Part I

INTRODUCTION
Degr student,
Welcome to the Bachelor Degree Programme in Social Work (BSW). The journey towards attaining
a degree can be an interesting one if you accompany us with sincerity and commitment. As a student
of BSW you can be part of an experience which few other courses, if any, can offer you. It is not
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another tall claim, as you will see for yourself. Some of the reasons can be mentioned right away.

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0 Do you want to know what is happening at the ground level and not sit in an ivory tower with
false assumptions? This is one of the few courses that have a practical element integrated in it.
0 Do you want a course that will help you get a job and not simply increase your knowledge? This
is a professional course, which actually improves your chances in job market.
* Do you want to use your knowledge creatively? This is a course, which.focuses on problem
solving in l~umanrelations and can be usefbl in variety of situations.
0 Are you bored with too much theory, which do not seem to be relevant in every day life? This
course will actually allow you to test your theoretical knowledge in the field and learn froin the
experience.
e Are you bored to sit in the classroom for a long time? This course demands that you spent at
least 25 days in the field. ,

Do you want to make a difference in society but you do not know where to start? This course
gives you opportunity to plan and implement basic programmes, which will help people stand on
their feet.
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0 Do you want to do something for the society but you are afraid that you will make silly mistakes?
In this programme an experienced person will guide you and even if you make some mistakes it
is okay as you are a learner.
.e DO' you want to improve your communication skills? You will have plenty of opportunities to do
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skills is one of the key objectives of this course.
that as i~nprovingconl~ni~nication
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e Don't you find your present work meaningfill? This course will qualify you for better oppo~~unities
besides enabling you to see the not so obvious human factors that influence people at work.
o Do you want a professional and purposeful degree? BSW is a recognized degree that
you to pursue higher degrees and help you in
e Are you among those who are not interested in a career in social work and plan to be a housewife,
religious or industrialist, etc.? This is a terminal course and will give you the skills that will help
,I you to do better in any other profession where human relations play an important role, which
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means'virtually every profession or any other calling in life.
But the claim that this is useful course is not a blank cheque. It entails lot of contribution from
your side also. You should help us make the programme work beneficially to you. We suggest
that you sincerely follow the guidelines given in this Field Work Journal.
Take your theory and field work seriously
You might be familiar with theory in your sclrool or college.' But you might not be very fmliliar with the
field work part of the course as it is rarely found in school or college curriculun~.You must remember
that the field work coi~~ponent is given fifty percent of weightage of your core course in social work.
 Ifpou do not complete the mandatory field work of the First Year you will not be allowed to take
the Second Year examinations and if you do not complete the Second Year field work you will not
be allowed to take the Third. Year examinations.
.Field work tips

We sllall begin with some negative a-scriptions of the field work process. Field work is not
'Socially Usefill Productive Work' (SUPW) derogatorily called Some Useful Periods Wasted. It
is not the same as National Service Scheme (NSS) in which you do some social activity. It is
also not social service in which people are given some benefit, though the community or some
individuals may benefit through the field work. It is not a place to indulge in radical activities,
which aims at bringing about social change that one desires.
Field work first and foremost is a learnillg process. Learning takes place consciously as the
learner consciously applies hislher knowledge to the situation. After that shelhe, along with FWS
(Field Work Supervisor) evaluates the process and the FWS gives hirnlher the necessary feedback.
Thus you are the centre of the field work process and it is your learning, which is of paramount
importance. Every thing else is incidental or by the way.
rp, Know your limitations

You're a student and you go to the agency may be once or twice a week. Do not plan anlbitious
programmes which require frequent meetings with persons concerned and a lot of resources.
, Continuity may not be possible in many cases and long-ten11prograrnnles need constant interaction.
s Know the limitations of the agency
The agency may have its limitations - lack of personnel, lack of funds, lack af motivation, poor
leadership, lack of infrastructure, poor relationship with community, factionism, corruption, etc.
which hinder your own performance. But that has to be accepted and that should be the framework
.on which you should work. Also important is your dealing with the wrongdoings in the agency. It
is better to discuss these issues with the FWS and do according to hislher guidance.
9 Use the journal meaningfully
The field work journal is not meant to be read like a textbook but is to be used as a guide in the
field. In your first year you will be doing verbatim recording (explained later). At the beginning of
the field work session your supervisor and you will make a learning plan based on your field
work situation and the field work objectives of BSW (First Year). The learning plan will include
the learnin objectives, the tasks that have to be done in order that the learning takes place and
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how you ar going to show that learning has taken place.
You must see at the end of each field work day whether you have been moving towards these
objectivities by doing the needful tasks or by preparing the groundwork for these tasks..

It is equally important to record the same in your report with your commentslobservations.Failures
and success can be reported truthfully since only then will the exercise become meaningful. You
will have to prepare for the field work conference by jotting do+ the points for discussion.

9 Attendance at field work

h~nsl~czrrkdnfterztl fwe~zfy-five
days offield work in a year.
Attendance at the field work is to be for the full day and leaves have to be compensated with full
field work on other days. Employed learners who are unable to do full day field work should
compensate it by doing the field work on holidays with prior intimation to the FWS.
I11 case you are unable to put in twenty five days of field work in a year you are expected to
compensate the same by adhering to the following options:
1) If the ilumber of field work days to be compensated is less than 10 days you may complete
the same depending on your convenience. However, it is expected that you complete the
first year field work before the second year field work begins.
2) If the ~luinberof field work days to be compensated is more than 10 days you are expected
to do the same under block placement wl~ichmeans that you do field work continuously for
the number of days required.
All these options should be exercised with prior intimation to and approval of the FWS.
Attendance at field work conferences
Attendance at the field work conferences is also compulsory. Equally important is that these
conferences are 1101 vague discussions 011 social work topics but are specific to your problems.
Every one should get an opportunity to speak and you must make use of the opportunity by
your acl~ievementsand failures in an objective manner.
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FIELD W O W COMPONENTS
In Part 11 of'this Field Work Journal we shall jirst list out the objectives of field work of First Year
studeills ofthe Bachelor Degree in Social Work. Silbsequently we sllal1 move on to the discussion on
various field work components.
. Objectives of Field Work for BSW (First Year)
e To develop professional attitude conducive to deal with human problems.
e Developing sensitivity towards the needs and problenls of individuals and families.
e Developing skills to deal with human probleins, skill in teamwork, skills in developing and
lnaintaining rapport with individuals and agencies.
To familiarize the students with the professional role of social workers.
o To develop self awareness and orientation to teamwork.
e To develop skills in report writing and use of supervision.
To develop skills in facing professional social work teacherslinstructors, participating in discussioll
and seeking guidance during individual and group conferences.
The sequential arrangement of the components of Field Work is as follows:
1) Orientation visits
re-
2) Placement
3) Agency client relationship &

4) Assignment of tasks
5) Nature of social work process
6) Teamwork
7) Administrative assig~~ments
8) Recording
9) Field Instriiction

