Introduction: The dynamics that we found in families are individual worth, communication, rules, and system that link the family with outside system. These dynamics are developed after birth and so changeable and correctable.
Research on resilience in families has shed light on family protective factors and family recovery factors that appear to play a critical role in promoting the family’s ability to maintain its established patterns of functioning after being challenged by risk factors and in fostering the family’s ability to recover or bounce back quickly from misfortune and family crisis. Definition of resilience: Resilience is the ability of a individual or a family to use its strengths in order to positively need life’s challenges. It involves the family’s ability to return to previous levels of functioning following a challenge or crises. ( Luthar et al 2000). Central Concepts in Family Resilience: Within the Family Resiliency framework ( Mccubbin et al 1993) resilience is viewed as involving two distinguishable but related family processes: (1) adjustment, which involves the influence of protective factors in facilitating the family’s ability ad efforts to maintain its integrity, functioning, and fulfill developmental tasks in the face of risk factors, and (2) adaptation, which involves the function of recovery factors in promoting the family’s ability to “bounce back” and adapt in family crisis situation. Who are we:
Sofia Idström, 26 years, comes from Gothenburg in Sweden. I have one bigger brother, Alex who does his PhD in chemistry, Father J.P, doctor in Chemistry, mother Ulla, social worker. I finished 12 standard in 2003 and after that I travelled India, south America, Oceania and Europe and I been working. I started my social work studies in 2008 at MidSweden University, Östersund. I love travelling, playing and listening to music, create, and photography. Reasons and objects:
Education for social work began in India in the year 1936 with the establishment of the Sir Dorabji Tata Graduate School of Social Work at Bombay (now known as the Tata Institute of Social Sciences). Much water has flown under the bridge since then. The number of professional social work educational institutions in the country has multiplied manifold, albeit in an unregulated manner. Social work which is recognized as a distinct profession in the West and other countries of the world has failed to gain professional recognition in India for various reasons, the primary being the absence of any regulatory body at the national level for standardizing social work educational and practice standards. The emerging social realities post LPG have posed fresh challenges before the social work profession, which need to be addressed by services and action for social change in the area of social development, welfare, empowerment and crisis intervention. This in turn requires an army of professionally qualified human power, with specialized knowledge and skills. The effectiveness of social initiatives for welfare, development, empowerment and their initiation through the process of enlisting the participation of all sections of the society in the overall development of the country is directly linked with the quality of human power employed in the welfare and development institutions, both governmental and non-governmental, and also in the people-oriented community-based social movements and services. Conservation measures have taken away the traditional livelihoods of nomadic tribes in Karnataka.
Implementation of the Prevention of Cruelty to Animals Act and the Wildlife Protection Act has resulted in the Qalandars and the Havadigas being denied the freedom to work with bears and snakes. AT a short distance from the world famous monuments at Hampi is the village of Hulihaidar in the fertile region of the "rice bowl of Karnataka" in Gangavathi taluk in.Koppal district. Local residents say it was an important town in the Vijayanagara Empire (1336-1646 C.E.) and the seat of a local lord. Today it is home to a semi-nomadic tribal community that tamed bears and used them for street performances. These tribal families are believed to have first settled in Hulihaidar during the Vijayanagara period. They would travel around, plying their street trade, for 10 months in a year. For the remaining two months - before and during the Islamic month of Moharram they would stay put in Hulihaidar, having grand religious and cultural celebrations with their brethren. The community is known as the Qalandars, and similar communities of Qalandars are spread across the country. (Qalandar, in Islamic terminology, usually refers to a Sufi saint, but it seems to have been used by this community historically. Sometimes it is also spelt as Kalandar.) The platinum jubilee of social work education was observed in 2011. The establishment of the Sir Dorabji Graduate School of Social Work marked the beginning of education for "professional" social work in India. Subsequently, the School of Social Work became an institute of social sciences to accomodate other courses. Starting "job-oriented" MSW and even BSW courses in colleges across the country is now common. The recent trend is the proliferation of Social Work degrees by the directorates of distance education. Who bothers about the quality of education so long as the flow of money is uninteruppted ? Yet Social Work graduates are in demand in different social and corporate sectors. Many are in lucrative positions of authority, while many others work with children, women, elderly, the differently-abled, the mentally challenged, the HIV-affected, and other disadvantaged groups enabling them to transform their lives.
