole as a result of guided group inter-action”.
8.2 OBJECTIVES
 To explain the significance of Case Work and Group Work as a method in
social work:
8.3 CONTENT
8.3.1 Definition of Social Case Work
8.3.2 History of Social Case Work
8.3.3 Relation with Other Methods
8.3.4 Case Work as a Method
8.3.5 Definition of Social Group Work
8.3.6 Historical Development of Group Work
8.3.7 Role of Social Worker in Group Work
8.3.8 Essential for the Group Worker
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8.3.9 Functions of Group Work

8.3.10 Basic Skills in Group Work
8.3.12 Factors that influences the role of the Worker
8.3.13 Group Work and Group Therapy
8.3.1 DEFINITION OF SOCIAL CASE WORK
Richmond (1917), who gave a scientific status to case work, defines social
casework as one consisting of “those processes which develop personality through
adjustments consciously effected, individual by individual, between men and their
social environment”.
Regensurg (1938) considers case work as a method of “measuring against
reality the client’s capacity to deal with his problems or pieces of it, while the
worker helps him to clarify what the problem is and enables him to think of
different ways to solve it”.
According to bowers (1949), “social case work is an art in which knowledge of
the science of human relations and skills in relationships are used to mobilize
capacities in the individual and resources in the community appropriate for better
adjustment between the client and all or any part of his total environment”.
Hamilton (1951) says that case work is “characterized by the objective to
administer practical services and offer counselling in such a way as to arouse and
conserve the psychological energies of the client – actively involve him in the use of
the service to ward the solution of his dilemma”.
According to Boehm (1959), social case work intervenes in the psycho-social
aspects of a person’s life to improve, restore, maintain or enhance his social
functioning by improving his role performance.
According to Linton B. Shift, social work is an art of assisting the individual in
developing his capacities to deal with problems he faces in his social environment.
Social case work may be defined as the art of doing different things for and
with different people by cooperating with them to achieve at one and the same time
their own and society’s betterment. Later definitions emphasized that the problem
is essentially the client’s own and that the client is actively and responsibly engaged
in its solution.
The various definitions that have been advanced, bring out its salient features;
that it is an art of helping individuals to work out better relationships and
adjustment; that it is a method of helping people individual by individual, to tackle
effectively the various problems confronting them and that it is away of helping
individuals to use their own resources, both material and psychological, for the
treatment and prevention of social problems.
8.3.2 HISTORY OF SOCIAL CASE WORK
Individualization in social problems began largely with the persons who needed
relief. The work of St. Vincent De Paul in 16thand 17thcentury and of Ozanam in the
19 thcentury through the art of friendly visiting helped to individualize people at
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home. Edward Denison, Sir Charles Loch, Octavia hill, the English leaders
developed to a high point the theory and practice of personal service, personal
responsibility and careful study of each case in our own times. Mary Richmond set
out the first rational and systematic approach to the analysis of individual social
situation. Prof. Garrett points out that the attempt to modify the client’s personality
is not a recent and revolutionary undertaking of case workers but an evolutionary
development from the beginning.
The oldest function of case work was to supply practical services or to
manipulate the environment to help the client towards the successful adaptation.
The case worker realized that the forces of the unconscious are also factors in
human behaviour; they also recognized that personality and character are essential
in reconstruction efforts.
8.3.3 RELATION WITH OTHER METHODS
There is a close relationship between case work and the other methods of social
work. The methods or techniques of social work are different approaches to the
problem. There are individual needs and individual solutions, group needs and
group solutions, community needs and community solutions and mass needs and
mass solutions. Consequently, social casework, group work, community
organisation and social action were developed respectively.
Modern social work has been described as “ aprofessional service to people for
the purpose of assisting them as individuals or groups to attain satisfying
relationship and standards of life in accordance with their particular wishes and
capacities and in harmony with those of the community”(Trecker).
We may define Social work in terms of the methods it employs in working with
individuals, group and communities. Social case work, group work and community
organisation work are these methods.
Social case work is one part of a methodological whole. It makes a contribution
to the whole of social work, yet it stands alone as well. It cannot be said that group
work or case work or community organisation work is any more important or any
less important. All three are needed and all three are related.
Social case work, social group work and community organisation operate as the
chief methods, in the profession of social work. Social work is defined as “ a
professional process of working with individuals, groups, and communities to meet
social needs”. (Trecker). All social workers work with individuals, whether they may
be the case workers, group workers, community organisation workers. The degree
to which they do so depends on the setting in which the work is carried on.
The objectives of case work, group work and community organisation work are
not basically different. The principles which underly the three methods are
surprisingly alike. The worker must accept the individual, or the group or the
community at its level of development. The worker must begin his work at the point
of need as defined by the individual, the group or the community. In case work,
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group work and community organisation work, respect for the integrity of the
individual is of importance.
8.3.4 CASE WORK AS A METHOD
As a method of social work profession, case work seeks to help individuals in a
systematic way based on knowledge of human behaviour and various tested
approaches. Every professional’s help has two components: one, his professional
skill and knowledge, and the other his personal characteristics and experiences of
life. A physician will help only with physical problems, a teacher with educational
problems and a lawyer with the legal problems. Social workers help the total
individual i.e with every aspect of life which in any way, is detrimental to his living
a full life.
Social case work enables an individual to obtain a higher level of functioning
through face-to-face or person-to-person intervention. The case worker helps the
client to act in order to achieve some personal / social goals by utilizing the
available resources. Case worker’s knowledge and expertise and material resources
are used (as tools) to inject strengths in the client to enable him to change his
difficult situation.
Intervention occurs when the person realizes that his role performance is
hampered and threatened. The intervention takes place through a professional
relationship between the case worker and the client. Social case work involves
assessing the internal and social factors which impair the person’s role
performance. The case worker helps the client to use the psychic and social
resources at his disposal to reduce malfunction and to enhance functioning in
social roles.
A person performs some role. All his functions are directed to fulfill some role.
The case worker may mainly aim at restoring, maintaining or improving the
person’s functioning, using his knowledge of human behaviour, skills in
communication and relationships and the available resources.
Social functioning means functioning in different roles one has achieved or has
been assigned by the society. Bartlett (1970) defines social functioning as “the
interaction between the coping activity of people and the demand from the
environment”. The caseworker does not offer help to the person only at his personal
request. Help is offered at the instance of his relatives, public agencies (Police,
hospitals etc.) and community members. The case worker will work not only with
the client but also with those people who are in some way important for solution of
the person’s problem.
Help is offered through a particular processcalled as study, diagnosis
(assessment), formulation of goals and planning, treatment, evaluation and
termination. Taber and Taber(1985) use sipron’s formulations which are termed as
(1) engagement, (2) exploration, (3) planning, (4) intervention, (5) evaluation and (6)
disengagement. Engagement is equivalent to intake, exploration to study, planning
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involves assessment and planning for action, intervention is equivalent to treatment

and evaluation is done after intervention, followed by termination (disengagement).
Thus, social case work is a helping process to effect a change in the client’s
behaviour systematically to enable him to realize his potentials for “ living a
personally satisfying and socially useful life”. In this process of helping the client,
he offers concrete (protective) services including money and materials, modifies his
environment, strengthens his capacities, develops an attitude congenial for growth,
effects the desired change in his life style and maintains his emotional equilibrium.
8.3.5 DEFINITION OF SOCIAL GROUP WORK
It has been assumed that the social group work is oriented towards the
progress of an entire group. Individual is a member of a group as such individual
progress is linked with his group progress. The following are some of the notable
definitions of social group work.
1) Hamilton- According to Prof. Hamilton, “Social Group work is a psychological
process which is concerned no less with developing leadership, ability and co-
operation than with building on the interest of the group for social purpose”.
2) Trekker – According to Trekker, “Social group work is a method through
which individuals in groups in social agency settings are helped by worker who
guide their interaction in programme activities so that they may relate
themselves to others and experience growth opportunities in accordance with
their needs and capacities”.
3) Coyle – According to Coyle, “Social group work, like case work, Community
organisation, administration, and research is now recognized as a basic aspect
of social work practice. Its distinct characteristics lie in the fact that group
work is used within group experience as a means to individual growth and
development, and that the group worker is concerned in developing social
responsibility and active citizenship for the improvement of democratic
society”.
8.3.6 HISTORICAL DEVELOPMENT OF GROUP WORK
Group work as a method of social work is only a percent concept originality it
was conceived of as a movement, away of democratic action ad a part of several
fields of social services. Foremost among these were informal education, youth
services, recreation, camping the labour movement, settlement houses, and
community centers. We must understand the historical development of what is
today called the group work method to appreciate its underlying philosophy, to
understand the particular form working the people and the way in which is has
contributed to widen the concept of social work. Group work did not discovered like
a new drug which can be dated at least according to day of its publication. It
cannot even be traced to a certain person as the original formulation of the other
method of social work, Case work which usually is credited to Mary Richmond. This
method too has changed in this course of history, but it was its first development to
one person in the service of one particular organization, the charity organisation
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societies. The history of the development of modern group work is part of the
history of social agencies evolving within a changing society. Industrialization
brought with it slums, movement of the farm population into the cities the large-
scale immigration to the united state. The older social services distinguished
sharply between the giver and the receiver. Yet among the services there were the
beginning of an idea turned into action. (Self help) self help of a group related not
merely to improvement of wages, but having a strong cultural aspect with
beginnings of the labour movement related not merely to improvement of wages,
but having a strong cultural aspect with beginning of adult education and with
camp vacations for their children financed by the workers own efforts. The Jewish
centers were developed practically be the older, more privileged immigration for the
new poor eastern Jewish Immigration, and they partially presented the effort of the
new.
Group interaction itself became the dominant concern. For many years group
work and recreation, informal education were erroneously considered synonymous.
In fact even in the present day this confusion often persists despite the change in
the concept the organizations which build the foundations of group work were the
self help and informal recreational once settlement house, neighborhood centers,
the scouts, camp fire girls, Jewish center but their inception they worked
separately.
Participation in small groups, the democratic way of life, community
responsibility in small groups, The democratic way of life, community responsibility
and membership in a world wide effort were new concepts which united these
services and movements without being they are aware of it, In the period after world
war I social case work used predominantly in the charity organisation societies,
gained additional support from the psychoanalytical theory, this was necessary and
valuable to its practice, but it was sometimes over-used. At that time the social
group work method was hardly consciously developed, yet he services from which if
grew increased not only in number, but also insignificance. This was the period
when most European monarchies in self government tried hard to develop a
democratic society, and when the emancipation of women radically changed family
relationships. In the United States there was disappointment that there the war
had not made the world ‘safe for democracy’ but the picture of the roaring twenties
is very incomplete if omits the enormous growth of voluntary associations and their
impact on a rapidly changing society. It was during this time that an investigation
into the unexplored area of group association started on as a dispassionate
research into small group behavior a better society and developing a true
democratic value of life.
Edward [Link] developed in his early book, the community the important
technique of following conflict to come into the pen in groups Clara Kaiser offered
the first course of group work in the school of social work at western reserve in
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Cleveland. When she left for New York in 1935, Grace Coyle continued to develop
the course it was taught particularly as a method and practically as a field of
practice. Despite the fact that group work was taught early in a school of social
work its integration into the social work profession was not an easy one, group
work seemed like a foreign body in social work. After all had grown out of the
charity organization societies, which were geared to the relationship of helper to the
one being helped. They put pride in their highly formalized approach and in their
new-focus on the individual and the inner forces influencing him.
Group work, by contrast grew out of neighborhood approach and self help
movements. It considered informal relations one of its basic approaches, if focused
strongly on group interaction dynamics, but was vitally concerned with
environmental and social developed as a conceptual system, and it was only
partially identified with the profession of social work whose field of interest seemed,
to group workers, too limited. Group work in the years after the 1920s was
developed mainly through increasingly conscious group efforts or people from
different professions especially education. Psychologies and social work. In 1936
the American Association for the study of group work and founded. Its aim was to
clarify and refine both the philosophy and the practice of group work, yet as late as
1939 group work was treated as a work. The period immediately proceeding world
war II and the war years themselves has a strong impact on the development of
group work, and hastened its identification with the social work profession.
The advent of the Nazis in Germany emphasized the importance of a constant
and conscious work for democracy, not only as a political form of government, but
also as a way of life. Edward C Lind man wrote in 1939. The shadows of fascist
Germany highlighted those interested in group work had tried to shed on the
importance of qualitative group life which meant increased participation by citizens
in community life of strength that grows in the individual and in the group from the
feeling of ‘self help’ and of the need to work with intelligent leadership in all strata
of the population and in all groups.
During the war years the members of the rapidly developing American
Association for the study of group work still initiated to identify themselves with
any specific profession. In 1940, William Heard Kilpatrick wrote that group work
should be identified with the profession of education. Yet the agencies from which it
has grown, the developments described on the preceding pages, the change in
social work itself which had moved away from its strong emphasis an psychiatry
and the fact that group work was taught in a few schools of social work identified it
more closely with social work.
At the meeting of the National Conference of social work in Buffalo, New York in
1946 the members of the American Association for the study of group work met in
the a auditorium of the Kelinhaus Music Hall. It was only a year after the end of the
world war II. Hopes were yielding high for a new society and civic responsibility was
strongly felt. The audience listened to the Grace Coyle, who had helped developing
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objectives and methods and who had established the first course in group work at
Western reserve university in Cleveland.
8.3.7 ROLE OF SOCIAL WORKER IN GROUP WORK
In the social group work, the group worker enables a group to function in such
a manner so as to achieve the aims of social progress. From this point of view, the
social worker has to discharge many functions chief among them are as follows:
1) To provide opportunity for progress to each individual accordance to his ability
and achievement.
2) To assimilate individuals with their groups.
3) To encourage individual towards his progress.
4) To make individuals conscious towards their rights and duties
5) To enable the group with regard the determination of aim and the course of
progress.
6) To encourage good will and friendship between the various groups.
7) To encourage the development of democratic principles
8) To make adjustment between individual needs and social resources.
9) To give proper attention on individual progress.
It is thus evident that social group work is guided by democratic ideals. It
provides opportunity for progress to each individual and group. It main aim is to
create such a social atmosphere which is based on mutual good will and
cooperation. Besides, social group work also aims to create social consciousness so
that the individuals in a groups may be aware about their rights and duties.
8.3.8 ESSENTIAL FOR THE GROUP WORKER
The social group worker must have certain essential qualities. He could bring
about the harmony and cooperation between groups and individual members only
on the basis of his knowledge and experience. Besides, during the process of social
group work the social worker ha to assess the group needs and its available
resources. He could only implement his work plan on the basis of such assessment.
Therefore, the essential which a social group worker must posses are as below:
1) To obtain maximum information about the group: In the social group work,
the social worker maintains close relationship with the group under
consideration. Therefore, he has to collect factual information about the group.
The success of his work is based on the knowledge obtained with regard the
group.
2) To know the status of an individual with in his group: In addition to the group,
the social worker should have sufficient knowledge regarding the individual
status inside the group. With the help of his knowledge the social worker
attempts to establish coordination between the individual and his group
aspiration.
3) To obtain integration between the social work profession and the social ideals:
In order to achieve the aims of social group work, the social worker has to
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establish integration between the social work profession and the social ideals.
He has to accept the individual potentialities for progress and development.
This acceptance is beyond the range of race, caste and creed. In his regard, the
following observation made by Arthur E. Fink, Everett Wilson and Merrill
Conover, is very important:
“The Group Worker to accomplish the social objectives of his profession must
operate on the basis of deep convictions common to all social work regarding
the capacity of individuals of grow, to develop and to change, and a deep belief
in the inherent worth of every individual regardless of race, creed and colour.”
4) To know the various factors involved in the group life: The group social worker
should have sound knowledge regarding the various factors involved in the
group life viz, individual development, and dynamics of group actions, social
economic and cultural activities. The social worker has to assimilate all these
factors in the process of his group work
5) To know about the available resources of the group: The social worker has to
carry out a work plan in accordance to the group needs. But besides has to
consider the resources available in the group.
6) To motivate the group for spontaneous progress: The social worker makes the
group experience meaning to every member. Therefore, the group members
devote their leisure towards creative activities. The methods of organizations
and implementation of these activities. This methods of organization and
implementation of these activities largely depend on the nature of group
organization. With the help of motivation, the group worker makes the group
members active and conscious.
8.3.9 FUNCTIONS OF GROUP WORK
The group worker is not a regular member of the group and his functions are
guided by his professional understanding of the group life and by the individual
members need for his help. In order to enable him to assume his responsibility the
group worker needs to be aware of his professional self. He has to control his
personal impulses, values and preferences and to concentrate on making it possible
for the members of a group to obtain the achievement and satisfaction which the
group to obtain the achievement and satisfaction which the group and its activity
offer. The worker skills are most evident while he is actually engaged in a helping
capacity in the group. The group worker has generic values in group work because
we are dealing with people. These play a vital role in social development.
Social Group work is considered Developmental, Preventive and Remedial:
The group work is essentially a problem solving approach and its functions include
restoration or improved social functioning of factor leading to impairment and
provision of those resources and services in the environment which are needed for a
healthy life. The characteristic feature of group work is that it shows all
authoritarianism. It is essentially democratic in nature both in form an in content.
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Developmental: Group work emphasizes education development and the

cultural growth of the members of the group and for development and social
adjustment of the individual through voluntary group action. This process is
determined by the objectives of the agency, the dynamic forces, and the adjusted
efforts with in the group itself and the group workers skill of observation and
interpretation of efforts with in the group. Itself and the group workers skill of
observation and interpretation of efforts with in the group. Group work is a method
where by the group worker helps the members to participate with a big
responsibility or the group in the planning, in developing their own ideas, skills and
personal attitudes and to make their own decisions regarding the purposes and the
actions of the group. Social group work helps the members to share experiences
with others to give and take, to clarify differences of opinion and judgment with out
hostility and frustration and to yield good spirit to the decision of the majority
which is very important for the development of personality.
Preventive: Here the group worker is enabler. He is enabling group members
of experience increasingly satisfactory forms of working through conflicts that it
creates to forms contacts to solving through the group interactions. The group as a
whole may be enabled by the group worker to move out from ‘slugging out’ a
difference of opinion to solving conflicts by taking them out, or to use different
democratic methods. The individual for example may be helped to stop running
away when a conflict arises and to face the situation and gather the strength to
work through significant for the group work method in the presence of a helping
person, the social group worker.
Judicious appropriate use of limitations related to the diagnostic assessment of
each individual and the total situation in another important prevention of
individual behavior. These limitations play an important part in intelligent and
purposeful work with individuals and the group. The principle of acceptance is
frequently misunderstood as meaning total permission to harm each other and to
harm oneself, physically or emotionally.
Remedial: The group work thus attempts to provide experiences which
integrate the essential needs of the individuals who form the group to encourage
healthy, mental and social attitudes of the members of the group and to achieve
skill in some leisure time pursuits and to provide experience in acceptable social
behavior.
8.3.10 BASIC SKILLS IN GROUP WORK
Social group work is a method in the profession of social work through
individuals in social agency groups are helped by a worker to relate themselves to
others and to experience with opportunities that are in accordance with their needs
and capacities. Methods means the purposeful use of insight and understanding
based upon body of knowledge and principles, Skill is the worker capacity to apply
knowledge and understanding to a given situation, every worker must have skill in
working as a part of an agency and community setting. He must know the agency
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and the community and must also posses a growing awareness of himself as well as
the group.
The worker skills are most evident while he is actually engaged in a helping
capacity with the group:
1) Skill in establishing purposeful relationship, the group worker must be skillful
in gaining acceptance of the group and in relating himself to the group on a
positive professional basis. The group worker must be skillful in helping
individuals in the group to accept one another and to join with the group in
common pursuits.
2) Skill in analyzing the group situation, the group worker must be skilled in
judging the developmental level of the group to determine what the level, is
what the group needs and how quickly the group can be expected to move.
This calls for skill indirect observation of groups as a basis for analysis and
judgment. The group worker must be skillful in helping the group to express
ideas, work out objectives, clarify immediate goals, and the both its,
potentialities and limitations as a group.
3) Skill in participation with the group: The group worker must be skilfull in
determining interpreting, assuming, and modifying his own role with the
group. The group worker must be skillful in helping group members to
participate, to locate leadership among themselves and to take responsibility
for their own activities.
4) Skill in dealing with group feeling: The group worker must be skillful in
controlling his own feelings about the group and must study each new
situation with a high degree of objectivity. The group worker must be skillful in
helping groups to release their own feelings, both positive and negative. He
must be skillful in helping groups to release their own feelings, both positive
and negative. He must be skillful in helping groups to analyze the situation as
apart of the working through of group of inter group conflicts
5) Skill in programme development: The group worker must be skillful in guiding
group thinking so that interests and needs will be revealed and understand.
The group worker must be skillful in helping groups to develop programme
which the want as a means through which their needs may be met.
6) Skill in using agency and community resources: The group worker must be
skillful in locating and then acquainting the group with various helpful
resources which can be utilized by them for programme purposes. The group
worker must be skilful in helping certain individual members to make us of
specialized services of means to referral when they have needs which cannot
be met with in the group
7) Skill in evaluation: The group worker must have skill in recording the
developmental processes that are going on as he works with the group, the
group worker must have skillful in using his records and in helping the group
to review it experiences as a means of improvement.
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8.3.11 FACTORS THAT INFLUENCES THE ROLE OF THE WORKER

The worker’s role will be very with different groups because groups and
institutions with in which this operate are so different, the worker should first seek
to understand the group and their circumstances surrounding it before attempting
to define the specific aspects of his job with it. The primary considerations of
factors, that underline differences in the roles of worker are :
1) the community setting
2) the agency function & scope
3) agency facilities and programmes
4) the kind of group with which his working
5) the interests, needs abilities and limitations of individual members
6) the skill and competence of the worker
7) the amount of help the group wants and its willingness to accept help from the
worker.
These factors are operating in every group situation.
8.3.12Group Work and Group Therapy
The term group therapy refers to all methods of treating Psychiatric patients in
groups under the leadership of a psychotherapist. Therapeutic groups may consist
of children adolescents or adults in or out of institutions who are in emotional
distress presumably arising in a large part from chromo disturbances in their
relationships with other people.
The goal of these groups is to ameliorate the sufferings and improve the
personal and social functioning of their members. To achieve means to this goals
are emotional interactions of the members with the leader and to each other.
Group therapy is not confined to the method one profession. It leaves it open a
to what kind of professional method a professional would adopt to conduct the
groups. For example, a psychiatrist may fallow x method of y method according to
different school of thought he believes in and follows. Group therapy is practiced
with the aim to ameliorate sufferings and improving the personal and social
functioning of its members through specified and controlled group interaction aided
by a professional person.
Social work being a method of social work helps persons to enhance to either
social functioning through purposeful group experience to cope with their personal,
group or community problems. Generally the beneficiaries are sick in their health
i.e group worker are concerned with the mental health and effective social
functioning. Group work practices when directed towards amelioration of personal
and social functioning may rightly called group therapy.
Group therapy is mainly applicable to solve the following problems:
1) Psychological problems such as anxiety, self conflict, inferiority
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2) Social maladjustment, excessive aggressiveness, excessive submissiveness,

malformation of habits
3) Organic problems liked schizophrenia etc.
4) Therapy is a process occurring in formerly organized group with the aim of
promoting individual or personal growth and development of behavioral
change through specified and formulated programmed activities.
Broadly speaking any group that helps people with problems can be considered
a therapy group, specifically to treatment of patients with mental illness which
involves ‘uncovering’ and achieving ‘insights’ into unconscious motivation and other
intra psychological processes.
8.4 REVISION POINTS
1. Case Work as a Method
As a method of social work profession, case work seeks to help individuals in a
systematic way based on knowledge of human behaviour and various tested
approaches. Every professional’s help has two components: one, his professional
skill and knowledge, and the other his personal characteristics and experiences of
life.
2. Modern Social Work
Modern social work has been described as “ a professional service to people for
the purpose of assisting them as individuals or groups to attain satisfying
relationship and standards of life in accordance with their particular wishes and
capacities and in harmony with those of the community”(Trecker).
3. Group Work
Group work as a method of social work is only a percent concept originality it
was conceived of as a movement, away of democratic action ad a part of several
fields of social services. Foremost among these were informal education, youth
services, recreation, camping the labour movement, settlement houses, and
community centers.
4. Essential for the Group Worker
The social group worker must have certain essential qualities. He could bring
about the harmony and cooperation between groups and individual members only
on the basis of his knowledge and experience. Besides, during the process of social
group work the social worker ha to assess the group needs and its available
resources.
5. Basic Skills in Group Work
Social group work is a method in the profession of social work through
individuals in social agency groups are helped by a worker to relate themselves to
others and to experience with opportunities that are in accordance with their needs
and capacities. Methods means the purposeful use of insight and understanding
based upon body of knowledge and principles, Skill is the worker capacity to apply
knowledge and understanding to a given situation, every worker must have skill in
working as a part of an agency and community setting.
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8.5. INTEXT QUESTIONS

1. Define Social Work as a profession working with Individuals and Groups?
2. Discuss the practice of social in group setting?
3. What is the role of professional social worker working with Individuals?
4. Explain the scope of social work practice?
8.6 SUMMARY
Social case work is one of the methods of social work, it aims to find individual
solutions to individual problems social case work as a method does not often
attempt total personality reconstruction or total environmental manipulation. There
are certain assumptions of social casework. The nature and amount of help that
the worker is to give the client depends upon the nature of the person and the
nature of the problem. There is close relationship between social case work and
other methods of social work. The agency settings in which these methods are
practiced may be different.
As a method of social work profession, case work seeks to help individuals in a
systematic way based on knowledge of human behaviour and various tested
approaches. Social case work enables an individual to obtain a higher level of
functioning through face-to-face or person-to-person intervention. Social
functioning means functioning in different roles, one has achieved or has been
assigned by the society, Help is offered through a particular process called, study,
diagnosis (assessment), formulation of goals and planning, treatment, evaluation
and termination. Social Group Work is a method which is connected with a group
constituted by individuals. Its central focus is a group rather than individual. In
another words, Social group work is a very useful devise for serving the individual.
It has been assumed that the social group work is oriented towards the progress of
an entire group. Individual is a member of a group as such individual progress is
linked with his group progress. It is thus evident that social group work is guided
by democratic ideals. It provides opportunity for progress to each individual and
group. It main aim is to create such a social atmosphere which is based on mutual
good will and cooperation. Besides, social group work also aims to create social
consciousness so that the individuals in a groups may be aware about their rights
and duties.
8.7 TERMINAL EXERCISE
1. Social Worker plays different roles through the practice of
a) Social Case Work b) Social Group Work
2. Social work in group setting deals with
a) Group problems b) Mass problems
3. Social work ameliorate the sufferings and improves
a) The personal functioning of their members
b) Social functioning of their members
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4. The group work is essentially

a) A problem solving approach b) Restoration or improved social functioning
8.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology and Social Work text books, literature on
NGO’S, Programme activities, and functions, Social service activities. Self
help group concepts, Successful stories of NGO’s intervention working with
community and society, etc.
8.9 ASSIGNMENTS
1. Discuss scope of social work as professional course
2. Explain the functions of group work working with different groups?
8.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
8.11 LEARNING ACTIVITIES
1. Develop strategies of intervention working with communities
2. Develop supportive system in help individuals and groups
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness.
4. Communication helps to reach to the level individuals and groups.
5. Forming small groups: recreation and entertainment.
8.12 KEY WORDS
1. Rapport
2. Intervention
3. Group therapy.

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LESSON – 9
DIRECT METHODS: COMMUNITY ORGANISATION
9.1 INTRODUCTION
Social Work functions to find solutions for problems of social adjustment, its
aim is not only to help the individual, the family and the group in their relationship
but it is also concerned with the improvement of general conditions. Social Work
seeks two things for people-economic well-being and the deeper sources of
happiness, that is self-realization.. As a group worker he develops the capacity in
individuals to lead happy group life. Through Community Organisation method,
attempts to maintain adjustment between social welfare needs and social welfare
resources. Information regarding community are collected its needs and problems
are studied, priorities are made, resources are mobilized to meet these needs,
programmes are made for the development of the community. Programmes are
organised on the basis of community. Programmes are organised on the basis of
community participation, and interaction process is directed to achieve desired
goals.
Community organisation as a Social Work process distinct from case work and
group work, which are concerned with the welfare of individuals through their inter
personal and intra group relationship interested in inter group relationships. It is
directed to provide services for people with special needs. Community organisation
is a process in which efforts are directed towards meeting the community needs
and developing integration with in the community.
9.2 OBJECTIVES
1. To study Community Organisation as a method in social work and principles
of community organisation.
9.3 CONTENT
9.3.1 Historical Background of Community Organisation
9.3.2 Nature and scope of Community Organisation
9.3.3 Characteristics of Community Organisation
9.3.4 Community Councils and Community Chests
9.3.5 Principles of Community Organisation
9.3.6 Skills in Community Organisation
9.3.7 Steps in Community Organisation Process
9.3.1HISTORICAL BACKGROUND OF COMMUNITY ORGANISATION
Community organisation in broad sense is as old as community life because
wherever people live together some origanisations becomes necessary. But when life
became more complicate, some formal organizations were set up for the welfare of
the community. Elizabethan Poor Law in England was one of the first efforts to
provide services to the needy. But the Charity Organisation Societies were
forerunners of modern community organizations planning. They were first
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organized in London in 1869 to eliminate indiscriminate alms giving by the relief

agencies at that time. In America, the first Charity Organisation Society was
organized in Buffalo in 1877. Later on these were organised in Pennsylvania,
Boston, New York, Philadelphia and other places. The basic purpose of these
societies was ‘cooperation between all charitable agencies of a given locality and the
best coordination of their efforts. They also organised a number of other activities
employment bureaus, day nurseries etc. The Settlement House Movement was
another landmark in the beginning of community organization. Beginning with the
establishment of Neighborhood Guild in the lower east side of New York City
in1886, the movement spread rapidly in all industrial centers. James Addam’s Hull
house in Chicago and Mary Simkhovitch’s Green witch House in New York City
were among more famous settlements.
The American Red Cross Home Service programme began during World War I
and had the concept of professional social work in its practice. At the same time
many other agencies like Y.M.C.A., Y.W.C.A., the Boys Scouts, the Girl Scouts and
the Camp Fire Girls, began extending their programmes to many communities.
9.3.2 NATURE AND SCOPE OF COMMUNITY ORGANISATION
The scope of community organisation is broad and their content is varied. It is
needed in all types of communities in hamlets and villages in towns and cities and
metropolitan areas- in primary services communities and in distributing
communities, in industrial communities, educational centers, resort towns, and
political centers.“The community organisation” process is used consciously or
unconsciously, in many fields or human activity- in politics, in art, in education, in
economic life. Wherever individuals and groups seek ways to pool their resources
and efforts to achieve an improvement in community life, the community
organisation process is at work.
The increasing necessity for more effective community organisation of social
welfare services grows out of a number of factors:
1) Communities are becoming more complex.
2) The number of social welfare agencies has been increasing
3) Social Welfare needs are constantly expanding.
4) Higher standards, for services and more effective administration of them are
required
5) The increasing specialization must be more evident in many communities;
6) Hazards to unity and coordination are becoming more evident in many
communities;
7) Understanding and skill in cooperation relationship are also becoming more
and more necessary.
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9.3.3 CHARACTERISTICS OF COMMUNITY ORGANISATION

1) It is a process by which the capacity of the community to function more
positively and progressively grows. The social worker makes this process
conscious, deliberative and understandable.
2) Community organisation makes possible the community to identify its needs
when community involves itself in solving methods of its problems, the first job
of the worker is to help the community to focus its attention upon the
problems about which it is disturbed.
3) After the identification of the needs, community is helped by a worker to
establish some order of priority among these needs so that efforts may be
taken accordingly to fulfill those needs.
4) Community organizer helps the community to locate the resources in the
society through which the needs may be fulfilled. There are certain agencies in
the community which work for the betterment of the life of people but people
generally are ignorant about these agencies. Worker helps the community in
such a situation and makes community able to use those agency resources for
its development.
5) Community organisation process identifies a problem about which some action
is required and helps the community to take some action so that the problems
are solved or needs are fulfilled.
6) As the process evolves and progresses, people in the community will come to
understand, accept and work with one another, that in the process of
identifying and dealing with a common problem, subgroups, and their leaders
will become disposed to cooperate with other subgroups in common endeavors,
and will develop skills in overcoming the inevitable conflicts and difficulties
which emerge in such collective tasks.
9.3.4 COMMUNITY COUNCILS AND COMMUNITY CHESTS
Community councils and chests are generally considered to be major
specialized and primary community organization bodies in cities and metropolitan
areas of America. In general, community welfare councils may be defined a inter
group bodies composed of delegates or representatives, of member organizations
and of the public. Three main type of councils may be distinguished (a) traditional
councils of social agencies, (b) Community welfare councils, and (c) specialized
councils. The first type of councils is concerned with the department of social
welfare. Community welfare councils are concerned with social welfare in a
comprehensive sense and frequently engaged in social action as well as in efforts to
coordinate social agencies and improve health and welfare programmes. Specialized
councils are functional divisions of either of the two and are found in such fields as
family and child welfare, health, mental hygiene, rehabilitation, youth services, and
correctional programmes.
Councils are the voluntary bodies whose functions include: fact finding,
planning stimulation of discussion, coordination and the improvement of team
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work and agency efficiency, consultation to neighborhood councils and to agencies,

interpretation and the improvement of public relations, and promotion and social
action. In addition, they may administer certain common services such as research
information and referral, volunteer bureaus, and the social service exchange.
Community chest is the modern counterpart of financial federations, which has
been established to largely as a result of the desire to eliminate multiple
socializations. The main job of the chest is to raise adequate funds to finance the
agencies. Community chests have two major functions campaigning annually for
the support of member agencies and distributing the funds raised through joint
budgeting.
9.3.5 PRINCIPLES OF COMMUNITY ORGANISATION
Mc Neil has mentioned the following Principles
1) Community organization for social welfare is concerned with people and their
needs. Its objective is to enrich human life by bringing about, and maintaining
a progressively more effective adjustment between social welfare resources and
social welfare needs.
2) The community is the primary client in community organization for social
welfare.
3) It is an action in community organization that the community is to be
understood and accepted as it is and where it is. Understanding the climate in
which community organization process is taking place is essential if seeds of
that process are to bear fruit.
4) All the people of the community are concerned in its health and welfare
services. Representation of all interests and elements in the population and
their full and meaningful participation are essential objectives in community
organization.
5) The fact of ever changing human needs and the reality of relationship between
and among people and groups are dynamic in community organization
process.
6) Interdependence of all the threats it social welfare fabric of organization is a
fundamental truth.
7) Community organization for social welfare as a process is a part of the generic
social work. Knowledge of its methods and skills in their applications will
enhance the potentialities for growth and development of any community effort
to meet human needs,
Ross has mentioned following Principles
1) Discontent with existing conditions in the community must initiate and /or
nourish the development of the association (organization).
2) Discontent must be focused and channeled into organization, planning and
action in respect of specific problem.
3) Discontent which initiates or sustains community organizations must be
widely shared in the community.
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4) The association must involve leaders (both formal and informal) identified with
and accepted by major sub groups in the community.
5) The association must have goals and methods of procedure of high
acceptability.
6) The program of association which includes some activities with emotional
content.
7) The association should seek to utilize the manifest and latent goodwill which
exists in the community.
8) The association must develop active and effective lines of communication both
within the association and the community.
9) The association should seek to support and strengthen the groups which bring
together in cooperative work.
10) The association should be flexible in its organizational procedure without
disrupting its regular decision making routines.
11) The association should develop a pace for its work relative to existing
conditions in the community.
12) The association should seek to develop effective leaders.
13) The association should develop strength, stability and prestige in the
community.
Johns and Demarche has narrated the following general principles of
community organization:
1) Community organization is a means and not an end. Organisation, personnel,
program, knowledge and skills are only means to an end – the welfare and
growth or people are the end.
2) Communities are different from individuals and groups. Each has its own
peculiarities, its own problems and needs. To deal with communities effectively
they must be individualized.
3) Communities have right to self determination like individuals.
4) Social need is the basis for organization.
5) Community welfare rather than agency self interest should be the first
consideration in determining program.
6) Coordination is the process of growth.
7) Community organization structure should be kept as simple as possible.
8) Services should be distributed equitably.
9) Diversity in programmes approach should be respected.
10) There should be broad representation in inter agency bodies.
11) There must be a balance between centralization and decentralization.
12) Barriers to communication must be broken down.
13) Communities need professional help.
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9.3.6 SKILLS IN COMMUNITY ORGANISATION

Harper and Dunham have mentioned the following essential skills essential for
community organizer:
1) Skills to maintaining many relationship with individuals and groups; because
individuals and groups, simultaneously and often independently of one
another; because individuals and groups may be fearful of hostile to one
another and yet may all be engaged upon solution of a community problem.
2) Skill in us of professional judgment in timing the drawing into contact of these
relationships, after the worker has been able to resolve or modify the issues
between them by an individual approach.
3) Skill in knowing where to take hold and when to let go of a project.
4) Skill in group thinking.
The following skills are essential in community organization worker:
1) Skill in establishing rapport.
2) Skill in releasing people’s feelings and in overcoming resistance.
3) Skill in helping people to grow in personal and social understanding.
4) Skill in enabling people to find the ways to fulfill their goals.
5) Skill in motivating people in expressing their own goal.
6) Skill in enabling people to find the ways to fulfill their goals
7) Skill in communicating knowledge of programs and resources available to
them.
8) Skill in stimulating people’s movement towards achieving goals.
9.3.7 STEPS IN COMMUNITY ORGANIZATION PROCESS
The following steps are taken community organization process:
1. Identifying the Problem: Under this step the following information is gathered:
1) Nature of the problem;
2) Severity of the problem;
3) Implications of the problem;
4) Location (institutional/problem);
5) Causation of the problem;
6) Recognition of the need for change;
7) Scope of the problem ( who are affected);
8) Efforts made to solve the problem;
9) Effectiveness of the previous efforts;
10) Reasons for success of failure.
2. Perception of the problem- Facts and Data:
1) Attitude of the community;
2) Perception of the problem;
3) Significant different of the problem.
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3. Structural – Functional Analysis:

1) Origin of the problem;
2) Characteristics of community structure that maintains the problem;
3) Forces operating favorably and unfavorably
4) Significant elements of the social structure.
4. Beneficiaries Profile
1) Population segments;
2) Physical surroundings of the community;
3) Factors operating as behavior determined;
4) Client’s divisional and cleavages;
5) Significant relations with other parts of the social structure;
6) Level of acceptance of plans;
7) Barriers into the way of acceptance;
8) Significance of the barriers.
5. Action Plan
1) Thinking of various possible course of action;
2) Analysis of the course of action in terms of cost, efforts, consequences,
effectiveness, acceptability;
3) Selecting the best possible course of action;
4) Analysis of the problem solving structure and processes.
6. Determining of the Strategy
1) Level of efforts required for success;
2) Nature of activities required;
3) Minimum work required;
4) Action system- individual, conscientization, organization, organization and
planning, building and maintaining viable counter-system, developing skills,
administrative techniques.
7. Linking People with Programme
1. Areas:
a) Level of needs anlysis;
b) Nature of activities required;
c) Strategy determination;
d) Planning action;
e) Implementation and management
Approaches:
a) Individual approach;
b) Extensive approach;
c) Community education;
d) Need based approach;
e) Social action.
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Steps to be taken:
a) Arousal of consciousness about problem;
b) Popularization of the problem;
c) Creation of motivation forces for solving the problem,
d) Suggestion invitation;
e) Rendering proper knowledge;
f) Resource utilization;
g) Promotion for action of practice;
h) Regular contact,
i) Follow up.
8. Implementation and Evaluation
a) Effectiveness of action;
b) Success of strategy in problem-solving;
c) Weakness in action;
d) Designing new action and strategy;
9. Building Counter- System
a) Such system – building aims to develop a power base from which changes
in existing system can be achieved.
9.4 REVISION POINTS
Community Organization:
Community Organisation method, attempts to maintain adjustment between
social welfare needs and social welfare resources. Information regarding community
are collected its needs and problems are studied, priorities are made, resources are
mobilized to meet these needs, programmes are made for the development of the
community. Programmes are organised on the basis of community. Programmes are
organised on the basis of community participation, and interaction process is
directed to achieve desired goals.
Characteristics of Community Organisation:
It is a process by which the capacity of the community to function more
positively and progressively grows. Community organisation makes possible the
community to identify its needs when community involves itself in solving methods
of its problems. Community is helped by a worker to establish some order of
priority among these needs so that efforts may be taken accordingly to fulfill those
needs. Community organizer helps the community to locate the resources in the
society through which the needs may be fulfilled.
Skills in Community Organisation:
1) Skills to maintaining many relationship with individuals and groups; because
individuals and groups, simultaneously and often independently of one
another; because individuals and groups may be fearful of hostile to one
another and yet may all be engaged upon solution of a community problem.
2) Skill in us of professional judgment in timing the drawing into contact of these
relationships, after the worker has been able to resolve or modify the issues
between them by an individual approach.
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3) Skill in knowing where to take hold and when to let go of a project.