COMPONENT 1 ORIENTATION VISITS

Initial tasks or activities assigned to the student are to visit some of the agencies engaged in social
welfare activities. We may call it orientation visits (in case of induction programme), agency visits (in
case of field work practice/placement) and exposure visits (usually for educational purpose).
The major objectives of orientation visits are: to acquire observation skills and develop a spirit of
imqui~y;to understand society responses to social problems through various services; tq understand,
appreciate and develop ability to critically evaluate the initiative of voluiltslry and gover~lment
programmes. Orientation visits also ailns at developing an appreciation for social work intervention in
these programmes by recording relevant infom~ationabout the client system and the problen~/concenl;
 the selection of prograrnmeslstrategies for solving the problem and its rclevance to the client system;
the role of the social worker and its relevance to the client's needs and the problem; the relationship
between the micro problems and the macro problems, the appropriateness of the organization's
resources and the nature of intervention; gaps identified and suggestions.
The following settings can be visited depending upon the availability of the agencies though it would
be better to visit as nlany agencies as possible for maximum exposure. The student is encouraged to
observe the silnilarities and differences in the way social work is being practiced in different settings
'I and find out tbe causes for the same. Differences can be observed in the practice of methods in same
settings also. Tlie agency's values, the practitioners approach, the requirement of the client, the resources
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of the agency may be solne of the factors influencing the practice of various methods of social work.
1) I-Iealth Scttings - hospitals, community health centres, primary health centres, cllinics
1-Iealthsettings are an important setting for the social workers. In hospitals social workers work along
with the medical practilioners, nLrrses, plzysiotherapists and other para-prol'essianals as llledical teams.
Their major functions include counselling patients suffering from serious or terminal diseases. counselling
patients involved in acciclents and suffercd loss of body parts, and counselliug HIV infected individuals.
Social workers also cou~lselfamily men~bersof thc patients and enable then1 to adjust to the new
situation and make necessary changes in their life situation so that recovery of tlne pnlient is fiicilitated.
Social worker also helps raise resotlrces for the treatment and rehabilitation of the patients.
In mental health settings the social worker is part or the n~entalhealth team along with the psychiatrist
and psychologist. The primary fiuictions of the psychiatric social worker is to cn~~nsel the p a t i i ~and
~t
his family membcrs, implumen1 behavior ~lnodiiicationtechniques, conduct Inomc visits, f'acilitatc tlze
return ol'the patient into his/lner normal fiunctioning as a student, housc~viSeLor e~nployee.
111the community Ilealth centre the social workcr studies the hoalth needs ol'llne community atncl based
on that devclops awareness programmes to change the behavior pattcrn ofthc co~nmunity.I-Ie also
i organizes health camps, conducts health surveys; organize tlne people lo demancl hcalth pl.ograrnn1e.s
and looks for ways and means to improve the same. To begin with one may llztve to nlotivatc and
facilitate the commrrnily to be hygienic in the day-to-day life,
Healtln settings as can bq seen gives the social worker zl wide variety of situations to practice the
methods of social work and thus an i~nlportantlearning opportunity,
2) Correctional Settings
Correctional settings include prisons, police stations, juvenile justice systems, training schools and
administration of parole services. The major functions are to co~ulselthe inmates helping them adjust
to the institutional settings, deal with inmate family problelns and assist in their rchabilitntiol~and
resettlel~lentin the commuoity. The social worker acts as a link between prisoners find the institution
to improve the services being provided.
3) Civic Administration
Civic adlninistration includes social weli'al-e departments. education clepnrtme~~ts, health
departments, inunicipal offices, panchayat offices, collectorates, block offices and so on. The
social worker will have to get knowledge about the various government programmes. the delivery
-mechanisms, their limitations and advantages. The student can observe the functioning of the
related offices and interview the officials. Their opinion on the programmes and their problems in
.implementingthem can be noted. Familiarisation with the functioning of these departments/age~~cies
is very important for the social worker,
 4) Education Settings
education institi~tions.In school and college
Educatiotl settings are school, collcge and non-for~~~al/adult
enable tlie student to adjust in tlie institution, deal
settings social workers have the following fimctio~~s;
with problenls of drop outs, ragging, drug addiction, juvenile delinquency, abseateeism, emotional
crises. learning a11d motivation problems, and act as link between the institution add the student-
teacher-parent cominunity.
In the non fom~al/adulteducation settings the role of the social worker is to approach the community,
icielkify suitable candidates for attending classes, motivate them and their families to attend classes
and see that they coilti~lueto do so till the course completes. After the course is over it is important
that necessary follow up action in terms of refresher courges is undertaken.

5) Home for the Destitute, Disaster Afflicted, Refugees and Migrants

The problems of the illdividuals who stay in te~nporaryand short stay honles are diverse in nature.
For the migrant and disaster affected the needs providing immediate basic needs, counselling to recover
from tlie trauma and shock caused due to the tragcdy, provision of legal aid, initiation of rehabilitation
eftol-ts ancl l i l l king 111)with government agencies and otlier NGOs.

6) Momcs for Weaker Sections - Women, Children, Beggars and ~ l d e r l y

A number of holl~esarc run for destitute and abandoned women. Social worker counsel the inmates,
organize events to create a\vareness, assist them in availing governnlent progranlmes and legal aid to
help the women cope wit11 the problems. I11 adoption agencies the Social Worker is responsible for
checking the suitability of the prospective parents and their co~npatibilitywith the child to be adopted.
In old age l i o ~ i ~
the
e social worker is respo~lsiblefor maintaining the pl~ysicaland mental health of the
inmates. SheIHe has to hclp them cope with loneliness, neglect and help them to adjust to the new
situation.

Many NGOs in India provide community related services. Some of them specialize in a single activity
e.g, health, educalion while others provide m ~ ~ l t i pservices.
le Most of them have Social Workers
working for them. 7-heir major tasks include study and researcl~of the community, identifying tlie felt
needs of the people, organizing awareness progran~mes,mobilizing people, identifying leaders, setting
priorities, suggesting altel-native means to solve the problems, implen~entingpi-ogranlll~esand evaluating
them. The communilp setti llg gives the social worker ample opportunities to use the integrated methods
of social work

8) Dc-addiction and Rchabilita tion Centers

These centres provide drug addicts, aIco11olics and other substance abusers medical and
psycl~ologicalsupport to end their addiction and become useful members of the society once
again. Social workers are involved in counseling the patient and his/ her fainiiy members helping
tl~emto end the addiction and prevent lapse in future.
9) Palliative Care Centers
tel~ninallyill patients or the patictits themselves feel that they are a burden
The falllily at titnes ~~eglccts
to the fanlily. 111sucl~cases very oAen there involves inedical care, which is neither available in the
horlle 1101.a trained personnel. Palliative care centres allow such patients to live and die with dignity.
The ].ole of the social worker is mainly to provide enlotional support to the patients and organize
somc events to case their painful stay in the centre.
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There lnay be other similar settings, which are local specific. The FWS will do the needful to p ovide
appropriate exposure to the student keeping this in mind.
Wllile you may be visiting a wide variety of agencies this year, it ts recommended that you focus on
the study of developmel~tprojects. Some agencies inay be providing number of services other than
development projects while others may be in~ple~nelltiilg
only development projects. When visiting the
former you should give special attenti011to agency3 efforts in the development sector by asking thein
the 'what, how, whys' of the pro-jects.
Developn~entpsojects are in~portantactivity in third world country like ours. India3 nlain problem,
poverty, is caused n~ainlydue to the lack of resources among the people, lack of awareness and
information and exploitative structures. Developlllent projects facilitate quantitative and qnalitative
changes ill people's lives by providing the necessary resources and inrorination.
Training people in vocatio~lalskills and leadership skills, providing credit facilities, arranging for
technology transfers, creating illfiastructure and fornli~lgself-help groups are sonle of the activities of
development projects.
 Name of the Institution

Address

Mission statement/Mottn(if any)

