Syllabus MSW Batch 2019 2021

St.
Xavier’s University, Kolkata
SYLLABUS FOR MASTER OF SOCIAL WORK (MSW)

(With effect from 2019)
Action Area IIIB

New Town, Kolkata – 700160
West Bengal, India
Email: enquiry@sxuk.edu.in
Website: www.sxuk.edu.in
Tel: 033-66249815
TABLE OF CONTENTS
Sl. No. Description Page No.
I. About the Department.................................................................................... 3
II. Vision…………………………………………………………………………………………… 3
III. Mission………………………………………………………………………………………… 3
IV. About the Programmes……………………………………….................................. 3-4
V. Programme Outcome……………………………………………………………………. 4
VI. Programme Specific Outcome………………………………………………………. 4
VII. Eligibility for Admission………………………………………………...................... 4
VIII. Selection Procedure……………………………………………………………………… 4
IX. Attendance Requirement……………………………………….............................. 5
X. Evaluation Pattern…………………………………………….................................... 5
XI. Course Outline………………………………………………………………………………. 5-6
XII. Semester wise Details…………………………………………................................. 8-97
XIII. Field Work………………………………………………………………………………… 98-104
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I. About the Department
Contemporary society is plagued with numerous social problems which usher professional
approach in interventions. Social work profession committed to the well-being of society promotes
social change, problem solving in human relationships and empowerment and liberation of people
from oppression and marginalization. Recognizing the acute shortage of social workers in eastern
India and specially in West Bengal, St. Xavier’s University Kolkata, with its goal of ‘reaching the
unreached’ has decided to start the Master of Social Work course in 2017. Thus the Department runs
two years PG programme in Social Work. Social work education provided at St. Xavier’s University
Kolkata, will set international standards relevant to contemporary era. It will impart phenomenal
experience to students ushering in intellectual, social and cultural transformation in them. The
Master’s programme in Social work is devised to develop professionals to work in the field of
development and welfare. The Department will orient students about socio-economic realities and
developmental issues and prepare them to address problems related to rights, development, gender
etc. Students will be trained in planning, mobilising resources, managing development/welfare
organisations, engaging in research, policy studies and policy formulation.
II. Vision:
The Department is influenced by the Ignatian charism of forming men and women for others who
can work at micro, mezo and macro systems to build a humane society endowed with freedom,
liberty, justice, equality and fraternity.
III. Mission:
• To set international standards for social work education relevant to contemporary era.
• To impart phenomenal experience which will usher in intellectual, social and cultural
transformation in students.
• To transcend in all areas of teaching-learning, research and consultancy.
• To reach out to the unreached through outreach and extension activities.
IV. About the Programmes:
The Department offers Master’s Degree Programme in Social Work (MSW)
Duration- 2 years (Full Time)
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With Specializations in
• Human Resource Development and Management

• Family & Child Welfare
V. Programme Outcome:
• Students will be able to utilize social work practice theories and methods with individuals,
families and groups.
• Students will be able to utilize social work practice theories and methods in community
organization and social action.
• Students will be able to utilize values and ethics of social work practice with diverse and
vulnerable populations.
• Students will develop the knowledge, skills, and attitudes necessary to be engaged members
of the community.
• Students will possess analytical skills in areas such as policy analysis,
administration/management, communication, quantitative analysis and problem solving.
• This programme lays foundation for considering careers in human resource development
and management, corporate social responsibilities, government service, development sector,
public policy and research etc.
• It will lay the foundation for higher studies.
VI. Programme Specific Outcome:
• Students will be able to function as administrators/managers in corporates, development

sector, HR professionals, in government service, foundations and policy analysist, etc.
• Students will be ready to work in any area of social work practice.
• Students can join higher studies.
VII. Eligibility for Admission:
• Candidates with a Bachelor's Degree or its equivalent (under the 10+2+3 year) in any
discipline with minimum 45% marks for general category and 40% for reserved category
from a recognized university. The calculation of percentage is based on the marks secured in
all the papers.
• Candidates appearing in the final year examination of the Bachelor's degree are also eligible
to apply subject to the qualifications listed above.
VIII. Selection Procedure:
Admission test will be conducted to assess the aptitude of the candidate. Selection is done
based on marks secured in the admission test.
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IX. Attendance Requirement:
No student shall be considered to appear before examinations unless he/she attains 75 %

attendance.
X. Evaluation Pattern:
Evaluation Marks
End-Semester Examination 40/80
Continuous Internal Assessment
• Written Test 10/20
• Other Components (Presentation,
Assignment, Case Studies)
XI. Course Outline
COURSE OUTLINE
Paper Full Pass CIA MARKS End-Sem Credit
Sem Course Title
Code Marks Marks WT O Marks s
Gr.A : History and Philosophy of
Social Work
MSR110T 50 +50 40 5+5 5+5 40+40 4+2
Gr.B : Sociology for Social
Workers
Gr.A : Social Casework
MSR120T 50 +50 40 5+5 5+5 80 4
I Gr.B : Social Group Work
Gr.A : Community Organization
and Social Action
MSR130T 50 +50 40 5+5 5+5 80 4
Gr.B : Social and Applied
Psychology
MSR140F Field Work – I 100 40 10 10 80 6
TOTAL 400 TOTAL 20
Gr. A : Social Work Research
and Statistics
MSR210T Gr. B : Administration and 50+50 40 10 10 80 4+2
Management of Welfare
Services
Gr. A : Social Sensitivity towards
Women and the Marginalized
MSR220T 50+50 40 10 10 80 2+2
II Gr. B : Contemporary Fields of
Social Work Practice
Gr. A : Social Policy and Social
Development in India
MSR230T Gr. B : Constitutional Frame 50+50 40 10 10 80 2+2
Work and Social Legislations in
India
MSR240F Field Work – II 100 40 – 20 80 6
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COURSE OUTLINE
Paper Full Pass CIA MARKS End-Sem Credit
Sem Course Title
Code Marks Marks WT O Marks s
TOTAL 400 TOTAL 20
Specializa
tion- I Human Resource Management 100 40 10 10 80 4
MSR311T
MSR321T Human Resource Development 100 40 10 10 80 4
MSR331T Industrial Relations 100 40 10 10 80 4
MSR341T Labour Laws 100 40 10 10 80 4
Specializa
tion- II Family in India: Issues and
100 40 10 10 80 4
Concerns
III MSR312T
Family: Theoretical
MSR322T 100 40 10 10 80 4
Perspectives
MSR332T Family Laws in India 100 40 10 10 80 4
Social Work with Families:
MSR342T 100 40 10 10 80 4
Intervention and Skills
MSR350T Basic Issues in Human Rights 50 20 5 5 40 2
MSR360J Dissertation I 50 20 – 50 4
MSR370F Fieldwork III 100 40 – 20 80 6
TOTAL 600 TOTAL 28
Specializa
tion- I Welfare and Social Security 100 40 10 10 80 4
MSR411T
MSR421T Corporate Social Responsibility 100 40 10 10 80 4
MSR431T Strategic HRM 100 40 10 10 80 4

International Human Resource
MSR441T 100 40 10 10 80 4
Management
Specializa
tion- II Child and Childhood in India:
100 40 10 10 80 4
Demography and Theories
MSR412T
Child Welfare: Policies,
MSR422T 100 40 10 10 80 4
Programmes and Legislations
MSR432T Child Rights and Protection 100 40 10 10 80 4
IV
Social Work with Children in
MSR442T 100 40 10 10 80 4
Vulnerable Situations
MSR450T Media and Social Change 50 20 5 5 40 2
MSR460J Dissertation – II 50 20 50 4
MSR470F Field Work – IV 100 40 – 20 80 6
TOTAL 600 TOTAL 28
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ACRONYMS (AS APPLICABLE)
T = Theory WT = Written Test P = Practical O = Others (seminar/ presentation/class room activity,

etc.) J = Project
* Specializations offered [Students need to choose anyone]:
Colour Code Illustration: Human Resource Development Family & Child Welfare
and Management
PAPER CODE ILLUSTRATION
Masters Regular Paper No. Theory
M S R 1 1 0 T
Social Work Semester No. Optional Paper No. (if any)
Signature Signature Controller of Examinations,

Head of the Department (with Date) Dean (with Date) St. Xavier’s University, Kolkata
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XII. Semester wise details
SEMESTER: I
FOUNDATION COURSE
SOCIAL ANALYSIS FOR SOCIAL CHANGE
Learning Objectives:
• The programme seeks to develop in students the knowledge and skills that will enable them
to think critically and imaginatively about society and social issues.
• The ability to apply concepts and theories in practice.
• To help students to look at the reality from the perspective of the marginalized sections and
plan for collective action
Course Outcome:
• Critical understanding of Indian social, political, economic structure.

• Critical understanding about dimensions of social inequality and marginalization.
• Understanding of ecological and environmental issues vis a vis development programmes.
• To equip students with skills necessary for social work intervention.
Course Contents:
(The first week of the first Semester will be fully dedicated for Social Analysis with no other subject
taught at the same time. Different resource persons may develop each unit and the resource persons
will provide the relevant reference material. The assessment of the paper is a part of 1st semester
field work assessment)
Unit 1: Analysis of Various Structures & Societies

a) Context setting: Basic orientation and understanding of issues, problems.
b) Concepts, methodologies and approaches to Social Analysis
c) Structures, Systems and Sub-Systems – Historical, Structural and Cultural analysis
d) Social structure – understanding society – Different Schools & Approaches
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Unit 2: Analysis of Economical Structure
a) Productive forces, means, modes and relations, Distribution and consumption patterns
b) Foreign Direct Investments in Retail (FDI) & Malls, Walmarts
c) Globalization and its impact on the marginalized and their responses:
d) Role of MNCs and other private actors; Impact of globalization on the marginalized; Countering
globalization – Global Solidarity Movements
e) Special Economic Zone – the critical reflection in the context of de-peasantisation
Unit 3: Analysis of political structure
a) Political Structures; Meaning of Politics, Different Political Systems
b) Party and Party Politics, People’s Politics, Civil Society and Politics, Politics of Ideologies;
Intrusion of Parties and its Implication in Movements, Religious Structures, Association, Trade
Unions; Good governance, transparency and accountability
Unit 4: Analysis of Caste system & Communalism, Religion
a) Caste System - Origin, Evolution & Aspects of Caste; Casteism in Socio-Cultural & Religion -
Political Spheres
b) Casteism and Brahmanism – our Response; Caste & class relations; Politicization of Caste &
modernity; Dalit realities & Dalit Movements
c) Communalism: religious fundamentalism: causes and concerns
d) Communalism & fundamentalism - Social Cause & Strategies
e) Strategies for De-Communalizing Indian society
f) Debate: Whether religions/religious promote/abolish the Casteism in India?
Unit 5: Analysis of Various Tribal Realities and situations
a) Tribal Realities in Northern Belt (N-east, Bihar, M.P., U.P. etc.), in Eastern and Western Belt;
b) Various Tribal Movements & Their Contributions; Present Challenges Based by Tribal
c) Laws related to Protection of Tribal
Unit 6: Analysis of Educational System and Corporate Sectors
a) What kind of curriculum? For whom? Prepared by whom? Marginalized People in the
IIT, IIM, Medical & Engineering Colleges;
b) Political Interference in educational system, Current challenges in educational system
c) Debate: Question of merits or reservations in the professional course.
Unit 7: Analysis of Gender, Trans-Gender & Plights of Children
a) Gender Analysis: Concepts, Clarifications, Equity vs. Equality, - Status of Women
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b) Women’s issues and concerns; sex ratio, foeticide, infanticide, domestic violence, sexual
harassment; Trafficking of Women, Gender Budgeting, & Mainstreaming, Gender sensitization;
c) Children as the most vulnerable & exploited group
Unit 8: Analysis of Ecology and Environment – Our Common Responsibility
a) Environmental Concerns in Social Action, Public & Community health
b) Agrarian Situation -Genetically Modified Seeds & Chemical Manure
c) Advocacy, Lobbying & Networking on Natural Resources – Sand, Water, Land, Forest, Mining,
Privatization of Water
d) Alienation of Natural Resources & Impact on Dalits, Tribal & Women
e) Global Warming and Climate Change
f) Right to Health: Health in the Neo-Liberal era, Corporate Hospitals & Public Health Care;
Health Movements in India - State Responsibility to Provide Health Care.
Unit 9: Analysis of Social Movements
a) Basic Concepts, Features & Characteristics of Voluntary Organizations, Associations, Action
Groups, Clubs, Federations, Non-Government Organizations, (NGO), Community Based
Organizations, (CBO), Civil Society Organizations, (CSO) & Social Movements.
b) Role & Contributions of Social Movements
Unit 10: Analysis of Media
a) Media Myths & Realities, Mainstream Media – A Critical Appraisal.
b) Analysis of Print, Press, TV Serials, Film; Film Industries & Media World & Its Unknown Face?
Analysis of Advertisements & Alternative Voice; Censor for the Internet, Face book and
Website usages
c) Impacts on Cellphones & Its towers; Use of Internet for combating poverty, Illiteracy &
Inequality
Unit 11: Analysis of Legal and Judicial System
a) Analysis of Judicial & Legal System in India – political interference
b) Introduction to Civil, Criminal, Constitutional & Labour Procedures
c) Minority Rights & Lok Adalat (Peoples’ Tribunal)
Unit 12: In Search of Alternatives… (People – Oriented Systems)
a) Global and local perspective; Characteristics & principles of alternate forms
b) Relevant & meaningful actions, struggles, dynamics & strategies
c) From here to where? How? By whom? When?
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d) Existing alternatives – Models – Micro & Macro Levels
e) Urgency & necessities of Advocacy, Lobbying & Networking (ALN)
f) Paulo Freire – Pedagogy of the oppressed
References:
1. Chomsky, Noam. (1988). Manufacturing Consent. London: The Bodley Head
2. Chomsky, Noam. (1999). Profit over people. US: Seven Stories Press.
3. D’Abreo, Desmond A. (1991). Turning the tide of injustice. Bangalore
4. Desrochers, John. Wielenga, Bastiaan & Patel, Vibhuti. (1991). Social movements: towards a
perspective.
5. Green, Duncan. (2008). From Poverty to Power. UK: Oxfam International
6. John Desrochers, (1977). Methods of societal analysis (India's search for development and
social justice)
7. John Desrochers, (1994). The India we want to build
8. Korsten, David C. (2001). When Corporations rule the world. (2nd Ed). San Francisco: Berrett-
Kohler Publications
9. Sainath P. (2000). Everybody loves a good drought. New Delhi: Penguin
10. Stiglitz, Joseph. (2002). Globalization and its discontents. US: WW Norton & Co.
11. Toussaint, Eric (2009). A Diagnosis of emerging global crisis and alternatives. Mumbai: Vikas
Adhyayan Kendra
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Total Marks: 100 Paper Code: MSR110T
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GR. A: HISTORY AND PHILOSOPHY OF SOCIAL WORK
• To acquire an understanding of the History and Philosophy of Social Work.
• To appreciate Social Work as a profession.
• To recognize the importance of Social Work Education, Training and Practice.
• To develop an understanding about the fields of Social Work.
• To develop an understanding of various social movements in contributing to the perspectives
of social work practice in India.
• To develop skills to understand contemporary reality in its historical context.
• To trace the histories of the action for justice in Social Work and Jesuit Education.
• To demonstrate knowledge and skill by utilizing the Ignatian Pedagogical Paradigm to
research and critique an important and contemporary social welfare policy in India.
• Develop competent, ethical decision making skills for practice, policy and research.
• To develop an awareness and understanding of the value of self-reflection.
Course Outcome:
• Students will internalize the values, ethics, principles, objectives, functions, theoretical
foundations of social work practice.
• Students will gain knowledge about the social, economic and political factors leading to the
growth of social work profession in India and abroad.
• Students will understand the importance of field work in social work education.
• Students will understand the relevance of Jesuit Education in social work practice.
Course Contents:
Unit 1: Introduction to Professional Social Work (10 lectures)

a) Concepts: Charity, Philanthropy, Voluntary Action, Social Services, Social Reform, Social
Assistance, Social Insurance, Social Movement, Social Welfare, Social Policy, Social
Development, Social Defence, Social Justice, Social Legislation, Social Education, Civil Rights,
and Human Rights
b) Professional Social Work: Definition, Concept, Characteristics, Values, Objectives, Scope,
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Principles, and Ethics.
Unitary and Multidisciplinary nature of Social Work Qualities, Skills, Techniques of
Professional Social Workers
c) Significance of Field Work, Field work Supervision and Field Work Evaluation in Professional
Social Work Education/Practice.
Unit 2: Historical Development of Professional Social Work (10 lectures)

a) Development of Professional Social Work in America, Europe, Asia. Africa
b) Social Welfare tradition in India-Role of joint families, caste and panchayat in looking after the
needy; role played by kings (Ashok) and Emperors (Akbar).
Social, Economic, Religious condition of Indian society under British rule, Welfare programmes
introduced by the British Government; the Bengal Renaissance and the role of Christian
Missionaries, Bramho Samaj,Arya Samaj, Prarthana Samaj, Ramkrishna Mission in ushering
socio-reform. Growth of Professional Social Work, Social welfare provisions introduced in
Independent India
c) Religions in India and Professional Social Work: Hinduism, Buddhism. Jainism, Sikhism,
Islamism, Christianity.
d) Indian Philosophers and Professional Social Work: Swami Vivekananda, Rabindranath Tagore,
Mahatma Gandhi, B.R. Ambedkar, Jyotiba Phule, Periyar.
Unit 3: Theoretical Perspectives in Professional Social Work (10 lectures)
a) Anti-Oppressive Social Work, Radical Social Work, Marxist Approach, Integrated Approach,
Generalist Social Work Perspective, Feminist Social Work, Emancipatory Social Work.
Unit 4: Fields of Social Work Practice and Professional Bodies (5 lectures)
a) Diverse Settings: Urban, Rural and Tribal Communities, Health and Mental health, Social
Defence, Family and Child Welfare, Industry, Disability, Disaster Management and Other
Emerging trends.
b) Professional Associations: International and National Bodies. Challenges Faced by the
Profession in India.
Unit 5: Social Justice in the Philosophy of Jesuit Education (5 lectures)
a) Emergence of Social Justice in the Philosophy of Jesuit Education. Jesuit General Chapter 1965-
66; Fr. Arrupe ‘Our Schools Today and Tomorrow’; Catholic Social Teachings; General
Congregation 32 (Decree 4); Meeting of Jesuits in Shembagannur; JEA, 1973; Jesuits in Social
Action (JESA); Fr. Lalleland; Fr. Beckers; AICUF; NSS.
References:
1. Axiala, J. (Ed.). (1986). The Characteristics of Jesuit Education (Indian). Rome: Gujarat Sahitya
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Prakash.
2. Batra, N. (2004). Dynamics Of Social Work In India. Raj Publishing House.
3. Bhattacharya, S. (2003). Social Work : An Integrated Approach. Deep and Deep Publications.
4. Dasgupta, S. (Ed.). (1964). Towards a philosophy of social work in India. New Delhi: Popular
Book Services.
5. Desai, M. (2002). Ideologies and Social Work: Historical and Contemporary Analyses. Jaipur:
Rawat Publications.
6. Devi, R. (1998). Social Work and Social Welfare Administration: Methods and Practices. (R. Devi
& R. Prakash, Eds.). Mangal Deep Publications.
7. Divekar, V. D., Kulkarni, G. T., & Kantak, M. R. (1991). Social Reform Movements in India: A
Historical Perspective. Bharat Itihas Samshodhak Mandal.
8. DuBois, B. L., & Miley, K. K. (1999). Social Work: An Empowering Profession (3rd ed.). London:
Allyn & Bacon.
9. Feibleman, J. K. (1973). Understanding philosophy: a popular history of ideas. Horizon Press.
10. Friedlander, W. A. (1976). Concepts and Methods of Social Work. Prentice Hall Professional.
11. Gore, M. S. (1965). Social Work and Social Work Education. Bombay: Asia Publishing House.
12. Gore, M. S. (1993). The Social Context of an Ideology: Ambedkar’s Political and Social Thought.
New Delhi: Sage Publications.
13. ICAJE (Ed.). (2001). Ignatian Pedagogy: A Practical Approach. Anand: Gujarat Sahitya Prakash.
14. Jacob, K. K. (Ed.). (1994). Social Work Education in India: Retrospect and Prospect. Udaipur:
Himanshu Publications.
15. Joseph, S. (Ed.). (2000). Social Work: In the Third Millennium (Some Concerns and Challenges).
Sriniketan: Visva-Bharati.
16. Kappen, S. (1994). Social Work: In the Third Millennium (Some Concerns and Challenges).
Bangalore: Visthar.
17. Kothari, S., & Sethi, H. (Eds.). (1991). Rethinking human rights: challenges for theory and action.
New Delhi: Lokayan.
18. Misra, P.D. Social Work Philosophy and Methods, Inter – New Delhi: India Publications
19. Nair, T. K. (Ed.). (1981). Social work education and social work practice in India. Association of
Schools of Social Work in India.
20. Sheafor, B. W., Horejsi, C. R., & Horejsi, G. A. (1997). Techniques and Guidelines for Social Work
Practice. London: Allyn and Bacon.
21. Singh, R. R. (1985). Field work in social work education: a perspective for human service
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professions. Concept Publishing Company.
GR. B: SOCIOLOGY FOR SOCIAL WORKERS
• To understand the basic sociological concepts and theories of social sciences and examine
social phenomenon.
• To develop skills to think critically and analyse Indian society, social structures, institutions
and the social processes.
• To familiarize and sensitize students to the changes and continuities in Indian society
through relevant theories.
Course Outcome:
• Students will gain understanding about Indian society.
• To familiarize students with sociological concepts and theories for understanding social
phenomenon.
• Students will be able to relate Sociology with Social Work Practice.
• To familiarise and sensitise students to social change and continuities in Indian society.
Course Contents:
Unit 1: Introducing Sociology: Concepts and Principles

a) Social Structure, Social Function, Social Interaction and Social Processes
b) Culture as a system of meaning
c) Socialization – meaning, processes and agencies of socialization
d) Development of Sociology and its relation to other Social Sciences- Social Work, History, Social
Anthropology.
Unit 2: Indian Society: Change and Continuity

a) Social Structure: Caste, Class, Gender and their intersections
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b) Changing Villages of India
c) Urban India: Urbanization and Change
d) Unity in Diversity: Challenges and Limits
Unit 3: Social Processes and Social Change
a) Modernization
b) Globalization
Unit 4: Social Challenges in India
a) Communalism and Religious Fundamentalism
b) Casteism
c) Regionalism
d) Nationalism
Unit 5: Social Movements and Social Transformation
a) Social Movements: Meaning, Approaches, Components and Significance
b) Collective action for Social Change: Movements around Land, Water, Forests (Narmada Bachao
Andolon, Chipko Movement etc), Movements around People’s Health (Jana Swasthya), Human
Rights Movement, Contemporary Dalit Movement, Anti-Corruption Movement, Women’s
Movement.
c) Role of the State, Media, Civil Society groups
References:
1. Bauman Zygmant. (1990). Thinking Sociologically. Blackwell Publishers: Massachusetts.