4) Skill in group thinking.
9.5 INTEXT QUESTIONS
1. How Community Organization as a direct method in social work?
2. What are the skills in Community Organization?
3. Discuss the characteristics of Community Organization?
4. What are the steps in Community Organization process?
9.6 SUMMARY
Community organisation refers to various methods of intervention whereby a
professional change agent helps a community action system composed of
individuals groups or organizations to engage in planned collective action in order
to deal with social problems within a democratic system of values. Organisation is a
process through which it made possible for people of a community to work out
problems involved in coordinating social services that are provided by all types of
agencies-economic development, health, welfare and others. “The community
organisation” process is used consciously or unconsciously, in many fields or
human activity- in politics, in art, in education, in economic life. Wherever
individuals and groups seek ways to pool their resources and efforts to achieve an
improvement in community life, the community organisation process is at work.
Community organisation makes possible the community to identify its needs
when community involves itself in solving methods of its problems, the first job of
the worker is to help the community to focus its attention upon the problems about
which it is disturbed. After the identification of the needs, community is helped by a
worker to establish some order of priority among these needs so that efforts may be
taken accordingly to fulfill those needs.
9.7 TERMINAL EXERCISE
Short Answer questions:
1. Discuss the scope of community organisation?
2. Write the principles of community organisation
3. How community organisation as a method in social work?
4. Write the skills in community organisation?
Objective Questions:
1. Community organisation identifies
a) Problems in the community b) Mass social problems
2. Community organisation links
a) People and the programmes b) People and government
3. Social welfare administration is a
a) process b) is an end in itself
4. The basic aim of social welfare administration is to cater
a) community needs b) social needs.
 109

9.8 SUPPLEMENTARY MATERIALS

1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social service activities. Records and
Reports of social Welfare board etc.
9.9 ASSIGNMENTS
1. Write social welfare as indirect method in social work education
2. Write the scope of social welfare administration
9.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Sachdeva D.R., 1992. Social Welfare Administration in India, Published by
Kitab Mahal, Sarojini Naidu Marg, Lucknow.
2. Sanjay Battacharya, Social Work an Integrated Approach, Deep & Deep
Publication, New Delhi.
3. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
4. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
9.11 LEARNING ACTIVITIES
1. Social Welfare Administration is the process of transforming community
resources into a programme of community service, in accordance with goal,
policies and standards involved in enterprise
2. To increasing responsibilities of the government and voluntary agencies in
finding solutions insolving the emerging social problems
3. Social welfare encompasses social services, social legislation, social work,
social security and its two approaches- social insurance and social
assistance.
4. Social welfare administration is a process of organization, direction of social
institution.
5. Social welfare administration as a matter of fact is the art and science of
those governmental and non-governmental activities which are directed
towards the relief of distress, the care of dependent and neglected children,
the treatment of criminals and delinquents, and the care and treatment of
the mentally ill.
9.12 KEY WORDS
1. Social Welfare
2. Social Security
3. Humanitarian attitude.

 110

LESSON – 10
INDIRECT METHODS: SOCIAL ACTION AND SOCIAL RESEARCH
10.1 INTRODUCTION
Mary Richmond was the first social worker and writer who used the word
‘social action’ in 1922, it could not get due place among the methods of social work
but it has received much attention in the developing countries. “In developing
countries, social action is crucial and must precede social work. It is wasteful in a
developing country to start with social work and leave social action behind social
action, creates the necessary conditions and climate in which social work could be
done more effectively’.
Research is a method, applicable in certain circumstances, for achieving the
objective of transforming the indeterminate situation into a determinate one.
Research may be defined as systematic investigation intended to add to available
knowledge in a for that is a communicable and verifiable. Social work is new
profession and hence it needs a variety of knowledge of theory and practice to make
it more valuable to the mass population.
10.2 OBJECTIVES
 To study, social action, social research, as a direct method in social work.
 To study how social action contributes for social change and development.
 To study its relevance in the present scenario and is application in different
settings, in working with community in general and societies at large.
10.3 CONTENT
10.3.1 Definition and Objectives of Social Action
10.3.2 Principles and Forms of Social Action
10.3.3 Process of Social Action
10.3.4 Strategies of Social Action
10.3.5 Models of Social Action
10.3.6 Role of Social Worker in Social Action
10.3.7 Definition of Social Work Research
10.3.8 Objectives of Social Work Research
10.3.9 Types of Research in Social work
10.3.10 Problems in Social Work Research
10.3.1 DEFINITION AND OBJECTIVES OF SOCIAL ACTION
Social action is conflictual process of varying intensity, initiated and conducted
by the masses or by a group of elites, with or without the participation of the
masses in the action against the structures or institutions or policies institutions or
policies or programmes or procedures of the government and or relevant agencies
and or power groups to eradicate/control any mass socio-economic political
problems with a view to bringing betterment to any section of the under privileged
at a level larger than of a sociologically defined community.
Some of the definitions of social action are being given below.
“Social Action is mass betterment through propaganda and social legislation”.
This definition is given by Mary Richmond (1922)
 111

“Social action is an individual, group or community effort, within the frame

work of social work philosophy and practice that aims to achieve social progress, to
modify social policies and to improve social legislation and health and welfare
services. – Friedlander. W.A (1963)
“Social Action is a process in which conscious, systematic and organized efforts
are made by some elite(s) and or people themselves to bring about change in the
system which is instrumental in solving problems and improving conditions which
limit the social functioning of weaker and vulnerable sections. It is on the practical
plane, nearer to social reform than to social structure and to build up a new social
setup. It is conflictual in nature but at the same time non-violent”. – Singh (1986)
Objectives of Social Action:
The objective of social action is the proper shaping and development of socio-
cultural environment in which a richer and fuller life may be possible for all the
citizens. The following goals have been identified, prevention of needs, solution of
mass problems improvement in mass conditions influencing institutions, policies
and practices, introduction of new mechanisms or programmes, redistribution of
power, resources (human material and moral), decision making effect on thought
and action structure, and improvement in health, education and welfare.
10.3.2 PRINCIPLES AND FORMS OF SOCIAL ACTION
Britto has described the following principle s of social action which emerged out
of the analysis of the methodology used by Gandhiji to mobilize the masses during
the freedom movement.
Principle of Credibility Building:
It is the task of creating a public image of the leadership, the organization ad
the participants of the movement as champions of justice, rectitude and truth. It
helps in securing due recognition from the opponent the reference – public, and the
peripheral participant of the movement.
Principle of Legitimization:
Legitimization is the process of convincing the reference public and the general
public that the movement objectives are morally right. The ideal would be making a
case for the movement as a moral imperative. Movement makers might use
theological, philosophical, legal-technical, public opinion paths to establish the
tenability of the movement’s objectives.
Principle of Dramatization:
Dramatization is the principle of mass mobilization by which the leaders of a
movement galvanize the population into action by emotional appeal to heroism,
sensational news- management, novel procedures, pungent slogans and such other
techniques.
Principle of Multiple Strategies:
There are two basic approaches to development: conflictual and non-
conflictual. Taking the main thrust of a programme, one can classify it as political,
economic or social. Zeltman and Duncan have identified four departmental
strategies. These are:
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i. Educational strategy- (a) Adult Education, (b) Education by

demonstration.
ii. Persuasive strategy
iii. Facilitative strategy
iv. Power strategy.
Principle of Dual Approach:
Any activist has to build counter-systems or revive some moribund system
which is thought to be beneficial to the needs of the mobilized public on a self –
help basis without involving opponents. Counter system must be built up and
traditional systems must be transformed or humanized in any development
operation.
Principle of Manifold Programmes:
These are three categories:
i. Social programmes
ii. Economic programmes
iii. Political programmes
Forms of Social Action:
Britto, has identified two types of social action:
1) Action initiated and conducted by the elites for the benefit of the masses.
2) Popular social action.
He identifies three sub-models of each type of social action. In the first model
he has mentioned the following steps:
i. Legislative action model: In this model elites try to modify the social
policy by creating public opinion against the problems.
ii. Sanction model: The elites by gaining control over some economic,
social, political or religious weapon try to obtain benefits for the
society.
iii. Direct physical model: Elites take action and punish those
responsible for eh cause of injustice.
The second type of social action has the following three sub models:
i. Social programmes
ii. Economic programmes
iii. Political programmes
10.3.3 PROCESS OF SOCIAL ACTION
Lees has suggested nine tactics which are used by social actionists,
1. Research

} Developing awareness

2. Education

3. Cooperation

} Organization
 113

4. Organization

5. Arbitration

6. Negotiation } Strategies

7. Mild coercion

8. Violation of legal Norms

} Action

9. Joint Action

The first step in the social action process is to make people aware about the
social problems and situations responsible for these problems. The next step is to
develop an organization to deal with these situations. He will suggest certain
strategies to achieve the defined goal. Now the efforts are made to mobilize people to
organize activities on the lines of strategies to achieve the goal.
10.3.4 STRATEGIES OF SOCIAL ACTION
Lees has identified three types of strategies for social action:
1. Collaboration:
In this strategy the social workers collaborate with the local authority and other
authorities or agencies in order to bring about improvements in the existing social
policy. The basic assumption of this approach is homogeneity of values and
interests, through which substantive agreement on proposals is obtained. No one
stands to lose a great deal of power, authority or money, since change occurs
within a consensus that includes both values and interests.
2. Competition:
In this strategy contending parties, utilize commonly accepted campaign tactics
to persuade, to negotiate and to bargain with a willingness to arrive at a working
agreement.
3. Disruption:
This strategy signifies more militant approach and it may include strikes,
boycotts, fasts, tax-refusal, sit –ins, etc.
Richard Brynl postulates two sets of strategies-bargaining and confrontation.
Bargaining means lobbying, submitting petitions. Information and publicity
campaigns, etc. whereas confrontation includes strikes, demolitions and sit-ins.
Horn stein has mentioned the following strategies for social intervention:
individual change, techno-structural data based, organizational development and
cultural change, violence and coercion, and non-violent action – accommodation,
exposures, living examples, public support, presentation of proposals, competition,
lobbying, agitation and subversion, etc. Sharp has identified as many 108 methods
of non-violent actions. Horn stein has classified them as under:
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1) Direct Action tactics: Picketing, marches, and fraternization, haunting,

leafleting and renouncing honours.
2) Non cooperation: Strike, boycott, tax refusal
3) Intervention: sit in fast, reverse strike, obstruction.
10.3.5 MODELS OF SOCIAL ACTION
Singh has mentioned the following models of social action:
1) Institutional Model: The state generally takes an indirect action and is directed
for the benefit of the people with or without their participation. The approach
is parliamentary, representational, bureaucratic and elitist. The approach is
parliamentary, representational, bureaucratic and elitist. The action is
organized or sponsored with the frame work of law, or may be legalized
subsequently i.e. regularization of unauthorized settlements, state action may
include residual institutional (mixed) models.
2) Social Institutional Model: Here the social action may be organized by the
citizens, self-help groups, elites, the deprived, and others for their benefit but
in its progression, and development may seek support from the groups, and
institutions which may like to espouse its cause. Depending upon its success
it may institutionalize itself formally.
3) Populist/Movement Model: It relies on popular social base and power, rejects
dependency and stresses self-reliance through collective effort, active
participation and continuing education. This is an ideal form of social action,
in that participant experience thinking, deciding and working together in
helping themselves and in the process also strengthens their social base and
power.
10.3.6 ROLE OF SOCIAL WORKER IN SOCIAL ACTION
Clark has mentioned the following role of social worker in social action:
1) All social workers are interested in promoting the welfare of the individual and
as a consequence every social agency sooner or later is concerned with some
aspect of social action. Social work practitioners have the responsibility of
keeping their constituency informed of conditions creating the problems they
handle so that the agency which is composed of supporters, staff, and clients,
can share in achieving social change.
2) It is an agreed that every social worker as a citizen has a constitutional right to
participate in any form of legal social action that he chooses whether it be as a
trade union member fighting for the principles of his group; as a member of
neighbor hood camp, advocating slum clearance; as an individual espousing
the cause of religious freedom, racial equality, civil liberties, free birth; control
clinics, disability and health insurance; as a member of a political party; or as
a member of a citizen’s political action group.
3) The Rev. Mr. Dwight J. Bradley, Director of the Religious Association of the
National Citizens Political Action Committee, urged an active participation in
political movements. It was then that in a democratic society all reforms are
 115

eventually bound up with political action, hence if we are to be realistic about

social change we cannot evade association with political action groups.
4) Social workers as individuals or professional persons will support specific
programmes because they believe in them, not because they have professional
expertise of them.
5) Social worker may participate in social action as a primary or secondary
activity.
The profession of social work in India has hitherto not paid an adequate
attention either to education or to practice of social action. Major concerns of the
professional in this area have revolved largely around Disaster Situations or
Disturbances.
10.3.7 DEFINITION OF SOCIAL WORK RESEARCH
Social research is a studious enquiry, usually, critical and exhaustive
investigation or experimentation having for its aim the revision of accepted
conclusions in the light of newly discovered facts. (Webster Dictionary)
Social research is a “a scientific undertaking which, by means of logical and
systematized methods, aim to discover new facts or old facts, and to analyze their
sequence interrelationship casual explanations and the natural laws which govern
them.
- Young (1934).
Social research may be regarded as “a method of studying, of analyzing and
conceptualizing social life in order to extend, correct or verity knowledge, whether
that knowledge aids in the construction of a theory or in the practice of an art”.
“Systematized investigation to gain new knowledge about social phenomena
and problems, we call social research.” – Moser
Social research is the investigation of the underlying processes, operative in the
lives of persons who are in association – Bogardus (1953)
Social research is the investigation of the underlying processes, operative in the
lives of persons who are in association. By the analysis of these definitions, we find
the following characteristics of social research:
Social research is related to acquire knowledge in connection with the social life
and social phenomena, human beings are studied as members of society.
i. New facts about social life are investigated in social research. Old facts
are also verified.
ii. Laws are formulated in connection with social life and social
phenomena.
iii. Social research investigates the interrelationship among different social
facts.
iv. Knowledge about the control of social phenomena is promoted through
social research.
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Social work Research:

Social work research is the systematic, critical investigation of questions in the
social welfare field with the purpose of yielding answers to problems of social work,
and of extending and generalizing social work knowledge and concepts. - Fried
Lander (1957)
Social work research begins with practical problems, and its objective is to
produce knowledge that can be put to use in planning or carrying on social work
programmes. – Ripple (1960).
Social work research as an organization scientific endeavor is an establishment
professional activity towards building up a general theory of human behaviour and
social functioning involving a coherent system of interventions.
– Birj Mohan (1986).
Research in social work may taken to encompass those questions which are
encountered in social work practice or in planning of administering social work
services, which are solvable through research, and which are appropriate for
investigation under social work auspices. –Macdonald.
Research in social has been defined as the scientific testing of the validity of
social work functions and methods. – Fletcher (1949).
Research in social work as been defined as the scientific testing of the validity
of social work functions and methods. On the analysis of the various definition’s we
find that social work research has certain points:
1) Social work research is applied research, in that it derives from the contributes
to the practice of social work. The body of social work knowledge while not a
science, may be made more scientific by means of social work research.
2) Social work research may be addressed to problem of varying degrees of
generality. At one extreme the product may be quite abstract, for example a
test of the hypothesis postulating a positive relationship between acceptance
by the case worker and lowering of protective defensive mechanisms by the
client, or between the support of group structure by the group worker and
increasing cohesion of the group. At the other extreme, a private agency may
with merely to know how many of its clients are non resident’s so that the
director may use this fact when he testifies before a legislative commission.
The resulting figure is an infinitesimal contribution to social work knowledge,
and it may be pretentious to label as research the simple enquiry that resulted
in this discrete item of information.
3) Information is inert knowledge and theories are proposed to account for
relationships among the facts.
4) while the function of research in social work is to produce useful knowledge,
the function may be discharged sequentially, one investigation may be build
on others, later investigations may incorporate the findings of earlier ones.
 117

5) The function of social work research may be conceived to include production of

knowledge of different sorts. The functions will be fully discharged only as
knowledge is increasingly systematized. This implies the development of useful
concepts and the explications of their relationships i.e., theory building.
10.3.8 OBJECTIVES OF SOCIAL WORK RESEARCH
Social work research facilitates the use of generalizability of systematic arrival
at facts and explanations which help solve social problems and enhance human
functioning. Mass indicates two purposes of social work research: (1) to achieve a
better fit between human needs and welfare goals; (2) to increase the likelihood that
these goals can be attained Macdonald’s view is that the function of social work
research is to contribute to the development of a dependable body of knowledge to
serve the goals and means of social work in all its ramifications. Fletcher has
mentioned the following objects of social work research.
1) To improve and enlarge the techniques of diagnosis and treatment as they are
used in social work practice.
2) To develop the efficiency and delaine the function of social work service.
3) To appraise and measure the community’s needs for social work service.
4) To add to the general knowledge of the etiology of social pathology so that
social action can be directed toward the prevention of problems that might
later require social work treatment.
10.3.9 TYPES OF RESEARCH IN SOCIAL WORK
Philip Klein has mentioned the following classification of the types of research
in social work
1) Studies to establish identity and measure the need for service.
2) Studies the measure the services offered, as they relate to needs.
3) Studies to test, gauge, and evaluate the results of social work operation.
4) Studies to test the efficacy of specific techniques of offering services.
5) Studies in methodology of research.
Friedlander has mentioned the following types:
1) Studies to establish and measure factors that produce social problems and call
for social services.
2) Studies of the history of charitable institutions, social welfare, legislation,
social welfare programme and social service.
3) Studies of the expectations, perceptions, and situation evaluations of social
workers.
4) Studies of intentions, goals, and self –images of social workers.
5) Studies of relationship between the social workers expectations, intentions and
actions.
6) Studies of content of social work processes.
7) Studies that test the adequacy of available social welfare services in relation to
the needs of the individuals, groups and the community.
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8) Studies that test gauge and evaluate the effects of social work operations and
investigate the competence required for social work practice.
9) Studies of client’s behaviour in relation to their reactions of social work
practice.
10) Studies the formal and informal definition of the role of social workers, their
inter relationships.
11) Studies of client’s expectations, goals perceptions and evaluation of situations.
12) studies of the values and priority preferences of social groups in the
community upon which social welfare practice relies for support and
development
13) Studies of the patterns of interaction between the different components in
social agency settings and to of their influences upon clients and agency staff.
14) Studies in the methodology of social work research.
It has been recognized that social work research needs to develop and define
its won conceptual tools, selecting and adapting concepts from the social sciences.
10.3.10 PROBLEMS IN SOCIAL WORK RESEARCH
The great problem in social work research is to bring together knowledge of the
field and knowledge of method. The researcher must have the thorough knowledge
of practice, practice theory, other relevant theories, concepts and findings of other
researches in the field. This knowledge can be achieved only through the study of
social work or its any branch and other related social sciences. But the problem is,
that the authorities of social work have seldom been expert in some branch of
social work. This has created new types of problems in the research field of social
work. The first one is the abortive study that fails for lack of competence in
application of an appropriate research method. The second type is the irrelevant
study that fails to contribute to social work knowledge because the research design
does not utilize concepts and variables that are meaningful in terms of social work
theory.
Optimum conditions for the advancement of research in social work suggest
three requirements : (1) an intimate and profound grasp of social work knowledge
relevant to the problem; (2) grasp of relevant knowledge form other disciplines or
professions; (3) methodological competence in undertaking the given enquiry.
10.4 REVISION POINTS
1. Objectives of Social Action:
The objective of social action is the proper shaping and development of socio-
cultural environment in which a richer and fuller life may be possible for all the
citizens. The following goals have been identified, prevention of needs, solution of
mass problems improvement in mass conditions influencing institutions, policies
and practices, introduction of new mechanisms or programmes, redistribution of
power, resources (human material and moral), decision making effect on thought
and action structure, and improvement in health, education and welfare.
 119

2. Principles and forms of Social Action:

Britto has described the following principle s of social action which emerged out
of the analysis of the methodology used by Gandhiji to mobilize the masses during
the freedom movement.
Principle of credibility building:
It is the task of creating a public image of the leadership, the organization ad
the participants of the movement as champions of justice, rectitude and truth.
Principle of legitimization:
Legitimization is the process of convincing the reference public and the general
public that the movement objectives are morally right. The ideal would be making a
case for the movement as a moral imperative.
Principle of Dramatization:
Dramatization is the principle of mass mobilization by which the leaders of a
movement galvanize the population into action by emotional appeal to heroism,
sensational news- management, novel procedures, pungent slogans and such other
techniques.
Principle of multiple strategies:
There are two basic approaches to development: conflictual and non-
conflictual. Taking the main thrust of a programme, one can classify it as political,
economic or social.
Principle of dual approach:
Any activist has to build counter-systems or revive some moribund system
which is thought to be beneficial to the needs of the mobilized public on a self –
help basis without involving opponents.
3. Forms of Social Action:
Britto, has identified two types of social action:
a) Action initiated and conducted by the elites for the benefit of the masses.
b) Popular social action.
He identifies three sub-models of each type of social action. In the first model
he has mentioned the following steps:
a) Legislative action model: In this model elites try to modify the social policy
by creating public opinion against the problems.
b) Sanction Model: The elites by gaining control over some economic, social,
political or religious weapon try to obtain benefits for the society.
c) Direct physical model: Elites take action and punish those responsible for
eh cause of injustice.
4. Objectives of Social Work Research:
Fletcher has mentioned the following objects of social work research.
a) To improve and enlarge the techniques of diagnosis and treatment as they
are used in social work practice.
 120

b) To develop the efficiency and delaine the function of social work service.
c) To appraise and measure the community’s needs for social work service.
d) To add to the general knowledge of the etiology of social pathology so that
social action can be directed toward the prevention of problems that might
later require social work treatment.
5. Types of Research in Social work:
Philip Klein has mentioned the following classification of the types of research
in Social work
a) Studies to establish identity and measure the need for service.
b) Studies the measure the services offered, as they relate to needs.
c) Studies to test, gauge, and evaluate the results of social work operation.
d) Studies to test the efficacy of specific techniques of offering services.
e) Studies in methodology of research.
10.5 INTEXT QUESTIONS
1. How Social Action and Social Research indirect methods in Social Work?
2. Discuss the significance of social work research in social work?
3. What is the role of professional social in social action?
4. Explain the principles and forms of social action in social work?
10.6 SUMMARY
Social action is conflictual process of varying intensity, initiated and conducted
by the masses or by a group of elites, with or without the participation of the
masses in the action against the structures or institutions or policies institutions or
policies or programmes or procedures of the government and or relevant agencies
and or power groups to eradicate/control any mass socio-economic political
problems with a view to bringing betterment to any section of the under privileged
at a level larger than of a sociologically defined community.
Social work research facilitates the use of generalizability of systematic arrival
at facts and explanations which help solve social problems and enhance human
functioning. Mass indicates two purposes of social work research: (1) to achieve a
better fit between human needs and welfare goals; (2) to increase the likelihood that
these goals can be attained Macdonald’s view is that the function of social work
research is to contribute to the development of a dependable body of knowledge to
serve the goals and means of social work in all its ramifications.
10.7 TERMINAL EXERCISE
Short Answer Questions
1. How social action and social research are indirect methods?
2. Write the importance of social research?
3. Discuss the significance of social work research?
4. What are the objectives of social action?
 121

Objective Questions
1. What is the role social worker in social action?
a) A catalyst
b) A social change agent
2. Social action deals with
a) Mass Social problems
b) Current social problems
3. Social work is a
a) a method emerging subject
b) an approach
4. Social action is
a) Conflictual process
b) A revolutionary process
10.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social service activities. Self help group
concepts, Successful stories of communities with community and extension
work, etc.
10.9 ASSIGNMENTS
1. How social action and social research s indirect methods in social work?
2. Write the significance of social research in Social work?
10.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
10.11 LEARNING ACTIVITIES
1. Develop social action methods: Create awareness on social issues and make
them to fight for their rights and duties.
2. Sensitize the people on social problems and make them ready to fights for
achieving their tasks.
3. Mobilize people to participate in social action.
4. Teach measures of social work to create awareness on social and ethical
issues in communities.
5. Make groups: for recreation and entertainment.
10.12 KEY WORDS
1. Mobilization 2. Sensitisation 3. Scientific social research.

 122

LESSON – 11
INDIRECT METHODS: SOCIAL WELFARE ADMINISTRATION
11.1 INTRODUCTION
Social welfare aims at the well-being and improvement of life of individuals in
general, and alleviating the sufferings and ameliorating the lot of the destitute,
deprived and de-privileged sections of society in particular. In other words, social
welfare comprises income maintenance and support programme together with wide
range of social services that have been developed to meet human needs and
respond to social problems. Though social welfare has come to acquire an identity
of its own has to be considered in relation to social development. In the
international context social development is linked with economic development, the
latter dealing with technological and material aspects of growth, and the former the
human aspects.
In this context, social development includes services of health and nutrition,
education and training, social protection and shelter needed to improve the human
conditions. Social Welfare services of a country are the product of its social polices
which reflect the social goals and objectives it aspires to achieve social work aims at
enhancing, restoring or modifying the psycho-social functioning of individuals,
families, groups and community. Thus, social welfare encompasses social services,
social legislation, social work, social security and its two approaches- social
insurance and social assistance. To achieve aims and objectives of social welfare,
government formulates social policies and in pursuance enacts social legislation,
delineates various projects, schemes, programmes, makes financial allocations and
provides organizational structure and administrative apparatus in the form of
ministry department, corporations, agencies and solicits the support of cooperation
of non-government organizations (voluntary agencies) for the implementation of
various programmes.
11.2 OBJECTIVES
 To study Social Welfare Administration as a method in social work and its
importance.
11.3 CONTENT
11.3.1 Concept & Definition of Social Welfare Administration
11.3.2 Scope of Social Welfare Administration
11.3.3 Principles of Social Welfare Administration
11.3.4 Tasks of Social Welfare Administration
11.3.5 Essentials of Social Welfare Administration
11.3.6 Social Welfare Administration as a Profession
11.3.1 CONCEPT & DEFINITION OF SOCIAL WELFARE ADMINISTRATION
By social welfare administration, we mean that process which is used in the
organization and administration of public and private services. It includes those
activities which are undertaken with regard to an individual, group and
 123

community. In other words, social welfare administration is a process of

organization, direction of social institution. Under this process those aims to
determine which an agency or institution has to achieve.
Definitions of Social Welfare Administration: There are various definitions
regarding the term ‘social welfare and administration’, chief among them are as
follows, John C. Kidneigh defines “social welfare administration is the process of
transferring the social policy, its social services and the use of experience in
evaluating and modifying policy”. The idea that administration is the process of
implementation of translating polices into action programmes.
According to Aurther Dunhan, “By social welfare administration we mean hose
supporting and facilitating activities necessary and incident to the giving of direct
service by a social agency”. Administrative activities range from the determination
of function and policies, and executive leadership to routine operations such as
keeping records and accounts and carrying maintenance services.
According to Arther Kurse, “The administrative process seeks to mobilize the
total resources of the agency to the end that its purposes are translated into
efficient and effective service”. According to Karl de Schweiniz, “Management of
social agencies is oriented to aid people in the most efficient way possible; it has
been briefly described as the art of human relation”.
A comprehensive definition of social welfare administration however, is given in
the curriculum study of the American Council of Social Work Education in the
following words: “Administration is the process of transforming community
resources into a programme of community service, in accordance with goal, policies
and standards which have been agreed by those involved in enterprise. It is creative
in that it structures role and relationship in such a way as to alter and enhance the
total product. It involves the problem-solving process of study, diagnosis and
treatment, solutions or action and evaluation of results”.
The discipline of social and welfare services as an area of systematic study is
comparatively new. Its main concern is to diagnose the social problems, identify
social inequalities and social injustice and to resolve and redress them; in this task
it has to depend upon the knowledge derived from other disciplines such as
sociology, psychology, philosophy, political science, economics and other social
sciences. [Link] view that social administration is not one more social science
with its own theory and body of knowledge, it makes use of the findings of any of
the social sciences which are relevant to its spheres including the solving of the
social problems, the implementation of social welfare. But its distinctive character
is that it combines and benefits from any of the conclusions of social sciences
which assist it and uses them as tools in the performance of the functions which
are its particular concern. Social problems which constitute the core of these
disciplines are constantly changing and assuming different concepts and
complexions in various societies and so far as the respective society’s perception
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and response to them, this discipline, therefore cannot be static and has to be
dynamic.
That social welfare administration is a new discipline is further substantiated
by the fact that it was only in 1946the American National Conference on social
work sponsored in a section on administration for the first time in it twenty two
years and included for its consideration such subject as process of administration,
dynamics of leadership, job satisfaction, public relations, civil services, programme
development, etc. Earlier in 1914, a course of social welfare administration was
established in some of the schools of social work and the interest in administrative
process had begun to grow in the wake of World War II due to the numerous
problems and tensions created by them. It has been realized that administrative
process is the very heart of social work education and process. Consequently, some
graduate schools of social work were designated as schools of social service
administration, at the University of Chicago and Arizona State University.
11.3.2 SCOPE OF SOCIAL WELFARE ADMINISTRATION
It is evident from the definitions of the discipline of social welfare
administration attempted above that its scope is very wide and the area
constituting the subject matter of its study are increasing every day due to the
emergence of new social problems in the dynamic society such as population,
militants activities, gas leak accidents, dowry deaths and drug addiction, etc. and
the consequent increasing responsibilities of the government and voluntary
agencies in finding solutions for them. The contents of social welfare administration
are of variegated nature and its tasks are numerous. It is primarily concerned with:
1) Social Problems: The diagnosis of their causes and their treatment through
social reform and social legislation; detection of the reason for the
ineffectiveness of laws enacted for combating social evils and vices and
suggesting measures to make them effectively mainly through the creation of
public consciousness and opinion in regard to the social problem.
2) Social Service: Social service aiming at the well-being of the general public
through the provisions of health education, housing, etc. and the upliftment of
the disadvantaged and underprivileged and vulnerable sections of society such
as women and children, the old and the infirm, the disabled and the
handicapped.
3) Social Security: Social security to compensate for the loss of income due to
unemployment, disability or death caused by accident and old-age through
social insurance and assistance.
4) Social Work: Social Work aims at helping people to solve their personal, family
and community problems through enhancing social functioning by methods of
case work group work and community organization and enabling processes of
research and administration.
5) Social Policy: Social policy delineating the aims and objectives and the goals
to be achieved for the welfare of the clientele concerned through social action.
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The discipline of social welfare administration being of inter-disciplinary nature

has to include in its scope:
i. The knowledge of other social sciences as well especially of philosophy,
psychology, sociology, political science and economics in order to
understand society and man in their totality and to make use of the
knowledge gained through these sciences to help solve problems of
individuals, families, and groups.
ii. The organizational and administrative structure of social services and
social welfare programme of various levels of government at federal
(central), state and local levels.
iii. Role of voluntary agencies, (non-government organizations0 in
supplementing the efforts of governmental agencies in providing social
services and social welfare services on their own or on being sponsored by
the government to implement its schemes through grants-in-aid, and to
study their organizations and effectiveness in carrying out their functions.
iv. Role of international social welfare agencies like United Nations economic
and Social council, Regional commissions, and specialized agencies like
ILO WHO, UNESCO, UNICEF etc. and International non-governmental
agencies like the Red Cross, OXFAM, CARE, Regional Associations like
SAARC and individual government organizations such as United States
Agency for International Development (USAID), Norwegian Agency for
international Development (NORAD); Overseas Development Agency
(ODA), etc. All interested in the promotion of the social welfare in
developing countries by providing financial and technical assistance for
their various welfare programmes.
v. Financial administration that includes all the processes involved in
collecting, budgeting, appropriating and expending public moneys;
accounting and auditing. A welfare state has to undertake numerous
activities for the welfare of its people for which it has to spend large
amounts of money. Financial management is to ensure that public funds
are properly utilized and there is no wastage. This is all the more
essential in the course of social welfare administration which has limited
financial resources to cater to its multiplying responsibilities and
functions of welfare.
vi. Personnel management that involves recruitment policies, job
specification, job classification, caderisation, training programmes, career
development, security of service, fixing professional standards, retirement
plans, right to form associations and unions to bargain collectively with
the management, staff evaluation etc.
vii. Public relations for dissemination of information among the people
through the press, radio and television about the social services and
social welfare programmes being carried on by the government and
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voluntary agencies and to project their favorable image, and to get a