Institutional objectivrs

Ch icf Executive f)ffi13ar/Executive Officer

Board members

Type of work

Number and Natl,r.r n f beneficiaries

Geograpilic!ll area of work

Whether tlie agency is registered or not

Organizational structure (A simple diagram may be drawn. If the agency is a branch of a larger
a,- I
organization its place in the larger organization call be shown)
Nu~nbel-
of staff membel.s and Nature of Staff B

Level Number Qualification Position Held

!-
Professionals
Y upport staff
t

Voluilteers
Total
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History of the Organization

rile student is expected to trace briefly the history of the organization from its ;:lception. The growth ,
or decline in the number of activities, the increase or decrease in the areas in which these services are I
being offered, and cliailges in the staff strength over the time can be noted. Most importantly the
agency's ralioriale for the services provided, the reasons for the changes in approach over the years 1
and the results of the cl~angesare to be studied. $1
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Sources of Funding 1
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F~indii~g especially foreign fundialg 2x3s become a colltroversial issue in the recent past. Special care
l d given while dealing with this sensitive issue. Yori slrouid not insist on kno~virzgtlre
s h o ~ ~ be
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firnrfirzg snrlrces if tlre ngency officials ore relrrctnnt to divulge fltat itzformation.
The hllowing categories are suggested for collecti~lgthe information
Foreign sources and Indian sources.
Foreign sources - International organizations, Governmental and II,III-Governlnentalresources. And
within non-gover~~mental - private institutional donors and private : I ~ d ~ v ~ ddonors.
ual
Indigenous soil, ~ c -s Governmental - central, state govelnment: ~1::' ;)anchaynts. Non-governmental
sources - private institutional donors, private individual donosh
Coininunity owned resources
'Methods For raising funds and achieving financial stabi1;iy
Infrastructurc Facilities
Buildings
You should see whether the building wherein the agency operates i 5,iiitable for the activity it has
undertaken. For e.g. a short stay home for women will require the neceshir; rootns, toilets and bathrooins
so that women can stay wit11 necessary comfort. Besides t h c area shou!d be secure so that inn~ateslive
without fear.
Transport
You should see whether the agency has the required transport facilities tu pel-form its function. For
e.g. in conln~unitydeveloplnent programme lhere nlay need for reguiarljt traveling to far flung areas
and the staff may be depending on a number of transport facilities. In hospitals or old age home there
inay be need for ambulance to transport the patients.
Communication aids
Pllone, Internet, etc. In your own placement you can fanliiarise yourself with the uses the agency puts
the computer to and see whether they can be bet'ter utii~zed.
Audio video equipment
Projectors. Video players, radio meant for public education purposes.
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Relationship wit11 other agencies

1) Relationship with othcr welfare agencies
Coordination and cooperatioil with other NGOs working in similar areas
Are there other agencies working with the similar objectives in the area? Is there any cooperatioil
between the agencies working in the area? Are there any conflicts between the agetzcies working in
the same area or field?
2) Relationship with government departments
Whether the agency receives government funding or not. Whether the agency coaperates with the
programmes. In the opinion of the agency how do government officials
government in i~nplemei~ting
deal with them. Do the Banks in the area support the agency?
3) Relationship with Panchayat Raj Institutions (PRls)
Is the agency cooperating with the PRIs? What arc the areas in which the agency is cooperating with
the PRIs? Does the agency officials think that PRls are functioning well?
 ;.4) Relationship with community based organizations
The llulnber of CBOs working in the field. The method of their formation. Self-initiated or started
Sy government, by other agencies etc. How old are they and if they are dissolving what are the reason
for the same. If the CBOs are increasing in strength then the reasons for the same can be noted. What
are the areas of cooperation between the agency and the CBOs?
5) Relationship with othcr organizations like religious organizations, associations etc.
Opinion on the rclevance and quality of services provided by the Agency
Opirlions can be collected fiom the staff members, clients, management and government officials working
in the area.
Collectior~of tire inforn~ationwill require talking informally to the beneficiaries.
I'robleii~sfaced by the agency and proposed reinedies

Internal proble~nscan be related to funding, infrastructure, staff, management and objectives of the
agency.

External problellls can be related to the target population. For e.g. the lack of cooperation fioin the
community or l~ostility fiom the leaders. External problenls call be related to the agency relationship
wit11 government departments, other NGOs, panchayat instit~~tions etc.
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The student call also note down how the agency plans to face these problems, relationship with the I
donors and their demands. I
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Future plans I

The agency plans for expansion and the future can be described. This will include the new programmes '
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the agency wor~ldstart and how it plans to initiate the same.

Recognition and awards
Me~~tion whether the agency was awarded/rewarded/given recognition for its contribution for social
i~plifi. i
Affiliations
Mention whether the agency is affiliated to any institutions sucli as councils, higher educational U
institutions, network etc. a.

Any other information

For example, the agency participation in relief activity in disaster prone area or the political nature of
the activity if applicable.
Learning process
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. You can write your ow11 impressions on the agency. Further you can compare the agency with the
other agencies you have visited and note down the strengths and weaknesses of the agency in comnparison i

with tlie other.

: You can give your opinion on the importallce of the agency to the community,'its objectives and its
; functioning. You may agree or disagree wit11 the lllethod used by the agency to attain its objectives
and give reasons for the same. \ t
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 Your gain in terms of knowledge, skills and attitude can be noted. You can report if the visit was a
wastc of time and give reasons for tlie same. Suggestions can be made to make these visits more
productive.

COMPONENT 2 PLACEMENT
l'lacement is an important part of tlne field work. You are expected to do at least 25 fi~llworking days
at tlie agency. You may be already working in an agency and i l l such cases your Field work Supervisor
will help you to get maximum exposure in practicing those skills, which cannot be practiced in your
agency.
Social workers arc always part of a team. You will wherevcr possible, be placed in teams of three to
six. The aim of this exercise is to enable the student lo adjust to new situations and with people from
different backgrounds; to gain experience in reconciling difi'erent approaclncs towads tlie same problenl
and ensurc effective service delively; to learn ii-om the knowledge and experiences of other professionals;
to learn to divide responsibilities,discard egoistic attitudes and promotc group goals; to devclop leadership
skills, connll~unicatioliskills and improve self awarcness. Qucstiolns related to this are given in the
Teamwork Section.

COMPONENT 3 AGENCY CLIENT RELATIONSHIP

One of the ailnls of the Social Worker is to improvc the social S~lnctioningof the client. It is by
establishing a relatiolfsl~i~ with ihe client that the social worker aclnieves that aim. T'lie process starts
when the client on hisher initiative or on the persuasion of otllers approaches the agency for help.
Sonletililes this actiorn o f the client is as a result oTa progra~~imc conducted by the agency itself. For
e.g. an awareness campaign on I-IIVLAIDS will elncouragc individrlnls who suspect that they are infccted
to approach the agency. In otliqr cases helslie will bc referred to by other organization to the agency.
The agency then allocates the case to the social worker. Tlic role of the agency is to provide the
necessary resources. The client is the centre of the wliole process and therefore tlie client-social
worker-agency system is to be undc.rstood properly.
The client approaches the agency with some cspcclations ancl may be with solne apprehetnsions. I-Ie/
She has Iiis/lner own world view bascd on I~islhcrvalue systelnl, individual experiences sul~dposition in
the social structul-e. The clicnt may liavc certain iclcus o n t l ~ csocial work proccss. For exanlplc a
person with financial problem may expect soline moncta~yhelp and feel tl~ptwliole process ofcoiunselling
is a waste of time. On the other lnaiid the agency has its own ideology and its own limitations. They
ha\le to proceed on tlie basis of thcsc values and ideology.
The social worker Inas his/l~erown value systelnl basccl on professional values and ethics. It is ii~lportant
that personal values forllled by specific persolla1 experiences don't d f e c t his/her perception of the
client. Social Work principles like non-judgmental approach and coll~rolledeiiiotiollal il~volvement
elilphasize the need for that quality on the part of the social worker. The social worker therefore
should develop a certain level of self-awareness to lilllit thc illfli~el~ce
of persons1 experience in tlie
relati~nship.