2. Berger Peter. (1963). An Invitation to Sociology. Double Day: United States (Chapter 1)
3. Beteille Andre. (2003). Sociology: Essays on Approach and Method. OUP: Delhi
4. Beteille Andre. (2005). ‘Sociology: Concepts and Institutions’ in Veena Das (ed.) Handbook of
Indian Sociology. Oxford: Delhi. pp 41-58
5. Brar Bhupinder, Ashutosh Kumar and Ronki Ram (ed.) 2008. Introduction in Globalization and
the Politics of Identity in India. New Delhi: Pearson Longman
6. Deshpande, Satish. 2004 . Modernisation in Veena Das (ed) Handbook of Indian Sociology. OUP
: New Delhi
7. Giddens Anthony and Philip W. Sutton. (2013). Sociology. 7th Ed. Wiley: (Chapter1, 8 and 10)
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8. Gudavarthy Ajay, Human Rights Movement(?) in India: State, Civil Society and Beyond, in
Ujjwal Kumar Singh (ed.) Human Rights and Peace: Ideas, Laws, Institutions and Movements,
New Delhi, Sage, pp 252-279
9. Kothari Rajni. 1984. The Non-Party Political Process Economic and Political Weekly. Vol 19.
Issue 5. Pp
10. Kothari Rajni. 2002. ‘Masses, Classes and the State’ in Ghanshyam Shah (ed) Social Movements
and the State. New Delhi: Sage
11. Mills C. Wright. (1959). The Sociological Imagination. OUP.
12. Mohanty Manoranjan, 2011. People’s Movements and the Anna Upsurge, Economic & Political
Weekly, September 17
13. Newman David. (2012). Sociology: Exploring the Architecture of Everyday Life. SAGE:
(Chapters, 2, 5, 7 and 9).
14. Omvedt G, 2006, Dalit Visions: The Anti-caste Movement and the Construction of an Indian
Identity, New Delhi: Orient Blackswan
15. Patel Vibhuti, Human Rights Movements in India, Social Change, 2010, pp 459-477
16. Sangvai Sanjay 2007. The New People’s Movements in India. Economic and Political Weekly.
Volume 42, Issue No 50. Pp
17. Savyasaachi and Ravi Kumar (ed). 2014. Social Movements: Transformative Shifts and Turning
Points. New Delhi: Routledge
18. Savyasaachi and Ravi Kumar (ed) Social Movements: Transforming Shifts and Turning Points.
New Delhi: Routledge
19. Shah Ghanashyam(ed). 2002. Introduction in Social Movements and the State. New Delhi: Sage
20. Sheth D. L. 2014. Globalization and the new Politics of Micro Movements in
21. Srinivas M. N. (1995). Social Change in Modern India. Orient Blackswan: Delhi
22. Wankhede H. 2008. The Political and Social in the Dalit Movement Today, Economic and
Political Weekly, pp 50-57
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GR. A: SOCIAL CASEWORK
• To develop an understanding on Social Casework as a method of Social Work.
• To equip with theoretical knowledge, principles of Social Casework.
• To help gain knowledge and understanding on the tools and techniques of Social Case work.
• To develop competencies for working with individuals in diverse settings and issues.
Course Outcome
• Students will develop the capacity to practice principles, tools, techniques etc.
• Students will comprehend the diversity of practice settings.
• Students will develop an understanding of and an ability to adopt multi-dimensional

approach in assessment and interventions to work with individuals and families.
Course Contents:
Unit 1: Social Casework as a Method of Social Work (10 lectures)

a) Social Casework: Definition, Objectives, Historical Development of Social Casework in U.K,
U.S.A and India.
b) Components and Principles of Social Casework.
c) Case Worker-Client Relationship: Meaning, Purpose, Components – Characteristics of
Professional Relationship. Social Casework in relation with other Methods of Social Work.
d) Recording: Purpose, Principles, Types and Content of Social Casework Records. Methods of
Recording: Verbatim, Narrative, Condensed, Analytical and Summary Records.
Unit 2: Social Casework: Process, Tools and Techniques of Intervention (5 lectures)

a) Phases of Social Casework: Psycho-Social Study, Diagnosis, Treatment/Intervention,
Evaluation, Termination and Follow-up.
b) Tools, Techniques and skills of Social Casework. Concept of Transference and Counter
Transference.
c) Similarities and Differences between Social Casework and Counselling. Concept of
Psychotherapy.
d) Recent Developments in Social Casework: Short Term Casework, Preventive Case Work
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Intervention.
Unit 3: Theories and Models of Social Casework Practice (10 lectures)
a) Social Diagnostic (Richmond), Supportive and Modificatory (Hamilton), Problem Solving
(Perlman), (Rappaport), Classified Treatment Method (Florence Hollies), Competence Based
Approach (Elleen Grabrill).
b) Psycho Social Approach, Psychoanalytical Approach, Functional Approach, Problem Solving
Approach, Task Centered Approach, Strengths Approach, Crisis Intervention, Empowerment
Approach, Eclectic Approach, Rational Emotive Therapy and Role Theory.
Unit 4: Social Casework with Specific Issues and in Different Settings (5 lectures)
a) Issues: Dropout, Behavioural Problems, Learning Difficulties, Marital Disharmony, Elderly,
Substance Abuse, Persons with Disability, Disaster and other Calamities.
b) Social Casework in Different Settings: Family & Child Welfare, Schools, Medical and Psychiatric,
Correctional and Industrial.
References:
1. Hamilton, Gorden, (1955). Theory and Practice of Social Case Work. New York: Columbia
University Press
2. Farared Magrett Noel K. The Case Workers use of Relationships. Hennybus, London: Tailstock
Publishers
3. Fisher, Joe (1978). Effective Case Work Practice – An electric approach. New York: Mac-Graw
Hill.
4. Garrett, Annett (1972). Interviewing – Its Principles and Methods. New York: Family Service
Association of America
5. Friedlander, W. A. (1982), Introduction to Social Welfare, New Delhi: Prentice Hall of India
6. Government of India (1987). Encyclopedia in Social Work. New Delhi: Publication Division
(Social Welfare Ministry).
7. Holis, Florence & Woods, Mary E. (1981). Casework – A Psychosoical Therapy. New York:
Fandom House
8. Kadushin, Alfred (1990). The Social Work Interview. New York: Columbia University Press
9. Mathew Grace (1992). An Introduction to Social Case Work. Bombay: Tata Institute of Social
Sciences (TISS)
10. Pearlman, Helen, (1995). Social Case Work: A Problem Solving Process. Chicago: The University
of Chicago Press
11. Upadhyay, R.K. (2003), Social Casework: A Therapeutic Approach, Jaipur: Rawat Publications.
12. Rameshwari Devi & Ravi Prakash (2004). Social Work Methods, Practices and Perspectives
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13. Robert W, Roberts & Robert H. Nee (2000) Theories of Social Casework. Chicago: University of
Chicago Press
GR. B: SOCIAL GROUP WORK
• To understand Social Group Work as a method of Social Work.
• To learn theoretical approaches and models.
• To gain an insight into dimensions of group processes in Social Group Work Practice.
• To develop competencies for working with groups in diverse settings and issues.
Course Outcome:
• Students will understand Social Group Work as a problem solving method of Social Work.
• Students will gain skills and techniques in running a group.
• Students will develop competencies for working with groups in diverse settings.
Course Contents:
Unit 1: Understanding Concept of Group and Social Group Work (12 lectures)
a) Definition of Group, Types, Characteristics. Importance of Group in Personality Development of
Individual.
b) Historical Development of Social Group Work. Definition, Objectives and Values and Skills of
Social Group Work. Principles of Group Work. Recording in Social Group Work.
c) Types of Groups in Social Group Work Practice: Open and Closed Groups, Social Treatment
Groups, Re-Socialization Groups, Therapeutic Groups, T-Groups, Task Oriented Groups and
Developmental Groups.
d) Programme Planning in Social Group Work: Concept, Objectives and Principles.
Unit 2: Group Work Process and Dynamics (6 lectures)

a) Stages of Group Development: Pre-Group Stage, Orientation Stage, Problem Solving Stage,
Termination Stage. Evaluation in Social Group Work.
b) Basic Group Processes: Group Cohesion, Sub-Group, Group Conflict, Conflict Resolution
Methods, Group Decision Making. Group Dynamics.
c) Leadership: Definition, Types and Theories.
Unit 3: Social Group Work Models and Theories (5 lectures)
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a) Learning, Field, Social Exchange, Systems Theories and Ecological Perspective.
b) Models of Social Group Work – Social Goal, Remedial and Reciprocal Model
c) Use of Psychodrama, Socio-Drama and Group Therapy.
Unit 4: Social Group Work Practice with Specific Issues and in Diverse Settings (5 lectures)
a) Social Group Work with Different Population: Children, Adolescents, Women, Elderly, Persons
with Disability and Substance Abusers.
b) Institution for Children, Correctional Settings, Mental Health Institutions and Homes for the
Elderly
Unit 5: Group Activity (2 lectures)
a) Learning through Role Play.
References:
1. Balagopal, P. (1980). ‘Social Group Work, from there into the 1980s, 1980 there it is and where
it is going’. Indian Journal of Social Work (IJSW), 40 (4), 361-368.
2. Bhatt R.M. (1960). Records of Group Work Practice in India. Baroda: Baroda University
3. Bhattacharya, S. (2003). Social Work: An Integrated Approach. New Delhi: Deep and Deep
Publications.
4. Corey, M., & Corey, G. (1987). Groups: Process and Practice (3rd ed.). California: Brooks/Cole.
5. Delhi School of Social Work (1958). Field Work Records in Group Work and Community
organization. London: Tavistock Publication
6. Glassman, U. & Kates L. (1990). Group Work: A Humanistic Approach. New Delhi: Sage
Publications.
7. Heap, K. (1977). Group Theory for Social Workers: An Introduction. Oxford: Pergamon Press.
8. Joseph, H. (1997). ‘Social Work with Groups: A Literature Review’. Indian Journal of Social
Work (IJSW). 58 (2), 195-211.
9. Konopka, Gisela. (1954). Group Work in Institution. New York: Associate Press
10. Konopka, Gisela. (1983). Social Group Work a Helping Process. 3rd Ed. New Jersey: Prentice
Hall
11. Siddqui, S.Y. (2008). Group Work Theories and Practices. Rawat Publications, Jaipur
12. Trecker, (1983). Social Group Work: Principles and Practice. New York Association Press, New
York.
13. Vohra, Swati S. & Rai, Nishita (2005). Groups that work – Techniques and Interventions. New
Delhi: Ane Books
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_____________________________________________________________________________________
GR. A: COMMUNITY ORGANISATION & SOCIAL ACTION
• To understand the concept of community.
• To understand and appreciate the subaltern perspectives of community dynamics and critical
elements of community organization practice.
• To understand the role of the community organizer.
• To develop skills of community problem analysis and problem solving.
• Develop perspective and skills for participatory processes in the community intervention.
Course Outcome
• Students will understand the concept of community.

• Students will comprehend theoretical perspective in community organization practice.
• Students will learn to practice community organization as method of problem solving.
• Students will develop perspective and skills for participatory processes in the community
intervention.
Course Contents:
Unit 1: Understanding Community (6 lectures)
a) Community: Definition, types, characteristics, functions. Sociological, cultural and social work
perspective of community; Geographical, Functional and Virtual communities.
b) Deconstructing the concept of communities: Dalit &Tribal, Feminist and Racial connotations of
communities. The process of community integration and disintegration
c) Changing communities – communities as sites of Identity, Inclusion and Exclusion
Unit 2: Understanding Community Organization (7 lectures)

a) Evolution of community practice in the West and in India. Location of Community Organization
in Social Work Practice.
b) Community Organisation: Definition, Values, Assumptions. Community work as inclusive and
emancipatory practice.
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c) Principles and Processes of Community Organization: Analyzing and understanding
community, Need identification, Resource mobilization, Programme planning, Programme
implementation and People’s participation (PRA, PLA and SIA-Social Impact Assessment),
Leadership, Building people’s organisations for sustainable communities.
d) Models of Community Organization: Enabling and power confrontation models, Rothman’s
model-Locality Development Model, Social Planning Model and Social Action Model.
e) Strategies in Community Organization: Bargaining, Confronting, Collaborating, Problem-
solving, Educating, Social advocacy, Joint action, Persuasion, Campaign
Unit 3 : Community Organization Practice in Various Settings (6 lectures)
a) Community Organization in the context of Rural and Urban setting, Health, Livelihood, Natural
resource management.
b) Community organization in risk reduction and disaster response, displacement, rehabilitation,
conflict and peace building etc.
c) Community work with people on the margins - Dalits, minorities and adivasis/tribals
Unit 4: Role and Skills of Community Organizer (6 lectures)
a) Role of a community organizer
b) Problem analysis, Resource mobilization, Conflict resolution, organizing meetings, Networking
and training, recording and documentation of the community organization processes.
c) Concepts of power and authority; sources of power in communities; issues of control and
access to resources in urban and rural communities.
d) Understanding conflicts in communities - the functionalist and structural perspectives.
Strategies of conflict resolution.
Unit 5: Social Action as a Method of Social Work (5 lectures)
a) Social Action: Definition, Objectives, Principles, Steps and Strategies
b) Relationship between Community Organization and Social Action; Elitist Social Action Model;
Popular Social Action Model; Institutional and Non institutional Model; Gandhian Model of
Social Action
c) Case Studies of selected Social Action Groups (Bhoomi Sena, Maharastra, Kastakari
Sangathana, Thane, Maharastra)
References:
1. Blokland Talja. (2003). Urban Bonds. Cambridge: Polity Press & Blackwell Publishing Ltd.
2. Cohen A.P. (1985). The Symbolic Construction of Community. London: Routledge
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3. Cox Fred (1987). Community organisation. Michigan: F.E. Peacock Publishers
4. Friedlander, W.A. (1978). Concepts and Methods in Social Work, Eaglewood Cliffs. New Delhi:
Bentice Hall International Inc.
5. Gangrade, K.D. (1971). Community Organisation in India. Mumbai: Popular Prakashan
6. Jodhka Surinder (ed.) (2002) Communities & Identities. Sage
7. Kabeer Naila. (1994). Reversed Realities: Gender Hierarchies in Development Thought. Kali for
Women.
8. Munshi Indra. (2007). Adivasi Life Stories Contexts, Constraints Choices. Rawat Publication
9. R. Kramer & H. Specht (ed) (1983). Readings in Community Organization Practice. New Jersey:
Prentice- Hall
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GR. B: SOCIAL AND APPLIED PSYCHOLOGY
• Develop an overall understanding of the nature of human behaviour and factors that
influence human behaviour.
• Understand the principles of growth, their relevance and application to behaviour at various
phases in the life span.
• Acquire knowledge and holistic understanding of the various schools of thought on human
behaviour.
• Learn the essential interview and counselling skills, based on knowledge of counselling
theories and to apply the knowledge for professional practice in the field of social work, in
organizations and the wider community.
• Develop an understanding of the different approaches and models in the therapeutic
interventions.
• Develop attitudes that will enhance the intervention process.
Course Outcome:
• Students will gain understanding about the psycho-social factors that influence human
behaviour.
• Students will develop an understanding of the different psychological approaches and models
in therapeutic interventions.
• Students will learn counselling and apply the knowledge for professional practice.
• Students will be able to apply psychological theories in Social Work practice.
Course Contents:
Unit 1: Basic Socio-Psychological Concepts (4 lectures)

a) Social Perceptions, Influences and Relationships
b) Social Thought and Social Behaviour-Prejudice, Propaganda and Public Opinion. Group
Dynamics, leadership (Likerts model), crowd and mob behaviour.
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c) Health, Stress and Coping
d) Motivation-Concept, theories and types. Biological and Social motives
Unit 2: Human Development (6 lectures)

a) Significant facts about Development-Principles of Development, Social and Cultural
environment. Role of Heredity and Environment on Human Growth and Development
b) Developmental Stages and Milestones:
Infancy, babyhood, childhood, puberty, adolescence – Growth, hazards, lifestyle effects
Adulthood – Personal and Social adjustments, Vocational and Marital adjustments
Old Age – Personal and Social adjustments, Vocational and Family adjustments
Opportunity and services needed to support development at each stage
c) Erikson’s Stages of Psychosocial Development.
Unit 3: Personality Theories (3 lectures)
a) Psychoanalytic Theory
b) Carl Rogers’ Person Centred Theory
c) Behaviouristic Theory
Unit 4: Counselling Practice (10 lectures)

a) Introduction; factors contributing to the emergence of counselling, Basic Principles-Empathy,
Confidentiality and Transference.
b) Ethical issues in counselling practice
c) The Counsellor: Person and Professional-Desirable Qualities of a Counsellor
d) The Counselling Process –Stages, Listening Skills, Paraphrasing, Reflective Listening,
e) Facilitating groups
Marital counselling
Counselling with children
Counselling with family
Therapies with special populations: The elderly; The sick – specifically chronic illnesses
like diabetes; The critically ill; Bereavement, grief and trauma; Victim of domestic (and
other) violence; Victim of childhood sexual abuse; Sexual harassment in workplace, etc.
Counselling of marginalized groups
Unit 5: Therapeutic Intervention (5 lectures)

a) Person-Centred Therapy - Key concepts, the therapeutic process, the therapeutic technique
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and procedure
b) Cognitive Therapy - Basic Principles and Application
Unit 6: Identification of major mental disorders (clinical features) according to DSM V (2 lectures)
References:
1. Allen. E. Ivey, Mary. B. Ivey. Intentional Interviewing and Counselling: Facilitating Client
Development in a Multicultural Society. 5th Edition. Thomson Brooks/Cole.
2. Calvin.S. Hall, G. Lindzey. Theories of Personality, 4th Edition. Campbell. Wiley and Sons, Inc.
3. Diane. E. Papalia, Sally.W. Olds, Ruth.D. Feildman. Human Development. 9th Edition. Tata
McGraw Hill Publishing Company Limited.
4. Duane P. Schultz, Sydney.E. Schultz. Theories of Personality. 9th Edition. Wadsworth. Cengage
Learning.
5. Elizabeth B. Hurlock. Child growth and Development. 5th Edition. Tata McGraw Hill Publishing
Company Limited.
6. Elizabeth B. Hurlock. Developmental Psychology. 5th edition. Tata McGraw-Hill Publishing
Company Limited.
7. Gerald Corey. Theory and Practice of Counselling and Psychotherapy. 9th Edition. Cengage
Learning.
8. Kathryn Geldard and David Geldard (2005). Practical Counselling Skills: An Integrative
Approach. Palgrave Macmillan.
9. Morgan, King, Weisz, Schopler. Introduction to Psychology. 7th Edition. Tata McGraw Hill
Publishing Company Limited.
10. Richard Nelson-Jones, (2012). Basic Counselling Skills: A Helper's Manual. 3rd Edition.
11. Richard Nelson-Jones. (2000). Practical Counselling and Helping Skills. Better Yourself Books.
12. Robert A. Baron. Psychology. 5th Edition, Pearson Education.
13. S. Narayan Rao. Counselling and Guidance. 2nd Edition. Tata McGraw Hill Publishing Company
Limited.
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SEMESTER: II
_____________________________________________________________________________________
GR. A: SOCIAL WORK RESEARCH & STATISTICS
• To understand the nature, scope and significance of research in social work practice.
• To familiarize with the statistical methods.
• To learn and do data analysis for research using SPSS.
• To cultivate research abilities through appropriate application.
Course Outcome:
• Students will develop competence in conceptualizing, designing and implementing research
using different paradigms and techniques.
• Students will be enabled to apply statistics in research.
• Students will develop the skills in using software to analyze the statistical data.
Course Contents:
Unit 1: Research and Social Work Research (8 lectures)
a) Research: Definition, Objectives and Classification (Induction, Deduction, Qualitative,