feedback of the reactions and responses of the public and beneficiaries to
enable necessary modification in the welfare policies and programmes to
serve the clientele in better ways.
viii. Public participation in which the involvement of people and their
representatives is essential for the success of any welfare programme. The
confidence and trust of the people have to be won over by associating
them with the planning and implementation of policies and programmes
intended to their welfare.
ix. Tasks of administration that involves functional aspects of administration
as reflected in Luther Gulick’s terminology ‘POSDCORB’ representing the
activities of Planning, Organizing, Staffing, and Directing, Co-
coordinating, Reporting and Budgeting.
x. Research and evaluation studies which provide useful information on
different dimensions of social problems to facilitate effective planning,
policy formulation and implementation of programmes. Effective social
welfare work demands a good knowledge of the structure, life, work and
values of the local communities. This knowledge has to be precise in
context and needs to be based on proper scientific analysis and
interpretation if it is to be applied to teaching or to helping social workers
in their social work with local communities. This knowledge can not be
gathered with out well conducted social research.
Realizing the need of social research, Ministry of welfare sponsors schemes for
research and provides financial assistance to university, organizations and social
science research institutes for conducting action oriented research relating to
development of scheduled castes; it has also set up thirteen Tribal research
institutes in different parts of the county. These institutes substantially contribute
to development efforts and provide professional input in preparation of Tribal Sub-
pan Document. The Ministry gives priority to research projects of applied nature
keeping in view the plan, policies and emerging social problems requiring urgent
public attention such as destitution, child labour, drug abuse, needs of the aged,
etc. A standing Research Advisory Committee approves the research projects for
sponsoring.
11.3.3 PRINCIPLES OF SOCIAL WELFARE ADMINISTRATION
The term ‘administration’ in social welfare is used in several different
meanings. It is sometimes used so broadly as to be virtually synonymous with
operation as in the administration of social welfare, in other cases it is restricted to
the executive function or management. But actually it should be used broadly in
sense of supporting or facilitating activities which are necessary and incidental to
the giving of direct service by a social agency. The administrative activities of a
social welfare organization would thus range all the way from the determination of
function and policies, overall planning, executive leadership and professional
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supervision to routine operation such as dictating letters, keeping records and

accounts, and carrying on housekeeping and maintenance services.
Social welfare administration as a matter of fact is the art and science of those
governmental and non-governmental activities which are directed towards the relief
of distress, the care of dependent and neglected children, the treatment of criminals
and delinquents, and the care and treatment of the mentally ill. It is the application
of knowledge and skill of case work, law, medicine, management, public relations
and statistics to the solutions or mitigation of social problem of individuals and
groups. Once legislation is adopted providing social welfare services and directing
the appropriate authorities to set-up an organization, administration has its
beginning. In other words, administration comes in after the services have been
organized. It may be good administration or poor administration that depends upon
the knowledge, the ability and the sincerity of purpose of those responsible for
taking the first steps towards organization of social welfare agency. Matters of
major importance in administration are:
i. Personnel selection, classification and management;
ii. Management of funds;
iii. Communication;
iv. Professional services;
v. Records;
vi. Public relations; and
vii. Planning.
These constitute the contexts and scope of administration of social welfare
services. Social welfare administration suffers from the lack of any authority or
officially established set of administrative yard stick for all social agencies.
Nevertheless, following principles are generally recognized as seeing in accordance
with social welfare practice and experience and are observed by well administered
social agencies:
i. The objective and functions of a social welfare agency should be clearly
defined.
ii. Its programmes should be based upon actual needs; it should be limited in
scope and territory to a field in which it can operate effectively; it should be
related to social welfare needs, patterns and resources of the community; it
should be regarded as dynamic rather than static and the programme should
change to meet changing needs.
iii. The agency should be soundly organized; it should have a clear-cut distinction
between policy making and education; unity of command, that is
administrative direction by a single executive, logical allocation of functions in
accordance with a general plan of administration; clear and definite
assignment of authority and responsibility and effective coordination of all
organizations with and staff members.
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iv. The agency should operate on the basis of sound personnel policies and good
working conditions. Personnel should be employed on the basis of sound
personnel policies and good working conditions. Personnel policies and good
working conditions. Personnel should be employed on the basis of qualification
for their jobs; paid adequate salaries and they should be adequate in quantity
and quality of the needs of the agency.
v. The work of the agency should be characterized by a basic desire to serve
human beings; an understanding of the individuals whom it seeks to serve,
and of their needs, and a spirit of freedom, unity and democracy.
vi. All those who are connected with the agency in any capacity should develop
attitudes and methods of work which will build sound public relations.
vii. The agency should operate on the basis of an annual budget; it should have
adequate accounting systems and its accounts should be audited annually by
a competent disinterested professional authority.
viii. It should maintain it records in an accurate and comprehensive but simple
manner to be easily accessible when needed.
ix. Its clerical and maintenance services and facilities should also be adequate in
quality and quality and efficient in operation.
x. The agency should put itself to the test of self appraisal at appropriate
intervals to take stock of it successes and failures in the past years, its present
status and programmes, its performance as measured by objectives and
established criteria. Its strength and weakness, its current problems and the
next step if ought to take to achieve better performance in the service of its
clientele.
11.3.4 TASKS OF SOCIAL WELFAREADMINISTRATION
In addition to the elementary principles of social welfare administration as
mentioned above, the functional aspects of task of administration as contained in
the concept of ‘POSDCORB’ are also considered to be the basic postulates of the
discipline of social welfare administration. These are discussed as follows:
1. Planning
Planning is the formulation of intended future action. It involves the appraisal
of current conditions, identification of the problems and needs of the society,
determination objectives and goals to be achieved on short –term or long term
basis, and the delineation of programmes to be implemented to reach the desired
ends. Ever since the establishment of Planning Commission in India and the
introduction of planning process in 1951 social welfare policies, programmes and
the administration of machinery to implement them though had not been given
initially the consideration they merited but they have been given the place they
deserved subsequently in the various five year plan documents. During the last few
decades of planned development, social welfare has a plan component ha acquired
significance as is reflected in the plans.
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The first plan, for example, called upon the state to play an increasing role in
providing services for the welfare of the people. The second plan strews attention to
the factors responsible for the slow delivery of social welfare services to the
vulnerable groups of the society. The third plan stressed on women and child
welfare, social welfare of the handicapped and grants-in aid to voluntary
organizations. The fourth plan laid emphasis on the needs of destitute children. The
fifth plan aimed at proper integration of welfare of development services. The sixth
plan accorded high priority to the children welfare, within the overall frame of social
welfare, essentially to supplement the efforts directed towards human resource
development. The Eighth and Ninth plans included the extension of the existing
welfare programmes and inclusion of new programmes.
2. Organization
Organization is essentially the conscious integration of human effort for a
definite purpose. It is the systematic bringing together of interdependent parts from
a unified whole through which authority, coordination and control may be exercised
to achieve a given purpose. In the past social welfare was more or less a sporadic ad
hoc relief activity which could be administered without elaborate Organizational
structures. Whatever action was to be initiated could be managed through simple
informal mechanism operating at the level of the community or the clientele.
Another factor which contributed to the non formal, unorganized nature of social
welfare was its reliance on nongovernmental and voluntary action.
Unlike governmental operations which assumed massive bureaucratic
proportions demanding equally elaborate organizational structure, non
governmental action remained the main stay of social welfare and which by its very
nature tended to be less reliant on highly formal organized mechanism. But with
the expansion of social welfare programmes the number of persons affected and the
amount of money spent on the best organization has become indispensable.
Organization can be formal and informal. A formal organization implies a
planned system of co-operative effort in which each participant has a recognized
role to play and duties and tasks to perform. But informal relationships among the
persons engaged in social welfare is equally important to develop feeling of goodwill
and mutual trust among themselves to ensure the best possible implementation of
social welfare programmes. An organization insists upon certain principles for
effective functioning. It divides work among the members; it establishes standard
practices by working out detailed procedures.
It provides a communication system. It has a hierarchical or process with lines
of authority and responsibility running up and down wards through several levels
with a broad base at the bottom and single head at the top. It provides unity of
command which means that no individual employee should be subject to the orders
of more than one immediate superior to avoid confusion and blurring of
responsibility and it should recognize the distinction between the line and staff as a
working principle.
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3. Staffing
Assuming that a good organization exists, the quality and efficiency of
administration are conditioned by the suitability of personnel correctly placed in
the organization. Even poorly devised machinery may be made to work if it is
manned with well trained, intelligent, imagination and devoted staff. On the other
hand the best planned organization may produce unsatisfactory results if it is
operated by mediocre or disgraduated people. Staff thus constitutes an integral part
of social welfare organization, both governmental and nongovernmental. Their
problems of recruitment, selection and certification for appointment, classification,
training, determination of pay scales and other conditions of service, motivation
and morale, promotion, conduct and discipline, superannuation, their rights to
form association and trade unions need to be taken proper care so that they devote
themselves with their heart and soul in their respective assignments and built the
image of organization they serve.
4. Direction
Direction implies the issuing of necessary guidance and instruction for the
implementation of the programmes of an organization and the removal of any
difficulties which may arise in the execution. The directions relating to the
execution of a program also prescribe the rules of procedure to ensure efficient and
smooth working of an organization for the achievement of its appointed purpose.
Rules of the procedure also determine steps to be taken in processing of a request
or an enquiry in regard to particular activity of an agency.
In social welfare administration, directions are indispensable as these provide
guidelines to the officials in the delivery of welfare services to the beneficiaries and
also enlighten the law about the procedure to be followed for applying for a specific
kind of benefit they are eligible for. But rigid adherence to the procedure and
redtapism following there from causes unnecessary harassment and results in
prolonged delays in granting the deserved benefits to the needy people. The
tendency on the part of social welfare administration personnel to avoid taking any
decision on their responsibility and passing on the buck is malady of welfare
administration hampering effective service to individuals and communities and
needs to be guarded against.
5. Co-ordination
Every organization characterizes divisions of work and specialization. Its
employees are assigned respective duties and they are not supposed to interfere in
their colleagues. Thus in every organization an effort is made to avoid overlapping
and duplication of functions and to achieve maximum team work among the
various personnel of the organizational order to achieve its objectives. This
arrangement of ensuring co-operation and team work among the various personnel
in order to achieve its objective. Its purpose is to achieve harmony, unity of action,
avoidance of conflict etc.
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Co-ordination among various ministries and departments and voluntary

organizations concerned with social welfare can be achieved through
interdepartmental and intradepartmental conferences to which non-officials
representing various interests may also be involved for consultation. Co-ordination
may also be secured through institutional or organizational devices, such as inter
departmental committees and co-ordination of offices, standardization of
procedures and methods, decentralization of activities etc. The central social
welfare board established in 1953 consisting of officials and non-official, social
workers was designed to provide a mechanism of proper co-ordination between
voluntary organizations and government organizations engaged in social welfare
programmes.
The state social welfare advisory boards were also assigned the function of
coordinating welfare and developmental activities of the state government and the
central social welfare board to avoid duplication. But despite these institutional
arrangements to achieve co-ordination, the welfare programmes continue to suffer
from overlapping and duplication both in the government and voluntary
organizations jurisdiction. A clear cut demarcation of the spheres of activities of
both governmental and voluntary agencies, a policy of integrated development of
welfare services and the above all is stimulating leadership would go long way in
ensuring proper co-ordination for the maximum achievement of welfare objectives.
6. Reporting
Reporting means keeping both the superiors and subordinates informed of
what is going on and arranging for the collection such information through
inspection, research and records. Every social welfare programme has certain
targets and objectives to achieve. In a hierarchical system of organization, the chief
executive informs the persons at the lower levels about the policy, financial outlays
and the time frame for achieving the fixed objectives. The subordinates report to the
higher authorities periodically, monthly, quarterly or yearly, the progress achieved
vis-à-vis the targets, the amounts spent and the problems confronted if any and
seek their guidance in combating the problems.
Reporting is also made in regard to the discussions and conferences held
within the agency and on interagency basis from time to time to sort out various
issues. The higher authorities inspect periodically the subordinate offices to
appraise themselves to their functioning and to detect irregularities committed if
any and to suggest steps to avoid their reoccurrences. All social welfare agencies,
without any exception, submit their annual reports to the ministry/department
concerned and the later to the head of the state for information of the legislature.
The public gets informed about the activities of the welfare agencies through all this
different types of reports. Reporting thus constitutes an important ingredient of any
social welfare organization.
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7. Budgeting
Budgeting denoted the process by which the financial policy of public agency is
formulated enacted and carried out. In the days of laissez-faire, budget was a
simple statement of estimated income and expenditure. But in the modern welfare
state the activities of government are fast extending and they tend to cover almost
all aspects of social life. Government is now an agency for promoting general
welfare of the citizens by positive acts. Budgeting is therefore, now conceived as one
of the major process by which the use of public resources is planned and
controlled. Budget making is a prominent component of financial management and
it is followed by the formal act of appropriations, executive supervision of
expenditure, the control of the accounting and reporting system, treasury
management and audit.
Financial management also includes the mechanism and methods to ensure
that the funds provided for welfare programmes are used faithfully, economically
and intelligently; proper accounts are maintained and audit is conducted to ensure
that there have been no misappropriations, misuse of embezzlement of funds. It
has been observed that a major proportion of appropriation is pocketed by middle
men and very little of them reaches to beneficiaries for whom these are primarily
intended. Misappropriations and corruptions were also reported in case of
voluntary organizations. Physical administration therefore needs to be streamlined
to ensure that the funds earmarked for various programmes are properly and
honestly utilized.
11.3.5 ESSENTIALS OF SOCIAL WELFARE ADMINISTRATION
Social welfare administration refers to those activities which are undertaken
with regard to the systematic execution of social policy. It includes planning,
organization, staffing, directing and co-ordination. It is dynamic art of taking
human physical resources available and binding them to achievement of some
required goal. In the broader context, the aims of social welfare administration are
the progressive achievement of the justice, protection of disease and insecurity, the
adjustment and compromise of conflicting groups and interest, in short the
attainment of good life. A good social administration involves the following
essentials:
i. Specialized knowledge: Social welfare administration requires a specialized
knowledge. The administrator should possess sufficient knowledge regarding
the agency’s aims, programmes, methods of social treatment and social
resources. Such knowledge enables the administrator to perform his tasks.
Further, he should know the technique of management the principles
according to which co-operative programmes are carried to success.
ii. Humanitarian attitude: The administrative process of an agency is based on
its organization’s aim, structures aim and scope. The administrator should
have a humanitarian attitude towards his clientele’s needs.
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iii. Proper staffing: Social welfare administration needs proper staffing. In order
to carry out the various functions, appointments of suitable persons to various
posts under the organization is essential. By such appointments the
organization attempts to achieve a pattern of positions and responsibilities
which ensures unity of aim through supervision.
iv. Knowledge regarding social work principles: In public and private agencies,
the administrator should have knowledge regarding the social work principles.
Such knowledge enables him to achieve co-ordination and co-operation.
v. Division of labour: Division of labour is essential for proper administration.
The various functions of the agency should be divided between the various
members in such a manner so that each can make maximum contribution to
the task of the whole organization.
vi. Feeling of co-operation: There should be close co-operation between the
various levels of social welfare administration. Social welfare administration is
dynamic. The administrator has to deal simultaneously with individuals,
groups, communities and his colleagues of several levels. In each instance he
must accomplish to ability to manipulate individuals in an effort to solicit co-
operation.
11.3.6SOCIAL WELFARE ADMINISTRATION AS A PROFESSION
In early times, social welfare functions were performed by few individuals or
groups of individuals motivated by compassion, concern for the poor, the needy and
the destitute. They were lay men, embodiment of qualities of humanism and selfless
service to the community. But in modern times the concept of welfare state has
made the government all over the world conscious of their obligation to provide
maximum social welfare services to their people with a view to provide remedies to
social problems, and to secure social justice.
It is no longer accepted the any normally intelligent person with good
intensions can do welfare work. Social welfare departments and voluntary
organizations now require properly and trained social welfare personnel to perform
social welfare functions of various types in different fields from the field to the
highest echelon of administration; it is urged that for serving the people efficiently
and effectively it is necessary to professionalize and professionalisation can
increase the ability of social welfare personnel to solve the pressing social problems
confronting our society. Social Welfare scenario in India does not admit it to be a
profession in the true sense of the word, notwithstanding the fact that certain
elements of professionalism are discernible in it. It is argued that social welfare
functionaries are rendering welfare services in numerous fields like health and
family welfare of children and welfare of youths, women, the aged, handicapped,
scheduled castes and scheduled tribes and backward classes, etc. sponsored both
by the government and voluntary organizations and they are thus fulfilling the
social needs.
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That instruction and training in social welfare is provided at a number of

schools of social work and the institutions run by voluntary agencies; that the
social welfare personal have come to acquire an identity of their own as is evidenced
by the floating of their professional organizations like the Indian Council of Social
Welfare, the Association of Trained Social Workers, the Association of Schools of
Social Work in India and the publication of newsletters and journals by them.
Social Welfare therefore deserves to be considered as a profession. It has obtained
neither, social recognition nor developed a code of ethics grounded in a philosophy
of social work and social welfare. Some of the important characteristics like
licensing, certification, registration and regulation of professional practice specially
in private agencies have not been given due consideration. In view of these
deficiencies of the practice of social welfare, it can be designated as a new and
emerging profession which has still to go a long way to be recognized and accepted
as a full-fledged profession in India.
11.4 REVISION POINTS
Concept of Social Welfare Administration:
That social welfare administration is a new discipline is further substantiated
by the fact that it was only in 1946the American National Conference on social
work sponsored in a section on administration for the first time in it twenty two
years and included for its consideration such subject as process of administration,
dynamics of leadership, job satisfaction, public relations, civil services, programme
development, etc.
Social Welfare services of a country are the product of its social polices which
reflect the social goals and objectives it aspires to achieve social work aims at
enhancing, restoring or modifying the psycho-social functioning of individuals,
families, groups and community. Thus, social welfare encompasses social services,
social legislation, social work, social security and its two approaches- social
insurance and social assistance.
Scope of Social Welfare Administration:
The contents of social welfare administration are of variegated nature and its
tasks are numerous. It is primarily concerned with:
1) Social Problems: The diagnosis of their causes and their treatment through
social reform and social legislation; detection of the reason for the
ineffectiveness of laws enacted for combating social evils and vices and
suggesting measures to make them effectively mainly through the creation of
public consciousness and opinion in regard to the social problem.
2) Social Service: Social service aiming at the well-being of the general public
through the provisions of health education, housing, etc. and the upliftment of
the disadvantaged and underprivileged and vulnerable sections of society such
as women and children, the old and the infirm, the disabled and the
handicapped.
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3) Social Security: Social security to compensate for the loss of income due to
unemployment, disability or death caused by accident and old-age through
social insurance and assistance.
4) Social Work: Social Work aims at helping people to solve their personal, family
and community problems through enhancing social functioning by methods of
case work group work and community organization and enabling processes of
research and administration.
5) Social Policy: Social policy delineating the aims and objectives and the goals
to be achieved for the welfare of the clientele concerned through social action.
The discipline of social welfare administration being of inter-disciplinary
nature has to include in its scope:
Essentials of Social Welfare Administration:
A good social administration involves the following essentials:
i. Specialized knowledge: Social welfare administration requires a specialized
knowledge. The administrator should possess sufficient knowledge regarding
the agency’s aims, programmes, methods of social treatment and social
resources. Such knowledge enables the administrator to perform his tasks.
ii. Humanitarian attitude: The administrative process of an agency is based on
its organization’s aim, structures aim and scope. The administrator should
have a humanitarian attitude towards his clientele’s needs.
iii. Proper staffing: Social welfare administration needs proper staffing. In order
to carry out the various functions, appointments of suitable persons to various
posts under the organization is essential. By such appointments the
organization attempts to achieve a pattern of positions and responsibilities
which ensures unity of aim through supervision.
iv. Knowledge regarding social work principles: in public and private agencies,
the administrator should have knowledge regarding the social work principles.
Such knowledge enables him to achieve co-ordination and co-operation.
v. Division of labour: Division of labour is essential for proper administration.
The various functions of the agency should be divided between the various
members in such a manner so that each can make maximum contribution to
the task of the whole organization.
vi. Feeling of co-operation: There should be close co-operation between the
various levels of social welfare administration. Social welfare administration is
dynamic. The administrator has to deal simultaneously with individuals,
groups, communities and his colleagues of several levels. In each instance he
must accomplish to ability to manipulate individuals in an effort to solicit co-
operation.
11.5 INTEXT QUESTIONS
1. How Social Welfare Administration as a direct method in social work?
2. What are the objectives of Social Welfare Administration?
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3. Discuss the essentials of Social Welfare Administration?

4. Explain the scope of Social Welfare Administration
11.6 SUMMARY
By social welfare administration we mean that process which is used in the
organization and administration of public and private services. It includes those
activities which are undertaken with regard to an individual, group and
community. In other words, social welfare administration is a process of
organization, direction of social institution. Under this process those aims to
determine which an agency or institution has to achieve. In this context social
development includes services of health and nutrition, education and training,
social probation and shelter needed to improve the human conditions. Social
Welfare services of a country are the product of its social polices which reflect the
social goals and objectives; it aspires to achieve social work aims at enhancing,
restoring or modifying the psycho-social functioning of individuals, families, groups
and community. Thus, social welfare encompasses social services, social legislation,
social work, social security and its two approaches- social insurance and social
assistance. To achieve aims and objectives of social welfare, government formulates
social policies and in pursuance enacts social legislation, delineates various
projects, schemes, programmes, makes financial, allocations and provides
organizational structure and administrative apparatus in the form of ministry
department, corporations, agencies and solicits the support of cooperation of non-
government organizations (voluntary agencies) for the implementation of various
programmes.
11.7 TERMINAL EXERCISE
Short Answer Questions
1. Define social welfare administration?
2. What are the essentials of Social Welfare Administration?
3. Write the principles of social welfare administration?
4. Discuss the concept of POSDCORB?
Objective Questions
1. Social Welfare Administration is aimed at
a) People welfare
b) General welfare
2. Social welfare administration is concerned with
a) Administration
b) Politics
3. Social welfare Administration is a
a) process
b) is an end in itself
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4. The basic aim of social welfare administration is to cater

a) Community needs
b) Social needs
11.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social service activities. Records and
Reports of social Welfare board etc.
11.9 ASSIGNMENTS
1. Write social welfare as indirect method in social work education
2. Write the scope of social welfare administration
11.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Sachdeva, D.R., 1992. Social Welfare Administration in India, Published by
Kitab Mahal, Sarojini Naidu Marg, Lucknow.
2. Sanjay Battacharya, Social Work an Integrated Approach, Deep & Deep
Publication, New Delhi.
3. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
4. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press.
11.11 LEARNING ACTIVITIES
1. Social Welfare Administration is the process of transforming community
resources into a programme of community service, in accordance with goal,
policies and standards involved in enterprise
2. To increasing responsibilities of the government and voluntary agencies in
finding solutions in solving the emerging social problems
3. Social welfare encompasses social services, social legislation, social work,
social security and its two approaches- social insurance and social
assistance.
4. Social welfare administration is a process of organization, direction of social
institution.
5. Social welfare administration as a matter of fact is the art and science of
those governmental and non-governmental activities which are directed
towards the relief of distress, the care of dependent and neglected children,
the treatment of criminals and delinquents, and the care and treatment of
the mentally ill.
11.12 KEY WORDS
1. Social Welfare
2. Social Security
3. Humanitarian attitude.

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UNIT–IV : FIELDS OF SOCIAL WORK

LESSON – 12
IMPORTANCE OF FIELD WORK FOR SOCIAL WORK
12.1 INTRODUCTION
Field work is considered to be integral part of social work education by all the
schools of social work in India. It is field training that distinguished social work
education from other social sciences. In fact, social work education has started in
the world in the form of apprenticeship. The credit goes to the charity organization
society of America which initiated to consider social work as profession in the year
1898 the charity organization society started social work education for giving the
job training to newly recruited personnel. There were no theory classes and it was
just five weeks programme aimed at the practical training of the newly recruited
personnel. The trainee personnel selected for the course were asked to observe the
job of their senior colleagues during the office hours for learning in practical
situation. In the beginning of this course there were neither the theory courses
conducted for the candidates nor the assessment of their performance was based
on the theoretical understanding.
12.2 OBJECTIVES
 To study importance field work in social work significance of field work for
effective practice of social work working with individuals, groups and society.
 To study how training provides and equips social worker for effective
practice of social work skills and methods.
12.3 CONTENT
12.3.1 Field Work Training
12.3.2 Nature and Concept of Field work
12.3.3 Content of Field Work
12.3.4 Components of Field Work Training
12.3.5 Problems in Field Work
12.3.6 Innovations in Field Work
12.3.7 Traditional Vs Developmental Field Work
12.3.8 Integrated Methods Approach
12.3.9 Holistic Approach
12.3.10 Placement in Communities
12.3.11 Models of Social Work Practice
12.3.1 FIELD WORK TRAINING
The field work education emerged out of the practical field training. Mary
Richmond, a pioneer lady in social case work, tried to project the concept and ideas
of social work education. A lady who was an official in the Charity organization
society could be well considered as successful projector of social work education.
Thus, since its beginning the field work training in social work education is
considered to be a major part of social work education.
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Field work Training:

A link between the theory and practice:
Field work training helps the social worker to bring theory of the profession into
practice. As we know that the principles and methods of social work cannot be
taught in a vacuum. Its study cannot be confined to only a set of people like
intellectual and the theoretical knowledge developed in the classroom has to be
necessarily augmented by a practical programme of field work. This would enable
the social work trainees to visualize the realistic approach to the many problems to
be met with in the field. Social workers, on the other hand are not merely
ornaments, they are functionaries, agents of social change and the persons dealing
with human problems. They have to move with the people, understand their
problems and the agencies which are seeking to find the remedy to the problems. In
other words, what is learn in class room could be verified in practice through field
work and thereby learn from the people and their responses toward the profession.
Thus, the field work link the theory and practice and corrects the imbalances, if
any, existing between them for the growth of the profession.
12.3.2 NATURE AND CONCEPT OF FIELD WORK
Field work implies both training and education. The distinction between the
two is that while training is repetitive and skill oriented, education is more broad-
based and it is imparted with a perspective. It consists of knowledge of different
situations and is a creative innovative and dynamic process. It fosters development
of intellectual and emotional processes and attitudes.
Field work training started as a field instruction with apprenticeship in social
agencies. The tasks given then were similar to the craftman’s task and there was
dichotomy between administrative skills. Field work training could be well
considered learning through doing. Dewey’s idea of learning through doing has had
a primary influence in the concept of field work. Field work seen as an integrating
factor, which acts s a balance force between the theory and practice. It is of crucial
significance in the training programme of social work education. It blend theory
practice, facilitates fusion of thinking with doing combines philosophy with action,
integrates understanding about people and methods of helping them. Its techniques
draw heavily on scientific knowledge about people and social phenomena. It is
functional in nature and technical in process. It involves an educational process
that fosters learning in students. It is an integrated approach that goes
concurrently with the class room instructions
Field work, therefore, is a way to translate knowledge through certain skills and
techniques into action. The importance of field work training in professional social
work education is consequential because of its nature of dealing with the problem
practically. Annette Garrett has written that there are reasons why an extensive
well planned field work programme is inevitable. Mere class room lectures are not
enough for learning situation in any professional education. The importance of field
 140

work becomes vital when deals with the dynamics of human personality in the
context of individual needs.
It is evident that field work varies in quality and quantity. The duration of time
is one factor ad the amount of work in the other. It is not merely visiting an agency
or observing what goes on in the social agency. Field work training is always
imparted under the table guidance and supervision and also under the supervision
of experienced professional social worker in the agency. The learner/ trainee is
helped through supervision and also under the supervision of experienced
professional social worker in the agency. The learner/trainee is helped through
supervision to help himself for working in a complex, intricate, and composite social
environment. It would definitely be unwise to think of theory as being taught only
in the class room and practice of theory as being done only in the field. To
recapitulate in the words of Annette Garrettee, theory without practice is empty;
practice without theory is meaningless on the degree of professional involvement of
the social work trainee in the situation of agency and field. Hence, identification of
social work trainee with field and agency is another objective which field work aims
at.
Thus the ultimo of the field work training calls for self awareness on the part of
the supervisor to recognize his own strengths and weakness and to work in the
interest of the supervise the agency and the school.
12.3.3 CONTENT OF FIELD WORK
The social work teachers and the heads of the departments are always asked by
the students and agency supervisors for the specific content of field work and the
programmes of field work training. But in rare cases the specified field work
training programme is designed by the schools of social work. So the trainees go to
the agency with bare hands.
Thus, the content of field work requires certain phases which are common to
both the fields the fields and methods of social work. it is has been noticed that the
content of field work training for case work training ultimately needs a special
programmes at the different from the content of field work training in the
community setting. And the content of field work training for case work will be
entirely different from the content of field work training in the community setting.
And the content of field work training for case work will be different from the group
work. In case of specialization the content of field work has to be different. The
training programme in the area of labour welfare and personal management will be
entirely different from the content of field work training in the community setting.
And the content of field work training for case work will be different from the group
work. In case of specialization the content of field work has to be different. The
training programme in the area of labour welfare and personnel management will
be entirely different from the field of family and child welfare. Thus the training
programme depends upon the field and the method of training.
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12.3.4 COMPONENT OF FIELD WORK TRAINING

The social agency, the student and the supervisor (teacher, supervisor and the
agency supervisor) are the three important components of field work, situation. The
student is a learner and operates between the client or group and the agency and
the field supervisor. The agency and the field supervisor aim at the training of the
student. It is the agency which provides an opportunity to the trainees to exercise
theory and principles of social work taught in the class room.
Social agencies play a vital role in field work training programme. These
agencies are the real workshops where the placement of the trainee students
presupposes that the student under training requires maintaining sound and
healthy relationship with the social agency as well as with the agency personnel.
Most often, the supervisor in the agency is most important person with whom the
trainee will have to deal with all the while. But it does not mean that the
relationship of the student is limited to only with the field supervisor. The agency
staff is equally important with whom the student will have to keep contact and
relationship in one or the other situation. In fact, the placement of the student is
with the agency, is as whole, but not just with field supervisor. This sort of healthy
relationship could only be maintained through the school of social work from which
the student is placed in the agency. The school and the agency help the trainee
student to fit in with the agency setting. Thus, these three components of field work
training are in no way altogether different but, rather, intricately interrelated with
one another.
12.3.5 PROBLEMS IN FIELD WORK
There are many problems of field work training in the Indian Schools of Social
Work. These problems begin with the placement of the students and ends with the
evaluation of the field work performance. Finding suitable agencies, lack of
professional man both in the schools and the agencies, the content of field work
and its suitability to the agency setting, the evaluation of the student’s performance
in field work, etc. are the few noteworthy problems of field work setting.
Following are the few problems in field training of the students:
The placement of student in a social work agency or in an industrial concern,
in the community setting or in any such other related area; itself is the first difficult
task. It is because most of the schools do not consider many criteria for placement
of the students. Most often they are placed either at the discretion of the
teacher/schools or as per the need of the social agency. Neither the interest,
background, learning needs and attitudes, potential of the students nor the needs
and policies of the schools and social agencies are considered while placing the
student in the agency.
The proficiency of the students in local language, agency’s request for male or
female students, distance of the agency are also neglected aspects in placement of
the students. Getting suitable agency for the placement of the student is another
problem. Suitable agency in the sense that the availability of the trained agency
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supervisor, the opportunities for learning, the co-operation and the interest of the
agency personnel in training the students etc. could be well cited as the examples.
Most often the agency supervisors are rather pessimistic in training the students
thinking that why they should train the students? The agency is the most valuable
components of field work training thorough which the student could learn in
practical situation. The better agency will impart qualitative training and will yield
better performance.
The fourth problem of field work training in India is that many of the agencies
and schools of social work are headed by the untrained persons in social work. This
has spoiled the very concept of field work, training. It is the experience of the
students that the untrained heads of the social work agencies ask the students
either to assist in the official work or to just read the books and other reading
materials available in the agencies. Equally, the untrained heads of schools of
social work, would like to implement their own idea and policies in the field work
training process.
The most serious problem in non-availability of the practical syllabus/chart of
field work training. Even if it is there in some schools of social work in India it lacks
the clarity in the content of the field work training. Almost all the schools of social
work, except few, in India did not concentrate on the content of field work training.
The students simply goes to the field work whatever is given by the agencies.
12.3.6 INNOVATIONS IN FIELD WORK
There are some dilemmas and dimensions in field work training in social work
education. It is because we have progressively moved from case work, to group
work, to community organization, to social action. The very basic question arises
that does these traditional social work skills are adequate enough to deal with the
situation where the problems relate not to individual clients but to whole segments
of society.
During the last six decades and odd social work education has undergone
various modifications and changes along with the field work training.
Consequently, field work and its importance have grown considerably in the minds
of social work educators. Field work is regarded at least of equal if not more
importance than class room teaching of theory. Social work education becoming
increasingly important by the need to reorganize, modify and strengthen its goals in
social relevance and find new avenues in field work practice.
It is crystal clear that that field work training in social work education is
differing from other social sciences. Field work in social work education has got
specific educational and service objectives which are related to the areas of
knowledge, skills, attitudes, perspective and action within a dynamic theoretical
frame work. Thus, training for professional social work is both teaching (knowledge)
and service (achievement) oriented. Therefore, field work training is social work
education is of unique in nature and has got its own specific goals and techniques
to deal with.
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12.3.7 TRADITIONAL VS DEVELOPMENTAL FIELD WORK

A new concept has been evolved in the field work training called Developmental
field work. But there is a great confusion about the concept of it. And therefore it
needs a clarification about the concept of developmental field work. Developmental
field work is need oriented rather than problem oriented. It considers the needs of
the community in a holistic way. Holistic approach is another significance of
developmental field work. However, it should be made clear that developmental field
work should not be considered as against traditional field work.
Developmental approach is need-oriented rather than problem oriented. It is
holistic, has a broader, national, macro and long term perspectives, has
anticipatory and preventive aspects; it laid emphasis on class in preference to case,
it is promotional and it encompasses social action and social change components.
Developmental approach focuses on the weaker sections of the society and helps
them to get just, rightful and equal shares in the opportunities, resources and
services available therein. For example the practice of social work health services
and delivery server system on a whole may be cited as an example of developmental
field work.
The short of considerable changes and growth in social work education
inevitable and calls for the new innovation in field work practice which will be
based on the ideal and vision that the school of social work has for the society and
its system in which it has to pay a significant role to bring a structural change and
development. Therefore, social work teachers and the practitioners have to be
awakened to the realities of the existing social system and thus the field work must
have to be co-related the significant
Rationale planned educational activities; reflection and redesigning of
programme as concurrent process to meet need. Rationale planned educational
activity; reflection and redesigning of programme as concurrent process to meet
need. Rationale planned educational activity, reflection and redesigning of
programme as concurrent processes to meet need.
Rational, planned educational activity, reflection, relationship of the planned
activity with other programmes, its linking with allied needs and resources, and
redesigning of programme with grass root involvement as continuing processes to
meet the needs of vulnerable groups. It is only in the past pattern that the ample
scope of combine the traditional and the developmental perspectives in field work
practice. However, in pattern.2,3 and 4 traditional (and even development)
perspective can be build as an educational experience with a service orientation.
The new perspective involves three processes. They are reflection, defection and
projection. Reflection is of the past and present. Defection lies n discerning the
differences between the reality and the ideal. Projection is the process of how, we as
individuals or groups of professional social workers are going to make some
significant change.
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12.3.8 INTEGRATED METHODS APPROACH

The beginning days of field work training in social work education have had the
very practice of traditional compartmentalization of the assignment and task to the
trainees in the basic methods courses of case work, group work, and community
organization. During the old practice the students were expected to have some
cases to deal, a group to handle and, with or without an exposure to some
community work. But this sort traditional practice is rather irrelevant in to day’s
context of life style and social system which serves no purpose at all. Thus they
were just remained as mechanism of convenience to serve the educational
requirements of the students under training.
12.3.9 HOLISTIC APPROACH
The concept of rigid requirement of handling some cases or a group is
traditional one. The trainee social worker placed in an agency for field work need
not take a case for study and decide the method he can use before the analysis the
problem and then determine which method he would use. The problem that is to be
handled by the students needs to be highlighted at the macro level, and also at the
micro level. Thus the system at large that includes the individual, group and
community has to be considered holistically in dealing with the case. Therefore, the
training system need not restrict itself with the three basic methods of social work.
Thus the student under training may be given an opportunity to learn to work at
different level of social work intervention.
Training in Crisis Situation
Social work intervention in crisis situation is another method of social work
practice. The social work students may be systematically trained in dealing with
various crisis situations. The typology of crisis identified four types namely,
situational crisis, developmental crisis, family crisis, and community crisis. The
social work students may be given an opportunity to deal with various problems
through the very system of crisis intervention. Crisis is nothing but a training point
in the life of an individual through, circumstance that may be either environment or
familiar.
12.3.10 PLACEMENT IN COMMUNITIES
The placement of the students of social work by the schools of social work may
be done in the open community setting directly with or with out attaching to the
any voluntary organization that is dealing with such community. In this open
community setting students should be given an exposure to the various problems
which would certainly help him to practice in integrated. The innovation
practice/training models like crisis intervention, integrated approach, holistic
approach, developmental field work could also be covered in the community
placements.
The placement of the students in community settings helps the student to see
the problems at the micro level. It would certainly lessen the dependency of the
schools of social work on the structured agencies. Structured agencies have got
 145

their own peculiar problems and limitations unto themselves which would, rather,
be the obstacles in training students and the beginning of the 21st century badly
needs the development approach not the traditional one.
Community work in slums and villages must be viewed as crucial method of
intervention in social work. If professional social worker has to make an impact
then it is vital to move away from the ‘community center’ service delivery approach
(where the services to clients absorb major practice, time and skills) to be the
process of peoples involvement in development with social justice.
12.3.11MODELS OF SOCIAL WORK PRACTICE
The schools of social work of Jamia Millia Islamia have worked out three
models of social work practice in the innovative community setting they are:
1) Neighborhood Development;
2) Systems Approach;
3) Structure Change Approach or Politicization.
Each of these models has its own set of goals, assumptions, strategies and
other dimensions.
The Neighborhood development model aims at the importance of direct
community participation to enhance their capacity to carry out their own
development. Health system, education system, may be cited as the examples of
systems approach. Politicization presupposes a ‘disadvantaged’ population group.
Labour union related groups. Women’s liberation groups may be cited as examples
of structural change approach model.
12.4 REVISION POINTS
1. Field Work Training:
Field work training helps the social worker to bring theory of the profession into
practice. As we know that the principles and methods of social work cannot be
taught in a vacuum. It study cannot be confined to only a set of people like
intellectual and the theoretical knowledge developed in the classroom has to be
necessarily augmented by a practical programme of field work.
2. Content of Field Work:
The social work teachers and the heads of the departments are always asked by
the students and agency supervisors for the specific content of field work and the
programmes of field work training. Thus, the content of field work requires certain
phases which are common to both the fields the fields and methods of social work.
it is has been noticed that the content of field work training for case work training
ultimately needs a special programmes at the different from the content of field
work training in the community setting. And the content of field work training for
case work will be entirely different from the content of field work training in the
community setting.
 146

3. Innovations in Field Work

There are some dilemmas and dimensions in field work training in social work
education. It is because we have progressively moved from case work, to group
work, to community organization, to social action. The very basic question arises
that does these traditional social work skills are adequate enough to deal with the
situation where the problems relate not to individual clients but to whole segments
of society.
4. Placement in Communities:
The placement of the students of social work by the schools of social work may
be done in the open community setting directly with or without attaching to the any
voluntary organization that is dealing with such community. In this open
community setting students should be given an exposure to the various problems
which would certainly help him to practice in integrated.
5. Component of Field Work Training:
The social agency, the student and the supervisor (teacher, supervisor and the
agency supervisor) are the three important components of field work, situation. The
student is a learner and operates between the client or group and the agency and
the field supervisor. The agency and the field supervisor aim at the training of the
student. It is the agency which provides an opportunity to the trainees to exercise
theory and principles of social work taught in the class room.
12.5 INTEXT QUESTIONS
1. What is the importance of field work in Social Work?
2. Discuss scope of training in social work education?
3. What is the role of supervisor in field work training?
4. Write about field work training for the student?
12.6 SUMMARY
Field work, therefore, is a way to translate knowledge through certain skills and
techniques into action. The importance of field work training in professional social
work education is consequential because of its nature of dealing with the problem
practically. Annette Garrett has written that there are reasons why an extensive
well planned field work programme is inevitable. Mere class room lectures are not
enough for learning situation in any professional education. The importance of field
work becomes vital when deals with the dynamics of human personality in the
context of individual needs. It is evident that field work varies in quality and
quantity. The duration of time is one factor ad the amount of work in the other. It is
not merely visiting an agency or observing what goes on in the social agency. Field
work training is always imparted under the table guidance and supervision and
also under the supervision of experienced professional social worker in the agency.
The learner/ trainee is helped through supervision and also under the supervision
of experienced professional social worker in the agency.
 147

12.7 TERMINAL EXERCISE

Short Answer Questions
1. Write about importance field work training?
2. What are the innovations in field work training?
3. Discuss the role of supervisor in field work?
4. How placements are useful for the students in filed work?
Objective Questions
1. Field work training helps
a) Social worker b) Community worker
2. Training helps to bring Social Work
a) Theory into practice. b) Practical exposure
3. Placement of students at community helps in
a) Study micro issues b) Macro issues
4. A new concept has been evolved in the field work
a) Developmental field work b) Professional field work
5. Placement for social workers are made in
a) Communities b) Agencies
12.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social service programmes. Self help
group concepts, Successful stories of communities with community and
extension work, etc.
12.9 ASSIGNMENTS
1. Discuss significance of Field work is social work education.
2. Write the models of social work practice?
12.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Washington: Public
Affairs Press.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
12.11 LEARNING ACTIVITIES
1. Develop social work theory into practice for effective services
2. Use principles and methods of social work in working at different setting
3. Mobilize the resources towards the community for effective programme
development
4. Try to work with the un reached people in the community
5. Forming groups for effective group work
12.12 KEY WORDS
1. Placements 2. Probation 3. Training.