1) Discuss and list down your own likes and dislikes with regard to your social fiinctioning likc your
choice offiieods and kind of work you enjoy or dislike and such malters, which you colisider to
be important.
and whether it chnogcd after
2) What are the first impressions of an individual/group/co1~11in~111ity
subsequent sessions and after the availability o f l ~ ~ oinl'ormiltion?
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 3) How does tlie client see tlie agency and why?
a) Helper b) friend c) relative d) broker e) doctor 0 professional' g) any other

4) How does the agency see the client?

a) Poor and helpless b) resource less
The ratiol~alcf'or providing tlie service to tlie clients can be discussed here. Some of tlie important
reasons for the provision of tlie service are religions, pliilantl~ropical,professional, entrepreneurial
and to irnl3rove public relations.
5) How does the agency see the social work professionals'?

6 ) Do you tllink that the agency is fulfilling the purpose it is meant for? If yes give reasons and if no,
give reasons.

7) How do the beliefs, traditions and precbnceived notions of the client system influence tlie perceptioli
of tlie agency?
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8) U6desstand the implications of existing bureaucratic set-up and legislation on the services provided.
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COMPONENT 4 ASSIGNMENT OF TASKS

The aim of doing specific tasks is to expose the student to situations where the Social Work methods
in rudimentary form are used. Tlie task itself niay not be related to social work but the preparation of
the same may rcquire ~ncetingindividuals and groups, interacting with them and enabling them to plan
the task and in~ple~ncnt it. Tlie task can be chosen depending on the need of the target population and
the resources available.
Describe the various steps followed to organize tile event
I) Initial stage
e Initial contact with tile group.
@ . Rapport building.
Studying the situation and gettirig to know the felt needs of the target population.
List out ob.jectives of the programme in qualitative and quantitative terms.
@ Choose the appropriate task o r activity to attain these objectives after consultation with
agency ofi-icials,comli~uliitynien~bersand beneficiaries. If perniission has to be taken from
the concerned authorities you sliould do so.
Develop a realistic tilne franie for co~lductingtlie activities.
fJ) Planning stage
e Prepare a plan.
e List oirt the tasks to be done.
e Anticipate expected problems and unexpected problenls by brainstorming.
@ Allocate the responsibilities to individuals and groups or both. Mention clearly the
 responsibilities. Cornmuilicate the responsibilities to the concerned persons preferably in a
meeting where every one iilvolved is present.
@ Mobilize the internal and external resources. The community resources have to be mobilized;
111) Implementation stage
@ Inlplernent the plan.
@ Unexpected assistance that helped you to .implemeilt the programlne
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1%--kvaluation and feedback

@ Have the objectives set been attained?
@ What is the effect of the progra~nmeon the target population?
Tasks.that can be ~lndertaken(some illustrative activities)
Individual related activities
1) Arrange a job for person who has to be rehabi1it:tt - 13.

2) Arrange a loanlgovernment sche~nefor a needy pscr:.:: ?:a. helping him/her duliaaq the various stsl
of hisher application.
3) Arrange for loan/scholarship for the children/adults fioin private/public sources.
4) Arrange for a patient to be taken to hospital using a volunteer. You should not take the patient
yourself and claim that itls a valid assignment.
.5) Arrange for cost of nledication for the childrenladults from private/public sources.
Group/community related programrrics
1) Organize a picnic, visits to places of interest like museums, temples, historical places etc..
2) Arrange for adult education cIasses/non-formal classes/tuitions for the various categories of t:ir
people in the community.
.3) Organize an awareness camp related to I~ealth,education, government programmes, human rights
to in~provethe knowledge level of the people.
"
4) Organize street plays with the actors being the members of the community.

Ch
5) Col~ducta health camp for the people: It can be a nutrition camp or immunization canlp. -

6 ) Conduct surveys for use in the formulation of future programmes.

7) Organize a fund raising event. For example, a bal mela call be organized in the school.
J

8) Or&anizea sport p ogramme-in the school or the community.

-
f
9) Organize leadership t.raining programme for the informal leaders of the community.
10) Organize a dllarna or deillonstration for focusing on a people isswe,
1 I ) Arrange for filing Public Interest Litigation for a social problem. '

12) Arrange for legal aid for the afflicted persons and follow up till the issue is satisfactorily rcsnlved.
13) Arrange for the vocational training for the disadvantaged sections.
 Describe the'problems encountered in organizing the event
I

Some of the problelns can be the following.

1) Lack of cooperation or even hostility from the people and target population. ,
4
2) Lack of resources. Internal resources include organizational resources like fiinds and staff. External
res'ources like community resources, comllli~nitypalticipation and infi.astructure.
3) Target population related problelns
o First, the group or conin~unitymay be riddled with factions whose previous conflicts may
enter the planning and implementation of the current prograinme.
e Two, the presence of a ividual or group may reduce participation by others,
leading to
6'
i

e, Three, sollle individuals and groy may try and use the conxnon programme for private use.
e Lastly, weaker sections of the population like women, schedule caste and the poor may not
be able to participate due to lack of motivation or lack of convenience.
4) Problems related to participants
Inconsistency of the people's interest levels in the task which they have decided for themselves.
There may be high enthusiasm in the bekinling that may lower after soll~eti111c.
Individuals who accepted responsibilities may neglect it later and give various excuse or may
not appear at all.
By n~akingalternative arrangenlents like giving the responsibility to someol~e~lse
and so on.
8 Within yourself -- that is controlling your emotions of being let down etc, fiom negatively
il~fluencingyour perfornlance.
e By discussing the situation with the concerned persons or confronting the participants.
It would be beneficial if you write down how you faced these problems.
Discuss your reactions with your FWS.
~ e s c r i b the
e achievements of the programme
1) In terms of the objectives of the p
I

i) Participation oFdle people - in terms of gender, con~munitiesand groups of the coinnlunity

especially the weaker sections of the community. . ,

ii) Q~ialityof participation.

ii) In terms of the change wfil~tedby you.
2) In terms of the larger progragme of the agency
3) Iln terms of t l ~ epcoplc needs
i) What specific need did the programme satisfy?
ii) What fijrther programmes should be conducted to attain the objectives set by you'
4) ~n'terms
of the people$ participation in future programmes.
 Learning
You should realize that the task itself is not as important as the experience itself. You should note the
, skills, which you find useful in performing the task. Also you should look at the weaknesses in your

skills, knowledge and attitude that had caused some of the shortcomings in the programmme. Especially
importarff is the inai~nerin which you deal with frustrations caused by the failure of others t6meet
-
your expectations when they disagree with your meaningful suggestions, break their commitments
for trivial reasons (according to you) or even attach false motives to your actions. Also important are
the problen~syou sl~ouldhave anticipated but could not as you had not observed or had not been able
to interpret the observations that you had seen.