Quantitative, Pure, Applied, Action and Evaluation Research)
b) Social Research and Social Work Research: Meaning, Objectives, Procedures, Functions and
Limitations. Scope of Social Work Research
c) Difference between Social Science Research and Social Work Research
d) Steps in Research
e) Literature Review
f) Ethical Issues
Unit 2: Research Design, Hypothesis and Sampling (10 lectures)

a) Research Design: Definition, Types: Exploratory, Descriptive, Diagnostic and Experimental and
Mixed Method
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b) Variable: Concept and Types
c) Hypothesis: Definition, Purpose, Features and Classification
d) Sampling: Definition, Purpose and Classification
Unit 3: Tools and Approaches of Data Collection (12 lectures)

a) Data: Types and Sources.
b) Reliability and Validity
c) Quantitative Approach: Scaling Techniques, Interview Schedule, Questionnaire
d) Qualitative Approach: Observation and Participant Observation, Case Study, Oral History,
Focus Group Discussions, Content Analysis, Ethnography
e) Style of Referencing, Citation and Indexing, Issues of Plagiarism and Presentation of Report
Unit 4: Statistical Application (15 lectures)
a) Steps in Data Processing: Editing, Coding, Classification, Tabulation.

b) Statistics: Definition, Uses and Limitations of Statistics
c) Frequency Distribution and Percentages, Tabular and Graphic Presentation of Data; Levels of
Measurement: Nominal, Ordinal, Interval and Ratio
d) Measures of Central Tendencies: Mean, Median and Mode
e) Measures of Dispersion: Range, Quartile Deviation, Mean Deviation, Standard Deviation
f) Hypothesis Testing: Chi square test, T test; Interpretation of Findings
g) Correlation and Regression
h) Qualitative Data Analysis: Coding, Theme Generation, Data Assortment, Triangulation and
Interpretation, Introduction to Qualitative Research Packages- Atlas Ti,
Unit 5: Statistical Package for Social Sciences (15 lectures)
a) Quantitative Data Analysis with SPSS: General Aspects, Workflow, Critical Issues, General
Description, Functions, Menus, Commands, File Management
b) Input and Data Cleaning: Defining Variables, Manual Input of Data, Automated Input of Data
and File Import, Data Manipulation, Data Transformation, Syntax Files and Scripts, Output
Management
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c) Data Representation: Tabular Representation, Pictorial Representation, Pie Diagram, Line
Diagram, Bar Diagram, Divided Bar Diagram, Histogram
d) Descriptive Analysis of Data: Frequencies, Descriptive Statistics, Explore, Crosstabs, Charts.
Measure of Dispersion: Variance, Standard Deviation, Range, Coefficient of Variation
e) Skewness and Kurtosis: Symmetric, Positively and Negatively Skewed, Measure of Kurtosis.
Correlation and Regression: Bivariate Data, Scatter Plot, Pearson, Kendall, Spearman, Linear
Regression, Independent, Dependent Variables, R-Square, Estimates
f) Statistical Tests: Parametric Tests (Mean, T-test, One-way ANOVA, Post-hoc Test, Normality
Tests, Confidence Interval), Non Parametric Tests
References:
1. Baker, Therese L. (2014). Doing Social Research (Indian Edition). New Delhi: McGraw Hill
Education (India) Private Limited.
2. Das. D.K. Lal. 2008. Practice of Social Research: Social Work Perspective. Jaipur: Rawat
Publications.
3. Das D.K.Lal. 2008. Designs of Social Research. New Delhi: Rawat Publications
4. Gaur, Ajai S., et al. 2006. Statistical Methods and Practice and Research. New Delhi: Response
Books.
5. Andrews, Richard. (South Asia edition 2005). Research Questions. London: Continuum
6. Babbie, E. (ed) (2004). The practice of social research, Thomson Wadsworth, Belmont (USA).
7. Kothari, C. R. (2004 2nd edition reprint) Research Methodology: Methods & Techniques.
8. Alston, M. Bocoles, W. (Indian Edition 2003). Research for Social Workers: An Introduction to
Methods. Jaipur: Rawat Publications.
9. Jane, R. & Jane, L. 2003 Qualitative Research Practice: A Guide for Social Science Students and
Researchers. New Delhi, Sage Publication
10. Weinberg, D (Ed) 2002 Qualitative Research Methods Blackwell Publication, Australia.
11. Rubin, A. & Babbie,E. 2001 Research Methods for Social Work (4th Ed.). California: Wadsworth.
12. Gillham, Bill (2000) Case Study Research Methods. London: Continuum
13. Denzin, N.K., Lincoln, Y.S. (ed), 1994, Handbook of Qualitative Research. Sage Publications,
New Delhi.
14. Goode, W.J., Hatt, P.K. (1981) Methods in Social Research, Singapore: McGraw Hill
15. Krishnaswamy, O. R. (1993) Methodology for Research in Social Science, Himalaya.
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16. SPSS Tutorial by IBM (Available with the SPSS package) https://www.spss-tutorials.com
17. Field. Discovering Statistics Using SPSS. California: Sage Publications.
GR. B: ADMINISTRATION & MANAGEMENT OF WELFARE SERVICES
• Understand the concept, evolution, characteristic features and goals of development
administration.
• Understand laws involved in establishing and maintaining human service organizations.
• Acquire administrative skills in managing resources-human, material and environmental.
• Understand the concept and content of organizational behaviour.
• Understand the dynamic role played by the leader of an organization.
Course Outcome:
• Students will understand the need of welfare and development organizations.

• Students will acquaint with the nuances of running a development organization.
• Students will understand the components of administration and strategies of good
governance.
• Students will develop the required skills in the area of administration, programme planning
and implementation.
Course Contents:
Unit 1: Introduction to Social Welfare Administration (3 lectures)

a) Social Welfare Administration: Concept, Distinguishing Characteristics, Distinction between Public
Administration and Social Welfare Administration
b) Evolution of Social Welfare Administration in India
Unit 2: Establishment and Administration of Services: (6 lectures)

a) Procedures in registering an organization: Societies Registration Act, 1860, Indian Trust Act,
1882, The Companies Act, 1956 (Relevant portion of Companies Act), Charitable Trust Act.
Unit 3: Understanding an Organization: (8 lectures)
a) Concept and Types of Organization: VO, NGO
b) Some Important Aspects of Social Welfare Organizations: Understanding Nature of an
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Organization, Organizational Structure, Organizational Design, Organizational Communication,
Organizational Culture, Organizational Change & Development, HR Policies and Practices.
Transparency and Accountability. Public Relations
c) Understanding the Administrative Processes: Planning, Organizing, Staffing, Directing,
Coordinating, Reporting and Budgeting (POSDCORB). Supervision, Monitoring, Evaluation,
Networking. Importance of Auditing
d) Impact Analysis: Qualitative and Quantitative
Unit 4: Mobilization of Financial Resources (3 lectures)
a) Sources of Funds, Fund Raising, Maintaining Financial Records
b) Foreign Contribution Regulation Act, 1976
c) Ensuring Financial Sustainability of Projects: Concept of Social Business
d) Exemption from Income Tax
Unit 5: Learning to Write a Project Proposal/Running a Project (3 lectures)
a) Project Formulation and Implementation
Unit 6: Innovation in Welfare Administration (2 lectures)
a) Emerging Challenges: Managing Diversity and Organizational Justice
b) New forms of Administration (Parallel Structures like USAID-SIFSA, ASACS, DFID),
Social Marketing
References:
1. Aswathappa,K.Organisational Behaviour,Himalayan Publishing House,Pvt.Ltd.,2016.

2. Brown, W. A. Strategic Management in Non-Profit Organisation, Jones & Bartlett Learning,
2015.
3. Kaushik, A. Welfare and Development Administration in India Academic Foundation, 2012.
4. Chandra, S. Non-Governmental Organizations: Structure, Relevance and Function, Kanishka
Publishers, 2007.
5. Eade, D. Development, NGOs and Civil Society, Rawat Publications, 2005.
6. Pawar, S.B., Ambedkar, J.B., & Shrikant, D Non-Governmental Organizations and Development:
The Indian Scenario, Rawat Publications, 2004.
7. Banerjee, G. Laws Relating to Foreign Contribution in India Commercial Law Publishers, 2001.
8. Rao, T. Office Organization and Management Atlantic Publishers and Distributors, 2000.
9. Rao, M.F.T Office Organisation and Management Atlantic Publishers, 2000.
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10. Sooryamoorthy, R. & Gangrade, K.D. NGOs in India, Rawat Publications, 1989.
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_____________________________________________________________________________________
GR. A: SOCIAL SENSITIVITY TOWARDS WOMEN AND THE MARGINALISED
• To orient students on the burning issues marring the progress of women.
• To develop an understanding among students on gender mainstreaming strategies and
significance of women’s movement in India.
• To gain knowledge pertaining to disabilities.
• To understand the theoretical underpinnings of models and approaches to understanding
disability.
• To understand the nature of vulnerability of certain population groups such as the Dalits,
tribal’s and other backward classes.
• To assess existing government policies relating to marginalized communities.
• To gain an insight the emerging problems of elderly from a holistic perspective.
• To gain knowledge about the programmes related to elderly.
• To introduce the students to the phenomenon of migration and its implications.
• To enable the students to understand the magnitude of forced migration on Human
Development.
Course Outcome:
• Students will understand and critically examine women’s position in society in generally and
also from diverse feminist theoretical frameworks.
• Students will learn about strategies required to develop women's agency and citizenship.
• It will help students to integrate gender perspective into social work practice.
• To develop an attitude of respect and dignity towards persons with disability.
• To become skilled at undertaking social work interventions in the field of disability.
• Students will gain understanding about the problems of different excluded groups.
• Students will develop critical understanding about government programmes to mainstream
them.
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• Students will understand the emerging needs and problems of older people vis-à-vis services
and programmes for the elderly.
• Students will learn the relevance and nature of social work interventions for the elderly in
the contemporary social situation.
• To help students to understand the role of a social worker in situations of migration
especially forced migration.
Course Contents:
Unit 1: Contemporary Issues on Women (7 lectures)

a) Gender Theories: Patriarchy, Major Feminist Thoughts and Public and Private Dichotomy
b) Contemporary Issues: Education, Health, Work Invisibility, Lack of Political Integration,
Gender-based Violence: Sex Selective Abortion, Dowry, Domestic Violence, Trafficking, Rape,
Sexual Harassment at Workplace, Acid Attack, Honour Killing, Portrayal of Women in Media,
Challenges of Sex Workers, Women with Disability, Dalit Women and Transgender
c) Changing Status of Women in India
d) The Emergence of Women’s Organizations, Growth and Development of Women’s Studies as an
Academic Discipline
Unit 2: Disability Issues & Rights (5 lectures)

a) Disability: Definition, Causes, Types. Discourses and Models of Disability; Anti-Oppressive and
Exclusion/Inclusion Lens to Understanding Disability
b) Needs and Problems of Persons with Disability
c) Disability Intervention Strategies at Community and Policy Levels: Awareness, Community
Education, Community Based Rehabilitation, Advocacy and Lobbying, Formation of Advocacy
Groups. Process of Rehabilitation
d) Social Work Intervention
Unit 3: Dalits, Tribal, Other Backward Classes and their Empowerment (6 lectures)
a) Concept and Definitions: Dalit/Scheduled Caste, Scheduled Tribe, Other Backward Classes and
Creamy Layer
b) An Analysis of the Situation of Dalits, Tribal’s and Other Backward Classes: Education, Health,
Food Security, Livelihood, Land Rights, Land Alienation, Development Displacement and
Resettlement, Migration, Insurgency
c) Socio-Economic Development Programmes for Dalits, Tribal’s and Other Backward Classes
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d) Mandal Commission, Sixth Schedule, Governance and Administration of the Tribal areas.
Unit 4: Geriatric Social Work (5 lectures)
a) Old age: Definition (Developmental, Biological, Social, Psychological and Cultural Perspective),
Theories of Ageing
b) Changing Roles and Status of Older Persons
c) Emerging Problems of Older Persons
d) Active and Healthy Ageing: Scope of Social Work Intervention
Unit 5: Migration (7 lectures)
a) Migration: Definition, Factors, Consequences, Types and Theories
b) Forced Migration: Refugees, Internally Displaced, Armed Conflicts, Asylum Seekers,
Environment and Disaster Displacees, Trafficked Survivors, Migrant Labourers
c) Case Studies in Forced Migration: Rohingya, Tibetan Refugees, Sri Lankan Refugees, Chackma
Refugees and Other Significant Groups
d) Laws and Conventions Related to Refugees and Displacement
e) Social Work Practice and Migration
References:
Contemporary Issues on Women
1. Gokilavani, 2009, “Women’s Studies Principles, Theories and Methodologies”.
2. Bharat J, Madhu J, 2004, Indian Approaches to Women’s Empowerment, Rawat, Jaipur ·
3. Lena Dominelli, 2002, Feminist Social Work Theory and Practice, Palgrave, New York.
4. Sharma Kumud, 1998, Power Vs Representation-Feminist Dilemmas, Ambivalent State and the
Debate on Reservation for Women in India, Occasional Paper NO 28, Centre for Women’s
Development Studies, New Delhi.
5. Leela Kasthuri, 1995, Development, Patriarchy, and Politics: Indian Women in the Political
6. Lotika Sarkar, 1995, Women’s Movement and the Legal Process, Occasional Paper No. 24
Centre for Women’s Development Studies, New Delhi.
7. Clara Zetkin, 1988, Movements for the Emancipation of Women, Kamgar Prakashan, New Delhi
8. Desai, 1986, Women’s Liberation and Politics of Religious Personal Laws in India, C.G
Memorial Trust, Bombay.
9. Process 1947-1992, Occasional Paper NO 25, Centre for Women’s Development Studies, New
Delhi.
Disability Issues & Rights

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1. WHO. (2010). Community-Based Rehabilitation: CBR Guidelines. Geneva: WHO Press.
2. Bacquer, A. and Sharma, A. (2007). Disability: Challenges vs Responses, Delhi: CAN
Publications
3. Grant. (2005). Learning Disability: A Lifecycle Approach to Valuing People, London: Open
University Press
4. Moore. (2005). Researching Disability Issues, London: Open University Press
5. Hans, A. and Patri, A. (2003). Women and Disability, Delhi: Sage.
6. Karanth, Pratibha & Joe Rozario. (2003). Learning Disability in India, London: Sage
7. Hegarty Seamus & Mithu Alur. (2002). Education and Children with Special Needs, London:
Sage.
8. Albrecht G.L, Katherine D Seelman. & Michael Bury. (2001). Hand Book of Disability Studies,
London: Sage.
Dalits, Tribals, Other Backward Classes and their Empowerment

1. Subhadra Mitra Channa and Joan P. Mencher (eds). (2013). Life as a Dalit: Views from the
Bottom on Caste in India. SAGE: New Delhi.
2. Ramaiah, A. 2007. Laws for Dalit Rights and Dignity. Jaipur: Rawat Publcations.
3. Yadav. 2004. Encyclopedia of Scheduled Castes and Scheduled Tribes. New Delhi: Anmol
Publications.
4. Louis, Prakash. 2003. The Political Sociology of Dalit Assertion. New Delhi: Gyan.
5. Michael, S,M., ed., 1999. Dalits in Modern India, Vision and Values. New Delhi.
6. Beteille, Andre. 1996. Caste, Class and Power: Changing Patterns of Stratification in a Tanjore
Village. Delhi: Oxford University Press.
7. Beteille, Andre. (1992). The Backward Classes in Contemporary India. Oxford University Press,
New Delhi
8. Ghurye, GS. 1961. Caste, Class and Occupation. Popular Book, Depot, Bombay.
Geriatric Social Work

1. Sears, J.T. 2009 Growing older, Routledge, Tylor & Francis Group, USA.
2. Rabbitt, P. 2009 Psychology of Aging, Psychology Press, Tylor & Francis Group, USA.
3. Ramamurthi, P.V., Jamuna, D. (eds.) 2004 Handbook of Indian Gerontology, Serial Publication,
New Delhi.
4. Akundy Anand 2004. Anthropology Of Aging : Contexts, Culture And Implications.. New Delhi.
Serials Publications.
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5. Cox, E.O.,Kelchner, E.S., & Chapin, R.K. 2002 Gerontological Social Work Practice: Issues,
Challenges and Potential, Haworth Social Work
6. Desai, M and Siva Raju 2000 Gerontological Social Work in India: Some Issues and
Prespectives, B. R. Publishing. Delhi.
7. Rajan, S.I.,Mishra, U.S., Sarma, P.S. (eds.) 1999 India’s Elderly: Burden or Challenge, Sage
Publications, New Delhi.
8. Krishnan, P., &Mahadevan, K. (eds.) 1992 The Elderly Population in Developed and Developing
World: Policies, Problems and Perspectives, B.R. Publishing Corporation, Delhi.
9. Dhillon, P.K. 1992 Psychosocial Aspects of Ageing in India, Concept Publishing Company, New
Delhi.
10. Chowdhry, Paul. D. 1992. Aging and the Aged. A Source Book. New Delhi: Inter India
Publications
11. Krishnan, P and K. Mahadevan (eds) 1992. The Elderly Population in the Developed World:
Policies, Problems and Perspectives. Delhi: B. R. Publishing.
Migration
1. Bhende, A. and Kanitkar, T. (2010): Principles of Population Studies, 13th edition, Himalayan
Publishing House, Mumbai.
2. Bodvarsson, O. B., & Berg, H. V. (2009). The Economics of Immigration: Theory and Policy, New
York: Springer.
3. Chaurasia, A.R. and Gulati, S.C. (2008): India: The State of Population, Oxford University Press,
New Delhi.
4. Kumar, Sarvottam (2005), 'Rural Male Out-migration', (Delhi: Vista International Publishing
House).
5. Jayaram, N. (2004). The Indian Diaspora: Dynamics of Migration. New Delhi: Sage Publications
India Private Limited.
6. Sekher, T. V. (1997). Migration and social change. Jaipur, Rawat Publications.
7. Hugo, G. (1994). Migration and the family. Vienna, Austria: United Nations.
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GR. B: CONTEMPORARY FIELDS OF SOCIAL WORK PRACTICE
• To develop understanding of the concept and philosophy of social defence and correctional
services.
• To understand the structure and processes involved in the criminal justice systems.
• To understand the issues of urban and rural communities.
• To gain knowledge about the structure and programmes of urban and rural community
development.
• To understand disasters its causes, and consequences.
• To understand ways of prevention and coping with disasters.
• To develop an understanding of multidimensional approach to health.
• To understand prevention, causes and treatment of public health problems.
• To understand the administration of the basic health infrastructure and programmes in the
country.
• To understand the concept of CSR and various theories.
• To assess the scope of CSR and its different facets.
Course Outcome:
• Students will develop practice skills in prevention, correction and rehabilitation work in the
field of criminal justice social work.
• Students will be enabling to work in the area of crime prevention, especially with respect to
marginalized groups which get criminalized due to poverty and social exclusion.
• Students will understand the issues of rural and urban communities.
• Students will learn about the process and programmes of community development.
• Students will familiarize the role and strategies of the various stakeholders in community
development.
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• Students will gain knowledge about causes, consequences, and ways of managing disaster.
• Students will acquire skills in working with individuals, groups and communities facing
disasters.
• Students will identify areas of social work intervention in disaster situations.
• Students will understand the concept of health, community health, and ways of prevention,
causes and treatment of public health problems.
• Students will be able to identify areas of social work intervention in public health situation in
India.
• Students will acquire skills to frame corporate social responsibility policies and practices
appropriate to the Indian workplace.
• Students will develop the knowledge, skills required for working in corporate houses.
Course Contents:
Unit 1: Social Defense and Correctional Services (8 lectures)