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LESSON – 13
FIELDS OF SOCIAL WORK: FAMILY AND CHILD WELFARE
13.1 INTRODUCTION
The family is the basic unit of our society. In the family individuals receive
most of their personal satisfactions, and perhaps most important the personality of
the child is formed. It is within the family that the sexual relations are regularized;
children are given nurture and education; and food, clothing, and the dwelling
place for its members are provided. In illness the family renders care. It is the
center of warm affection for its members. Regardless of the social changes of
modern, industrial society, family life has values of most individuals that cannot be
found elsewhere. It is desirable, in terms of these values, to the individual members
of the family as well as to society, that family life be protected and strengthened.
Family services of social agencies has the purpose of preserving health family life,
the aim of family case work is to assist the individuals in the family to develop their
capacities in order to lead personally satisfying and socially useful lives.
Care for orphans and abandoned children, is one of the oldest forma of charity.
It was originally carried out by the church. Recognition that a child in need of a
different type of care from that of adults is only a recent development, and the
modern term of “child welfare’ has assumed a boarder meaning. It is not only
concerned with the care of destitute neglected, deserted, sick, handicapped, or
maladjusted and delinquent children. It is understood that ‘child welfare’ also
incorporates the social, economic, and health activities of public and private welfare
agencies, which secure and protect the well-being of all children in their physical,
intellectual and emotional development.
13.2 OBJECTIVES
 To study, family and child welfare as significant fields in social work
education.
 To study the services extended by the family and child welfare services its
importance in working with individuals, groups, communities in social work.
13.3 CONTENT
13.3.1 Family Service Agencies
13.3.2 Fee charging in Family Service Agencies
13.3.3 Principles of Family Service
13.3.4 Special Services in the Family Welfare Field
13.3.5 Legal Aid Services
13.3.6 Children Needs for Special Services
13.3.7 Welfare and Health Services for Children
13.3.8 Foster Family Care
13.3.9 Adoption
13.3.10 Children in Institutions
13.3.11 School Social Work
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13.3.1 FAMILY SERVICE AGENCIES

Social anthropology has described the influence of tradition, habits, customs
and the pattern of social organization upon the behaviour of human beings.
Sociology recognizes these factors as essential determinants in human values,
ambitions, and reactions. Knowledge of the decisive role of culture in the formation
of the human personality in family case work, because the individual may be
understood at times in terms of his environment. The role of family in society
however, is not static. In predominantly industrial, urban society, many features of
the earlier rural family have changed. Whether we consider the changes of our
pattern of family life either a “progress” or “decline”, compared with the quiet
satisfaction of earlier rural family life, these changes undoubtedly have created
many serious problems which afflict the members of the families concerned. Our
present ‘conjugal family’ or ‘family of procreation’ consists of two marriage partners
and their children. There is no strong connection with the parental families of both
partners, their “families connection with the parental families of both partners,
their families of orientation,” nor with other relatives which frequently causes an
isolation of the family.
The difficulties which arise in the life of the family are of great variety. There
may be lack of harmony between husband and wife, emotional instability of either,
economic problems caused by failure of good home management, or small income;
or they may be caused by unemployment, sickness, accidents, health problems,
lack of support, or desertion of the breadwinner. We find problems, in relations of
parents, or adults, with children, sometimes leading to neglect or cruelty, housing
problems, financial needs of he mother to obtain work and to place the children, or
delinquency or other maladjustment of the children. Personal and family difficulties
are usually caused by a combination of various elements, frequently involving
several members of the family and based upon social, economic, emotional, and
physical factors. Therefore, and improvement in unsatisfactory family situation may
be obtained by explaining to the members of the family the reasons for their
difficulties and the need for changing their emotional reactions and behavior.
Changes in the environment or in the economic conditions in which the family lives
may help to improve relationships between the family lives may help to improve
relationships between its members.
Both public and private social agencies frequently offer family services. In
public welfare agencies, family casework, as a rule, is offered in connection with the
granting of public assistance, particularly in the program of aid to dependent
children. But only a few, well-organized public welfare departments have
introduced a special family case work unit aid to applicants independent of any
consideration of their economic need. Financial help for the maintenance of a family
case work unit to aid applicants independent of any consideration of their economic
need. Financial help for the maintenance of a family in need is accepted function of
the public welfare department, provided that the family meets the legal eligibility
requirements for assistance. Although private family service agencies are mainly
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asked for help in personal and emotional problems, request for financial aid is given
to clients where it is necessary to implement other services given by the agency
(case work, counseling, legal advice), and where financial assistance is an integral
part of the family case work process. Such support may be necessary for clients
who feel they cannot apply for public relief, who are not eligible for it, or who need
it while their case is being investigated by the public welfare department. Financial
help is given in emergencies for the maintenance of the house hold before public
assistance can be obtained, and for recreational or educational purposes for which
public assistance can be obtained, and for recreational or educational purposes for
which public funds might not be available. Among the clients who need material
help, particularly, are non residents, families who have not gained settlement rights
and therefore are not eligible for public assistance.
13.3.2 FEE CHARGING IN FAMILY SERVICE AGENCIES
Family welfare agencies, in general, provide their services to the clients without
charge. It has been known for some time, however, that some clients want to pay
for case work service and counseling. They feel that they can afford to pay for such
professional service in the same way as they pay their doctor or lawyer, and they
express their preference to pay for casework, rather than to have to ask for free
service. Family service agencies which offer such paid services us a gradual scale so
that the client pays a fee according to his financial ability. The agencies have made
it possible, thereby, for a type of client to use case work who, otherwise, never
would have been willing to seek counsel from any charity agency. This type of client
include bankers, merchants, factory workers, engineers, teachers white-collar
employees, artisans, and craft men.
There are about 273 fee-charging family service agencies in the country, most
of them in large cities. Case work with paying clients include all aspects of social
problems, personal, emotional, and family difficulties, employment questions,
placement of children in summer camps or in schools and of adults in rest homes,
sanatoriums, old age homes, and mental institutions. Most family service agencies
are satisfied with their clients reactions about fee changing and consider this form
of service a real contribution to the needs of the public. In a few large cities, some
individual social workers, usually well experienced and trained are engaged in
casework as a personal, professional activity without connection with a social
agency, sometimes under the title of ‘personal relations counselor’.
13.3.3 PRINCIPLES OF FAMILY SERVICE
The goal of family case work in social agency is to aid the individual client and
the members of his family in achieving harmonious relationships in their family life.
In recent years, there has been a growing emphasis on education as a process for
strengthening the relationships of the members of the family, their mutual
affection, and cooperation. Some of these activities have been called ‘family life
education’ and have been carried on by social workers in family service agencies.
These agencies share, however, the effort for a family protection with programmes
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for adult education, parent –teachers associations, discussion groups of young

married couples, and church and mothers clubs. The family service association
defines it as a ‘process by which people ae helped, through group discussion, to
broaden their understanding of family relationships’. The specific role of the case
worker here is to devote full interest to the individual who is in anxiety or trouble,
and to be aware of the resources of the community which may help in this process.
In our urban-industrial civilization, the family has assumed a highly
individualistic pattern which often has not been conductive to the happiness of all
its members. Marriage counseling is, in most family service agencies, one of the
essential activities of the case workers assignment. It regularly includes premarital
guidance, where in the case worker helps the two marriage partners to decide
whether or not their plan promises happiness to both of them in their social,
sexual, and cultural relationship, especially with regard to economic and
occupational conditions, employment of the wife, relationship to parents and
relatives of both partners, and health and behaviour problems. In both premarital
and marital counseling, regarding conflicts of husband and wife, the case worker
may be advised them to consult clinics and physician, whenever medical and
psychiatric problems seem to be important for their decisions. She suggest the use
of a mental hygiene clinic or a psychiatrist if sexual maladjustment and behaviour
patterns make it advisable to explore the chances of successful therapy. Family
case work attempts to settle conflicts between parents and children in which the
rights of children to their own choice of play, companionship, and activities are
recognized in accordance with their age. In some instances, the family service
agency shares the responsibility of premarital, marital and child counseling with
other community facilities engaged in this work.
The main element in family case work is the counseling of all members of the
family in order to prevent individual and family disorganization, mutual hostility,
unhappiness, and breakdown. If differences of opinion, apathy, or anxieties
develop, the family case worker tries to help the members of the family understand
one another better and to create among them the desire of mutual assistance to
over come these threats to their successful family life. This service is given to people
who are willing to use it constructively, whether or not they are in economic need.
Modern family service is convinced that most clients will make real use of a
plan of rehabilitation only when they themselves share in the planning, and when
their desire for self support and responsibility for their life if fully considered. In
order to carry on such a plan, the social caseworker frequently helps to straighten
out differences and tensions within the family, and to change the environment or
health situation by arranging financial assistance, finding housing at reasonable
cost, a satisfactory job, and securing necessary medical or psychiatric treatment
through the use of community facilities, hospitals, and clinics.
The characteristic problems which families face today are based upon
economic, environmental, health, and psychological conditions. Economic suffering
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is very often caused by illness in the family which as result, also causes great
anxiety and personal difficulties. It is especially unfortunate that the achievements
of medical science are not always readily available to patients of modest means or
low income. Unemployment, changes of jobs, and low wages also may impair a
normal happy family life. After World War II, adequate housing was in many areas,
difficult to obtain, particularly for families of minority groups and families with
several children and low income. Young couples were sometimes forced to live with
parents and in-laws, and to give up their independence and privacy. The
expectations and dreams of other families for a fine house, garden, car and
television set were frustrated and contributed to dissatisfaction and emotional
disturbances.
13.3.4 SPECIAL SERVICES IN THE FAMILY WELFARE FIELD
Service to the aged: The number of aged people, in relation to the entire
population is steadily increasing in all countries. This connection has called
attention, to their needs. In 1850, only 2.6 percent of the population was sixty – five
years of age or order; in 1950, 7.7per cent and in 1958, 8.6 percent had reached
this age. The average life expectancy had advanced form forty years in 1850, to
forty-nine years in 1900, to sixty years in 1930, to sixty-three years in 1940, and to
seventy years in 1959. Improved living conditions and sanitation, easier work and
shorter hours due to machinery and advances in medical science, nutrition, and
health education have contributed to these longer life spans. But, our society has
not yet succeeded in filling, sufficiently, the lengthened life of older persons with
useful activities and cultural satisfaction.
Our methods of public assistance and social insurance, industrial pension
plans, and private insurance provisions have emphasized securing economic
protection for older people who cannot work any longer. But social workers, have
become aware of the fact that the ‘senior citizens’, living in enforced retirement,
often not only suffer from chronic diseases and frailties of their age, but also form
the unhappiness caused by their feeling of uselessness, loneliness, or despair. In
addition, family welfare and social group work agencies are in full agreement that
the communities have to pool al their resources in order to offer older persons more
than the bare necessaries of life – food, clothing, shelter and medical care. ‘Senior
citizens’ need understanding, sympathy, companionship and acceptance in the
community in order to continue a way of life that gives some amount of satisfaction.
When an old person loses the ability to take care of himself, an his own family is
not able t care for and nurse him a protective environment has to be found for him.
The services of the community must be mobilized for helping the aged to meet their
personal, economic, medical, and social needs, and to offer cultural, educational,
recreational and vocational projects for the lonely and unemployed.
Private home for the aged frequently maintained by charitable organizations,
sectarian agencies, and fraternal orders are applying more and more, the payments
of social insurance and public assistance benefits of their residents for their care
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and maintenance. Since, in old age assistance, the need of the individual has to be
proved, most old age homes have changed their former policies and requirements,
when a resident is admitted, the payment of lump sum in order to secure lifetime
care. Instead, they have introduced boarding contracts which include provision for
monthly payments for the services rendered by the home. Advantages of this policy
are the institution is no longer compelled to keep a resident himself is not
compelled to stay on, if he does not like the conditions of the home. Furthermore, in
periods of inflation the home is not obliged to continue care because the money
paid has lost part of its values, and those residents who at the time of admission
were able to pay their board may then become eligible for public assistance after
their financial means have been used up.
Home Maker Services:
In families, problems arise if the mother is absent or sick and no adult member
of the family nor any relatives and friends are available to care for the children and
the working father. Family service and child care agencies have found that in such
instances the temporary break-up of the family be avoided by providing the family
with a ‘house keeper’ or ‘home maker’. Homemakers are carefully selected and
trained in advance by social agencies which provide this type of service. When a
family asks for home makers service, the agency decides whether that family may
receive this aid under the rules of the agency. The social worker explains the
relationship and duties of the homemakers in the family and makes arrangements
for the family contribution to the salary of the homemakers. If circumstances allow,
an interview between the mother and the home maker arranged so that the mother
may explain her wishes for the care for the family and the special duties which the
home management entails. This contact usually eliminates the mother’s anxiety
and feeling of jealousy.
Services to Travelers and Migrants:
Travelers and migrants often encounter serious difficulties en route. They
become stranded without means, are without funds for food or shelter or need
medical care. They face these difficulties in a strange environment where they do
not know anyone and do not know what means to help may be available. Family
welfare agencies, therefore, have been giving aid to transients for many population,
specialized services are necessary. The case work in each travelers aids society
requires a thorough knowledge of all community resources within the city where
the agency is located, special contact with facilities in other cities, and the ability to
refer the client to places where his needs really will be met.
13.3.5 LEGAL AID SERVICES
Another service which is sometimes connected with family welfare agencies is
called legal aid. It renders persons without sufficient money, free, or for a nominal
charge, legal advice and representation before a court. Case workers may have
some knowledge of certain legal questions, but are not equipped to give responsible
legal questions, but are not equipped to give responsible legal advice on a
professional basis. The provision of special legal service developed fires in New
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York, in 1876, and in Chicago, in 1886. It was established primarily for large
immigrant groups frequently victimized by swindlers, extortionists and ruthless
exploiters who refused to pay their wages. Arthur Von Briesen, a New York lawyer,
established the New York Legal Aid society from German immigrants, and in
Chicago the protective society for women and children was organized to aid
immigrant women. Both agencies broadened their scope and developed into
organizations which assisted persons with our regard to origin, race, and creed.
Among the pioneers of this movement Reginald Heber Smith (Boston), John S
Bradway (Duke University), and Harrison Tweed (New York) should be mentioned.
In many small communities lawyers give their services freely to people who
have no funds to pay for their professional counsel. In large cities, the needs of the
poor cannot be met by casual arrangements, since most lawyers are too busy to
serve clients without a charge. Thus, branches of the Legal Aid society in larger
cities are necessary in order to allow the people without means the protection of the
law. Local legal aid societies are organized, as a rule, in one or the following six
types of organizations: (i) as a division or branch f a family welfare agency, such as
the legal aid bureau of the United States of Chicago; (ii) as an independent legal aid
society under its own board of directors, supported by the community chests, and
often, with prominent lawyers as members of the board; (iii) as a bar association
office which employs paid personnel; (iv) as a law school clinic of a university,
where advanced law students provide legal service under supervision of faculty
members; (v) as a government legal aid bureau where a lawyer is employed from tax
funds, usually under the city authorities; or (vi) as a public defender office where in
a criminal case the accused receives free counsel when he is unable to pay an
attorney.
To engage a lawyer they can afford, people are referred by legal aid societies to
a list supplied by the local bar association. In cooperation with the bar association,
the societies often make special financial arrangement for clients with moderate
means. The problems brought before legal Aid societies include family and personal
legal questions, which are the largest group, economic legal problems (eviction,
debts, mortgages, sick pay, wage difficulties, budget collection, compensations. And
insurance benefits.), some litigations on real estate or personal property, and other
legal matters.
13.3.6 CHILDREN NEEDS FOR SPECIAL SERVICES
Care for orphans and abandoned children, is one of the oldest forms of charity,
it was originally carried out by the church. Recognition that children are need of a
different type of car form adults is only a recent development, and the modern term
of ‘child welfare’ has assumed a broader meaning. It is not only concerned with the
care for destitute, neglected, deserted sick, handicapped, or maladjusted and
delinquent children, It is understood that “child welfare’ also incorporates the
social, economic and health activities of public and private welfare agencies, which
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secure and protect the well being of all children of all children in their physical,
intellectual, and emotional development.
Originally, private agencies carried a major share of responsibility for
maintaining the family in cases of death of the father, divorce, and desertion, but
more and more public funds were made available for this purpose. As we discussed
before, the function of aid to dependent children with the support of federal and
state fund is, at present, the main factor in overcoming the problems of financial
maintenance of need children with the support of federal and state funds is, at
present, the main factor in overcoming the problems of financial maintenance of
needy children in their families in the United States. This support enables these
families to provide shelter, food, clothing, medical care, education, and recreation
for their children. Our public social welfare services thus contribute to the
maintenance of family life for the entire population. Other institutions and
measures, such as public health services, schools, minimum wages and hours,
agricultural subsidies, low-rent housing, social insurance benefits. And recreation
facilities, also play an important role to this effect.
Dangerous as economic deficiencies are for the development of the child in his
family, they are not the only problems which require child welfare activities.
Children are often endangered not only by poverty, insufficient income, or sickness
in the family, but also by neglect, or rejection, lack of understanding or love, or
because the parents are unable to educate the child. For these reasons, case work
for children is a vital necessity, and private family and child care agencies as well
as the child welfare divisions of city and country welfare departments have
developed casework for children as an integral part of their programs.
Child welfare services are rendered by providing (1) economic and personal aid
to children living in their own homes, (2) substitute families or an adoptive home
for children who have no home or cannot remain with their own families and
(3) institutional care in children’s home and orphanages when children, or
particular reason’s cannot be left in their own homes or in foster families. Casework
for the child in his own home considers the individual needs of the child for well
being and health. It uses such facilities of the community as day nurseries,
recreation, organized children’s and youth activities, and clinics. In general, case
work with the parents or the foster parents is indispensable in the interest of the
child. Still more vital is individual service to children who cannot remain in their
own families and for whom, therefore, substitute care has to be provided either in a
foster home or in a children’s institution.
13.3.7 WELFARE AND HEALTH SERVICES FOR CHILDREN
Public child welfare services in the states are supported by Federal gants-in-
aid, when approved by the United States Children’s Bureau. They include maternal
and child health, crippled children services, and child welfare services for the
protection of homeless dependent, neglected and endangered children in urban and
rural areas.
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Maternal and Child–Health Services:

For promotion of health of mothers and young children, services are supported
by annual Federal grants of $21,500,000. The states share the expenses and
administer the program through the state health agency. Rating personnel on a
merit basis, and proper efficient administration are required; reports must be
rendered, and the funds must be used for improvement of local services.
Cooperation with, medical, nursing and private welfare organizations is required,
and demonstration services in deprived areas and for groups in particular need
have to be arranged. The federal allotment is composed of a uniform rate to all
states – a sum based upon the ratio of live births in the state to the total in the
United States, and an amount based upon the individual need of the state for
financial assistance in order to carry out its maternal and child – health program.
The services include well-baby clinics for regular medical examinations of young
children and advice to their mothers, and parental clinics; home delivery nursing;
infant and child health conferences, school, dental, and mental health service;
advisory and consultation services; and training programmes for pediatrician,
dentists, nurses, nutritionists and social workers. The necessity of further
improvement of specialized medical care for young children in rural areas is
generally recognized.
Services for the Crippled Children:
These services are also administered, at the federal level, by the division of
health services for the children Bureau in the department of health, education and
welfare. The social security Act defines these services as locating crippled children;
providing medical, surgical, corrective, and other services and care; and facilities
for diagnosis, hospitalization, and after care. They include provision of aids and
prosthetic appliances, physiotherapy, medical social services, maintenance of a
state crippled children registry.
Private crippled children’s agencies, established and supported by such
fraternal orders at the Shriners, the Elks, and the Rotary Clubs, and also by
religious and non-sectarian societies, have been the pioneers in this field. They
build the first orthopedic hospitals and clinics and encouraged state legislation for
crippled children preceding the social security act of 1935. Despite the more
generous federal and state appropriations granted recently for crippled children
supplementation by private social agencies still urgently needed, since most states
do not yet provide adequate diagnostic services; and particularly, the expensive
treatment for many crippled diseases.
13.3.8FOSTER FAMILY CARE
There are children who cannot live with their families; children who are
orphans without relatives; abandoned children whose parents are unknown;
children who have been deserted by their parents; and children whose parents are
unable to keep them because of illness or who have been committed to a prison.
Some parents also may be a direct threat to the children. For such children, as a
rule, placement in a foster home is considered. The social agency which handles
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foster family placements, needs to know the child well enough to find the proper
home for him. The case worker helps the child to accept the necessary for
placement to share, as much as his age permits, the plans for his foster family. The
caseworker also sustains the child in this inescapably anxious period. The child
receives medical and psychological examinations, and child placing agencies
consider his social and cultural background, his relation to all members of the
family, the neighborhood and school; his behavior, attitudes and personal
preferences, as well as the wishes of his parents (when ever this is possible).
Working together with parents, the child, and the foster parents in order to secure a
mutually satisfactory solution for all persons concerned, the social agency attempts
to find the home best suited to the individual child’s needs.
In general, the child placing agencies assumes the supervision of the foster
homes after the child has been placed. Of course, the foster family has the
responsibility for eh physical care of the child, and his education. The child case
worker helps the child and the foster parents to adjust in their mutual relations,
and to solve the difficulties and disappointments which are rarely missing in any
family. The child frequently brings into the foster home his suspicions, anxieties,
resistance, or hostility. The case worker aids the foster parents in their effort to
overcome these problems and to give the child the security he longs for. Whenever
possible, the case worker attempt to preserve the child’s interest in his natural
family, and to keep alive the family’s feeling of responsibility for the child, because,
in the majority of cases, the child finally will return to it. Sometimes, visits of the
parents with the foster family or of the child with the mother or siblings are
arranged, but this has to be done with full cooperation of the foster family. In cases
of conflict, the case worker will consider the welfare and happiness of the child as
the decisive factor in such arrangements.
Some child welfare and family service agencies use temporary foster homes in
order to place children in emergencies until they have enough time to find a more
permanent family home in which the child will feel accepted and secure. During
this period, the child himself, who in his own family has experienced and neglect
and domestic discord that leads to running way. Stealing or other expression of
maladjustment, has time to adapt himself to the idea of living with another normal
and understanding family.
Among the various types of foster homes, only one plays a major role in present
child care practice: the boarding home. Here the foster parents receive payment for
their services either by the parents, relatives, guardian of child, juvenile court, or
by the social agency which places the child. Free foster homes, in which the foster
parents do not receive any remuneration, are rare today, because such families
usually are not willing to submit to the standards, conditions and supervision of
the social agency or to the special needs of the child. There are sectarian agencies
which still find free homes in few instances. Wages homes, or work homes, in which
the older child is maintained in exchange for the work he does for the foster family,
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are infrequently relied upon for placing children. The adoption of home provide a
different types of care. The child is placed without payment of board and with the
understanding that the adoptive parents will accept the child as a permanent
member of the family if the placement of the child proves to be mutually satisfied
factory.
13.3.9 ADOPTION
Adoption is the legal, social, and psychological method of providing a family for
children who have lost their natural parents or who cannot be reared by them
under sound conditions. Adoption, as legal proceedings of the courts establish the
relationship of parent and child between persons who are not related by nature.
Through adoption, the child between persons who are not related by nature.
Through adoption, the child, in effect, becomes a permanent member of the
adopting family. Often, children are adoption laws are basically designed to protect
children who are not related to the adopting family.
Adoption was widely used in Roman law and was brought from France and
Spain to Louisiana and Texas in he seventeenth century. The First state to
introduce adoption legislation under the common law was Massachusetts (1851). At
present, every stat has an adoption statute, though it varies widely from one to
another. One objective of adoption laws it to protect the child from unnecessary
separation from his natural parents, from adoption by unfit parents; and from
interference by his natural parents after a successful adoption has been arranged.
Another objective is to protect the adopting parents from taking a permanent
responsibility for children whose health, heredity, or physical and mental capacities
might lead to their disappointment, and also to protect them from disturbance of
their relationship with the adopted child by threats of blackmail from the natural
parents.
Recently, however, some adoption agencies have begun to place new born
babies in their first months of life in adoption homes because they have become
convinced that the child’s stay in new permanent home without any change of
environment offers the best chances for his emotional development. Agencies
investigate and select suitable adoption families from their applicants before a child
is available for adoption. More adoptive couples are willing, at present, to take the
risk involved in adopting a very young child than in former times. The so called
‘intelligence test’ of the infant to check. The probability of his normal mental growth
is, as a rule, no longer considered necessary. Only a medical statement is required
by the adoption agency that the baby has not suffered injury or damage in his
delivery. In these early adoptions as in others, the mother of the child is counseled
by the case work of the agency so that she is able to weigh the reasons for or
against the relinquishment of the child before she decides whether or not to have
him adopted.
The role of the adoption worker is very responsible one. She must be well aware
of her own feelings and attitudes in order to given objective, but warm-hearted
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understanding to the needs of the three parties in the adoption process, and to
perform a service satisfactory to the community. In the selection of the adopting
parents, the social agency looks for families who are I good physical and mental
health and are emotionally and economically to rear the child. After the child is
placed with the selected family, the social agency generally maintains contact with
the child and the new parents for one year. This is done to give help in whatever the
child satisfactorily takes roots in the new family. If the adjustment in satisfactory,
the social agency recommends that the court grant the adoption. In general, the
courts follow the social agency suggestion. Which is based upon it s work with
natural parents, child, and adopting parents. In many state, court hearings are not
open to the public, but the older child is usually present in order to give consent.
The decree of adoption declares that the child is the child and legal heir to the
adopting parents and acquires the same rights, privileges, and obligations as a
child is born to them.
There are two types of adoption: the stepparent adoption and adoption of an
illegitimate child by his natural father. Under stepparent adoption, the child
remains with his mother, whether she was married before, widowed or divorced.
The petition for adoption is filed with the court by the stepfather, and requires the
formal consent of the mother. It is done so that the child has the same legal status
and name as other children in the family. In these cases, social investigations are
often carried out by the probation of officer of the court. A father who wants to
adopt his own natural child has to undergo different procedures in the various
states. For instance, in California he has to acknowledge the child as his own
before the court, has to receive him into his family, and treat him like a legitimate
child. He needs the formal consent of the natural mother if she is alive, and also of
his own wife if his married.
13.3.10 CHILDREN IN INSTITUTIONS
In the nineteenth century, destitute and orphaned children were customary
cared for in orphanages and asylums. The trend since then has been away from
institutional care. The main reason is that children’s homes require from the child
an adjustment to a large number of other children, educators, staff members of the
institution, in at atmosphere unlike home. That child become “institutionalized”,
that they lose their personality in confronting to strict, general regulations, and
they have no opportunity to develop their individuality, their mental, physical and
creative abilities, and are apt to become docile and dull have been the main
arguments against institutional care. Life is an institution makes a certain routine
necessary that often limits warm personal relationships with the personnel and
other children in the home and easily inhibits the development of initiative in the
child. However, the modern children’s institution offers an opportunity for an
experience in more constructive group living, regular physical care, a healthy diet,
an atmosphere provided by friendly, interested, trained educators concerned with
the well being of the child, and medical (other Psychiatric) aid and trained social
work services.
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Modern children’s institutions have tried to overcome the problems presented

by mass education and living in large dormitories by the establishment of the
“cottage plan”. The institution is decentralized into a number of cottages, usually,
accommodating a group of about twenty girls and boys with a couple of cottage
parents. Instead of dormitories, small sleeping rooms for two to four children and
living and dining rooms are used in which the children feel more like they are at
home”.
If is also is an accepted principle that institutional care for children should be a
temporary placement, and not planed until the child has fully grown up. The
following group s usually seem to need institutional care: (1) children who because
of severe illness or injury of the parents, have to leave their home and who are so
strongly emotionally tied to the parents that they or the parents feel threatened by
a placement in another family; (2) children who because of family disturbances,
tensions, or divorce have become so difficult that they cannot remain in their
family, but who also are unable to establish sound emotional relationship with a
foster family; (3) children who have been so badly disappointed or deeply hurt by
previous foster placement that they are unfit to become, at this point, an integral
part of a new family; (4) children presenting such difficult health or behavior
problems and they are not acceptable to foster families, and are in need of
professional observation and guidance, as well medical or psychiatric treatment in
a controlled environment; (5) large family groups of siblings who do not want t be
separated, but who, otherwise, would have to be split up among several foster
families; (6) older children and adolescents who are breaking away from their own
families and would tend to break away from the foster family as well; and (7)
adolescents who for various reasons arising from within their own families need
only short term care and would profit more from the experience of group living
during such a period.
Placement of a child in an institution often seems easier for parents to accept
than placement in a foster family because it does not endanger their social prestige
in the community, which often interprets foster home placement of children as
failure of the parents. Effective treatment of children in an institution requires that
the children receive a friendly home like reception in a small group according to the
cottage system; that medical and, if necessary psychiatric examination and service
be available and that the individual needs of the children be met by trained case
work service. It is also necessary that educational, recreational, and vocational
facilities be of a high standard, and that the work in the institution be fully devoted
to the development of the children into useful and happy members of the
community.
A special type of care, which lies between the given in an institution and a
foster family is that provided in a ‘group home’. The group home accommodates
between six and ten children or adolescents in a house of spacious apartment. The
house mother or the house parents are in a position to let the children participate
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in home management in the same manner they would be required to in the large
family, and the personal contact between the foster parents and children is the
same as it is in a family of substantial size. This type of care might well be used as
transaction from institutional placement to a foster family or to the return of the
child of adolescent to his own family.
13.3.11 SCHOOL SOCIAL WORK
Until the end of the nineteenth century, the concept prevailed that children
with reasonable physical care would grow into normal, happy adulthood. But
scientific investigation of psychological, psychological, and psychiatric principles
regarding personality development has discovered the greater importance of the
growing up process and its lasting effects on the total human personality. The
introduction of programs of social work in schools was felt to be necessary, almost
the same time, in Boston, Hartford, Connecticut, and New York City 1960 and
1907. They were established under the title ‘visiting teachers work’ because the
difficulties which children had in schools frequently were due to faculty
relationships within the family or environment, or by the Childs personal problems
which could not be well handled by the teachers in school.
The programme of school social work was greatly strengthened by funds
granted by the common wealth fund in New York, in 1921, to serve in the
prevention of juvenile delinquency. The progamme was designed to develop four
different, but coordinated, programs : (1) demonstration projects for visiting
teachers in thirteen communities, (2) Child guidance clinics established with the
advice of the National Committee of Mental Hygiene; (3) psychiatric studies of
difficult, pre-delinquent, and delinquent children in connection with schools and
juvenile courts; and (4) the training of social workers, visiting teachers, and
psychologists for competent work in the field of delinquency prevention.
The school social worker will also interpret the methods and philosophy of the
school to the parents in order to enlist their active cooperation. In this way, she
helps the school to establish constructive parent school relationship. She interprets
the school programme to parent teachers associations, civic groups and to the
community and participates in faculty meetings, school committees, and group
projects. The school maintains an independent role in the interest of the child, so
that the child trusts her and does not identify her fully with the school authority.
She works with four parties; (1) the child, (2) the family, (3) the school staff, and (4)
the community. She attempts to a change attitude of the child the parents,
teachers, and community groups which are detrimental to the adjustment child is
often a serious handicap to other children in his class.
The social workers functions vary in different communities. Where she should
also serve as a truant or attendance officer is questionable, but the execution of the
compulsory school attendance laws is not limited to police, or legal means. It is also
debatable how much a school social worker may effectively prevent the development
of mental disorders. Practical experience has shown behavior problems and
disciplinary questions. Sometimes, she is able, through the use of other community
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resources, group work agencies, and family welfare services, to improve the
conditions in the family which caused the child’s failure or maladjustment in school
and thus change the child’s behavior.
The school social worker should have a professional training in social work
and understanding of the educational process of the school, possess the ability to
work with children and adults, and be able to operate in a term relationship with
the school faculty. She needs humor, imagination, flexibility, and a good knowledge
of the resources of the community.
13.4 REVISION POINTS
1. Family Service Agencies:
Personal and family difficulties are usually caused by a combination of various
elements, frequently involving several members of the family and based upon
social, economic, emotional, and physical factors. Therefore, and improvement in
unsatisfactory family situation may be obtained by explaining to the members of
the family the reasons for their difficulties and the need for changing their
emotional reactions and behavior. Changes in the environment or in the economic
conditions in which the family lives may help to improve relationships between the
family lives may help to improve relationships between its members. Both public
and private social agencies frequently offer family services. In public welfare
agencies, family casework, as a rule, is offered in connection with the granting of
public assistance, particularly in the program of aid to dependent children.
2. Principles of Family Service:
The goal of family case work in social agency is to aid the individual client and
the members of his family in achieving harmonious relationships in their family life.
In recent years, there has been a growing emphasis on education as a process for
strengthening the relationships of the members of the family, their mutual
affection, and cooperation. Some of these activities have been called ‘family life
education’ and have been carried on by social workers in family service agencies.
3. Children needs for Special Services:
Care for orphans and abandoned children, is one of the oldest forms of charity,
it was originally carried out by the church. Recognition that children are need of a
different type of car form adults is only a recent development, and the modern term
of ‘child welfare’ has assumed a broader meaning. It is not only concerned with the
care for destitute, neglected, deserted sick, handicapped, or maladjusted and
delinquent children, It is understood that “child welfare’ also incorporates the
social, economic and health activities of public and private welfare agencies, which
secure and protect the well being of all children of all children in their physical,
intellectual, and emotional development.
4. Children in Institutions:
Placement of a child in an institution often seems easier for parents to accept
than placement in a foster family because it does not endanger their social prestige
in the community, which often interprets foster home placement of children as
failure of the parents. Effective treatment of children in an institution requires that
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the children receive a friendly home like reception in a small group according to the
cottage system; that medical and, if necessary psychiatric examination and service
be available and that the individual needs of the children be met by trained case
work service. It is also necessary that educational, recreational, and vocational
facilities be of a high standard, and that the work in the institution be fully devoted
to the development of the children into useful and happy members of the
community.
5. School Social Work:
The programme of school social work was greatly strengthened by funds
granted by the common wealth fund in New York, in 1921, to serve in the
prevention of juvenile delinquency. The progamme was designed to develop four
different, but coordinated, programs : (1) demonstration projects for visiting
teachers in thirteen communities, (2) Child guidance clinics established with the
advice of the National Committee of Mental Hygiene; (3) psychiatric studies of
difficult, pre-delinquent, and delinquent children in connection with schools and
juvenile courts; and (4) the training of social workers, visiting teachers, and
psychologists for competent work in the field of delinquency prevention.
13.5 INTEXT QUESTIONS
1. Define family and child welfare as a method in Social Work?
2. Discuss social case work in dealing with families?
3. What is the role of school social worker?
4. Explain the special services for the children?
13.6 SUMMARY
Family services of social agencies has the purpose of preserving health family
life, the aim of family case work is to assist the individuals in the family to develop
their capacities in order to lead personally satisfying and socially useful lives. Care
for orphans and abandoned children, is one of the oldest forma of charity. It was
originally carried out by the church. Recognition that a child in need of a different
type of care, from that of adults, is only a recent development, and in the modern
term of “child welfare’ has assumed a boarder meaning, “child welfare’ also
incorporates the social, economic and health activities of public and private welfare
agencies,which secure and protect the well being of all children of all children in
their physical, intellectual, and emotional development.
13.7 TERMINAL EXERCISES
Short Answer Questions
1. How family services are rendered?
2. Write the significance of Social work in child care?
3. Discuss the role of social worker?
4. What are the institutional services of children?
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Objective Questions
1. Social Work works for
a) Family welfare b) Child welfare
2. Family counselling centre work for
a) Family Issues b) Public issues
3. School Social work deals with
a) Children issues b) Child parent relations
4. School social workers should have
a) Professional training b) Experience
13.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social service activities. Self help group
concepts, Successful stories of communities with community and extension
work, social work as a method in working with children and families etc.
13.9 ASSIGNMENTS
1. Discuss family and child welfare as a social work method
2. Write the practice of methods of social work working with, children and
families?
13.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
13.11 LEARNING ACTIVITIES
1. Develop Human Relations with families: Empathy, feeling for others, doing
some kind of help.
2. Try to work with destitute children and help them in going to school
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness in working with families.
4. Development of communication with the children and organise development
programmes.
5. Forming small groups: recreation and entertainment.
13.12 KEY WORDS
1. Families
2. Orphans
3. Destitute children.