'COMPONENT 5 NATURE OF SOCIAL WORK PROCESS

1) Studying the client/community systel~laticallyand use it to forn~ulatethe appropriate prograrfimes.
2) Initiating activities in the agency, along with fellow trainees and professionals by highligl~tingthe
needs of the clients and selecting relevant progranlmes to satisfj them.
3) Making contacts with other professionals, govenunent officials, infliential persons of the community.
4) Plan, organize and evaluate the activities wit11 colleagues in the agency.
5) Learn interviewing skills in different settings. I

6 ) Learn to do ho~nevisits and record the relevant information for future use.
7) Increase the levels of participation in the activities undertaken by the agency.
8) Note the pattcrtls of interaction in the various groups yo11work witliar the groups you work for
and analyze social process like cooperation, conflict, association and resistance. Record and
discuss wit11 the Field Work Supervisor.
9). Suggest ways to the agency on how its programmes can be iinproved a ~ l dstaff can be motivated.
'

COMPONI$NT 4 TEAMWORK
+

As mg~t-isl~ed earlier social workcrs have to work in teams and the team nle~nbersmay be other
professionals like lawyers, doctors. nurses or volunteers.'~heapproach of other professionals will be
very different fro111social workers. T l ~ social
e worker in such cases not only has to take care of the
psychological and social needs of the individualfs. but also has to humanize .and integrate the various
approaches.
It has bee11also observed that some professionals especially doctors in a medical setting try to
niarginolize the social worker's role in the healing process. This kind of response nlay be found i n
volunta~ysocial workers k s p e c i a ~those
~ ~ that are from the upper strata of the society who are impatient
with the approach of the prol'essional social workers, It is the social wol.ker7sresponsibility that he/
she adjusts in the situations keeping in mind,the welfare of the client/s.
Explain your role in the team (individ als ou work with directly in course of implementing your
1)
programme).
Ij Y

2) Observe and'explain the affect of the way the team is functioning on the implementation of tli;
proyrammes. I . /
3) Does any team member show lack of understanding of the socis1 work profession?
4) Instances of cooperatian and conflict if any.
 - 1
COMPONENT 7 ADMINISTRATIVE ASSIGNMENTS
Bogin to understand the agency, its policies and its rules and regulations. The importa~~ce of keeping
seco1.d~alld preparing reports oi'the activities undcl-taken should be understood. Basic statistics regarding
the ilico~iieand expenditure of the agency sl~ouldbe u~~derstood. Learn to write official letters and
4
maintain records.

COMPONENT 8 RECORDING
Social work profcssiolial have to maintain records for the followiilg seasons - use it as rcikrence and
1'
check the progress of thc casc: to Ihcilitate consultation; for thc growth ofthe knowledge of the
discipline ancl prolkssionai growth.
A ~*ccording
system ci~visagesthe following.
A proper Ibl-mat to rccoscl Sacts, opinions, suggestions and observations.
e A file or book to enter the information.
I
A sound lilc systcln which will enable storage and quick retrieval
i
Cooperation from otlier employees in tlie lilaintenance of the records.
Since i l is [lie lirst year Process Recording is suggested which means that you write down in your
1
words the scqiiencc o f events as it took place. Your slssessnlent of the problem, coilllllents and
t~bservationsarc notcd a1 the end of tlie reporting. AS the work progresses you call attempt a diagnosis
ol'llie psablcrn alicl suggest actions to remedy the situation. Evaluation and feedback received can be
rt.por.tcd at the cnd ol'tlie programiiie. a

]:or esalnplc. a case can be rccorclecl a s follows.

I'crsonal int'osmnt~ot~
like name. age. educatio~lqualifications, employment, income, nature of problems,
past :titempts to salve the problem and their results.
k'il:s/ \'itsit - /he c ' / ~ L ' I ~~lescript
I iuri qf 1he j~roblerli,[Fte q z ~ c s f i oyou
n ~ nske~ihini/l7er, the replies
117~' c l i ~ u gcrile
i you. A// /his irlfi)rrnc/fioni s lo he nolecl sir71trltc/1ieousl~1 dzrring the inicr*vie~l:sir.~
f i l i - m c?f'point.~,
111hic.hyo21 /crier er~iei*sinlo the appropricrte .fifes. Afier. ihc/l you give yozlr.
oh.vo~i~c~lior~.v ~ r n c80n?177en/s
~l 1.cgcrr.di17g/he clie17i.
Scconcl visit and tliird visit and so on.
I1socess recol-ding or otherwise called v e r b a t i ~ recordi~ig
~i means that you record tlie events as they
occur with YOLIS collill1ellts at the end of'the note.

COMPONENT 9 FIELD INSTRUCTION

.I he relationship between you and tlie FWS is a cr~icialone. It is a professions[ one ill whicli the FWS
..

is your li-icnd. philosopher and guide. I t is up to yori to make best use of the PWS.
Proforma for Information Rcquircd from Orientation Visits
 Proforma for Information Required from Orientation Visits

Name of the institution

Address

Mission statement/motto(if any)

Institutional objectives

a .a C+icfbfiwvtiye~ f f i 6 w h ~ ~ e c u tOfficer
ive

Board members

Type of work

Number and nature of beneficiaries

Geographical area of work

Whcthcr the agency is registered or not

Organizational structure (A simple diagram may be drawn. If the agency is a branch of a larger
organization its place in the larger organization can be sltown).
Number of staff lne~nbersand Nature of Staff
History of the organization

Sources of funding

Infrastructure facilities

~clationshipwith other agencies .

Future plans

Recognition and zlrvarcls

. ."

,Any other information

Field ~ o i Supervisor
k comments
\
 Xppendix-I?
Time Task Iiecording
The time task record gives an hourly account of your activity for the particular day. This helps supc~~~isor
to suggest ways to use your time more effectively and also helps you understaild the ways you use
your time during pour field work.
'Time. Tasks performed I'lace of activity

The skills that are used 011 the particular day call be i11entioned:After the initial few days the skills
~lsedcan be evaluated and their progress noted with the explanations.
 Learning Plan
Pi Icaming plan is an agreemelit between you and the Field Work Supervisor, which will be forlnulated
aftdi 1. o ~study
i the agency you have been placed. Ir will take into account the time available, the
str9cngthsand limitatior~sot'thc agency, the need of the beneficiariesand other relevant factors influencing
the ficld work process. TIE Icaming plan ob.jectives will be based on the ob.jectives of'the BSW first
year field work objectives.
Tlie plan sl~o~lld
include the following.
I-

1) Specific objectives in terills of gain il.1 knowledge, skills and attitude

2 ) Tasks that have to be done whicl~will result in the gain in knowledge, skills and attitude.
3) The time frame for doing the tasks.
4) The neth hods by wllich the learning can be shown to have talcen place.
This can be citllcr by recording or by discussior~with FWS or by both methods.
 Evaluation of First Year BSW Field Work
Tlie following parameters will be used by your FWS as well as exiernal evaluator for evaluatil~gyour
perfonllance i n Field Work Practieunl of first year BSW.

1) Extent of understanding the agency's place in the larger social system and its illfluellce on the
agency.
2) Extent of understanding the policies and procedures of the agency, organizational structure and
its influence on service delivery.
3)' Extent to which the learners applies this knowledge to the field work practice.
4 ) . ~ x f e t lof and t h nature of
t knowledge, of the various programmes the agency irnple~~~ents.
.. beneficiaries.