a) Social Defence: Concept and Scope
b) Crime: Concept, Causation and Theories
c) Theories of Punishment
d) Criminal Justice System: Police, Prosecution, Judiciary and Correctional Institutions
e) Correctional Services: Concept and Changing Perspectives, Prison Reforms
f) Institutional Correctional Services: Structure, Functions and Limitations, Prisons, Observation
Homes, Children Homes, Special Homes, Beggar Homes, Rescue Homes, Drop-in-Shelters,
Short-Stay Homes, Protective Homes, Half-way Homes, De-Addiction Centres etc.
g) Non-Institutional Services: Probation and Parole, Community Correction Programmes.
Community based Programmes: Adoption, Foster-Care, Sponsorship, Child Guidance
h) After Care and Scope of Social Work Intervention in Correctional Institutions
i) Victimology: Study of Victims of Crime, Victim Compensation, Victim Support Services, Concept
of Restorative Justice
Unit 2: Urban and Rural Community Development (8 lectures)

a) Concepts and Characteristics of Town, City and Metropolis, Suburbs, Satellite Town and Smart
City. Urban Community Development: Meaning, Need and Scope
b) Issues of Urban Communities: Housing, Water and Sanitation, Urban Poverty, Unemployment,
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Pavement Dwellers, Displacement & Resettlement, Environmental Issues
c) Urban Local Self Government with Special Reference to West Bengal: Structure & Functions
d) Rural Community Development: Definition, Concept, Objectives and Scope. Early Community
Development Interventions: Sriniketan, Marthandam, Gurgaon and Wardha Project
e) Critical Analysis of Rural Issues: Poverty, Unemployment, Ill Health, Housing, Illiteracy, Social
Exclusion
f) Rural Local Self Government with Special Reference to West Bengal: Structure and Functions,
Issues of Panchayat Raj Institutions
Unit 3: Disaster Management (4 lectures)
a) Definition: Disaster and Disaster Management
b) Classification and Causes of Disaster
c) Effects of Disaster
d) Disaster Management: Prevention, Mitigation, Preparedness, Response and Recovery,
Rehabilitation and Reconstruction. Role of Various Agencies: Government, Military and Para-
Military Forces, NGOs, Media, International Agencies
e) Scope of Social Work Intervention and Disaster
Unit 4: Public Health (5 lectures)
a) Understanding Health, Public Health, Community Health, Disease & Epidemiology, Health
Indicators. Socio- Political, Economic and Cultural Factors Influencing Health
b) Diseases of Public Health Importance: Communicable, Non-Communicable; Nutrition
Deficiency Diseases
c) Preventive, Promotive and Rehabilitative Aspects of Public Health, Various Systems of
Medicine Practiced in India
d) Health Administration: Structure and Functions at National and State and District Levels
e) Medical Social Work: An Understanding and Role of a Medical Social Worker
Unit 5: Corporate Social Responsibility (5 lectures)
a) Corporate Social Responsibility: Concept, Definition and Relevance of CSR in Today’s World
b) Theories of CSR: Pyramid Theory, Shareholder Theory, Stakeholder Theory, Triple Bottom-line
Theory
c) CSR in India: Legal Provisions- The Companies Act 2013 and Specifications on CSR
d) Different Facets of CSR: Corporate Governance, Corporate Citizenship, Corporate
Sustainability, Business Ethics and CSR. Designing a CSR Policy – Factors Influencing CSR
Policy, Global Recognitions of CSR- ISO 14000 - SA 8000 - AA 1000
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e) Current Trends in CSR and Challenges in Implementation, Role of Professional Social Workers
in CSR. Essence of CSR Reporting and Disclosure
f) Review of Successful Corporate Initiatives: Case Studies & Best Practices in India
References:
Social Defense and Correctional Services
1. Paranjape N.V., (2009) Criminology and Penology, Central Law Publications, Allahabad, U.P
2. Shweta, (2009), Crime, Justice and Society. MD Publications.
3. Hagan, Frank E, (2008), Introduction Criminology, Sage Publications, Inc.
4. Chaturvedi J.C, (2006) Penology and Correctional Administration, Isha Books Delhi.
5. Gandhirajan CK, (2004) Organized Crime, A.P.H. Publishing Corporation, Delhi.
6. Kumari, V. (2004) Juvenile Justice in India: From Welfare to Rights. New Delhi: Oxford
University Press.
7. Gaur, K. D. 2002 Criminal Law, Criminology and Criminal Administration. New Delhi: Deep and
Deep Publications.
8. Valier, C. 2001 Theories of Crime and Punishment. Essex: Longman.
9. Ashish Bose, 2001 India’s Urbanization, Institute of Economic Growth, McGraw Hill, New Delhi.
10. Chakrabarti, N.K.(ed.)1999 Institutional Corrections in the Administration of Criminal Justice.
New Delhi: Deep & Deep Publications.
Urban and Rural Community Development

1. Bala, 2000 Trends in Urbanization in India, Patel Enterprises, New Delhi
2. Bhattacharya B, 2000 Urban Development in India, Shree Publishing House, New Delhi.
3. Dubhashi, P.R., 2000 Rural Development Administration in India, Mumbai.
4. Census of India Government of India Publication, 2001
5. Jain, S.C. ,1998 Community Development and Panchayati Raj in India, Allied Publishers Ltd.,
Chennai-2
6. Desai A.R, 1995 Rural Sociology in India, ISAE, Bombay.
7. Jacob Z. Thudipara, 1993 Urban Community Development, Rawat Publishers, NewDelhi.
8. Jayamala Diddee & Rangasamy, N, 1993 Urbanisation Trends, Perspectives & Challenges,
Rawat Publications, Jaipur.
9. Katar Singh, 1986 Rural Development – Principles, Policies and Management, Sage
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Publications, New Delhi.
Disaster Management
1. Gandhe Jegadish P. (2007). Disaster Mitigation and Management. New Delhi: Deep & Deep
Publications.
2. Murthy, D.B.N. 2007. Disaster Management: Text and Case Studies. New Delhi: Deep & Deep.
3. Goel S.L., (2006). Encyclopedia of Disaster Management. Vol. I, II, & III. New Delhi: Deep & Deep
Publications.
4. Husain Ahmad. (2006). National Disasters. New Delhi: Sumit Enterprises.
5. Singh R.B., (ed); (2006). Natural Hazards and Disaster Management. New Delhi: Rawat.
6. Singh, Tej. (2006). Disaster Management – Approaches and Strategies. New Delhi: Akansha
Publishing House.
7. Juan jose lopez-Ibor, George Christodoulou, Mario Maj, Norman Sartorius, and Ahmed Okasha
(2005). Disaster and Mental Health. England: John Wiley and Sons.
8. Rashmi Lakshminarayan (2004). Disaster mental health in India. New Delhi: Indian Redcross
9. Naseem Ahmed. (2003). Managing Disasters. New Delhi: Kilaso Book.
10. Carter, W. Nick (1991). Disaster Management: a disaster manager’s handbook. Asian
Development Bank, Manila, Philippines
Public Health
1. Levy, B.S. (2006). Social Injustice and Public Health. New York: Oxford and Sidel, V.W
University Press 9.
2. Duggal R. and Gangolli L. (2005). Review of Healthcare in India. Mumbai: CEHAT.
3. Ajit, 2005, Social Dimensions of Health, Rawat Publications, New Delhi.
4. Park and Park, 2003 Textbook of Preventive and Social Medicine.
5. Breslow, L. (2002). Encyclopedia of Public Health. New York: Macmillan Reference USA.
6. Holland, W. W., Knox, G. and Detel, R. (2002). Oxford Textbook of Public Health. Volume 1, 2
and 3, Oxford: Oxford University Press.
7. Mishra, 2000 Indian Health Report, Oxford University Press, Delhi.
8. Bajpai, 1998, Social Work Perspectives on Health, Rawat Publications, New Delhi
9. Narayana, 1997 Health and Development , Rawat Publications, New Delhi
10. Pokrana, 1994 Social Beliefs, Cultural Practices in Health and Disease ,Rawat Publications, New
Delhi
11. Websites · www.who.org World Health Reports (1995-22050)
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12. mohfw.nic.in Annual Report
13. www.nfhsindia.org National Family Health Survey, India
14. vhai.org State of India’s Health Report, Report of Independent
15. Commission on Health in India and Other Reports
Corporate Social Responsibility

1. Benn & Bolton, (2011). Key Concepts in Corporate Social Responsibility. Australia: Sage
Publications Ltd.
2. Werther, W. B. & Chandler, D. (2011). Strategic Corporate Social Responsibility. Thousand
Oaks, CA: Sage.
3. Taxmann Companies Act 2013, Taxmann Publications Pvt. Ltd.
4. Crane, A. et al., (2008). The Oxford Handbook of Corporate Social Responsibility. New York:
Oxford University Press Inc.
5. Reddy, Sumati and Stefan Seuring. (2004). Corporate Social Responsibility: Sustainable Supply
Chains. Hyderabad: ICFAI University Press.
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_____________________________________________________________________________________
GR. A: SOCIAL POLICY & SOCIAL DEVELOPMENT IN INDIA

• To understand the Directive Principles of State Policy of the Constitution of India and the
concept of social policy as derived from the Constitution.
• To understand the history of social policy and planning in India.
• To understand the process and institutions involved in planning in India.
• To understand shifts in public policy formulation in the context of globalization.
• To understand the role of social audit, advocacy, legal activism for effective implementation
of social policy.
Course Outcome:
• Students will understand the philosophy of social policy in India.
• Students will know the process of policy formulation.
• Students will learn the role of different stakeholders in policy formulation.
• Students will understand areas of social work intervention in policy formulation and
implementation.
Course Contents:
Unit 1: Conceptual Framework (8 lectures)

a) Social Policy: Concept, Objectives, Evolution of Social Policy in India (NITI Ayog)
b) Approaches to Social Policy: Welfare, Development and Rights based Approach
c) Models of Social Policy: Residual Welfare, Unified, Integrated, Sectoral, Industrial Achievement
and Institutional Redistributive Model
d) Social Policy Formulation Process: Contribution of Research, Interest Groups, Public Hearing/
Panchayat/ Interest Groups and Role of Professional Social Workers
Unit 2: Social Development& its Indicators (8 lectures)
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a) Social Development: Concept & Approaches.
b) Economic Indicators: Per Capita Income, GDP/ GVA, GNP,
c) Social Indicators: Poverty, Social Inequality, Population Size, (Size, Distribution and Growth).
MDG and SDG
d) Understanding Globalization, Liberalization and Privatization and its Impact on the
Marginalized.
e) Countering Globalization: Global Solidarity Movements
f) Special Economic Zone– the Critical Reflection in the Context of De-Peasantisation
g) Concept and Definition of Sustainable Development, Government Programmes for Sustainable
Development.
Unit 3: Government Policies in the Social Sector (6 lectures)
a) Social Policies in India: Education, Health, Mental Health Housing, Environment, Social
Security, Employment and Labour
b) Social Welfare Programmes in India: Health, Family, Children, Women, Elderly, Persons with
Disabilities, SC and ST, Workers in the Unorganized Sector, Rural and Urban Community
Development Programmes
c) Social Safety Nets: Micro Credit, PDS
Unit 4: Analysis of Social Policy (5 lectures)
a) Stages in Policy Analysis, Gender Analysis, Cost Benefit Analysis Outcome Analysis
b) Tools for Policy Analysis-Stakeholders Mapping, Stakes, Role of Institutions, Role of
Constraints, Instruments for Analysis-Descriptive and Inferential
Unit 5: Techniques/Methods of Influencing Social Policy (3 lectures)
a) Techniques of Deeper Democracy: Social Audit, Jan sunvai, People’s Parliament, Children’s
Parliament, E-Governance, etc. Advocacy as a Tool for Social Change
References:
1. Pathak, S. Social Policy, Social Welfare and Social Development, Niruta Publications,2013.
2. Kalapagam, U. Gender and Development in India,Rawat Publications,2011.
3. Mohanty, M. India Social Development Report 2010 (Edited), Oxford University Press,2011.
4. Spicker, P. Social Policies: Themes and Approaches, Rawat Publications, 2010.
5. Hill, M. & Irving, Z. Understanding Social Policy,Wiley- Blackwell,2009.
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6. Kannappan, P. Schedule Caste Welfare,A P H Publishing Corp,2008
7. Siddiqui, H.Y. Social Development in Indian Subcontinent, Rawat Publications, 2004.
8. Hill, M. Understanding Social Policy Blackwell Publishing,2003.
9. Drake, R.F. The Principles of Social Policy, Palgrave. Publications, 2001.
10. Weimer, D.L. Policy Analysis: Concepts and Practice, Prentice Hall, 1994.
11. Pimpley, P.N. Social Development Process & Consequences, Rawat Publications, 1989.
GR. B: CONSTITUTIONAL FRAMEWORK AND SOCIAL LEGISLATIONS IN INDIA
• To help the students to gain a clear understanding about the Constitution and legal provision.
• To get a broad and a critical understanding about various social legislations related to
children, women, disable and marginalized sections.
• To familiarize students with other vital legislations pertaining to consumer’s protection, food
security, health, right to information and forest.
• To understand the relevance of legislations and legal systems in social work practice.
Course Outcome:
• Students will familiarize with Constitution and pertinent social legislations.
• To enable the students to understand the use of legal remedies in human rights violations.
• Students will understand the significance of legislations in social work practice.
Course Contents:
Unit 1: The Constitution of India (6 lectures)

a) Nature of Constitution, Preamble
b) Directive Principles of State Policy
c) Fundamental Rights
d) Constitutional Machinery: National Human Rights Commission, SC, ST Commission, Women
Commission, Child Rights Commission, Minorities Commission, Commission on Various
Vulnerable Groups
e) Public Interest Litigation
f) Legal Aid and its Problem
Unit 2: Social Legislation: An Understanding (4 lectures)
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a) Concept of Social Legislation, Needs and Objectives
b) Source: The Indian Constitution
c) Social Legislation as an Instrument of Social Change
d) Relevance of Law and Legal Systems to Social Work Practice
e) Interface between Social Workers and Legal System
Unit 3: Classification of Law (5 lectures)

a) Classification of Law- Substantive Law, Procedural Law, Civil and Criminal Law
b) IPC and CRPC
c) First Information Report (FIR): Meaning, Importance and Procedures
d) Cognizable and Non-Cognizable Offences, Conditions and Procedures for Bail
Unit 4: Legislations for the Protection of Rights of Marginalized Sections (10 lectures)
a) Legislations Related to Children
b) Legislations Related to Women
c) Legislations Related to Persons with Disability
d) Legislations Related to Elderly
e) Legislations Related to Dalits
f) Legislations Related to Other Vulnerable Groups
Unit 5: Other Significant Legislations (5 lectures)
a) Laws Related to Consumer Protection
b) The National Food Security Act, 2013
c) Legislations Pertaining to Health
d) Right to Information Act 2005
e) Forest Laws
References:
1. Das, P.K. (2013). Handbook on the Right to Information Act. 4th edition
2. Gangrade, K.D. (2011). Social Legislation in India. New Delhi: Concept Publishing Company
3. Chawla, Monica. 2006. Gender Justice- Women and Law in India. New Delhi: Deep & Deep
4. Sharma, R.N. (2005). Fundamental Rights, Liberty and Social Order. New Delhi: Deep & Deep
Publications.
5. Diwan, Paras et al. 1998. Human Rights and the Law. New Delhi: Deep & Deep
6. Shah, Ghanshyam. (1998). Social Justice: A Dialogue. Jaipur: Rawat Publication.
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7. Prakash, Ravi. (1997). Constitution of Fundamental Rights and Judicial Activism in India. Jaipur:
Mangal Deep Publications.
8. Purohit, B.R. & Joshi, Sandeep (Ed) (2003). Social Justice in India. Jaipur: Rawat Publication
9. Saxena, D.R., (1996). Law, Justice and Social change. New Delhi: Deep & Deep Publications.
10. Bare Acts
[Apart from given references, students should understand key definitions and major current
provisions from the latest amended Bare Acts of laws covered by the course and read newspaper
features and news articles about the given laws and High Court/Supreme Court judgements. Regular
Periodicals to be referred to: Legal News & Views, Social Action Trust - New Delhi]
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SEMESTER: III
Specialization I- Human Resource Development and Management

_____________________________________________________________________________________
HUMAN RESOURCE MANAGEMENT
• To enable the students to understand the importance, concepts and functions of Human
Resource Management and Industrial Relations System.
• To familiarize with the sub systems of Human Resource Management.
• To sensitize the students on the emerging trends in the field of HRM.
• To develop the skills and attitudes required to be a successful Human Resource professional.
• To explore the possibility of considering the human resource as an asset for the organization.
Course Outcome:
• To be aware of the role, responsibility and functioning of human resource department of the
organizations.
• To understand the role HRM plays in manpower planning, job analysis and in forecasting the
human resource requirements.
• To realize the importance of training and development for employees.
• To understand job-based compensation scheme and performance appraisals.
• To be able to shape ethical behaviour of employees through right policies.
• To have apt knowledge about welfare schemes provided to the employees by the
management.
• To evaluate the developing role of human resources in the global arena.
Course Contents:
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Unit 1: Introduction to Human Resource Management (HRM) (10 lectures)
a) Concept and Meaning of HRM, Evolution of HRM, Nature, Objectives, Scope, Importance of
Human Resource Management
b) Functions of HRM – Operative and Managerial functions, Role and responsibilities of Human
Resource Manager, Role of Line Managers in Managing Human Resources, Challenges faced
by HRM, Impact of Globalization on Human Resource Management
c) HR Practices: Application of human resource approaches in various organizations – Case
Study analysis.
Unit 2: Human Resource Planning (HRP) & Talent (15 lectures)

a) Human Resource Planning (HRP): Objectives, Need, Importance and Process of HRP
b) Human Resource Planning at different levels; Assessing human resource requirements;
Human resource demand forecasting – Ratio Trend Analysis, Judgemental Method, Workload
Analysis, Delphi Technique; Job Analysis – Job Description, Job Specification
c) Recruitment: Definitions, Objectives, Process of Recruitment, Source and techniques of
Recruitment, Advantages and Disadvantages of different techniques, Recruitment practices in
India
d) Selection: Definition, Objective, Differentiation between Recruitment and Selection, Process
of selection, Different types of Interview, Common Interview Problems.
e) Induction: Purpose and Process. Placement: significance, Promotion. Transfer. Retention –
Need, Objectives, Retention strategies.
f) Retirement: Voluntary Retirement Schemes, Exit Strategies, Retrenchment
Unit 3: Training & Performance Appraisal* (6 lectures)
a) Training: Definition, Importance, Objective, Process of Training, Methods of Training
b) Development: Concept, Need, Importance, Techniques of Executive Development, Training Vs
Development
c) Performance Appraisal: Concept, Objectives, Need, Importance, Methods of Performance of
Appraisal System, Factors affecting Performance Appraisal
Unit 4: Compensation Management (10 lectures)
a) Wage and Salary: Meaning, Need for wage & salary administration, Importance, Factors
influencing wage decisions, Concept of wages – Living Wage, Minimum Wage, Fair Wage, Real
Wage; Essentials of sound wage structure, Types of wage differentials
b) Compensation: Job Evaluation – Purpose, Process, Methods; Components of Employee
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Compensation; Incentives – classification of Incentive schemes; Fringe benefits; Monetary
and Non-Monetary reward system.
Unit 5: Management of Industrial Relations* (5 lectures)
a) Industrial Relations: Objectives and Importance of Industrial Relations – Prevention and
Settlement of Industrial Disputes
b) Discipline & Grievance Redressal, Trade Unions: Role and Responsibilities, Collective
Bargaining, Workers’ Participation in Management, Labour Welfare
Unit 6: Emerging Areas (14 lectures)
a) Current trends in HRM: Benchmarking, Core Competency, Business Process Outsourcing,
Business Process Reengineering, Competency Mapping, Skill Matrix
b) Corporate Quality: Total Quality Management (TQM) and Total Productivity Maintenance
(TPM), Six Sigma, 5 S, PERT, CPM, TQM and Kaizen
c) Evaluating Human Resource Performance: Human Resource Accounting, Human Resource
Auditing, Human Resource Information System (HRIS), Green HRM, E-HRM, HR Analytics
d) Human Resource Maturity Level: People Capability Maturity Model (PCMM), Global
Reporting Initiatives (GRI) 400 Standard
(* An overview about the topic is to be given, as the topic will be discussed in details in another
paper)
References:
1. D' Cenzo, David A., Robbins, Stephen P. & Verhulst, Susan L. (2012). Human Resource
Management. New Delhi: John Wiley and Sons.
2. Dessler, Garry (2012). Human Resource Management. Prentice Hall of India.
3. Ian, Beardwell, Len, Holden & Tim Claydon (2004). Human Resource Management: A
Contemporary Approach. Prentice Hall
4. Rao, V. S. P. (2010). Human Resource Management: Text and Cases. Excel Books.
5. Tripathi, P.C. (2010). Human Resource Development. New Delhi: Sultan Chand & Sons.
6. Mathis, R. L., & Jackson, J.H. 1997 Human Resource Management. U.K: Prentice Hall
International
7. Durai, P. (2010), Human Resource Management, Pearson Education
8. Jyothi P & Venkatesh D.N (2006). Human Resource Management, Oxford University Press, New
Delhi.
9. Gupta C.B (2002). Human Resource Management, Sultan Chand and Sons, New Delhi.
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_____________________________________________________________________________________
HUMAN RESOURCE DEVELOPMENT
• The objective of this course is to co-create a comprehensive view of Human Resource
Development (HRD) through assessment of theories and practices of HRD.
• To understand the concept, processes and outcomes of Human Resource Development.
• To acquire skills in Human Resource Development.
Course Outcome:
• To build an understanding and perspective about Human Resource Development as a
discipline which appreciates learning.
• To learn the skills of developing a detailed plan for need and implementation of HRD
program in the organization.
• To realize the importance of training and development for employees by utilizing both on-
the-job and off-the-job methods.
• To understand the various parameters used for evaluating the performance of the employees
with emphasis on the modern techniques like 360 degree and 720-degree appraisal.
• To develop a perspective of HRD beyond organizational realities including national HRD.
Course Contents:
Unit 1: Introduction to HRD (10 lectures)