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LESSON – 14
FIELDS OF SOCIAL WORK: MEDICAL SOCIAL WORK,
CORRECTIONAL SOCIAL WORK
14.1 INTRODUCTION
A century ago, medical treatment was thought to be the only alternative of
bodily or mental derangement. But this assumption has undergone a radical
change after the scientific progress and the growth of social sciences. Now the fact
has been revealed that the disease of the patient involves two principles aspects
namely (1) preventive and diagnostic, (physiological and psycho social. Like
medicine and treatment, the psycho social condition of the patient is also very
important. Therefore, improvement in the mental condition of the patient is very
essential for the amelioration of the illness. As a result of this recognition the need
for social worker has been experienced in the field of medical practice. Today all the
scholars in the field of medical and social sciences, recognize the importance of the
mental aspect of the patient. A patient above all is a human being. His illness and
treatment to a large extent are influenced by the physiological and psychological
factors. Therefore along with medicine, the study aspect is also essential. So also
for reformation of offender’s severe punishments was thought to be the best method
for prevention of crime. The idea of severe punishment was based on two
assumptions. Firstly, severe punishment reforms to those offenders who are
punished. Secondly it deters or prevents others from committing crimes. But the
recent investigation made in the field of criminology has revealed some what
different conclusions. According to recent investigations, the method of sever
punishment is not very useful; consequently punishment is being replaced by the
treatment reaction. This trend has been developed in the terms of reformation and
prevention. These are the two positive and non-positive methods for dealing of
criminals. With the help of these two methods namely preventive and reformation,
society could be protected from crimes.
14.2 OBJECTIVES
 To study fields of field work in social work significance of fields such as
medical and correctional social work, for effective practice in working with
medical problems and reformation of criminal from committing crimes in the
society.
 To study medical social work practice and health services.
14.3 CONTENT
14.3.1 Definition of Medical Social Work
14.3.2 Medical Social Work
14.3.3 Importance of Medical Social Work
14.3.4 Foundation of Medical Social Work
14.3.5 Brief history of Medical Social Work
14.3.6 Scope of Medical Social Work
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14.3.7 Methods of Medical Social Work

14.3.8 Concept of Crime
14.3.9 Meaning of Crime in the Primitive Society
14.3.10 Legal and Sociological Concept of Crime
14.3.11 Reformation and Methods of Reformation
14.3.12 Professional Services and Reformation
14.3.1 DEFINITION OF MEDICAL SOCIAL WORK
It is evident from the above definition that above description that the study of
psychological aspects is essential for the treatment of a patient. Infact the illness of
the patient is not purely a psychological aspect. Any patient suffering from the
psychological weakness could not make steady improvement. Therefore the role
played by the social worker in the field of medical treatment known as medical
social work. According to the ‘National Association of Social workers, USA, Medical
social work is the application and adoption of method and philosophy of social work
in the field of health and medical care. Medical social work makes selected and
extended use of those aspects of social work knowledge and method which are
particularly relevant of helping persons who have health and medical problem.
Health and medical problems are not isolated from the psychological aspects. In it
the attitude of patient towards his illness and treatment plays very dominant role.
In other words, medical social work, deals with those problems of the patient which
are related to his physical and psychological environment.
14.3.2 MEDICAL SOCIAL WORK
Medial social work, as a specialized method of social work, is of recent origin. It
involves the practice of social case work and sometimes group work in a hospital, a
clinic or another medical setting in order to make it possible for the patient to use
the available health services most effectively. Medical social worker is characterized
by emphasis on help in a social and emotional problem which affect the patient in
his illness and his cure.
The development of medical social work is based on four main sources. The
first was the recognition in England, in the 1880’s that discharged the patents from
the mental hospitals needed ‘after care’ in their homes in order to avoid of
reoccurrences of their illness. ‘Visitors’ who went to the patient homes, and advised
the family and fiends about the necessary care of the patient after his discharge. A
second source of medical social work were the ‘lady almoners’ in England hospitals;
they organized upon the initiative of Sir Charles S. Loch in London, in the 1890’s
and served as voluntary receptionist, made social investigations, and decided
whether the applicant should be submitted as a free patient to the hospital, and
what charity organization might be asked to assume the patient support. Visiting
nurses were the third precursors of medical social workers.
Medical social work often includes making suggestions about the possibility of
convalescent care, the influence of emotional strain upon the patient, the need of
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medical examination of other family members and the provision of the financial aid
through the social agencies. Questions concerning the care of the children during
the mother illness, arrangement for the rest of the patient during the
convalescence, and finding a suitable job which would not jeopardize the results of
medical treatment are among those problems, which occupy medical social
workers. An increasing emphasis is placed upon the social relationships of the
patient, the attitude of spouse and children, and patients own reactions and feeling
towards his illness. The medical social worker operates in a team with the
physician, the nurse, the physical and occupational therapist, and the laboratory
technician. The medical social worker acquires an intimate knowledge of the
personal and social situation of the patient, and she assists him in using the
resources in the community which will help him most effectively to regain his
health.
Medical social work does not attempt to solve all the patients’ problems, but
deals with those factors which are directly related to the cause and nature of the
patient’s illness and its treatment and are called the ‘social component of illnesses.
Medical social work has shifted it emphasis from attention to the disease to the
personality of the patient-his anxieties, attitudes and feelings. The physician
remains the highest authority in the team at the hospital and the clinics; the
medical social worker s well as the nurse, laboratory technician, psychologist, and
physiotherapist must be able to cooperate whole heartedly under the doctor’s
direction in the team relationship. The medical social work interprets to the patient
and his family request and commendations of the physician. She helps the patient
understand his disease and to make the best use of the medical service of the
hospital into the patient’s home and into the community.
14.3.3 IMPORTANCE OF MEDICAL SOCIAL WORK
Medical social work occupies a very important place in the modern method of
medical treatment. The following facts reveal the importance of medical social work:
i. To discover the social and psychological background of a patient: The role of
medical practioners is limited up to the treatment of a patient. He could not
know about the social and psychological back ground which is closely related
with the patient. Therefore, a medical social worker assists to the medical
practitioners by way of collecting useful information about the social and
psychological and social background of a patient. With such information the
treatment becomes easier and convenient. Thus the medical social work
reveals facts with regard to the psychological background of a patient.
ii. To make patient free from his psychological tensions: one of the chief aims of
medical social work is to reduce those mental tensions of a patient which
emerge due to his individual attitude. According to [Link], the
organized programme of treatment requires the co-operation of a medical
social worker. The medical social worker reveals facts with regard to the
psychological background of a patient.
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iii. To discover the psycho-social factors of illness: there are various diseases
which develop due to psycho-social causes are not manifested. The treatment
of such a patient needs the study of personality. Hence the need for medical
social worker arises. Besides, in medical science, the treatment of a patient is
entirely based on the evident symptoms of illness. Therefore, medical social
work is very useful for dealing with the patients suffering from the psycho-
social tensions.
iv. Case study Method: Medical social work is done through the case study
method. In this regard, the medical social worker has to collect particulars
about the patients, family, community and social relationships.
14.3.4 FOUNDATION OF MEDICAL SOCIAL WORK
Medical social work is based on certain humanitarian principles which are
mainly derived from the general theoretical foundations of social work. In brief
these foundations are as noted below:
i. To enable the patient for solving his problem: medical social work, with the
use of social work methods, enables the patient to understand his needs and
problems. It inspires him to develop his best capacities.
ii. To determine the influence of social and psychological back ground: there
are various ways with regard the assistance to the patients. The first aspect of
such help is medicine with the second one is social work. Besides, the help to
be given to a patient depend on many factors, viz the nature of the patient’s
illness, his social back ground, and the resources available to him in the
community. Under the programme of medical assistance, the function of the
medical practitioner is related with the physical illness of the patient while the
function of medical social worker is related to with the patient’s illness.
Besides, thus the medical social worker discovers the influence of social back
ground on the illness of a patient. For this work the case worker has to follow
the case study method.
iii. To develop the determination and will power of a patient: Medical social
work, on the one hand is related with the medical science and on the other
hand it is based on social work. The medicinal aspect deals with the physical
illness while the social work deals with the social back ground. Since ancient
times there is a common belief that illness involves two aspects namely
physical and social. In social aspect, there are many factors which cast definite
influence on the patient. Among them determination and will power are main.
These two factors enable a patient towards speedy improvement. The validity
of this assumption has been identified by the modern medical science.
According to the recent researches a patient could not be isolated from his
social and cultural back ground. Thus the importance of medical social work
has been accepted.
iv. To enable a patient in making accommodation with his problems: ‘life is a
series of interruption and recoveries’. This statement is also true in case of a
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patient. A patient is surrounded by many interruptions. But if he bears a

strong will and determination, he could recover his health in short period.
Therefore a patient has to make adjustment with him hostile problems. In this
regard the role of medical social worker is to reconcile a patient wit his
problematic conditions.
v. To develop proper environment: Every patient is a member of a particular
community. He has to maintain his social relations with other members of the
community. Due to the process of social interaction, the members of a
community influence each other. Therefore the medical social worker has to
create such an environment which may help the patient with regard to his
speedy improvement.
14.3.5 BRIEF HISTORY OF MEDICAL SOCIAL WORK
In the history of medical social work, the period between 1880 to 1890 is very
important. During this period, the needs for after care services were realized of the
patients discharging for the mental hospitals. Therefore, in England visitors were
attached with the hospitals for eh advice and guidance of patients. During the same
period and somewhat similar provision was also made in USA, by making
appointment of the visiting nurses in the hospitals. Besides this, views expressed
by [Link] Emerson also encouraged the development of medical social work,
Dr. Emerson was of the opinion that the medical students, should work as
volunteer under the Charity, agencies; they should study the social and economic
conditions of patients. Thus these factors encouraged the development of medical
social work.
The formal emergency of the medical social work can be regarded since the year
of 1905 when the Boston Medical institutions made a provision with regard the
appointment of medical social workers. Since then the other medical institutions
have started to appoint medical social workers are being utilized under the
departments of social and preventive medicine. The Tata Institute of Social Sciences
has done a lot of work towards the training of medical social workers. But the
progress of medical social work at the national level is not very promising.
14.3.6 SCOPE OF MEDICAL SOCIAL WORK
Medical social work is a recent branch of social work which deals with social,
physical, and psychological processes of a patient. Therefore, the function of a
medical social worker collects information with regard the specific in accordance to
the available means. But in spite of these functions, the role of a social worker is
limited up to a particular aspect of illness. His function is confined with the social
aspect.
The medical social work is based on the assumption of individual dignity. It has
been guided and inspired by the basic values of social work. It is oriented towards
the assistance of those people who during the process of their medical treatment
face social, physical, economic and psychological obstacles. These factors have their
direct and indirect impact upon the illness of a person. Poverty, low standards of
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living and disrupted social relations and bad social environment etc. are also
responsible for many kinds of diseases. Therefore, a medical social worker has to
give proper attention towards all such factors. In fact, human illness is so complex
that no single factor could explain the illness. In this regard the following
observation quoted by Fink etc. is very important. “Man is a unity of mind and body
and medicine must consider this unity. Physiology, chemistry and biology cannot
alone or together explain all intricacies of illness. The disturbances of mind and
body cannot be dealt with separately, the form two phases of a single problem.”
In the medical social work, treatment is not regarded as the final solution of
illness. It considers human health with a broad perspective. In fact, a disease and a
disease person are different from each other. The medical science gives emphasis
on disease but ignores the importance of diseased person viz. the social aspect of
disease. But side by side he should also be sound psychologically. Therefore, in
medical social work health refers to that state or condition in which an individual is
capable to utilize all the capacities of his social living. From the realistic point of
view, the state of health depends on many factors. In sanitary conditions, defective
nutrition inadequacy of existing health services and ignorance regarding the rules
of hygiene are some of the factors which react adversely on health. In other words,
good health is based on the favorable reaction of economic, social, psychological
and physiological influences. Therefore, medical treatment with regard the
amelioration from illness covers only a limited part of the health problems. In fact,
a patient after treatment needs proper adjustment with the social conditions. Lack
of proper adjustment is likely to create many undesirable circumstances before the
patient viz. disintegration of family relations, economic tensions and disbelief on life
values. Therefore a patient after treatment requires social rehabilitation. This could
only be done with the help of medical social work. Medial social work thus deals
with the prevention of disease, after care of patient s and social rehabilitation of
patients.
14.3.7 METHODS OF MEDICAL SOCIAL WORK
Like other branches of social work, medical social work also seeks to approach
the problem scientifically. It adopts certain methods for the discovery of psycho
social fact with regard a patient. In the modern form, medical social work centre
around the social and psychological problems which fall outside the scope of
medical science. Discussed subsequently some of the important methods of study
applicable to medical social work.
1. Direct method of assistance
Indirect method of assistance
The direct method of assistance is subdivided into social case work and social
group work. On the other hand the indirect method of assistance is subdivided into
community organization, social administration, social insurance and social
security, social action and social work research.
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1) Direct Method of Assistance: According to Fried Lander, by direct methods

we mean those methods in which there is direct relationship between the
patient and the social worker. Social case work and social group work are
regarded as direct methods. Under the social case work, assistance is provided
to the individual patient with aim of developing his inherent capacity.
Similarly, the method of social group work is also applied in the field of
medical social work. Its aim is to strengthen the social relations of patients.
Thus social group work is oriented towards the development of a healthy social
environment.
1) Indirect Method: indirect method refers to those methods of medical social
work in which the relationships between the social worker and the patient are
indirect. These methods include community organization; social
administration, social insurance and social security, the social worker is
required to deal with the disease, maternity and disability. By this knowledge
he enables the patients to utilize the available worker, being the representative
of social work professional participates in the movements of social action at
the national or governmental level. Due to the knowledge regarding the social
and economic back ground of patients, he guides public opinion for the
enactment of new social legislations or any amendment in the prevailing
legislations. Under social work research, the social worker inspires surveys
and investigations regarding the social economic and psychological problems
of patients.
14.3.8 CONCEPT OF CRIME
In order to understand the reformation of criminals, a brief reference of the
concept of crime is essential the concept of crime is closely associated with the
concept of human society. In every human society, there are persons who do not
confront to the social norms. Hence in the study of crime, we are interested in the
negative activities of man. These negative activities which do not conform to the
social norms are called anti-social activities. The anti-social activities are of two
types namely an offence against an individual is called civil offence. On the other
hand the offence against the state is called criminal offence. In other words, crime
is an act which is prohibited by law.
The concept of crime is dynamic. It varies from place to place and culture to
culture. It solely depends upon the culture, traditions and laws of society. An act
may be crime in one society at one time, and may not be crime at another time. It is
because human society is dynamic. Everything in society is in a constant flux of
changes. Thus the concept of crime in neither constant, nor homogeneous. There
are many perspectives which are used to explain in the concept of crime. From the
legal point view, there is no crime if there is no criminal law. But crime from the
social point of view, any act which damages social interests, is crime. Therefore,
efforts have been made to include within the definition of crime a description of the
nature of acts.
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14.3.9 MEANING OF CRIME IN THE PRIMITIVE SOCIETY

Crime is relative. The criminal law is constantly changing. Therefore many
crimes are no longer crime in our modern society. In primitive society, human
conduct and behavior was regulated by customs and conventions. These based on
certain beliefs and superstitions. Therefore any breach of custom or convention was
considered an offence against the whole society. According to Dr. [Link], “it
was the belief in t world of spirits and in that a breach of custom would offend a
spirit and cause calamity to the whole tribe that constituted the dominant force
behind the observance of customs and taboos. No one in the primitive tribes dared
disobey the customs. Any breach of a custom being an offence against some spirit
of spirits was a serious thing, and was the concern of the whole society.
In the primitive society, we find that crimes were rarely, committed against
individual. There were against the group of a clan. Punishment was deterrent. The
usual punishment was exile or corporal punishment. But in modern society, the
concept of crime is quite different. Out modern society is very complex. Social
relationship no longer remains so simple so were in primitive societies. The faculty
of reasoning has helped man to break the old ties of dogma and superstition. Man
in modern society disregards to all those customs which were loaded upon him. The
progress of civilization and culture has tremendously affected the various aspects of
society. As a result of this effect various legal concepts have come into existence.
These concepts are closely associated with the problems of anti social behaviour.
Meaning of Crime in modern society: In modern society, man is rational, in
his actions he follows reason rather than superstition, consequently, crime in
modern society is considered as social psychological and psycho-social problem. It
is completely detached from the influence of customs and religion. Previously,
emphasis was given to the nature of crime. But in modern society emphasis was
given on the nature of crime. But in modern society emphasis is also being paid to
the study of criminal.
14.3.10 LEGAL AND SOCIOLOGICAL CONCEPT OF CRIME
The above discussion regarding the concept of crime and its nature of crime
helps us to arrive at an objective definition. But in order to define crime, it is first
necessary to differentiate between ethical participles and criminal laws. “is crime is
defined as a ‘breach of the established criminal law’ or is to be used to refer to
behaviour which is established criminal law’ or is to be used to refer to behaviour
which is adjusted good or bad according to some ethical criterion, irrespective of
whether the law is broken.’ This statement refers to the legal aspect of crime. As act
may be a crime form the ethical point of view, but may not be a crime form the
ethical point of view. For instance prostitution is a moral crime but it is not a crime
from the legal point of view if not prohibited by law. In the study of crime we cannot
take into a account to ethical principles because criminal and moral behaviour is
different from each other. Crime, therefore, is an act which is considered antisocial,
not by individuals separately not by ethical principles nor from the religious point
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of view, but from the point of view of the land’. In this context it is desirable to refer
the desirable of refer the following definitions that have been given for crime.
1) Wester Mark- According to Wetermarck, “Customs and law are based on moral
ideas and that crimes are such modes of behaviour as are regarded by society
as crime”.
2) Gillin and Gillin – “From the legal point of view crime is an offence against the
law of land.”
3) John Mackenzee – “it denotes only those offences against society which are
recognized by national law and which are liable punishment.”
4) Landis and Landis – According to Landis and Landis, “Crime is an act which
the state has declared harmful to group welfare and which the sate has power
to punish.”
It is evident from the above definition that crime is a forbidden act by state. A
person committing a crime is subjected to a prescribed punishment. Prof. Albert
Morris observes, “In principle, crimes are acts that are considered by those in
authority to be sufficient inimical to the general welfare as to warrant official
interdiction and punishment.”
A person who commits a crime is a criminal. But in the eye of the law a person
who admits of having is a criminal. But in the eye of law a person who admits of
having committed a crime is not regarded as criminal unless his crime has not been
proved. Thus a person who behaves in a antisocial manner but does not violate
criminal law, cannot be designated as criminal. As observed by M.J. Sethnas, “In
the eye of law any person who is seen years of age, or such age as be the law of the
land concerned is deemed to be age of sufficient nature under sanding, can be held
liable, if he commits a crime: in that case he may be termed as ‘criminal’ except on
cases of insanity.
Sociologically, a person is not criminal even if he violates a criminal law. On
the other hand, a person is a criminal even if he does no violate al law. A certain
classes of acts are denied as crime. Any person who commits an act of this class is
called criminal. Thus the word criminal is generally applied to those who are
ostracized by society. There are criminologists who apply the term the term
‘criminal’ for those who conform to a social type which is defined as criminal. In
this sense, the term ‘criminal’ is applied to a person who violated law. But it cannot
be applied to those persons who are engaged in anti-social activities but do not
violate the existing law of the land. “A person, then, a observed by [Link],
“may fall within the definition of delinquent, if he has committed, any breach of
law”, when an offence is committed the court imposes the punishment.
There are scholars who have tried to understand criminal from the respective of
his nature. According to Dr. Ellis, “Criminal is a feeble and distorted person. “Due
to the lack of human help, he falls out of the social rank. In fact the early history of
a criminal shows some sort of childhood disturbance. The unhappy childhood leads
toward maladjustment being, most often a victim of unfavorable circumstances of
lack of cultural and moral education. In some cases, he acts like an untamed
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animal, and is out to assault, even with a dangerous weapon on the slightest
provocation”.
14.3.11REFORMATION AND METHODS OF REFORMATION
A century ago, Sever punishment was thought to be the best method for the
prevention of crime. The idea of severe punishment reforms to those offenders who
are punished. Secondly it deters to prevent other from committing crimes. But the
recent investigations made in the field of criminology have revealed somewhat
different conclusions. According to recent investigation, the method of server
punishment is not very useful, consequently, punishment is being replaced by the
treatment reaction. This trend has been developed in terms of reformation and
prevention. This trend has been developed in terms of reformation and prevention.
These are the two positive and non positive methods for dealing in the criminals.
With the help of these two methods namely ‘prevention’ and reformation, society
could be protected from crimes.
Methods of Reformation
The following methods are some of the important methods used during the
process of reformations.
1. Mechanical Methods: The mechanical methods of reformation suggest the
reformation in a mechanical manner. The methods which are included under
this category are as follows.
i. Infliction of pain: This notion has been derived from the classical theory.
It has been regarded that reformation is possible when sufficient amount
of pain is inflicted upon the offender. In the light of present sociological
knowledge this method has become obsolete. Although pain is essential
for the control of crime, but even then cannot change the situation which
is thought to be responsible for criminality.
ii. Meditation: The second method designed t reform the offender was the
meditation. This method was prevalent till the early part of nineteenth
century. The assumption behind this method was that “crime was due to
a failure to think, and that meditation would develop remorse and
repentance. In order to test this method some prisoners were compelled to
think over their careers. As a result of this method some prisoners were
successful to reform themselves. However, this method has not been very
useful. It has been observed that constant thought of remorse becomes
hindrance to individual reformation.
iii. Pledge: According to this method, offenders were induced to sign pledge in
order to make up their minds of reformation. This method is based upon
the assumption that reformation is possible only when the offenders
decide to reform them. Psychologically, this method of reformation is not
very sound.
The Clinical Method: Under the clinical methods, the form of reformation is
individualized. These methods provide individual treatments and do not imply any
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technique or theory of reformation. But in the clinical method attention has been
given on the criminal rather than the on the crime. Therefore attempt is made to
diagnosis the cause of criminality. The clinical method is based on certain
assumptions. It regards crime as type of disorder which can be treated on an
individual basis. In other words, the clinical method regards criminality in terms of
biological disorder. This method is thus based upon an individualistic and
psychiatric theory of criminality. The individualistic theory regards crime as an
expression of emotional disorders. The criminal is a person who is unable to
sublimate his primitive antisocial impulses. Therefore, his treatment requires
eradication of emotional maladjustment.
The Group-relations Method: According to this method, the behaviour of an
individual is the product of his group relationships. The traits which are manifested
in individual personality are the properties of his group. The behaviour, attitudes
beliefs and values which an individual exhibits are firmly based on the groups to
which he belongs. Therefore, treatment of an individual offender is possible only
with reference to his group relationships. The method is very useful if proper
consideration is given to the following points:
i. The offender who it to be reformed and the reformer who is to exert
change must belong to the same group. They should be similar in status
and ethnic back ground.
ii. The group should be attractive to the offender. It should be constituted in
such manner so that the criminal may achieve his own status. He should
be given recognition for social behaviour and anti-criminal activities. In
other words, the group should fill up his unmet needs with a provision of
ego expansion.
iii. The group should have a relevant basis of attraction. Greater the group
attraction to the criminal, larger is the chances, the chance of influence
which the group can exert on the criminal.
iv. The group should be of high prestige. If the group prestige is high in eyes
of those who are reformed, in that case the influence will also be high.
According to Sutherland and Gressey, “The prestige assigned to a group
member may spring from some attributes or tract which the member
seems to possess in assigning prestige to a reformer. Reformers may use
criteria different from those used by other reformers”.
v. The group should strongly by organize as an anti-criminal group. If ay
member deviates from group norms, that means a deviation in the
direction of criminality. The offender, who understand the psychology
involved in criminal conduct will accept anti-social values easily.
vi. The source of change on the offender should rest within the group. The
behaviour of the offender should be modified with the help of group
relationship.
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14.3.12 PROFESSIONAL SERVICES AND REFORMATION

The professional services regarding the treatment and reformation of offenders
is of recent origin. The professional workers are trained specifically in the field of
crime and delinquency. In this connection various sciences have their own
contribution. The psychologists have given a basis for the interpretation and
analysis of tests and interviews. The psychiatrists have provided a base for the
study of behavior problems. They have attempted to analyze crime in terms of
psychopathology. Similarly sociologists have provided indispensable knowledge for
an understanding of individual offenders.
Failures of the Methods of reformation
Like the methods of punishment, the methods of reformation have not been
successful in reducing crimes. As observed by Sutherland and Gressey, “They have
failed most frequently in reforming offenders who have been reared in the situation
where crime – breeding situations, from which a considerable proportion of all
criminals, who are dealt with by official methods do come. Moreover, a very small
proportion of those who commit crimes receive official treatment for those crimes.
Prevention of Crimes: Prevention is better than cure; therefore a policy of
prevention must be followed if we really want to reduce the crime rates. Till recent
century, corporal punishment has been used to prevent crime but in spite of this
fact criminality remained prevalent in society. Similarly, we have obtained are not
very satisfactory. In fact punishment and the methods of treatment are methods of
defense against criminals. Therefore, the modern sociologists have given superiority
to crime prevention. Prevention of crime involves the following things:
2. General Programme: Various general programmes have been suggested
regarding crime prevention. According to Bentham a general programme of
crime prevention should include education and a moral code. Similarly, Ferri,
one of the exponents of Italian school suggested the following facts for crime
prevention:
i. Free trade;
ii. Reduction in consumption of alcohol;
iii. Meal money instead of paper money;
iv. Street lights;
v. Reduction in hours of labour;
vi. Lowest interest on public securities; and
vii. Local political autonomy.
Community organization: Prevention of crime also depends on the personal
groups of the local community. It has been already explained that criminality is
derived from the crime dominated groups. It develops when the anticrime forces of
local community are not strong. Therefore in order to prevent crime and
delinquency, it is essential to create anti-crime attitudes among the members of
local community. It has also been suggested that crime and delinquency, therefore,
should be defined as undesirable by the primary and personal groups in which a
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person participates. According to Sutherland and Cressey; “Policies for prevention

at these personal groups, in this sense control of delinquency and crime lies within
the local community”.
Organized recreation: Organized recreation is also important for the control of
crime and delinquency; it is method of occupying the leisure time. It includes youth
centers, recreational groups, boys clubs, reading rooms, motion pictures, cultural
and social activities etc. as the result of these activities, criminal tendencies or
diverted towards sound social life.
Case work with near delinquents: In every community we find certain
children who are supposed to be pre-delinquents. These children suffer from
various emotional problems namely enuresis, temper tantrums, sullenness and
timidity. As result of these problems they face difficulties in school and play
grounds. If they are corrected in the early childhood, they are expected to be less
delinquent. At present there are two types of agencies which deal with the
correction of near delinquents. They are known as child guidance clinics have been
organized by the public welfare departments. Generally problem children are
referred to the clinics by their parents. On the other hand visiting teacher
movement is also of recent origin. The visiting teacher is an agent of the school in
problem cases.
The visiting teacher, ‘as observed by Sutherland and Cressey, “Receives reports
from the regular school teacher, regarding attendance, Scholarship, misbehavior in
school and other difficulties. On the basis of these reports the visiting teacher
makes an investigation of the home and neighborhood with the purpose of tracing
the difficulty to its source and attempts control on the basis of this information.
Group Work with near delinquent: Group work is one of the important
contributions of sociological development. It refers to the extension of case work
beyond the person and his family. Group work near delinquents may be classified
into two categories:
a) Individualistic Group Work: In individualistic group work, an individual is
induced to become a member of a group. Attempts are made adjust the
individual in the group. As a result of this adjustment the individual
overcomes the tendencies which are conductive to delinquency. Thus this
type of group work is concentrated on the problems of particular
individual.
b) Group work based on the collectivity: According to this type of group work
attempts are made to re-direct the activities of a group of persons who are
delinquents or near delinquents. Therefore some workers participate in a
gang of delinquent members and try to convert them into law abiding
citizens.
Co-ordination Council: Till the recent century, the various agencies engage in
crime prevention have worked separately. Now in many countries works of various
agencies have been integrate with the help of coordinating councils. These councils
bring co-ordination between the efforts of various agencies which deal with the
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prevention of crime and delinquency. In other words, co-ordination councils work

as a counseling body.
Institutional reorganization: It also has been suggested that constitutional
reorganization is also essential for the prevention of crime and delinquency.
According to Taft, prevention of the institutional structures, in his opinion the
present methods, namely repression, clinical treatment, character education, case
work, group work and child guidance clinic, can only bring slight reduction in
crime rate. These methods are not able to cut the deeper roots of crime and
delinquency. According to Taft, our main aim is to establish a crimeless society.
Hence institutional organization is essential for the achievement of this aim.
14.4 REVISION POINTS
1. Medical Social Work
Medial social work, as a specialized method of social work, is of recent origin. It
involves the practice of social case work and sometimes group work in a hospital, a
clinic or another medical setting in order to make it possible for the patient to use
the available health services most effectively. Medical social worker is characterized
by emphasis on help in a social and emotional problem which affect the patient in
his illness and his cure.
2. Scope of Medical Social Work
Medical social work is a recent branch of social work which deals with social,
physical, and psychological processes of a patient. Therefore, the function of a
medical social worker collects information with regard the specific in accordance to
the available means. But in spite of these functions, the role of a social worker is
limited up to a particular aspect of illness. His function is confined with the social
aspect.
3. Concept of Crime:
The concept of crime is dynamic. It varies from place to place and culture to
culture. It solely depends upon the culture, traditions and laws of society. An act
may be crime in one society at one time, and may not be crime at another time. It is
because human society is dynamic. Everything in society is in a constant fulx of
changes. Thus the concept of crime, in neither constant nor homogeneous. There
are many perspectives which are used to explain in the concept of crime. From the
legal point view, there is no crime if there is no criminal law. But crime from the
social point of view, any act which damages social interests, is crime.
4. Legal and Sociological Concept of Crime
A person who commits a crime is a criminal. But in the eye of the law a person
who admits of having is a criminal. But in the eye of law a person who admits of
having committed a crime is not regarded as criminal unless his crime has not been
proved. Thus a person who behaves in a antisocial manner but does not violate
criminal law, cannot be designated as criminal.
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5. Reformation
According to recent investigation, the method of server punishment is not very
useful, consequently, punishment is being replaced by the treatment reaction. This
trend has been developed in terms of reformation and prevention. This trend has
been developed in terms of reformation and prevention. These are the two positive
and non positive methods for dealing in the criminals. With the help of these two
methods namely ‘prevention’ and reformation, society could be protected from
crimes.
14.5 INTEXT QUESTIONS
1. What is the scope of Medical Social Work?
2. Define reformation and discuss the methods of reformation.
3. How medical social work a field in social work?
4. Write about correctional social work?
14.6 SUMMARY
Medial social work, as a specialized method of social work, is of recent origin. It
involves the practice of social case work and sometimes group work in a hospital, a
clinic or another medical setting in order to make it possible for the patient to use
the available health services most effectively. Medical social worker is characterized
by emphasis on help in a social and emotional problem which affect the patient in
his illness and his cure.
The correctional social work deals with study of crime and institutions of
rehabilitation. In order to understand the reformation of criminals, a brief reference
of the concept of crime is essential the concept of crime is closely associated with
the concept of human society. In every human society, there are persons who do
not confront to the social norms. Hence in the study of crime, we are interested in
the negative activities of man. These negative activities which do not conform to the
social norms are called anti-social activities. The anti-social activities are of two
types namely an offence against an individual is called civil offence.
14.7 TERMINAL EXERCISE
Short Answer Questions
1. Write about importance medical social work?
2. What are the innovations in field of correctional settings?
3. Discuss the role of social worker in medical settings?
4. Write the importance of institutions in correctional work?
Objective Questions
1. Correctional social training helps in
a) Social transformation of criminals b) Behavioral changes in the criminals
2. Medical Social Work deals with
a) Psychosomatic problem b) Patients
3. Placement of medical social worker helps in
a) Counselling the patients b) Providing the treatment
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4. Correctional social work deals with

a) Study of crime b) Origin of crime.
5. Medical social work is a
a) Recent branch of subject b) An emerging subject.
14.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Study of the correctional institutions
and Criminal studies. Social service programmes for the reformation of
criminal in prisons and boastral schools. Contribution of services by the
NGO, in the fields of jails and prisons.
14.9 ASSIGNMENTS
1. Write about the significance of medical social work?
2. Discuss correctional social work as a method?
14.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOK
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
14.11 LEARNING ACTIVITIES
1. Study social work practice in medical settings
2. Use principles and methods of social work in working with criminals
3. Develop effective programmes of rehabilitation prisoners
4. Try to work with the patients in the hospital settings
5. Render therapeutic services with clients.
14.12 KEY WORDS
1. Hospitals
2. Reformation
3. Rehabilitation.