.5) Ability to identify differellt factors in the neighbour1iood and the con-~11111.;ity
,that aCii.r;: s!!,:;;~
. systejil and the caused due to that. Both the lqacro levGI causes nr:d 17lic1.0level c;lList:s.
of the proble~nshave to be understood.
6 ) Ability to identify relevant k~lowledgcthat needs to be applied and correlate theory wit11 the
social reality the learner observes in tlie field,
t ~locate various service providers in the area by which 11eHhe can do referral work.
7) ~ b i l i to
8) . Estcrit oi'understandi~igtlie roles of Rimselt'/Iierself', the supervisor's and the client's in tile field
work process:
-
9). Ability to identify the sources in the eomtilunity from where material and non-material resources
cGlii be raised.
10) ' ~ h i l i t yto ul~derstatidthk importance of participation of the beneficiaries in the prognmn~eand
devise method.to enhance the same.
1 I ) Extent of'undc'l.standii~gthe importance of planning, iinple~nentirlgand evaluation of projects.
Skills .
1) Data collection and a~ialysingskills that will substantiate Ilis/her findings in field. The learner should
be able to work in variety oi'situations and cl~ooseappropriate tools. ,

2) Mobilise resources from the: comniuliity by coi~vincingindividua!~and orgiulixations of tllc v,r~~-il~incss

I of the cnusc and the advantage that they will gain from the same.
3) Planning, olgnnizing, implell~entingand evalunting skills. 'T'his includes tlic ability to set priorities
according to the social situation. agency poticics and resources available.
4) Motivating skills to inlprove people pat-ticipalion. I

( , '

( , 5) Ability to understand and manage gl-oupsand their i,itrmul dynamics.

1 6 ) Recording and presentation ski1Is.

1 7) Public speaking skills and proficiency in one to one conversations.

8) Ability to inake use of the field work conferences in a creative manner.

25
 Y) Extent of understanding the ways by which commonly f o ~ ~ nobstacles
d in the field csn be taci<itcl.
For example, patriarcl~yinfluences women's participation in programme and learner is abilit~10
deal with the problem effectively.
10) Ability to work well in a team with diverse members and ability to influence it in a conducive
manner.
1 1) Ability to form professional relationship with other members of the agency and beneficiaries.
,
12) Ability to learn from practical experie~zceand supervisory feedback.
13) Ability to make use of the volunteers available constructively.
1

14) Ability to lnalte use of the common resources available constructively. I

15) Ability to draft simple letters, minutes of the meetings and the reports of tlze activities undertaken.:
14) Ability to tactfully give constructive suggestions for improvement of agency's functioning. I

17) Ability to convey interest, concern and capacity to empathise with the client system.
18) Gradually develops the ability to break larger problems into simpler ones and deal with it
accordingly.
Professional Attitudes
1) Regularity, pullctuality and colnlnitment to work and in submission of tlze field work records. ~
2) Giving sufficient inlportance to the requirements of tlze situation especially in the matters of dressing
properly, showing respect to elders, seniors and clients in tlze agency keeping in mind the culture
of the place.
3) Ability to implement in hislher work the social work principles of acceptance, self-determination,
non-j~~dgn~elztal
attitude and limited emotional involvement.
4) Ability to work as part of the team of professional and volunteers by shedding egoism and
destructive individualism.
5) Growing self-awareness.
Development of the Professional Self
In solne ways this is related to all three aspects of social work profession inentioned above -
lulowledge, ski1 and attitude. But specifically it includes the following:
1) Ability to prevent personal bias and values fiom interfering in hislher relationship with the client.
2) Ability to control frustration, anger and other negative enlotions when events to do not go as she1
he wants.
3) Ability to work wit11 other members and client system without passing negative judgments about
then1 'and their capabilities.
4) Ability tb treating clientls with a professional approach regardless of their socio-economic
background.
5) Increasing ability to ~uiderstandtlze influence of his/lzer behaivour or1different clients and conscious
use of tlze lzowledge to improve social relationship.
6 ) Ability to react aptly to different situations and adjust quickly with diverse types of people.
7) Ability to be a self-starter and take initiative in the tasks assigned to himlher.
8) Increasing curiosity in the matters related to hislller work and,looksconstantly for opportunities
to illcrease hislher knowledge and skill base.
 Activity 1
'Pre-term Se
 .' t .
$RETI?RM SELF ASSESSMENT FORM
You 11-lnstfirst fill up this for111 before going for the first meeting or illduction llleeting with your Ficld
Work Supel-visor (FWS). The questionnaire is to be used for the purpose of testing your attitude,
skills and nowl ledge related to social work. Since the course is being offered in the distance learning
mode the learner commu11ityis bound to collie fio~llvarious walks of life. age group and geograpllical
locations. Sonle of the q~lestiol~s will therefore appear to need more knowledge than you may havc
now or may seen1 to be irrelevant to you. It does 1101 matter as there are no right and wrong answers
to these questions and you will not be evaluated on that basis.
Knolvledge

1) Agency can be registered under the NGO Act 1959.

a) True b) False

2) Legally only a ~.egistert.dagency can receive li~nclsfrom abroad.

a) T~zie b) False
3) Tlie Act that regulates foreign f ~ ~ ~ ~for
d i the
n gsocial welijrc agency is called the Foreign Funding
and Regulatiol~Act.
a) Tme bj ~alse

4) Call you name two government schemes whose objective is the empo~vermentof women?
a) Yes 1 ...... 2 ... ..... b) No
I 5) Can you liamc two govenlment projects in your area that aim to improve child and woiilen
hcalth?
a) Yes 1. 2 b) No
6) Cau you identiljt t.he various ethnic groulns (castes, religious, tribes, linguistic p~*otips
etc.) in yclur
neighbourhood?
a) Yes b) No
7) How many levels do the local self-goverl~mentinstitu~tions(municipals, colpxatio~ls,paachayatts)
Iiave in the area you live in?
?.
a) One b) Two c) Ihrce d) Can't say
8) Social work and social service are the same.
A) Agree b) Don't agree c) Can't say

9) Sharamdlian is social work it1 Indian corltext.

a) Agrec b) Don't agree C) Can't say
10) Social work is a profession.
a) Agree b) Don't agree c). Can't say
. .
1 1 ) F..?n.yone can bk a prdfessioilal social worker,
1

29
 a) Agree b) Don't agree c) Cnn'tsay
12) Field cvork/practicals are not necessary for the social worker students.
a) Agree b) Don't agree c) Can't say
13.1 People who do charity can be called professional social workers.
a) Agscc bj Don't agree c) Can't say
14) Mother Teresa. Baba Amte a n d l ~ rAmbedkal-
. can be called social workers. -
b) Don't agree c) Can't say
+

1) '1-lave you ondergone any programme of study or learning in the areas like counselling,
psychoanalysis, social service or advocacy?
a) Ycs b) No
2) Have you \lisite~la welfare agel1cy/c0111l11u11ily/go~fer1i7ent and observed its filnctioning
departme~~t
9

a) Yes b) No

3) Do you have esj>esicncein organizing a community function like a sports event 01- Ilealth awarelless
camp etc.?
a) Yes b) No
4) Do you have experience in mobl ising rcsourccs from the commiu~ityfor a c o ~ n ~ i l u ~ function
lity or <,-,

event'?
4.
a) Yes b) No
3 1low much experience you 11avu in writing 111-oposals,prqjcct rcpol'ts and annual reports?
a) No cxpericllcc h) Son-~ccxpcl*icncc c) IIstensive experience
5) "Listening" is a specilic and clcmnnding skill.
a) Agree b) 13on:l agree c) Can*tsay w

'7) If one has L? strong mel~~ol.y,

one need not do iltly recording as llle social worker can recall the i4
details any time helshe wants,
a) Agree b) Don't agree c) Can't say
7 ) It is easy to interpret the non-verbal c o ~ ~ ~ ~ l ~ r u [body
~ i c a tlanguage)
io~ of the person.
a) Agree b) Don't agrec c) Catt'tsay

8) Thc socia! worker coi~sciouslyilses hisfler self in I-~is/l~er

relatiolzship with the client wit11 tile
objective of ch~~nging
the client behnivour.
a) Agree b) Don't agree c) Can't say
 3) Observation is salne as loolting carefully.
a) Agree b) Don't agree c) Can't say
10) Do you maintain a diary or a journal to note do\wl inzporta~ltaspects of your persoaal and/or
your professiol~allife?