a) HRD: Concepts, Definition, Characteristics, Objectives, Need for HRD, Functions of HRD
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b) Evolution of HRD, Human Resource Approach Vs Traditional Personnel Management
Approach
c) Suggestions to make HRD effective in Indian Organizations, Importance of HRD approach in
the era of Globalization
Unit 2: Human Resource Development Strategies (8 lectures)

a) Strategies for Human Resource Development, Integrating Human Resource Development
functions with other functions
b) Role of Top Management, Role of HRD functionaries and other functionaries
Unit 3: Training and Development (14 lectures)

a) Training: Concept of learning, education, training and development, Objective, Types of
training
b) Training process – Identification of training needs, Skills of an effective trainer - Trainer as
change agent
c) Selecting the Training methods – On-the-job and Off-the-job methods, preparing training
material, Scheduling a training program,
d) Training evaluation - Kirkpatrick’s Model, CIRO Model, Phillips’s Five-Level Training
Evaluation Model, ROI Model
e) Specialized Training – Managerial Grid Training, Sensitivity Training, Out-Bound Training
f) Executive/Management Development: Objective, Importance of Executive/Management
Development, Different methods of Executive Development with their advantages and
disadvantages.
Unit 4: Career Planning & Development (10 lectures)
a) Career Planning: Meaning, characteristics, objectives, process, importance of Career Planning
b) Career Development: Meaning, Characteristics, Objective, Steps, Importance of career
development
c) Succession Planning: Definition, Characteristics, Objectives, Process, Importance, Difference
between Succession Planning and Career Planning.
Unit 5: Performance Appraisal (14 lectures)
a) Performance Appraisal: Concept, Objectives, Benefits, Process of performance appraisal
b) Methods of performance appraisal – Traditional Methods and Modern Methods – Assessment
Centre, BARS,
c) Human Resource Accounting, MBO, 360 Degree Appraisal, 720 Degree Appraisal;
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d) Problems with performance appraisal, Post Appraisal interview, Performance Counseling,
Difference between performance appraisal and performance management
e) Potential Appraisal: Concept, Objective, Purpose and Process.
Unit 6: HRD in Indian Industry (4 lectures)
a) HRD Practices: Factors influencing the implementation of HRD for workers, HRD techniques
for workers, Role of Unions in HRD for workers, Indian experience in HRD for Workmen
b) HRD in Service Sectors: HRD in banking industry, HRD in NGOs, HRD in Co-operative sector,
HRD in Hotel and Tourism
References:
1. Mankin, David (2009). Human Resource Development. Delhi: Oxford University Press. Chapter -
6-9
2. Dessler Garry, Biju Varkkey. (2011). Human Resource Management. New Delhi: Dorling
Kindersley Publishing Company.
3. Kandula, Srinivas, R. (2009). Strategic Human Resource Development. New Delhi: Prentice hall
of India.
4. Pareek, Udai. (2008). Training Instruments in HRD and OD. New Delhi: Tata Mc Graw-Hill.
5. Pareek, Udai and Rao, T.V. (2003). Designing and Managing Human Resource Systems. New
Delhi: Oxford & IBH Publications.
6. Pippa Riley. (2012). Human Resource Management. New Delhi: Viva Books Pvt. Ltd.
7. Premavathy, N. (2011). Human Resource Management and Development. Chennai: Sri Vishnu
Publications.
8. Tripathi, P.C. (2010). Human Resource Development. New Delhi: Sultan Chand & Sons.
9. Werner M. Jon. (2009). Human Resource Development. Delhi: Cengage Learning.
10. Deb, Tapomoy. (2010). Human Resource Development. New Delhi: Anne Books.
11. Rao, T.V. (2005). Future of HRD. Macmillan Publishers India. Chapter 1 & 7.
12. Werner & DeSimone (2006). Human Resource Development. Thomson Press, Network.
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_____________________________________________________________________________________
INDUSTRIAL RELATIONS
• To understand the concept, approaches and actors of industrial relations.
• To develop the knowledge on various statutory / legal aspects.
• To acquire interpersonal relationship and negotiation skills.
Course Outcome:
• To understand the strategies of management in negotiations and persuasion.
• To understand the provisions, rights and liabilities of trade unions.
• To be familiar with the disciplinary procedure and grievance redressal procedure.
• To apply the skills of negotiations and persuasions effectively.
• To be aware of the welfare provisions available to the employees.
Course Contents:
Unit 1: Introduction to Industrial Relations (15 lectures)

a) Industrial Relations (IR): Meaning, Scope, Need, Factors influencing IR
b) Parties to IR – Employees and their organization, Employers and their association and the
Government; Approaches to IR
c) Industrial Relations System in India: Structure and its evolution, Causes, Effects and
Measures to overcome poor Industrial Relations in India
d) Major contemporary developments in global economy and polity and their impact on
Industrial Relations scenario in India
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Unit 2: Trade Unionism (10 lectures)
a) Trade Union: Definition, objectives, functions of Trade Union
b) Growth of Trade Union Movement in India, Major Central Trade Union Organizations in India
c) Recognition of Trade Union, Rights and Responsibilities of Registered Trade Union, The
Trade Unions Act, 1926*
Unit 3: Discipline & Grievance Management (10 lectures)
a) Discipline in IR: Definitions, Objectives, Causes for indiscipline and misconducts,
b) Hot Stove Rule, Kinds of punishment, Principles of Natural Justice, Code of Discipline in
Industry
c) Procedure for Disciplinary Action, Domestic enquiry, The Industrial Employment (Standing
Orders) Act, 1946*; Essentials of a good disciplinary system
d) Grievance in IR: Concept of Grievance, Definition, Causes of employee grievances
e) Types of grievance, How to know about Grievance, Grievance procedures, Grievance
Redressal Procedure, Model Grievance Redresssal Procedure
f) Evaluation of Grievance Redressal machinery, Analysis of grievance data, Guidelines for
grievance handling, Settlement of grievance in Indian industry
Unit 4: Industrial Dispute (10 lectures)
a) Concept, Causes, Forms of disputes, Instruments of Coercion – Strike, Picketing, Gherao,
Bandh, and Lock-out
b) Dispute Settlement Mechanisms: Bipartite Approach – Negotiation, Mediation, Works
Committee, Significance of Employers’ Federations; Tripartite Approach – Conciliation,
Arbitration, Adjudication
c) Courts of Enquiry, Labour Courts, Industrial Tribunal, National Tribunal, Awards; The
Industrial Disputes Act, 1947*
Unit 5: Collective Bargaining & Workers’ Participation in Management (10 lectures)
a) Collective Bargaining: Concepts, Objectives, Subject matter for collective bargaining
b) Types of Bargaining, Collective Bargaining Process, Collective Bargaining Agreements;
Conditions for the Success of Collective Bargaining
c) Problems pertaining to collective bargaining in India, Collective Bargaining in Different
Countries
d) Workers’ Participation in Management (WPM): Concept of Industrial Democracy, Concept of
WPM, Objectives, Levels of workers’ participation
e) Forms of workers’ participation – Works Committee, Joint Management Council, Worker-
Director, Shop Council, Joint Council, Suggestion Schemes, Quality Circles
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f) Pre-requisites of effective workers’ participation, Measures for success of workers’
participation
Unit 6: Labour Welfare* (5 lectures)

a) Labour Welfare: Definition, Scope, Classification, Approaches,
b) Principles, Origin and Development of Labour Welfare in India
(* An overview about the topic is to be given, as the topic will be discussed in details in another
paper)
References:
1. Singh, P. & Kumar, N. (2011). Employee Relations Management. New Delhi: Pearson Education
India.
2. Mamoria, C.B. & Mamoria, S. (2016). Dynamics of Industrial Relations in India. Mumbai:
Himalaya Publishing House.
3. Sinha, P. R. N., Sinha, I. B. & Shekhar, S. P. (2017). Industrial Relations, Trade Unions and Labour
Legislation. Pearson Education India.
4. Singh, B.D. (2010). Industrial Relations and Labour Laws. New Delhi: Excel books.
5. Jain J.N. (2009). Modern Industrial Relations and Labour Laws. New Delhi: Regal Publications
6. Bhola Ajay, Jain J.N. (2009). Modern Industrial Relations and Labour Laws. Regal Publications.
7. Bhatia S.K. (2008). Industrial Relations and Labour Laws. New Delhi: Deep and Deep
Publications.
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_____________________________________________________________________________________
LABOUR LAWS
• To familiarize with the evolution of labour legislations in the context of Indian Constitution
and International Conventions.
• To develop an in-depth understanding of relevant Labour Legislations.
• To impart analytical skills in the interpretation of legislations in the light of recent judgments.
Course Outcome:
• To understand and be familiarized with the provisions of industrial and labour related social
security laws.
• To judge the actual organizational situations and implications thereof via case based learning
and analytical abilities.
• To be equipped to handle industrial disputes with detailed knowledge of actual organization.
• To comprehend gratuity, pensions and provident fund processes and manage simplified
application thereof.
• To gain knowledge related to compensation benefits of workers and the extent of employer’s
liability in case of employment injury.
• To be familiar with the provisions related to prevention of harassment in the workplace.
Course Contents:
Unit 1: Labour Legislations (6 lectures)

a) Labour: concept, characteristics and problems of Indian labour- labour in organized and
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unorganized sectors
b) Labour Legislations: Concept, Industrial Revolution and the need for Labour Legislations,
c) The Main Ingredients of Labour Legislations, Principles of Social Justice, Social Equality,
Social Security, National Economy and Labour Legislations
d) Origin of Labour Legislations, Factors Influencing Labour Legislations, Objectives of the
Labour Legislations
e) Labour Laws and I.L.O, Guiding Principles of labour legislation
f) Evaluation of labour legislation in India, Constitutional provisions and labour laws–
Fundamental Rights and Directive Principles of State Policy under Indian Constitution.
Unit 2: Laws Related to Industrial Relations** (7 lectures)

a) Trade Unions Act, 1926; Industrial Disputes Act, 1947; Industrial Employment (Standing
Orders) Act, 1946
Unit 3: Laws related to Wages** (6 lectures)
a) Payment of Wages Act, 1936; Minimum wages Act, 1948
b) Payment of Bonus Act, 1965
Unit 4: Laws related to Specific Industries** (20 lectures)
a) Factories Act, 1948; Indian Mines Act, 1952; Plantations Labour Act, 1951
b) Motor Transport Workers Act, 1961
c) Contract Labour (Regulations and Abolition) Act, 1970; Inter-State Migrant Workmen
(Regulation of Employment and Conditions of Service) Act, 1979
d) The Building and other Construction Workers (Regulation of Employment and Conditions of
Service) Act, 1996
e) Dock Workers (Regulation of Employment) Act, 1948
f) Beedi & Cigar Workers (Conditions of Employment) Act, 1966; Shops and Establishment Act
1964
Unit 5: Laws related to Equality and Empowerment of Women** (4 lectures)
a) Maternity Benefit Act, 1961
b) Equal Remuneration Act, 1976
Unit 6: Laws related to Deprived and Disadvantaged Sections of Society** (4 lectures)
a) The Child Labour (Prohibition and Regulation) Act, 1986
b) Bonded Labour (Abolition) Act, 1976
Unit 7: Laws related to Social Security** (8 lectures)
a) Workmen’s Compensation Act, 1923

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b) Employee’s State Insurance Act, 1948
c) Employee’s Provident Fund and Miscellaneous Provisions Act, 1952
d) Payment of Gratuity Act, 1972
Unit 8: Laws related to Employment & Training** (3 lectures)
a) Apprentices Act, 1961
b) Employment Exchange (Compulsory Notification of Vacancies) Act, 1959
Unit 9: Law on Prevention of Harassment in Workplace** (2 lectures)

a) The Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act,
2013.
(**The following points need to be discussed – Objective, Applicability, Relevant Definitions, Various
Provisions, Latest Amendments and Penalties)
References:
1. Kumar, H.L. (2018). Digest of Important Labour Cases. Universal Law Publishing Co. Pvt. Ltd.
2. Sharma, J.P. (2018). Simplified Approach to Labour Laws. Bharat Law House (P) Ltd.
3. Garg, Ajay( 2007). Labour Laws one should know. A Nabhi Publications, New Delhi.
4. Gupta, C.B. (2000). Industrial Relations & Labour Laws. Sultan Chand, New Delhi.
5. Kapoor. N.D. (2006). Handbook of Industrial Laws. Sultan Chand, New Delhi.
6. Srivastava, S.C. (2000). Industrial Relations and Labour Laws. Vikas Publishing House, New
Delhi.
7. Tripathi, P.C. (1998). Industrial Relations & Labour Laws. Sultan Chand Publication, New Delhi
8. Singh, B.D. (2010). Industrial Relations and Labour Laws. New Delhi: Excel books.
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Specialization II
FAMILY & CHILD WELFARE

_____________________________________________________________________________________
FAMILY IN INDIA: ISSUES AND CONCERNS

• To understand the family as a social institution and as social systems.
• Understand factors affecting family functioning.
• To understand the impact of factors affecting family functioning.
• To help the students to think critically and imaginatively about different family issues.
Course Outcome:
• Understand the importance of family as the basic social unit of society.
• Analyze different types of crisis affecting families.
• Critically understand social processes effecting changes in family forms and dynamics.
• Develop an understanding on diverse family issues in India.
Course Contents:
Unit 1: Family and Marriage (15 lectures)

a) Family as a Social Institution: Concept of Family; Features; Types of Family and Functions of
Family
b) Family Dynamics: Power, Myths; Role and Patriarchy in Family and Interaction Patterns and
Factors Influencing Family Dynamics
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c) Concept of Marriage: Review of Changing Situations in Marriages and Marital Relationship
d) Concept of Family Health; Family Wellbeing and Family Enrichment
e) Quality of Life and Family: Concept of Quality of Life and Indicators of Quality of Life
Unit 2: Indian Family (5 lectures)
a) Characteristics of Indian Family (viz. power structure, patriarchal norms, values and practices)
b) Changing Functions of Family
c) Role of Family in Child Care
d) Family in Urban, Rural and Tribal areas
Unit 3: Family and Marital Adjustment and Assessment (15 lectures)
a) Change and Advances in Family institution: Cross-Cultural Analysis Across the World
b) Determinants of Family Adjustment & Determinants of Marital Adjustment Determinants of
Sexual adjustment
c) Assessment Tools of Family Environment; Assessment of Family Interaction; Assessment of
Quality of Marital Life; Assessment of Quality of Family; Assessment of Family Needs;
Assessment of Familial Relations; Assessment of Marital Relations
Unit 4: Family Problems (25 lectures)

a) Impact of Social Changes on Structure and Functions of Family
b) Family Problems: Types, Causes, Consequences of Family Problems and Family
Disorganization
c) Impact of Urbanization on Family
d) Family Conflict, Family Violence: Nature, Types and Causative Factors
e) Infertility and Fertility Decision
f) Risk for Divorce
g) Diversity of families: Younger Parents, Single Parent Family, Female Headed Family, Adoptive
Families, Foster Care Families, Co-habitation, Transgender Families (Lesbian, Gay, Bisexual &
Queer families); Vulnerable and Marginalized Families; Abusive Families; Migrant Families and
Dual Career Families
h) Child Raising Challenges for Working Mothers
i) Displacement and Disaster Generated Changes in the Family (war, conflict, riots and natural
calamities, migration) and its Implications
j) Family and the Household: Family and Gender, Equity and Equality
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k) Globalization and its Effect on Family
Unit 5: Family Planning & Welfare Programmes in India (5 lectures)
a) National Population Policy
b) Family Planning & Family Welfare: Concept, Significance and Scope
c) Family Planning & Welfare Programmes in India
References:
1. Butterfield A 2010 Dynamics of Family Policy, Rawat Publication, Jaipur.
2. Shirwadkar, Swati. (2009). Family Violence in India: Human Rights, Issues, Actions and
Internation Comparisions, New Delhi: Rawat Publications.
3. Gupta, Giriraj, (Ed), Family and Social change in Modern India, (Main current in Indian
Sociology) Vol. II., Delhi Vikas.
4. Goel, S.L. (2005). Population Policy and Family Welfare. New Delhi: Deep and Deep
Publications.
5. Park, K. 2005 Textbook of Prevention and Social Medicine (18th edition). Jabalpur: Banarsidas
Bhanot.
6. Patel, Tulsi. (2005). The Family in India: Structure and Practice, Delhi:Sage Publications.
7. Patrick, C.M. 2005 Families and Change (3rd Edition) Coping with Stressful Events and
Transitions, London: Sage Publications.
8. Chakrabortty, Krishna 2002 : Family in India. Rawat Publication, Jaipur.
9. Jayapalan N. (2001) Indian Society & Social Institutions – Vol. I, New Delhi : Atlantic Publishers
& Distributors.
10. Lynne, A.B. & Barry, M.W. 1998 Families in Transition – Primary Prevention Programs that
Work, New Delhi: Sage Publications.
11. Chakrabarthy K. K (ed) (1994) The Indian Family, New Delhi: Manav Sangrahlaya.
12. Khasgiwala A.(1993) Family Dynamics: Social Work Perspectives, New Delhi: Anmol.
13. Broderick, C. B. (1993). Understanding family process. Newberry Park, CA: Sage
14. Mathur, Hari Mohan (ed) (1992) The family welfare programmes in India. New Delhi: Vikas
publishing house.
15. Mathur, Hari Mohan (ed) (1992). The Family Welfare Programmes in India. New Delhi: Vikas
Publishing House.
16. Gore, M.S,1985, Urbanization and family change, Bombay: Populars.
17. Burgess, Ernest W., Locke Harvey J., Thomes Mary Margare (4th edition), New York : The
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Family from Traditional to companionship Van Nostrand Reinhold Co.
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_____________________________________________________________________________________
FAMILY: THEORETICAL PERSPECTIVES
• To equip learners with the theoretical understanding of families.
• To develop methodical understanding of family problems and plan effective interventions.
• To widen the horizons of understanding and choose the right intervention.
Course Outcome:
• Gain broad understanding of family issues.
• Acquire skills in working with families in distress.
• To develop critical ability to analyze and use of the theoretical knowledge to bring desired
changes.
Course Contents:
Unit 1: Sociological Theories on Family (25 lectures)

a) Family Developmental Theory: (Family Life Cycle Theories) Characteristics, Goals, Needs,
Tasks and Problems of Each Stage in the Family Life Cycle (Evelyn Duwall and Eric Ericsson)
b) Family Systems Theory
c) Functionalism; Conflict and Symbolic Interactionism
d) Family Ecology and Feminist Theory
e) Bioecological Model
f) Role Theory
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g) Strain Theory
Unit 2: Psychological Theories on Family (5 lectures)