“Shree” (as the Late Dr.K.V.Sridharan was fondly called by people close to him) was an excellent motivator and facilitator of learning rather than a Professor. When PhD degree holders were scarce in Indian schools of social work, he pursued his doctoral research in social work in a prestigious university in the United States. He was a rare person who chose to work in India at a time when the educated Indians preferred to migrate to America. He consciously preferred a spartan life to a life of luxury and comfort for which he had many opportunities. He was Director of the Madras School of Social Work for a brief period. Many young social workers were benefited to go to USA for training under the Cleveland International Programme for Social Workers and Young Leaders during his tenure in the United States Education Foundation in India. He never compromised his convictions. As Director of the National Institute of Social Sciences at Bangalore, he had to face the toughest challenge of his life when he had to dare the most powerful Chief Minister of Karnataka and the management of NISS to protect the autonomy of the Institute and the interests of the students.
I am happy to learn that Samaja Karyada Hejjegalu is bringing out a special issue on late Dr.K.V.Sridharan, known to his friends as Shri.
I met him in Bangalore around 1975 when I was on a rescue mission to the National Institute of Social Sciences which was in serious doldrums. There was a conflict between the management and the director, Dr.Sridharan. He gave up a prestigious and lucrative job in New Delhi and took over the post of director of the NISW, a relatively unknown outfit. He was the director of the Viswayuvak Kendra earlier. Dr.Sridharan was removed from his post of director, NISS unceremoniously. He appealed to the Association of Schools of Social Work in India (ASSWI) for intervention on his behalf. Social work educators and practitioners felt outraged at the ill treatment meted out to Dr.Sridharan. A fact finding committee was constituted by the ASSWI (K.N.George, Madras School of Social work was the president) with Fr.Sales of the Rajagiri college and myself to inquire into the complaint against the NISS and to recommend remedial measures. We made out a strongly worded report and the rest is history. Subsequent events following our report did not set right the wrongs suffered by Dr.Sridharan. He was not absorbed into the faculty of the department of social work, Bangalore University. Of course the loser is the University for not having him on the faculty along with other staff members of the NISS. From then on Shri was a freelance educator and trainer along with his wife, Dr.Uma whom he married later on in life. Dr K.V. Sreedharan was born in Crangnore (Kannanur) North Malabar District of the Madras province – as it was known before Independence. His father was a high-school teacher, popularly known as “Pai Master”. After his high-school education Sreedharan studied at Madras and obtained an M.A degree in economics with first class. Several years later he also got the M.Litt degree of Madras University. Dr Sreedharan passed out of the Tata Institute of Social Sciences in 1953, with the Diploma in Social Service Administration, specializing in Labour Welfare and Personnel Management. He joined as lecturer at the newly started Madras school of Social Work and for a brief period was its acting Director. He got ful bright Fellowship to do PhD in Social Work at the Cleveland University, Ohio, U.S.A and obtained his PhD degree in 1960. He searched for a suitable senior position in schools of social work. Not succeeding in this, he joined the United States Educational Foundation in India, as a co-ordinator of Cleveland International Youth Leadership Programme. While in Delhi, in 1963 he became the first editor of Social Work Forum, the quarterly journal of Indian Association of Trained Social Workers. He held that position for about four years, until he left for Bangalore to become the Director, National Institute of Social Sciences (Refer, Feb.2011. Social Work Foot Prints). Later he was Director, Nehru Yuwak Kendra in New Delhi for two years. He was also the Editor of Social Work Educator, quarterly journal of the Association of Schools of Social Work in India, for about two years.
School of Social Work Sabotaging Social Work
An unimaginable action from the authorities of MSSW in 1999. To terminate the MA (SW) course. South India's first school of social work tried to destroy social work education. People who took this dangerous step was a former President of the Association of Schools of Social Work in India and his associates. It is like the child trying to kill the parent. Mary Clubwala Jadhav's historic contribution and the outstanding performance of the hundreds of social work graduates of MSSW for nearly 50 years were to be undone by a reckless attempt for purely personal and other unacceptable reasons. The attempted disruptive effort was resisted by students and some former students. They succeeded in stalling the academic homicide. Some of the former students were co-opted into the Board of Management of MSSW. This period will remain the darkest period in the history of social work education in India. MSSW was founded on 5th August 1952. But it was neither a trust nor a society. In order to overcome this defect a society known as Society for Social Education and Research was formed in October 1960 under the Societies Registration act before the District Registrar and the serial number was 102 of 1960 to "take over and manage the Madras School of Social Work" besides other objectives. However, the constitution of the society suffers from serious legal infirmities. The first Governing Body of the Society consisted of 19 members.