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LESSON – 15
FIELDS OF SOCIAL WORK: LABOUR WELFARE
15.1 INTRODUCTION
Social Work functions to find solution for problems of social adjustment.
Its aim it not only to help the individual, the family and the group in their
relationship but it is also concerned with the improvement of general social
conditions. This goal is achieved through social welfare institutions like schools,
hospitals, welfare centers, etc. They are the societal means to assist people who
face psycho-social and economic problems in meeting the demands of their
environment or in their personal relations. Social work practiced in these welfare
institutions. The development of factory systems of production with its
concentration of men and machines and the accelerated pace of industrialization
have resulted in the gradual ascendancy of machinery over men leading to human
neglect and misery. This evolved the concept of labour welfare programmes with
object of looking after the interests of the worker who had been over looked for long.
The Oxford dictionary defines labour welfare, as ‘efforts to make life worth living for
workmen”. A paper submitted on behalf of the Latin American countries to the
international conference of social work held in Munich in 1956, described labour
welfare as “Services rendered to workers and their families by an industrial
enterprise with the purpose of raising their normal material, social and cultural
levels and to adjust to a better life, “At the ILO (SEA) sessions held at New Delhi in
1947, Labour welfare was understood as “meaning such services, facilities and
amenities, which may be established in, or in the vicinity of undertakings to enable
persons employed therein, to perform their work in healthy, congenial surroundings
and to provide them with amenities conductive to good health and good morals”.
Social worker as Labour Welfare Officer is responsible for the welfare of the workers
in the industry. It is a statutory responsibility of an employer to appoint a labour
welfare officer in his organization if the number of employees exceeds 500 in case of
factories and 300 in plantations.
15.2 OBJECTIVES
 To study the fields of social work in general and labour welfare application in
industrial settings.
 To study its applicability social work as method in working with individuals,
groups, and communities in industrial settings.
15.3 CONTENT
15.3.1Welfare as Social Concept
15.3.2 Concept of Labour Welfare
15.3.3 Scope of Welfare
15.3.4 Principles of welfare work
15.3.5 Work in Community
15.3.6 Social Work and Labour Welfare
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15.3.7 Industry and Social Work Techniques

15.3.8 Impact of Social Work
15.3.9 Factories Act and Welfare
15.3.10 Industrial Social Service
15.3.11 Industrial Social Work
15.3.1 WELFARE AS SOCIAL CONCEPT
There is yet another sense to the statement that welfare is a total concept. In
planning for welfare, the individual alone should not be taken into consideration. A
man is a member of his family. He derives hems mental nourishment, moral
sentiment and emotional content from his family. His talk, outlook, interests,
ambitions, longings, habits, behavior, hopes, fears etc., are conditioned by and
centered in his family. As the family, so the person, -at least in his earlier days. If a
beloved family member is poor, or ill, nervous or quarrelsome, it does adversely
affect one’s welfare. If the entire family is poor, sordid and mean, it is reflected in
the life of its children. It is incontrovertible that the welfare of the children depends
on the welfare of the family. Similarly an adult’s welfare depends on the welfare of
the family. Similarly an adult’s welfare dependents on his family’s welfare. Indeed,
his welfare flowers and has its fulfillment in the welfare of his family.
Further, a family is not an isolated unit. It is related to other families and to the
neighborhood. The community is the legitimate, natural and intimate setting in
which the family lives and has its being. A family cannot be happy if the community
is miserable and if the community does not, or cannot, provide conditions for
desirable states of existence for the family. Welfare of families and to individuals is
determined by the resources of the community of which the former are parts. In
times of distress and calamities, it is the community that assembles its resources in
order to provide aid to families and to individuals. It is true that communities are
composed of individual and families; and if families and individuals are enjoying
desirable conditions of living, it could be said that community is faring well. But the
converse is equally true. That is, if the community should be described as faring
well, it should enable its constituent parts to attain and maintain desirable
conditions of existence.
While welfare is thus base on the wellbeing of the total man, it is also a three
dimensional concept implying the welfare of the family and the community, in
addition to that of the man himself. As long as this “totality concept” is appreciated
in its proper, three dimensional aspect, it is immaterial whether we begin with the
individual or the community in planning for welfare programmes. Scientifically
speaking, however if is desirable to begin welfare planning at both ends, that is, for
the individual and the community welfare is the end of individual welfare. Both
serve as ends and means mutually.
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15.3.2 CONCEPT OF LABOUR WELFARE

Labour welfare work is associated, on the negative side, with the counteracting
of the baneful effects of the large scale industrial system of production, especially
capitalistic, so far as India is concentrated – on the personal, family and social life
of the worker. On its positive side, it deals with the providing of opportunities for
the worker and his family for a good life as understood in its most comprehensive
sense. This providing of opportunities for the worker and his family for a good life
as understood in its most comprehensive sense. The personal objectives alone is
not adequate. Labour welfare is also fundamentally in the interests of the large
society, as the health happiness and efficacy of each individual connotes the
general wellbeing of all. Taken thus labour welfare is an essential part of social
welfare. It means the adjustment of the labourer’s work life and family-life to the
community and social life around.
15.3.3 Scope of Welfare
The scope of labour welfare work not only covers the work-life of the workers in
the factory but also extends beyond into his life with his family and the community.
Indeed, welfare work in the factory is but a part of the welfare programme. For,
what that the worker does in the community, how far away he lives form the
factory, what companions has, what recreations he takes to, and where and how
his family life is organized, the conveniences or inconveniences at home-these,
among many other suitable forces, affect his work. When a worker enters the
factory he does not merely bring with him his two hands and so many heat units of
energy. He brings with him a live personality, throbbing with aspirations and
anxieties, a personality full of ideas and impressions feelings and attitudes. Hence,
it becomes very important that welfare programme, if they have to succeed should
take into account the worker’s total personality and development. It is this fact that
which makes of welfare a comprehensive and continuous programme, beginning
with the factory and related to the culminating in the labour community
development. Indeed welfare work outside the factory is of the nature of follow up
service to what has been planned within the workplace.
Admitting them, that welfare work, to be effective, should include the work life,
family life and community life of the worker in a well related, coordinated and
purposeful pattern, what are the details of the items and activities to be covered by
welfare. A Welfare officer with proper appreciation of the objectives of labour welfare
and a creative vision, can easily add to the items listed below, or make suitable
modifications to suit the type and needs of workplace and community situations.
15.3.4 PRINCIPLES OF WELFARE WORK
The success of welfare work will dependent on the extent to which certain basic
principles are observed. The principle of coordination or integration is an important
one. We have already stated earlier that welfare is a total concept. Therefore we
should not plan programmes piece-meal and stop at that. Indeed, a large part of the
failure of welfare work is due to welfare being planned and treated on a piece meal
basis. Simultaneous and comprehensive programmes do const money and need
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personal. Therefore, employers may be tempted to introduce only a few items which
are forced upon them by law. Since this type of work does not yield results, the
employees lose faith in welfare work. Further, the worker for whom welfare work is
mainly planned feel the unreality of isolated and unrelated programmes, and
consequently, accept the programmes without confidence and enthusiasm. The
welfare officer who has clear concept of welfare should be able to coordinate
purposeful and related activities. For instance such a person would appreciate that
the canteen in the factory is organized not merely for the immediate purpose of
providing wholesome food to the employees, but for the bigger and continuing
purpose of creating in them good and scientific food habits and imparting to them
knowledge of dietetics so necessary to their physical and mental health, similarly
Creech could be used for greater objective of inculcating in the working mothers the
value and the way of child care. Again, medical and health services, sports,
housing, educational activities, worker management consultation, - all these and
more could be synthesized for the continuous and harmonious development of the
worker in his work, home and community contexts.
Another important principle of welfare administration is the principle of
association. “Work with individual” is the motto of this principle. Welfare work
aimed at the workers or for the workers has little chance of success as long as it I
not designed and implemented in consultation and collaboration with the workers.
The workers should be made to feel that the programmes or activities are a part of
their own creation, that their practice is a voluntary, spontaneous and willed
process emerging from themselves. This implies that workers through their
representatives, should be taken into confidence, consulted at various stages that
programmes and their implementation.
The principle of responsibility is another which makes for the success of
welfare work. According to this there should be delegation of authority in the
welfare fields, either by election to committees, or by proper nomination. Such as
safety committee, sports committee, canteen committee etc. which work
simultaneously in specific areas for limited period. Here it should be mentioned
that responsibility should carry with it authority, and authority should, in turn
posses resources both personnel and financial. Responsibility will succeed only in
the measure that it is combined with authority and resources. Also, one of the ways
of kindling primary leadership is to create resources, give authority and make
persons or committees or groups responsible. And primary leadership properly
created results in an overall feeling of belonging in the members of the group.
Allied to responsibility is the principle of accountability. While authority should
be properly delegated and distributed and adequate resources provided, how should
it be known whether these are satisfactorily utilized? This aspect could be taken
care of by requiring persons or committees charged with responsibility, to report
periodically to a higher, central authority, i.e., the welfare officer, or the personal
officer as the case may be. It is also necessary for all the individuals and groups
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involved to meet now and then at stated intervals and exchange notes and
experiences. This is the principle of evaluation or assessment. In social work, as in
any sphere of human activity, it is necessary to periodically look back take stock of
progress achieved, not impediments and failures and plan or replan in the light of
experiences gained and results achieved.
One more important and basic principle is the principle of timeliness. This
means that when a need is felt, or a time is opportunities for starting programme or
for associating the workers, or delegating authority or providing resources, these
should be done with dispatch. Most often programmes come to a stalemate or fail
for lack of timely action, leadership, help. Help wile help is required is an excellent
social work maxim. While procrastination is the thief of time, postponement could
be a robber of resources. Therefore, the welfare officer should be alert to discover
what is needed and when, and take timely action in putting through the
programme. In a small jute factory there was no rest shed. An open space within
the compound was available.
15.3.5 WORK IN COMMUNITY
This is only an outline of the steps taken by the state to introduce welfare
measures in the workplaces and to provide some measure of social security to
workers. But has anything been done to secure the worker’s welfare in the
community settings. The state especially after independence, was seized with the
conviction that welfare work to be effective should embrace also the family and
community life of the workers. Accordingly the union and the state governments
have constructed several hundreds of tenements of various types available to
industrial employees. Top priority is given to the construction of houses for workers
in the scheme of welfare. Maharastra, Mysore, West Bengal, the Punjab, Uttar
Pradesh and Madhya Pradesh are amongst some of the states who have already
built tenements for workers or reasonably good specifications. Also employers and
trade unions and workers’ cooperative societies are encouraged to build houses for
workers by assistance being given to them either in the form of residential land,
loans, grants, etc., and many management groups and some unions and co-
operative societies have taken advantage of these facilities.
Again, the State Government have built welfare centers in worker’s
neighborhoods in industrial cities. In these centers, health and family planning
services, social education programmes recreational activities, craft education, and
such other items are planned for the be hoof of the worker. These centers cater to
the welfare needs of women and children of workers. For the last several years, the
union government in collaboration with state government has undertaken the
training of teachers, and education of workers who, in their turn train teachers to
teach workers. The whole programme of workers education is geared to the creation
of a healthy and scientific trade union development in our country as also to the
awakening of citizenship knowledge amongst the workers.
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Thus from working conditions to minimum wages, and from social security to
housing and worker’s education, the lot of the workers is being improved by state
measures. Though the steps taken by the State towards securing labour welfare are
considerable, yet only a fringe of the problem has been touched and much still
remains to be done.
15.3.6 SOCIAL WORK AND LABOUR WELFARE
Labour welfare is not social work. Labour welfare or for that matter any welfare
is the result of social work. We cannot equate the result with the cause. Social work
leads to, or should lead to states of welfare both of individuals as well as groups.
Wherever we have the human factor associated with a problem there is a possibility
of doing social work. Labour surely is a human factor, and it has its own problems
too, amenable to social work approaches and touches. If the individual, the family,
the school, etc, could be areas of social work, it is conceivable that labour in the
factory, and in the community could be the field or subject of social work. We
“hazard the production” of a categorical statement: while labour welfare is not
social work (being is result) labour welfare is an area of social work. We said that
wherever the human factor is associated with problems there is possibility of
practice of social work. Whenever the human factor is associated with problems
there is possibility of practice of social work. It is egregious blunder to conceive of
social work as concerned with only indigent paupers and the neglected helpless;
through we recognize that these need prior attention ad assistance. Indeed, social
work started as a help-rendering process, and grew into a self help rendering
technique during technique during the centuries. But the time has now come to
extend the concept and scope of social work into all levels and strata of problem-
suffering humanity. The position which will confront the social worker now or later
is this; social work has evolved particular techniques of enabling the physically or
emotionally or morally desirable ones to overcome their disabilities and function
again as normal individuals. These techniques are practiced largely for the benefit
of economically and socially disadvantaged individuals. This is as it should be but
socially and economically advantaged individuals too may become physically, or
emotionally or mentally or morally disabled. We are inclined to treat social work as
a science with a body of knowledge giving rise to techniques of practice which are
relevant and useful in problem situations at all levels and groups of human
[Link] the social work is the enabling process, every area where it can fulfill its
role is relevant to it. As labour, too, needs the enabling help of the social worker,
social work is no trespasser in the realms of labor welfare, industrial relations and
personnel management
15.3.7 INDUSTRY AND SOCIAL WORK TECHNIQUES
Labour welfare officer have great scope for the practice of social work. This lead
to the further assumption that a Labour welfare officer is, or should be a person
who has had training in the philosophy and practice of social work. In so far as
supervisors, personnel officers and mangers, and trade union people too, have to
understand the human problems, of labour and deal with them in a scientific
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manner for the good of labour and deal with them in a scientific manner for the
good of labour, of industry and of the community, it is quite reasonable to propose
that these personnel too should know somewhat of social work, or at least know
something about social work.
Suffice to mention that in consonance with the nature of the distress and its
dimensions affecting individuals and groups, and also in accordance with the
purposes of help, recovery, or rehabilitation or growth or development of the
persons involved, for methods of social work are accepted:
1) Social Case Work;
2) Social Group Work;
3) Community Organization and development;
4) Social Action.
Each, again, has its sub-techniques or auxiliary practices, its own resources,
its own field of operation, philosophy and outlook. It is most important to keep in
mind here that social work, whatever its field and techniques, not only aims at
removing handicaps, and rendering positive help, but works to promote growth in
the subject or subjects,- growth along physical, mental, emotional and moral lines.
Thus viewed social work is a dynamic process.
Case work is defined as work with the individual, mainly concentrating on
helping the distressed person to help himself. Social group work attempts to work
with small groups in order to bring worthwhile social experiences to the members.
And community organization concerns itself with bringing about inter or intra
group relations with reference to approved human needs and desirable goals of
existence. Social action. On the other hand, seeks to encounter and correct large
scale permeating social evils by enlisting the support of the vast groups of people.
Contexts of Social Work Practice: The following are the methods of social
work practices in the context of industry for promotion of labor welfare:
Social Case Work
Induction;
Workers adjustment problems with reference to (a) machines; (b) co-workers;
(c) supervisors.
Problems arising out of welfare administration; child care situations in the
crèche; women workers’ leave and maternity; family planning and other problems.
Grievance situations.
Transfer cases.
Merit-rating situations in which worker may need help in doing his best to
deserve promotions.
Training within the industry.
Absentee situations.
Discipline cases
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Ill health, of general or specific nature.

Industrial diseases
Accident and problems created by such accidents
Problems and strains created by rationalization, automation,
Situation of lay-off, retrenchment, discharge and dismissal.
Retirement problems: adjustment of conditions of less money, more leisure or
“workless ness,” etc.
Social Group Work
Work-groups where team work is involved
Committees such as works committees, canteen committees, safety committee,
etc.
Joint consultation situation such as labour-management councils.
Collective bargaining contexts.
Administration (implementation) of bargaining agreements
Training programmes(including material); group meetings, conferences,
seminars.
Child welfare programmes in crèches.
Developmental and implementation of (participation in) several welfare
programmes inside and outside the work-place.
Building and maintenance of group morale.
Community Organization and Development
Propose plans for building a labour community composed of workers of his
factory.
Workers welfare can be properly understood only in background and
perspectives of work life and community life.
Industrial communities are categorized as single industry community and
multiple industry community.
The vitality of community lies in the degree of the integration of the life
situation of its members.
Labour community has to develop inner strength and realize the goals of
welfare, it has largely to rely on its own resources.
Solid and attractive school buildings should be an indispensable component of
labour community.
Community should be encouraged to build up leaders form amongst its own
ranks.
Financial contributions, personal services rendered in leisure time, goodwill
these alone are adequate to lead the labour community to a richer life.
Social Action
Most of these apply only to Social Workers attached to Trade Unions.
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Trade union development and leadership at all levels.

Putting forth demands
Peaceful strikes.
Securing labour legislation
Supervising enforcement of labour legislation
Labour’s cooperation in functions of Inspectorate.
Trade Unions and social research.
Unions and public relations.
Management and public relations (opportunity of management to take to social
action).
Trade Unions participation in politics and international organizations
Labour welfare work is a comprehensive field needing the services of properly
trained personnel. It calls for people who have knowledge of the needs of individuals
in their work places. Of families and communities, persons who can work in such
fields should be those with creative vision, who can plan programmes with
reference to objectives and implement threat primary levels. They should be able to
inspire leadership and secure the participation of individuals and groups, amongst
the groups they are required to work. Especially in the factory, they should be able
to overcome the prejudices of employers, and dissolve the differences, amongst the
workers and engage them to the common goals of efficient production and adequate
personality development. This is indeed, a dynamic role requiring a social
philosophy and social technique consisting not only with the culture of our times
but also with the vision of a new India we are building
15.3.8 IMPACT OF SOCIAL WORK ***
Development of social sciences suggested and facilitated the appointment
ofLabour and welfare officers. No discipline has so much contributed to enhance
the prestige and value of the labour and welfare officer as the discipline of social
work. The concept and practice of social work as forming the equipment of a
profession was new to India. In nineteenth thirties the Dorabji Tata Trust started a
post graduate school for the training of profession was a new to India. The school
itself was organized to train social workers to function in general as well, as in
particular fields, such as family welfare, child welfare, child care, delinquents,
disabled groups, etc,. Labor and labour welfare together was one of the fields.
Further, he felt that properly trained personnel in industries would promote
better industrial relations. If any untrained people were already working as labour
and welfare officer, it was proposed to provide a short term advanced training for
them. Running thorough all these developments was the idea of introducing social
work and social science in industries. The factories employing 500 or more workers
to appoint Labour Welfare officer, Section 49 of the Factories Act, 1948 says: ‘ In
every factory wherein 500 or more workers are ordinarily employed, the occupier
shall employ in the factory such number of welfare-officers may be prescribed”.
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This section further states “the state government may prescribe the duties,
qualifications and conditions of service of officers employed under sub section one.
15.3.9 FACTORIES ACT AND WELFARE
The Factories Act of 1948 is a culminating of a series of earlier Acts in the field,
and it is rightly described as a Welfare Act. The Act makes extensive provisions for
welfare in various areas in work place. Thus the whole of chapter three of the act in
ten sections covers items relating to health, such as cleanliness disposal of wastes
and effluents; ventilation and temperature, dust and fume, artificial humidification,
over crowing, lighting, drinking water, latrines, urinals, spittoons. Likewise chapter
four is devoted to provisions regarding safety, such as fencing of machinery, safe
working of machines, precautions in case of fire, etc.-all included in 21 sections.
Then specific provisions for conveniences are made in chapter five under the
heading “welfare”. Such special welfare sections provide for washing facilities,
facilities for storing and drying of clothes, as well as for sitting, first aid appliances,
canteens, shelters, restrooms and lunch rooms, crèches, appointment of welfare
officers- all these making of eight sections. Powers are given to state governments to
make supplementary rules in regard to the welfare provisions. Thus one may see
that the Factories Act covers quite a comprehensive field. Other provisions of the
Act deal with working hours of adults’ rules and prohibitions regarding employment
of young persons, leave with wages to workers, special provision regarding notice in
case of accidents etc. and penalties and procedures in case of violations, and
supplemental sections relating to returns to be submitted to the authorities.
Obligations of workers, etc., in observing health and safety precautions are also
important sections of the Act.
Welfare Work in Community
While the Factories Act embraces a wide field of labour welfare within the work
place, it is interesting to note that it is silent regarding the welfare of workers in the
[Link], no legislative provisions have been made for the welfare of the
worker in their community environment, a few managements did provide housing,
schooling, medical assistance, recreational and transport facilities for their workers
and for their families too. Of course, the extent and quality of these welfare services
differed according to the standard, resources and service mindedness of the
employers. It should also be mentioned that in the mines and plantations, the very
nature of the work is isolated and remote areas made housing of the worker
necessary and inevitable.
Again in public enterprise such as the Indian Telephone Industries in
Bangalore, Hindustan Machine Tools in Bangalore, Bhilai Steel plan and Steel Plant
of Rourkela the Government has built complete communities around or in the
neighborhood of the factories. Mention should also be made of welfare work in the
community taken up by some state government and municipalities. Big
corporations like Bombay built some tenements for their own workers as well as
factory workers. This was done with as view to lessen the hardships in regard to
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housing of the low income groups which workers generally are. Along with
tenements/construction, provision was also made for facilities such as schools
playgrounds, dispensaries, libraries etc. Most state governments also provided for
the organizations of welfare centers in labour areas. These welfare centers whether
they were organized by state governments or municipal bodies functioned as
neighborhood houses, i.e. centralizes agencies from which radiated all types of
social services.
15.3.10 INDUSTRIAL SOCIAL SERVICE
The development of factory system of production with its concentration of men
and machines and the accelerated pace of industrialization have resulted in the
gradual ascendancy and machinery over, men leading to human neglect and
misery. This evolved the concept of labour welfare programmes with the object of
looking after the interests of the workers who had been overlooked for long. The
oxford dictionary defines labour welfare as “efforts to make life worth living for
workmen”. A paper submitted on behalf of the Lain American countries to the
International Conference of social work held at Munich 1956, described labour
welfare as “Services rendered to workers and their families by an industrial
enterprise with the purpose of raising their normal material, social and cultural
levels and to adjust to a better life, At the ILO(SEA) session held at New Delhi n
1947, labor welfare and understood “as meaning such services, facilities and
amenities, which may be established in, or in the vicinity of undertakings to enable
persons employed there into perform their work in healthy, congenial surroundings
and to provide them with amenities conductive to good health and good morals.”
Social work as a labour welfare officer is required to perform the following functions
in the industry:
1. He advises and assists management to secure welfare amenities like canteen,
crèche, rest room, recreation hall etc, for the workers.
2. He establishes liaison with government agencies on health and safety of
workers.
3. He attempts to provide those facilities with help them in raising the level of
education and standard of living.
4. He sees that various enactment are enforced in the establishment.
5. He tries to strengthen satisfactory and productive relationship between the
management and workers
6. He helps workers to adjust to their working environment.
7. He advises them against going on an illegal strike.
8. He also advises management against declaring illegal lock-out.
Industrial Social Service
1) Compliance of various provisions of basic Acts pertaining to health and welfare
of workers, preparation and submission of required reports, returns and
statistical data;
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2) Management of industrial health services – first aid, dispensary, ambulance

and hospitalization;
3) Management of company schools, and worker’s education classes;
4) Management of canteens and mid day meals, etc.
5) Administration of housing estates and worker’s housing schemes;
6) Promotion and management of recreational measures, sports, tournaments,
welfare centers, cinema shows, tours, etc;
7) Supervision of provident fund and E.S.I. Schemes work; and
8) Administration of financial benefit schemes – loans, grants, etc, and
cooperative societies.
15.3.11 INDUSTRIAL SOCIAL WORK
1) Orientation and induction of new employees;
2) Communication company policies to workers individually and providing them
with correct interpretation, and communication workers opinions and feelings
to the management;
3) Exit interview;
4) Care of young persons, women and workers nearing superannuation;
5) Helping workers in making use of the grievance procedure; joint committees
and other tripartite agencies in the plant;
6) Helping workers for better adjustment to working hours, working conditions
and work groups and to help management in evolving suitable working hours,
working conditions and work groups;
7) helping workers in their personal and family difficulties to act as a source
person to community services and to become a laison between the plant and
community services; and
8) Doing all work that requires help mainly in socio-psychological environment of
the plant.
15.4 REVISION POINTS
1. Concept of Labour Welfare
Labour welfare work is associated, on the negative side, with the counteracting
of the baneful effects of the large scale industrial system of production, especially
capitalistic, so far as India is concentrated – on the personal, family and social life
of the worker. On its positive side, it deals with the providing of opportunities for
the worker and his family for a good life as understood in its most comprehensive
sense. This providing of opportunities for the worker and his family for a good life
as understood in its most comprehensive sense.
2. Social Work and Labour Welfare
Labour welfare is not social work. Labour welfare or for that matter any welfare
is the result of social work. We cannot equate the result with the cause. Social work
leads to, or should lead to states of welfare both of individuals as well as groups.
Wherever we have the human factor associated with a problem there is a possibility
of doing social work. Labour surely is a human factor, and it has its own problems
too, amenable to social work approaches and touches
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3. Industry and Social Work Techniques

Labour welfare officer have great scope for the practice of social work. This lead
to the further assumption that a Labour welfare officer is, or should be a person
who has had training in the philosophy and practice of social work. In so far as
supervisors, personnel officers and mangers, and trade union people too, have to
understand the human problems, of labour and deal with them in a scientific
manner for the good of labour and deal with them in a scientific manner for the
good of labour, of industry and of the community, it is quite reasonable to propose
that these personnel too should know somewhat of social work, or at least know
something about social work.
4. Factories Act and Welfare
The Factories Act of 1948 is a culminating of a series of earlier Acts in the field,
and it is rightly described as a Welfare Act. The Act makes extensive provisions for
welfare in various areas in work place. Thus the whole of chapter three of the act in
ten sections covers items relating to health, such as cleanliness disposal of wastes
and effluents; ventilation and temperature, dust and fume, artificial humidification,
over crowing, lighting, drinking water, latrines, urinals, spittoons.
5. Work in Community
This is only an outline of the steps taken by the state to introduce welfare
measures in the workplaces and to provide some measure of social security to
workers. But has anything been done to secure the worker’s welfare in the
community settings. The state especially after independence, was seized with the
conviction that welfare work to be effective should embrace also the family and
community life of the workers.
15.5 INTEXT QUESTIONS
1. Define Social Work as a profession working with labour welfare?
2. Discuss the practice of social in Industrial setting?
3. What is the role of professional social worker working with industry?
4. Explain the social work as a method in Industries?
15.6 SUMMARY
Welfare is thus base on the wellbeing of the total man, it is also a three
dimensional concept implying the welfare of the family and the community, in
addition to that of the man himself. As long as this ‘totality concept’ is appreciated
in its proper, three dimensional aspects, it is immaterial whether we begin with the
individual of the community in planning for welfare programmes. Scientifically
speaking, however it is desirable to begin welfare planning at both ends-that, is for
the individual and the community simultaneously.
If we withdraw the activities of labour from the various spheres in which they
are engaged, we would perhaps plunge back into the barbaric state in which
average life was, poor, nasty, brutish and short. Civilized life, as it is today, is
possible on account of the co-coordinated labour of millions of workers working in
factories and workshops and other industrial work places. Functionally, we say,
therefore, that individual workers play a very useful and important role in the
community. It is most important to keep in mind here that social work, whatever its
field and techniques, not only aims at removing handicaps, and rendering positive
help, but works to promote growth in the subject or subjects,- growth along
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physical, mental, emotional and moral lines. Thus viewed social work is a dynamic
process.
15.7 TERMINAL EXERCISE
Short Answer Questions
1. Discuss social work in working with industries?
2. Write the significance of Social work in labour welfare?
3. How social work a field in labour welfare?
4. What are the techniques of social work working with industries?
Objective Questions
1. Worker adjust mental problem is dealt with
a) Social Case Work Skill b) Social Group Work
2. Social work in industries deals with
a) Workers problems b) Workers and management problems
3. Social work is an important field in
a) Industries b) Communities
4. Social work mainly deals with
a) Providing welfare amenities b) Social Service
15.8 SUPPLEMENTARY MATERIAL
1. Basic material related to HRM and Management text books, literature on
NGO’S, H.R.M activities, and functions. Project works related to, etc.
15.9 ASSIGNMENTS
1. Discuss social work as professional working with industries
2. How Social work caters the needs of the groups, communities and societies,
with reference to industries?
15.10SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Jacob, K.K., 1965. Methods and Fields of Social Work in India, Asia
Publishing House, New Delhi
2. Moorthy, M.V., 1968. Principles of Labour Welfare, Gupta Brothers (Books),
Vishakhapatnam.
3. Umrao Singh, 1962. Community Development in India, Kitab garh, Kanpur.
15.11 LEARNING ACTIVITIES
1. Study the Industrial Environment: worker problems, issues
2. Observe the Industrial surroundings: social problems, people below poverty
line, Squatters and village communities nearing to industries.
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness for successful industrial operations.
4. Development of communication for better industrial work.
5. Forming work committees and see for effective functions.
15.12 KEY WORDS
1. Principles of labour welfare
2. Social work techniques
3. Social Action.

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LESSON – 16
FIELDSOF SOCIAL WORK: COMMUNITY DEVELOPMENT
(URBAN AND RURAL) SETTINGS
16.1 INTRODUCTION
Social problems have always been with us, but their impact has never been so
marked as in the present century. Each generation had tried to solve them a best
as they could, but never achieving a fair measure of success. But the dawn of the
present century has synchronized with the opening of new venues in social work as
a scientific means of solving social problems. The content of social work has been
drastically changed in order to suit modern conditions. The perfecting of its
theoretical background, the defining of its various fields and the streamlining of its
methods account for the new scientific spirit that permeates social work activity in
the present century. The charitable and philanthropic activities that have been
universally practiced in India, did meet some of the existing social needs. But their
approach and methods were such that drove a wedge between the giver and the
recipient. Professional social work has scientific basis and a progressive approach
and instead of offering palliatives, it emphases preventive aspects and undertake
long term rehabilitation. This kind of social work on a professional basis, slowly but
steadily getting established in India.
The emergence of professional social work in India has helped in drawing up a
planned and integrated programme for social welfare. In order to handle these
complex and difficult social problems, well trained and full time social workers are
needed. They should be equipped with techniques to handle personal, group and
community problems in the various field of social work. This kind of preventive and
constructive social work represents the aspirations of humanity rising to
consciousness of its degradation, even amidst progress, and of failure even amidst
success. Professional social work has thus a great mission. It is not an easy one.
But it is one that will shape the destiny of future generation.
16.2 OBJECTIVES
 To study the practice of social work in different settings as a method and
field.
16.3 CONTENT
16.3.1 Community Development
16.3.2 Concept and Objective of Community Development
16.3.3 Basic Elements of Community Development
16.3.4 Methods in Community Development
16.3.5 Use of Social Work methods
16.3.6 Common Effort
16.3.7 Direct and Indirect Methods
16.3.8 Rural and Urban settings
16.3.9 New Approach
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16.3.10 Planned activities

16.3.11 Varying programmes
16.3.1COMMUNITY DEVELOPMENT
All the sections of the village community regardless of the occupations
pursued, were interdependent and were integrated in the social, economic and
administrative organizations of the community. All these factors have not only
tended to make a village a distinct entity, but have also led to its development as a
‘community’. The village had their Panchayats which made laws and saw that they
were observed and honored by all members. The wants of the people were few and
were mostly satisfied locally. The village life was self-sufficient both economically
and socially. Thus there was peace and order, harmony and co-operation and every
member had the opportunity to grow in a democratic way and represented the
growth of life and culture of India.
A New Awakening: The village organization as a self-sufficient unit was the
first to disappear under the operation of new economic forces released by the
Industrial Revolution and precipitated by the British Rule in India. The various
forces caused slow but steady disintegration of the village communities. These
appalling conditions of poverty lasted for long and set in a wave of reaction in the
form of some sort of an awakening, a restlessness and national leaders and even of
some organizations here and abroad. Several experiments were made by pioneers,
organizations and government departments imbued with the spirit of national
awakening in revitalizing village life in different parts of the country. An
understanding of these experiments can form some background for the emergence
of the Community projects and National Extension Service Programme in India.
The Gandhian Movement: Mahatma Gandhi for the first time thought over the
imperative need of the uplift of the rural community in its true perspective.
He made this work and pivot of his constructive programme. His contribution in
this field was great and commendable. He sought to make the village self-sufficient
and self-reliant. He attempted to develop in the villagers the strength and stamina
to stand up against oppression and injustice though a constructive programme. He
launched schemes for the establishment of community unity, removal of
untouchability, prohibition, use of Khadi, promoting of village industries, uplift of
backward classes and tribes, uplift of women, education in public health and
hygiene, expansion of education or organization of Kisans, labourers and students.
He gave to the country a new vision of the approach to the problem of rural
reconstruction and set into operation new forces and build up new institutions for
rural reconstruction. His efforts have deeply influenced the thinking of leaders who
are concerned with national development. It will be evident that the newly launched
community development programmes in India has its basis in the Gandhian
philosophy and concept of life which he attempted to implement in numerous
experiments. For achieving the above ends, he established various practical
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programmes, such as the All India Village Industries Association, the Go-Sewa-
Sangh, the Wardha Scheme of Education, the Harijan Sewak Sangh etc.
16.3.2 CONCEPT AND OBJECTIVE OF COMMUNITY DEVELOPMENT
Concept of Community Development
With regard to the concept and philosophy underlying the programme, it can be
said that community development is not a new idea. Local groups have, for a long
time, been organizing action for their own improvement in many parts of the world.
In every sense, community development as we recognize it today, is based on and
has grown out of the experience of the past. What is new is that these principles are
now becoming more widely recognized than ever before, and more consciously and
purposefully applied by the many agencies which are basing their policies upon
them. It is the emphasis that is new rather than the principles. Broadly speaking In
the words of Pt. Nehru, “These Community schemes are not a replica or a copy of
something from abroad, although we have learnt much from other countries. They
are essentially an Indian growth, suited to India’s conditions.”
The philosophy behind community projects programme is cooperative endeavor
and self-help of the people to build a new and prosperous India. The directions and
initiatives come from the top and cooperation from the people is assumed and the
projects are pursued with active assistance from the state. The basic idea of the
community development programme as stated by the planning commission in the
first five year plan is that:
(a)Community development is the method,
(b)National extension service is the agency; and
(c)Transformation of the social and economic life of the village is the goal.
Thus the National Extension Movement is the agency for bringing about social
and economic change in rural India. The Cambridge Summer Conference on African
Administration in 1948 defined the term ‘community development’ as a movement
designed to promote better living for participation, and if possible on the initiative of
community, but if this initiative is not forth coming spontaneously, by the use of
techniques for arousing and stimulating it in order to secure its active and
enthusiastic response to the movement.’ The Ashridge Conference of Social
Development in 1954 considered the definition of the Cambridge Summer
Conference on African Administration as valid and comprehensive but preferred a
shorter description which was just adopted by a Conference in Malaya.
“Community Development is a movement designed to promote better living for the
whole community with the active participation and on the initiative of the
community”. Obviously, there is not much difference between the two definitions.
A study of these definitions shows that in relation to the people, community
development is essentially both an educational and an organizational process. It is
educational because it is concerned with changing such attitudes and practices as
are obstacles to social and economic improvements and engendering particular
attitudes which are conductive to these improvements and engendering particular
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attitudes which are conductive to these improvements more generally. It is

organizational not only because people acting together are left able to pursue the
interests which they have in common but also because it requires the reorientation
of existing institutions or the creation of new types of institutions to make self help
fully effective and to provide the necessary channels for governmental services.
Objectives of Community Development
The main objective of Community Development is development of individual
and Community which our Prime Minister has called ‘investment in man’. The three
objectives underlying the programme are:-
a) To promote the all sided development of the village community,
b) To promote community life among the people.
c) to develop responsible, self-reliant and self-initiating local groups and
institutions so that they are able to manage their affairs themselves.
The purpose of this programme was officially declared in the following words:
“The purpose of Community Projects shall be to serve as a pilot in the
establishment for the men, women and children covered by the project areas, of the
right to live, food- receiving the primary emphasis in the initial stages of the
programme.”
The three aspects of the programme which have been emphasized from the very
start are:
1) National Extension Service Blocks and Community Development Blocks are
intended to be areas of constant efforts, in which development agencies of the
Government work together as a team in programmes which are planned for
improving all aspects of rural life.
2) The essence of the approach is that villages should be enthused to bring about
improvements and build up a new life for themselves, and participate with
increasing awareness and responsibility in the planning and implementation of
projects which materially aid their well-being. The awakening of mass
enthusiasm and enlisting of villagers’ active cooperation in the task of
improving their own conditions are the key-note of the movement. Self-help
and cooperation are the pillars on which this programme rests.
3) The movement is intended to bring with in its scope all rural families,
especially those which are under-privileged and to enable them to take their
rightful place in village economy and participate in the cooperative movement
and other spheres of the village development.
The United Nations Regional Conference on Community Development in South
and South- East Asia held at Manila in December, 1951, defined the aims and
objectives of the community development as under:-
1) Community development must have a basic philosophy that is dedicated to the
well-being of the people; that can be expressed in terms that are intelligible to
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the people; and its capable of inspiring them with the will to better living
through their own efforts and industry.
2) A community development programme is designed to stimulate and promote
conditions for social, cultural and economic progress by coordinated methods
which involve a primary emphasis on responsibility and action at the local
level.
It is on account of these features that the community development programmes
and the National Extension service are regarded as the normal pattern of the
‘Welfare State’ in action. This programme, as a matter of fact is designed to provide
to the people of our rural areas. (i) the right to live; (ii) the right to earn a living
and(c) the right to receive what is earned. Though basically community
development has to be a programme of aided-self help, yet the State has to do
much for the people at least in the earlier stages and at the same time has to
develop the potential of the people. It is in the context of these aims and objectives
that the progress of the community development programme has to be assessed
and evaluated.
16.3.3 BASIC ELEMENTS OF COMMUNITY DEVELOPMENT
Community development programmes for this purpose are formulated on
sound principles, commonly known as ‘Basic Elements’. Although there is no set
pattern for community development, but certain basic elements are today being
consciously and purposefully followed than even before and for most people they
are what mainly distinguish community development from development of other
kinds. These are:-
1) Activities undertaken must correspond to the basic needs of the community;
the first projects should be initiated in response to the felt needs to the people.
2) A full and balanced community development needs concrete action and the
establishment of multipurpose programmes.
3) Changed attitudes in people are as important as the material achievement of
community projects during the initial stage of development.
4) Community development aims at increased and better participation of the
people in community affairs, revitalization of existing forms of local
government and transition towards effective local administration where it is
not yet functioning.
5) The identification, encouragement and training of local leadership should be a
basic objective in any programme.
6) Greater reliance on the participation of women and youth in community
projects invigorates development programmes, establishes them on a wide
basis and secures long range expansion.
7) To be fully effective, communities’ self-help projects require both intensive and
extensive assistance from the state.
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8) Implementation of a community development programme on a national scale