a) Social Exchange Theory
b) Attachment Theory
c) Ecological Theory
d) Duplex Theory of Love: Triangular Theory of Love; The Theory of Love
Unit 3: Economic Theories on Family (5 lectures)
a) Family Economics
b) Division of Labour
c) Decision Making in Household/Family
Unit 4: Social Work Theories on Family (5 lectures)
a) Strength based Approach
b) Eclectic Approach
Unit 5: Models and Methods (20 lectures)
a) Theoretical Models of Family Functioning (Circumplex model, McMaster model, Structural
model)
b) The Gottman Method
c) Genogram of the Family; Flow Chart; Eco Map; Pathways Plans; Diary Sheet Home Visits
d) Psychosocial Life model; Problem Solving Approaches; Cognitive Behavioural Model,
Integrative Models
References:
1. Vern L et.al (2013) Family Theory and Research, New Delhi, Sage Publications.
2. https://us.sagepub.com/en-us/nam/author/vern-l-bengtson
3. Bengtson, V. L., Acock, A. C., Allen, K. R., Dilworth-Anderson, P., & Klein, D. M. (Eds.) (2005)
Sourcebook of Family Theory and Research. Sage, Thousand Oaks, CA.
4. Sexton, T. (2003). Handbook of Family Therapy : The Science and Practice of Working with
Families and Couples. Florence, KY, USA: Brunner-Routledge.
5. White, J. M. & Klein, D. M. (2002) Family Theories, 2nd edn. Sage, Thousand Oaks, CA.
6. Olson, D.H. (2000). Circumplex Model of Marital and Family Systems. Journal of Family
Therapy, 22, 144-167.
7. Sternberg, R. J. (1998). Love is a story. New York: Oxford University Press.
8. Zimmerman, S.L. 1995 Understanding Family Policy: Theories and Applications, London: Sage
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Publications.
9. Boss, P. G., Doherty, W. J., La Rossa, R., Schumm, W. R., & Steinmetz, S. K. (Eds.) (1993) Source
book of Family Theories and Methods: A Contextual Approach. Plenum, New York.
10. Giddens, A. (1992) The Transformation of Intimacy. Polity, Cambridge.
11. Bhasin and Khan Some Questions on Feminism, Kali for Women, New Delhi, 1986.
12. Burr W., Hill R., Nye F. I., Reiss I. L. (1979) Contemporary Theories about the Family, New York,
The Free Press.
13. Epstein, N. B., Bishop, D. S., & Levin, S. (1978). The McMaster Model of Family
Functioning. Journal of Marriage and Family Counselling, 4(4), 19–31.
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_____________________________________________________________________________________
FAMILY LAWS IN INDIA
• Students will learn the historical and legal context of family laws.
• Students will learn various laws that affect families.
• Gain knowledge about different organs of law implementation and their interdependence
• Students will be able to identify areas of social work intervention.
Course Outcome:
• Critically evaluate legislations for family welfare in India.
• Identify gaps in existing legislations and suggest necessary changes.
• Will be able to assist those in need of legal assistance.
• Students will facilitate effective utilization of legal service.
Course Contents:
Unit 1: Laws Relating to Marriage and Divorce (20 lectures)

a) Hindu Law of Marriage and Divorce
b) Muhammedan Law of Marriage and Divorce
c) Christian Law of Marriage and Divorce
d) The Parisi law of Marriage and Divorce
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e) Special Marriage Act 1954
Unit 2: Laws against Violence (15 lectures)
a) Protection of Women from Domestic Violence Act 2005
b) Dowry Prohibition Act 1961
c) PC & PNDT Act, 2003
d) Sec 498A & 304B
Unit 3: Laws on Adoption (5 lectures)

a) Hindu Adoption and Maintenance Act, 1956
b) Law Relating to Minority and Guardianship
Unit 4: Law on Inheritance and Succession (10 lectures)
a) Hindu Succession Act, 1956
b) Muhammedan law of Inheritance
Unit 5: Other legislations (10 lectures)

a) Maternity Benefit Act, 1961 & Amendments
b) Medical Termination of Pregnancy Act, 1971
c) Family Courts Act, 1986
References:
1. Agnes, Flavia (2011) Family Law: Marriage, Divorce, and Matrimonial Litigation, Vol. II, New
Delhi, Oxford University Press.
2. Agarwal, K. B.( 2010. ) Family Law in India, Netherlands, Kluwer Law International
3. Narender Kumar Constitutional Law of India, Allahabad Law Agency, 2006.
4. Reddy, G.B. (2000) Women and the Law, Gogla Law Agency, Hyderabad.
5. Chavan, Nandini, Personal Law Reforms and Gender Empowerment, Hope.
6. Dr. Devinder Singh Human Rights and Women and Law, Allahabad Law Agency, Faridabad.
7. Shobha Saxena Crimes Against Women and Protective Laws, Deep & Deep Publication, New
Delhi.
8. V.K. Shukla Constitution Laws of India, Revised by Mahendra P. Singh, Eastern Book Company,
Lucknow.
9. Justice A.S. Anand Justice for Women-Concerns and Expressions, Universal Law Publishing Co.
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Pvt. Ltd., Delhi.
10. Diwan Paras Family Law, (Law of Marriage and Divorce in India), Sterling Publishers Pvt. Ltd.,
New Delhi, 1983.
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_____________________________________________________________________________________
SOCIAL WORK WITH FAMILIES: INTERVENTION AND SKILLS
• To develop an understanding about the significance of social work practice in the field of
family welfare.
• Students will learn skills, techniques, different therapies, programmes of helping families.
• Students will learn the unique challenges faced by families in difficult situations.
• Will connect families with available family support programmes.
Course Outcome:
• Students will develop sensitivity to work with families in difficult situations.
• Students will gain knowledge, learn techniques and gain skills to work with families.
• Develop family intervention programmes and practice at field level.
• Students will be ready to work as therapists, counsellors, family life educators under
supervision
Course Contents:
Unit 1: Family as a Client System (5 lectures)

a) Understanding of Family as a Client System
b) Skills and Techniques in Working with Families
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c) Role of Social Worker in Family
Unit 2: Interventions with Families (15 lectures)
a) Family Guidance and Family Counselling
b) Family Therapy: Structural Family Therapy; Problem Solving Therapy; Milan Systems Therapy;
Solution Focused Therapy; Psychodynamic Family Therapy; Cognitive Behavioural Family Therapy;
Narrative Therapy and Experiential Family Therapy
c) Family Enrichment Programmes
Unit 3: Family Support Programmes (10 lectures)
a) Premarital and Marital Counselling
b) Couple and Family Counselling: Issues
c) Process and Stages of Couple and Family Counselling
d) Genetic Counselling
e) Settings: Family Courts; Short Stay Home and Respite Care; Family Welfare Clinics; Adoption &
Foster Care Agencies
Unit 4: Family Life Education (10 lectures)
a) Family Life Education – Concept, Philosophy, Goals and Significance of FLE in the Context of
Quality of Life
b) Value Education as a part of FLE Programme, Objectives
c) Areas of Family Life Education: Premarital Preparation, Marriage and Married Life, Planned
Parenthood, Family Relationships, Communication in Family, Home Management, Aging and
Retirement, Special focus on Adolescent Life Skill Training
d) Preparation and Implementation of FLE programme: Qualities and Skills Required for Family Life
Educator
Unit 5: Social Work Interventions for Families (20 lectures)
a) Families Living in Poverty
b) Families of Prisoners
c) Families with Persons Living with Disability
d) Migrant Families
e) Families of Victims of Domestic Violence
f) Transgender Families
g) Families Affected by Disasters
h) Families with Chronic Illness
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i) Families from Diverse Cultural and Linguistic Backgrounds
j) Elderly Living in Families
References:
1. Constable R., Lee D. B. (2015) Social work with families: Content and process, 2nd edition,
Chicago, Lyceum Books
2. Holland Sally. 2011. Child & Family Assessment in Social Work Practice, , 2nd Edition, SAGE
Publication India Pvt Ltd, New Delhi.
3. Jowit, Maureen & Loughlin, Steve O. (2007). Social Work with Children and Families, Great
Britain: Learning Matters Ltd.
4. Chowdhary A. 2006 : Family Life Education in India. Rawat Publication, Jaipur.
5. Constable, Robert & Danniel B Lee. (2004). Social Work with Families: Content and Process,
Chicago, USA: Lyceum Books Inc.
6. Constable, Robert & Danniel B Lee. (2004). Social Work with Families: Content and Process,
Chicago, USA: Lyceum Books Inc.
7. Pat, Starkey. (2000). Families and Social Workers: the work of Family Service Units, Great
Britain: Liverpool University Press.
8. Collins, D., Jordan, C., & Coleman, H. 1999 An Introduction to Family Social Work, Wadsworth
Publishing.
9. Butter C. and Joyce V. (1998); Counselling Couples in Relationship, An Introduction to the
Relate Approach.
10. Devi Laxmi.1998. Encyclopaedia of Child and Family Welfare Vol.1 – 6.
11. Goel Manju (1997). Marital disputes and Counselling Methodology, Vol.1, New Delhi: APH
Publishing Corporation.
12. Desai Murli (ed) (1994), Family and Interventions – A Course Compendium, Bombay, Tata
Institute of Social Sciences.
13. Bubenzer, Donald L. & West, John D. (1993), Counselling Couples, Sage Publications, New
Delhi.
14. Nichols,Michall P. & Richard, C (1991) (2nd edition), Family Therapy Concepts and Methods,
London : Allyn and Bacob.
15. Arous 1990: Handbook of Family Life Education, Vol.I, Sage Publications, New Delhi.
16. Dave Indu 1983, The Basic Essentials of Counselling, New Delhi, Sterling Publishers Pvt. Ltd.
17. Jordon William, 1983, The Social Worker in Family situations, London: RoutledgeKegan Paul.
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18. Larlton E, Munson (1983) Social Work with Families – Theory and Practice, New York : The
Free Press.
19. Haritman. A. and J. Laird. 1982. Family Centered Social Work Practice. New York: Free Press.
20. Social Work Practice with Families, A Resiliency-Based Approach, Second Edition, Mary
Patricia Van Hook, University of Central Florida, Lyceum Books INC.
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_____________________________________________________________________________________
BASIC ISSUES IN HUMAN RIGHTS
• To gain an understanding about Human Rights and issues pertaining to Human Rights
violation.
• To comprehend international, national and regional perspectives in Human Rights.
• To learn about different instrument, agencies and legislations safeguarding Human Rights.
Course Outcome:
• Human Rights education will bring out attitudinal change in students.
• It will enable students to face the challenges of the pluralistic society in the midst of rising
conflicts, tensions and violence.
• It will develop competency among students to apply knowledge of human rights in social
work practice.
Course Contents:
Unit 1: Concept and Historical Perspective (3 lectures)

a) Concept: Civil Rights, Human Rights and Classification of Human Rights
b) Social justice and Jurisprudence, Principles of Natural Justice
c) Ombudsman
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d) Evolution of the concept of Human Rights as an International endeavour
Unit 2: Human Rights and Indian Society (4 lectures)
a) Evolution of Human Rights Movements in India
b) Inequality and Injustice in Indian society: Social, Economic and Political Perspective
c) Social, Economic and Political Problems of Enforcement of Human Rights
Unit 3: International Instruments in Relation to Human Rights (8 lectures)
a) International Bill of Human Rights: Universal Declaration of Human Rights, International
Covenant on Civil and Political Rights,1966, International Covenant on Economic, Social and
Cultural Rights,1966
b) Human Rights in Armed Conflict and Rights of Refugees: Geneva Conventions on International
Humanitarian Law, 1949
c) Convention on the Elimination of all forms of Racial Discrimination,1965
d) Convention on the Elimination of All Forms of Discrimination Against Women CEDAW,1979
e) Beijing Declaration and Platform for Action,1995
f) Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment,
1984.
g) Convention on the Rights of Persons with Disabilities 2006
h) Declaration on the Rights of Indigenous People (UN,2007)
i) Convention on the Rights of Older Persons
Unit 4 : Emerging Dimensions of Human Rights (10 lectures)
a) Human Cloning, Surrogacy and IVF
b) Life-Saving Technologies: Organ Transplant and Sale
c) Euthanasia
d) Emerging Issues and Concerns related to Sexual Minorities
e) Rights of the people with HIV/AIDS
f) Commercial Sex Workers
g) Migrant Workers and Human Rights
h) Ethnic Issues and Human Rights
i) Globalization, Privatization, Health and Human Rights
j) Environment and Human Rights: Right to Environment v/s Right to Development
k) Hazards of Industrial Waste and Discarded Technology
l) Custodial Violence
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m) Livelihood as Human Rights Issues
n) Development as a Human Right
o) Displaced Persons & Human Rights
p) Case Studies on Human Rights Violations in India and Judicial Response to Such Violations
Unit 5: Human Rights: International Agencies & NGO’s (5 lectures)
a) Role of International Agencies in Promoting Human Rights: Amnesty International, UN High
Commissioner for Human Rights, UN Special Procedure: Country Rapporteurs & Thematic
Procedures, International Criminal Court, International Court of Justice
b) Role of NGO’s in Promoting Human Rights
References:
1. AjitBhattacharji, 1997,Social Justice and the Indian Constitution, Simla Indian Institute of
Advanced Studies
2. Basuttil J. &Blsekburn R., 1997, Human Rights for the 21st Century, London Prentic Hall.
3. Ferguson, L et al 2004, Globalization, Global Justice and Social Work, London: Routledge T&F.
4. Government of India, 1987,Encyclopedia of Social Work in India (Vol 1-4), New Delhi: Ministry
of Information & Broadcasting.
5. Jaiswal P.S. &Jaiswal N., 1996, Human Rights and the Law, New Delhi, Aplt Publishing
Corporation.
6. John S, 2001,(Ed.) Struggle for Survival: A resource book on the status and rights of the Adivasi
communities in India, Pune: National Centre for Advocacy Studies.
7. PanditV,l 2000, Fearless Minds: Advocacy Resource Book, Pune: National Centre for Advocacy
Studies.
8. Pathak B., 1997, Social Justice and Development of Weaker Section, New Delhi, Inter India
Publication.
9. Sanajoabar N., 1994 Human Rights: Principles, Practices and Abuse, New Delhi, Onson
Publication.
10. Subramanium S., 1997, Human Rights: International Challenges, New Delhi, Manas Publication,
Vol.I. &II.
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Total Marks: 50 Paper Code: MSR360J
_____________________________________________________________________________________
DISSERTATION I/TERM PAPER
• Understanding the application of social work research.
• Develop critical understanding of social issues.
• Comprehending social problems as an outcome of policy limitations.
Course Outcome:
• Students will learn to apply theoretical knowledge in practice.
• Students will be prepared for taking-up independent research work.
• Students will gain analytic perspective in regard to social issues.
Course Contents:
Unit 1: Proposal Writing

Unit 2: A Framework for the Introduction Chapter
Unit 3: Literature Review
Unit 4: Developing Tools of Data Collection
Unit 5: Term Paper/Article Publications (Based on the topic assigned)
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*Term Paper: A Student may also choose to write a Term Paper in the area of her/his interest in the
field of Social Work. The topic for the Term Paper may be chosen in 3rd semester.
---------- × ----------
SEMESTER: IV
Specialization I- Human Resource Development and Management
WELFARE AND SOCIAL SECURITY

• To know the relevance and applicability of labour welfare in the industry.
• To understand the legal provisions relating to labour welfare in different industries.
• To develop the knowledge on various statutory / legal aspects.
Course Outcome:
• To understand the nature of labour welfare.
• To identify the different steps in administration of the welfare schemes.
• To understand the importance of social security.
• To learn about the different legal provisions related to social security.
Course Contents:
Unit 1: Labour Welfare (8 lectures)

a) Definition, Scope, Classification, Theories of Labour Welfare
b) Development of Labour Welfare in India, Role of Government, Employer and Trade Union in
promoting labour welfare activities
c) Role and Functions of Labour Welfare Officer
Unit 2: Welfare Funds and Workers’ Education Scheme (8 lectures)
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a) Labour Welfare Funds: Sources of Labour Welfare Funds, Assistance provided under Labour
Welfare Fund Schemes
b) Different Welfare Funds and their Legislative Statutes
c) Worker’s Education Scheme: Objectives of the Central Board for Workers’ Education (CBWE),
Important Activities of CBWE
d) Economic Implications of Worker’s Education Scheme, Suggestions and Recommendations of
Worker’s Education Scheme
Unit 3: Occupational Health & Voluntary Welfare Measures (7 lectures)
a) Occupational Health & Voluntary Welfare Measures: Study of Working Conditions and Hazards
in Factories, Mines, Plantations and Docks
b) Statutory and Non Statutory Welfare Measures for Workers in Unorganized Sector
Unit 4: Industrial Hygiene and Health: (7 lectures)
a) Industrial Hygiene and Health: Occupational Hazards and Diseases
b) Role of Industrial Social Worker in promoting the Occupational Health at Workplace
Unit 5: Industrial Accidents (7 lectures)
a) Industrial Accidents: Causes, Prevention, Statistics and Records, Safety Administration
b) Measures for ensuring Industrial Safety, Statutory Provisions for Industrial Safety (Under
Factories Act, 1948; Plantation Labour Act,1951; Mines Act, 1952; Shops and Establishment Act
1964)
Unit 6: Legislations for Labour Welfare (8 lectures)
a) Legislations for Labour Welfare in Different Types of Industries: The Factories Act, 1948; The
Plantation Labour Act, 1951; The Mines Act, 1952
b) The Motor Transport Workers Act, 1961
c) The Contract Labour (Regulations and Abolition) Act, 1970
Unit 7: Social Security (7 lectures)
a) Social Security: Concept, Objectives, Methods of Social Security, ILO and Social Security
b) Social Security in India, Review of Social Security System, Social Security for the Organized
and Unorganized Sector
Unit 8: Legislations Relating to Social Security (8 lectures)
a) Legislations Relating to Social Security: The ESI Act, 1948, The Employees Provident Fund
and Miscellaneous Provisions Act, 1952
b) The Payment of Gratuity Act, 1972, Employees Compensation Act, 1923
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c) The Maternity Benefit Act, 1961
References:
1. Sivarethinamohan, R. (2010). Industrial Relations and Labour Welfare: Text and Cases. PHI
Learning Pvt. Ltd.
2. Mariappan, K. (2011). Employment Policy & Labour Welfare in India. New Century
Publications.
3. Sarma, A.M. (2015). Welfare of Unorganised Labour. Himalaya Publishing House.
4. Sharma, J.P. (2018). Simplified Approach to Labour Laws. Bharat Law House (P) Ltd.
5. Gupta, C.B. (2000). Industrial Relations & Labour Laws. Sultan Chand, New Delhi.
6. Kapoor. N.D. (2006). Handbook of Industrial Laws. Sultan Chand, New Delhi.
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CORPORATE SOCIAL RESPONSIBILITY
• To understand the scope and complexity of corporate social responsibility.
• To gain knowledge on the impact of CSR implementation on corporate culture, particularly as
it relates to social issues.
• To acquire skills to frame CSR policies and practices appropriate to the Indian workplace.
Course Outcome:
• To understand the concept of CSR.
• To understand the significance of CSR in the business scenario.
• To learn about the role of stakeholders in CSR.
• To be aware of different CSR initiatives in Indian industries.
Course Contents:
Unit 1: Corporate Social Responsibility (8 lectures)

a) Concept, Definition, Functions, Stages and scope of CSR
b) Objectives, Evolution of CSR (a moral argument for CSR, a rational argument for CSR, an
economic argument for CSR, strategic context of CSR)
c) Types of CSR (Economic. Legal, Ethical and Philanthropic)
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d) Carroll’s Model of CSR (Pyramid of CSR)
e) Challenges of CSR, Traditional and Modern view of CSR, Iron law of Social Responsibility, The
Social Contract.
Unit 2: The Role of Stakeholders in CSR (8 lectures)
a) Stakeholder meaning, Classification of Stakeholders (Managers, Employees, Customers,
Investors, shareholders, Suppliers, Government, Society, local community)
b) Stakeholder Advocacy, Stakeholder Perspectives on CSR, Stakeholder Theory, Regulations and
Implications
Unit 3: ILO Instruments on CSR (8 lectures)
a) The ILO Tripartite Declaration of Principles concerning Multinational Enterprises and Social
Policy Stakeholders and Perspectives
b) Interest Groups Related to CSR, Tools of CSR, Business Benefits of CSR
Unit 4: Standards and Codes (8 lectures)

a) ISO 14001, OHSAS 18001, SA- 8000, OECD Guidelines for Multinational Companies, Global
Compact, AA1000, BS-ISO Guidelines on CSR Management (ISO 26000)
b) Codes formulated by UN Global Compact – UNDP, Global Reporting Initiative, Evaluating &
Reporting Performance of CSR Initiatives - Social Accounting, Environment Audits and
Performance Measurement
Unit 5: Designing & Implementing CSR (7 lectures)
a) Designing a CSR policy, Factors influencing CSR policy, Managing CSR in an organization, Role
of HR Professionals in CSR
b) Implementing CSR, CSR in the Marketplace, CSR in the Workplace, CSR in the Community,
CSR in the Ecological Environment.
Unit 6: CSR & Sustainability (7 lectures)
a) Environment and social issues, labour and related issues, ethical and governance issues,
Human Rights - UN Charter, Section 135 of Companies Act 2013, Concept of PPP
b) Sustainability – Concept, Meaning and Definition, Triple bottom line approach, Brundtland
Report, Sustainability and Cost of Capital
Unit 7: Strategic CSR (7 lectures)
a) Balance between Organization means and ends, How Globalization affects on CSR
b) Globalization - Threat or Opportunity for CSR, Strategic CSR Model, CSR as Competitive
Advantage
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Unit 8: CSR in India (7 lectures)
a) Legal provisions and specifications on CSR, Case Studies and Good Practices in India. TCCI
(Tata Council for Community Initiatives), Tata Model on CSR, National CSR HUB, TISS
Mumbai, Success and failure with CSR initiatives, CSR Awards in India, Role of social workers
in CSR
References:
1. Reddy, Sumati and Stefan Seuring. (2004). Corporate Social Responsibility: Sustainable Supply
Chains. Hyderabad: ICFAI University Press.
2. Crane, A. et al., (2008). The Oxford Handbook of Corporate Social Responsibility. New York:
Oxford University Press Inc.
3. Benn & Bolton, (2011). Key Concepts in Corporate Social Responsibility. Australia: Sage
Publications Ltd.
4. Schwartz, Mark S. Corporate Social Responsibility and Ethical Approach. Broadview Press.
---------- × ----------
STRATEGIC HUMAN RESOURCE MANAGEMENT
• To help participants to appreciate the significance of human resource management as a
strategic tool in organizations.
• To develop capability to understand strategic HR issues in organizations and thus enable the
participants to make appropriate choices in dynamic business environment.
• To enable participants to create sustainable sources of competitive advantage in
organizations through application of concepts of strategic human resource management.
Course Outcome:
• To develop a perspective of strategic human resource management.
• To understand the relationship of HR strategy with overall corporate strategy.
• To learn about the existing SHRM practices as followed in different organizations.
• To develop an understanding to link HR with firm performance and evaluation of HR effort.
• To get an overview of contemporary issues related to SHRM and its unfolding areas in future.
Course Contents:
Unit 1: Introduction to SHRM (12 lectures)