Mrs Mary Clubwala Jadhav was a legendary social worker who was awarded the Padma Shri and Padma Vibhushan for her outstanding humanitarian service. Settled in Madras, Mary Clubwala, a Parsi by birth, was keen to start a school of social work in Madras on the lines of the Sir Dorabji Tata Graduate School of Social Work at Bombay (later renamed the Tata Institute of Social Sciences). Thus the MSSW came into being on 5 August, 1952 and it was housed in thatched sheds in the Harrington Road area and offered the two-year Diploma in Social Service Administration (DipSSA).
Abstract
In the 21st century, the idea of leadership development is related to social networking. Society is looking for ways of changing; modifying, improving or transforming things in terms of the social, economic, structural, political and cultural causes of the problems and environment in which we live. Cyber communication gives us the opportunity to connect with people (customers, employees, leaders, friends, community) directly and indirectly. Not in just a one-way, but a two-way conversation.” Leaders today are expected to be customer-centric and responsive, and social media helps them to meet and exceed these expectations. Social media helps companies to find out what their customers really think. This helps leaders make decisions that better support with customers’ emerging needs. Cyber communication helps leaders stay on top of trends in their industry like never before. This helps leaders see new opportunities for growth. Social media delivers news fast. Abstract
This article looks at the role Corporate Social Responsibility (CSR) has in community development. Besides a universally accepted role in philanthropic work of corporations, CSR projects are today achieving greater sustainability in their efforts resulting in growth and change in communities. This evolution has been possible due to the collaboration of corporations with the development sector, especially the NGOs. From the past fifty years the western world has been looking at several dimensions of CSR; legal, ethical as well as discretionary. But in India, It is only in recent years that dedicated CSR departments and staffs have appeared in companies. These trained professionals are designing effective community oriented projects which are transforming communities albeit in a small focussed manner. This article will carry a short case study of one such CSR project of a large Multinational corporation functioning in India. This article stresses on the potential that CSR projects have in the face of criticisms coming from certain quarters. Keywords: Corporate Social Responsibility, Community development, Internal and External CSR, community oriented projects. Abstract
In Bangladesh, non-government organizations (NGOs) and government organizations (GOs) generally work at micro and macro levels to improve psychosocial functioning of individuals, and also for the improvement of socio-economic conditions of people. They deal with the issues of domestic violence, child rights violation, crime and delinquency, health care, poverty alleviation etc. at individual and family level. Although social work graduates are mostly found involved in these activities under NGOs and GOs, they are still not in a position to apply their academic knowledge because of lack of policy guidelines that explicitly use of social work skills within the organizations. The present study selected ‘Women Support Program’ (WSP) that deals with domestic violence and micro-credit program of Bangladesh Rural Advancement Committee (BRAC) which addresses socioeconomic constraints of the poor women. The study explores the possibility of applying micro social work knowledge and skills in the activities of WSP and micro-credit program of BRAC by analyzing eight cases (four from WSP and four from BRAC), interviewing with the concerned workers and analyzing records kept in the office. The findings of the study identifies a certain level of limitations in the activities that are traditionally carried on by both the programs, and suggest to the efficacy of micro social work knowledge and skills for better social work outcomes. Key words: Social work practice, Bangladesh, Micro social work skills Abstract:
This paper accounts the development of our propositions and a grounded theory in the wake of an international field placement of an Australian university master’s qualifying student of social work, in an Indian private school in Dubai. We define the components of this journey that allowed a constructive involvement in the cross cultural milieu. We undertook relevant comparative method advancing and testing the efficacy of relevant theoretical developments; conducting literature reviews and finally the process of conducting action research that allowed for testing beliefs and impressions in a systematic way (Glaser, 1978; Strauss, 1987). A school social work placement has all the action which brings the notions of human agency and the emergent processes. It provides opportunities to attempt problem solving approaches and allows researchers to keep an open ended approach to the study of action. The association of reflective practice throughout the placement allowed the authors to add ‘new pieces to the research puzzle or conjure entire new puzzles’ during the data collection, thus gaining a clear focus on what is happening in the data without sacrificing the detail of the what is being enacted (Charmaz, 2006). This article additionally provides a reflection on the sensitivities of international social work practice in the context of striving for cultural competence whilst providing robust critical analysis. Keywords: School social work, Grounded theory, Action research, Qualitative research, Cultural competence T.K. Nair