requires (a) adoption of consistent polices (b) specific administrative
arrangement, (c) recruitment training of personnel, (d) mobilization of local and
national resources and (e) organization of research, experimentation and
evaluation.
9) The resources of voluntary non-governmental organizations should be fully
utilized in community development programmes at the local, national and
international level.
10) Economic and social progress at the local level necessitates parallel
development on a wider national scale.
16.3.4 METHODS IN COMMUNITY DEVELOPMENT
The problem of methods in community development is primarily a problem of
improvement of human relations. In any event, leadership by capable men appears
to have been an important contributing factor in almost all cases. A community
development cannot claim knowledge of solution but can only assist community
groups in their own search for direction and in the formulation of programmes until
the time when progress in the applied social science will provide a more solid basis
for general principles and methods of community development. The most successful
methods have been those which help to safeguard the dignity and equality of
individuals secure the participation of the people in the local projects and
programmes on the widest possible basis and lead to general welfare and
happiness. These methods simply provide in nutshell the technique of advancement
into such programmes.
Methods used in community development have been classified in five groups as
under:
1) Methods in Assessing Community Needs and Motives for Action: At the
outset there should be a systematic discussion of peoples common-felt needs
by the members of the community. This requires Surveys of the community’s
material and human resources, discussions of possible solutions and
decisions on the project and on the most effective ways of implementing it.
2) Methods of Communication: Having assessed the needs and the means
available, the establishment of channels of communication is of considerable
importance during the entire process of community development. It is
particularly so during the phase of stimulation of communities to undertake
projects of improvement. In this group are reviewed method of using radio,
press and other medial as well as organization visits and study tours etc.
3) Methods of providing community facilities through self help: Then there is
a need for providing facilities through community development, employment
methods and community labour on contract. Community development
employment methods are still in the process of experimentation and have been
evolved only in the few countries under conditions of national emergency.
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4) Methods of providing external assistance and developing multipurpose

programme: So far with the above three methods it has been possible to
assess the needs, the means the best communication media and facilities
through self-help etc. Now there is a need for assessing external aid. External
agents, traveling teams, cultural mission demonstration centers and pilot
projects extension activities carried out by Universities and other institutions
are essential.
5) Methods of Coordination of Community development activities: The last
phase includes methods of coordinating activities at the local level and
administrative coordination of community development programmes at block,
district, state and national level.
16.3.5 USE OF SOCIAL WORK METHODS
Community development work calls for the successful use of the various
methods of social work. In fact, in underdeveloped countries such as India it may
not be wrong to describe community development as the field and community
organization as a method as being the most significant. Community development
requires community organization as the central method with all the other methods
playing a supplementary role. The community development worker has to be a
multipurpose worker, a general practitioner of social work methods. He uses all the
social work methods and skill in the process of community organization work, as
and when the particular need for specific skill or method arises. For example,
gathering facts and figures regarding the life and problems of the community is the
first step by which felt needs are to be discovered. In this task the study of research
methods and the use of case work skills will be very helpful. In dealing with the
people individually or in the groups the skill of case work and group work will be
very useful.
In co-operating with existing agencies, streamlining administration and
coordinating with existing agencies, in streamlining administration and
coordinating work, the theory and practice of social administration will help
immensely, for initiating activities for purposes of rectifying discrepancies in
existing programmes or for starting new programmes to meet new situation and
fresh needs, the methods of social action will be very appropriate. But in India the
one field in which work is undertaken at the national level and on a scale
surpassing similar attempts in any other country in the world, is that of community
development using the method of community orgainsation, assisted by other social
work skills.
16.3.6 COMMON EFFORT
The objective of the welfare of the whole community is to be brought about by
the effort of not one section or sector of the community but by the whole
community rising to consciousness about their problems and making determined
efforts to solve them. This naturally calls for joint endeavors and cooperative effort,
which is the core of community organization work. It calls for organized activities
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and an organizational setup which will coordinate activities at various levels and in
different fields, for the improvement of environmental conditions. Initially both
individuals and groups will have to be helped to find common objectives and
common approaches to common problems. A spirit of cooperation and means of
coordination go a long way in ensuring effective community organization work.
16.3.7 DIRECT AND INDIRECT METHOD
In community organization there are two ways of approach. One method is the
direct approach to the community seeking to organize various programmes and
activities, with the help, coordination and participation of the whole community. A
health programme intended for and supported by the community as a whole is an
example this is direct work with the people and the best way of enlisting maximum
support of the maximum number of people in that area. It brings people together
the common programme for their common good.
Another approach to community organization is to achieve the objects of the
community organization mainly by coordinating or supplementing the services
provided by existing agencies in that area. This is the indirect approach of
community organization because direct work is with the agencies only. Community
welfare work is viewed as the responsibility of the existing agencies. Community
organization work with and through these agencies, mainly take the form of
councils or committees which act as coordinating agencies and advisory boards.
The object of such community organization work with and through these agencies,
mainly take the form of councils or committees which act as coordination agencies
and advisory boards. The object of such community organization work is to
eliminate waste of time or resources, by avoiding duplication of services and
inefficiency in administration. It is possible for agencies to plan together, and
function in a co-ordinated manner, supplementing the services of each other.
Community Chests that have become popular, in the U.S.A. are in the nature of
financial federations to which there is a common collection in an area in proportion
to their needs and programmes. The most recent trend is to view with disfavor, the
multiplication of social welfare agencies in an area. Federation of these agencies or
if possible even amalgamations of these into a single unit, directing all the social
welfare activities of the community, have been suggested. In some places such
federation has already been formed. It may be a possible line of further
development.
16.3.8 RURAL AND URBAN SETTINGS
Community organization methods can be successfully applied both in rural and
urban settings. In India what little community organization work has been
attempted was confined to the urban areas, with emphasis on the needs of the
lower and working classes in respect of housing, recreation, social education etc.
Even though some of its principles were used for rural betterment work it was only
with inauguration of the community projects that community organization
principles have been fully applied to the task of rural reconstruction and that on a
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national scale. Even though the underlying principles remain the same both in
rural and urban settings, the methods and activities will have to be such that will
appeal to the community concerned. It will be necessary to keep in mind their
social and economic background and their intellectual and cultural standards so
that no programme is initiated, which does not suit them. The nature of problems
in a n overcrowded slum area may not be the same as in a village, but in both
cases, the problem existing in the area have to be studied first. This on the spot
study only will indicate the kind of programmes and activities that will suit them.
16.3.9 NEW APPROACH
Community organization methods have been now accepted as representing the
right approach to the task of community development. Especially in
underdeveloped countries which are mostly handicapped by lack of resources.
Hence, local resources and community effort have to be made use of for the
improvement of social and economic conditions. It is community organization
principles like self-help, community participation, mobilization of local resources
both in men and materials and joint planning and execution that makes
community development programme, ultimately the responsibility of the
community concerned. They may be assisted by trained social worker or existing
agencies, but in the final analysis, a community must be able to solve its own
problems.
The first step in community organization it to conduct surveys or enquiries so
as to determine the commonly felt needs and problems of the community. By
discussions with individuals and groups belonging to that area and social workers
functioning in various agencies there, it is possible to discover community needs.
The community organiser should correctly feel the pulse of community and his
move should be to proceed in line with their needs and aspirations. Unless
community organization work is based on some of the commonly felt needs of the
community, it will not secure the co-operation of the community.
16.3.10 PLANNED ACTIVITIES
After having studied the nature and extent of the problem and the kind of
response that is likely to be there for the various activities, it would be necessary to
analyze these various needs and assign priorities because it may not be possible to
tackle several problems together. It will be necessary to proceed gradually and
cautiously. Planning is the most important step at this stage, and in this task,
representatives of various sections of the community and various welfare agencies
functioning in the area have to work together. It will be necessary to asses the
resources available and the co-operation forthcoming is good to have various
committees and councils, which will give maximum representation to various
sections and groups with given responsibilities. Co-ordination of the activities of the
various committees will be affected in a democratic way. The maximum co-
operation of the people must be obtained from beginning to end, in the various
activities. These include property conducted surveys to discover community needs,
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planned activities to meet these needs, well organized publicity campaigns to

ensure continued community and public support and properly constituted
representative forums for discussion and co-ordination. This kind of systematic
work calls for the services of trained social workers.
16.3.11VARYING PROGRAMMES
The activities that may be introduced will naturally vary in various
communities, depending upon their problems. Recreational activities, social
education classes, health programmes and cultural activities are some of the
commonly accepted area in which community organization work is initiated.
Recreational and cultural activities often attract maximum co-operation and it may
be better to begin with such activities which are universally accepted and then
move on to other activities in which cooperation may not be so spontaneous or
universal. The success of a community organizer will depend upon his ability to get
along with other people and undertake joint activities in such a way, that he
becomes the key to the process of narrowing down the conflicts in the community
and initiating cooperative activities. He should be able to create in the people an
awareness of their problems and a determination to offer sustained efforts in order
to solve them.
The lessons of community organization work in United States, for example, are
very useful to use in India. But even although these principles are universally
acceptable and applicable, we should bear in mind the history background and
socio-economic condition of India and see that the methods and programmes that
we initiate are suitable to our conditions. We may have to adapt them to that they
suit the genius of our nation. We should also try to receive the kind of community
life and activities that we had in India in ancient days.
16.4 REVISION POINTS
Community Development
All the sections of the village community regardless of the occupations
pursued, were interdependent and were integrated in the social, economic and
administrative organizations of the community. All these factors have not only
tended to make a village a distinct entity, but have also led to its development as a
‘community’.
Concept of Community Development
The Cambridge Summer Conference on African Administration in 1948 defined
the term ‘community development’ as a movement designed to promote better living
for participation, and if possible on the initiative of community, but if this initiative
is not forth coming spontaneously, by the use of techniques for arousing and
stimulating it in order to secure its active and enthusiastic response to the
movement.’
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Objectives of Community Development

The main objective of Community Development is development of individual
and Community which our Prime Minister has called ‘investment in man’. The three
objectives underlying the programme are:-
a. To promote the all sided development of the village community,
b. To promote community life among the people.
c. To develop responsible, self-reliant and self-initiating local groups and
institutions so that they are able to manage their affairs themselves.
16.5 INTEXT QUESTIONS
1. Define Community Organization as a direct method?
2. Explain the concept of Community Organization?
3. Discuss the application of Community Organization in Rural Setting?
4. What are the methods in Community Organization process?
16.6 SUMMARY
Community Development may be taken to include any process by which the
efforts of the people are united with those of authorities to improve the economic,
social and cultural conditions of communities, to integrate them into the life of the
nation so as to contribute fully to national progress. The community development
is, therefore, an organization for developing to the fullest extent the material and
human resources of an area through the cooperative efforts of the people and the
active help of the state and has some elementary ingredients leading to a social
transformation through a community way of working and thinking.. A community
development cannot claim knowledge of solution but can only assist community
groups in their own search for direction and in the formulation of programmes until
the time when progress in the applied social science will provide a more solid basis
for general principles and methods of community development. The most successful
methods have been those which help to safeguard the dignity and equality of
individuals secure the participation of the people in the local projects and
programmes on the widest possible basis and lead to general welfare and
happiness.
16.7 TERMINAL EXERCISE
Short Answer Questions
1. Discuss the scope and importance community organization?
2. Write the methods in community organization
3. How community organization as a method in social work?
4. What are objectives of community organization?
Objective Questions
1. Professional social work has
a) Scientific Basis b) Imperial basis
2. Community organization determines
a) Felt needs and requirements of the community b) People and government
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3. Community organization can be applied in

a) In rural setting only process; b) Is applied in both the rural and urban
4. The basic aim of community organizer is to cater
a) Community needs; b) Social needs.
16.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities and functions, Social service activities, Records and
Reports, of social Welfare board etc.
16.9 ASSIGNMENTS
1. Write social welfare as indirect method in social work education
2. Write the scope of social welfare administration
16.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOK
1. Sachdeva, D.R., 1992. Social Welfare Administration in India, Published by
Kitab Mahal, Sarojini Naidu Marg, Lucknow.
2. Sanjay Battacharya, Social Work an Integrated Approach, Deep & Deep
Publication, New Delhi.
3. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
4. Bisno and Herbert, 1952. The Philosophy of Social Work, Washington: Public
Affairs Press.
16.11 LEARNING ACTIVITIES
1. Community organization is the process of transforming community
resources into a programme of community service, in accordance with goal,
policies and standards involved in enterprise
2. Community organizer works to increasing responsibilities of the government
and voluntary agencies in finding solutions in solving the emerging social
problems in the community
3. Community enhances cooperation for successful functioning of community
4. Community organization is a process of organization, direction of social
institution.
16.12 KEY WORDS
1. Community organization
2. Transformation
3. Recreational activities.

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UNIT–V: TRAINING FOR SOCIAL WORK

LESSON – 17
NEED FOR TRAINING FOR SOCIAL WORK
17.1 INTRODUCTION
It is known fact that the education for social work in India has started in the
year 1936 by the house of Tata. After passing 65 years of history for social work
education in India there is no authority in social work education for the
enforcement of standards, or for the recognition of equalence. Newly established
institutions tend to borrow existing syllabi without questioning their stability for
the region in which they are established. The syllabi is rarely reviewed. Indigenous
literature is never produced. Filed work is not at all need based. Because of these
and such other reasons the professional development of the student passed out
from the course of social work education. but there be an authority to control the
social work education and improver the existing conditions.
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 each learning opportunities to the
student which will have a carry-over effect in this professional career. Field work is
not to be considered merely as a traditional adjunct to but as the very essence of
the training programme at the professional level. As such, it is not be organized in a
haphazard 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.
17.2 OBJECTIVES
 To study the need and necessity of training in social work.
 How training contributes for effective social work practice in various
setting, importance of field work practice and need for a professional
training in social work education.
17.3 CONTENT
17.3.1 Integration of Theory and Practice
17.3.2 Adaptability of Methods
17.3.3 Field Work Practice
17.3.4 Agency Visits
17.3.5 Placements
17.3.6 Labour Placements
17.3.7 Block Placements
17.3.8 Camps and Study Tours
17.3.9 Supervision
17.3.10 Field Work Reports
17.3.11 Evaluation
17.3.1 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
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theoretical approach developed in class rooms have to be necessarily argumented

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
many problems to be met with in the field. Social workers can be never exist in, or
function from, ivory towers; they should be able to 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 people from
the people themselves.
Field work thus fills in a great vacuum which otherwise would have resulted,
and corrects is the imbalance which would have developed, in the absence of
integration, between theoretical understanding but also emotional acceptance. It is
quite one thing to discuss, dwell upon and probe into these concepts and principles
n the abstract 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 necessary to intellectually accept the principle of acceptance but it
may not be so easy to practice the same with face to face with a person who has
violated the norms of the society and by general description is an undesirable and
anti–social element. It’s not by study of these principles alone but more so by
conscious application of the principles in actual practice, that one is able to follow
these principles. Recognition 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 by consciously trying applying these and other principles that the use
of these principles will gradually become part of the way of opportunities to the
social work trainees to try out and absorb these principles in the course of working
with people.
17.3.2 ADAPTABILITY OF METHODS
The development of professional social work has resulted in the evolution of a
pattern of principles, concepts and objectives which are broadly acceptable and
applicable in all countries and at all times. But at the same time even though the
generality of the 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 acceptable, based as
they are, on common human needs and reactions which are essentially the same
everywhere in spite of differences 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 social work to the special conditions obtaining in the
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country, community or agency must be in the minds of those who organize

programmes and those who undergo training in field work. The manner of applying
principles ad techniques in different techniques in different degrees must be
learned in the course of field worker. 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 back ground 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 discussion of such problems must necessarily be
dovetailed with practical experience with such problems and the ways and means 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 a
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 serious ness, earnestness and enthusiasm that the student should be
able to carry into the file work situation. It should not be undertaken by the
students in a half-hearted manner merely to conform to the demands of the social
work training or to put 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 them is a learning process, form 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.
17.3.3 FIELD WORK PRACTICE
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 in fields of specialization. But the broad
outlines of field work programmes in most schools of social work are on the
following lines. The required 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 filed work is carried on in the afternoon of the week days while
in some others, two days in the week are exclusively set part of fields 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
improvement in the filed work programmes.
17.3.4 AGENCY VISITS
It is the practice of many schools of social work to being the field work
programme organizing 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 student’s 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
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etc., and get a total picture of the institutions. This will particularly useful to those
students who are likely to be placed for field work in these agencies and this prior
study land contact is very useful.
Whether in the course of such visits or during educational tours, the student
should remember that they are neither, sightseer nor over seers. They are going
into the agencies by the kind courtesy of the agcy personnel, to study the working
of these agencies as they are, as 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 advisers. 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 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.
17.3.5 PLACEMENTS
Field work placement in the first year is generally intended to provide learning
opportunities for students in the practice of basic social work techniques such as
case work, group work and community organization. Field work manuals or
outlines prepared by each school for use in the various field help to guide the
students, who are also individually supervised by faculty supervisors. The students
get opportunities depending upon their preference and the existence of sufficient
number of agencies to gain experience in one or more of these methods. In the
second year students are placed for field work, as far as possible in the area of their
specialization 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 where ever practicable in the administration of the agency programmes.
The extent of learning opportunity naturally depends upon the opportunities
available in the agency and the good will of the agency personnel. In some cases
they have no opportunity other than to copy down information form official records
where as in some others the students actively participate and function as part of
the agency. The fields of specialization are usually labour welfare, rural welfare,
correctional administration, tribal welfare, family and child welfare, psychiatric
social work etc.
Those who are in charge of placing student’s field work will find it extremely
difficult to be able to satisfy all student 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 friends as “good”
agencies is to understand that the success of their field work does not depend
entirely on their opportunity 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 any
agency. The purpose of field work is to generally acquaint them with the practice of
social work principles and techniques in any setting and in any agency. The
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purpose of field work is to generally acquaint them with the practice of social work
principles and skills. Often times what is more significant, specially while moving
into any of the many fields of social work after the training, is not so much the
special and limited 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 U.S.A. and U.K. the special condition in and needs
of our country seem to require the general practitioner in social work rather than
the specialist in case work, group work etc.
17.3.6LABOUR PLACEMENTS
One of the most coveted agencies for field work among the majority of students
is the factory. In schools of social work where specializations are offered, maximum
number opts for labour welfare. Thus both in the course and filed work, there is a
great rush of students for labour specialization. This is understandable in India
because that labour field is an expanding one with increasing job opportunities.
This will be confusing to those in other countries who believe that labour is not
really a field of social work ad that the practice of social work as such in a factory is
ore ideal than 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 from a recognized institution or
University. But those who glamour for labour specialization or field work should
also note that the government has extended equal recognition to those who have a
degree or diploma in social work with no specialization in labour, those who have
no social work training but rather a general training in labour field, and also those
who had in addition to social work courses a specialized course in labour.
Nor is it required that those who are to enter labour field must necessarily have
their field work and project report in the field of social work entering various fields
of social work, have revealed that their present job is not necessarily in their field of
specialization, if they had any. It is necessary to drive home to the present and
prospective students, that so far as field work is concerned, they are going to deal
with the same set of problems viz. human problems, even through the agency
setting might differ. The particular manner in which these problems might express
themselves may vary, necessitating minor changes in approach to problems and the
application of principles and techniques.
17.3.7 BLOCK PLACEMENTS
It is now generally accepted that a two-year period of training cannot
necessarily equip the students with a complete understanding and full mastery of
the many fields, in any one of which they may be called upon to work. The
beginning practitioner must remain a student and will naturally learn so much in
the course of the work itself. Thus the emphasis must be on methods and approach
in general which may be applied in any field. But at the same time it has been
realized that specialized training in the field of one’s choice is to be encouraged to
the extent such keen interest and facilities are available. It has been noted in this
connection, that very often a gap does exist between what the student or the school
desired to have in the form of practical experience in any one field, and the limited
experience one was able together in the course of regular field work placements. In
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order to bridge the gap between these, many schools of social work have now
provided for what is known as Block placement in the field of specialization or
special interest to the student. This comes after the two year courses, including
concurrent field work and after the examinations are over, and lasts from one to
three months. No marks or grades are awarded for this but without the production
of a certificate from the head of the agency to the effect that one has gone through
this training course satisfactorily, the degrees or diplomas are not be awarded. The
idea is that undisturbed by the routine of classes and other assignment etc. And
uninterrupted by the routine of classes and other assignments one can concentrate
on the work in the agency. This ensures continuity in the learning experience while
in field work which is undertaken only on a certain number of days in a week, is
necessarily not continuous. The Bock Placement provides a very useful period of
apprenticeship to the trainees before they enter the field of social work as full-
fledged social workers.
17.3.8 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. It gives learning
opportunities in democratic management under the guidance of one or two
members of the faculty, and enables students to assume full responsibility for the
organization 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 is an integral part of the training
programmes in most schools of social work in India. This also provides an
opportunity for group participation and planning and specially helps to widen the
mental horizon of the students and to acquaint them with the problem of social
welfare and programme of social welfare agencies in other part 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 the planning
and execution of study 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.
17.3.9 SUPERVISION
Effective and helpful supervision 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 students on whom
attention was never focused earlier. Often their nearest contacts with the teachers
were usually from the last benches in the class room. They were awarded marks or
promoted to higher classes in the most secretive and anonymous manner. But in
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the school of social work, the student can no more hide himself in a crowd of
students, nor can he protect himself from the searching eyes of the teacher by
sitting behind a particularly fat class-mate. Here, he is not known as a number
such and such, but a person so and so. He is also known intimately, watched
carefully, and helped directly. Thus, coming out into the limelight is very
embarrassing 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 beginner.
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 supervisors may have too high
expectations of the students may forget that he should also begin where the
student is. Some times when they throw light on how the client has to be made
comfortable, accepted, without reservations and helped continuously, they may
forget that the students also deserve to get these from the supervisors. Since many
are the fields in which students are placed for field work, some supervisors will not
be able to help effectively or guide properly if they themselves do not have sufficient
experience in the field and may not be able to fully appreciate the difficulties which
the students face. Supervision is essentially a helping ad enabling process. It
should not 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 to develop and function
effectively on his own.
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
spoon feeding, by the supervisor, the student will not get a chance to develop
initiatives or independent thinking in action. On the other hand to think that the
student knows everything and needs no guidance is also an extremely wrong
position to take. The role of the supervisor is to educate the student according to
this pace, building on this areas of strength ad 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 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 to 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 being more important than what is done. The most
important thing is the regularity and responsibility, sincerity and seriousness,
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brought to bear on the field work. 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 to carry on the work as regularly and
systematically as he had done during this training in social work.
17.3.10 FIELD WORK REPORTS
Well maintained field work records enables the student and the supervisor to
objectively review the work done and to improve the same in future. Acceptance of
objective criticism and constructive suggestions and the ability to bring about the
necessary changes in work and outlook is the required prior condition which will
help the student to learn more in the process of supervision. To think that one is
above correction is 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 faithfully record the factual details, correctly
reflecting the areas of success and the difficulties faced. But it has admitted that an
extent of exaggeration or an element of storytelling may creep into the reports 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
them tend to write reports 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 distrusting the students generally
and having sort of police inspections. Supervisory visits should be so much to
check whether the students do the work, but rather to see the 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 dishonest will never pay in the long run. The outlines provided, the
orientation classes and supervisory guidance should help the students to write
honest and systematic reports.
17.3.11 EVALUATION
Field work is subjected to a continuous process of evaluation in the course of
conference between the supervisors and students. But towards the end of each
term or academic year the students and the respective supervisors jointly evaluate
the total performance of the students in field work and record the same for
reference. Both the student and the supervisor must be as objective as possible.
These summary evaluations at the end of the term or year is not likely to lead
to any new findings 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 some in such a way as to help in the
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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 finalizing the grades or marks. In some schools in
addition to individual group evaluation conferences, a viva-voce examination on the
field work performance is conducted and the performance n these oral tests and the
report of the supervisor forms the basis for the final marks or grades.
The outline development by the various schools for evaluation are naturally
very helpful. But it is very difficult to develop criteria which will be sent percent
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 performance and relationship are to be looked into the attention must
necessarily be rather on the total performance ad over functioning over a period of
time. The criteria developed in various schools lay down that evaluation of field
work must naturally asses the student 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
with in agency limitations, positive use of supervision, willingness to admit
mistakes and learn there from the students overall performance. The evaluation
must naturally lay emphasis on the positive and strong points and at the same time
should not over look the weak points in work and the person of the student.
17.4 REVISION POINTS
1. Theory and Practice
Social work studies cannot be confined to the intellectual atmosphere and
theoretical approach developed in class rooms have to be necessarily argumented
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
many problems to be met with in the field.
2. Agency Visits
Many schools of social work to being the field work programme organize 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 student’s concrete instances of social welfare programmes.
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3. Placements
Field work placement in the first year is generally intended to provide learning
opportunities for students in the practice of basic social work techniques such as
case work, group work and community organization. Field work manuals or
outlines prepared by each school for use in the various field help to guide the
students, who are also individually supervised by faculty supervisors.
4. Supervision
Field work manuals or outlines prepared by each school for use in the various
field help to guide the students, who are also individually supervised by faculty
supervisors. The students get opportunities depending upon their preference and
the existence of sufficient number of agencies to gain experience in one or more of
these methods.
5. Field Work Reports
Well maintained field work records enable the student and the supervisor to
objectively review the work done and to improve the same in future. Acceptance of
objective criticism and constructive suggestions and the ability to bring about the
necessary changes in work and outlook is the required prior condition which will
help the student to learn more in the process of supervision.
17.5 INTEXT QUESTIONS
1. Define training as a need in social work?
2. Discuss the forms of training in social work?
3. Write importance of Reports in social work?
4. Explain the significance of supervision in social work?
17.6 SUMMARY
Field work brings the students face to face with social problems or personal
distress. The theoretical discussion of such problems must necessarily be
dovetailed with practical experience with such problems and the ways and means 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 a
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 serious ness, earnestness and enthusiasm that the student should be
able to carry into the file work situation. It should not be undertaken by the
students in a half-hearted manner merely to conform to the demands of the social
work training or to put in a mechanical manner, the required number of hours of
field work.
17.7 TERMINAL EXERCISE
Short Answer Questions
1. How training is need for social work profession?
2. Write the importance of Social work in dealing with social problems?
3. Discuss the methods of training in social work?
4. What role of supervisors in training social workers?
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Objective Questions
1. Social Worker is
a) Skill full worker b) Trained worker
2. Social worker is trained to deal with
a) Social problems b) Mass problems
3. Social work is an
a) Field oriented subject b) Theoretical Subject
4. Field Work is an
a) Continuous programme b) End result programme
17.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions, Social service activities. Self help group
concepts, Successful stories of communities with community and extension
work, etc.
17.9 ASSIGNMENTS
1. Discuss social work as a trained course
2. Write the importance of training in Social Work education?
17.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOK
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Washington: Public
Affairs Press.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
17.11 LEARNING ACTIVITIES
1. Develop Human Relations: Empathy, feeling for others, doing some kind of
help in the communities and society.
2. Observe the surrounding social problems, people below poverty line,
Squatters and village communities and try to develop rapport.
3. Rapport Building: mingling with the community people, sharing your ideas
and develop togetherness and use training techniques in dealing with issues.
4. Development of communication to reach to their level in the communities.
5. Train the Social worker to work effectively for the development of the
communities and agencies.
17.12 KEY WORDS
1. Training 2. Placements 3. Supervision.

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LESSON – 18
AGENCIES OF TRAINING SCHOOLS/
INSTITUTIONSOF SOCIAL WORK
18.1 INTRODUCTION
The only school of social work in India which has celebrated its silver jubilee,
the Tata Institute of Social Sciences, imparts two years post-graduate training
leading to the Diploma in Social Service Administration which has been recognized
equivalent to the Masters Degree in Social Work awarded by any recognized Indian
University. Basic course in social work are covered in the first year while in the
second year the students concentrate on any one of the eight special field such as
Labour Welfare, Family and Child Welfare, Medical and Psychiatric Social Work,
Social Research, Urban community organization, Rural Welfare, Tribal Welfare and
Criminology and Correctional Administration. During the first year, students are
placed in different social work agencies for field work and during the second year
the field work is arranged in such a manner as to give them intensive training in
tier respective field of specialization. Also project reports based on field research in
the area of specialization are to be submitted.
18.2 OBJECTIVES
 To study about the institutes of training in social work.
 To know how training schools impart effective social work practice in various
setting, importance of field work practice and need for a professional
training in social work education through Training Schools.
18.3 CONTENT
18.3.1 Nature of Social Work Profession
18.3.2 Origin of Training
18.3.3 Study of Social Sciences
18.3.4 Methods of Social Work
18.3.5 General or Specialization Courses
18.3.6 Labour Schools
18.3.7 Under Graduate and Short Term Courses
18.3.8 Women’s Field
18.3.1 NATURE OF SOCIAL WORK PROFESSION
The advances made in the field of social work especially in U.S.A. and other
Western Countries have been very remarkably. The professional requirements in
the practice of social work indicated the need for and initiated programmes, for
professional training, the standards attained and maintained in the later largely
contributing to the success of the former. Social work profession is one that
functions along with and in support of many other professions and disciplines.
Hence the development of the profession in general, and that of professional
training in particular have been conditioned by and dependent upon developments
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in other related fields of human endeavor. The advances made in the study of
human psychology in all its aspects have greatly contributed to the insight and
understanding social workers have gained into the behavior of individuals and
groups involved in personal and social problems. In the field of medical social work,
for example the social worker functions in such a way that the medical profession is
able to discharge its functions more effectively. Social legislation in which social
workers are very much interested brings them close to the field of legal matter
which also has to be looked into in order to solve the problems facing individuals
and groups. Even though in this manner social work profession rubes shoulders
with many professions and disciplines and draws from many other sciences. It has
its own independent existence. It is not a jumbling together of odd bits form this
science or that discipline. In its central philosophy and area of concentration, it
represents assimilation of ideas and integration of approaches for the furtherance
of social welfare. By slow and steady development over a period of time, social work
has justified it claim to be a distinct profession, even though the newness of this
development itself accounted for varying degrees of resistance, as evidenced by the
rather too gradual recognition given to it.
18.3.2 ORIGIN OF TRAINING
The controversy as to whether social work fulfils all the conditions in order to
have independent existence as profession, has mellowed down a great deal in recent
times as a result of the remarkable progress made in the mapping out of its field,
development of techniques, rationalization of its services, the streamlining of its
organization and more specially due to the development of social work training
programmes and the attainment of the professional standards in respect of the
same. The need for training for social workers and the consequent need or
institutions for purposes of training were, felt, in the first instance and most cases,
by social welfare agencies. They realized that a period of training and preparation
was essential if they are to successfully discharge the duties entrusted to social
worker in each field, even though a good deal of training was implied in the job
situation itself, viz. in the art of learning by doing. At first, the methods contents
and duration of training course were in a fluid state and even the objectives were
only very vaguely recognized. Beginning with apprenticeship programmes and
orientation courses, the programmes of social work training has been developed
and improved upon in course of time, the maximum development having taken
place in the United States during the past sixty years.
In India, social work is perhaps the youngest of the professions, even though
the field of social service is itself one of the oldest. The adequacy of the social
services provided in the earlier context was taken for granted for too long a period
so that their inadequacies in the modern context were realized only in very recent
times. This resulted in the belated realization of the need for new ways of dealing
with even old problems handed down to us by the preceding generations and new
problems created in the field of social welfare, As a result of the interaction between
the old and new worlds, and the fresh challenges and problems contained, there
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was search for a scientific approach and effective means of dealing with these
problems. Just as in the case of many other professions we began to look to the
West for ideals. Social work profession began to lean heavily on the patterns and
institutions developed in the West and especially in the United States. This was
inevitable in the initial period and the first school of social work in India was the
Tata Institute of Social Sciences established in 1936. From there on, we have
traveled a long way in the field of professional education for social workers and now
in all, there are about 25 institutions/Universities etc, imparting education in the
various fields of social work. Significant and praiseworthy though this development
is, progress has not been uniform in this field. It is time to evaluate and assess the
achievements in the past quarter of a century and to plan for the standardization of
the courses and the attainment of still higher standards in the field of social work
education.
18.3.3 STUDY OF SOCIAL SCIENCES
In the most schools the first courses seek to provide a certain general
background to the trainees in social sciences and to prepare them intellectually and
emotionally, prior to being initiated into the theory and practice of social work. The
study of social sciences like Sociology, Psychology, Economics, Political and Social
Institutions etc, is of great importance because social work practice draws heavily
form the fund of knowledge made available as a result of advances made in the
study of these social sciences. To understand the problems of an individual it is
necessary to understand his functioning of malfunctioning in relation to
sociological, psychological and economic factors all of which act and interact on
him and in varying degrees have contributed to the person problems. Hence a back
ground in these social sciences is important in undertaking the totality of the
situation in which a person finds himself.
The importance attached to the study of social sciences as a necessary
prerequisite for social work training is indicated by the fact that most schools of
social work, training is indicated by the fact that most schools of social work, at the
time of admission, given preference to those who have already studied one or more
of these social sciences. But then, only very few would have studied all these social
sciences, which have a bearing on social work practice. Further more, those who
have graduated with science subjects being completely innocent of these social
sciences, the need arise for teaching these social sciences at the first stage of the
course.
18.3.4 METHODS OF SOCIAL WORK
The course at this stage consists of the study of the specific methods of social
work such as case work, group work, community organization, social
administration, and social research. All students take up the study of all these
methods and there is not much of specialization as such, in any of these methods.
This is as it should be, because any one functioning in any of these fields of social
work, will have at one stage or another opportunities to use the skills involved in
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other methods of social work even though due to the nature of particular functions
assigned to one, he may be called upon mostly to use only one of these methods. In
the United States, specialization has been carried very far in regard to methods, so
that some of the schools train not social workers in general, but only case workers
or group workers. This kind of intensive study in one of the methods may be
suitable in view of the definite demand there for such specialists in institutions
which frequently advertise for case workers, group workers, etc.
But in India, such specialization in one method, to the neglect of others, is
neither wise nor practicable. The needs and exigencies experienced in India in the
field of social welfare are such that can best be catered to not by those specialists in
any one method, but by the general practitioners who would use one or more of
these methods, depending upon the situation and the kind of services required. In
this context, what is most important to note is that in the practice of any one
method, the skills and techniques of other methods will be found to be of much
use? In India, the method of community organization is very significant because of
the nationwide community development programme and of social administration
due to the great need to properly administer the numerous agencies that exist, and
the additional programmes that are being launched. But even while carrying the
duties of community organizer or administrator, one will be called upon at several
stages tousle case work and group work skills because fundamentally they are
engaged in dealing with people who naturally confront them as individuals or in
groups. Hence in India, in any case the wisdom of giving instruction in all the
methods with equal emphasis cannot be disputed. But this should not naturally
prevent any one, who by inclination or aptitude or the nature of the requirements of
the job in which one interested, or is very likely to get after training, from making
special effort to increase one’s skills and competency in any one method by extra
reading, and special applications in the theory and practice of one of these
methods.
18.3.5 GENERAL OR SPECIALIZATION COURSES
In the third stage of the training program and generally during the second year,
students specialize in one of the many fields of social work or are given instruction
in all the important fields of social work and without specialization in any one.
Schools of social work such as Tata, Delhi, Udaipur, Indore etc. after the general
course of study of methods of social work and preparatory courses in social
sciences and other aspects of social welfare, also give opportunities for intensive
training in any one of the fields such as labour, rural, tribal, correctional etc. Some
other schools like Baroda, Madras and Indore etc offer a general course of training
which covers all the methods and important fields of social work without particular
emphasis on any one. As to which of the two is more suitable to Indian conditions
is very difficult to say, precisely because both the types seem to be an answer to
expressed needs in particular areas.
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The criticism sometimes leveled against the general course is that even though
it prepares the students generally take up jobs in any of the fields of social work, by
obliging them to study about many fields prevents intensive study in any one field,
and in this way make them sort of ‘Jack of all trades but master of none’.
But this is not a serious a charge as it looks, because even after a specialized
course in one of the fields, the fact is that so much will remain to be learned later
and specially on the job itself. The general course gives training in the methods, the
lessons, of which can be fruitfully applied to any particular field in which one is
working. One point that must be borne in mind in this connection is that learning
process should not be conceived of an something which comes to a full stop at the
end of the training, but one that continues through life in general course of training
seems to be more applicable to Indian conditions and multiple problems in the field
of social welfare. It seems that it is sort of general practitioners of social work that
India needs in order to work in any of the many fields. The employment
opportunities in the country for social workers are also in such a fluid state so that
it may not be very safe or wise to be specially trained for one particular field, when
one cannot be particularly sure of the field in which he is going to enter. But the
aspect of criticism against general training can be minimized, if even while following
this type of course, one does on his own, make special efforts and ones reading and
intensify practice in one field in which one interested or seems likely to enter after
the period of training.
With regard to training which is addition to the courses in methods and general
preparations in the field, offer intensive coaching in any one of the fields, it has to
be recognized, that this development was the result of greater need in certain fields
which developed more than others and needed people who had to have a more
intensive training and the detailed preparation for the kind of work to be done in
that particular field. The field to attract maximum number of prospective entrant
and to provide more employment opportunities has been that labour field, followed
by rural welfare, family and medical social work, correctional administration etc. to
a much lesser extent it was felt that the successful practice of social work in
different settings and ability to discharge the particular requirement of the specific
jobs in these different fields require much more than a general preparation, and
that, more specific and intensive training in one fields is necessary to equip one to
fully and faithfully discharge the duties arising out of the work in the particular
field. This will seem to be convincing to those who feel that a person who likes to
and is likely to get into the field of labour need not be burdened with all the details
of the practice of social work in the medical or rural setting or vice versa. But it
must also be noted that even with specialization in any one field they are not
excluded from entering any other field because the degree or diploma of schools of
social work is invariably a blanket one covering the whole field, and not just in the
subject covered in the special paper. Thus, between the general courses, and the
specialized courses which give intensive training in one field, what may be
considered as the difference is only one of degree or emphasis.
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18.3.6 LABOUR SCHOOLS