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a) Evolution of Strategic Human Resource Management (SHRM); HR, SHRM & Corporate
Strategy
b) Challenges in SHRM; Resource based view of a Firm; Investment Perspective of SHRM; HR
Architecture; HR Competencies and HR Competency Model
Unit 2: HR Strategies (12 lectures)
a) Importance of HR in Strategy Formulation, Strategic Approach to HR Functions (planning,
acquisition, training, development, reward and compensation)
b) Types of HR Strategies, Strategic HRD, Developing HR Strategies; Managing Workforce
Diversity
Unit 3: SHRM in Practice (12 lectures)
a) Identifying Strategic Positions; Managing Employee Relations - Unions and Strategic
b) Collective Bargaining; Strategic Change, Restructuring and SHRM; Employee Engagement and
Well-being; Matching Culture with Strategy; Behavioural Issues in Strategy implementation
Unit 4: SHRM and Business Performance (12 lectures)
a) SHRM for Competitive Advantage; High Performance Work Systems and SHRM
b) HRM and Firm Performance; Evaluating SHRM Effectiveness; HRM and Customer Outcomes;
HR Metrics; HC Bridge Framework Model
Unit 5: Trends and Issues in SHRM (12 lectures)

a) HR Implications of Mergers and Acquisitions; Outsourcing and its HR Implications
b) Human Resource Strategy in International Context; Seat at the table effort; HRM in
Developing Countries; Technology and HRM; Corporate Ethics, Values and SHRM; Future of
SHRM
References:
1. Agarwala, Tanuja (2007) . Strategic Human Resource Management. Oxford University Press.
2. Baron, James N. & David M. Kreps (1999). Strategic Human Resources – Frameworks for general
managers. Wiley.
3. Greer, C.R. (2001). Strategic Human Resource Management: A General Managerial Approach.
Pearson Education.
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4. Tyson, Shaun. Strategic Prospects for HRM. Jaico Publishing House.
5. Mello, J. A. (2006). Strategic Management of Human Resources. South Western.
6. Schuler, R. S. & Jackson, S. E. (2007). Strategic Human Resource Management. India: Wiley.
---------- × ----------
INTERNATIONAL HUMAN RESOURCE MANAGEMENT

• To have a comprehensive understanding of the international HR practices and issues.
• To understand the basic problems inherent in IHRM.
• To gain knowledge, understanding, ability and skills to analyze IHRM in contemporary
firms.
Course Outcome:
• To understand issues, opportunities and challenges pertaining to international HRM.
• To develop competency in dealing with cross cultural situations.
• To evaluate the effectiveness of human resource policies and practices in different national
and organizational settings.
• To understand and critically assess the opportunities and challenges involved in managing
global workforce and international careers.
Course Contents:
Unit 1: Introduction to IHRM (9 lectures)
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a) Definition, Reasons for going global, Difference between IHRM and Domestic HRM
b) Models of IHRM – Matching Model, Harvard Model, Contextual Model, 5P Model European
Model, Culture and Employee Management Issues, Sensitivity to Cultural Diversity
Unit 2: Recruitment, Selection and Staffing in International Context (9 lectures)
a) International Managers- Parent Country Nationals, Third Country Nationals, Host Country
Nationals
b) Advantages and Disadvantages of different Selection Methods
c) Different Approaches to Multinational Staffing Decisions, Selection Criteria and Techniques,
Use of Selection Tests, Interviews for International Selection
Unit 3: Training & Developing in International Context (9 lectures)

a) Context Backdrop of International Training, Types of Expatriate Training, HCN Training,
b) Knowledge Transfer in MNCs
c) Performance Management: Performance Appraisal of Expatriate
d) Third and Host Country Employees, Specific Performance Management Practices
Unit 4: International Compensation (9 lectures)
a) Forms of Compensation and factors that Influence Compensation Policy
b) Key Components of International Compensation, Approaches to International Compensation,
Emerging Issues
Unit 5: Performance Management (9 lectures)
a) Performance Management and MNE, Constraints in Goal Attainment, Performance
Management Cycle
b) Performance Management of International Assignees, Third and Host Country Employees,
Issues and Challenges in International Performance Management, Country specific
Performance Management Practices
Unit 6: Industrial Relations and Strategic HRM (8 lectures)
a) International Practices in Industrial Relations, Shifts in IHRM and IR, International Strategic
Human Resource Management
b) International Labour Standards, Global Unions, Regional Integration and Framework
Agreements
c) HR/IR Issues in MNCs and Corporate Social Responsibility
Unit 7: HRM Practices in different Countries: (7 lectures)
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a) HRM Practices in Japan, USA, UK, Turkey, Middle East, India and China and their Culture
b) HRM and other Employee Related Values and Best Practices
c) A Comparison of India with other Listed Countries, Areas of Improvement in Indian Systems
and Culture
References:
1. Peter J Dowling & D E. Welch: International Human Resource Management, Cengage Learning
4th Edition IE.
2. Monir H. Tayeb: International Humana Resource Management, Oxford University Press, IE.
3. P. Subba Rao: Essentials of IHRM & IR, Himalaya Publishers.
4. Beardwell I. & Holden L: HRM A Contemporary Perspective, London: Pitman, 1997.
5. Rober L. Mathis & John H Jackson: Human Resource Management, Thomson – Western
Publishers.
6. David A. Decenzo, Stephen P. Robbins: HRM, John Wiley & Sons, Canada Limited, 2010.
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Specialization II
FAMILY & CHILD WELFARE
CHILD AND CHILDHOOD IN INDIA: DEMOGRAPHY AND THEORIES
• To make the students understand about social, legal construct of childhood and the stages of
child development.
• To foster critical reflection about the factors affecting the status and wellbeing of children in
India.
• To gain insights regarding demography of children.
• To develop a critical appraisal of important theoretical approaches in the study of child
development.
Course Outcome:
• To gain a comprehensive understanding about child development.
• To develop an understanding about health & educational needs of children.
• To develop the skills for application of theory in the field of child welfare and child
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development.
Course Contents:
Unit 1: Understanding Childhood (15 lectures)

a) The Social Construct of Childhood
b) The Legal Construct of Childhood
c) Human Life Cycle Approach: Development Stages and Needs from Conception to 18 years
d) Factors affecting Development and Well-being of Children: Age, Gender, Caste, Class, Education,
Social and Cultural Practices, Ethnicity, Religion, Region, Language, Urban Rural Continuum,
Influence of Technology, Parenting styles and Family Relationships
e) Child Development Needs
f) Issues in Adolescence: Self-image, Peer group, Career choice, Sexuality, Education, Vocation and
Other Issues
g) Relationship of Adverse Childhood Experiences on Adult Life
Unit 2: Demographic Profile of Children (2 lectures)

a) Demography of Children in India
b) Demography of Children in West Bengal
Unit 3: Child Health: A Critical Understanding (20 lectures)

a) Child Health Services
b) Causes of Infant Mortality and Morbidity
c) Common Childhood Diseases
d) Psychological Disorders: Conduct Disorders, ADHD, PTSD, Bipolar Disorder, Learning Disability
e) Nutritional Deficiencies, Genetic Disabilities
f) Child Health Services: Immunization
g) Health of Adolescent Girls
h) Health Issues Related with Inadequate Intake of Nutrients among Adolescents
i) Common Nutritional Deficiencies among Children
j) Common Psychological Problems of Children
Unit 4: Education of Children (3 lectures)
a) Early Childhood Education in India
b) Factors of Drop Outs
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c) Intervention of NGOs in the field of Children’s Education (Best Practices)
Unit 5: Theoretical Approaches: (20 lectures)
a) Freud’s Psychoanalytic Theory/ Psychodynamic/ Psychosexual Theory
b) Erikson's Psychosocial Developmental Theory
c) Bandura's Social Learning Theory
d) Piaget's Cognitive Developmental Theory, Neo- Piagetian Theorists
e) Behavioural Child Development Theories
f) Gardner’s Theory of Multiple Intelligence
g) Socio Cultural Theory
h) Routine Activity Theory
i) Control Theory
j) Theories of Juvenile Delinquency
k) Therapies: Dialectical Behaviour Therapy, Storytelling, Play therapy, Art therapy,
Bibliotherapy, Creativity
l) Child Centred Model
References:
1. Parritz, R., & Troy, M. (2014). Disorders of Childhood: Development and Psychopathology (2nd
ed.). Belmont: Wadsworth.
2. Berk, L. E. (2012). Child Development. Pearson Education Inc.
3. Kundu, A. (2012). Sociological Theory. New Dehli: Dorling Kindersley.
4. Desai Murli: Right-based Preventative Approach for Psychosocial Well-being in Childhood.
London. Springer Publishing Company, 2010.
5. Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes and Human
Development. India: Pearson.
6. Choudhary P. Child Survival, Health and social work intervention, Jaipur: ABD Pub. 2008.
7. Shaffer, D.R and Kipp, K (2007). Developmental Psychology: Childhood and Adolescence.
8. Aggarwal J. C, Gupta S (2007) Early Childhood Care and Education: Principles and practices
(Paperback) Shipra Publications.
9. Bose P. Child care and child Development: Psychological perspective, Jaipur. ABD 2006.
10. Crain W. Theories of development. Concept and Application. Fifthe edition. Pearson/Prentice
hall, 2005.
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11. Papalia, D. et al (2004) Human Development, Delhi: Tata McGraw-Hill.
12. Chowdhary, Paul, 2004 Child Welfare & Development, Atma Ram & Sons, New Delhi.
13. A.B.Bose, 2003 The State of Children in India, Manohar Publishers, New Delhi.
14. Empson, J. M., Nabuzoka D. (2003) A typical Child Development in Context, New York: Palgrave
Macmillan.
15. Enakshi, G.T. (eds) 2002, Children in Globlising India- Challenging out Conscience.HAQ Center
for Child Right, New Delhi.
16. Bakshi, I. (1999) Understanding Children and their Problems, Mumbai: Vakils, Feffer and
Simons Ltd.
17. Vasta, R. (Ed), (1992). Six Theories of Child Development: Revised Formulations and Current
Issues. London: Jessica Kingsley Publishers Ltd.
18. www.nfhsindia.org National Family Health Survey, India.
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CHILD WELFARE POLICIES, PROGRAMMES AND LEGISLATIONS
• To familiarize students with policies and programmes.
• To gain knowledge about the legal safeguards related to children.
• To provide an overview on institutional frameworks for children.
Course Outcome:
• Students will gain in depth knowledge about policies and programmes relating to children.
• To enable the students to understand the use of legal remedies in child rights violations.
• To develop a critical understanding on various interventions regarding child welfare and
protection at national & international level.
Course Contents:
Unit 1: Policies on Children (10 lectures)

a) National Policy on Children
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b) National Policy on Child Labour
c) National Charter for Children 2004, National Plan of Action for Children, 2005
d) SAARC Policy on the Female Child
e) SDG for Reducing Infant Mortality Rate
Unit 2: Child Welfare Programmes (15 lectures)
a) Beti Bachao Beti Padhao
b) Integrated Child Development Scheme (ICDS)
c) Sarva Shiksha Abhiyan, Mid-day Meal Scheme, Kasturba Gandhi Balika Vidyalaya Scheme
d) ChildLine India Program
e) ICPS: Conceptual background and Guiding Principles of ICPS, Service Delivery Structures and
Overview of Services
f) Anti-Trafficking Initiatives including Ujwala Programme
g) National Creche Scheme for Children
h) Balika Smridhi Yojana and Sabla Program
i) School Health Programme
j) Rashtriya Bal Kosh
Unit 3: Institutional Frameworks (10 lectures)
a) National Commission for Protection of Child Rights (NCPCR)
b) CARA & State Adoption Resource Agency (SARA)
c) National Institute of Public Cooperation and Child Development (NIPCCD)
d) Organizations in Child Welfare (UNICEF, Save the Children, Plan International etc.)
e) Child Rights Networks
Unit 4: Indian Penal Code and the Child (10 lectures)
a) Section 292 & 293, Section 317, Section 361, Section 363A, Section 366A, Section 366B,
Section 369, Section 372 & 373, Section 375, Section 376, Section 376C)
Unit 5: Laws and the Children (15 lectures)
a) Child Labour (Prohibition and Regulation) Act & Amendments
b) Immoral Traffic (Prevention) Act & Amendment
c) Probation of Offenders Act
d) Juvenile Justice (Care and Protection of Children) Act
e) Protection of Children from Sexual Offences Act & Amendments
f) Prohibition of Child Marriage Act
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References:
1. Freeman, M. D. (2014). The Future of Children’s Rights. Leiden, The Netherlands: Brill Nijhoff.
2. UNICEF 2013 Preventive Strategies for Child Protection.
3. Davis, M. 2012 Social Work Children & Families Palgrave Macmillan.
4. Singh Ajit K.: Family and child welfare. New Delhi. Centrum Press, 2011.
5. Gokhale, S. D. 2009 Child Welfare Policy and Planning Bombay: Popular Prakasam Co.
6. Howell, J. C. (2009). Preventing and Reducing Juvenile Delinquency: A Comprehensive
Framework. Thousand Oaks, CA: Sage Publications.
7. Puri, S, Child Welfare and Development Services. Jaipur: Pointer Publications 2004.
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CHILD RIGHTS AND PROTECTION
• To gain an understanding on child rights and child protection.
• To study the various interventions at both national level and at the international level.
• To develop sensitivity to the needs of children.
Course Outcome:
• To build competency to function as child protection social workers.
• Students will familiarize with Constitution and pertinent social legislations.
• Students will understand the significance of legislations in social work practice.
Course Contents:
Unit 1: Understanding Rights and Protection (6 lectures)
a) Child Rights: Definition, Importance

b) Understanding Child Protection: Definition, Components, Objectives
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c) Child Rights as Human Rights
Unit 2: Child Rights: International Framework (15 lectures)

a) Child Rights: History, UNCRC, Four Cardinal Rights of the Child, Basic Principles and
Constituents of UNCRC
b) Other International Initiatives in Child Rights and Child Protection
c) Implications of India being a Signatory to the UNCRC
Unit 3: Constitutional Provisions Related to Child Rights (12 lectures)

a) Fundamental Rights and Rights of the Child
b) Directive Principles of State Policy and Rights of the Child
Unit 4: Role of Stakeholders in Child Rights & Protection (12 lectures)

a) Role of Family, Community in Protection, Prevention, Intervention and Rehabilitation
b) Civil Society and Media in Protection, Prevention, Intervention and Rehabilitation
c) Role of State in Protection, Prevention, Intervention and Rehabilitation
d) State Child Protection Society, District Child Protection Society, District Child Protection Unit
e) Juvenile Justice Board, Child Welfare Committee
f) Special Juvenile Police Unit, Observation Home, Special Home
g) Exposure visit to Homes/Correctional Institutions
Unit 5: Juvenile Justice Process (15 lectures)
a) Pre-Trial, Trial and Sentencing

b) Probation, Rehabilitation and Social Reintegration
c) After Care Programs
d) Disposition Process, Social Investigation and Reporting and its Impact on Rehabilitation
e) Individual Care Plan (ICP)
f) Best Practices (Local and International)
g) Exposure Visit for Undertaking Case Studies
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References:
1. Kumari, V. (2017). The Juvenile Justice (Care and Protection of Children) Act 2015: Critical
Analyses. Gurgaon, Haryana, India: Universal Law Publishing, an imprint of LexisNexis.
2. Naidu Y Gurappa: Child Rights, Law and Development - Emerging Challenges. New Delhi.
Serials Publications, 2012.
3. OCWTP (2011) Assessing Child Vulnerabilities, Ohio Child Welfare Training Program (Web)
4. The Essentials of Child Protection – A Handbook for Beginners, (2008) Childline India
Foundation
5. Munro, E. (2008) Effective Child Protection, London: Sage.
6. Childline (2008) The Essentials of Child Protection: A Handbook for Beginners, Mumbai:
Childline India Foundation.
7. Jackson, H. and Nut tall, R 2007 Children abuse: Effects on clinical, personal and professional
lives, New Delhi: Sage Publications.
8. Pillai .M.G, 2004 Child Abuse, Pointer publishers, Jaipur.
9. Rao ,Venakaterwara, 2004 Child Rights, Manak publications, New Delhi.
10. Bajpai, A, 2003, Child Rights in India- Law Policy and Practice. Qxford Univerisity Press Delhi.
11. Choudhury D. Paul 2003 Manual of Child Welfare. Delhi: Atma Ram and Sons.
12. Adenwalla Maharukh: Child rights and Law: A Guidebook for Legal Interventions. Mumbai.
Child Line, 2002.
13. GoI (Undated) The Integrated Child Protection Scheme, Government of India (pp 5 - 28) (Web).
14. Bueren, G. V. (1998). The International Law on the Rights of the Child. The Hague: Martinus
Nijhoff.
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SOCIAL WORK WITH CHILDREN IN VULNERABLE SITUATIONS
• To develop a critical understanding of the situation of children in difficult circumstances.