Abstract Social work education in India is in its eightieth year and yet social work has not been accepted as a profession by the major stakeholders, particularly the government. The present article starts with a discussion on Social Welfare and Social Work. It traces the evolution of social work as a profession globally from “applied philanthropy” and “scentific charity”. It goes on to examine the professionalization of social work in India. Detailed analysis of the weaknesses of social work education and utilization of social welfare manpower have also been attempted in the article. The author concludes that social work in India is not a full profession and it is only a semi-profession. “Shanthi Ranganathan is a rare person and a social worker par excellence. She transcended the intense personal tragedy due to the irreparable loss of her husband at a young age and created a world class institution which has been transforming the lives of thousands of individuals and families. Her grit and determination have only a few parallels. For me, it has been a privilege to associate myself with her during her student days at the Madras School of Social work four decades ago and subsequently during the early years of the T T Ranganathan Clinical Research Foundation (TTRCRF)”.
Dr. T.K. Nair Professor of Social Work and Former Principal, Madras School of Social Work. Prof. H.M. Marulasiddaiah
Prof. H.M. Marulasiddaiah(HMM) completed MA (Sociology) from Mysore University and MA (Social Work) from the Delhi School of Social Work. He was awarded PhD in Social Work by the Kashi Vidyapeeth in 1978. His teaching career started as Lecturer in social work at the PSG School of Social Work in Coimbatore. It was in 1958. In the year 1962, HMM joined as Lecturer in Social Work of the newly created social work wing of the department of Social Anthropology at Karnataka University. Professor Ishwaran, the head of the department, contrary to his name, was an autocrat. His authoritarianism stifled the development of the social work unit of the department as well as the growth of HMM academically. Gandhi wanted his teachers to be social workers and social workers to be teachers. Thus he said: "Our teachers will touch the levels of grown–up people and, if at all possible, penetrate the Purdah. Instruction will be given to grown–up people in hygiene and about the advantages of joint action, for the promotion of community welfare, such as making village roads proper, the sinking of wells, etc, and as no school will be manned by teachers who are not men or women of good training, we propose to give free medical aid as well". These rural schools were run most economically, because one of the conditions was that villagers should provide for the teachers' boarding and lodging and the villagers willingly contributed grain and other kinds of agricultural produce.
Kashi Vidyapith
It was in June, 1958 when I had got admission to M.A Geography at the Banaras Hindu University. Soon thereafter due to continuing agitation of students and teachers, BHU was closed sine die. Admission to Social Work (Master of Applied Sociology–MAS) was still going on. My elder brother knew about the short-term training programme at the Kashi Vidyapith to prepare Labour Welfare Officers under the Factories Act 1948, and also the MAS programme for 2 years under the Institute of Social Sciences, Kashi Vidyapith. He asked me to apply to the 2 – year programme “to kill time” and subsequently to get a job as Labour Welfare Officer somewhere. Graduates from the Kashi Vidyapith used to get jobs either in the Factories, Mines, Prisons or Welfare Departments. Thus what started as “killing of two years’ time” became a lifelong pursuit and commitment to social work education–a shift from geography to society and social welfare. Dr.T.K.Nair
Development and CSR Consultant "Prakriti Rakshathi Rakshitah" (Nature Protects When Protected) Abstract The article has three parts .The environmental crisis facing Mother Earth is described in the introductory part. The second section Sustainability and Spirituality is a summary of the "meditations" on sustainable cultures and cosmologies in Asia and the associated writings of Nadarajah in his seminal, visual-textual book Living Pathways. The final part looks at the expected role of social work profession in the environmental justice movement and the disappointing reality. |
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MHR LEARNING ACADEMY
50,000 HR AND SOCIAL WORK PROFESSIONALS ARE CONNECTED THROUGH OUR NIRATHANKA HR GROUPS.
YOU CAN ALSO JOIN AND PARTICIPATE IN OUR GROUP DISCUSSIONS.
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