In what may be called the Labour Schools, the teaching and training relate
particularly to the labour field. Because they deal with only one field naturally they
are able to cover more technical details and general information pertaining to this
field. But one thing to be noted is that they do not seem to be training the social
workers placed in the labour field. This particularly so because so many of the
functions which the labour welfare officers are required to carry out under the
government rules, require for their successful functioning, at least a general
grounding in the basic approach and methods of social work. Some of these
courses include in varying degrees some initiation into social work. These may be
made a bit more comprehensive and introduced wherever it is not there, so that
they are properly oriented towards the social work methods and approach which
have a great deal of applicability in the labour settings.
18.3.7 UNDER GRADUATE AND SHORT TERM COURSES
Regarding under graduate and short term courses in social work, it has to be
admitted that by their very nature they cannot be expected to satisfy, the
professional requirements and even though some of them are very good indeed,
they cannot put on par with two-year post graduate training which alone is
considered a full and satisfactory training for professional for social workers. But in
India where a large number of social workers in charge of agencies have had no
kind of training and since they cannot attend full fledged, and full term courses,
short term courses are the only means of providing some kind of preparation and
training to such a large number of worker who would be able to greatly improve the
quality of their work on account of this orientation. Some colleges give optional
courses in social service in addition to the regular courses. It may be said that
participation in the social service leagues and social service training programmes in
the colleges is only for the sake of acquiring one more diploma which might be
shown at the time of interviews for jobs etc. But the fact cannot be denied that the
objectives are understandable, and that since good many are earnest about the
participation and preparation in these courses, they are greatly benefited by these.
The graduates coming out of the college and going to take up junior positions in the
general field of social welfare, will be better off for what little training have been
made available to them. It must be remembered that it is only in the field of labour
that the governments have named the institutions whose degrees and diplomas are
recognized for purposes of appointment under the Factories Rules. But to the
workers in the larger field of social welfare and especially at lower levels, to give
some training, will be better than giving none at all.
The post graduate training programmes which extend for only one year cannot
be considered a very adequate preparation, but this one point about which
differences of opinion prevail. Time element is an important factor. But other
factors are also important in this connection; it may be good to remember that even
in U.S.A for a very long time, one year post-graduate training was considered
sufficient. Standardization should not lead to regimentation. Disparities in the
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training programmes are inevitable. It exists also in the only field where government
has laid down specific qualifications viz. labour fields. Even here a graduate welfare
officer going through the six months course, and one who take the one year
diplomas of certain universities and institutions and those who go through the six
month’s course, and one who takes the one year Diplomas of certain universities
and institutions and those who go through the regular tow year courses are all
equally eligible as per rules! Here it has to be noted that the government mentions
the minimum and not the maximum qualifications.
Social sciences and social work subject taught in universities and at the under-
graduate and graduate levels cannot be considered adequate training for social
work. The reason is that the level of maturity of the students and difficulty of giving
individualized coaching and supervision to the students make these inadequate as
the training course in social work. But this kind of initiation into social science and
social work subjects can be very useful as part of the preparation for social work,
provided these graduates go for higher studies and training in social work at the
post-graduate level. University education is not planned and developed in any
sequence or with any continuity and planned and developed in any sequence or
with any continuity and people seem to choose courses on the spur of the moment.
We find science graduates taking up post-graduate studies in other lines leaving all
that has been studied so far. This is not always good.
Post-graduate training should be as far as possible in line with the subject in which
one has been fairly well grounded. Thus the graduate in the social science or social
work subjects are better equipped to undertaken post-graduate studies in social
work.
18.3.8 WOMEN’S FIELD
The social work profession in many countries is dominated by women with
result that many consider this mainly as a famine profession. Whether the qualities
of head and heart of women primarily suit them for this file seems to be a case
where mush can be said on both sides. But in certain fields of social work women
would seem to fit in more, just as nursing and teaching especially at the lower
levels, seem to have been earmarked for women. In the United States the ratios of
men and women in the field of social work have averaged 1:6 and 1:9. But in recent
times the proportion of men in the field seems to have shown a significant increase.
In European countries the preponderance of women in the field is even greater, and
many schools of social work go as far as to admit only women. In India, the position
is not of clear but the general picture seems to be that women play an important
role in the voluntary sector. But the proportion of women admitted to schools of
social work or function as professional social workers is not very large. It has been
pointed our that in India a good percentage of women who graduate from the
schools of social work are virtually lost to the profession, because after marriage,
which in India happens sooner than later, they leave the profession. The use, if any
they make of the skills of social work in the home setting is not known. Another
reason for the high proportion of men in the schools in social work in India is that
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training facilities and employment opportunities are more in the field of labour
welfare, which is considered mainly as a man’s field. It is also due to the fact that at
the higher levels in any case, women’s education has been of more recent origin
and the field of professional social work itself is only just developing.
18.4 REVISION POINTS
1. Social Work Profession
The advances made in the study of human psychology in all its aspects have
greatly contributed to the insight and understanding social workers have gained
into the behavior of individuals and groups involved in personal and social
problems. In the field of medical social work, for example the social worker
functions in such a way that the medical profession is able to discharge its
functions more effectively. Social legislation in which social workers are very much
interested brings them close to the field of legal matter which also has to be looked
into in order to solve the problems facing individuals and groups.
2. Origin of Training
The need for training for social workers and the consequent need or
institutions for purposes of training were, felt, in the first instance and most cases,
by social welfare agencies. They realized that a period of training was essential if
they are to successfully discharge the duties entrusted to social worker in each
field, even though a good deal of training was implied in the job situation itself, viz.
in the art of learning by doing.
3. Methods of Social Work
All students take up the study of all these methods and there is not much of
specialization as such, in any of these methods. This is as it should be, because
any one functioning in any of these fields of social work, will have at one stage or
another opportunities to use the skills involved in other methods of social work
even though due to the nature of particular functions assigned to one, he may be
called upon mostly to use only one of these methods.
4. General or Specialization Courses
The general course gives training in the methods, the lessons, of which can be
fruitfully applied to any particular field in which one is working. One point that
must be borne in mind in this connection is that learning process should not be
conceived of something which comes to a full stop at the end of the training, but
one that continues through life in general course of training seems to be more
applicable to Indian conditions and multiple problems in the field of social welfare.
It seems that it is sort of general practitioners of social work that India needs in
order to work in any of the many fields.
5. Labour Schools
Labour Schools, the teaching and training relate particularly to the labour field.
Because they deal with only one field naturally they are able to cover more
technical details and general information pertaining to this field. But one thing to
be noted is that they do not seem to be training the social workers placed in the
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labour field. This particularly so because so many of the functions which the labour
welfare officers are required to carry out under the government rules, require for
their successful functioning, at least a general grounding in the basic approach and
methods of social work.
18.5 INTEXT QUESTIONS
1. What are the agencies through which Social Work practiced?
2. Discuss the difference between Training agencies and Schools?
3. What is the role of trainer in schools of social work?
4. Explain the functioning of institutions of social work services for the
children?
18.6 SUMMARY
Social sciences and social work subject taught in universities and at the under-
graduate and graduate levels cannot be considered adequate training for social
work. The reason is that the level of maturity of the students and difficulty of giving
individualized coaching and supervision to the students make these inadequate as
the training course in social work. But this kind of initiation into social science and
social work subjects can be very useful as part of the preparation for social work,
provided these graduates go for higher studies and training in social work at the
post-graduate level.
18.7 TERMINAL EXERCISE
Short Answer Questions
1. How agency training support social work?
2. Write the significance of training institutions in Social work?
3. Discuss the role of institutions of social work?
4. What are the institutions promoting social work services?
Objective Questions
1. Social Work works through
a) Agencies
b) Institutions
2. Professional Training is possible only
a) Schools of Social Work
b) Social Science institutes
3. School Social work deals with
a) Children issues
b) Child parent relations
4. Social work fields are decided by
a) Professional training
b) Expertise
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18.8 SUPPLEMENTARY MATERIALS

1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions, Social service activities. Self help group
concepts, Successful stories of communities with community and extension
work, social work as a method in working with children and families etc.
18.9 ASSIGNMENTS
1. Discuss the need for strengthening the social work training
2. Write the practice of methods of social work through social work schools?
18.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. Social Work as a Profession, Social Work
Year Book.
18.11 LEARNING ACTIVITIES
1. Develop Human Relations with in the institutes: Learn methods of social
work and practice
2. Try to apply methods through professional training.
3. Learn principle and methods of social in dealing with issues.
4. Development of communication with the trainer and practice the theory
5. Try to follow the trainer and evaluate your performances
18.12 KEY WORDS
1. Professional training
2. Fields of application
3. Training agencies.

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LESSON – 19
ASSOCIATIONS OF SCHOOLS OF SOCIAL WORK
19.1 INTRODUCTION
The very inception of Social work has its roots in alms giving activity since
times immemorial. Though it has grown as an emerging subject had added a lot of
professional activities rooted through the training and practice in working with
deprived and weaker sections of the society, the theory and subject is practiced
through the trained schools of social work institutions and associations under
guidance of professional social workers.
19.2 OBJECTIVES
 To study about the institutes of training in social work.
 To understand how training schools impart effective social work practice in
various setting, importance of field work practice and need for a professional
training in social work education through Training Schools and Schools of
social work.
19.3 CONTENT
19.3.1 List of Schools of Social Work
19.3.2 Indian Institute of Social Welfare and Business
19.3.3 Institute of Social Sciences
19.3.4 Delhi School of Social Work
19.3.5 Xavier Labour Relations Institute
19.3.1 LIST OF SCHOOLS OF SOCIAL WORK
Tata Institute of Social Sciences, Bombay, Sion-Trombay Road,Chembur, Bombay -71,
1936.
The only school of social work in India which has celebrated its Silver Jubilee,
the Tata institute of Social Sciences, imparts two years Post Graduate training
leading to the Diploma of Social Service Administration which has been recognized
equivalent to the Master’s Degree in social work awarded by any recognized Indian
University.
Short Term Courses: in addition to the two year course the Institute also
provides one year training programmes in the field of Social Research, Personal
Psychology, Tribal Welfare, Criminology and Juvenile Delinquency and Correctional
Administration. There are also six months training programmes in rural welfare,
Labour Welfare, Social Welfare, etc. Candidates deputed by Governments,
Industries, social welfare and statutory organizations are admitted to these courses.
Some of these short-term courses have been discontinued.
19.3.2 INDIAN INSTITUTE OF SOCIAL WELFARE AND BUSINESS
Management, Calcutta, University College Square West, Calcutta – 7 West Bengal, 1942.
In addition to the course in Business Management the Institute offers one year
post-graduate Diploma in Social Work (Labour Welfare). Graduate working as
Labour Welfare Officers are admitted if they are sponsored by the employers. At the
end of the course, examination is held by the Calcutta University which award the
Diploma to successful candidates.
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The institute also provides a two-year post graduate diploma course in Social
Welfare which open to graduates with a minimum of one year’s experience in any
one of the fields of social welfare and have been sponsored by employers, social
agencies or governments. Regular study visits are arranged to correctional
institutions, social welfare agencies etc. All India institute of Hygiene and Public
Health co-operates with the Institute of Hygiene and Public Health co-operates with
the institute in its work. At the examination held at the end of the first year,
successful candidates are awarded the institute Diploma and General Social
Welfare. Those passing this one and the examination at the end of the second year
are awarded the Diploma in Advanced General social Welfare.
Bombay Labour Institute, Chamarbaugvala Road, Parel, Bombay – 12, 1947
The institute provides training especially in the theory and practice of labour
welfare work and industrial relations. It is recognized by the Bombay University as
a post –graduate institution of specialized studies and the two-year course leads to
the University Diploma in Labour Welfare. The institution functions under the
administrative control of the Commissioner of Labour, Government of Maharastra.
Application should be made on the prescribed forms obtainable on payment of Rs.1
in cash or by M.O. before 31 st May. Training is full time and those in service should
guarantee that their duties will not effect their studies. The examinations are held
at the end of the two years. In order to pass, each candidate must get minimum of
35 per cent in theory papers, oral examination and practical work and an aggregate
of 50 per cent.
The practical work includes observational visits to different industries,
Government Labour Departments, Industrial Tribunals and Courts etc. In addition,
there is a two week study tour covering engineering concerns, mines, plantations
etc. and a two week study tour covering factories, E.S.I offices, Welfare Centers etc.
in addition to making a case studies in the factory and union setting as also
supervised field work in textiles units. The field work experiences are to be recorded
in a journal regularly and systematically.
19.3.3 Institute of Social Sciences,
Kashi, Vidhyapith, Varanasi, U.P. 1947
The institute provides post-graduate training leading to the degree of Master of
Applied Sociology (M.A.S). The degree is awarded to those who successfully go
through the theoretical courses, field work and Block Placement for practical
training in any approved agency. In addition to the course in the methods of social
work and other facets of social work, specialized courses are also available.
Specialized courses may be offered in the following fields: (i) Family and Child
Welfare, (ii) Industrial Relations and Labour Welfare, (iii) Correctional
Administration and (iv) Rural Community Development. Admission and hostel
accommodation are available to men and women. The medium of instruction is
Hindi.
19.3.4 DELHI SCHOOL OF SOCIAL WORK,
University Road, Delhi-6, 1947
The Delhi school of social work is a constituent colleges of the DelhiUniversity
which maintains it as a post-graduate institution. Successful candidates are
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awarded the degree of Master of Arts in Social Work. Graduates of recognized

Universities, both men and women, are admitted provided they have secured a
minimum of 50 per cent marks in the aggregate or a minimum of 50 per cent in
social sciences subjects. Candidates should preferably be between the ages of
21 and 35. Admission is limited to 40 students. Application forms may be had on
payment of Rs. 2 and 30 th June is the last date for the receipt of applications. The
men students will be accommodated in the University Hostels while the women can
stay at the school premises.
The course is divided into: (i) Introduction to Social Sciences; (ii) Methods of
social work and (iii) specialization courses in any one of the fields such as Labour
Welfare and Personal Management. Rural Welfare, Medical Social Work and
Institutional and After Care Services. In order to secure a pass, a student must get
25 per cent in each paper and 50 per cent in the aggregate in theory papers and 40
per cent in field work. Those getting above 50 percent and 60 per cent marks will be
placed respectively in the II and First divisions. All must attend two – thirds of the
lectures, put in the necessary period of field work and complete a project study on
the selected topic.
Department of Labour and Social Welfare, University of Patna, Patna-1, Bihar, 1948
The university Department of labour and Social welfare conducts two-year post
graduate course in Labour Welfare leading to the M.A. Degree of the Patna
University. There is provision to admit about 35 students and some seats are
reserved for scheduled castes. Intensive practical training extends for about four
months. The study tours lasts about weeks. Graduates in Arts, Commerce etc. may
apply before 15th August on the prescribed application forms which may be had
from the Department.
Department of Sociology and Social Welfare, Lucknow University, Lucknow, U.P., 1949
Admission to the post-graduate degree course in social work is given preferably
to graduates in social work or other social sciences. The course for the MSW degree
of the university includes Labour Relations and Personnel Management, Rural
Welfare and Community development and Correctional Administration. A course in
social work is given at the graduate level; where by students in the graduate classes
can opt for social work as one of their subjects for their degree courses. A limited
number of candidates holding master’s degree is social work are admitted to do
research in social work field, leading to the PhD Degree.
19.3.5 XAVIER LABOUR RELATIONS INSTITUTE,
Jamshedpur, West Bengal, 1949
The institute organizes research in industrial relations and conducts two year
post graduate courses in the field of industrial relations and social welfare. The
Institute prepares students for the M.A. Degree of the University of Ranchi in
Labour and Social Welfare. In addition to this, the institute conducts an honors
post-graduate diploma course in social welfare, which is recognized by the
government of India and most of the State Governments for purpose of appointment
as Labour officers under the Government rules.
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Faculty of Social Work, [Link] of Baroda-2, Gujarat, 1950

The faculty of social work of the Maharaja Sayaji Rao University of Baroda
imparts professional training in social work leading to the MSW. Degree of the
University. Men and women students between 21 and 35 preferably knowing
Gujarathi. Marathi or Hindi are admitted and given accommodation in the Halls of
Residence in the University Campus. Preference is given to graduates in economics,
sociology, psychology and other social science. The application forms may be had
on request and candidates called to appear for interview and other tests will have to
do so at their own expense. All students will do field work for 15 hours per week
and put in 80 per cent attendance every term. The marks awarded at terminal and
other examinations will be counted together for pass. Students will have to
successfully complete a research projects and get pass marks in the final viva-voce
examination. The course is general and there is no specialization in any subject.
Madras School of Social Work, Jarrets Gardens Casa Major Road, Egmore, Madras-8, 1952
The school conducts two-year post graduate course leading to the Diploma in
Social Service Administration. The School is run under the auspices of the Madras
State Branch of the Indian conference of Social work. The School imparts the
general type of social work training, including all the social work methods and
covering most important fields of social work without specialization in any. The first
course include grounding in social sciences, human growth and behaviour and
history of social work etc. leading on to instruction in the methods and fields of
social work.
University School of Social Sciences, Gujarat University, Ahmedabad-9, Gujarat
The school offers a two-year post graduate course leading to the University
Diploma in Labour Welfare. The first of the four terms into which the two academic
terms are divided, is devoted to lectures while in the second and third, in addition
to classes, the students get facilities for observation and training in the various
institutions in the labour field. During the last term the students go intensive
apprenticeship training in factories under the supervision of labour welfare officers.
Institute of Social Sciences, Agra University, Agra, U.P., 1995
The institute which is also a research centre in social sciences imparts
professional education in social work. Graduates in social sciences are admitted to
the course. The successful candidates are awarded the degree of Master of social
work by the AgraUniversity. Block Field work is to be put in and project reports are
to be submitted. For the M.A. previous examination five subjects are offered. In the
second year specialization courses may be offered in one of the fields such Labour
Welfare, Rural Welfare, Family and Child Welfare, Rural welfare, family and child
welfare, medical social work, criminology etc. Hostel facilities are available.
School of social work, Nirmal Niketan, 38, New Marine Lines, Bombay-1, 1955
The school of social work was established in 1955 under the institute of social
service. The under graduate training programme with which the institute was
started has been subsequently changed into the post graduate course from 1959
onwards. Admission is open only to women. Hostel facilities are provided. Requests
for accommodation should be made to Hostel Superintendent. Nirmala Niketan. The
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course provided is general and there is no specialization in any particular field or

method. The course coves all the important fields and methods of social work. The
two year course consisting of class –room instruction, field work and research
project leads to the Diploma in Social Work offered by the school.
Department of Sociology, Social Work, Acharya Nagarjuna University, 1972
The department of Sociology and Social work has been introduced in the year
1992 with the specialization of HRM, weekly twice students are sent for field work
to agencies, communities and Industries as a part of course curriculum activity.
There is project work. Every year there is intake of 40 students. There is Rural
Camp and Study Tour to the students apart from observation visits.
Department of Sociology and Social Work, University College of Arts and Commerce,
Andhra University, Waltair, A.P. 1957.
The post-graduate training course in social work leads to the M.A, Degree in
social work of the Andhra University. In the first year, social science Courses and
methods and principles of social work etc. are covered. In the second year the
student can have a specialization course either in Labour Welfare and Personnel
Management of Rural Welfare. The afternoons are set apart for field work in the
various social work agencies. A Research project will have to be submitted. There
will also be viva-voce examination. There is provision to admit 30 candidates each
year. A study tour is also organized during the final year.
Xavier Institute of Social Service, [Link] College, Ranchi, Bihar
Both men and women are admitted to the two-year post-graduate training
course in social work conducted by the institute. Graduates preferably in social
science are eligible. Those already in employment wanting to perfect themselves in
the theory and practice of social work are preferred due to their greater maturity
and experience. For their convenience classes are held in the evenings. Limited
hostel accommodation is available. Supervised field work including institutional
visits, practical training in institutions, social work camps etc.
Udaipur School of Social Work, Udaipur Rajasthan, 1959
The school was founded in 1959 by the Rajasthan Vidyapeeth, Udaipur. It is
affiliated to the University of Udaipur for the M.A degree in social work. In the first
year instruction is provided in basic social sciences and in principles and methods
of social work etc. In the second year in addition to the papers common to all one
special paper may be offered. There are facilities for specialization in one of the
following fields such as labour rural and correctional and tribal. Organized field
work for about 15 hours per week will have to be put in during the two years.
Project report is to be submitted to the university, on the basis of which there will
be viva-voce examination. The maximum intake per year is about 30 students.
Department of Labour and Social Welfare, Bhagalpur University, Bihar
The two-year course leads to the M.A. degree is Labour and social welfare of the
Bhagalpur University. Both men and women are admitted. Thirty–two students are
admitted every year. Graduates of social science are preferred. Field work includes
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study tour for two months, and data collection for research for one month. Theory
papers cover economics, psychology, labour laws, personnel administration etc.
National Institute of Social Sciences, Bangalore, Mysore State, 1960
The two-year post graduate course leading to the Diploma in social
administration is conducted by the institute. Graduates preferably in social
sciences are admitted. Pedicel consideration is shown to those deputed by factories,
Institutions etc. In addition to basic courses provided in one of the following fields,
such as labour welfare, correctional administration and medical and psychiatric
social work. Field work, Research Project etc. follow the pattern in social work.
School of Social Work, Roshini Nilayam, Mangalore, 1960
The school provides social work training to women at the post graduate and
undergraduate levels. The graduates who successfully go through the course and
put in all the requirements, receive the Diploma in social work. In the first year
subjects like social work philosophy, Indian social problems, dynamics of human
behaviour, methods of social work etc. are covered. In the second year also there is
no specialization in any subject. All students cover all the important field of social
work such as labour, rural, correctional etc. Supervised field work and research
projects are an integral part of the training. The matriculates whose training also
lasts two years receive a certificate.
IndoreSchool of social Work, Indore, M.P. 1960
Two year post graduate course in social work is conducted from 1960 onwards.
It is affiliated to the university Vikaram University, Ujjain, for the degree of M.A in
social work. In addition to the university examination, the candidates must put in
about 15 hours of field work per week and also submit a project report. In order to
pass, candidates must secure minimum of 36 percent marks in each paper and an
aggregate of 40 per cent marks. Those getting 60 percent and 48 percent in the
aggregate will be declared to have passed in the First and Second Division
respectively. Courses in the first year covers social sciences and social work
methods and in the second year specialization courses in labour welfare. Rural
welfare or family and child welfare may be taken up.
Department of social work, [Link], Ernakulam Kerala, 1961
For many years the college had been conducting the one – year post graduate
course leading to Kerala University Diploma in social work. But from 1961on wards
in addition to the one year course, the department conducts two year training
programmes leading to the Masters degree in social work of the Kerala University.
Programmes of field work, class room instruction and research study are one of the
same patterns as in other tow year post graduate training institutions in social
work.
19.4 REVISON POINTS
The associations of schools of social work is very important. The only school of
social work in India which has celebrated its silver jubilee, the Tata Institute of
social sciences, imparts two years post graduate training leading to the diploma of
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social service. Administration which has been recognized equivalent to the master’s
degree in social work awarded by any recognized Indian university.
The need for training for social workers and the consequent need or
institutions for purposes of training were felt in the first instance and most cases by
social welfare agencies.
19.5 INTEXT QUESTIONS
1. What are the Associations through which social work practiced?
2. List out the schools of social work
19.6 SUMMARY
The need for training for social workers and the consequent need or
institutions for purposes of training were felt in the first instance and most cases by
social welfare agencies. The very inception of social work has its roots in alms
giving activity since times immemorial. They realized that a period of training was
essential if they are to successfully discharge the duties entrusted to social worker
in each field, even though a good deal of training was implied in the job situation
itself, viz in the art of learning by doing
19.7 TERMINAL EXERCISE
1. Write the significance of training institutions in social work?
2. What are the associations promoting social work services?
19.8 SUPPLEMENTARY MATERIALS
1. Basic material related to social work text books, literature on NGO’s
programme activities and functions, social service activities, etc.
19.9 ASSIGNMENTS
1. Discuss the associations of schools of social work in detail
19.10 SUGGESTED READING / REFERENCE BOOK / SET BOOKS
1. Compton Beulah, R., Introduction to social welfare and social work, The
Dosery Press, Illionis, 1980.
2. Banerjee, G.R., Courses in social work; an Indian perspective, Tiss, Bombay
19.11 LEARNING ACTIVITIES
1. Train the social worker to work effectively for the development of the
communities and agencies
2. Develop Human Relations within the institutes; learn methods of social work
and practice
3. Try to apply methods through professional training
19.12 KEYWORDS
1. Training schools
2. Social welfare
3. Medical social work

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LESSON – 20
TYPES OF TRAINING, PROBLEMS IN TRAINING
AND SUGGESTIONS
20.1 INTRODUCTION
Field work training started as a field instruction with apprenticeship in social
agencies. The tasks given then were similar to the craftman’s task and there was
dichotomy between administrative skills. Field work training could be well
considered learning though doing. Dewey’s idea of learning through doing has had
a primary influence in the concept of field work. Field work seen as an integrating
factor, which acts s a balance force between the theory and practice. It is of crucial
significance in the training programme of social work education. It blend theory
practice, facilitates fusion of thinking with doing combines philosophy with action,
integrates understanding about people and methods of helping them. Its techniques
draw heavily on scientific knowledge about people and social phenomena. It is
functional in nature and technical in process. It involves an educational process
that fosters learning in students.
20.2 OBJECTIVES
 To study importance field work training in social work significance of field
work for effective practice of social work working with individuals, groups
and society.
 To study how training provides and equips social worker for effective
practice of social work skills and methods.
20.3 CONTENT
20.3.1 Orientation Visits
20.3.2 Placement in Agencies
20.3.3 Field Work Syllabus
20.3.4 Placements in Community Setting
20.3.5 Method of Training Hours of Field Work
20.3.6 Actual Hours of Training in Agencies
20.3.7 Problems of Supervision
20.3.8 Problems Pertaining to the Students
20.3.9 Problems pertaining to Supervisor
20.3.10 Problems Pertaining to the Agency
An attempt has been made in this lesson to draw findings, conclusions and to
make a list of practical suggestions based on the responses of the social work
students, teacher supervisors, agency supervisors covered under the study. The
findings are based on the research questions pertaining to the social background,
field work training, field work supervision, field work evaluation and scientific
observation. The findings and conclusions are summarized as below:
20.3.1 ORIENTATION VISITS
It is found and concluded that the schools of social work have the practice of
organizing orientation visits every year in the beginning of the academic year as a
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phase of field work training in social work education. It is observed scientifically

that these visits were not organized as it is expected. These visits give fruitful
results to the students and good exposure for the first time. The social work
students learn more though this visits.
20.3.2 PLACEMENT IN AGENCIES
It is found that after completion of orientation Visits the students are placed in
the structured agencies for field work training but while doing so the schools did
not consider the interest of the students. A little more than one fourth of the
students were of the opinion that they were placed in the agencies of their interest.
So question arises that why the schools of social work education did not consider
the interest of the students. Further it is found that there were no criteria followed
for the placements of students for field work.
20.3.3 FIELD WORK SYLLABUS
A majority of the student respondents were of the opinion that the field work
syllabus is not made available to the students. But a very small percent of the
students opined that the field work programmes is available. Surprisingly all the
teacher supervisors were of the opinion that the field work programmed designed.
But it is a fact that the field work training programme/ syllabus is neither framed
by the university or by the schools of social work. The field work syllabus which is
available at present in these schools is purely a theoretical input which was
interpreted as the field work programme. Further, it is found that great majority of
the agency supervisors were clearly told that the programmes were not available.
20.3.4 PLACEMENT IN COMMUNITY SETTING
An over whelming majority of the teacher supervisors have told that the
students were placed in community setting for training them in the method of
community organization. A little more than one fourth of the respondents told that
the students were not placed in the community. It is observed and enquired form
the schools of social work that there is no practice of placing the students in
community settings.
20.3.5 METHOD OF TRAINING HOURS OF FIELD WORK
It appears that an overwhelming majority of the teacher supervisors have told
that both field based and method oriented training was imparted in those schools.
A small percent of respondents had responded that there was a method based
training, fifth of respondents told that they don’t know the required hours of field
work training. This shows that majority of the students were not aware about the
required/stipulated hours of field work training in a week.
20.3.6 ACTUAL HOURS OF TRAINING IN AGENCIES
It appears that a little more than half of the student respondents opined that
the students were imparted training only 3 to 6 hours in a week. This shows clearly
that the students were not given 15 hours of training in a week.
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20.3.7 PROBLEMS OF SUPERVISION

The problems of supervision are many and varied. During the supervisory
process the supervisor faces the various problems pertaining to the student, the
supervisor and agency. The well stated components of field work training, i.e. the
student, the supervisor and the agency, are the significant factors of field work
training. It is on these basis the field work programmes stands firmly. There are
some problems of supervision pertaining to the student, the supervisor and the
agency.
20.3.8 PROBLEMS PERTAINING TO THE STUDENTS
Lack of interest and initiative of the students in their practical experience is the
basic problem of the supervision. Such students are more deeply involved in the
theory than in practice. This is absolutely result in poor service to the agency and
presents a major problem to the supervisor. Such a lack of involvement in field
work is caused due to the present state of job market for trained social work post-
graduates in India.
Some students are more particular about their own specialization. If the
student having particular interest in one specialization but placed in other setting
would certainly lead to a problem. A poorly organized field work programmes and
careless method of work is also a problem.
The prejudice of the students towards certain agencies does not allow them to
work effectively in such agencies if they are placed in those agencies. Few students
are very cool and lethargic towards their own profession of social work. They do not
carry the pride ness of their own profession. The supervisor will have to play the
significant role in such cases.
20.3.9 PROBLEMS PERTAINING TO SUPERVISOR
For the agency supervisor there is a problem concerning the amount of time to
be given to the students and to the consultative relationships to be maintained with
the teachers of the school. The agency supervisor has a problem in knowing the
type of assignment with clients or groups which the student is proposed and ready
to carry.
The supervisor has a problem when the learning expectation of the school are
not in line with the agency can offer to the student. Frequently a worker in the
agency has to function as a student supervisor before he has acquired the
experience he needs. There is a problem of providing continuity in learning when
the practical experience of each term is of a specialized nature. When the
supervisor is form the school there is a problem in keeping him closely related to
the agency service. Much of the help need by person in trouble depends upon
student’s awareness of the personal and emotional factors involved.
20.3.10 PROBLEMS PERTAINING TO THE AGENCY
There is a difficulty in convincing many well established agencies about the
purpose for which the students are placed with them for practical experience.
Agencies always do not have the programme, the staff and the standard of the
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service which provide a rich learning experience for the student. Some agencies are
much worried about their reputation and have the fear that the students may be
critical of its services in the community. There is a problem for the agency in
knowing how to help the school supervisor.
20.4 REVISION POINTS
1. Field Work Training
Field work training helps the social worker to bring theory of the profession into
practice. As we know that the principles and methods of social work cannot be
taught in a vacuum. Its study cannot be confined to only a set of people like
intellectual and the theoretical knowledge developed in the classroom has to be
necessarily augmented by a practical programme of field work.
2. Content of Field Work
The social work teachers and the heads of the departments are always asked by
the students and agency supervisors for the specific content of field work and the
programmes of field work training. Thus, the content of field work requires certain
phases which are common to both the fields and methods of social work.
It has been noticed that the content of field work training for case work training
ultimately needs a special programmes at the different from the content of field
work training in the community setting. And the content of field work training for
case work will be entirely different from the content of field work training in the
community setting.
3. Innovations in Field Work
There are some dilemmas and dimensions in field work training in social work
education. It is because we have progressively moved from case work, to group
work, to community organization, to social action. The very basic question arises
that does these traditional social work skills are adequate enough to deal with the
situation where the problems relate not to individual clients but to whole segments
of society.
4. Placement in Communities
The placement of the students of social work by the schools of social work may
be done in the open community setting directly with or without attaching to the any
voluntary organization that is dealing with such community. In this open
community setting students should be given an exposure to the various problems
which would certainly help him to practice in integrated.
5. Component of Field Work Training
The social agency, the student and the supervisor (teacher, supervisor and the
agency supervisor) are the three important components of field work, situation. The
student is a learner and operates between the client or group and the agency and
the field supervisor. The agency and the field supervisor aim at the training of the
student. It is the agency which provides an opportunity to the trainees to exercise
theory and principles of social work taught in the class room.
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20.5 INTEXT QUESTIONS

1. What is the importance of field work in Social Work?
2. Discuss scope of training in social work education?
3. What is the role of supervisor in field work training?
4. Write about field work training for the student?
20.6 SUMMARY
Field work, therefore, is a way to translate knowledge through certain skills and
techniques into action. The importance of field work training in professional social
work education is consequential because of its nature of dealing with the problem
practically. Annette Garrett has written that there are reasons why an extensive
well planned field work programme is inevitable. Mere class room lectures are not
enough for learning situation in any professional education. The importance of field
work becomes vital when deals with the dynamics of human personality in the
context of individual needs. It is evident that field work varies in quality and
quantity. The duration of time is one factor ad the amount of work in the other. It is
not merely visiting an agency or observing what goes on in the social agency. Field
work training is always imparted under the table guidance and supervision and
also under the supervision of experienced professional social worker in the agency.
The learner/ trainee is helped through supervision and also under the supervision
of experienced professional social worker in the agency.
20.7 TERMINAL EXERCISE
Short Answer Questions
1. Write about importance field work training?
2. What are the innovations in field work training?
3. Discuss the role of supervisor in field work?
4. How placements are useful for the students in filed work?
Objective Questions
1. Field work training helps
a) Social worker b) Community worker
2. Training helps to bring Social Work
a) Theory into practice. b) Practical exposure
3. Placement of students at community helps in
a) Study micro issues b) Macro issues
4. A new concept has been evolved in the field work
a) Developmental field work b) Professional field work
5. Placement for social workers are made in
a) Communities b) Agencies
20.8 SUPPLEMENTARY MATERIALS
1. Basic material related to sociology text books, literature on NGO’S,
Programme activities, and functions. Social service programmes. Self help
group concepts, Successful stories of communities with community and
extension work, etc.
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20.9 ASSIGNMENTS
1. Discuss significance of Field work is social work education.
2. Write the models of social work practice?
20.10 SUGGESTED READING/REFERENCE BOOKS/SET BOOKS
1. Singh, K., Social Work Theory and Practice, Prakash Kendra, Lucknow.
2. Herbert Hewitt Stroup, 1960. Social Work, An Introduction to the Field.
3. Bisno and Herbert, 1952. The Philosophy of Social Work, Public Affairs Press,
Washington.
4. Youngdahl and E. Benjamin, 1951. ‘Social Work as a Profession, Social Work
Year Book.
20.11 LEARNING ACTIVITIES
1. Develop social work theory into practice for effective services
2. Use principles and methods of social work in working at different setting
3. Mobilize the resources towards the community for effective programme
development
4. Try to work with the unreached people in the community
5. Forming groups for effective group work
20.12 KEY WORDS
1. Placements
2. Probation
3. Training.
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ANNAMALAI UNIVERSITY PRESS : 2021–2022