Attituclcs
1) By nature wonleil belong to the weaker sectiolls of the society.
a) Agree b) Don't agree c) Can't say
2) All religiolzs are equal.
a) Agree - b) Don't agree c) Can'tsay

3) All tribes live in forests, mou~ltninsand relllote areas, and live by rood gathering.
a) Agree b) Don't agree c) -CanYtsay

4) Caste and class distinctions are natural in every society.

a) Agree b) Don't agree c) Can't say
5) Villagers can't tale good decisions.
a) Agree b) Don't agree c) Can't say
6) Arranged ~iiarsiageis be!ter tllan love marriage.
: a) Agree b) Don't agrec c) Can't say

7) Modesty is part and parcel of Indian lifestyle

/ a) Agree b) Don't agree c) Can't say
i

I 8) How do you prefer to work?

i a) Alone b) With person of your choice c) Part of team

9) How ho you perform when you are part of the team?

a) Perf01111 well b) Not satisfactorily c) Can't say
10) Howcomfortable are you wheil you work with members of the opposite sex?
i
I
a) Comfortable b) Not col~lfortable c) I try to acijjust
1
11) A good professional needs ollly l<nowledgeand skills alld ueea not be conceriled with qualities
I
like punctualif;y, respol~sibilityand accountability. These quaiities are the managel~~ent's
responsibilities.
I
! a) A.gree b) Don't agree c) Can't say
j'12) Do you thinli that you are an einotiolial person that is fi person ~ 1 1 reacts
o will1 strong emotioizs
\ to the various events takilzg place aroulld you?
I

a) Yes b) No c) Cru~l'tsay
I
1
\ 31
13) l3eggal.s are n u i s a ~ ~ cloe any socicty and any means is justified to control his problem.
a) Agree b) Don't agree c) Can't say
14) Homosexuals and lesbians are bad people and should be allowed to live in the socicty along with
others.
a) Agrce b) Don't agree c) Can't say
15) Drug addicts can never be trusted.
a) Agree b) Don't agree c) Can't say

Name a11d signature of Sludenl

Namc and signutul.c ol'supct.visor

 Activity 2
Induction Meeting
Dare and Signatul-c
 Activity 2
Induction Meeting
Academic Counsellos/l~icldWork Supervisor (FWS) will organize all iildi~ctioil11leeti11gfor the first
year BSW students in preparation of'the tield work. During this meeting FWS will give you necessary
guidailcc with regard to the purpose, expectation from lield work, respoilsibilities of the students,
teaching lean~ingproccss, guidance for writing tield work journal, i m p o ~ ~ a n of and group
c e individ~~al
confcrcnces, etc. l'hc supervisor will also give details ofthe first orientation visit: time, place, etc.
You are expected to write a report about the indt~ctionmeeting. 'I'llc report will consist of guidar.lcc
gi\/e]lby 1;ield Work Supervisor \with sublitles of cach component. It is betier lo first prepare a draft.
do the corrections and tllen copy i l l the journal. 1icmcrnbe1- to write the journal in your own
handwriting and never type the report.
lieport of Induction Meeting
 Activity 3
Orientation Visits
 Activity 3
Orientation Visit
During the first year, you are expected to visit five agencies/projects to have exposure to social
welfare programntes. You nlay write the report of each visit by using the proforma given below.

Proforma for Report on Orientation Visit

(Use the space as per requirement under each item)
1
I
I Nanle of the illstitution

Address

Mission statemel~tIMotto(if any)

Institulional objectives

Chiei' Executive .Officel-lExecutive Officer

Board me~nbers

Type of work

Number and nature of bel~eticiaries

a

* Geographical area of work

Whether the agency is registered or not

Number of staff members and Nature of Staff

 - -1..

Level Number Qualification Position Held

Professionals
Support staff
Volur~teers
Total

History of the organization

Sources of f~~nding

Infrastructure facilities

Problell~sfaced by the agency and proposed remediate

Future plans (if any)

Recogllitioil and awards

Any other infornlatioll

Learning process: i) What have you learned from today's visit?

* . (any new knowledge, exposure, experience etc)
ii) Your experience of going with a group as a team member for learning
..
iii)' Your observations,about the agency, staff andtodays activity.
. .
Orientation Visit 1
 Orientation Visit 2
.......
k............................,................................ ............................................................................... I
I
 Activity 4
i
Concurrent Fie d Work Reports
$
 Activity 4 I

Concurrent Field Work Reports

You will be placed din a de\/clopment project or agency for field work practicul~iby the FWS in
groups of thrcc to six. During [he iirst ycar you arc espccted to gait1 25 days ofcspcricnce in the
pro-iecthgc~~cp. Thcse visits in social work tel-mil~ologyare called concurrent visits. Your concurrent
field work practicutil reports arc to be written after each visit. You may follow the iiistriictions given in
the journal lor rcport writing.
Part IT of tlic journal deals with field work components. You are expected to read this portioli before
you write your draft report s o that imporlant points are included in the rcport. Depending on thc
activities you can use the spacc for each visit. For some visits you may rcquire Inore space ivliile for
some others you riiay requirc less. It is desirable that you prepare a draft, correct it and the11copy the
sallie i l l your jourllal. Remember to write your journal ill your ow11hand writing and never type the
report. You ~iii~st use the followi~lgproforma forlwriting the report:
Proforma for report on cnncu~-rent
field work
Date of ficld work Time spent in the agency

~ctivitiesperformed today I

. -
Observations rcliited to the agency functioning or wlatcd institution functioning.
*

Teamwork

Assigned tasks (\vIiich stage and progrcss so far etc.)

Obsen~ationsregarding client system and service delivery

Ad~ninistrativeassignments

Social rvork tccl~niquesused

Field instruction expected for the fallo~ving

, .
This nrillinclude your doubts and observations .

Fieldwork Supcnrisur colnnlcnts

71
 Concurrent Visit 1

...............................................................................................................................................................
..........................................................................
a... ..........................................................................

...............................................................................................................................................................
 Activity 5
Report of Individua Conference
 Activity 5
Report of Individual Conference
Durii~gthe year a minimum of 5 individual conferences will be held. However tl~erecan be more than
5 individual confere~lcesdepending upon the need and convenie~lceof the FWS. Before going for the
ii~dividualconference, you are expected to prepare for the individual conference so that you can
discuss all the problems and other points pertainihg to field work practicuin.

L
Report of Individual Conference 1
 Date of Submission:

/ Comments by FWS

Date and Signature

 . ,

Date of Submission: .