• To enable the students to develop a basic understanding of interviewing and assessment.
• Child Protection and care mechanisms.
• Building the capacity of students and exploring opportunities for working in the area of child
protection.
• To impart knowledge on specific social work intervention in dealing with children.
Course Outcome:
• The students would be competent to address emergent issues and concerns of children with
sensitivity.
• Aims at creating professionals who will utilize the substantive knowledge in the realm of
rights based approach to respond to the challenges of a dynamic socio-economic-political
situation and system.
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• To fulfil the gap of trained child protection practitioners who recognize the needs of
vulnerable children, and equipped with perspectives and skills required for working with
vulnerable children.
Course Contents:
Unit 1: Vulnerability Analysis (10 lectures)
a) Definition of Vulnerability and Vulnerable Children

b) Settings or Habitats of Children and its Effect on Vulnerability: (Family, Institutions, Streets etc.)
c) Magnitude of Abuse, Neglect, Violence and Exploitation Cases and Causal Factors
d) Factors that lead to Vulnerability of Children
e) Child Vulnerabilities, with a Particular Focus on West Bengal
Unit 2: Psycho-Social Aspects of Vulnerable Children (16 lectures)

a) Child Labour
b) Physically / Emotionally / Sexually Abused Children
c) Children with Disabilities
d) Child Trafficking and Children in Institutions
e) Children in Disaster Situations and Displaced Children
f) Children in Conflict with Law and in Armed Conflict
g) Child Poverty: Multi-dimensional Deprivation
h) Issue of Street Children and Missing Children
i) Children Living with Life Threatening Diseases
j) Impact of Family Migration on Children
k) Orphan, Abandoned and Destitute Children
l) Children affected by HIV/AIDS
m) Children Affected by Substance Abuse
n) Children brought up by Single Parent
Unit 3: Child Protection and Care Mechanisms (10 lectures)
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a) Government and Civil Society Partnership for Child Protection
b) Issues in Institutional Care, Shelter homes, Aftercare home, Special home and Observation
home
c) Non-Institutional Care for Children: Adoption, Foster Care and Sponsorship
d) United Nations Guidelines for Alternate Care, Understanding Concept of Alternate Care.
Available Models of Alternate Care for Children
Unit 4: History Taking, Assessment and Case Management (10 lectures)
a) History Taking of Children: Preparing the Child, Ensuring Safety for the Child, Current
Circumstances of the Child. Family Risk Assessment. Family and Child Strength and Need
Assessment. Family Reunification and Alternate Care Assessment
b) Case Management: Definition, Principles, Stages
c) Development of Child Plan and Updation
d) Techniques in Case Management: Rapid Response, Facilitating Transitions, Intermediate and
Long Term Planning, Maintaining Normalcy, Continuum of Care Concept, Role of Social
Worker in Case Management
Unit 5: Social Work Intervention with Children (14 lectures)
a) School Social Work: Concept, Assessment, Intervention, Evaluation and Functions of School
Social Worker
b) Community based Programmes for Drop outs, Child labour, Child Marriage, Child Health etc.
c) Outreach Work at Railway Stations
d) Intervention at Hospitals, Child Guidance Centres or Clinics
e) Skill Building with Adolescents
f) Direct Work with Specific Vulnerable Groups of Children (Children with Disability, Child in
Addiction, Child Sexual Abuse etc.)
g) Dealing with Trauma and Abuse
h) Rehabilitation Work with Children Rescued from Trafficking or Children within the Juvenile
Justice System
References:
1. Brotherton, G. & Cronin, M. (2013). Working with vulnerable children, young people and
families. London: Routledge.
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2. Holland Sally. (2011). Child & Family Assessment in Social Work Practice, 2nd Edition, SAGE
Publication India Pvt Ltd, New Delhi.
3. Ruch Gilliam. (2009). Post Qualifying Child Care Social Work, Sage Publications, Los Ageles.
4. Nigudkar, M.&Kashyap, L. (2009) Skills of Communicating with Children, Mumbai: TISS.
5. Hanh, T. N. (2013) Planting Seeds: Practicing Mindfulness with Children, California: Parallaz
Press.
6. Tait, A. & Wasu, H. (2012) Direct Work with Vulnerable Children: Playful Activities and
Strategies for Communication, London: Jessica Kingsley Publishers.
7. Nigudkar, M.; Kashyap, L. (2009) Skills of Communicating with Children, Mumbai: TISS.
8. Ruch, G. (2009) Post-qualifying Child Care Social Work - Developing Reflective Practice,
London: Sage.
9. Child in Need of Special Protection, East Asia and the Pacific, A UNICEF perspective, 2006.
10. Manreen O’Longhlin and Steve O’ Longhlin (2nd Eds. 2005). Social Work with Children and
Families. UK: Learning Matters Publications.
11. Bhargava. Vinita. 2005 Adoption in India, New Delh, Sage Publications.
12. Kumari, V. et al. 2004 Creative Child Advocacy – Global Perspectives, New Delhi: Sage
Publications.
13. Brahmane, P. (2003) Making Best of Childhood, Pune: Personality School.
14. Butler, I. and Roberts, G. (2004) Social Work with Children and Families: Getting into Practice,
Second Edition, London: Jessica Kingsley Publishers.
15. Cotton Mathew: An Introduction to Working with Children: A Guide for Social Workers. New
York. Palgrave Publishers, 2001.
16. Devi Laxmi.1998. Encyclopaedia of Child and Family Welfare Vol.1 – 6, Child Development: An
Introduction, 1st Edition, Anmol Publication, New Delhi.
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MEDIA AND SOCIAL CHANGE
• To understand the elements, models and types of communication, media literacy,

information literacy, and digital literacy.
• To acquaint the students to the most recent analytical approaches to media and social
change.
• To make the students understand competencies required by social workers for addressing
social issues using media and information literacy.
Course Outcome:
• Students will able to understand social realities and issues from the lens of media.
• Students will be able to understand how knowledge of media and information literacy is
helpful for social workers for critically attending social issues.
• Students will be able to develop and sharpen skills for using media, information and digital
communication.
(95)
• Students will be able to design media centric strategies to bring about social change.
Course Contents:
Unit 1: Media-Society Linkage (4 lectures)

a) Definition of participatory communication. Importance of participatory communication
b) Media and Mediation: mass media as major agency of participatory communication
c) Interface of media agenda and policy agenda
Unit 2: Types of Media and Society (8 lectures)

a) Traditional [folk; indigenous], mainstream [print, electronic, audio-visual] and
emerging [web; social media; community media; citizen media] media
b) Media in building participatory and inclusive society [with special reference to
disadvantaged and marginalized groups]
c) Media: Critical understanding of the power of media [To be discussed with the help of
case studies]
Unit 3: Development Communication/ Communication for Development (12 lectures)

a) Participatory media’s role in behaviour change strategies and models [SMCRE Model;
Social Marketing strategy; Entertainment Education strategy; Adoption Ladder Model;
Integrated model]
b) Critique of media reductionism
c) Complementary role of human agency - Capability approach, Rights-based approach
d) Diffusion of innovation, Dominant paradigm
Unit 4: Media Strategization (6 lectures)

a) Formulation of media-centric strategies for rural and urban development [combining
positive factors and constraints]
b) Case Studies [with specific focus on India]
References:
1. Bella Mody, Designing Messages in Development Communication, Sage Publications, 1991.

(96)
2. Bessette, Involving the Community: A Guide to Participatory Development Communication,
Southbound/IDRS (Penang), 2004.
3. Dipankar Sinha, Development Communication: Contexts for the Twenty-first Century, Orient
Blackswan, 2013.
4. Elihu Katz and T. Szecsko eds., Mass Media and Social Change, Sage, 1981.
5. Jan Servaes ed., Communication for Development and Social Change, Sage Publications, 2008.
6. Karin Gwin Wilkins and Thomas Tufte eds., Handbook of Development Communication and
Social Change, Wiley-Blackwell. 2014.
7. Shirley A. White (with Sadanandan Nair and Joseph Ascroft) eds. Participatory Communication:
Working for Change and Development, Sage Publications, New Delhi, 1994.
8. Sonia Livingstone, Sonia (2015) From Mass to Social Media?: Advancing Accounts of Social
Change. Available at: http://eprints.lse.ac.uk/62075/
9. Valerie Alia, Media Ethics and Social Change, Edinburgh University Press, 2004.
10. WACC, Media Ownership and Citizen Access: A Global Overview, World Association for Christian
Communication (London), 2001.
---------- × ----------
Total Marks: 50 Paper Code: MSR460J
_____________________________________________________________________________________
DISSERTATION II/TERM PAPER
• Understanding the application of social work research.
• Develop critical understanding of social issues.
• Comprehending social problems as an outcome of policy limitations.
Course Outcome:
• Students will learn to apply theoretical knowledge in practice.
• Students will be prepared for taking-up independent research work.
• Students will gain analytic perspective in regard to social issues.
Course Contents:
Unit 1: Methodology
(97)
Unit 2: Data Collection
Unit 3: Data Analysis and Result
Unit 4: Discussion, Recommendations and Conclusion
Unit 5: Term Paper/Article Publications (Based on the topic assigned)
*Term Paper: A Student may also choose to write a Term Paper in the area of her/his interest in the
field of Social Work. The topic for the Term Paper may be chosen in 3rd semester.
XIII. Field Work/Practicum
FIELDWORK/PRACTICUM
[Total no of hrs.: 1000-1200] [100 Marks in each Semester]
Social work is a professional and practical oriented course. Field work is an indispensable part of the
discipline. The supervised field placement is intended to give the students the opportunity to apply
the knowledge and skills attained in the classroom to practical settings. They will do the Fieldwork
in pre-approved organizations. Field work has the dual purpose of promoting the student’s own
learning while contributing to the development of the people with whom students work, especially
the disadvantaged sections of the society.
• To provide exposure to different areas of social work practice.
• To develop critical understanding of social realities.
(98)
• To develop understanding of the issues, problems of the marginalized sections of the society.
• To critically understand and appreciate programmes and projects of governmental and non-
governmental organizations.
• To practice primary methods of social work with individuals, groups and community.
• To develop understanding of the role of social workers in different settings.
Course Outcome:
• Students will develop sensitivity towards the needs and problems of different vulnerable
groups.
• Able to be acquainted with rural and tribal scenario and their socio-economic aspects.
• Students will develop the ability to link theoretical learning with practical realities.
• Students will acquire skills in observation, interviewing, planning, organizing, implementing

report writing and leadership.
• Students will develop professional attitude conducive to deal with human problems.
The field practicum consists of the following
Semester wise Field Work Details
Semester Nature of Fieldwork Days
I • Class room orientation & Orientation visits 2 days in a week
• Concurrent
II • Concurrent 2 days in a week
(99)
III • Specialization Based Fieldwork One month
(Human Resource Development and Management and

Family & Child Welfare)
• Class room orientation
IV • Specialization Based Fieldwork One month
(Human Resource Development and Management and

Family & Child Welfare)
I to III Internship (Summer Placements) One month
I and III Rural Camp (Theme Based) 10 days
IV Block Placement One month
Concurrent Field Work:
Concurrent fieldwork aims at ongoing learning through integration of theoretical constructs into
practice which provides an opportunity to develop intervention skills in real life situations. In the
first and second semester students will be placed for field work in different agencies working in the
areas such as community development, social entrepreneurship, public health & mental health, child
rights, youth development, elderly care and geriatric, correctional services & administration,
juvenile justice, rural and urban development etc.
Rural Camp:
Rural Camp for 10 days (including Travel) in groups will be organized by the Department on a
particular theme/problem. It will acquaint the students with rural and tribal scenario and their
socio-economic aspects. They get familiarized with group dynamics and power structures in
different communities and also enable them to analyze situations. It will also develop attitudes
helpful for effective team work. The camp trains students in the art of organizing and managing
activities and events relating to camp. Besides it will provide opportunities for students of semester
first and third to observe and learn from the activities and functioning of various successful NGOs or
(100)
organizations. One or two Faculties and Social Work Programme Coordinator along with students
will plan, prepare and accompany the students to the camp.
Internship (Non-credit):
Students during Semester I–III will undergo internship as part of fieldwork in development
organizations, industries, mental health and public health institutions, child protection, family
welfare and gender field and so on.
Specialization based Field Work
In the third and fourth semester students will be placed for field work, based on their specialization.
The student will learn more on their specialization field.
Block Placement:
Students will be placed for one-month block field work in their area of specialization. The student
has to send weekly report duly certified by the agency supervisor.
Field Work Tasks /Activities:
1. Observation visits to the governmental or non-governmental organizations. These visits

would be highlighting the role of social work profession. in the given area. Some of the areas
where visits can be organized are: hospitals, primary health centres, psychiatric
departments, schools, skill development programme centres, vocational training centres,
institutional and non-institutional services for special groups- the differently abled, mentally
challenged, migrants, women, street children, elderly, and other vulnerable groups; adoption
agencies, child rights protection facilities, rehabilitation centres, industries, wings of
corporate social responsibility. Criminal Justice System- correctional institutions and
agencies under the Juvenile Justice Act. Civic Administration Centres- Municipal Corporation,
Ward offices, Zila Parishad, Panchayat Samiti, Block Development Office, etc.
2. Familiarization with agency and develop an agency profile with focus on:
• Organizational genesis, organizational types and structure, ideological orientation,

programmes and policies
• Client group
(101)
• What problems are being focused
• What services are being provided
• Role of social workers
• Network with other agencies
• Observe agency functioning
3. Practice the methods of working with individuals and groups in the agency
4. Assist the organization wherever desirable in its ongoing interventions
5. Seek guidance from agency supervisor
6. Attend weekly Individual/Group Conference with field work supervisor
7. Report Writing
8. Attending Individual Conference and Group Conference
10. Preparing presentations
Attendance:
Only those students who have put in minimum of 75% attendance in fieldwork and compiled with
the guidelines provided are eligible to appear for the practicum Examination. Failed candidates in
practicum must redo the practical and will not be promoted to the next semester. Practical
examination will be conducted as per the procedure.
Repeaters / Absentees to field work practicum:
A student who does not fulfil the field work requirements during the given semester will not be
eligible to continue with the course, until he/she repeats the Field Work training programme for
that semester to the satisfaction of the Department.
All repeaters in field work must take prior permission through proper channel from Head of the
Department, to redo their work, with correct details on agency and time frame of field work details
will be provided to Head of the Department. No two field work programme can operate
simultaneously. All such matters are reported to the Dean through proper channel. All other
examination procedures have to be followed.
(102)
Individual and Group Conference:
To facilitate learning, Individual as well as Group conference will be organized every week.
Supervisors are required to visit periodically, supervise and monitor the field work training. All
reports be regularly corrected and weekly individual and group conference be scheduled and held.
Providing counseling support, assistance to the students for effective learning in the field.
Recording/ Report Writing:
Students will be required to maintain recordings of the field work done during the course of their
study. Each student will be assigned a Field Supervisor at the beginning of the year with whom the
student will meet regularly to get personal directions and guidance. The supervisor may also
conduct individual and group conferences to help them to learn skills. A minimum of 15 hours of
Supervised Field Work per week (2 days per week) throughout the course is mandatory for each
student. A minimum of 10 hours should be spent in the agency itself. The remaining hours could be
utilized for special programs, writing of Field Work reports, planning activities in the agency,
Fieldwork conference with the guide etc.
Field Work Supervision:
1. The Department has to take responsibility of planning and monitoring including networking
with agency. The faculty members and Social Work Programme Coordinator should meet as
frequently as required to review the field work programme and strengthen it. The students
are placed in agencies for field work keeping in view the requirement of agency and the
aptitude of the students.
2. All the supervisors have to visit the field work agencies to supervise and monitor the
fieldwork training. The faculty members have to conduct both individual conference and
group conference once/twice in a week to promote effective training.
3. The department should promote agency – supervisor – student interaction by conducting an

interacting session at least once a year.
The Field Work Coordinator is responsible for:
• Preparing yearly fieldwork plan and its execution

• Planning Orientation Programme for 1st semester students
a) Planning orientation visits to different organizations

(103)
b) Invite resource persons for the orientation programme
• Planning Concurrent Fieldwork for 1st and 2nd semester students (generic) to reputed
welfare and development organizations.
• Planning and Organizing Rural Camps (Duration-10days)
• Arranging one-month internship programme for MSW 1st, 2nd and 3rd semester students
• Planning MSW 3rd and 4th semester fieldwork according to specializations
• Planning block placement for 4th semester students (Duration- 1 month)
• Arranging experts for fieldwork viva
• Coordination with COE office for exam related work
• Developing agency profile and networking with fieldwork organizations
• Exploring new areas of fieldwork practice according to professional requirements
Evaluation:
After completion of the fieldwork, the Department will conduct viva voce examination. Here, the
students’ leaning and applicability of theory into practice will be assessed. Field Work will be
evaluated based on student’s performance in the field and recording and the student’s professional
growth in the following areas:
a) Attendance: Attendance in fieldwork and IC/GCs
b) Field work recording: Language, content, logical connection, submitted the reports in
time, etc.
c) Professional Growth: Integration of theory into practice, able to understand the theory
and relates to practice
Skill and Research Laboratory:
Social work education lays great emphasis on developing appropriate skills required for working
with people and organizations effectively. This is significant because the professionally trained
social workers are one of the important agents of change. The laboratory experience offered by the
department provides organized opportunities and simulated experiences for the trainees for
developing the necessary understanding, skills and expertise for working with people and doing
research. The Skill Laboratory which is a unique feature of the department, which enables students
to develop skills necessary for understanding self, communicating, interviewing, making audiovisual
presentations and recording. The Research Laboratory provides the students with experience in
(104)
designing research and project proposals, preparing tools for data collection, data processing and
analyzing data, using statistical tests and presenting research data.
Field Action Project (FAP):
The department will initiate Field Action Projects to strengthen the curriculum components of the
MSW and research courses. University keeping the professional development spirit in view extends
all kinds of support to establish Field Action Projects in emerging areas. Field Action Projects are
innovative and constructive practice of social work education, practiced and research. Action
research and participatory research is adopted through FAPs to empower the communities both
rural, urban and tribal. Need-based and community-based projects are launched in the adopted
villages/urban areas by the faculties of the Department. FAPs provide opportunity for dual learning
and outcome; it benefits both students and the communities. The duration of the FAPs will be
generally for one year, two year or more.
(105)

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Xavier’s University, Kolkata

SYLLABUS FOR MASTER OF SOCIAL WORK (MSW)

Action Area IIIB

Sl. No. Description Page No.

I. About the Department.................................................................................... 3

IV. About the Programmes……………………………………….................................. 3-4

VI. Programme Specific Outcome………………………………………………………. 4

VII. Eligibility for Admission………………………………………………...................... 4

VIII. Selection Procedure……………………………………………………………………… 4

IX. Attendance Requirement……………………………………….............................. 5

XI. Course Outline………………………………………………………………………………. 5-6

XII. Semester wise Details…………………………………………................................. 8-97

XIII. Field Work………………………………………………………………………………… 98-104

• To transcend in all areas of teaching-learning, research and consultancy.

• To reach out to the unreached through outreach and extension activities.

IV. About the Programmes:

The Department offers Master’s Degree Programme in Social Work (MSW)

Duration- 2 years (Full Time)

• Human Resource Development and Management

VI. Programme Specific Outcome:

• Students will be able to function as administrators/managers in corporates, development

VII. Eligibility for Admission:

VIII. Selection Procedure:

No student shall be considered to appear before examinations unless he/she attains 75 %

XI. Course Outline

MSR431T Strategic HRM 100 40 10 10 80 4

MSR470F Field Work – IV 100 40 – 20 80 6

TOTAL 600 TOTAL 28

T = Theory WT = Written Test P = Practical O = Others (seminar/ presentation/class room activity,

* Specializations offered [Students need to choose anyone]:

PAPER CODE ILLUSTRATION

Masters Regular Paper No. Theory

Signature Signature Controller of Examinations,

• Critical understanding of Indian social, political, economic structure.

Unit 1: Analysis of Various Structures & Societies

Unit 1: Introduction to Professional Social Work (10 lectures)

Unit 2: Historical Development of Professional Social Work (10 lectures)

GR. B: SOCIOLOGY FOR SOCIAL WORKERS

• Students will gain understanding about Indian society.

• Students will be able to relate Sociology with Social Work Practice.

Unit 1: Introducing Sociology: Concepts and Principles

Unit 2: Indian Society: Change and Continuity

1. Bauman Zygmant. (1990). Thinking Sociologically. Blackwell Publishers: Massachusetts.

• Students will develop an understanding of and an ability to adopt multi-dimensional

Unit 1: Social Casework as a Method of Social Work (10 lectures)

Unit 2: Social Casework: Process, Tools and Techniques of Intervention (5 lectures)

• Students will gain skills and techniques in running a group.

Unit 2: Group Work Process and Dynamics (6 lectures)

Total Marks: 100 Paper Code: MSR130T

• Students will understand the concept of community.

Unit 2: Understanding Community Organization (7 lectures)

• Students will be able to apply psychological theories in Social Work practice.

Unit 1: Basic Socio-Psychological Concepts (4 lectures)

Unit 2: Human Development (6 lectures)

Unit 4: Counselling Practice (10 lectures)

Unit 5: Therapeutic Intervention (5 lectures)

GR. A: SOCIAL WORK RESEARCH & STATISTICS

Unit 1: Research and Social Work Research (8 lectures)

a) Research: Definition, Objectives and Classification (Induction, Deduction, Qualitative,

Unit 2: Research Design, Hypothesis and Sampling (10 lectures)

Unit 3: Tools and Approaches of Data Collection (12 lectures)