Date ';u~dSignature
 Activity 6
4 Report of Group Conference
h
 Activity 6
Report of Group Conference
~ sI3SW 1" yycnr., 11 is
Group Collferellces are to be held between the FWS and a group of s t ~ i d c n of
expected that a rnillilnulll of 5 group conferences are held during the year. E-Iowevcr thel-e cas! be
more group conferences clepeilding upon need/suggestion by FWS. Before going for Ill(: groun
coilfereilce you are expected to prepare for the same so that all the issues coafr'ronling you mnd .,,~t:
group 01. field/agency can be discussed with the FWS.
Report of Group Conference i
Date of Submission:

Date and Signature

3

uation Report by Student

 Activity 7
Self Evaluation Report by Student
You may write a brief report of about four pages regarding your self evaluation regarding field work,
the experience you gained during the first year of your field work practiculn according to the set
parameters nalnely knowledge, skills, attitude and developn~entof Professional self.

.......................................................................................!....................................................................
r..

..............................................................................................................................................................
..............................................................................................................................................
i................ I
II
i

'I.
...............................................................................................................................................................
 Activity 8
r Summary Report of First Year Field
 Activity 8
summary Report of First
, Year Field Work

Agencies Visited (Minimum 5 )

S .No. Name of the agency Date
1. ....................................................................................................................................................
 . Concurrent Visits
(Minimum 25)
S.No. Main activity in one line Date
I. ...................................................................................................................................................
 Activity 9
Term-end self Assessment Form
 Activity 9
Term-end Self Assessment Form
1I
Before submitting the Field Walk Jounlal to the FWS for final evaluation and grading, you are expected
to fill in the Term-end self assess~~zent.fornz.
You must also compare the response you have written
against each item with the Pre-ternz selfassessnzentform i.e. the first activity you have done in this
Journal. This will give you an idea about wliere you stand after the completion of one year of your
,. training in social work education and training which included both theoly and practicals.
Knowledge
"
1) Agency can be registered under the NGO Act 1959.
a) Tnle b) False
2) Legally only a registered agency can receive funds from abroad.
a) True b) False

3) The Act that regulates foreign funding for the social welfare agency is called is called the Foreign
Funding and Regulatioi~Act.
a) Tr~ie b) False
4) Can you name two government schemes whose objective is the en~powern~ent
of women?
a) Yes 1. ........ 2... ........... b) No
5) Can you name two governmerit projects in your area that aim to impiove cllild and women
4
health?
-- .+ - a) Yes 1, ........ 2,.........L. b) No
6 ) Can you identify the various ethnic groups (castes, religious, tribes, linguistic groups etc.) is your
neighbo~~rhood?
a) Yes b) No
7) How Inany levels do the local self-govenu~~ent
institutions (municipals, corporations, panclmyats)
4- have in the area you live in?
a) One b) Two c) Three d) Can't say
1")

8) Social work and social service are the same.

a) Agree b) Don't agree c) Can't say
9) Sl~aranidhanis social work in Indian context. .
I
I
a) Agree b) Don't agree c) Can't say
10) Social work is a profession.
a) Awe b) Don't agree c) Can't say
I
11) Any one call be a professional social worker,
a) Agree b) Don't agree

275
 12) Field worklpracticals are not necessary for the social work students.
a) Agree b) Don't agree c) Can't say
13) People who do charity can be called professional social workers.
a) Agree b) Don't agree c) Can't say
14) Mother Teresa, Baba Amte and Dr. Ainbedkar can be called social workers.
a) Agree b) Don't agree c) Can'tsay
SlcilIs
m"

1) Have you undergone any programme of study or learning ill the areas like counselling,
psychoanalysis, social service or advocacy?
a) Yes b) No

2) Have you visited a welfare agency/cornmunity/goveme~~t

department and observed its functioning
?
a) Yes b) No

3) Do you have experience in organizing a community function like a sports event or health
awareness camp etc.?
a) Yes b) No
4) Do you hhve experience in mobilising resources fiom'the community for a community fi~nctionor
event?
a) Yes b) No -. -
.=%%

5) How much experieilce do you have in writing proposals, project reports and annual reports?
a) No experience b) Some experience c) Extensive experience
6 ) "Listening" is a specific and demanding skill.
a) Agree . b) Don't agree c) Can't say
8. C
7) If one has a strong memory, one need not do any recording as the social worker can recall the
details ally time he/she wants.
".5

a) Agree b) Don't agree c) Can't say

8) It is easy to interpret the non-verbal coin~nunication(body language) of the person.
a) Agree b) Don't agree c) Can't say
9) The social worker consciously uses hidher self in hislller relationship with the client with the
objective of cllanging the client behaivour.
a) Agree b) Don't agree c) Can't say
I 0) Observatioil is same as looking carefully.
a) Agree b) Don't agree c) Can't say
 11) 'D O you illaiiltail~a diary or a journal to note dowli important aspects of your perso~lrtlandlor

I your professional life?

a) Yes b) No
Attitudes
1) By nature women belong to the weaker sections of the society.
I
I

I a) Agree b) Don't agree c) Can't say

I 2) All religions are equal.
I

a) Agree b) Don't agree c) Can't say

I
I 3) All tribes live in forests, mouu~tainsaid retllote areas, and live by food gathering.

I a) Agree b) L)on7tagree .c) Can'tsay

I
1 4) Caste and class distinctiolis are natural in every society.
a) Agree b) Don't agree 7
c) Can tsay
5) Villagers can't take good decisions
a) Agree b) Don't agree c) Can't say

6 ) Arranged marriage is better than love marriage.

a) Agree b) Don't agree c) Can'tsay
7) Modesty is part and parcel of Indian lifestyle
i 1
1
a) Agree b) Don't agree c) Can't say
8) How do you prepare to work?
a) Alone . b) Wit11 person of your choice c) Part of team
9) FIow do you perform when you are part of the team?
a) Perfom1 well b) Not satisfactorily C) --cG't say
*,

--
10) How comfortable are you when you work wit11 members of the opposite sex?
a) , Colnfortable b) Not Con~fortable c) I try to adjust
I
I
lI
11) A good professional needs only knowledge and skills and need not be concerned with qualities
like punctuality, responsibility and accouiztability. These qualities are the management's
responsibilities.
a) Agree b) Don't agree k c) Can'tsay
12) Do you think that you are ail emotional person that is a person who reacts with strong emotions
to the various events taking place around you?
a) Yes b ) . No c) Can't say
'

I
13) Beggars are nuisance to any society and any means is justified to control this problem.
a) Agree. b) Don't agree c) Can't say

277
 14) Hon~osexuaisand lesbians are bad people and should be allowed to live in the society along with
otl~ers.
a) Agree b) Don't agree c) Can't say
15) Drug addicts can never be trusted.
a) Agree b) Don't agree c ) Can't say

Comments by student on changes noticed between pre-term and term-end self assessment form.

Date: Name and signature of student -

Observation by Field Work Supervisor

EVALUATION OF FIELD WORK REPORT BY THE FIELD WORK SUPERVISOR
Global Comments
 Grade Sheet

Total Marks: 100

Field Work Supervisor: 50 External Examiner through
SR&E, IGNOU: 50
Marks Assigned: ............................; ................ Marks Assigned: ....................................................
In words ...................:....:.................................. In words ....................... .
...................................

Signature and Date Signature and Date

NOTES
EVALUATION OF FIELD WORK REPORT BY THE FIELD WORK SUPERVISOR
Global Comments
 Grade Sheet

Total Marks: 100

Field Work Supervisor: 50 External Examiner through
SR&E, IGNOU: 50
Marks Assigned: ............................; ................ Marks Assigned: ....................................................
In words ...................:....:.................................. In words ....................... .
...................................

Signature and Date Signature and Date